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Manual Del Docente WEIntro 2020
Manual Del Docente WEIntro 2020
INTRO
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INTRO
THIRD EDITION
INTRO
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TEACHER’S BOOK
WORLD ENGLISH
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With World English, learners experience the THIRD EDITION
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world through content and ideas from National
TEACHER’S BOOK
Geographic and TED, providing the motivation
to talk about what’s most important to them.
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The World English Teacher’s Book offers
suggestions for expansion and instructional
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support, the answer keys for the Student’s
TEACHER’S BOOK
Books and Workbooks, worksheets for
additional practice, and the audio and
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video scripts.
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ELTNGL.com/worldenglish3e
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CEFR
A1 A2 B1 B2 na
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LEARNING
ELTNGL.com
A PA RT OF C E NGAGE LEARNING
SAMPLE COPY, NOT FOR DISTRIBUTION
LEARNING
INTRO
Student’s Book 978-0-357-11366-0
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Student’s Book + My World English Online 978-0-357-13019-3
My World English Online Instant Access 978-0-357-13100-8
My World English Online Printed Access Code 978-0-357-13018-6
Print Workbook 978-0-357-11370-7
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Combo Split A + My World English Online 978-0-357-13027-8
ELTNGL.com/worldenglish3e Combo Split B + My World English Online 978-0-357-13028-5
Teacher’s Resources:
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DVD 978-0-357-11393-6
Classroom Presentation Tool 978-0-357-11381-3
Username: worldenglish Teacher’s Book 978-0-357-11377-6
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Password: teacher
LEVEL 1
Student’s Book 978-0-357-11368-4
Student’s Book + My World English Online 978-0-357-13020-9
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My World English Online Instant Access 978-0-357-13101-5
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My World English Online Printed Access Code 978-0-357-13023-0
Print Workbook 978-0-357-11371-4
Combo Split A + My World English Online 978-0-357-13029-2
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Combo Split B + My World English Online 978-0-357-13030-8
DVD 978-0-357-11394-3
Classroom Presentation Tool 978-0-357-11382-0
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Teacher’s Book 978-0-357-11378-3
LEVEL 2
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Student’s Book 978-0-357-11367-7
Student’s Book + My World English Online 978-0-357-13021-6
My World English Online Instant Access 978-0-357-13102-2
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My World English Online Printed Access Code 978-0-357-13024-7
Print Workbook 978-0-357-11414-8
Combo Split A + My World English Online 978-0-357-13031-5
Combo Split B + My World English Online 978-0-357-13032-2
na DVD 978-0-357-11395-0
Classroom Presentation Tool
Teacher’s Book
978-0-357-11383-7
978-0-357-11379-0
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LEVEL 3
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ALL LEVELS
Online Placement Test 978-0-357-51484-9
Audio, Video and the ExamView Assessment Suite available on
ELTNGL.com/worldenglish3e
Intro
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THIRD EDITION
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Real People • Real Places • Real Language
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LEARNING
National Geographic Learning, © 2020, 2015, 2010 National Geographic Learning, a part of Cengage Learning
a Cengage Company ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
may be reproduced or distributed in any form or by any means, except as
permitted by U.S. copyright law, without the prior written permission of the
World English Intro Teacher’s Book copyright owner.
Real People, Real Places, Real Language,
“National Geographic”, “National Geographic Society” and the Yellow Border
Third Edition
Design are registered trademarks of the National Geographic Society
®
Marcas Registradas
Publisher: Sherrise Roehr
Executive Editor: Sarah Kenney
Senior Development Editor: Margarita Matte
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For permission to use material from this text or product,
Media Researcher: Leila Hishmeh
submit all requests online at cengage.com/permissions
Senior Technology Product Manager: Further permissions questions can be emailed to
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Lauren Krolick permissionrequest@cengage.com
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Director of Global Marketing: Ian Martin
Senior Product Marketing Manager:
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Caitlin Thomas World English Intro Teacher’s Book: 978-0-357-11377-6
Heads of Regional Marketing:
Charlotte Ellis (Europe, Middle East, and Africa) National Geographic Learning
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Kiel Hamm (Asia) 200 Pier 4 Boulevard
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Irina Pereyra (Latin America)
Boston, MA 02210
USA
Production Manager: Daisy Sosa
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Printed in China
Print Number: 01 Print Year: 2020
SAMPLE COPY, NOT FOR DISTRIBUTION
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Unit 8 Clothes ....................................................................................................................................................................................... 100
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Unit 9 Food ............................................................................................................................................................................................. 114
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Unit 10 Health .......................................................................................................................................................................................... 128
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Unit 11 Making Plans .......................................................................................................................................................................... 142
Unit 12 On the Move ........................................................................................................................................................................... 156
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Grammar Reference ................................................................................................................................................................................... T-170
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Credits ................................................................................................................................................................................................................ T-186
Audio Scripts .................................................................................................................................................................................................. T-187
Video Scripts ................................................................................................................................................................................................... T-208
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Contents T-3
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• New and updated content and ideas from • An extended, optional Video Journal section at
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sources like National Geographic and TED the end of each unit features amazing video from
feature real people and places to provide either National Geographic or TED.
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meaningful and fascinating springboards for • A new Grammar Reference section in the
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language learning and communication. appendix provides additional grammar support
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• New “My World” exercises guide learners to and practice while offering flexible instructional
personalize and share their opinions about opportunities.
real-world topics.
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• Updated technology includes My World
• Extended Writing and Communication lessons
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English Online for independent practice and
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feature writing models and explicit skill instruction the Classroom Presentation Tool for in-class
to provide increased opportunities for meaningful support.
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learner output.
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UNI T
7 Communication Look at the photo and 1 What are these people 2 In what ways do you
answer the questions. doing? How are they communicate with your
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like National
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Geographic and
TED.
UNIT 7 GOALS
A. Talk about Personal
Communication
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A GOAL Talk about Personal Communication
D In pairs, write four sentences using the words in C. I often... photos of my
Vocabulary I often share photos of my friends on social media. friends on social media.
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100% who have a smartphone write text messages,
making it the most popular feature. Subject Verb Indirect Object Direct Object
78% use internet search engines to help with school work. I sent Mike a photo.
41% send their teachers emails.
45% use the internet almost all the time. Her parents bought her a smartphone.
90% play video games on a computer or a game console.
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I will give you a call.
61% watch TV shows on the internet, not on a
traditional TV.
F Read the sentences and match them to the structure (a or b).
a. Subject + verb + direct object
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b. Subject + verb + indirect object + direct object
B Match the words in blue to the photos. 1. We use the internet. a 4. My sister plays video games.
2. I left you a voicemail. 5. I didn’t buy him a smartphone.
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3. They send their friends 6. My grandmother still mails me
photos. letters!
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2. gave / My / brother / a / me / video game
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4. new / Jim / a / smartphone / I / bought
C Delete the one verb that cannot be used with the noun.
GOAL CHECK I never send my parents text
messages. They use email.
1. share / take / write a photo 4. search / find / use the internet
Talk about Personal Communication
1. Look at the facts in A again. Which sentences are true
2. watch / text / turn on the TV 5. play / download / read video games
for you? Rewrite the untrue sentences so they are true for you.
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B GOAL Exchange Contact Information
F Write your (or made up) contact information in the first column of the chart.
Listening
Me Classmate 1 Classmate 2 Classmate 3
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Conversation 1:
Email address
Joel’s address:
Conversation 2:
Text:
Social media
Social media handle:
Conversation 3:
handle
each two-page
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Email:
Website:
GOAL CHECK Exchange Contact Information lesson informally and
Ask three of your classmates for their contact
communicatively assess
What’s your email address? My email address is...
C Below is the contact information of some famous places. Take turns reading each information. Complete the chart.
of them aloud in pairs.
1. Avenida Presidente Castelo Branco, Rio de Janeiro, 20271-130, Brazil. Tel.
+55 800 062 7222 www.maracana.br email: info@maracana.br
2. 1600 Pennsylvania Ave. NW, Washington DC, 20500, US.
achievement of the
language goal.
Tel. 1 202 456 1111 www.whitehouse.gov email: comments@whitehouse.gov
3. 5 Avenue Anatole France, 75007, Paris, France. Tel. 33 08 92 70 12 39
www.tour-eiffel.fr
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A Look at the photos from different countries. Match the comments to the photos. 2. Turn that music off! It terrible!
3. I like your perfume. It nice.
4. These french fries too salty.
5. I prefer these shoes. They more comfortable.
E In groups, say which sensory verb(s) can be used with each adjective. There may
be more than one answer. Then say a new sentence with each adjective and a
sensory verb.
2. 4.
beautiful expensive loud polluted sweet
cold hard noisy smooth tired
Conversation
F 38 Listen to the conversation. Which headphones does Susan prefer? Why?
1. 3. 5. Bill: What do you think of these headphones?
• New Speaking
Susan: The black ones? They look OK.
a. “That smells terrible!” d. “It tastes delicious!” SPEAKING STRATEGY
Bill: Do they fit your head? Try them on.
b. “He looks very old.” e. “This feels soft.” Give Your Opinion
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Susan: I think they feel too big. I think it looks / feels
c. “They sound fantastic!” Bill:
Susan:
Yes, I agree. They look huge! What about those blue ones?
They look very expensive. But they feel more comfortable.
/ sounds / tastes /
smells...
What do you think
Strategy
Grammar: Sensory Verbs Bill: How do they sound? Listen to some music with them. about...?
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G Practice the conversation in pairs. Switch roles and practice it again.
ears feels looks nose smells taste touch
H Change the underlined words and make a new conversation.
relevant ways to
enhance learner
The Five Senses Parts of the Body Sensory Verbs
GOAL CHECK
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My favorite dish is tacos. I think
sight eyes 5.
Describe Characteristics and Qualities they taste amazing!
hearing
1.
3.
tastes
In pairs, take turns talking about the characteristics of
four of the following. Then give your opinion about your
output in the
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partner’s choices.
smell 4. 6.
• Your favorite piece of technology “Conversation”
2. hands and fingers 7. • Your favorite dish
We use sensory verbs to describe the characteristics and qualities
of people, animals, and things.
• Your favorite type of music exercises.
• Your favorite perfume / aftershave
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C Underline the five sensory verbs in A. Then answer these questions. • Your favorite place for a vacation
1. What verb form do you normally use with sensory verbs? • Your favorite celebrity
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2. What type of word usually follows a sensory verb?
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92 Unit 7 Communication 93
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Reading
A Does each type of human communication use the sense of
sight, hearing, touch, or more than one?
shaking hands smiling waving
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• New My World
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opinions about real- E Are these actions done by humans, elephants, or both?
Underline the supporting information in the article. speak
world topics. humans
“elephant”?
1. Speak with words and language
2. Spread ears to show anger or aggression
3. Shake their head to disagree Like humans, elephants understand each other Elephants have very large ears, which
by looking at each other’s body language. To send a means they can hear other elephants from as far
4. Shake their head to show they are happy message, they use their whole body, or individually as 2.5 miles away. Like humans, they can also
5. Touch each other to show their feelings their heads, eyes, mouth, ears, trunk, tail, or feet. For copy sounds and make their own sounds that
As humans, we communicate
6. Laugh example, elephants spread their ears to show anger. seem to communicate basic human words and
using the senses of sight, touch, and
And while humans shake their heads to disagree, phrases like, “Hello,” “I love you,” and “Let’s go.”
7. Have a sense of humor hearing. We send messages with
elephants do this to show they are happy.
body language, we greet friends with So while it’s true that humans are amazing at
8. Copy sounds they hear touch, and we speak using words As with humans, touch is also very important communication, elephants also communicate in
to show our emotions and ideas. between elephants. Just like a human mother ways that we can’t, and that’s probably true for
Animals don’t communicate in as holds her baby, a mother elephant regularly other animals, too. The next time your pet dog or
GOAL CHECK many ways as humans—for example, touches her young calf with her trunk. Elephants cat looks at you, touches you, or makes a noise,
In groups, describe at least one similarity and one difference they don’t have language like we do— also show they are friendly when they touch other it’s probably trying to tell you something very
between the different types of communication in each pair. but many animals do also use the elephants. And when they want to have fun, they important!
senses of sight, touch, and hearing. hold each other by the trunk and pull, like in this
• Human / Animal • Speaking / Writing A good example of this is elephant calf young elephant
photo. Even if they can’t laugh like a human,
pet an animal in your house
• Face-to-face / Electronic • Social media / Text communication. elephants have a great sense of humor.
94 Unit 7 Communication 95
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A How often do you use each of the following? Every day, sometimes, or never?
Hi Chen,
email letter phone call social media text message I’m having a party. It’s my 18th birthday and my family and friends are meeting at a theme
park. It’d be great to see you. The invitation is attached with the time, date, and address.
B Which types of communication in A would you use in each situation? Fill in the Hope you can come!
Me column. Best,
Paula
You want to. . . Me My partner
1. send a photo to your grandparents.
2. apply for a new job. Dear Miss Jones:
3. keep in touch with friends from Brazil. I am writing to request information about art courses at your college. I am a student in
Argentina and I would like to study art in your country. Also, could you please send me
4. send an assignment to your teacher.
information about accommodation and prices.
5. invite a friend out tonight. Best regards,
Paula Fratelli
C Compare your answers in pairs. Fill in the information for your partner. Give
reasons for your answers.
Hi! I’m at the theme park. Where r u?
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special expressions: 4. Please see the attached photos. d. Thanks for the invite!
Dear Mr. Smith, I am writing to apply for the job of... Please see my attached resume. 5. I am writing to inform you... e. Can I have... ?
models and explicit A family enjoys
With informal writing (often to people we know well), we use shorter sentences and
contracted forms. Sometimes we also leave words out.
6. I look forward to seeing you. f. Hi Jill!
a ride at a theme Hi! I’m having a party. Want to come? 7. Thank you for inviting me. g. Here are the photos.
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GOAL CHECK
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Compare Formal and Informal Communication
1. Write two emails.
• Write a short formal email (60–70 words) to a travel company. You want
information about their vacations next summer. Ask for information about
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their hotels and prices.
• Write a short informal email (40–50 words) to a friend. You plan to have a
party with family and friends for your parents’ wedding anniversary. Invite
him or her to the party.
2. Exchange emails with a partner. How well does your partner use formal and
informal language? Give feedback.
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VIDEO JOURNAL
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A People often have similar feelings about D These phrases show surprise. Check (ü) the
A NEW VIEW OF THE MOON these things. How do you feel when you... phrases you hear in the video. Then watch again and
check. As you watch, listen to the intonation.
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7. Really?
C Watch the video. Number the things in the
order you see them. 8. Isn’t that amazing?
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Overview Vocabulary
The third edition of World English includes new and updated Lessons A and C both begin with a short exercise presenting lexical
content and ideas from sources like National Geographic and TED, items related to the unit theme. In Lesson A, the vocabulary section
which feature real people and places to provide meaningful and introduces the core words that students will need to discuss and
fascinating springboards for language learning and communication. learn about the unit topic. These are presented in context, with
text or pictures to aid students in understanding. After completing
In this edition, new My World activities guide learners to the exercises in this section, students have a written record of the
personalize and share their opinions about real-world topics. Also, meanings of the words, which they can refer to later. The lesson
a new Grammar Reference in the appendix provides additional notes in this Teacher’s Book contain a Word Bank of supplementary
grammar support and practice while offering flexible instructional vocabulary that can be used in exercises or taught as enrichment.
opportunities.
Grammar
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Each unit is divided into five two-page lessons, including newly
extended Writing and Communication lessons that feature World English features an explicit grammar syllabus, with
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writing models and explicit skill instruction to provide increased individual grammar points tied to the unit theme. Grammar points
opportunities for meaningful learner output. In addition, an extended, are taught in Lessons A and C of each unit. They are used together
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optional Video Journal lesson at the end of each unit features with the vocabulary items in the opening presentation of each lesson,
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amazing video from either National Geographic or TED. and then explicitly presented in a box with examples, rules, and
usage notes.
At the beginning of every lesson, a concrete objective focuses
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students’ attention on what they will be learning. At the end of the Controlled practice with each grammar structure is followed by freer
lesson, a communicative Goal Check gives students an opportunity
i production. A variety of exercise types engages students and allows
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to apply what they’ve learned and lets both teachers and students them to develop grammar knowledge in multiple skill areas.
check student progress.
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and to provide material for discussion. Before beginning the unit, Teacher’s Book. Each unit has two worksheets, one for each of the
students can describe the photo, name things they see in it, and grammar points in Lessons A and C.
guess when and where the photo was taken. The two discussion
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questions then lead students into the topic, introducing key concepts Listening
and vocabulary.
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overview of the unit are provided to orient the teacher to the scope radio programs, interviews, lectures, and podcasts, and complete a
series of tasks of graded difficulty. Some tasks require them to listen
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The first part of Lesson C is a Language Expansion activity meant to
In contrast to the controlled speaking practice in the Conversation
broaden students’ vocabulary around the unit theme by introducing a
sections, the Communication exercises give freer speaking practice
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closely related group of lexical items. These are presented in context
with the structures and vocabulary that students have learned. These
and are used immediately in writing and then speaking, giving
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carefully designed exercises provide opportunities for personal
students more options when doing the Grammar and Conversation
expression within a controlled field of language so that all students
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activities that follow in Lesson C.
can feel confident of success.
Conversation
The lesson notes in this Teacher’s Book often include expansion
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Each unit contains example conversations that highlight the activities for further practice related to the lesson goal. For classes
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vocabulary and grammar of the lesson in a contextualized way while where even more practice of free communication is desired, this
serving as models of natural communication for students. Speaking book also contains 12 Communication Activity Worksheets, which
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Strategy boxes accompany conversations to provide relevant ways to may be photocopied, one for each unit. The activities reinforce
enhance learner output. the vocabulary and structures from the unit while giving students
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the topic of the unit. A wide variety of reading exercises helps students with scaffolded practice that allows them to refine their
increase students’ comprehension and build critical thinking skills. writing skills.
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The newly added Goal Check in this lesson provides students with
an explicit focus for their reading and discussion.
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Real People • Real Places • Real Language
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John Hughes, Author
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Martin Milner, Author
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LEARNING
National Geographic Learning, © 2020, 2015, 2010 National Geographic Learning, a part of Cengage Learning
a Cengage Company ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
may be reproduced or distributed in any form or by any means, except as
permitted by U.S. copyright law, without the prior written permission of the
World English Level Intro: Real People, Real Places, copyright owner.
Real Language, Third Edition
“National Geographic”, “National Geographic Society” and the Yellow Border
John Hughes and Martin Milner
Design are registered trademarks of the National Geographic Society
®
Publisher: Sherrise Roehr Marcas Registradas
Executive Editor: Sarah Kenney
Senior Development Editor: Brenden Layte
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Media Researcher: Leila Hishmeh For permission to use material from this text or product,
Senior Technology Product Manager: submit all requests online at cengage.com/permissions
Further permissions questions can be emailed to
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Lauren Krolick
permissionrequest@cengage.com
Director of Global Marketing: Ian Martin
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Senior Product Marketing Manager:
Caitlin Thomas
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World English 1 ISBN: 978-0-357-11366-0
Heads of Regional Marketing:
World English 1 + MyWorldEnglishOnline ISBN: 978-0-357-13019-3
Charlotte Ellis (Europe, Middle East, and Africa)
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Kiel Hamm (Asia)
National Geographic Learning
Irina Pereyra (Latin America)
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200 Pier 4 Boulevard
Production Manager: Daisy Sosa Boston, MA 02210
Manufacturing Planner: Mary Beth Hennebury USA
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Printed in Mexico
Print Number: 01 Print Year: 2019
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Jorge Cuevas, Universidad Santo Tomás, Los Angeles Marla Yoshida, University of California, Irvine, CA
Colombia ASIA
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Ruben Cano, UPB University, Medellin Nazarul Azali, UiTM Cawangan Melaka, Alor Gajah
Javier Vega, Fundación Universitaria de Popayán, Popayán Steven Bretherick, Tohoku Fukushi University, Sendai
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Costa Rica Sam Bruce, Soka University, Hachioji
Karen Cline-Katayama, Hokusei Gakuen University and
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Jonathan Acuna, Centro Cultural Costarricense Americano,
San José Tokai University, Sapporo
Lilly Sevilla, Centro Cultural Costarricense Americano, Tom David, Japan College of Foreign Languages, Tokyo
Johnny Eckstein, Soka University, Hachioji
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San José
Meg Ellis, Kyoto Tachibana University, Kyoto
Mexico
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Thomas Goetz, Hokusei Gakuen University, Sapporo
Jose Aguirre, Instituto Tecnológico Superior de Irapuato, Katsuko Hirai, Matsuyama University, Matsuyama
Salamanca Paul Horness, Soka University, Hachioji
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Alejandro Alvarado Cupil, Instituto Tecnológico de David Kluge, Nanzan University, Nagoya
Minatitlán, Minatitlan Stephen Lambacher, Aoyama Gakuin University, Tokyo
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Jhosellin Angeles, ITSOEH, Mixquiahuala de Juárez, Yi-An Lin, National Taipei University of Business, Taipei
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Fernando Gómez, Universidad Tecnológica Jalisco, Sean Otani, Tottori University, Tottori
Guadalajara Daniel Paller, Kinjo Gakuin University, Nagoya
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Alma Gopar, FES Zaragoza (UNAM), Mexico City Tomomi Sasaki, Ibaraki University, Mito
Inés Gutierrez, University of Colima, Colima
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Acknowledgments iii
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CITIES
1 Friends and Family Page 2 • Meet and Introduce People Present Tense of be Greetings and
• Spell Names and Words I’m Kim. / They’re Maria and Lola. Introductions
• Describe People Be + Adjective Names and Spelling
• Present Your Family They’re young. Is John single? Adjectives to
Questions with be and Short Answers Describe People
• Give Personal Information
Are you married? Family Members
Yes, I am. / No, I’m not.
2 Jobs around the World Page 16 • Identify Jobs Negative Present of be ; Jobs
• Ask about Jobs Indefinite Articles Numbers
He isn’t a doctor. Pat’s an artist.
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• Talk about Cities and Countries Cities, Countries,
• Compare Jobs Be + Adjective + Noun and Continents
Russia is a big country.
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• Interview People
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3 Houses and Apartments Page 30 • Talk about Rooms There is / There are ; Singular and Plural Places in a Home
• Compare Houses Nouns Furniture and
There are three bedrooms. Household Objects
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• Say Where Objects Are
Is there a garage?
• Give Your Opinion
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Prepositions of Place:
• Describe Your Home
in, on, under, next to, between
Your magazine is under your bag.
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• Present a Special Object Are these your books? That is not your Possessions
• Talk about What You Have bag. Opinion Adjectives
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• T alk about Activities at Work Do you go to class every day? Yes, I do. Activities
and School Adverbs of Frequency: always, Time Expressions
• Present a Report sometimes, never
• Give Advice and Instructions I never answer the phone.
Imperatives
6 Getting Around Page 72 • Ask For and Give Directions Prepositions of Place and Movement Places Around a
• Create a Tour Turn left and walk for two blocks. Town or City
• Compare Types of The hotel is across from the park. Directions
Transportation Go up the stairs. Ground
• Plan a Bicycle Day Have to Transportation
• Give Advice to Travelers She has to change buses.
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Focused Listening and Asking about Jobs Women at Work Writing and A Contact Job
Listening for Specific Asking for and Giving Personal Performing an In this video from National
Information: A Conversation Information Interview Geographic, contact juggler
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about the Jobs of Two Punctuation Marks Okotanpe shows off his skills in
National Geographic Interviewing a Classmate
Tokyo, Japan.
Explorers Describing Places Around the
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World
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Numbers
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Listening for General Describing Your Home Home Sweet Home? Writing a Description A Day in the Life of a
Understanding and Specific Saying Where Things Are of Your Home Lighthouse Keeper
Details: People Talking and This video from the National
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about Their Homes Syllables and Stressed Syllables
Geographic Short Film Showcase
Listening for Specific Talking about Personal My Room Short Emails and Tyler Bikes Across America
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Listening for General Asking and Answering Screen Time Writing a To-Do List Around the World in 24 Hours
Understanding and Specific Questions about Work or School
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Listening for Specific Asking for (see above) and A City that Bans Cars Writing a Reply to a Star Wars on the Subway
Information: A Walking Tour Giving Directions on Sundays Message This video features Improv
of Paraty, Brazil Quizzing Classmates about Your Describing What to Everywhere—a group of performers
City or Country Do in Your City who try to make people laugh
Yes / No Questions and Short Connectors (and, but, and have fun in public places—
Answers because) performing the movie Star Wars ...
on the subway.
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CITIES
7 Free Time Page 86 • Identify Activities Happening Present Continuous Pastimes
Now I’m not watching TV. I’m Sports
• Make a Phone Call reading.
• Talk about Abilities Can for Ability
• Explain How to Play Something He can’t play the guitar. He can sing.
• Interview People
8 Clothes Page 100 • Ask about Clothes Can / Could for Polite Requests Colors
• Buy Clothes Can I try on these shoes? Clothes
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• Express Likes and Dislikes Object Pronouns Likes and Dislikes
• Talk about Personal Qualities I love them! / She hates it.
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• Describe Your Favorites
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9 Food Page 114 • Order a Meal Some and Any Food
• Plan a Party There’s some ice cream in the fridge. Meals
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• Describe Your Diet Count and Non-count Nouns; Containers
10 Health Page 128 • Identify Parts of the Body and Review of Simple Present Parts of the Body
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11 Making Plans Page 142 • Plan Special Days Be going to Special Days and Plans
at
• Describe a National Holiday What are you going to do? Months of the Year
We are going to have a party.
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12 On the Move Page 156 • Talk about Your Past Simple Past Verbs + Prepositions of
• Ask about the Past We went to the mountains. Movement
• Describe a Vacation He moved from San Francisco to Going on Vacation
New York.
• Compare the Past and Present
Simple Past Questions
• Give Biographical Information
Was he born in 2001?
Where did you live?
vi
SAMPLE COPY, NOT FOR DISTRIBUTION
Listening for Specific Describing Clothes What Does the Color Writing about A Dress with a Story
Details: Listening to People Shopping of Your Clothes Say Favorites This video from National
Shopping for Clothes about You?
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Describing Likes and Dislikes Paragraphs Geographic’s Short Film Showcase
shows a group of women in
Playing a Game about Your Sardinia, Italy, who wear and work
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Favorite Things on one dress for their entire lives.
Could you
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Listening for Specific Planning a Party Food Waste Writing a “How To” Berry Road Trip
Details: Conversation to Talking about Your Diet List This video from National
Confirm a Shopping List for
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Discussing a “How To” List Giving Examples Geographic shows the journey
a Party that strawberries take from farm to
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And customer, and the resources that
this journey requires.
g ra
Listening for General Describing Symptoms and A Life-Saving Writing a Paragraph What Makes You Happy?
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d Understanding and Specific Illnesses Delivery about Mental Health This video from National
Details: Describing Giving Advice Sequencing and Geographic shows what makes
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s Listening for General Talking about Celebrating Spring Festivals Writing an Invitation Catching a Hummingbird
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Understanding and Specific Holidays More Formal and This video from National
Details: Holiday Traditions Talking about Life Plans Less Formal Writing Geographic follows photographer
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of Listening for General Describing a Vacation Humans and Animals Writing a Biography Leaving Antarctica
Understanding and Specific Giving Biographical Information on the Move Time Expressions In this video from National
Details: An Interview and Linking Words Geographic, a man who was born
with Archaeologist Chris -ed Endings
in Antarctica talks about how much
Thornton it has changed and discusses his
reasons for leaving.
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SAMPLE COPY, NOT FOR DISTRIBUTION
GRAMMAR REFERENCE Page 170
1
UNI T
Unit Theme
Friends and family are important in
1 Friends and Family
most cultures around the world. We Around the world, people
usually grow up with family around us, have friends and family.
sometimes with only our immediate family They are young and old,
of parents and siblings, other times with and they come from
our extended family, too—grandparents, different places.
aunts, uncles, and cousins may live
nearby. We make friends at different
stages of our life. From kindergarten to
the workplace, through traveling and
hobbies, we meet people with similar
interests to us and we become friends.
Our friends and family are an important
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part of who we are and therefore a topic
students need to be able to talk about.
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Unit Overview
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In this unit, students will learn to use
be to introduce themselves and others,
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describe people, and present their
families.
c
Lesson A introduces vocabulary for
greetings, and the verb be to introduce
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people. Lesson B focuses on spelling
and asking useful classroom questions.
In Lesson C, students will use be +
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2
at
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friends on the board and elicit words
students might already know.
As a class, look at each photo and elicit
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•
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boy, woman, blond. Write them on the
board.
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• Read the questions aloud and elicit
or explain the meaning of old and
young. Answer the questions together.
c
Then, read the caption with the class,
A
D
A GOAL Meet and Introduce People
Vocabulary Vocabulary
A 2 Listen and repeat.
As a warm-up, walk around the class
greeting students and introducing Greetings
yourself. Use the different formal
INFORMAL FORMAL
expressions from the lesson. Encourage Hi! How’s Good morning.
How are you? I’m well, thank
students to respond however they can. it going?
Great! And you? you. And how
At this stage, it is not important what they are you?
say: hi, a smile, or a nod is sufficient!
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•• Point out the words informal and
B Greet your classmates informally.
formal. Help students understand the
difference.
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C Greet your teacher formally.
•• Play the audio.
D 3 Listen and repeat.
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•• Direct students to the Real Language
box. Point out Good morning / Introductions
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afternoon / evening, and explain
when they are used. Draw students’ INFORMAL FORMAL
attention to the use of fine for both Hello, my name’s Elsa.
formal and informal greetings.
c
Nice to meet you,
Hi, Asif. This is
Elsa. I’m Alan.
B • If possible, have students stand in
i my friend, Emily.
ph
two concentric circles facing each
other. Model the exercise by standing Hello, Emily. Nice to meet
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afternoon / evening.
C • Have several students greet you How are you?
A: Hi / This / friend B: Hello / name’s C: Hi
formally. Remind them to change to Fine, / I’m well,
thank you.
Good morning / afternoon / evening
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as necessary.
4 Unit 1
at
Present Tense of be Contractions with be Possessive Adjectives G • Read the example and then do the
Subject Pronoun Be My name is Mario.
second sentence together. Write the
I’m
answer on the board.
I am you’re Your name is Rachel.
•• Have students complete the
You are Kim. he’s / she’s His name is Robert.
exercise individually. Then, have
He / She is we’re Her name is May. them compare with a partner (see
We are Lucas and Ed. they’re
Their
names are Ben Teaching Tip).
and Dan.
They are Maria and Claudia. •• Review as a class, writing the
sentences on the board to check
G Write the correct form of the verb be. answers.
1. Their names are Julie and Les. 4. We are / ’re Rigo and Rosana.
H • Have students complete the exercise
2. My name is / ’s Victor. 5. His name is / ’s Arata.
individually.
3. I am / ’m Said. 6. Your name is / ’s Yan-Ching. •• Have students compare answers in
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H Unscramble the sentences. pairs, then review them as a class.
1. Ron. / name / My / is My name is Ron.
Write the sentences on the board.
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2. Leila. / is / name / Her Her name is Leila. I • Suggest that students write the letter
3. is / name / Mr. Aoki. / His His name is Mr. Aoki. I for informal or F for formal next to
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4. Chen. / Their / Marcos / names / are / and / Their names are Marcos and Chen. the phrases as they listen. Play the
audio.
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I 4 Listen to the conversation. Which phrases are informal? Which are formal?
•• Review answers as a class.
Informal phrases: How’s it going?
Donna: Hi, Nick. How’s it going? Great! And you? this is my friend;
Nick: Great! And you? Formal phrases: Nice to meet you, J • Assign students to groups of three
c
Donna: Fine. Hiroshi. Nice to meet you, too, Donna. to practice the conversation. Monitor
Nick: Donna, this is my friend, Hiroshi.
i and check correct pronunciation of
ph
Donna: Nice to meet you, Hiroshi. is: / ɪz /.
Hiroshi: Nice to meet you, too, Donna.
K • Assign students to new groups to
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J Practice the conversation in groups of three. practice the conversation again, this
time using their own names. Monitor
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Hi! How are you? Fine, thanks. Hello. My name’s ... This is ... Nice to meet you. have two students do the same.
Model step 2 by introducing your
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B
B
D GOAL Spell Names and Words
Listening Listening
A 5 Listen to three conversations. Match the conversation (1–3) to the place (a–c).
As a warm-up, have students look at the
a. In a classroom 2
photo. Ask, Where are they? Who are
b. In an office 3
they? Provide vocabulary as necessary.
For example, at school, at a university, c. At a university 1
students, teachers. Write students’ ideas B 5 Complete the questions with the words below. Then listen again and check.
on the board (see Teaching Tip).
REAL LANGUAGE first last name spell word you your
A • Go over the directions. Explain Names
first name given 1. What’s your last name ?
office and university as needed. name
2. How do you spell that?
Tell students that they don’t need to last name surname /
family name word
understand everything they hear; 3. What’s the English for this?
Mr. a man (single or
they should focus on understanding married) 4. Can you repeat that?
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Ms. a woman (single
where the people are. or married) 5. What’s your first name?
Mrs. a woman your
•• Play the audio. 6. How do I spell name?
(married)
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•• Have students compare answers with Miss a woman
(single) C 5 Listen again. Spell the names and word from the conversation.
a partner, then play the audio again.
1. R O D
_ R IG
_UEZ
_
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•• Review answers as a class.
2. T A
_ B _L E
B • Go over the words in the box, eliciting
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3. L I U
_ J UN
_
their meaning. Point out the words in
The entrance of the University of Southern Denmark in Kolding, Denmark
the Real Language section.
•• Have students complete the exercise
c
with a partner.
i
ph
•• Play the audio.
•• Review answers as a class, replaying
the audio as needed.
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sequence of exercises, it is
important to lead into it by eliciting 6 Unit 1
at
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Communication the conversation as they listen.
F Answer the questions in the first column of the table for yourself. Write your •• Play the audio again and have
students repeat.
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answers in the Me column.
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Monitor and check their
What’s your first name?
pronunciation of the letters.
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What’s your last name?
Communication
c
What’s your favorite
F • Go over the questions in the table.
English word?
In pairs, tell your partner about the two classmates in G. Say and spell their names sure to ask the students to spell their
and favorite words. names and favorite word. Note that
His first name is ... Her favorite word is ... You spell it F-R-I-E-N-D.
there are three different questions
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spelling as needed.
C
C GOAL Describe People
As a warm-up, show pictures of people A Write the correct word(s) under the photos.
and elicit words to describe them, for attractive married / single old / young tall / average / short
example, brown hair, young, tall. Write
them on the board. WORD FOCUS
He’s attractive. =
Point out the lesson title and relate it to
He’s handsome.
the photos of people and to the words on She’s attractive. =
the board. She’s beautiful.
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dictionaries if available or direct them 2. I’m short / average height / tall with short / long hair.
to student-friendly online dictionaries long black hair
Grammar
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(see Teaching Tip).
•• Review answers as a class.
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Be + Adjective
•• Go over the information in the Word
Focus note. Subject + be + Adjective
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I am young. Emily is young and short.
B • Point to the photos on the left and short gray hair
model the descriptions as students You are
tall and
We are married.
handsome.
read them.
c
•• Model the exercise by writing or old with tall with curly,
i
John is
gray hair.
They are
black hair.
ph
displaying the sentences on the
board and underlining the adjectives
in each sentence that describe you. curly red hair C In pairs, take turns to describe yourselves. Then describe your classmates.
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•• Have students complete the exercise. Use the verb be + adjectives and the word with + long / short / curly to describe hair.
•• Call on different students to say their
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Grammar
long blond hair D Describe a student to the class. The class guesses the student.
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1. Q: Is she short ? G • Have students listen with their books
A: No, she isn’t. She’s tall. closed first. Tell them to listen for
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2. Q: ? questions. Play the audio, then elicit
A: No, she isn’t. She is short with blond hair.
questions they heard.
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•• Point out the Speaking Strategy
3. Q: Is Alicia attractive?
note and model the questions with
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A: .
different students.
4. Q: ? •• Play the audio again as students
A: Yes, she is. Her husband’s name is Marco. read the conversation.
c
•• Have pairs take turns role-playing
Conversation
i the conversation.
ph
G 8 Listen to the conversation. Then practice the conversation in pairs. H • Point out the underlined words. Tell
Ana: Who’s this in the photo? SPEAKING STRATEGY students to make a new conversation
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Carol: It’s a friend in my class. Ask about Other by replacing them with different
People
Ana: What’s his name? ideas.
g
Who’s this?
Carol: Richard. Who are they? •• Then, with their partner, have them
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Ana: He’s handsome! Is he married? What’s his / her name? role-play their new conversations.
Carol: Yes, he is! What are their names?
Is he / she ...?
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H Change the underlined words and make a new conversation. Are they ...?
GOAL CHECK
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Take turns to ask questions about the people and describe them. questions. Answer them using short
answers.
Friends and Family 9
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D
D GOAL Present Your Family
Reading Reading
A Read the article. Circle Y for yes or N for no.
As a warm-up, write family in the middle
1. Is Emily a teacher? Y N
of the board. Elicit related words, as
2. Is Emily from California? Y N
possible, and create a mind map (see
Teaching Tip). 3. Is Mary a scientist and an explorer? Y N
4. Is Dorothy a friend? Y N
A • Have students look at the title (see 5. Is Doctor Nigel Hughes with the family? Y N
Reading Strategy). Encourage them 6. Is he a scientist and an explorer? Y N
to look up the meaning of explorer.
Have them look at the photo and B Match the names to the family tree.
elicit ideas about where and what the Dorothy Emily Ian Mary Nigel
family explores. Provide vocabulary
as necessary and write the words on grandmother Dorothy
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the board.
Nigel father mother Mary
•• Have students read the questions
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and circle the names. Clarify any
Emily daughter son Ian
vocabulary in the questions.
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•• Point out the definitions for the words C 10 Listen and repeat the family words. Then
in bold in the article, then have answer the questions.
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students read the article. Tell them
brother daughter father granddaughter
to look for the names they circled in
grandfather grandmother grandson husband
the questions. Encourage students mother sister son wife
c
to focus on the information they need
to answer the questions and not to
i
1. Is each family member a man or a woman?
ph
worry if they don’t understand every Make two lists in your notebook.
word. 2. Match the opposites. husband / wife
•• Have students complete the exercise
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and compare their answers with a D Complete these sentences about Emily’s family.
partner. 1. Ian is Emily’s brother .
g
of Dickinsonia, one of
Subheadings, Visuals your family to a partner.
Earth’s first animals, in this
Looking at the title before reading This is my sister. She’s ...
photo by Dr. Mary Droser.
This is my family.
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10 UNIT 1: Friends and Family SAMPLE COPY, NOT FOR DISTRIBUTION
A Family
words.
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Expansion Activity
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understand more of the new
vocabulary from the article, have
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them choose 3 or 4 words they think
Emily Hughes is a student in California and every
summer Emily goes to South Australia with her family.
are important and give them time
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to look them up. Monitor and assist
Emily’s mother is Doctor Mary Droser. Doctor with dictionary use and choosing
Droser is an explorer and scientist. She teaches the right meaning of a word.
at the University of California in the United States,
c
but every June and July she studies fossils in South
i
Australia. And in South Australia, there are lots of
D • Have students complete the exercise
ph
fossils—some are 550 million years old!
Mary has one daughter—Emily—and one son.
using the family words from C.
His name is Ian. This summer, Ian is also with the •• Check answers as a class.
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Doctor Nigel Hughes is Emily’s father, but he isn’t your family tree on the board and
here. Doctor Hughes is home in California, but he’s presenting your family to the class.
also a scientist and an explorer! Say, This is my…; His / Her name
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explorer a person who travels and studies new places is…; He / She is a…; etc. Write
scientist a person who studies science
fossils parts of ancient plants and animals you can see in rock prompts like these on the board for
children sons and daughters your students as necessary.
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E
E GOAL Give Personal Information
Communication Communication
A Look at the personal information. Is each ...
As a warm-up, write personal information
• a passport?
on the board and elicit or provide
• a business card?
examples (name, nationality, etc.). Ask,
• an ID card?
Where is our personal information? Show
• a social media profile?
your ID card or something similar as
an example. Ask, When do we need to • a driver’s license?
show / give our personal information?
(Traveling, on social media, etc.)
Mr. Mateo Torres
Photographer PA R AG UAY
A • Say the items as students read. Then,
LAST NAME FIRST NAME
look at each example with the class.
TORRES
TORRES MATEO
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PARAGUAY 03 31 2001
Clarify any vocabulary. Help students P HOT OGRA P HY GENDER PASSPORT NO Marital status: Single
with numbers and how we say them MALE 563967902
Interests: Movies and Soccer
DF<P154<<<<<324684<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<
F<P154<<<<<324684<<<<<<<<<<<<<<<<<<<<<<
(see For Your Information). Address: Avenida Portugal 28, Asunción, Paraguay
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21654DS3454SDCJ CSDF<<<<<<4<06F54SDF465<<<<405KSID
654DS3454SDCJ <<<<<<<SDJ CSDF<<<<<<4<06
Favorite types of food: Pizza, Ice Cream
Phone: +595 21 708 0935
•• Have students complete the exercise
a business card a passport a social media profile
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and compare their answers with a
partner.
B MY WORLD What types of personal information are ...
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•• Review answers as a class, having
students explain their answers. • with you?
• at home?
B • Go over the directions and the
c
• online?
questions with the class.
•• Give students time to think about
i C In pairs, write questions about Mateo with the words in the table. Student A asks
ph
five questions. Student B answers the questions. Then switch roles and ask five
their answers, then have them talk to
more questions.
a partner.
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What his
gender? passport number?
saying them for students to repeat.
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types of food. Clarify the verb- D Now ask five questions about each other. Use the questions in C as a model.
noun agreement. Elicit different
nationalities, months of the year, etc., What’s your job? What are your interests?
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12 UNIT 1: Friends and Family SAMPLE COPY, NOT FOR DISTRIBUTION
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2. I’m from new york. I’m from New York. spell them for you to write them on
3. asunción is in paraguay. Asunción is in Paraguay. the board. For example, countries:
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4. is he english? Is he English? China, capital C-h-i-n-a.
5. My date of birth is december 1, 1999. My date of birth is December 1, 1999.
F • Do the first sentence together on the
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6. are you doctor jones? Are you Doctor Jones?
board. Then have students complete
the exercise individually.
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•• Have students compare answers
GOAL CHECK Give Personal Information
1. Write your personal information (or make some up).
with a partner, then review them as a
class. Write the correct sentences on
c
the board as students call them out.
i
Title
ph
First name
Last name
GOAL CHECK
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Address
g
Phone number
by completing the information about
Date of birth yourself (make a few mistakes with
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letters correct?
vocabulary for interests and food as
Friends and Family 13
needed.
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Man 4 ✓
to her multinational background and
experience, Taiye is interested in identity C In pairs, ask and answer the questions in A.
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and what it really means to be “from”
somewhere. She studied International D Watch Part Two of the video. Match to complete the sentences about Taiye’s name.
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Relations and American Studies, and 1. Taiye Selasi a a. is her name now.
in addition to being a writer and a 2. Eyi d b. means “first twin” in her mother’s language.
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photographer, Taiye currently gives talks 3. Taiye b c. is her middle name.
around the world. Her Ted Talk is titled,
4. Selasi c d. means “first twin” in her father’s language.
Don’t ask where I’m from, ask where I’m
5. Tuakli f e. is her father’s last name.
c
a local.
6. Wosornu e f. is her mother’s last name.
To lead into the topic, introduce the idea
i
ph
of a nickname. If you know that some of E Watch Part Three of the video. Put the events from Taiye’s life in the correct order.
your students have nicknames, use them 3 Her mother marries Doctor Williams when she is three.
as examples. If not, provide an example
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versions of one’s first name (for example, 4 Years later, her mother and stepfather separate.
Samuel—Sammy, Sam; Charles—
F Write all of your names. Show them to a partner and answer these questions.
Charlie). Elicit examples of people
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students know who have a nickname. 1. Are the names from your mother? 4. Are the names nicknames?
2. Are the names from your father? 5. Is your name different now than in
A • Have students read the directions the past?
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•• Remind students that they don’t My mother’s name is ... My brother’s middle name is ...
14 UNIT 1: Friends and Family SAMPLE COPY, NOT FOR DISTRIBUTION
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•• Have students compare answers with
a partner, then review as a class. Play
the video again if necessary.
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E • Have students read the directions
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and the events. Explain that when
two people separate, it means they
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are no longer together.
•• Play Part Three of the video.
Encourage students to write their
c
answers as they listen.
bubbles.
•• Assign students to new pairs to
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2
UNI T
Unit Theme
We dedicate a large part of our
2 Jobs around the World
time to our work, so the job we do
Dembo is a baker from
is an important part of who we are.
Gambia. He now works in Italy.
Consequently, what we do is invariably a
topic of conversation when we meet new
people, and with our family and friends.
In the past, people would often work
in the same job or type of job all their
working life, but nowadays jobs change
more quickly as technology affects how
they are done. This means that we need
to be more flexible and willing to develop
new skills during our working life. Despite
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the different skills needed in different
fields, work is a universal experience that
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students will share with people around
the world, so it is important that they be
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able to ask and answer questions about
jobs and what they involve.
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Unit Overview
In this unit, students will talk about jobs
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and describe cities and countries.
i
ph
Lesson A introduces vocabulary for
jobs, as well as the verb be with the
indefinite article a / an to say what
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• Point out the unit theme. Elicit jobs from
students and write them on the board.
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• As a class, look at the photo and the
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caption. Then have students answer
the questions with a partner. Provide
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vocabulary for describing the photo as
needed.
• Check answers as a class. Add jobs
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to the list on the board as students call
D. Compare Jobs
from? What’s your job? Is it interesting?
E. Interview People
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17
at
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A
D
A GOAL Identify Jobs
Vocabulary Vocabulary
A 11 What are the jobs? Listen and label the photos with words from the box.
As a warm-up, have students look at the
architect artist banker chef doctor engineer taxi driver teacher
photos in A and describe them. Provide
vocabulary as needed.
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B • Point out the Word Focus note. Clarify
the difference between inside and
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outside.
•• Go over the example with the class.
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5. Jim: taxi driver 6. Hannah: doctor 7. Harvey: banker 8. Sofia: architect
Elicit or provide examples for each
of the places. For example, give the B Which job(s) in A is / are . . . Some answers may vary.
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WORD FOCUS
name of a restaurant or hospital that inside in a building 1. in a car? a taxi driver
outside not in a
students are likely to be familiar with. 2. in a school? a teacher
building
•• Have students compare answers
c
I work in an office. =
3. in a hospital? a doctor
in pairs. Then, check answers as a inside
class.
I work in a park. =
i 4. in a restaurant? a chef
ph
outside
5. in an office? a banker; an architect; an engineer
Grammar 6. outside? a taxi driver, an engineer
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I’m not
and underline I’m not and circle an. a chef.
Elicit example sentences from students. You’re not You aren’t
an artist.
For example, I’m a student / doctor / He’s / She’s not OR He / She isn’t
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engineer. I’m not a student / doctor / We’re / They’re not We / They aren’t artists.
engineer. Point to the examples on the *We use a before a consonant sound.
board and label them affirmative be *We use an before a vowel sound.
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18 UNIT 2: Jobs around the World SAMPLE COPY, NOT FOR DISTRIBUTION
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E 13 Listen to the conversation. What are Mary and Laura’s new jobs? REAL LANGUAGE •• Review answers as a class and have
Mary – teacher, Laura – chef To show surprise, we can say:
Mary: Hi Laura. How’s life?
formal informal
students correct the false sentences.
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Laura: Fine, thanks. How’s your new job? Really? Amazing! Wow! Write the sentences on the board,
Mary: Great. I’m a teacher in a school with young children. having students spell the jobs to
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Laura: Wow! Is it interesting? review the alphabet.
Mary: Yes, very. What about you? Are you still a student?
E • Write the question on the board.
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Laura: No, I’m not. I’m a chef now.
Mary: Really? Where? Have students listen with their books
Laura: In a restaurant downtown. closed and answer the question.
c
•• Play the audio again as students
F Practice the conversation in pairs. Switch roles and practice it again.
read and confirm their answer.
i
ph
G Change the underlined words and make a new conversation. •• Point out the expressions for surprise
in the Real Language note and
have students circle them in the
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GOAL CHECK
Grammar Practice: Negative Teaching Tip: Pairing Students
Present of be; Indefinite Articles •• Explain that students are going to
When we ask students to work with a
Provide or have students find pictures of partner (as in exercises F and G), they play a guessing game to practice the
people doing different jobs. In pairs, have will often want to work with the same new language. Model the game with
them use the affirmative and negative of person because they feel comfortable. a student.
be, and indefinite articles, to write what But it’s important to sometimes push them •• Assign students to pairs to guess the
each person’s job is on individual pieces out of their comfort zone, so they have
of paper. They should write complete the opportunity to learn with and from
jobs. Monitor and assist as needed.
sentences. For example, She isn’t a people who have different accents, levels •• Have students repeat the exercise,
firefighter. She’s a paramedic. Have pairs of competence, and ways of learning. For choosing different jobs. Encourage
mix up their pictures and sentences for some exercises, pair students of a similar them to choose jobs that aren’t in A.
another pair to match them. level of competence; for others, pair Use the Word Bank to provide
students of different skill levels. additional vocabulary.
B
B
D GOAL Ask about Jobs
Listening A Look at the photos of two people. What are their jobs?
ng
vocabulary that students have worked
with previously allows them to put it
into practice in a new context. The
more students use the language, the B 14 Listen and complete the information.
ni
more they are likely to internalize it. The
Name: Joe Grabowski Name: Hannah Reyes Morales
warm-up exercise in a lesson is often
ar
an appropriate moment to do this, as it Age: 32 years old Age: 29 years old
provides both an opportunity to review Job: Teacher Job: Photographer
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previously seen language and prepare
students for the content of the lesson. Country: Canada Country: The Philippines
Is his job interesting? Yes / No Is her job interesting? Yes / No
c
A • Have students look at the photos and C Are these jobs interesting to you? Why?
describe each person. Ask, What
i
ph
Photographer is an interesting
do you think they do? What are their job. You travel around the world!
jobs? (See Listening Strategy.)
ra
Numbers
Content 0 zero 10 ten 20 twenty 30 thirty
eo
3 three 60
type of pre-listening exercise is 4 four 14 fourteen 24 twenty-four 70 seventy
predicting content, as in A. By
5 five 15 fifteen 25 twenty-five 80 eighty
looking at the photos and predicting
6 six 16 sixteen 26 twenty-six 90 ninety
na
might hear. When they listen to the 9 nine 19 nineteen 29 twenty-nine and one
audio, they will be able to confirm
20 Unit 2
at
20 UNIT 2: Jobs around the World SAMPLE COPY, NOT FOR DISTRIBUTION
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my grandmother, and my (3) sisters. My father is a teacher and he’s
Then have them compare with a
(4) 40 years old. My grandmother is (5) 70 years old. She’s a
partner.
doctor and she still works! •• Check answers as a class.
ni
G Complete these sentences about you with a number. F • Encourage students to write their
ar
1. I’m years old. answers as they listen. Play the
2. I have brothers and sisters. audio.
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3. There are students in my class. •• Check answers as a class.
H Read your sentences aloud in pairs. Write down your partner’s numbers for items G • Have students complete the exercise
c
1 and 2.
individually.
i
ph
H • Model the exercise by saying the
GOAL CHECK Ask about Jobs sentences with your numbers and
1. Read the questions and write your answers. Then ask two classmates the having a student write the numbers
ra
Me Classmate 1 Classmate 2
students check the numbers they
eo
Jason is 27 years old and he’s a chef. His job is interesting. around the classroom to interview
Jobs around the World 21
other students. Participate in the
at
the board. Elicit or explain which column The National ARCTIC OCEAN
The National
Geographic Society
it goes in. Then point to the Countries Geographic Society London
United Kingdom Beijing
London
column and elicit the name of the country The National Washington, DC United Kingdom China
EUROPE Beijing
Seoul
The National NORTH Washington,
United States DC EUROPE S. Korea
Seoul
Geographic Society AMERICA
NORTH China S. Korea
you are in. Follow the same steps for Geographic Society AMERICA
Mexico City
United States ASIA Hong Kong
is a big organization. ASIA Hong Kong
China
another city or town, ideally on a different is a big organization. Mexico City
Mexico
Mexico
China
Its headquarters is in AFRICA
continent. Finally, move on to continents. Its headquarters is in
Washington, DC, the AFRICA Kigali PACIFIC
PACIFIC
OCEAN
Washington, DC, the Kigali
Rwanda
Elicit or provide the continent for the first capital city of the United PACIFIC Rwanda
OCEAN
ng
INDIAN
States. There are six AMERICAATLANTIC INDIAN
Have students write down as many cities more offices on four
more offices on four
ATLANTIC
OCEAN
OCEAN
OCEAN AUSTRALIA
OCEAN
and countries as they can in 30 seconds. continents. Lots of people AUSTRALIA
continents. Lots of people
work with the National
ni
Then, have them combine their lists work with the National
Geographic Society,
in pairs. Share lists as a class and Geographic Society,
such as photographers,
ar
complete the chart on the board. such as photographers,
explorers, and scientists.
explorers, and scientists. ANTARCTICA
ANTARCTICA
Point out the lesson title. Have students
Le
look at the map. Ask, Which are the
WORD FOCUS B Write thethe
B Write missing city,city,
missing country, or continent
country, from
or continent thethe
from map.
map. C
continents? The countries? The cities? WORD FOCUS
organization a large
organization a large 1. I’m from the UK and my office is in London
London . .
group of people
1. I’m from the UK and my office is in
group of people China
c
A • Point out the words and their with with
one one
goalgoal 2. 2. China is in
is Asia. There
in Asia. areare
There twotwo
offices. I’mI’m
offices. in in
thethe
office in in
office
Hong Kong.
definitions in the Word Focus headquarters mostmost Hong Kong.
headquarters
i
ph
important office Rwanda is in
note. Then, have students read important office 3. 3. Rwanda is the middle
in the of Africa.
middle The
of Africa. capital
The city
capital is is
city Kigali.
Kigali.
the text and answer the questions 4. We’re from
4. We’re from
South Korea
South Korea . Seoul
. Seoulis the capital.
is the capital.
individually. 5. 5. Mexico City
Mexico City is aisbig city. It’sIt’s
thethecapital city of of
Mexico.
ra
C Match thethe
C Match cities to the
cities countries
to the andand
countries continents.
continents.
class.
eo
Cities
Cities Countries
Countries Continents
Continents
B • Go over the example with the class.
SãoSão
Paulo
Paulo Italy
Italy South America
South America
Refer students back to the map in A
lG
Milan
Milan Brazil
Brazil Asia
Asia
and point out the London office.
•• Have students complete the exercise
Jakarta
Jakarta Indonesia
Indonesia North America
North America
individually, then compare with a Vancouver UAE Middle East
na
individually.
•• Check answers as a class by writing
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22 UNIT 2: Jobs around the World SAMPLE COPY, NOT FOR DISTRIBUTION
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2. Is Rome an interesting city? b. Yes, it is. There are over 1 billion people. out the word order change in questions,
3. Is Apple a small company? aa c. No, I’m not. I’m at Oxford. It’s big!
3. Is Apple a small company? c. No, I’m not. I’m at Oxford. It’s big! and the short answers. Then, elicit
4. Are you at a small college? cc d. Yes, it is. It’s also a very old city!
4. Are you at a small college? d. Yes, it is. It’s also a very old city! adjectives students know and write
ni
G In pairs, ask and answer questions with these words. SPEAKING STRATEGY them on the board. Call on students to
G In pairs, ask and answer questions with these words. SPEAKING STRATEGY
make sentences using a city, country,
ar
1. Are you from / interesting country? 3. Are / from / old city? Say Where You are
1. Are you from / interesting country? 3. Are / from / old city? Say Where You are
From
From
or continent, and is + adjective +
2.2.Are / from / big city?
Are / from / big city?
4.4. Are / from / small school?
Are / from / small school? Where are you from?
Where are you from? noun. Direct students to the Grammar
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I’m from ...
I’m from ...
Conversation Are you a (teacher)? Reference in the back of the student’s
Conversation Are you a (teacher)?
Are you from (China)?
Are you from (China)? book for additional review and practice.
HH 1717 Where
Whereisiseach
eachperson
personfrom?
from?Practice
Practicethe
theconversation
conversationininpairs.
pairs. Is it a (town / city /
Is it a (town / city /
Mohamed
Mohamed––Cairo,
Cairo,Chris
Chris––Washington,
Washington,DC
c
DC country)?
country)? F • Clarify vocabulary in the questions.
Chris:Hi,
Chris: Hi,I’m
I’mChris.
Chris.I Iwork
workwith
withaacomputer
computercompany.
company. It’s
It’s in
in // near
near (Egypt
(Egypt //
Mohamed:Nice
Mohamed: Nicetotomeet meetyou,
you,Chris.
Chris.My
Myname’s
name’sMohamed.
Mohamed.
i Cairo).
Cairo). •• After
students compare answers with
ph
Chris:Where
Chris: Whereare areyou
youfrom,
from,Mohamed?
Mohamed? a partner, review answers as a class,
Mohamed: I’m from Egypt.
Mohamed: I’m from Egypt. writing them on the board.
Chris:Really?
Chris: Really?Are Areyou
youfrom
fromCairo?
ra
Cairo?
Mohamed:Yes,
Mohamed: Yes,I am.
I am. G • Elicit the questions students need to
Chris:Oh,
Chris: Oh,it’sit’sa abeautiful
beautifulcity!
city! ask. Write them on the board and say
g
Chris:I’m
Chris: I’mfrom
fromWashington,
Washington,DC. DC.It’s
It’saabeautiful
beautifulcity,
city,but
butititisn’t
isn’told
oldlike
like Cairo.
Cairo. •• Erase the questions and have
students ask and answer them with a
partner.
lG
GOAL
GOALCHECK
CHECK Talk
Talkabout
aboutCities
Citiesand
and Countries
Countries
1.1.Choose
Choosea afamous
famousperson.
person.Write
Writedown
downhis
hisororher
herjob,
job,city,
city,country,
country,and
andcontinent.
continent. Conversation
na
2.2.Work
Workininpairs.
pairs.Pretend
Pretendtotobe
beyour
yourfamous
famousperson.
person.Then
Thenguess
guessyour
yourpartner’s
partner’s person.
person.
H • Have students listen with their books
• •Meet
Meetthe
theother
otherperson
personand
andsay
sayyour
your •• Ask
Askwhere
wherethe
theother
other person
person is
is from.
from.
closed first. Write the question on the
io
person’s
person’sname
nameand
andjob.
job. •• Ask
Askabout
abouttheir
theirtown
town // city
city // country.
country. board, then play the audio.
Jobs
Jobs around
around the
the World
World 23 •• Have students open their books.
at
D
D GOAL Compare Jobs
Reading Reading
WOMEN
AT WORK
A Look at the photo. Where do you think the woman
As a warm-up, have students look at and her daughter are from?
the photo and describe what they can
see. Provide vocabulary as necessary B Read paragraph 1. Answer the questions.
and write the words on the board (e.g., 1. What is Alison’s job? She’s a photographer. 1 Alison Wright is a photographer. She’s
sewing machine, fabric, table, etc.). 2. Where is she from? New York from New York, but she works all over the
world. She takes photographs for National
3. Where is her job? Africa, Asia, South America,
A • Have students discuss the question and the Middle East. Geographic and for humanitarian aid
4. Are most of her photographs of men? No, they organizations on different continents—
with a partner, then compare answers aren’t. Lots are of women and children.
Africa, Asia, South America, and in
as a class (see Reading Strategy). C Read paragraph 2. Where do the women ...
regions like the Middle East. Lots of her
Write students’ suggestions on the 1. cook food? at home photographs are of women and children.
board to come back to after they 2. make clothes? in factories
2 The photo on this page is from a group
read. 3. help people? in hospitals
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of photos by Alison. They show “Women at
Work.” They are photos of women—they
D Read paragraph 3. Underline the correct words to
Reading Strategy: complete the sentences.
cook food or have small businesses at
ni
Pre-reading—Predicting home, and work other jobs like farming,
1. Abau is / isn’t from South Sudan. making clothes in factories, or work at
Predicting information that will be
2. She makes / buys clothes. hospitals.
ar
in a text, as in A, is an effective
strategy for learners. By doing this, 3. Abau works at home / in a factory.
Le
they will activate prior knowledge
about the topic and any related GOAL CHECK
language they already know. This
will help them be more prepared 1. Compare the jobs in pairs. Check (✓) the
c
words for each job in the table.
when they read. Students should
be reminded of strategies like this
i Photographer Doctor Farmer
ph
before they begin reading so that
they get into the habit of putting works outside
them into practice.
ra
travels a lot
makes something
encourage students to circle words
eo
them one minute to read and answer A photographer works outside, Both are interesting jobs.
the questions so that they stay but a nurse works inside.
focused on finding the answers to the
io
reviewing as a class.
•• Have students point out where in the
paragraph they found the answers. Teaching Tip: Timing Reading
Pushing students to read within an
C • Go over the questions, clarifying established amount of time pushes them
vocabulary as needed. Again, give to become more fluent readers. If they
students a specific, short amount of know they only have a certain amount
of time, they are more likely to focus on
time to read the second paragraph
finding the information they need and
and answer the questions. not get stuck on trying to understand
•• Check answers as a class. every word in the text. This is a common
issue with students and often leads to
frustration when reading. Emphasizing to
students that they should read the text in
the time specified and focus on answering
the specific task may help avoid this
frustration and build reading confidence.
24 UNIT 2: Jobs around the World SAMPLE COPY, NOT FOR DISTRIBUTION
ng
predictions in A. Ask, Did anybody
predict Sudan? Elicit what students
know about Sudan. For example,
ni
Which continent is it on? What is the
capital city? As appropriate, have
ar
students look it up if they don’t know
(see For Your Information).
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GOAL CHECK
i c
ph
•• Go over the directions and the table
with the class. Explain new phrases,
such as works a lot of hours and
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different ideas.
Jobs around the World 25 •• Assign students to pairs and
at
E
E GOAL Interview People
Communication Communication
ng
and explain that when we interview a
person, we ask them questions.
ni
Teaching Tip: Think-Pair-Share
ar
When we use brainstorming to lead into
a topic, as in the warm-up, the think-
Le
pair-share strategy can be helpful. Less
confident students may be unsure that
they have understood or that their ideas
c
are correct; this strategy gives them
the chance to both check their ideas
i
ph
and add to them by combining theirs
with their partner’s before sharing with
the class. Talking to a partner is a safer
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26 UNIT 2: Jobs around the World SAMPLE COPY, NOT FOR DISTRIBUTION
ng
A:
A: Is
Is your
your job job interesting?
interesting?
B:
B: Yes,
Yes, itit is.
is. But
But it’s
it’s also
also dangerous!
dangerous! be familiar with its use to show
possession. There is an example
E
E Read
Read an
an interview
interview with
with Henry.
Henry. Add
Add the
the punctuation. of this use in Lesson D, exercise B,
ni
punctuation.
A:
A: Whats
Whats your name What’s your name?
your name question 1: What is Alison’s job?
ar
B:
B: My
My names
names Henry Henry My name’s Henry.
D • Have students complete the exercise
A:
A: Where
Where are are you from Where are you from?
you from
individually.
Le
B:
B: Im
Im from
from the US I’m from the US.
the US
A:
A: Whats
Whats your job What’s your job?
your job •• Check answers as a class, writing
B:
B: Im fisherman I’m a fisherman.
Im aa fisherman or displaying the interview with the
A:
A: Is
Is your
your job easy Is your job easy?
job easy punctuation marks added.
c
B:
B: No
No itit isnt
isnt Its
Its very difficult No, it isn’t. It’s very difficult.
very difficult
interesting it interesting?
Is
i E • Have students complete the exercise
ph
A:
A: Is
Is itit interesting
B:
B: Yes
Yes itit is is Yes, it is. / Yes, it is! individually. Then, have them
compare their punctuation marks with
ra
a partner’s.
GOAL CHECK Interview People •• Review answers as a class. Write the
g
1. Interview
1. Interview aa classmate,
classmate, friend,
friend, or
or family
family member.
member. Ask
Ask four
four or
or five
five questions.
questions. For
For correct sentences on the board as
students call them out.
eo
example,
example, youyou can
can ask
ask questions
questions about
about where
where they
they live,
live, what
what they
they do,
do, where
where
they
they are
are from,
from, etc.
etc.
2. Write
2. Write the
the interview
interview down.
down.
lG
3. Exchange
3. Exchange interviews
interviews with
with aa partner.
partner. Is
Is the
the punctuation
punctuation correct?
correct? GOAL CHECK
na
questions.
Jobs
Jobs around
around the
the World
World 27
27 •• As time allows, have students use
at
ng
E Underline the correct words. Then watch the
artist.
video again to check your answers.
A • Look at the photos as a class and 1. There are thirteen / thirty million people
ni
in Tokyo.
have students say where they think
2. Tokyo is a small / big city.
ar
the man is.
•• After students have answered the 3. The ball is soft / hard plastic.
Le
questions, share answers as a class. 4. It’s boring / interesting for the people in
the street.
B • Explain street performer and 5. Okotanpe is / isn’t popular.
elicit or provide other examples. For
c
6. Okotanpe uses four / fourteen balls.
example, musicians, clowns, and
i
Street performers are musicians, jugglers, and
ph
mime artists. artists. This man is a juggler.
•• Have students answer the questions
individually, then compare answers
ra
with a partner.
•• Share answers as a class and talk
g
Teaching Tip).
•• Have students compare answers with
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28 UNIT 2: Jobs around the World SAMPLE COPY, NOT FOR DISTRIBUTION
ng
Contact juggler
Okotanpe eliciting examples from students. For
example, Is it interesting? Where are
you from?
ni
•• Have students write their questions.
ar
Encourage them to write more than
five if they can. Monitor and assist as
Le
needed.
G • In pairs, have students carry out their
interviews. Monitor and note common
c
mistakes with question forms, be, or
3
UNI T
Unit Theme
The houses and apartments we live in
3 Houses and Apartments
are an expression of our culture and our
identity. Thus, homes are different around
the world. The differences may be in the
type of home—a brick house, a wooden
cabin, a mobile home, or an apartment
building—or in the location of the home—
life in a small, rural town will not be the
same as life in an apartment downtown
in a crowded, capital city. Yet, at the
same time, homes all over the world have
similarities because of our shared human
experience. Usually, home is where
ng
we sleep, eat, and share space with
our loved ones. Therefore, the concept
ni
of home, whether it is a house, an
apartment, a yurt, or a boat, is something
ar
students generally have in common.
Le
Unit Overview About 7.5 million people live
In this unit, students will learn to talk in Hong Kong. Most people
about houses and apartments and to
c
live in apartments.
describe their own homes.
i
ph
Lesson A introduces vocabulary for
the rooms in a house or apartment and
the grammar structure there is / are to
ra
30
at
N
ng
• As a class, look at the photo and the
caption. Point out the unit theme, then
ni
have students answer the questions
with a partner. Provide vocabulary for
ar
describing the photo as needed, and
write it on the board.
Le
• Share answers as a class. Have
students compare the apartment
c
buildings in the photo with apartment
buildings where they live. For example,
i
ph
ask, Are the apartment buildings this tall
in your city? Are they small or big?
ra
31
at
N
A
D
A GOAL Talk about Rooms
Vocabulary Vocabulary
A Match the words to the apartment. Write each letter in the correct place. For
As a warm-up, write rooms on the board bedroom, door, and window, there is more than one correct answer.
and explain that the classroom is a a. balcony b. bathroom c. bedroom d. closet e. dining room
room. Show pictures of different rooms f. door g. hall h. kitchen i. living room j. window
in a house and elicit any words students
already know in English. Write them on j
the board.
c b c
A • Model the words in the box as There are three
students read them. Point to one of bedrooms and
several doors and
the beds in the apartment and say, windows.
bed while miming sleeping. Elicit the c g
name of the room from the words in
ng
the box. Mime eating and say, I eat in d
the dining room. e
•• Have students complete the exercise
ni
a
with a partner.
i
ar
•• Check answers as a class. h
B • Say each activity as students read, f
Le
then mime the action.
•• Have students complete the exercise, B Write the name of the room(s) where you do these activities.
then compare with a partner. 1. cook food kitchen 4. sleep bedroom
c
•• Review answers as a class. 2. eat food kitchen / dining room 5. take a bath bathroom
i
ph
WORD FOCUS 3. watch TV living room / bedroom 6. put clothes away closet
C • Point out the Word Focus note and home the house or
check that students understand the apartment you live in C MY WORLD What is your favorite room in your home? Why?
ra
concept of home.
•• Model the exercise by having a My bedroom is my favorite The living room. I watch
room. I sleep in it! TV with my family.
g
32 Unit 3
Introduce the structure by saying, There
at
ng
2. a / isn’t / There / balcony. There isn’t a balcony.
partner.
3. two / Are / kitchens? / there Are there two kitchens?
•• Check answers as a class.
4. are / two / bedrooms. / small / There There are two small bedrooms.
ni
5. a / there / Is / hall? Is there a hall? Conversation
ar
Conversation F • Point out the explanations of realtor
Le
F 19 Write the correct form of be in this conversation. Then listen and check WORD FOCUS and client in the Word Focus note.
your answers. A realtor sells houses •• Have students complete the exercise
Realtor: What about this apartment?
and apartments. A individually.
client buys them.
c
Client: (1) Is it a big apartment? •• Play the audio and write the correct
Realtor: No, there (5) isn’t . But there (6) ’s a the pronunciation of there is / are and
living room with a big window. the new vocabulary as necessary.
g
2. In pairs, talk about the rooms in your home and ask questions.
There’s a... There are... Is there a... Are there... GOAL CHECK
io
B
D
B GOAL Compare Houses
Listening
As a warm-up, review the vocabulary from
Lesson A by writing house / apartment
in a circle in the middle of the board and
connecting it to another circle saying
rooms. Elicit words to create a mind map
on the board (see Teaching Tip).
ng
then compare answers with a partner.
•• Check answers as a class.
ni
B • Point out the information in the Word
Focus note. Point to the photos of the Listening
ar
houses and ask, Are there elevators A What do you see in the photos of the apartments and houses. Check (✓) the words.
in this house? Are there stairs?
Le
Apartments Houses
•• Have students read the directions Balcony ✓
and the question. Windows ✓ ✓
•• Play the audio. Two floors ✓
c
•• Review answers as a class. Lots of floors ✓
i
ph
Doors ✓ ✓
C • Depending on the level of your Front yard ✓
students’ understanding, you might Roof ✓
ra
answers as they listen. go upstairs and C Read the sentences. Circle T for true or F for false.
•• Check answers as a class. Replay downstairs. In
eo
In some countries, houses do not have 6. Her apartment building is different colors. T F
bedrooms—rooms that are used only for
sleeping. For example, in a traditional 7. Lily takes the stairs to her apartment. T F
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34 UNIT 3: Houses and Apartments SAMPLE COPY, NOT FOR DISTRIBUTION
21 A syllable is a part of a word. Each syllable has one vowel sound. When a word Pronunciation
has more than one syllable, we usually stress one. Listen to the syllables and the stress
(underlined) in these words. Write class and classroom (without
house (1 syllable) bedroom (2 syllables) apartment (3 syllables) the underline, at first) on the board.
Say them, then underline the stressed
D 22 Listen to the word. Write the number of syllables it has and underline the syllable in each one. Say classroom
stressed syllable. again, pointing to the underlined syllable.
kitchen 2 stairs 1 floor 1 elevator 4 Go over the information in the box, then
yard 1 balcony 3 window 2 play the audio.
bathroom 2 roof 1
D • Encourage students to say the words
E 22 Listen again and repeat the words.
aloud and underline which syllable
they think is stressed.
•• Play the audio.
GOAL CHECK Compare Houses
ng
•• Check answers as a class, playing
In pairs, describe and compare the houses. What is similar? What is different?
the audio again as needed. Write the
words on the board, underlining the
ni
There are two doors in this house. stressed syllables.
ar
E • Play the audio again and have
students repeat as a class.
Le
•• If
you feel your students are
confident, repeat the exercise, calling
on individuals to say the words.
i c GOAL CHECK
ph
•• Give students a moment to think
ra
Teaching Tip).
eo
Speaking
Writing notes of their ideas before a
N
C
C GOAL Say Where Objects Are
Language Expansion: Furniture and Household Objects
Language Expansion A 23 Listen and repeat the words for household objects.
ng
and read the words. stove
•• Play the audio and have students
point to each object as they listen. bookcase
ni
microwave
•• Play the audio again for students to
coffee table
repeat the words.
ar
•• You could also review the alphabet
refrigerator
here by calling on students to spell
Le
the words.
B • First, review the rooms by asking,
c
Where do you eat food? Where do shower sink toilet
i
bed
you sleep? Where do you watch TV?
ph
•• Make sure students understand that B Write the furniture and household objects in the correct column. You may write
some objects in more than one room.
some words may go in more than one
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typically go in a house.
C • Create flashcards for some (all, if
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armchairs.
•• In pairs, have students talk about
their homes. Monitor and assist as Word Bank: Household Items Grammar: Prepositions of Place
needed. ceiling floor Prepositions are words that express
houseplant mirror relationships between things. The
prepositions in this lesson express
nightstand picture
relationships of location. Prepositions are
pillow rug often confusing for learners because many
wall vase of them can be used in several different
ways. Also, there is often no logical way of
deciding which prepositions to use; we say
on a train, but in a car. Prepositions are also
used differently in different languages. It is
therefore important to help students notice
how prepositions are used in English and to
provide plenty of opportunities for practice.
36 UNIT 3: Houses and Apartments SAMPLE COPY, NOT FOR DISTRIBUTION
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Conversation
E 24 Listen to the conversation. Where are Tracey’s keys? Tracey’s keys are on the coffee D • Have students complete the exercise
table, next to the lamp individually.
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Tracey: Where are my keys?
Kevin: Are they on the table in the hall? •• Reviewanswers as a class, writing
them on the board.
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Tracey: No, they aren’t. And they aren’t on the kitchen table.
Kevin: What about in your bag? SPEAKING STRATEGY
Tracey: No, they aren’t there. Talk about Location Conversation
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Your book is here. =
Kevin: Here they are! On the coffee table. Next to the lamp. in the same place as
the speaker. E • Have students listen with their books
F Practice the conversation in pairs. Switch roles and practice it again. Then Your keys are there. = closed first. Write the question on the
c
change the underlined words and make a new conversation. in another place.
board. Clarify meaning as necessary.
In pairs, describe where an object is in the room. Your partner guesses the object. •• Point out the Speaking Strategy note
and give or elicit more examples with
g
switch roles.
•• Point out the underlined words. Direct
students’ attention to keys. Remind
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D
D GOAL Give Your Opinion
Reading Reading
A What is in the photo?
Home
As a warm-up, write Planets on the
board. Have students name as many
planets as they can. Ask, Are there
B Read about the house and complete the information.
1. Number of floors: 2 Sweet
Home?
2. Rooms downstairs: kitchen, living room, gym, bathroom
houses on the other planets? Are there
3. Household objects: a stove, a bookcase with books, and board
people on the other planets? games
4. Number of bedrooms: 6
A • As a class, have students look at the 5. Electricity: Yes / No
photo and describe what they can 6. Internet: Yes / No
see. Provide vocabulary as necessary
C Answer the questions.
and write students’ ideas on the
board. For example, mountains, dirt / 1. Is the house in Hawaii or on Mars? in Hawaii
soil, round house, astronaut. 2. Who lives in the house? six people /astronauts
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3. What are the scientists interested in? Is life on Mars
B • Explain to students that they should difficult for a group of people? Can people live on Mars for a long time?
D Find the matching adjectives in the article.
read the article quickly (scan) this first
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1. new modern
time to find the specific information
2. a color white
they need (see Reading Strategy).
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•• Give students 1–2 minutes to scan 3. not big small
the article and complete the exercise. 4. nice to be in comfortable
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•• Have students compare answers in 5. nice to look at beautiful
pairs, then review them as a class. E Write the opposite adjectives from D.
Have students identify where they small
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1. big
found the information in the text. modern
2. old
i
ph
3. uncomfortable comfortable
Reading Strategy: Scanning 4. ugly beautiful
Scanning is an effective strategy for
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38 Unit 3
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38 UNIT 3: Houses and Apartments SAMPLE COPY, NOT FOR DISTRIBUTION
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from students.
E • Write opposite on the board and
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provide an example with objects in the
room. For example, a big backpack and
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a small bag / a big book and a small
book.
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•• Have students complete the exercise,
then compare answers in pairs.
•• Review answers as a class.
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F • Write opinion on the board and elicit
i
ph
or explain its meaning (what you
think or believe about something or
someone). Give your opinion as a
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GOAL CHECK
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Cities 39
Houses and Apartments •• Elicitadjectives to describe houses
at
board.
•• Model the exercise by describing
For Your Information: Mars Habitat your house and another place.
in Hawaii •• Assign students to pairs to discuss
Since 2013, crews of six astronauts have the different places.
been spending 12-month periods living in
•• Call on different students to share
a NASA-funded habitat on the side of the
mountain Mauna Loa in Hawaii. The two-floor their opinion of one of the places.
domed structure where they live is only 10
meters (33 feet) in diameter. The living area is
about 93 square meters (1000 square feet).
It is a small place for six adults to spend
a year living together. The environment in
this barren, uninhabited area of Hawaii is
considered to be similar to that of Mars.
E
E GOAL Describe Your Home
Communication Communication
A Play this game.
As a warm-up, in pairs, have students 1. Write these words for household objects in the squares of the house below in
list all the vocabulary from the unit they “Your house:” lamp, sofa, chair, bed, stove, table.
can remember in one minute. Have For example: L A M P
pairs compare their lists with another Your house
pair. Briefly review the alphabet, then
compile a list of vocabulary on the board
by calling on different students to spell a 1 2 3 4 5 6 7 8
word for you to add. Alternatively, have
A
students take turns coming to the board
and writing words as they are spelled out B
by their classmates. C
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A • Go over the directions for the first D
step as a class. Model the exercise
E
by writing the words in your book, in
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“your house.” Have students do the F
same.
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G
•• Go over the directions for step 2,
H
then point out the examples. Have
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students ask you, following the
2. Don’t show your partner your house. In pairs, take turns to ask and answer
example, Is there a letter in…? until questions about the location of the six objects. If you get a letter, go again.
they find a word. If possible, copy or
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Find the objects before your partner!
display the house on the board to
i
ph
help students understand the game. Your partner’s house
Write the letters in the boxes as
students guess them. Is
Is there
there aa letter
letter in
in D4?
D4?
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D
Teaching Tip: Games in the E
Classroom
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F
Games can be a useful tool in language
learning. They provide moments G
where students can relax and use the
io
H
vocabulary or grammar they have been
working with in a safe, fun atmosphere. 40 Unit 3
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40 UNIT 3: Houses and Apartments SAMPLE COPY, NOT FOR DISTRIBUTION
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B Read the description of the apartment above. Underline and in the description.
sentences with and aloud.
My apartment is downtown and it is big. There is a kitchen and a dining room. •• Go over the information in the Writing
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In the dining room, there is a table and six chairs. The living room is next to the Skill box. Elicit similar sentences to
dining room. There is a sofa and an armchair. There are two bedrooms—one big
describe the classroom. For example,
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It is big and comfortable. There are
bedroom and one small bedroom. There is also a balcony.
four windows and a door.
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WRITING SKILL: and
C • Write the two sentences in item 1 on
Use and with:
the board and demonstrate how they
• adjectives: This sofa is big and comfortable.
need to be changed by eliminating
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• nouns: There is a kitchen and a dining room.
the first period and putting a line
• sentences: My apartment is downtown. My apartment is big. = My
i
ph
apartment is downtown and it is big. through the repeated The kitchen is,
then adding and. Write item 2 on the
C Read two sentences. Use and to write one sentence in your notebook.
board and have students show you
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1. The kitchen is new. The kitchen is white. The kitchen is new and white.
how it needs to be changed.
2. This bed is big. This bed is comfortable. This bed is big and comfortable.
•• Have students complete the exercise
g
3. There is a bedroom. There is a bathroom. There is a bedroom and a bathroom. individually, then compare answers
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4. In the dining room, there is a table. There are six chairs. In the dining room, there is a table and six chairs. with a partner.
5. There are three floors. My bedroom is on the third floor. There are three floors, and my bedroom is on •• Check answers as a class. Write the
the third floor.
lG
6. This town is old. The houses are beautiful. This town is old, and the houses are beautiful. correct sentences on the board as
students call them out.
GOAL CHECK Describe Your Home
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1. Write a description of your home (50–60 words). Begin with the words: My GOAL CHECK
apartment / house is...
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2. Exchange your description with a partner. Is and used in the description? •• Display or write a description of your
Houses and Apartments 41 home on the board (see Sharing
at
ng
also a lighthouse at Cabo Polonio. Modern D Answer yes or no. Then watch the video again
always a light shining during the night. and check your answers.
lighthouses are automatic—there isn’t a
However, with automatic lighthouses
lighthouse keeper. But at Cabo Polonio, the 1. Is Leonardo in his lighthouse? Yes
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making the job of the lighthouse keeper lighthouse is old and Leonardo da Costa is 2. Is there a bookcase in his bedroom? No
unnecessary, Leonardo da Costa is one the lighthouse keeper.
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of the last in a dying profession. He 3. Are there photos on the wall? Yes
mans the lighthouse at Cabo Polonio, a 1. Where is Cabo Polonio? In Uruguay 4. Are there sinks outside the lighthouse? Yes
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remote coastal area of Uruguay. We see 2. How many people are in the village? About 100 5. Is there a microwave in the kitchen? No
Leonardo carrying out his daily duties 3. Why are there tourists in the summer? There’s a 6. Is there a big window on the top of the
national park.
that keep the lighthouse machinery 4. Who is at the lighthouse? Leonardo da Costa
lighthouse? Yes
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working and ships safe out on the ocean.
5. What is his job? He’s the lighthouse keeper.
As a warm-up, elicit ideas about unusual
i
ph
places to live. Prompt students with the
example of the turtle house in Lesson B.
Other examples could be the astronauts’
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descriptions of them.
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between a visitor and Leonardo. Use your suggest students take notes as they
phrases and questions from F. watch. They should write down key
words (without worrying about spelling)
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H Change roles and make a new conversation.
to help them check their understanding
afterwards and be able to answer
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questions more fully. You can model
LOW RES notetaking by writing words or numbers
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Spec 11P clean on the board as you watch, and then
up blocks going through them with students and
eliciting or explaining why you chose
them. In this video, useful notes would be
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actions or objects you see. In others, it
interesting or boring.
43
at
•• Give
students time to prepare their
H • Make sure pairs switch roles, questions and answers. Monitor and
then have them create a new check for correct use of here / there
conversation. Provide vocabulary as and there is / are.
necessary. G • Assign students to A-B pairs. Explain
•• Play the video again for students to
that they will have their conversation
have another conversation. (visitor-Leonardo) as the video plays.
•• Call on volunteers to present their
•• Play the video again as they speak.
conversation to the class with the Monitor and assist as needed.
video playing.
4
UNI T
Unit Theme
We all have possessions—things that we
4 Possessions
have because we need them or because
they give us pleasure. Many of our
possessions are part of our daily life (for
example, a cell phone or sunglasses),
others are not (for example, a painting
or a pearl necklace). People around the
world consider different things important
for different reasons, but however young
or old, rich or poor we are, we all have
certain possessions that mean a lot to
us. These possessions may be special
because of their usefulness or because
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they hold important meanings; maybe
they were given to us by someone
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special or they remind us of a particular
event or moment in our life. Students
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need to have the language to talk about
both kinds of possessions, the useful and
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the personally significant.
Unit Overview
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In this unit, students will learn to talk
i
ph
about everyday and special possessions.
Lesson A introduces vocabulary for
everyday objects and the grammar
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will read and talk about similarities and This man is a barber in San Cristóbal
differences in people’s favorite rooms de las Casas, Chiapas, Mexico. He
and possessions. In Lesson E, students keeps many possessions in his shop.
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and uncomfortable for some people,
but a room with hardly any personal
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possessions might seem cold and empty
to others.
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• As a class, look at the photo and the
caption. Point out the unit theme and
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explain possessions. Show examples
of some of your possessions, both
useful everyday objects and those that
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have a special meaning to you. Provide
UNIT 4 GOALS •
A
D
A GOAL Ask about Possessions
Vocabulary Vocabulary
A Complete the names of the objects in the photos. Use the words in the box.
As a warm-up, write everyday objects backpack book bus pass headphones keys makeup
on the board. Show some of your things, notebook pen phone sunglasses wallet water bottle
such as your water bottle, pen, or keys.
Pointing at items, ask, What’s this? What’s
that? Elicit any vocabulary students
already know.
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exercise, call on different students
to spell the words for you (or another
student) to write on the board.
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•• Say an item and have students hold
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up theirs if they have it with them. 5. p _e n
_ 6. h _e a
_ dph o
_n_ _e s a c_ kp _a c_ k_
7. b_ 8. wa _l _l e
_t
B • Ask students to close their books
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and write the numbers 1 to 12 in their
notebooks. As they say the items
with their partner, they should write
c
them down (they don’t need to be in
the same order as in the book). To
i
ph
make it more fun for students, have 9. p h
_ _o n
_e 10. s u
_ n g_ l a
_ss
_ e_ s 11. b u
_ s p _a s
_s 12. _k e_ y_s
pairs raise their hands and/or call
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out “done” when they have all twelve B Work in pairs. Close your books. Remember and say the objects in A.
words. C Take turns. Say the objects in the pictures. Which objects are in both pictures?
g
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practice.
E Complete the questions and answers.
1. (far) Are those your glasses? No, they aren’t .
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Teaching Tip: Using Students’
2. (far) Is that your book? Yes, it is .
Names
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3. (near) Is this your wallet? No, it isn’t / it’s not .
Learning and using students’ names
4. (near) Are these your keys? No, they aren’t / they’re
. not is important for group-building, as
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5. (far) Are those your bags? Yes, they are . it helps build a sense of community
and belonging. These aspects help
F MY WORLD Work in pairs. Tell your partner what is in your bag. Use create an atmosphere that is likely
demonstratives. to promote learning. Taking the time
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to learn and use everyone’s names
2. A yes answer is 1 point. A no answer is 0 points. E • Have students complete the exercise
3. Next, Student 2 asks Student 3 about an object, and so on. individually, then compare answers
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B
B
D GOAL Present a Special Object
Listening
As a warm-up, write special on the
board. Show the class something that is
special to you, for example, a piece of
jewelry. Say why it is special, then elicit
the meaning of special. Ask, What objects
are sometimes special to people? (pieces
of art, photos, a favorite toy, an item of
clothing).
ng
compare answers as a class.
Hetain Patel
Hetain Patel is
is an
an artist.
artist.
B • Point out the context: an interview This is
This is one
one of
of his
his artworks.
artworks.
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with the artist in the photo. Then play
the audio.
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•• Discuss as a class whether students’
Listening
predictions in A were similar to what A In pairs, look at the photo of Hetain Patel. What is the object? The object is a car.
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they hear in the interview. WORD
WORD FOCUS
FOCUS B 26 Listen to a podcast about Hetain. Is your answer in A correct?
26
Very
Very + + an
an adjective
adjective
C • Tell students to underline key words adds
adds emphasis:
emphasis: C 26 Listen again. Circle T for true or F for false.
26
c
in each statement (see Listening His
His job
job is
is very
very
1. Hetain Patel is from England. T F
interesting.
interesting.
Strategy). Encourage them to complete He’s
He’s very good at
at
i2. Jerome’s job is very boring. T F
ph
very good
any items they think they know the English.
English.
3. It’s Hetain’s father’s car. T F
answer to, then replay the audio.
4. The car has hands and feet. T F
•• Have students compare with a
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false statements.
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Grammar
Subject
Subject Pronoun
Pronoun II you
you he
he she
she itit we
we they
they
Key Words
Possessive
Possessive Adjective
Adjective my
my your
your his
his her
her its
its our
our their
their
Identifying key words in the
statements or questions prior to Singular Nouns
Singular Nouns Plural Nouns
Plural Nouns
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/i/
/i/ sound
sound is
is usually
usually longer.
longer. YouYou may
may also
also notice
notice that
that your
your mouth
mouth isis more
more open
open for
for the
the /i/
/i/
sound.
sound. introduced to a new structure, some
students need time to “digest”
it at their own pace before they
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F 27 Listen and repeat the sounds and words.
27
check their understanding through
/ / - it, six, kitchen /i/ - be, three, teacher conversing with a partner.
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G 28 Listen and circle the words you hear. Then listen and repeat all the words.
28
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1. this / these 2. its / eats 3. his / he’s 4. live / leave E • Point out the example and make
sure students understand that they
need to add to the words to make
GOAL CHECK Present a Special Object
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complete sentences.
1. Think about a special object in your life (for example, a family photo or a
What
What is
is it?
it?
Expansion Activity
Where
Where is
is it?
it?
g
It’s
It’s aa book.
book. It’s
It’s in
in my
my bedroom.
bedroom. questions. The pair that completes
It’s
It’s special
special because
because ... ...
the exercise first wins. Monitor and
provide help as needed.
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3. Work with a new partner. Tell them about your first partner’s object.
His
His object
object is
is aa...
... Julie’s
Julie’s book
book is
is special
special because
because...
...
Pronunciation
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their object and completing the table. several times, so students can notice
Tell students to interview a classmate the difference, then practice saying
who is not sitting next to them. the sounds.
C
C
C GOAL Talk
GOAL Talk about
about What
What You
You Have
Have
AA Read
Readabout
aboutMarie
MarieKondo.
Kondo.Answer
Answerthe
thequestions.
questions.
Language Expansion Whereisisshe
1.1. Where shefrom?
from? Whyisisshe
2. Why
2. shefamous?
famous? Whatdoes
3. What
3. doesshe
shelove?
love?
Japan
Japan Forher
For herbook
bookand
andTV
TVshows
shows AAtidy
tidyhouse
house
As a warm-up, have students look at the
MarieKondo
Marie Kondoisisfrom
fromJapan.
Japan.She She
photos of the two rooms. Point at one and
isisfamous
famousfor forher
herbook
bookandandTV
TVshows.
shows.
ask, What room is this? What can you Marieloves
lovesaatidy
tidyhouse.
house.She
Shehas
hasaa
Marie
see in this bedroom? And in that one? method:look
method: lookatataapossession
possessionandandask askaa
Provide vocabulary as necessary and question.For
question. Forexample:
example:
messy
messy
write it on the board. IsIsthis
thisbook
bookinteresting?
interesting?
Arethese
Are theseshoes
shoesnice?
nice?
A • Explain famous and love as IsIsthis
thisold
oldcell
cellphone
phoneuseful?
useful?
necessary. Point out the explanation Areyou
Are youhappy
happywithwiththis
thispossession?
possession?
of method in the Word Focus IfIfyou
youanswer
answer“No,”
“No,”then
thenwhy
whyisisititininyour
your
house?!
house?!
note. Then, have students read
the text and answer the questions tidy
tidy
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individually. BB Do
Doyou
youthink
thinkMarie
MarieKondo’s
Kondo’smethod
methodisisaagood
goodidea?
idea?Discuss
Discussininpairs.
pairs.
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WORDFOCUS
WORD FOCUS
class. Clarify any vocabulary from the wayofof
method way
method
doingsomething
doing something Language Expansion:
Language Opinion Adjectives
Expansion: Opinion Adjectives
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text as necessary.
CC Complete
Completethe
thetable
tablewith
withthe
theopinion
opinionadjectives.
adjectives.
B • Read the question as a class and tell
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Positive
Positive Negative
Negative
students to think about their opinion. interesting
boring happy
boring happy interesting boring
boring
•• After students have discussed their
horrible useful
horrible useful useful
useful useless
useless
opinions in pairs, survey the class to great
c
great horrible
horrible
find out how many students like Marie happy
happy sad
sad
Kondo’s opinion and how many don’t.
i
ph
DD Write
Writedown
downfive
fivepossessions
possessionsininyour
yourhome.
home.Then,
Then,ininpairs,
pairs,tell
tellyour
yourpartner
partnerabout
about
C • Write adjectives in a circle in the eachpossession.
each possession.Use
Usean
anopinion
opinionadjective.
adjective.Are
Areyou
youhappy
happywith
withthe
theobject?
object?
middle of the board. Create a mind
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There’san
There’s anold
oldbook
bookininmy
mybedroom.
bedroom.It’s
It’sboring!
boring! I’mhappy
I’m happywith
withmy
myred
redshoes.
shoes.They’re
They’renice!
nice!
map by eliciting adjectives students
already know. Then write opinion on
g
I I/ /You
You/ /We
We/ /They
Theyhave
haveaacell
cellphone.
phone. I I/ /You
You/ /We
We/ /They
Theydon’t haveaacell
don’thave cellphone.
phone.
•• Clarify the meaning of positive
He/ /She
He She/ /ItIthas
hasaalaptop.
laptop. He/ /She
He She/ /ItItdoesn’t haveaalaptop.
doesn’thave laptop.
and negative, then have students Yes/ /No
NoQuestions
Questions ShortAnswers
Answers
Yes Short
complete the exercise individually. DoI I/ /you
you/ /we
we/ /they
theyhave
haveaacell
cellphone?
phone? Yes,I I/ /you
you/ /we
we/ /they
theydo.
do.
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Do Yes,
•• Review answers as a class. No,I I/ /you
you/ /we
we/ /they
theydon’t.
don’t.
No,
Doeshe
Does he/ /she
she/ /itithave
haveaalaptop?
laptop? Yes,he
Yes, he/ /she
she/ /ititdoes.
does.
D • Write a list of five of your possessions
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No,he
No, he/ /she
she/ /ititdoesn’t.
doesn’t.
on the board (leave the list there).
Point out the examples and say 50 Unit
50 Unit44
at
students share their opinions about Point out the two forms, have and Word Bank: Opinion Adjectives
possessions. Use the Word Bank for has, and explain the use of do / don’t amazing angry
additional vocabulary as necessary. and does / doesn’t as auxiliary verbs awful comfortable
with verbs other than be for negatives cool expensive
Grammar and questions. Direct students to the fantastic horrible
Grammar Reference in the back of the
Introduce the grammar by using your list lovely lucky
student’s book for additional review and
of possessions on the board. Say, I have practice. old pretty
a…. Then ask a student, Do you have silver
a…? Ask the same student about his or
her partner, Does he / she have a…?
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Hana:
Hana: Well,no.
Well, no.Not
Notallallof
ofthem.
them.This
Thisbook
bookisisboring.
boring.
Maria:
Maria: Whatabout
What aboutclothes?
clothes?DoDoyou
youhave
havelots
lotsof
ofclothes?
clothes? •• Replay the audio as students read
Hana:
Hana: No,I Idon’t.
No, don’t. and confirm their answer.
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Maria:
Maria: Areyou
Are yousure?
sure? •• Point out the Speaking Strategy note
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G Practicethe
theconversation
conversationininpairs.
pairs.Switch
Switchroles
rolesand
andpractice
practiceagain.
again.
the conversation.
H Change
H Changethe
theunderlined
underlinedwords
wordsand
andmake
makeaanew
newconversation.
conversation.
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G • Assign students to pairs to practice
the conversation. Remind them to
GOAL CHECK
GOAL CHECK Talk
Talk about
about What
What You
You Have
Have switch roles.
c
Addtwo
1.1. Add twomore
morepossessions
possessionsto
tothe
thesurvey.
survey.Fill
Fillininthe
thefirst
firstcolumn
columnfor
foryourself.
yourself. H • Go through the conversation as a
Thenask
Then askaaclassmate.
classmate.
i
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class, eliciting other options for the
Doyou
Do youhave
haveaatablet?
tablet? Yes,I Ido.
Yes, do.It’s
It’suseful!
useful! No,I Idon’t.
No, don’t. underlined words.
•• If you feel your students need a
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Doyou
Do youhave
have…
… Me
Me Name:
Name: change or need to get up and move,
aatablet?
tablet? assign them to different partners
g
aawallet?
wallet? to create and practice a new
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sunglasses?
sunglasses? conversation.
headphones?
headphones?
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GOAL CHECK
Workwith
2. Work
2. withaanew
newpartner.
partner.Say
Saywhat
whatyour
yourclassmate
classmateabove
abovehas
hasand
anddoesn’t
doesn’thave.
have.
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Hehas
He hasaatablet.
tablet. Shedoesn’t
She doesn’thave
haveaawallet.
wallet. •• Give students time to add two more
items to the survey and write their
own answers.
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D
D GOAL Identify Similarities and Differences
Reading Reading
A Look at the photos. What possessions can you see?
My Room
As a warm-up, write tidy and messy on John Thackwray is a filmmaker
B Read the article about John, Andrea, and Marcello. What are
the board. Have students look at the and photographer from South
their jobs? Where are they from? John – photographer – South
photos and give their opinion about Africa; Andrea – student – Romania; Marcello – musician – Bolivia Africa. He has a book called My
each room, Is it tidy or messy? Then ask, C Read the article again and look at the photos. Which Room. It has photographs of 100
people from 55 countries. John
Where do you think these two people are possessions are in the rooms? Write the words in the diagram.
photographs young men and
from? bed bookcase clothes computer desk fan women in their rooms with their
guitar many blankets panpipes scooter table TV possessions. Here are two of the
A • Have students look at the photos people in his book.
in more detail and write a list of the Andrea Both Marcello Andrea is from Bucharest,
items in each room with a partner. Romania. Her bed is in the
table,
Provide vocabulary as needed. computer, guitar, middle of her room, and there
•• Have pairs call out the possessions bookcase, clothes, TV, are possessions all around her.
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fan, bed many She has lots of books on the
and write them on the board. desk blankets,
bookcase and next to the bed. She
scooter panpipes
also has a desk with a computer.
B • Tell students to read the questions
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She’s a student. The scooter is
and scan the article quickly to find D Answer these questions. her transportation to college.
the answers. Ask, What information Sometimes, it’s hot in Bucharest,
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1. How many people are in John’s book? 100
are you looking for? In this case, so she has a fan.
2. How many countries are they from? 55
names of cities or countries, names Marcello is from La Paz,
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3. Why does Andrea have a scooter? For transportation to college Bolivia. He’s a musician. There’s a
of jobs (see Teaching Tip).
4. Why does she have a fan? Sometimes it’s hot in Bucharest. guitar in his room and panpipes—
•• Allow students one minute to read these are a traditional Andean
5. What are panpipes? A traditional Andean musical instrument
and answer the questions so that musical instrument. His room is
c
they stay focused on finding the 6. Why does Marcello have lots of blankets? very comfortable. It has pillows
i
Usually it’s cold at night in La Paz.
answers to the questions. and a bed, and a TV in the corner.
ph
E MY WORLD Answer the two questions at the end of the There are lots of colorful blankets
•• Have students compare their article. Share your answers in pairs. and pillows—it’s usually cold at
answers with a partner before night in La Paz!
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reviewing as a class. Have students GOAL CHECK John’s photos show how
point out where in each paragraph people’s lives are similar and
In pairs, talk about your favorite rooms and possessions.
g
they found the answers. Elicit where Write the objects and possessions in the diagram. What is different in other countries. Is your
eo
Romania and Bolivia are and what similar about your rooms and possessions? What is different? favorite room similar to, or different
students know about these countries. from, Andrea’s and Marcello’s
You Both Your partner rooms? Do you have the same
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possessions?
Teaching Tip: Identifying What
You’re Looking For
na
ng
Reading Strategy:
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Understanding Vocabulary from
Context
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In order to be more competent
readers, students need to feel
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comfortable guessing the meanings
of new words. One of the key
strategies that students can use
c
to help them guess is the context.
Students should look at the rest
i
ph
of the sentence and identify the
subject(s) and verb(s) to help them
guess a word’s meaning. Students
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different countries.
•• Insmall groups, you can have pairs
share their similarities and differences Expansion Activity
with the class, but in larger groups, it In pairs, have students research
is usually more effective to have them Thackwray’s My Room Project and GOAL CHECK
choose two different photos to compare.
share with another pair.
Tell students to find the name of each
•• Give students time to think about
person, their city, and their country, and
to identify similarities and differences their favorite room and the things in it.
in their bedrooms and possessions. •• Assign students to pairs and have
Students can present the photos and them compare their rooms and
their comparisons in pairs or small possessions and complete the
groups.
diagram. Monitor and assist as
needed.
E
E GOAL Thank Someone for a Present
Communication
As a warm-up, point out the lesson goal.
Elicit or have students look up the
meaning of present. Have them give
examples of things that they give as
presents. Tell them that, in this lesson,
they will talk about when we give
presents and how to say thank you when
we receive a present.
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•• Read the questions and have
students suggest different
possibilities for the situation.
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B • Clarify understanding of the six
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events. Have students identify
individually when presents are given
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in their country. Grandparents
Grandparents give give
aa present
present to to their
their
•• Give students time to compare and grandson
grandson in in Kuala
Kuala Communication
discuss the question with a partner Lumpur,
Lumpur, Malaysia,
Malaysia,
A
A Look
c
Look at
at the
the photo.
photo. Why
Why does
does this
this person
person have
have aa present?
present? What
What special
special day
day is
is it?
it?
to
to celebrate
celebrate Eid Eid
before sharing answers as a class. al-Fitr,
al-Fitr, aa religious
religious
•• Compile a list on the board of where
i B
B In
In your
your country,
country, what
what are
are presents
presents for?
for?
ph
holiday.
holiday.
(in which countries) presents are •• birthdays?
birthdays? •• aa new
new baby?
baby? •• religious
religious days?
days?
given for each event. •• weddings?
weddings? •• the
the New
New Year?
Year? •• other
other days?
days?
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1. It’s
1. It’s your
your brother’s
brother’s wedding.
wedding.
them to note down a few ideas and 2. Your
2. Your sister
sister has
has aa new
new baby.
baby.
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Roles
When working in small groups
N
ng
See you next week (and your test on Monday is canceled J). D • Point out that the messages all
thank someone for a present. Have
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3.
3. students read the messages. Clarify
Dear Martin, From your grandmother (or grandparents) vocabulary as needed.
ar
•• Have students compare answers
Thank you so much for the flowers. They are on our kitchen
table, and they are beautiful. What a wonderful grandson! with a partner, then review them as
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a class. Have students say how they
Love, know who each message is from.
•• Focus students’ attention on the
Grandma
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language used and have them
Start: Hi
Start: __,
__, Hello ,, Dear ...
thanks, and finish in your message
Thanks:
Thanks: Thanks ,, Thanks very much ,,
(from the Writing warm-up) on the
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Finish:
Finish: ,, ,,
•• Remind students to include phrases
Love
from all three messages in the table.
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1. It’s
1. It’s your
your birthday,
birthday, and
and you
you have
have aa present
present from
from aa friend.
friend. It’s
It’s aa book.
book. Write
Write aa
short
short email
email to
to your
your friend
friend to
to say
say thank
thank you.
you. Use
Use some
some of of the
the phrases
phrases above.
above. Messages
2. Exchange
2. Exchange your
your email
email with
with aa partner.
partner. Which
Which phrases
phrases are
are in
in the
the email?
email? Every language has “rules” about the
io
ng
Pueblo
Pueblo MD
MD
Wichita
Wichita KY
KY Blacksburg
Blacksburg
OCEAN NM
NM AR
AR
things Tyler took with him and some of
SC
SC
MS
MS AL
AL GA
GA
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FL
FL ATLANTIC
OCEAN
A • Look at the photo as a class and Gulf of Mexico
ar
The American Bike Project
have students say where the man is Tyler Metcalfe is on his bicycle. His trip is 6,000 miles through
and what he’s doing. Point out the 11 states across the US.
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map and the caption.
•• Answer the question as a class.
B What possessions do you think Tyler has on his trip (e.g., a bike, a helmet)?
Remind students how paying
c
attention to images such as maps, C Watch the first part of the video. Check (✓) what Tyler has with him.
graphs, and photos before watching ✓ a bicycle
i keys
ph
helps activate language and ideas ✓ a helmet ✓ a hat
that will help them understand the ✓ bicycle bags ✓ a raincoat
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1. a tent? Sometimes there aren’t hotels. 1. List the place or places to go to each day. answers, then have them compare
with a partner.
2. a raincoat? for when it rains 2. List the possessions you have for the trip.
•• Review answers as a class, replaying
3. a camping stove to cook food 3. Join another group. Present your trip and the
possessions you have. Part One of the video as necessary.
4. a camera? Tyler’s a photographer.
E Look at Tyler’s route on the map and watch the Teaching Tip: Note-taking
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second part of the video. Writing answers as they watch
can be complicated for students,
F Watch the video again. Match 1–6 to the state.
since they will miss information
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1. a horse c a. Wyoming while they are writing a previous
2. a hill e b. Missouri answer. To avoid this, students
ar
3. a train b c. Virginia
should take notes. Writing down
key words they hear will help them
4. Yellowstone answer the questions afterwards.
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National Park a d. Montana
Demonstrate to students how nouns,
5. a hotel d e. Kentucky verbs (actions), and adjectives
6. a ship and the ocean f f. Washington are key words to pay attention to
c
when they’re listening or watching
•• For step 3, ask each group to join G • Go over the directions and the three
another to present their trip. Teaching Tip: Starting and Ending steps as a class. Assign students to
•• When they have finished, have a Group and Pair Work groups of three or four students and
spokesperson from each new larger To make group and pair work go assign them roles in the group. Set
group tell the class about their two smoothly, it’s helpful to use clear signals a time limit for each step and write
trips. for beginning and ending the task. them on the board (see Teaching
Some ideas: Tip).
•• Write starting and ending times on the •• In groups, have students carry out
board (for example, Group work starts: steps 1 and 2. Monitor and help with
10:15. Group work ends: 10:25.). vocabulary and ideas as needed.
•• Tell your students that group work ends
when you clap your hands three times.
•• Train your students so that when they see
you raise your hand, they will also raise
their hands and stop talking. The room
will fall silent without you interrupting.
5
UNI T
Unit Theme
Many of the activities in our daily routine are
5 Daily Activities
universal. Around the world, most people
get up, get dressed, have breakfast, and
start their day’s work—at home, in an office
or factory, outdoors, or at school. At the
end of the day, they eat dinner and relax,
alone or with family and friends. The times
people do these things, the type of clothes
they wear, how they travel to and from
work or school, and the food they eat may
differ, but the essential steps we go through
every day are similar the world over. Being
able to talk about their routines, as well
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as reflect on changes they might need to
make in their daily routines, is useful for
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students in their everyday conversations.
Discussing this theme is also important for
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understanding similarities and differences
amongst people around the world.
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Unit Overview
In this unit, students will learn to talk about
c
their daily routine, their commute, and
i
ph
the activities they do once they’re at work
or school.
Lesson A introduces vocabulary and the
ra
ng
whose work has been featured in National
Geographic’s Your Shot photo community,
ni
and 2019 Travel Photo Contest.
• After providing some vocabulary on the
ar
board, and discussing the photo, have
students answer the questions with a
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partner.
• Share answers as a class. Tell the
class how you travel to and from work
c
every day.
i
ph
• Point out the unit theme and elicit things
students do every day. Compile a list
on the board, providing vocabulary as
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necessary.
UNIT 5 GOALS
g
59
at
N
A
D
A GOAL Tell Time
ng
which activity could be second.
•• Have students put the activities in 5 6 9 8 2
order according to their daily routine,
ni
start work have lunch have dinner go home take a shower
then compare and discuss it with a
partner.
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Time B What time is it? Write the time.
•• Point out the Real Language note
five forty-five /
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and direct students’ attention to 5:45 a quarter
the use of the with station, and the to six AM
AM 530
FM
530 650
FM 88889292
650 900
900 1300
9696 100
1300 1700
100 104
1700 KHz
104 108
KHz
108 MHz
MHz
AM
AM 530
FM
530 650
650 900
FM 88889292 9696
900 1300
100
1300 1700
100 104
1700 KHz
104 108
KHz
108 MHz
MHz
AM
AM 530
FM
530 650
650 900
FM 88889292 9696
900 1300
100
1300 1700
100 104
1700 KHz
104 108
KHz
108 MHz
MHz
c
six fifteen / 2. 3.
B • Briefly review numbers from 1 to 60 6:15 a quarter It’s half past twelve. quarter after four.
with the class. Point to the clock on after six
i
ph
the board (from the warm-up) and 6:30
six thirty /
half past six
say, It’s (7 o’clock). AM
AM 530
FM
530 650
FM 88889292
650 900
900 1300
9696 100
1300 1700
100 104
1700 KHz
104 108
KHz
108 MHz
MHz
AM
AM 530
FM
530 650
FM 88889292
650 900
900 1300
9696 100
1300 1700
100 104
1700 KHz
104 108
KHz
108 MHz
MHz
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Point out that sometimes there are C Complete the sentences with your own information.
two ways of saying the time. Have
eo
1. I get up at .
students repeat both ways.
2. I take a shower at .
•• Have students complete the exercise
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3. I start work at .
individually.
4. I have lunch at .
•• Review answers by writing them on
the board so students can check 5. I finish work at .
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spelling. 6. I go to bed at .
ng
4. Wendy don’t / doesn’t go to school on Thursdays.
Reference in the back of the student’s
5. Dae-Ho finish / finishes work at two o’clock every day.
book for additional review and practice as
6. Hussein take / takes a shower at night. appropriate.
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Conversation D • Have students complete the exercise
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E 31 Write the missing verbs and prepositions. Then listen and check. individually.
•• Review answers as a class, pointing
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Abel: What time (1) do you get up?
get out the -es ending in finishes.
Marco: I (2) up at seven thirty on weekdays.
on •• Have students circle the third person
Abel: And (3) the weekend?
a At singular subjects and their simple
c
Marco: (4) about ten o’clock.
Abel: And what time do you (5) go to bed? present -s ending to help them notice
i this form.
ph
Marco: On weekdays, I go to bed at about nine thirty, but on weekends,
I go to bed late (6) at night.
Conversation
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activities in A.
•• Play the audio. Check answers as a
What time do you have lunch? At twelve thirty.
thirty. class. Have students do the grammar
practice exercise if time allows.
na
to switch roles.
Daily Activities 61 •• Encourage students to have another
at
Have students write as many sentences Students generally need a lot of practice conversations with the class.
as they can about things they do regularly of the simple present -s ending for he / she
(I take a shower in the morning. I eat lunch subjects. A good opportunity for this
at work.). Remind students to include is after pair work where students have
times in some of their sentences. Then, in been talking about themselves. To wrap GOAL CHECK
pairs, have them take turns reading their up the exercise, you can have students
sentences. The listener should cross out report their partner’s information rather •• Assign students to new pairs to
any sentence that’s the same on his or than their own to the class, as suggested
change the classroom dynamic.
her own list and write down any sentence in the Goal Check. This pushes students
•• In pairs, have students ask and
that’s different. Finally, listeners should to change pronouns from I to he or
write sentences about the things their she, and to change the verb form answer the questions, using the
partner does that are different (He goes to correspondingly. activities in A.
bed late.). •• Call on different students to report
one of their partner’s answers (see
Teaching Tip).
SAMPLE COPY, NOT FOR DISTRIBUTION Lesson A 61
B
B
D GOAL Compare People’s Daily Routines
Listening
As a warm-up, introduce the verbs
leave and get (see Listening Strategy).
Say, I leave home at (7:45) and I get to
work at (8:30). Remind students what
time you start work. Clarify the meaning
by drawing a house on the board with
7:45 above it and an arrow to another
building. Write 8:30 above the other
building. Ask, How long do I travel?
Write, My commute is 45 minutes in the
morning. Ask, What about you? What
time do you leave home? What time do
ng
you get to work or school? Elicit answers
from several students.
“Super
“Super commuter”
commuter” Andy
Andy
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Ross
Ross spends
spends up
up to
to eight
eight
Listening Strategy: Pre- hours
hours aa day
day commuting.
commuting.
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teaching Vocabulary
Before listening, it is often helpful WORD
WORD FOCUS
FOCUS Listening
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to pre-teach key vocabulary words commute (v)
commute (v) travel
travel to
to
that students are not familiar with, as and
and from
from work
work // school
school A Look at the photo of a commuter. Where is he? Where is he going?
without them, understanding will be every
every day
day
commute (n)
commute (n) the
the daily
daily B You are going to hear a podcast called “The Super Commuters.” Before you listen,
even more challenging. Students are
c
trip
trip to
to and
and from
from work
work // which phrases do you think are in the podcast?
familiar with get from get up in Lesson
i
school
school
A, but here get is being used with to ✓ commute to work stays at home ✓ leaves home walks to work
ph
commuter (n)
commuter (n) aa person
person
in its meaning of arrive, which is a who
who travels
travels to
to and
and from
from
✓ gets to work takes a vacation ✓ work on his laptop loves commuting
potentially confusing difference for work
work // school
school
students. As students are familiar with C
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at
at work
work
2. What time does Andy leave home? 6 am
3. What time does he get to work? 10 am
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A • Have students look at the photo and 4. What time does he leave work? 4 pm
read the caption. Ask, What can you 5. What time does he get home? 8 pm
see? Provide vocabulary as needed. 6. How many hours long is Andy’s commute? 8
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•• Have pairs discuss the questions, 7. Where does he work? a bank in San Francisco
then compare answers as a class. 8. How many miles is his commute? 240 miles in total
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ng
B: He goes to bed at eleven o’clock.
heard and understood to their own
G Take turns reading the questions and answers in pairs. Use falling intonation. life, students are able to clarify and
demonstrate their understanding. My
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1. A: What time does Salma start work? B: She starts work at eight thirty.
World exercises provide important
2. A: What time do they get up? B: They get up at a quarter to seven. opportunities for students to
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3. A: What time do you finish work? B: I finish work at six o’clock. personalize what they have learned.
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Communication
Pronunciation
H Write two more questions in the table. Then interview two classmates.
Introduce the idea of intonation rising
c
What time do you...? Classmate 1 Classmate 2
1. leave home? and falling by saying, I leave at 5:30.
•• Replay
the audio and have students
In pairs, describe and compare your classmates’ daily routines. Use the information
repeat each example.
in H. How similar are they?
G • Read through the questions and
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Alice
Alice and
and Ricardo
Ricardo leave
leave Jorge
Jorge gets
gets to
to work
work at
at eight
eight thirty
thirty and
and answers with the class, and have
home
home atat 88 o’clock.
o’clock. Saki
Saki gets
gets to
to school
school at
at eight
eight forty-five.
forty-five.
them mark the intonation by drawing
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C
C GOAL Talk about Activities at Work and School
Language Expansion: Work and School Activities
Language Expansion A Match the verbs to the photos.
As a warm-up, have students look at check go meet take talk text travel write
the photos of the different activities,
and describe each one. Remind them
of There is / are as necessary. For
example, There is a computer. He is at
work. Provide vocabulary as necessary
and write it on the board. For example,
airport, suitcase, coffee, lamp.
A • Elicit the meaning of the words in 1. check email 2. go to class 3. talk to people 4. travel to other
the box, and ask for a sentence with on the phone countries
each one. Encourage students to use
ng
a dictionary if necessary.
•• Have students compare answers with
a partner, then review them as a class.
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B • Introduce or elicit the days of the
ar
week and months of the year and
write them on the board. Go over the 5. write reports 6. take a test 7. text friends 8. meet clients
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table and help students understand
B Write the activities in A in the table for you.
the time expressions by giving
examples about yourself (e.g., I Activities I do Activities I do Activities I do Activities I never
c
every day every week every few months do
check my email every day. I check
my email on Monday, Tuesday, etc. I
i
ph
go to class every week. I go to class
on Wednesday and Friday.).
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Grammar
C • Individually, have students compile
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Grammar
N
ng
Conversation
Brenda checks her emails in the morning and goes to example, What time do you wake up
meetings in the afternoon. She sometimes travels. on Tuesdays?
F 34 Listen to the conversation. What does Brenda do in the morning and in
ni
SPEAKING STRATEGY
the afternoon? Does she always travel?
Asking Questions Conversation
ar
Yoshi: What’s your job? Are you ...?
What’s your ...?
Brenda: I’m a personal assistant at a travel agency. F • Have students listen with their books
Do you ...?
Yoshi: What do you do at work?
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What do you ...? closed first. Write the questions on
Brenda: Oh, in the morning I check emails, and in the afternoon, I go the board, then play the audio.
to meetings. It isn’t very interesting.
•• Replay the audio as students read
Yoshi: Do you travel?
c
Brenda: I sometimes meet clients in places like Rio and Singapore.
REAL LANGUAGE and confirm their answers.
Use like to give •• Point out the information in the
Yoshi: Not interesting? It sounds fantastic to me!
i examples.
ph
Speaking Strategy note and have
G Practice the conversation in pairs. Switch roles and practice again. students underline examples in the
conversation.
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1. Write questions to ask a partner. Find out what he or she does at work or school: the examples in the conversation.
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D
D GOAL Present a Report
Reading Reading
Screen
A In groups, list all of the objects with screens in your daily
As a warm-up, have students look at lives (e.g., TVs, phones, laptops, etc).
the title and the photo. Ask, Where are
TIME
B Read the first paragraph of the article. Underline the
these people? What are they doing? Help objects and activities with screens.
students understand the title and elicit
predictions about the article. C Read the rest of the article. Write the correct numbers in
the table.
A • Assign students to groups of three 1. Hours we sleep every day 8 hours
or four to compile their lists. Provide 2. Hours we work and commute 8 to 9 hours
vocabulary as needed. 3. Hours for survival activities 3 hours
•• Have groups call out objects from 4. Percentage of personal time with
50 %
screens in 2007
their lists and write them on the
5. Percentage of personal time with
board. Alternatively, have students screens in 2015
70 %
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spell out the objects to make it more 6. Percentage of personal time with
challenging. 90 %
screens in 2017
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B • Remind students what kind of words D MY WORLD Look at the last paragraph. Adam Alter
(parts of speech) they need to look thinks we need more personal time without screens. Do
ar
you agree? Why?
for (nouns and verbs).
•• Allow students one minute to read the E Do a class survey. Interview three people in your class with
Le
first paragraph. these questions and write down their answers.
•• Check answers as a class. 1. How many hours do you sleep?
2. How many hours do you work or study and commute?
c
C • Point to the table and ask, What
3. How many hours do you have for survival time?
kind of information are you looking
i
ph
4. How many hours do you have for personal time?
for? Clarify the meaning of survival
and personal if necessary. Remind 5. What percentage of your personal time is with a screen?
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students to underline any words in F Make a table or chart about the answers to your survey in E.
the article they don’t know, but to Use the table in C or the bar chart in the article as a model.
g
keep reading.
•• Suggest students write their answers GOAL CHECK
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as they read and underline where Present your table or chart to a partner. Are your results
they are in the text. similar? Are they similar to Adam Alter’s report?
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ng
2007
Phrases
It is useful to provide students with
“chunks” of language that they can
ni
2015
Even at tourist sites like Akdamar Island use to participate in discussions.
in Turkey, many people use phones. These chunks will help them be
ar
able to converse and discuss more
2017
fluently. For example:
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Sleep Work + Commute Survival Personal
Giving your opinion:
I think…
In my opinion, …
c
Asking for an opinion:
i
ph
What do you think?
Do you agree?
Agreeing:
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I agree.
Exactly.
g
That’s true.
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It depends.
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Daily Activities 67
E • Go over the questions and say each
at
E
E GOAL Give Advice and Instructions
Writing
As a warm-up, have students look at the
photo and describe what they can see.
Ask, Where is he? What do you think he
does? Provide vocabulary as necessary.
Have students read the caption. Explain
a to-do list and show an example by
writing your to-do list (use imperatives)
for the next day or week on the board.
Ask, What’s on your to-do list? Elicit or
prompt students’ activities. For example,
do homework, study for the quiz. Point
out the lesson goal and explain the A
A study
study atat Baylor
Baylor
ng
University
University inin the
the Writing
concept of advice. US
US says
says that
that to help them
writing
writing to-do
to-do lists
lists A
A Do
Do you
you write
write to-do
to-do lists?
lists? Why
Why do
do people
people write
write them?
them? remember things
A • Go over the questions and discuss helps
helps people
people sleep
sleep
ni
better
better at
at night.
night. GRAMMAR: Imperatives
GRAMMAR: Imperatives
them as a class. Have students raise
their hands if they write to-do lists. Affirmative
Affirmative Negative
Negative
ar
Ask, Where do you write your lists? In Check my
Check my email.
email. Don’t be late
Don’t be late for
for your
your lesson.
lesson.
a notebook? On your phone? Answer the
Answer the questions.
questions. Don’t use your
Don’t use your phone
phone inin class.
class.
Le
•• Point to your to-do list on the board
and have students identify the verbs, B
B Complete
Complete the
the texts.
texts. Write
Write the
the imperative
imperative verbs.
verbs.
then underline them. Explain that they
c
don’t
don’t do
do don’t
don’t stay
stay up
up finish
finish go
go meet
meet wait
wait
are instructions.
i
ph
•• Go over the information in the chart.
A.
Elicit further examples from students
and write them on the board. TO DO:
ra
time. It could be something serious 2. Go to bed early! (4) Don’t stay up late.
or something fun. Give students 3. Sleep for 8 hours!
time to prepare their instructions,
All the best,Your teacher
io
C
C Which
Which text
text (A,
(A, B,
B, or
or C)
C) is
is...
...
Then review the answers and
C discuss, as a class, how students
1. instructions
1. instructions to
to aa friend?
friend?
know who each text is for. Have them
2. advice to
2. advice to some
some students?
students? B
tell you specific words or phrases
3. to the
3. to the writer
writer (not
(not another
another person)?
person)? A
that are clues.
WRITING SKILL:
WRITING SKILL: Lists
Lists and
and Notes
Notes D • Point out the Writing Skill chart and
We
We often
often use
use the
the imperative
imperative form
form with
with lists,
lists, notes,
notes, and
and short
short messages.
messages. When
When you
you write
write go over the information. Clarify any
lists
lists and
and notes,
notes, use
use bullet
bullet points
points or
or numbers.
numbers.
points students do not understand.
ng
•• Elicit activities students need to do
D
D Think
Think about
about tomorrow
tomorrow and
and write
write aa to-do
to-do list
list for
for yourself.
yourself. Then
Then exchange
exchange your
your lists
lists
the following day.
in
in pairs.
pairs. What
What imperative
imperative forms
forms does
does your
your partner
partner use?
use?
ni
•• Have students write their to-do lists
individually. Remind them to use both
Communication
ar
affirmative and negative imperatives.
E
E In
In the
the article
article in
in Lesson
Lesson D,
D, Adam
Adam Alter
Alter is
is worried
worried because
because people
people spend
spend aa lot
lot of
of
Monitor and assist, providing
their
their personal
personal time
time with
with screens.
screens. Read
Read thethe Do
Do // Don’t
Don’t lists
lists below.
below. Do
Do you
you agree
agree
Le
with
with them?
them? Why?
Why?
vocabulary as necessary.
•• Assign students to pairs to
HOW
HOW TO TO HAVE
HAVE PERSONAL
PERSONAL TIME
TIME WITHOUT
WITHOUT SCREENS
SCREENS
exchange lists. Ask them to circle
c
DO!
DO! DON’T!
DON’T! the imperatives in their partner’s list.
• Turn
Turn off
off your
your phone
phone at
at dinner.
dinner. • Don’t
Don’t watch
watch TV
TV all
all night.
night.
F
F Choose
Choose aa topic
topic in
in groups.
groups. Discuss
Discuss and
and write
write Do
Do // Don’t
Don’t lists
lists using
using the
the imperative
imperative
form.
form.
eo
•• How
How to
to have
have fun
fun on
on weekends
weekends Communication
•• How
How to
to learn
learn another
another language
language
E • Write Adam Alter on the board and
lG
•• How
How to
to get
get more
more exercise
exercise
elicit who he is and what students
can remember about him. Write their
na
advice
advice and
and instructions.
instructions.
think it is a problem.
Daily Activities
Daily Activities 69
69 •• Have students read the lists, then
at
talking to a partner.
Teaching Tip: Group Work GOAL CHECK •• Compare opinions as a class. Ask,
Using the language to interact is essential What other advice can you suggest
for students to develop their language •• Have
for the lists?
each group join another and
skills. In order to promote as much student
participation as possible, especially in large present their Do / Don’t lists. If F • Go over the topics and clarify
classes, it can be useful to have students possible, have groups who chose vocabulary as needed.
work in small groups (three or four students different topics join together. •• Assign students to groups of three
is a manageable size), rather than with the •• Have them discuss whether they
or four to compile their lists. Monitor
whole class. Group work ensures that more agree with each other’s advice and
students are participating at the same time. and check their use of imperative
instructions. Prompt them to add forms (affirmative and negative)
Group work may seem noisy and chaotic at
times, but it is during these interactions with more advice or instructions to the (see Teaching Tip).
peers that meaningful learning may take other group’s list if they can.
place, as students have the opportunity to •• Share advice and instructions for
try out new vocabulary and grammar. each topic as a class.
dawn in Hawaii, to midday in Africa, and Mexico City London Moscow New Delhi Tokyo
finally to a night club in Colombia. The B Find out the answers in pairs.
video shows us how life continues, from
1. What time is it now in your country?
ng
one day to the next, all over the world. No
2. What time is it now in the cities in A?
matter what, the world continues to turn.
3. How many hours are you ahead of, or behind, the cities?
Show students a globe or a map of the
ni
C Watch the video. What time is it in each place?
world and point out the video title. Clarify
1. Hawaii 5 am 7. Croatia 4 pm
ar
the meaning of around the world. Look at
2. Paris 6 am 8. Kerala 6 pm
the photo as a class and have students
describe it. Provide vocabulary as 3. San Francisco 7 am 9. Monaco 11 pm
Le
necessary. Ask, Where do you think it is? 4. Melbourne 9 am 10. Norway 12 am
What time is it? Is it day or night? 5. Namibia 12 pm 11. Bogotá 3 am
c
6. Portland 2 pm
A • Review telling the time briefly. Point
out the city names and have students
i
D Watch the video again and answer the questions.
ph
1. On what days is the food market open in Paris? on Thursdays and Sundays
say where they are on the map. Then,
2. What does Melbourne have lots of? commuters
have students read the information
ra
to work out the times. Clarify the 3. What is hot in Namibia? the sun
meaning of ahead of and behind as 4. Which meal do you eat in Portland? lunch
g
•• Check answers as a class, writing 6. What two things do people spend in Monaco? time and money
them on the board. 7. Is it dark at night in Norway? No, it isn’t.
lG
ng
•• Assign students to groups of three
or four (see Teaching Tip) and give
ni
them roles in the group (for example,
organizer, note-taker, and speaker).
ar
•• Before they complete the table, have
students brainstorm ideas and compile
Le
a list of options for places and activities
at different times of day. Help with
vocabulary and ideas as needed.
c
•• Have students complete the table.
i
ph
Teaching Tip: Techniques for
E In groups, plan a similar video about your town, city, or country. Choose five times of day Grouping Students
ra
and five photographs of places and activities to show. Write your ideas in the table. •• Depending on the number of
students you want per group,
g
F Work with another group. Present your ideas for the video. •• Have students get into a line
71 in the classroom according to
at
6
UNI T
Unit Theme
How we get around—our transportation—
6 Getting Around
is an increasingly important issue
around the world. Cities and towns
around the world are becoming more
and more congested with traffic, and the
world’s environment and climate are
suffering the consequences of so many
gasoline-fueled motor vehicles. More
efficient public transportation systems
are being developed in many of the
world’s cities so that people can get
around easily without needing their car.
These systems include bike routes and
ng
bike share programs, as well as electric
trains and buses. Wherever we are, we
ni
need to be able to get around, ask for
and give directions, and decide which
ar
is the best form of transportation for the
journey we’re making.
Le
Unit Overview
In this unit, students will learn to talk
c
about transportation and how they get
i
ph
around, as well as to ask for and give
directions and travel advice.
Lesson A introduces the vocabulary for
ra
ng
and public transportation.
• Write transportation on the board and
ni
brainstorm forms of transportation (e.g.,
bike, bus, train, car, subway, plane).
ar
• Look at the photo and the caption
Le
together. Ask, Do a lot of people travel
by train in Rio? Have students describe
the photo.
c
• Have students answer the questions with
B. Create a Tour
students are familiar with. For Goal B,
C. Compare Types of Transportation elicit the names of places to visit in the
na
D. Plan a Bicycle Day town or city you are in. For Goal D, ask,
Are bikes used in our town / city? Do
E. Give Advice to Travelers students use bikes to get around? For
io
73
examples.
N
A
D
A GOAL Ask For and Give Directions
Vocabulary Vocabulary
A Look at the places on the map. Match the activities to the place.
As a warm-up, have students look at the
1. Buy food for the week Ace Supermarket
map and say what it is and what they
2. Ask for information about the town tourist office
can see. Introduce the words street,
avenue, and block. To activate any prior 3. Eat a meal (3 places) Star of India Restaurant, New Moon Restaurant, Mega Burgers
ng
students, 5–8 to B students, and so
on. Each student is responsible for 12. Go dancing nightclub
matching the activities to the places 13. Take transportation (2 places) Central Bus Station, train station
ni
for their items. Central Train
•• Students should then collaborate to Bus Station Station
ar
complete the exercise, confirming
Lincoln Avenue
Long Avenue
each student’s suggestion (see
Le
Queen Street
Ace
Teaching Tip). Remind them of the Supermarket Star of India Richmond Museum
Post Office Restaurant Hotel Green
useful phrases, I think it’s…; I agree. Park
•• Review answers as a class. Check
c
understanding by asking questions Main Street
Grand Street
Teaching Tip: Collaborative
Exercises
g
B MY WORLD Which places do you often go to in your town or city? What do you
to use English, as they have to do there? Tell your partner.
explain their part of the exercise
to their group. Second, it changes
na
Grammar Grammar
Prepositions of Place Introduce the grammar by pointing at the
Richmond hotel is on the corner of the street. *Prepositions of map and asking, Where is the museum?
The museum is across from the library. place are often after Elicit It’s across from the train station. Elicit
ng
Star of India restaurant is between the post office and Richmond Hotel. the verb to be. further examples about places on the map.
Richmond Hotel is at 225 Main Street.
Green Park is near the train station and the museum.
Explain the difference between prepositions
ni
of place and movement. If possible, take
Prepositions of Movement
students somewhere in your school where
ar
you can have them go into / out of a room,
*Prepositions of
movement are after
walk up / down stairs, go across the hall /
Le
verbs of movement down the corridor (see Teaching Tip). Direct
(e.g., walk, go, students to the Grammar Reference in the
go into go out of walk up walk down drive down / along go across drive, move, run)
back of the student’s book for additional
review and practice.
c
D Read the conversation in C again. Underline the prepositions of place and movement.
i
ph
E Complete the directions with the prepositions.
D • Have students complete the exercise
across
individually.
Tourist: Is the movie theater (1) near here? between
•• Review answers as a class by
on
ra
Local: Yes, it’s (2) Grand Street. From the train station, go right on down
Queen Street and then turn left onto Long Avenue. Walk (3) down near playing the audio again and having
Long Avenue for two blocks. Go (4) across Grand Street to the on students stand up when they hear
g
bank. It’s (5) on the corner. Turn right and walk one block. The on the prepositions of place (see
eo
movie theater is on the next block (6) between Mega Burgers and Teaching Tip).
New Moon Restaurant.
lG
B
B
D
B
D GOAL
GOAL Create
Create aa Tour
Tour
Listening
As a warm-up, look at the photo and ask,
Is it a town or a city? Is it old or modern?
Where do you think it is? Provide
vocabulary as necessary.
ng
vegetarian, and seafood.
•• Tell students to listen and circle the
places on the map. Play the audio.
ni
•• Have students compare answers
in pairs, then review as a class.
ar
The
Thehistoric
historiccenter
center
Play the audio again as needed. of
ofParaty,
Paraty,Brazil
Brazil Listening
Listening
See Expansion Activity for further
Le
AA 37 AAtour
37 tourguide
guideisiswith
withaagroup
groupofoftourists
touristsininMatriz
MatrizSquare
SquareininParaty,
Paraty,Brazil.
Brazil.
practice. Listen
Listentotodifferent
differentparts
partsofofthe
thewalking
walkingtour.
tour.What
Whatplaces
placeson
onthe
themap
mapdo dothey
theygogoto?
to?
c
Expansion Activity NN
Post
Post
will help them. This is a good way office
office
of checking that the sequence of Vegetarian
Seafood
Seafood
Vegetarian restaurant
Library
Library
g
Park
Park
CIO
IO
Cafe
Cafe
put a section of the tour on the map
MÉ
French
French Hotel
Hotel
OM
OC
SSAANN Espaço
EspaçoTheater
Theater
AD
TTAARR
or infer information that is not stated ITITAA
UA
RU
RRUUAAAAUURROO Sacred
SacredArt
Art
These are things that students will RRAA Boat
Boattour
tour 100
100yards
yards
ng
CC 38 Listen
38 Listenand
andrepeat.
repeat. examples.
A:IsIsthere
1.1. A: thereaapost
postoffice
officenear
nearhere?
here? B:Yes,
B: Yes,there
thereis.
is. •• Replay the audio and have students
repeat each example.
ni
2. A:IsIsthe
2. A: thebus
busstation
stationon
onMain
MainStreet?
Street? B:No,
B: No,ititisn’t.
isn’t.
•• Call on pairs of students to say each
item. Help with intonation as needed.
ar
3. A:IsIsthe
3. A: themuseum
museumon
onthis
thissquare?
square? B:Yes,
B: Yes,ititis.
is.
DD InInpairs,
pairs,take
taketurns
turnsreading
readingthe
thequestions
questionsand
andanswers.
answers. D • Have students practice saying
Le
A:IsIsthere
1.1. A: thereaahotel
hotelnear
nearhere?
here? B:No,
B: No,there
thereisn’t.
isn’t. the questions and answers with a
2. A:IsIsthe
2. A: thelibrary
librarynext
nexttotothe
themuseum?
museum? B:Yes,
B: Yes,ititis.
is. partner. Walk around, helping pairs
3. A:IsIsthere
3. A: thereaatourist
touristoffice
officeininthis
thistown?
town? B:No,
B: No,there
thereisn’t.
isn’t. with any difficulties. Make sure they
c
switch roles so that both students
2. IsIsthere
2. thereaapark?
park?Where
Whereisisit?
it?
Communication
g
3. Are
3. Arethere
theregood
goodrestaurants?
restaurants?Where
Whereare
arethey?
they?
4. What
4. Whatother
otherinteresting
interestingplaces
placesfor
fortourists
touristsare
areininyour
yourtown
townor
orcity?
city? E • Go over the questions as a class,
eo
2. Draw
2. Drawaamap
mapand
andput
putthe
theplaces
placeson
onit.it. •• Have students discuss in pairs, using
3. Prepare
3. Preparenotes
notesabout
aboutthe
theplaces
places(e.g.,
(e.g.,old?
old?modern?
modern?interesting?
interesting?famous?).
famous?). the questions to guide them. Monitor
io
4. Work
4. Workwith
withanother
anotherpair
pairand
andgive
giveyour
yourtour
tourwith
withthe
themap.
map. and assist as needed.
•• Call on volunteers to tell the class
Getting
GettingAround
Around 77
77
at
C
C GOAL Compare Types of Transportation
Language Expansion: Ground Transportation
Language Expansion
A Read the website and answer the questions.
As a warm-up, write airport on the board 1. Where do the types of 3. How long does a taxi take?
and have students explain what it is transportation leave from? About 30 minutes
The airport 4. How much does the subway cost?
and what people do there. Ask, How do 2. Where does the bus go to? $2.50
Central Station 5. What do you need to rent a car?
people travel to and from the airport? Your passport and driver’s license
Prompt with suggestions as needed REAL LANGUAGE
Airport Transportation
(e.g., Walking? By taxi? ). $4
$4 =
= four
four dollars
dollars
$4.50
$4.50 = = four
four dollars
dollars After your airplane lands
and
and fifty
fifty cents
cents at the airport, there
A • Have students read the questions. are many ways to get
Check understanding. Have them downtown.
answer individually.
•• In pairs, have students compare Subway Bus
Take the subway. $2.50 Take the A100 bus to
answers. Then, check as a class.
ng
Central Station. $4.50
Answer any vocabulary questions.
•• Ask, Is airport transportation cheap
or expensive? Fast or slow? Elicit
ni
students’ opinions.
ar
B • Point out cheap and expensive and
the two corresponding prices. Taxi Car Train
Le
Take a taxi (about Rent a car. You have to Take a train. You have to
•• Have students use the information
30 minutes). have a passport and change trains at Midway
in A to complete the chart, then Approximately $50 driver’s license. $120 a day Station. $10
compare answers as a class.
c
•• Survey the class to find out which B In pairs, complete the chart with the costs and types of transportation.
form of transportation students prefer.
i
ph
Taxi
Say each form and have students Approximately Rental car $120
raise their hands. $50 Expensive
ra
Train $10
C • Individually, have students complete
Bus $4.50
the exercise. Encourage them to use
g
Subway $2.50
dictionaries as necessary to help Cheap
eo
their answers with a partner. C Compare the sentences. Then write the correct number.
•• Tell students that they will confirm 1. You have to have your passport. 2. You have your passport.
their answers after studying the
na
D Complete the sentences with the correct form of have to or do. them on the board.
1. A: Do we have to take a bus? have to
B: No, we take a train.
2. A: Do I have to change trains? B: Yes, you do .
Conversation
3. A: Does Susana have to take the subway? B: No, she has to rent a car. E • Write the questions on the board.
4. A: Does he have to go to the meeting? B: No, he doesn’t . Have students close their books,
then play the audio.
ng
Conversation •• Replay the audio as students read
E 39 Listen to the conversation. Where does the tourist have to go? How long does it take? and confirm their answers.
ni
the airport, about an hour
Tourist: Excuse me, how do I get to the airport? •• Point out the information in the
Assistant: Take the subway. You have to change trains, but it’s cheap. Speaking Strategy note and have
ar
Tourist: How long does it take? SPEAKING STRATEGY students underline the examples in the
Talking
Talking about
about Times
Times
Assistant: About an hour. conversation. This helps them notice
Le
and
and Costs
Costs
Tourist: Oh! But I have to get there by two thirty. And I have four bags! How
How much
much is is it?
it? how the language is used in context.
Assistant: Two thirty! In half an hour? OK, you have to take a taxi then. Four
Four dollars.
dollars.
It’s expensive, but it’s fast. It’s
It’s cheap
cheap // F • Have students take turns role‑playing
expensive.
expensive.
c
How
How long
long does
does itit take?
take?
the conversation in pairs. Set a time
F Practice the conversation in pairs. Switch roles and practice it again. Then change
limit so everyone is ready at the same
the underlined words and make a new conversation.
i An
An hour.
hour.
ph
It’s
It’s slow
slow // fast.
fast.
time to move on to the next step.
•• Point out the underlined words and
GOAL CHECK Compare Types of Transportation phrases and elicit other possible
ra
D
D GOAL Plan a Bicycle Day
Reading Reading
A Look at the photo and the title of the article. What day is it?
As a warm-up, brainstorm ways people get Where are the cars? It’s Sunday. The city bans cars on
around a city. Compile a list on the board. Sundays, so there aren’t any cars.
For example, walking, bicycle, subway, B Read the article and write the paragraph number (1–3).
train, tram, bus, car, taxi. Ask individual a. Paragraph 2 is about how local people have fun
students, In your city, is the subway at Ciclovía.
ng
bans cars means cars can’t go there. Vehicles without motors: bicycles, wheelchairs, buses,
skateboards
•• Have students answer the questions
Jobs: fitness instructor, manager, musician, salsa
with a partner.
ni
Groups of people: citizens, streets, human beings, Bogotanos
•• Confirm answers as a class.
ar
D Read the article again and answer the questions.
B • Tell students that the first time they
1. What do these numbers refer to in paragraph 1?
read they don’t need to worry about miles of roads, buses, taxis, motorcyles, cars
Le
75 9,000 50,000 500,000 1,600,000
understanding detail; they only need
2. What can you do at a “Fun Stop”?
to skim the text to understand the Listen to musicians playing salsa, do an aerobics class, eat delicious food
main idea of each paragraph (see 3. Why does Bibiana Sarmiento think Ciclovía is a good
c
idea? Do you agree with her? Because motor vehicles make
Reading Strategy). way for human beings. Citizens take over the public space.
i
ph
•• Allow students one minute to skim
the paragraphs and identify the main GOAL CHECK
ideas. 1. Work in pairs. You have to start a Bicycle Way for your
ra
as a class. • How often is it? (e.g., every week? every month?)
eo
Cars on Sundays
help them with new vocabulary.
•• Give students time to read and
answer the questions. As students
finish, have them compare answers
with someone else who has already
finished (see Teaching Tip).
•• Review answers as a class, having
students point out where in the
ng
text they found each answer. Call
on different students to share their
opinions about the Ciclovía.
ni
ar
Teaching Tip: Fast Finishers
Students don’t all read at the same
Le
speed, so invariably some students
will finish exercises before others.
It is therefore a good idea to have
a task for students who finish first
c
so that they stay focused and don’t
every Sunday, the city closes 75 miles of roads why it’s a good idea: “The Ciclovía Ciclovía is is the
the else who has also finished, compare
to motor vehicles, so the Bogotanos (citizens of moment when motor vehicles make make wayway for for answers, and help each other with
g
Bogotá) have to leave their cars at home. Instead, human beings … citizens take over over the
the city’s
city’s any unknown vocabulary.
they go on their bicycles, roller skates, scooters, public space.” Now other cities cities have
have days
days likelike
eo
in English) every Sunday, people bike around 4 Maybe your town or city already already hashas aa special
special
the city streets, and, as they bike, there are day when people—not cars—control cars—control the the streets.
streets.
“Fun Stops.” At one fun stop, you can listen to If it doesn’t, maybe it’s time to start start one!
one! •• Go over the questions in step 1 with
musicians playing salsa music. At another, there
the class and check understanding.
na
citizens people
people who
who live
live in
in aa particular
particular country,
country, city,
city, or
or town
town
is an aerobics class with a fitness instructor. And
there is always cheap, delicious food for sale—
make way to to make
make room
room for for •• Assign students to pairs and have
take over control
control
“I come for the food!” says one young woman. public space
space anan area
area for
for everyone
everyone to to use
use them brainstorm their ideas for each
io
question.
Getting
Getting Around
Around 81
81 •• After they have brainstormed, have
at
E
E GOAL
GOAL Give
Give Advice
Advice to
to Travelers
Travelers
Communication Communication
Communication
A
A In
In pairs,
pairs, take
take the
the quiz
quiz about
about rules
rules around
around the
the world.
world. Then
Then check
check your
your answers
answers at
at
As a warm-up, review have to and rules. the
the bottom
bottom of of the
the page.
page.
Ask, What rules are there in this school /
city / country? For example, You have to 1. In
1. In France,
France, do
do you
you have
have to
to drive
drive on
on the
the left
left or
or the
the right?
right?
be punctual. You have to separate your 2. In
2. In Japan,
Japan, do
do you
you have
have to
to leave
leave aa tip
tip at
at aa restaurant?
restaurant?
trash. Point out the lesson goal. Explain 3. In
3. Inthe
theUK,
UK,do
doyou
youhave
have to
to carry
carry ID
ID (e.g.,
(e.g., your
your passport)
passport) with
with you
you all
all the
the time?
time?
that if someone is coming to visit your 4. Do
4. Do people
people chew
chew gum
gum in
in Singapore?
Singapore?
school / city / country, you need to give
5. When
5. When you
you meet
meet aa friend
friend in
in Rio
Rio de
de Janeiro,
Janeiro, how
how many
many times
times do
do you
you kiss?
kiss?
them advice about the rules. WORD
WORDFOCUS
FOCUS
6. In
6. In China,
China, do
do men
men have
have to
to be
be 20
20 or
or 22
22 to
to get
get married?
married?
tipmoney
tip moneyyouyougive
give
A • Go over the questions and check the
thewaiter
waiterafter
afteryour
your 7. When
7. When you
you have
have aa meeting
meeting in
in the
the US,
US, do
do you
you have
have to
to be
be punctual?
punctual?
meal
understanding. meal
punctualon
punctual ontime
time
•• Assign students to pairs. B
B In
In groups,
groups, discuss
discuss the
the questions
questions in
in the
the quiz
quiz for
for your
your country
country (or
(or city).
city).
ng
•• Give students 3 to 5 minutes to In
Inmy
mycountry,
country,you
youhave
haveto
todrive
driveon
onthe
theright. You
right. Youdon’t
don’t have
have to
to leave
leave aa tip
tip...
...
discuss and answer the questions
with their partner.
ni
C
C In
In pairs,
pairs, prepare
prepare aa similar
similar quiz
quiz for
for your
your country.
country. Write
Write four
four or
or five
five questions.
questions.
•• Have students check their own
D
D Join
Join another
another pair
pair and
and take
take turns
turns asking
asking and
and answering
answering your
your quiz
quiz questions.
questions.
ar
answers. Ask, Which rules are
surprising or unusual?
Writing
Writing
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B • As a class, discuss the first question, EE Read
Read the
the two
two emails
emails and
and answer
answer the
the questions.
questions.
relating it to the country you are in. 1. Why
1. Why isis Luis
Luis in
in Denmark?
Denmark? 3. What’s
3. What’s the
the best
best way
way to
to get
get
Ask, Do we drive on the right or the Because
Becausehe
hehas
hassome
somemeetings
meetingsfor
forwork
work around
around the city? On
the city? On aa bicycle
bicycle
c
2. What
2. What places
places are
are there
there in
in Copenhagen?
Copenhagen?
left here? Museums
Museumsand
andart
artgalleries
galleries
•• Assign students to groups of three or
i
ph
four to discuss the questions. Have Hello
HelloLars.
Lars.How
Howareareyou?
you?Guess
Guesswhat?
what?I’m
I’mininDenmark
Denmarkbecause
because II have
have some
some meetings
meetings for
for
work.
work.IIwant
wanttotovisit
visityou
youininCopenhagen.
Copenhagen.Are
Areyou
youfree?
free?
them identify which rules are the
ra
Best,
Best,
same and different in their country
Luis
Luis
and explain any differences. Tell
g
becauseit’s
because it’sbeautiful.
beautiful.There
Thereare
arelots
lotsof
ofmuseums
museumsandandart
artgalleries.
galleries. And
And it’s
it’s easy
easy to
to travel
travel
they talked about. aroundthe
around thecity.
city.There
Thereare
arebuses,
buses,but
butbicycles
bicyclesare
arethe
thebest
bestway
wayto to get
get around.
around.
•• Call on one student in each group to
lG
Callme
Call meatat0045
00457996
7996475
475735!
735!
report their conclusions to the class
Lars
Lars
(see Teaching Tip).
na
Brazil. 6.
Brazil. Men have
6. Men to be
have to 22.7.7.Yes,
be22. do.It’s
youdo.
Yes,you importantto
It’simportant bepunctual
tobe theUS.
punctualininthe US.
Technique
io
ng
in Copenhagen
WRITING
WRITING SKILL:
SKILL: and,
and, but,
but, because
because Coherence is an important part
of any text, so it is important that
ni
Use and for
Use and for extra
extra information.
information.
students know how to connect
Use but to
Use but to show
show contrast.
contrast.
Use because to
Use because to give
give aa reason.
reason.
ideas within sentences. We do
ar
this with words that act as signals
to the reader, such as and, but,
G
G Write
Write and,
and, but,
but, or
or because
because in
in these
these sentences.
sentences.
and because. They tell the reader
Le
1. I’m
1. I’m not
not at
at work
work this
this week
week because
because II am
am on
on vacation.
vacation. what to expect and so facilitate
2. Lots
2. Lots of
of people
people visit
visit the
the museum
museum and
and the
the park.
park. understanding. In this case, they
3. Taxis
3. Taxis are
are fast,
fast, but
but they
they are
are expensive.
expensive.
show whether it is additional
c
information (and ), contrasting
4. Walk
4. Walk to
to the
the train
train station
station and
and turn
turn right.
right. information (but), or a reason or
because
because
i
ph
5. Kyoto
5. Kyoto is
is popular
popular with
with tourists
tourists it’s
it’s beautiful.
beautiful. explanation (because). These words
6. I’m
6. I’m from
from Nanjing,
Nanjing, but
but II live
live in
in Shanghai.
Shanghai. help organize the text by making it
coherent.
7. There’s
7. There’s aa post
post office,
office, but
but it’s
it’s closed
closed today.
today.
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8. Go
8. Go to
to Cafe
Cafe Royale
Royale because
because the
the food
food is
is great!
great!
G • Go over the example and check
g
Hi! How
Hi! How are
are you?
you? II have
have two
two free
free days
days in
in your
your city.
city. Do
Do you
you want
want to
to meet? at work?
Say that
Say that you
you want
want to
to meet,
meet, and
and write
write about:
about: •• Have students complete the exercise,
•• why
why your
your town
town // city
city is
is aa good
good place
place to
to visit.
visit. then compare answers with a partner.
na
•• good
good places
places for
for tourists
tourists (e.g.,
(e.g., museums,
museums, etc.).
etc.). •• Review answers as a class, asking
•• the
the best
best way
way to
to get
get around.
around. questions to confirm understanding.
For example, Are taxis fast and
io
Exchange your
2. Exchange
2. your reply
reply with
with aa partner.
partner. Does
Does your
your partner
partner use
use and,
and, but,
but, and because?
cheap?
Getting Around 83
at
GOAL CHECK
N
ng
passengers’ surprise. costumes from a
This scene is a performance by Improv famous movie.
Everywhere, which creates different Do you know the
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movie? What is
kinds of performances to carry out in
it about?
public places. Since starting in 2001,
ar
Improv Everywhere has carried out many
“missions” involving tens of thousands
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of “undercover agents.” The scenes they
create are staged in a wide variety of
public places, such as streets, parks,
c
stations, and stores. The aim is to make
people laugh and enjoy a moment of
i
ph
entertainment.
ng
provide vocabulary as needed.
•• Tell the class what makes you laugh,
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then call on volunteers to say what
makes them laugh.
ar
•• See Expansion Activity for further
practice.
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Expansion Activity
Have students research other
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Improv Everywhere performances.
7
UNI T
Unit Theme
In many parts of the world, working
7 Free Time
hours are gradually becoming shorter;
eight-hour days are changing to six-hour
days, the five-day week may change to
a four-day week. Whatever their workday
schedule, people have some free time.
Some of the activities they pursue in their
free time are the same as those enjoyed
by previous generations: spending
time with family and friends, relaxing
at home, watching movies, or playing
sports. Others are new and based on
technological changes: following social
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media, playing video games with online
opponents around the world, or binge-
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watching series on the internet. Although
there will be some local differences, many
ar
of the activities we do in our free time,
and the hobbies we have, are shared by
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people around the world. It’s the weekend, and this family in Iraq
is having a picnic at Lake Dukan north
Unit Overview of the city of Slemani.
c
In this unit, students will learn to talk
i
ph
about their free time and the activities
they do for leisure.
Lesson A introduces the vocabulary
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challenges.
ng
• Write free time on the board and elicit an
explanation of what it is. As necessary,
ni
prompt with the questions, What do you
do when you are at school / work? What
ar
do you do when you are not at school /
work?
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• Have students answer the questions
with a partner, then share answers as
c
a class. Compile a list of the group’s
free-time activities.
i
ph
• Go over the unit goals, answering any
questions and modeling or eliciting
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UNIT 7 GOALS
doing? Elicit or prompt studying / talking
A. Identify Activities Happening Now / learning. For Goal B, elicit what we
lG
D. Explain How to Play Something sports and games. For Goal E, write
questions on the board and elicit Wh-
io
E. Interview People
question words, do and does, and are
87 and is. Have students call out a question
at
A
D
A GOAL Identify Activities Happening Now
Vocabulary Vocabulary
A 41 Match the activities to the correct photos. Then listen and repeat.
As a warm-up, have students look at the
cook dinner go to the movies listen to music play the guitar
photos. Elicit any activities that students
read a magazine shop for clothes talk to friends watch TV
already know. Point at different photos
and ask, Do you do this in your free time?
What about this? Have students raise
their hands if they do the activity in their
free time.
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by writing have, book, and interesting
on the board. Have students identify
which one is an adjective, a verb,
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and a noun. Then, ask students to
underline the verb in each activity.
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5. shop for clothes 6. listen to music 7. cook dinner 8. talk to friends
For example, go to the movies.
REAL LANGUAGE B Write the verbs from A that go with these words.
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B • Point out the information in the Some verbs and go play
1. to the gym 5. the piano
Real Language note. Elicit other nouns are often used
together: play the 2. cook / go to lunch 6. watch a movie
expressions students know with go, guitar, take a taxi, go
c
3. read a book 7. listen to a podcast
play, or take. For example, go home, to the movies
shop 8. talk / listen to people
play soccer, take a shower.
i 4. for food
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•• Point out the example. Make sure C How often do you do the activities in A and B? Write them in the table. Then
students understand that these are compare answers with a partner.
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a. The present continuous for an activity happening at the moment of speaking
D • Have students complete the exercise
b. The simple present for regular activities and routines individually.
•• Reviewanswers as a class. Call on
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E Unscramble the words to write sentences.
1. the guitar. / is playing / Charlie Charlie is playing the guitar. students to say something about
themselves using both tenses. For
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2. Maria / watching TV. / is not Maria is not watching TV.
example, I’m practicing English. I
3. Asha / listening to music? / Is Is Asha listening to music?
always do my homework. Write their
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4. Jun / What / reading? / is What is Jun reading?
examples on the board and have the
F 42 Complete the telephone conversation with the correct form of each verb. class help correct them as necessary.
Then listen and check.
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E • Have students complete the exercise,
Dave:Hi, Mom.
G In pairs, take turns asking and answering questions about the eight No, she isn’t. She’s playing the guitar. •• Play the audio, then review answers
photos in A on the previous page. as a class.
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In pairs, take turns acting out three activities. Do not speak. Your partner guesses the activity.
G • Model the exercise with a student,
You’re running! You’re cooking! using the examples.
io
B
B
D GOAL Make a Phone Call
Listening Listening
A Look at the photos. What are the people doing?
As a warm-up, introduce the topic of
phone calls by asking, When / Why do
you make phone calls? For example, to
say hello to family or friends, to ask for
information about something, or to make
an appointment. Provide vocabulary as
necessary. You can also ask questions
with adverbs of frequency: How often do 2 1 3
you make phone calls? How often do you
B 43 Listen to three telephone conversations. Number the photos (1–3) in the
call your mom / dad / best friend? Who do
order you hear them. What information helped you number the photos?
you talk to on the phone every day / week?
C 43 Answer the questions. Listen again to check your answers.
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A • Discuss the photos as a class. Prompt
1. Are Tracey and Kenny riding bikes? No, they are driving.
students to use the present continuous
2. Why doesn’t Kenny want to talk? Because he’s driving, and it’s dangerous.
to describe what the people in each
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3. Does Kenny say goodbye? No, he doesn’t.
photo are doing. For example, This
4. Does Mandy know the caller? No, she doesn’t.
man is writing. That man is using his
ar
phone. 5. Does she want to talk to him? No, she doesn’t.
6. Does Mandy want him to call back? No, she doesn’t.
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B • Go over the directions, then play the 7. Can Julia hear Ahmed? No, she can’t.
audio. Remind students to write their 8. Where is Julia? She’s at home.
answers as they listen.
9. Is Julia talking to friends? No, she’s watching TV.
c
•• Review answers as a class. Have
students explain what information in
i
D Read the Real Language box. What telephone expressions can you use in these
ph
REAL LANGUAGE
the conversations helped them match Useful telephone situations?
the photos (see Listening Strategy). expressions: 1. You can’t hear someone. Can you speak up?
Hello, this is ...
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Who’s calling / 2. You don’t know the caller’s name. Who’s calling / speaking, please?
speaking, please?
Listening Strategy: Identifying 3. You can’t talk at the moment. Sorry, but I’m busy. / Can I call you back?
Sorry, but I’m busy.
g
Context Can I call you back? 4. You’re answering the phone. Hello, this is ...
eo
comprehension. As they listen, When speaking, people often connect a word ending in a consonant sound with a word
certain words or expressions will starting with a vowel sound. For example: Can_I leave_a message?
help them figure out who is speaking It sounds like one word, not two.
na
ng
Friday 8:00 a.m.
G • Review how to say times aloud and
have students ask you, What are you
1:00 p.m.
doing at (eight o’clock) on Saturday?
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10:00 p.m.
Then repeat for the other five times
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in the chart, completing the chart for
Saturday 7:00 a.m. yourself on the board.
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•• Have students complete their charts.
3:00 p.m. Provide vocabulary for different
activities as necessary.
c
8:00 p.m.
GOAL CHECK
i
ph
•• Model the example by standing back
GOAL CHECK Make a Phone Call
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Where are you? I’m on the train. sit back to back to make their calls.
Alternatively, if appropriate, have
What are you doing? I’m going to school. students use their phones to call
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each other.
Sorry, can you speak up? Can I call you back? •• Monitor and prompt students to
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C
C GOAL Talk about Abilities
Language Expansion: Sports
Language Expansion A Match the sports to the correct photos.
As a warm-up, write sports in a circle in play basketball play soccer play tennis ride a bike
the middle of one section of the board. run skateboard ski swim
Elicit any sports students already know in
English and create a mind map. It doesn’t
matter if there are only a few words in the
map (or even none!); students can add to
it after A and during the lesson.
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•• Check answers as a class. Say each
sport and have students repeat.
•• Encourage students to add any new
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sports to the mind map on the board.
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B • Go over the information in the Real
5. play tennis 6. ride a bike 7. play basketball 8. ski
Language note. Point out the list of
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activities and their verbs in the chart. REAL LANGUAGE B Answer the questions. Then interview two classmates.
•• Explain that ever, in the question, We use play for
competitive sports Do you ever ... Me Classmate 1 Classmate 2
means “at any time.” Have students
c
with a ball: play play soccer?
complete the chart with their own tennis / soccer /
i
go skiing?
answers. Make sure they use basketball
ph
We use go for go swimming?
adverbs of frequency. sports with -ing: go go running?
•• Have students interview two people to swimming / running / play basketball?
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skiing
complete the chart. go skateboarding?
•• Call on students to tell the class play tennis?
g
go biking?
about one or two activities their
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partner does.
Do you ever play soccer? Yes, sometimes. No, never.
Grammar
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Grammar
Introduce the grammar by using
Can for Ability
information about students’ abilities from
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ng
Yumi: Hi, Rosa! Welcome. guitar. Yumi depending on whether it is a question
Rosa: Hi, Yumi. How’s it going? can play the
or an answer.
Julie: So, you both play musical instruments. Rosa can play the guitar. piano. Julie
ni
can ski and
Rosa:
Yumi:
Well, I’m learning.
Great! I can play the piano.
play soccer. Conversation
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Rosa: How well can you play? SPEAKING STRATEGY E • Have students close their books.
Julie: She can play very well. Say How Well You
Then write the question on the board.
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Can Do Something
Rosa: What about you, Julie? Can you play a musical instrument?
How well can you ...? Explain that there are three speakers,
Julie: No, I can’t. I can ... well. (✓)
Yumi: But Julie is great at sports. She can ski really well, and she’s on the I can ... very / really
then play the audio.
c
soccer team! well. (✓ ✓) •• Have students open their books.
Replay the audio as students read
i
ph
F In groups of three, practice the conversation in E. Switch roles and practice it again. and confirm their answers.
•• Point out the information in the
G Change the underlined words and make a new conversation.
Speaking Strategy note and have
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1. Prepare three Can you . . . ? questions about different abilities (e.g., sports,
F • Have students take turns role-playing
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pronunciation of can.
Can you speak Chinese? Yes, very well. How well can you play basketball?
3. Join another pair. Tell them about your partner’s abilities. and phrases, and elicit other
Jose can speak Spanish and English very well. He can’t play a musical instrument, but he can sing! possible options (e.g., Great! I can
skateboard.).
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D
D GOAL Explain How to Play Something
Reading Reading
A Look at the photo and read the first paragraph of the article.
As a warm-up, show images of people What are hybrid sports? games with rules from two or
juggling and boxing, as well as playing more different sports and activities
B Read the article. Circle T for true or F for false.
chess, frisbee, and table tennis. Elicit or
1. Football tennis is popular in two countries. T F
provide the name of each sport and write
it on the board. Ask questions about these 2. You can use your hands in football tennis. T F
sports. For example, Do you play chess? 3. You can watch chess boxing in different countries. T F
Can you juggle? What do you need to 4. In chess boxing, you play chess for 11 rounds. T F
play table tennis? Write vocabulary on the 5. You have to cycle and juggle in joggling. T F
board as it comes up. For example, ball, 6. At the World Joggling Championships, there are
net, gloves, board (game). different races. T F
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1. competition c a. a person who plays sports
While- / Post-Reading 2. race d b. opposite of weak
Reading long texts can be 3. team f c. an activity between people
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challenging for learners at this level. with a winner
Therefore, it is important to provide a
4. player d. a competition between
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the support needed to make the runners over a distance
content accessible. The sequence
5. net e e. the thing between players in
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of pre-reading warm-up, while-
tennis
reading (A and B), and post-reading
(C–Goal Check) exercises provides 6. strong b f. a group of players
the scaffolding students need to
c
D Answer these questions in groups.
be able to understand the article.
Before reading, students need to be
i
1. What is the most popular sport in your country?
ph
introduced to the topic and some of 2. Do you have a favorite athlete or team?
the vocabulary they may find. Then,
3. Do you ever play sports in competitions?
to help them focus and avoid feeling
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overwhelmed, they need specific, E Read the rules for football tennis. Underline the verb forms.
achievable tasks to do while they
You need two teams (of two players).
g
identify the main idea of the article. Then underline the rules for chess boxing and joggling in
The post-reading exercises then the article.
focus on students’ understanding
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article about?
•• Have students read the title and the 94 Unit 7
at
ng
two teams of two players and a net. One in D) provides a good opportunity
team kicks the ball over the net and the to get students up and moving
other team kicks or heads it back—you to energize them after a dense
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can’t use your hands. activity such as reading. There are
Chess Boxing various techniques to group them
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randomly. One effective method is
There are chess boxing competitions to count students off into groups
and clubs in China, India, Iran, Italy, after having them line up according
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Russia, Germany, Mexico, Turkey, and the
to birthdays, distance from their
United States. Chess boxers have to be
home to school, or number of letters
strong and intelligent. There are 11 rounds
in their full name. First, elicit the
of 3 minutes. You have to play chess for 6
c
question(s) students need to ask
of the rounds and box for 5.
(When’s your birthday? What day in
i
ph
Joggling (month)? Where do you live?). Then,
You can go running, biking, have students arrange themselves
swimming ... and now you can go joggling! in order (January to December,
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You have to run and juggle three or more nearest to farthest from school, etc.).
objects at the same time—you can’t
drop the objects! At the World Joggling
g
races of 100 meters, 400 meters, and Remind students what rules are, if
800 meters, with 3, 5, or 7 objects. necessary.
If you are interested in more hybrid •• Have students find the rules for
lG
sports, you can also try bossaball chess boxing and joggling.
(volleyball, soccer, and gymnastics), disc •• Review the answers as a class,
golf (Frisbee and golf) and headis (table
having students say where in the text
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E
E GOAL Interview People
Communication
As a warm-up, point out the lesson goal
and review the meaning of interview
(students saw the word in Unit 5, Lesson
B). Ask, When do we go to an interview?
Explain that when we want a job, we
have an interview. Elicit questions that
someone might ask at an interview. Write In the US, children often
prompts on the board as needed: Can go to summer camps.
They play lots of sports,
you…? Do you…? Write students’ ideas do outdoor activities,
on the board. Tell students about a job and have fun.
interview experience you have had.
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Teaching Tip: Sharing Stories Communication
in the Classroom A Look at the photo. Where are the children? What are they doing? Do you have
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summer camps for children in your country? What activities do children do there?
In our daily lives, we all tell stories
about things that have happened B Read the application form for a job. Answer the questions.
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to us. These may be small or big
1. Where is the job? It’s at a summer camp.
incidents, or funny, sad, or strange
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experiences. We listen and engage 2. Who will you work with? Children
with people through stories. Sharing
a story related to the lesson topic can
Summer Camp Jobs Application Form
be a good way to engage students
c
and help their understanding of the We are looking for young people to work with children at our summer camps.
topic. You can keep stories simple,
i Please answer the questions on this application form.
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so students can understand, as well Personal information
as ask comprehension questions.
Are you over 18 years old?
For example, Where am I? Who do I
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have an interview.
•• Have students read the application
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old? this job?
Do you go to school or Who are you working Can you play any students to identify the tense of the
college? for? sports? first question in the application form
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Do you have a job? and writing it in the correct column.
•• Have students complete the exercise
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What is your job title? with a partner.
Do you have experience •• Review answers as a class by having
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with children? students complete the table on the
Do you have other board (see Teaching Tip).
hobbies or interests?
F • Elicit ideas about what each job
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F In pairs, choose one of the jobs and write an application form with questions.
involves. For each job, ask, What
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ph
• A sports and fitness trainer at a gym
do you do in this job? Where do you
• An assistant at a local preschool work? Is it indoors or outdoors? Write
• A tour guide for tourists in your city in the summer students’ ideas on the board.
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Interview a partner. Take turns asking and answering the questions on your vocabulary as needed. Make sure
application forms from F.
each student has a copy of the form,
as they will need it for the Goal Check.
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GOAL CHECK
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ng
of Edinburgh. Since that video, Danny
has become hugely popular both on the
internet and in live performances, with
ni
450 million views on YouTube and regular
live shows across Europe and other parts
ar
of the world.
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A • Have students look at the photo and
say where Danny is and what he’s
doing. Write vocabulary on the board.
c
Introduce safe and dangerous, and
ask, Is this safe or dangerous?
i
ph
•• Point out the video title and explain
challenge (see Teaching Tip).
ra
ng
on a wall, he’s riding on one wheel, etc.).
again for the student watching to
explain it to their partner, who can’t
ni
see (see Teaching Tip).
•• Play the video again with everyone
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watching, pausing for students to say
what Danny is doing.
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Teaching Tip: Video Viewing
Techniques
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The technique used here of viewing
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ph
without sound can also be used at
the beginning of a video viewing
sequence. Students can watch the
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8
UNI T
ng
small gives the uniform a personal touch.
Clothes are an important part of every
culture, and there will be both differences
ni
and similarities in what people wear from
culture to culture. The clothes we wear
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say something about who we are and
what is important to us.
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Unit Overview
c
In this unit, students will learn to talk
about clothing and colors, as well as
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ph
express likes and dislikes.
Lesson A focuses on the vocabulary for
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ng
Pantsula is considered a narrative dance
form because the dancers tell stories
through their dance.
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• Write clothes on the board and elicit
the meaning. Elicit words students
ar
already know related to clothes. Write
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them on the board. Introduce the verb
wear. Write it on the board and say, I’m
wearing ___ today.
c
• Look at the photo as a class. Ask, What
as necessary.
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C. Express Likes and Dislikes often they buy clothes and where they
D. Talk about Personal Qualities go to buy them. For Goal C, write like
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101
at
N
A
D
A GOAL Ask about Clothes
Vocabulary Vocabulary
A 47 Match the words to the photos. Then listen and repeat the words.
As a warm-up, point at what you’re
wearing and say what you usually wear coat dress
to work. For example, I usually wear hat jacket
ng
words to the items of clothing.
•• Play the audio for students to confirm
5. shoes 6. pants 7. sweater 8. tie 9. hat
their answers. Have them repeat the
ni
words.
ar
•• Point to items randomly and have
students call out the word.
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B • Remind students of the verb wear
and point out the Word Focus
10. skirt 11. socks 12. coat 13. T-shirt 14. scarf
note. Write your example from the
c
warm-up on the board, and add more WORD FOCUS B In pairs, ask and answer the questions.
information (e.g., Sometimes, I wear
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ph
Wear is the verb you 1. What clothes do you normally wear to work or school? on weekends?
a jacket and a scarf or tie.). Then, tell use with clothes.
2. What clothes do you never wear?
the class something you never wear
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(e.g., I never wear a hat.). Write it on C Look at the pictures. Complete the sentences. Notice the words in blue.
the board. 1. Ruben is trying on shoes .
g
•• In pairs, have students ask and 2. Lucy is paying for the jacket / coat by credit card.
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ng
Can / Could I see some pants, please? D • Go over the directions, explaining
Conversation customer as necessary. Ask, What
does the customer want? What does
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E 48 Write the missing words in the conversation. Then listen and check.
he or she ask the sales assistant?
Zoe: I like your dress. I don’t have anything nice to wear to the party ...
•• Have students complete the exercise
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Jill: Maybe you can wear my other dress.
Zoe: That’d be great. (1) Can I see it, please?
individually.
•• Have students compare answers with
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Jill: Sure. Here you are.
Zoe: Thanks! (2) Could I try it on? a partner and then review answers as
Jill: Yes, of (3) course . a class.
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Zoe: Sorry, but it doesn’t fit. Can I try on a different dress?
Jill: I’m (4) afraid that I only have two nice dresses and I’m Conversation
i
ph
wearing the other one.
E • Have students read the conversation.
F Practice two similar conversations in pairs, starting with these phrases. Then ask, Who are Zoe and Jill?
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Conversation 1: “I’m cold. I don’t have anything warm to wear.” (friends or sisters probably) What
Conversation 2: “The airline lost my suitcase. I don’t have any extra clothes.” does Zoe need? (something nice to
g
Role-play this conversation in pairs. Then switch roles and repeat the conversation.
confirm their answers.
Student A: You have a job interview, but you don’t have any nice clothes.
•• Review answers as a class.
Ask Student B for help with some clothes.
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Student B: Your friend has a problem. Offer some of your clothes. F • Check understanding of each situation.
•• Model the exercise with the class
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respond.
•• In pairs, have students create new
N
B
B
D GOAL Buy Clothes
Vocabulary Vocabulary
A Look at the photo. Point at and say the colors. Which two colors are not in the
As a warm-up, with students’ books photo? white, brown
closed, do a mind map for colors on the black brown dark blue dark green light blue light green
board. Point to things in the classroom orange pink purple red white yellow
and elicit any colors students already
know.
ng
brown and something white in the
classroom, as possible.
•• Point at each color in the photo and
ni
randomly call on students to say the
ar
color.
B • Share your answers to the questions
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with the class. Remind students of
the meaning of favorite.
•• Have students discuss the questions
c
with a partner. B MY WORLD What color are your clothes today? What is your favorite color for
•• Call on students to tell the class one
i
ph
clothes? Where do you normally buy your clothes?
of their partner’s answers.
Listening
Listening
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WORD FOCUS
C 49 Listen to four conversations in a clothing store. Write the answers to the
questions in the table.
g
C • Point out the information in the Word What size are you?
S = small
Focus note. Check that students Conversation What color? What clothing?
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M = medium
understand the question What size L = large 1 dark blue tie
XL = extra large
are you?
light brown
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2 shoes
•• Point out the example in the table.
3 blue jacket
Play the audio for conversation 1.
Ask, What information do you need 4 white shirt
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Strategy.) conversation? Why doesn’t the customer buy anything? Listen to check your
answers. Conversation 3; the store doesn’t have the right size
•• Remind students to write their
104 Unit 8
at
5. Do you want to pay by cash or credit card? S 12. OK, thanks anyway. C individually, then compare with a
6. Could I see some shoes, please? C 13. I’d like to look at the shirts. C partner.
7. Do you have anything in light brown? C 14. The shirts are $12 each. S F • Replay the audio for students to
F 49 Listen again and check your answers in E. confirm their answers.
•• Review answers as a class. Answer
PRONUNCIATION: Could you any questions students might have
We pronounce the full form of could you as “kud yu” – /kʊd ju/. The reduced form is about the conversation.
“kudyuh” or “kudjuh” – /kʊdjə/ or /kʊdʒə/. We use the full form in formal speech. The
reduced form is more informal. Pronunciation
ng
G 50 Listen and check (✓) the box of the form you hear. Then take turns reading Write Could you…? on the board. Using
the sentences using the reduced forms. the reduced form, say, Could you show
ni
me that jacket, please? Then, say it again
Full Form Reduced Form
using the full form. Ask, Do they sound the
ar
1. Could you help me, please? ✓
same? Say them again and help students
2. Could you help me, please? ✓ hear the difference. Ask, Which one is more
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3. Could you bring a large jacket? ✓ formal? Explain to students that in fast,
4. Could you bring a large jacket? ✓ casual speech, native English speakers
5. Could you repeat that? ✓ often put words together and pronounce
c
6. Could you repeat that? ✓ them in a reduced form. Emphasize that
In pairs, role-play buying the clothes in H. First, Student A is the customer and
students practice saying the questions
using the reduced form. Monitor and
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Communication
N
Write them on the board and have H • Explain shopping list as needed.
students say who says each one, the Teaching Tip: Prompts Model the exercise by completing the
sales assistant or the customer. Some students need more time to digest second column in the list for yourself.
•• Depending on how confident your new language than others. Therefore, in •• Have students complete their
students seem with the new language, some production exercises, (spoken or shopping lists. Provide vocabulary as
written), it is a good idea to provide some necessary.
you can either erase the information level of scaffolding by providing students
on the board, or leave it as prompts: with prompts to help them produce more
erase parts of each question or fluently, as suggested in the Goal Check. GOAL CHECK
statement, or leave the examples as You can vary the level of support by
they are (see Teaching Tip). eliciting the language needed and writing
•• Writeon the board, sales assistant
•• In pairs, have students role-play it on the board, but then deleting it before
they begin, or by deleting just parts of and customer. Elicit the language for
buying the items on their list. Monitor it. For example, Do you have…? Could I shopping for clothes students have
and provide help as needed. …? Do you want to pay…? You can also seen in the lesson. For example, I’m
•• Call on volunteers to present their leave the full examples on the board. looking for a ____. What size are you?
conversation to the class.
C
C GOAL Express Likes and Dislikes
ng
•• Review answers as a class. Elicit I me.
other things students love, like, don’t You you.
love(s)
He him.
like, or hate. like(s)
ni
She her.
don’t / doesn’t like
It it.
B • Model the exercise by writing your We
hate(s)
us.
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sentences for the first two items on They them.
the board. For example, I like green I love these green pants. → I love them. We like pizza. → We like it.
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T-shirts. They’re cool. I hate hamsters.
They’re smelly! C Underline the correct pronoun to complete the sentence.
•• Have students write their versions of The neighborhood
1. A: Do you want this hat? B: No, I hate it / them. 4. She wears those shoes every
c
of Shibuya in
sentences 1 to 4. Monitor and check Tokyo, Japan, is day. She loves it / them!
2. I’m looking for a new tie. Can you help I / me?
for accurate use of the like and dislike a popular place
Grammar
g
ng
for? ).
•• Point out the information in the
GOAL CHECK Express Likes and Dislikes
ni
Speaking Strategy note and have
1. Complete the first column of the chart with things like clothes, food, sports, students underline the examples in
ar
activities, and places. Check (✓) the columns to show your likes and dislikes. the conversation.
•• Finally, have students circle the
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I love ... I like ... I don’t like ... I hate ... object pronouns in the conversation.
1. jeans For each one, have students say
2. the color red what it refers to. For example, Let’s
c
3. blue clothes
go in and look at them. = soccer
8.
as needed.
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2. Ask for your partner’s opinions about your chart. Write an x in the chart for
your partner’s answers. Then share your answers with the class. F • Have pairs decide who they want to
buy a present for.
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Do you like strawberry ice cream? Yes, I love it. •• Give students time to prepare their
conversation. Provide vocabulary
as necessary, and remind students
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I hate strawberry ice cream, but Rafael loves it. to use the expressions to make
suggestions.
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Clothes 107
conversations. Monitor and assist as
at
needed.
•• Call on volunteers to present their
N
D
D GOAL Talk about Personal Qualities
Reading
As a warm-up, elicit adjectives to
A Look at the photos. What colors are her shirts?
Which color do you prefer? Why? red, blue, black What does the
color of your
B Read the article. What is the main message?
describe people. Remind students that a. It’s important to wear different clothes at work.
adjectives tell you about something or
b. Colors can change what people think about us.
clothes say
someone. If necessary, write a couple
of sentences on the board and have c. Clothes are more important than colors.
students identify the adjectives: Lou has C These people don’t know what color to wear. Find
long, dark hair. Jay is handsome. Have
students call out adjectives to describe
people, and write them on the board. If
the best color in the article.
1. “I have an interview for a new job tomorrow!” black about you?
2. “My friend is a painter, so I have to meet him at a
students only suggest adjectives that gallery today.” purple
provide physical descriptions, prompt 3. “It’s my birthday. Let’s go to a nightclub!” red
them to recall or look up ones that 4. “What a beautiful day! I feel great!” yellow
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describe personalities (e.g., happy,
5. “I want to go for a walk in the park.” green
friendly, serious, fun, intelligent). Point
6. “I’m meeting some new people tonight.” blue
out the lesson goal and explain personal
ni
qualities. Use adjectives and describe D Work in pairs. Answer the two questions at the end of
some of the qualities of students in the
ar
the article. Do you think that color is important? Why?
class to clarify. For example, Vlad is
E Match the adjectives from the article to the sentences.
always happy. Cecy is friendly.
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creative friendly helpful
A • Have students discuss the questions intelligent interesting positive
with a partner.
c
•• Compare answers as a class. Provide 1. Stella does well in school. intelligent
vocabulary as necessary to help
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ph
2. Nick is nice and he loves meeting new people.
friendly
students explain their preference. 3. My grandfather tells amazing stories. I love to
listen to him. interesting
B • Have students read the three
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know, but to keep on reading. likes to take photos. Purple suits her.
a Reading Purpose
C • Have students identify what kind of
Remind students that when they read
they can use different strategies to information they are looking for when
help them understand. Before they they read this time (details).
read, they should decide whether •• Have students read the article
they need to understand the main again, more carefully this time, then
idea, as in B, or specific details. If
complete the exercise individually.
they know what kind of information
they are reading for, they can •• Have students compare with a
focus on that and not worry about partner, then review the answers as
understanding every word. It is a class.
important to help students see that
they can understand both main ideas
and specific details even if there are
words they don’t know in a text.
e
about the colors of your clothes? You might not, but make friends, wear something blue.
it’s important because people have different feelings Red is good for going out and having fun. Wear D • Have students find the questions
when they see different colors. For example, look at red to a party. at the end of the text. Tell them
this woman. In each photo she’s wearing the same Yellow is the color of the sun, and people often to answer those questions and
shirt, but the colors are different. Which color makes wear yellow in the summer. It’s a happy and positive then discuss the questions in the
you think she’s very professional? Which color color.
directions for D in pairs.
is friendly and fun? Which color makes her look Purple makes you look interesting. People think
interesting or intelligent? that you are creative and you love art. •• Monitor and prompt further
Psychologists believe that color can change Green means you are a helpful person and other conversation as needed.
how we feel about a person, so when you choose people may ask for your help. Maybe you like nature •• Call on pairs to share what they
your clothes, choose the correct color for the correct and animals. talked about with the class.
situation: So, what color are your clothes today? What do
Black is a good color for job interviews, because they say about you? E • Have students find each adjective in
people think you are very professional. the article and circle it.
psychologist a person who studies the human mind
•• Have students complete the exercise
individually, then compare with a
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partner. Encourage them to reread
parts of the article, if necessary, to
ni
clarify meaning.
•• Review answers as a class.
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•• Finally, check if students still have
any underlined words (from their
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first reading, in A) that they don’t
understand. Write the words on
the board and have students
c
who understand them explain the
the context.
g
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GOAL CHECK
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English in group and pair work, as in the Goal Check. Depending on where you other decide which color fits
are, the classroom may be your students’ main opportunity to speak in English and each person best, based on the
put into practice the grammar and vocabulary they have been working with. Here description. Monitor and prompt
are some approaches to consider to help promote the use of English during pair further conversation with questions.
and group work:
•• Explain the rationale for using only English. Explain to students, We learn to speak
English by speaking English. We have to use the new words.
•• Establish a clear policy. For example, tell students, It’s OK to ask questions in
(native language), but for all other things we have to try to use only English.
•• Use English for instructions and classroom management. This way, students get
used to hearing English and become familiar with certain words and expressions
that they will likely be able to apply in other situations, too.
SAMPLE COPY, NOT FOR DISTRIBUTION Lesson D 109
E
E GOAL Describe your Favorites
Communication Communication
A Read the directions. Then play the game in small groups.
As a warm-up, give students one
What’s your FAVORITE?!
minute to write a list of their favorite
things (anything that comes to mind: Go to the START square. Take turns flipping a coin. Move 1 square for heads or
2 squares for tails. Answer the question in the square.
food, place, book, movie, etc.). Then
have them walk around the classroom
comparing lists until they find at least one
person who shares one or more favorites
with them. Have them make groups of
three or four with the people they have
something in common with. (These will
be their groups for A.)
3. What’s your favorite place 4. Do you often
go to the movies?
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in your town or city? Why?
What’s your favorite
Teaching Tip: Varying movie?
Interaction Patterns
ni
2. Do you like shopping?
In general, students regularly work What is your
5. What’s your favorite possession? 10. Make a question and
What color is it? ask another player.
individually and in pairs during a favorite store?
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What’s your favorite ...?
sequence of lessons. Although
we encourage them to work with
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different partners, they often work
mostly with the same person. It 1. What’s your 6. What’s your favorite
9. Do you like video games?
is therefore helpful sometimes to favorite sport? time of day? Why?
What’s your favorite game?
vary the routine and interaction
c
patterns and provide opportunities
for students to interact with a larger
i
ph
7. What’s your favorite meal? 8. What’s your favorite room
number of people in large or small Breakfast, lunch, or dinner? in your house?
Can you describe it?
groups. Listening and speaking to
a wider variety of people exposes
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tails in this context. clothing stalls and the clothes are very cheap. Also, you can eat food there—
•• Quickly go through the questions it’s delicious!
on the game board, clarifying
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answers.
N
ng
a partner and then review them as a
class. Write the complete paragraph
ni
on the board. Ask, What is the topic
The Rot Fai Market sentence? Why is the morning his or
ar
C Read about paragraphs. Then underline the topic sentence of the paragraph in B. in Bangkok,
Thailand
her favorite time of day? What does
WRITING SKILL: Paragraphs he or she like to do in the morning?
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(See Teaching Tip.)
A paragraph has one topic sentence and two or three supporting sentences:
1. Start with your topic sentence: My favorite ...is ...
2. Write your reason: I like it because ... / I love it because ... Teaching Tip: Checking
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3. Write another reason: Also,... / I also like it ...
Understanding
i
ph
When students are asked directly,
D Look at the sentences from a paragraph. Put them in the correct order from 1 to 4.
Do you understand? Is that clear?,
2 / 3 I usually wake up at six o’clock and drink coffee. they may sometimes say they do,
even when they don’t, in order
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2 / 3 It’s early, but I love this time of day because it’s quiet. understanding by having students
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Clothes 111
at
ng
dresses tell the story of each woman’s
life. The dresses are reversible; they have
an elaborately decorated side for special
ni
occasions and a plain side for daily use.
The dresses are the same basic style
ar
from village to village on the island, but
each community has its own particular
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style for how the dress is decorated,
and for the headscarf and apron that are
often worn with it.
c
A • Have students look at the photo and
i
ph
describe the woman. Prompt with
questions as needed. For example,
Is she old or young? Is her hair short?
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A woman
A woman wears
wears her
her
•• Have students discuss the question handmade dress
handmade dress in
in
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Desulo, Sardinia,
Desulo, Sardinia, Italy.
Italy.
as a class. Tell students they will
find out where she’s from when they
watch the video.
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video is about.
Context 112
112
at
2 AA woman
woman is
is standing
standing in
in aa red,
red, yellow,
yellow, blue,
blue, and
and black
black
back to A and have students confirm
dress.
dress. where the woman in the photo is from.
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6 AA woman
woman is
is looking
looking at
at the
the mountains.
mountains. D • Make sure students understand that
D Read
D Read the
the sentences
sentences from
from the
the video
video and
and underline
underline the
the correct
correct each sentence is from the video.
ni
words.
words. •• Have students read the sentences
1. Sardinia
1. Sardinia is
is an
an island
island // aa country
country in
in the
the Mediterranean
Mediterranean and complete the exercise
ar
Sea.
Sea. individually, then compare answers
2. The
2. The middle
middle of
of the
the island
island is
is very
very busy
busy // quiet.
quiet. with a partner.
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3. Desulo
3. Desulo is
is aa city
city // village
village in
in the
the mountains.
mountains.
E • Play the video again for students to
4. Over
4. Over the
the years,
years, the
the women
women make
make aa new
new // change
change their
their
dress.
dress.
confirm their answers in D.
•• Review answers as a class.
c
5. When
5. When they
they get
get married,
married, the
the dress
dress is
is red
red // black.
black.
•• Ask the class, Why are the dresses
6. The
6. The old
old woman
woman // The
The dress
dress tells
tells the
i
the story
story of
of aa life.
life.
ph
important to these women? Are these
E Watch
E Watch the
the video
video again
again and
and check
check your
your answers.
answers. dresses similar to, or different from,
traditional costumes in your country?
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F Think
F Think of
of three
three important
important objects
objects in
in your
your life
life and
and write
write them
them in
in
this table
table (e.g.,
(e.g., aa photo
photo of
of your
your parents,
parents, aa special
special book).
book).
See Expansion Activity for further
this
practice.
g
What is
What is the
the object?
object? Why is
Why is itit important
important in
in your
your life?
life?
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Expansion Activity
Have students write a paragraph
lG
G Work
G Work in
in pairs.
pairs. Take
Take turns
turns describing
describing your
your three
three objects.
objects. supporting sentences describing
it and explaining its significance. If
113
113 necessary, give students time to do
at
9
UNI T
Unit Theme
Culture and geography define the kind
9 Food
of food we eat. Moreover, even within
any given culture, our food choices will
differ according to economics, scientific
information, and personal preferences.
Nowadays, there is increased research
and information about health and
nutrition, which has led to debate about
what the healthiest diet might be. In
some parts of the word, more and more
people are turning to vegetarian or vegan
diets. They do this not only as a health
choice, but also as an environmental
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choice. Whatever the reasons for our
food choices, our diet is part of our
ni
lifestyle. This unit looks at food from both
the health and pleasure angles, and
ar
considers the issue of food waste.
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Unit Overview
In this unit, students will learn to talk
about food and diets, and to explain how
c
to do something.
i
ph
Lesson A introduces the vocabulary
for different types of foods and drinks,
and some and any to talk about food
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students will read and talk about the in the Philippines. It refers
problem of food waste. In Lesson E, to eating together with
students will explain how to achieve friends and family without
na
ng
• Write eat and drink on the board and
elicit their meaning. Brainstorm any
ni
words students already know related to
these verbs. Depending on the words
ar
mentioned, you could then have students
categorize them into, for example, food,
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drink, fruit, vegetable, hot, and cold.
Leave the words on the board.
UNIT 9 GOALS
c
• Point to the photo and ask, Do you like
this food? Clarify any vocabulary from
i
A. Order a Meal
ph
the caption.
B. Plan a Party
• Have students answer the questions
C. Describe Your Diet
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A
D
A GOAL Order a Meal
Vocabulary Vocabulary
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•• Have students complete the table,
then review answers as a class.
Complete the table on the board.
ni
coffee tea chocolate cake ice cream
B • In pairs, have students think of more
ar
items for each category. Use the A Look at the photos of foods and drinks. Write them in the table. You can write
Word Bank for additional vocabulary them more than once. Answers will vary.
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as needed. Breakfast Lunch or dinner Drinks Desserts
•• Have pairs join to form groups of four
(morning) (noon to evening)
and compare their lists.
c
cereal and milk steak fruit juice chocolate cake
•• Call on each group to call out an
fish coffee ice cream
item to add to the table on the board
i eggs
ph
salad tea
from A. pasta
chicken
C • Ask, What do I usually drink in the
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morning? What do I usually have for B In pairs, write three more food and drink words in the table. Then work with
another pair and share your words.
breakfast? Note that these questions
g
should be related to the information C Tell your partner the types of food you like and don’t like for breakfast, lunch,
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•• Call on students to tell the class *We use some for questions with can and could: Can I have some water, please?
about their partner’s preferences.
116 Unit 9
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Grammar
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Introduce the grammar by pointing at they are called out and have the class
the photos in A and saying, for example, help make corrections as necessary. Word Bank: Meals
There’s some pasta. There are some Direct students to the Grammar Breakfast: fruit, oatmeal / porridge,
eggs. There aren’t any sandwiches or Reference in the back of the student’s pancakes, toast, waffles, yogurt
tortillas. Ask, Is there any rice? Are there book for additional practice. Lunch / Dinner: beans, beef, ham, lamb,
peas, potatoes, rice, soup
any mangos? Go over the information
Drinks: iced tea, lemonade, smoothie,
in the chart and explain that any is soda, (mineral) water
generally used in negative statements Desserts: brownies, cookies, pie
and questions. Point out that in polite
requests with could / can, we use
some, but that some is generally used
in affirmative statements. Elicit further
example statements and questions from
students. Write them on the board as
salads and entrees. There are also (7) some great desserts. individually, then compare answers
with a partner.
E Unscramble the words to make statements and questions from a cafe. •• Review answers as a class.
1. you / strawberry / do / have / any / ice cream? •• Check comprehension of the content
Do you have any strawberry ice cream?
by asking questions. For example,
2. any / have / we / don’t / strawberry / ice cream. What do vegetarians eat? Do they
We don’t have any strawberry ice cream.
eat steak? Are there desserts at an
3. some / I / have / coffee / could / please?
Could I have some coffee, please? Indian restaurant?
4. I’ll / ice / some / have / chocolate / cream. E • Remind students of the cafe setting,
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I’ll have some chocolate ice cream.
then have them complete the
exercise individually.
Conversation
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•• Have students compare answers with
F 53 Write the sentences in E to complete the conversation. Listen and check a partner, then review answers as a
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your answers. Then practice the conversation in pairs.
class. Have them identify who would
Waiter: Good evening. What can I get you? say each one: customer or waiter.
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Customer: Hi. (1) Could I have some coffee, please?
Waiter: Sure. Milk and sugar? Conversation
Customer: Just milk. And (2) do you have any strawberry ice cream?
No, sorry, (3) we don’t have any strawberry ice cream . We only have chocolate.
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Waiter: F • Make sure students understand that
Customer: OK, (4) I’ll have some chocolate ice cream . they need to use the questions and
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Waiter: So, that’s one coffee with milk and one chocolate ice cream. statements from E to complete the
Customer: That’s right. Thank you. conversation.
•• Play the audio, then review answers
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as a class.
GOAL CHECK Order a Meal •• Have students circle some and any
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In pairs, role-play a conversation in a cafe between a waiter and a customer. Use the and explain why each one is used.
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flowchart to plan what to say. Do the role play. Then switch roles and make another
•• Have students take turns role-playing
conversation.
the conversation in pairs.
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Say hello.
Order food
Say you
don’t have
Change Repeat GOAL CHECK
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B
B
D GOAL Plan a Party
Vocabulary
As a warm-up, have students look at the
photo and describe what they see. List
the items on the board. For example,
hamburgers, hot dogs, buns, cheese
slices, (bowl of) chips. Ask, Do you like
hamburgers? Hot dogs? Point out the
lesson goal and say, Sometimes we eat
hamburgers and hot dogs at a party. What
do you eat at a party? Remind students of
the meaning of party, if needed.
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an Aid
Pre-teaching key vocabulary that
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will help students understand the Vocabulary
topic of the listening is helpful.
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Using the photo, you can introduce A Write the type of container for each of the foods and drinks. Use the words to the
key words students will need to left. What other types of food or drinks can you buy in these containers?
understand in the audio. This way,
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students are more prepared for what 1. bottle fruit juice
they are going to hear. Pre-teaching bottle 2. bag ice
of
vocabulary provides opportunities 3. carton milk
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for success, and experiencing 4. box cereal
success is important for students to
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stay motivated in language learning. Listening
B 54 Miguel and Diana are planning a party. Listen and complete their notes.
bag
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To buy Dessert
•• Review answers as a class,
12 bottles of soda Ellie is making a chocolate
completing the table on the board. carton cake.
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milk; bag of rice / chips / sugar; carton 10 hot dogs and buns
of juice / soup; box of cookies). 1 box of veggie burgers
box
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55 In speech, we often reduce the word and to sound like n. Listen to the full form
Pronunciation
and the reduced form of the phrase pasta and salad.
Write I like _____ and _____. on the
board. Elicit two foods or drinks and
C 56 Listen and repeat the phrases. Notice the difference between the full form
and the reduced form.
complete the sentence. Point to and and
say the full form, then say the complete
1. soda and water
sentence using the reduced form. Ask,
2. hamburgers and hot dogs
Does and sound the same? Repeat
3. cake and ice cream the sentence, first saying the full and
D In pairs, take turns reading the sentences with the reduced form of and. then the reduced form. Go over the
explanation in the box and answer any
1. How about steak and salad?
questions. Play the audio.
2. I think we need milk and eggs.
3. We’ll have strawberry and chocolate ice cream. C • Have students only read the sentences
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as they listen the first time.
Communication •• Play
the audio again for students to
E In groups of three, plan a party. repeat the items.
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1. Decide how many people to invite and write their names. Are any of these
people vegetarian or do they have special diets?
D • Have students practice in pairs.
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Monitor and assist with pronunciation.
•• Say
each item and have the class
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repeat together.
Communication
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2. Discuss the menu. Write a shopping list below. E • Go over each step as a class and
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Shopping list answer any questions.
•• Monitorand assist students as
needed. Help groups keep on task
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We can invite Sachin. Does Sachin eat meat? No, he’s vegetarian. What else do we need to buy?
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GOAL CHECK
•• Match groups to share their party
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GOAL CHECK Plan a Party plans. Tell students that from the two
Join another group. Explain your plans for the party. parties, they need to choose one.
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that party.
•• As necessary, assign a time-keeper,
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C
C GOAL Describe Your Diet
Language Expansion: Food Groups
Language Expansion A The Eatwell Plate helps you eat a healthy diet. It shows five food groups and how
much to eat of each group. Look at the graph. Do you see any of your favorite foods?
As a warm-up, write diet on the board
and elicit what it means (the food you eat) mushrooms
as a class. Tell students about the food broccoli
you eat on a normal day and ask, Is my potatoes bread
onions
A • Say the names of the different foods
for students to repeat. bananas
tomatoes
•• Ask, Is your favorite food here? Call apples oranges
on students to say the food. granola bars
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and dislikes (I love / like / don’t like / cheese
spaghetti
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the foods on the Eatwell Plate with a
partner.
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B • Write the food groups on the board fish
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chicken
and go over the examples.
•• Have students add to the food
groups. Then, complete the chart on B Write two more food words from the graph into these food groups:
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the board as a class. Fruit: banana , ,
i potatoes
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Vegetables: , ,
C • Discuss the question as a class. Give
Dairy: yogurt , ,
students time to think about their
answers and add foods in A and B. Protein: beans , ,
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C MY WORLD Think of other types of food in your country. Match them to the chart
foods in different countries.
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in A and food groups in B. Does your country have something like the Eatwell Plate?
Grammar Grammar
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Count nouns have a singular and a plural: Non-count nouns only have a singular form:
Eatwell Plate and ask, How many apples one apple, two apples water, pasta, fish
are there? How much cheese is there? How many apples do you eat every week? How much pasta do you eat a week?
Point out that you can’t say one cheese, Four or five. / Not many. A lot! / Not much.
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2. How much meat do you eat a week? how many.
3. How much fruit juice do you drink every day? •• Have a student ask you the first
How many cookies do you eat every day? question. Ask, Are eggs countable?
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4.
5. How much bread do you eat a day? How can I answer? (a number / a lot /
not many). Ask, How much water do
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F In pairs, take turns asking and answering the questions in E. you drink every day? Is water count
or non-count? Elicit possible answers
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Conversation (a glass / a bottle or a lot / not much;
G 57 Listen to the conversation. Does the patient eat well? SPEAKING STRATEGY non-count).
Giving Positive •• In pairs, have students ask and
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Doctor: Tell me about the food you eat. How much fruit do you eat? Feedback
answer the questions.
Patient: I eat an apple every day. Sometimes I have an orange, as well.
i Very good!
•• Call on several students to share one of
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Doctor: Very good! Do you eat meat? Well done!
Patient: No, I don’t like vegetables. G • Have students listen with their books
closed first. Write the question on
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H Practice the conversation in pairs. Switch roles and practice it again. the board. Tell students there are two
I Change the underlined words and make a new conversation. Make the diet speakers, a doctor and a patient.
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decide if it is healthy or not. Then join another pair. Tell them about your partner’s diet. ask about? (the patient’s diet) How
much fruit does the patient eat? Is the
Food 121
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patient a vegetarian?
H • Have students take turns role-playing
N
D
D GOAL Solve a Problem
Reading Reading
A What kinds of fruits and vegetables can you see in the
As a warm-up, elicit the names of various photo? Do they look good to eat? Why?
fruits and vegetables. Write them on
the board. Ask, Where do you buy fruits B Read the article. What do these numbers refer to?
and vegetables? Do you always eat 5,000: The number of people eating lunch in Union Square.
everything you buy? Do you sometimes 1/3: The world throws away over 1/3 of its food.
have to throw some away? Elicit or 2 billion: That’s enough food for 2 billion people.
explain the meaning of throw away. Point
800 million: 800 million people are hungry every day.
out the lesson goal and ask, What do you
think the article is about? 70%: Luis exports 70% of his mandarin oranges.
30%: Supermarkets throw away 30% of them.
A • Have students look at the photo
C Read the article again. Circle T for true or F for false.
and name the fruits and vegetables.
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Check any that are on the list on the 1. The 5,000 people in Union Square T F
throw away their lunch.
board and add any that aren’t.
2. Tristram Stuart wants people to know T F
•• Discuss the questions as a class.
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about food waste.
B • Have students read the numbers. 3. Supermarkets want to sell “perfect” T F
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food, not “ugly” food.
Ask, How are you going to read the
4. Luis Garibaldi exports his mandarin T F
article? What kind of information are
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oranges to Peru.
you looking for? This encourages
5. Tristram thinks there is one solution T F
students to think about what strategy to the problem.
to use.
c
•• Point out the word gloss (see D MY WORLD Do you think this is a problem in your
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ph
students scan the article to find the
numbers and what they refer to. GOAL CHECK
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Remind them not to worry about Role-play a conversation between a TV journalist and Tristram
words they don’t understand at this Stuart.
g
point. Set a time limit so that students Student A: You are the TV journalist. Ask Tristram about the
scan quickly for the information problem of food waste. Use the questions in the article and
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hungry every day. statements.
Why do we waste food? •• Have students underline the glossed
words in the article. Ask questions
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One reason the world wastes food is because
supermarkets want to sell “perfect” fruit. For to check their understanding (e.g.,
Do you waste something when you
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example, Luis Garibaldi is a farmer from Peru. He
grows mandarin oranges. He exports 70% of his use it? There are ten students here.
fruit to Europe and North America. Most of the I have seven apples. Do I have
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oranges are good to eat, but supermarkets throw
enough apples for everyone?) (See
away 30% because the fruit is not the perfect color,
size, or shape. Teaching Tip).
c
What’s the solution?
Teaching Tip: Vocabulary
i
Tristram thinks there are different solutions. For
ph
example, when you go shopping for food, buy fresh Cards
food from markets. Don’t worry about food with a As well as the vocabulary presented
different shape—ugly food is still good to eat! And in lessons, new words come up every
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E
E GOAL Explain How to Do Something
As a warm-up, have students look at the A In pairs, think of five examples of healthy foods and five examples of unhealthy
foods. Then compare your lists with another pair’s.
photo and describe what they can see.
Review colors with the different candies. Healthy food: Healthy Unhealthy
potatoes, carrots,
Provide vocabulary for different types of apples, lettuce,
candy if students are interested: lollypop, bananas, bread,
pasta, rice, and fish
hard candy, gummy candy, licorice. Ask, Unhealthy food:
Do you like candy? How much candy do candy, soda, and ice
cream
you eat in a week? What’s your favorite
candy?
B Read the “How To” information from a website. What examples does it have of
A • Assign students to pairs and give healthy and unhealthy foods?
them one minute to complete
their lists.
How to Have a Healthy Diet
•• Have pairs join to form groups of
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There are lots of ways you can have a healthy diet:
four and compare their lists. If you
• Eat five types of fruits and vegetables a day, such as potatoes,
want to make this more exciting for
carrots, apples, lettuce, and bananas.
students, have them give themselves
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• Over a third of a healthy diet is food like bread, pasta, and rice.
a point for each food they have on
• Fish is a good example of a healthy food. Eat fish twice a week
their list that the other pair doesn’t
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or more.
have. Foods that both pairs have
• Don’t eat lots of foods and drinks with sugar; for example, candy,
get zero points. Which pair has the
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soda, and ice cream.
most points?
• Drink about two liters (or a half a gallon) of water every day.
•• Compile a class list on the board.
In the US, people
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B • Point out the lesson goal and elicit spend over
$32 billion a year
or clarify what it means. Ask, Do
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ph
on candy.
you sometimes look on the internet
to learn how to do something? Give
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students.
•• Have students read the information
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every day?
Writing
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124 Unit 9
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Communication F • Have groups brainstorm ideas
E Choose one of these “How To” titles in a small group. related to the title they chose in E.
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• How to Get More Exercise • How to Have More Free Time Monitor and assist as needed,
• How to Learn More English • How to Make a Healthy Meal
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providing the necessary vocabulary
F Discuss your choice in E. Write down four or five ways to do it. for each topic.
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•• Encourage students to write more
than four or five ideas if they can.
GOAL CHECK Explain How to Do Something
c
Write “How To” information for a website. Use your title from E and your ideas from F.
Try to give examples in your writing.
Teaching Tip: Differentiate
Food 125
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GOAL CHECK
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Teaching Tip: Sharing Students’ Work •• Assign students, in each group, roles
When students produce written work, it •• Create an electronic presentation to to keep them focused on the task.
is important that they actually have an display or upload to a class website. •• Refer students back to the model
“audience” for their texts, that somebody •• Make large posters to display around the “How To” website in B.
reads their ideas (ideally, not only their class. •• Monitor and assist as needed,
teacher). When students know that their •• Post students’ papers around the reminding students to use the
product will be read by their classmates, classroom walls and allow time for students
students from other classes, or other
phrases for giving examples.
to walk around and read their classmates’
teachers, they are likely to push themselves •• Depending on available resources,
work.
to use their “best” English; they will focus •• Photocopy students’ papers into a class have students create an electronic
on communicating their ideas both fluently magazine or newspaper and make a copy version of their “How To” information,
and accurately. There are several ways, for each student. or have them create a poster. (see
their work can be shared: Teaching Tip).
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wanted to understand the reality behind
the fact that around 70 percent of US
fruits and vegetables are transported
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hundreds of miles by truck to their
final destination. It’s a reality that as
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consumers we probably aren’t aware of
when we buy our fruits and vegetables.
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Through this video, we learn the numbers A Answer the questions in pairs. D Watch the video. Number the actions in the
behind these mammoth distribution trips. 1. Where do you buy your food? order you see them.
1 Lots of trucks are driving in different
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A • As a class, look at the photo and 2. Which food is from your country? directions.
3. Which food is from other countries? 2 The strawberries are in a box. The box
the video title. Explain the concept
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ph
is in a case. The case is on a pallet.
of a road trip. Ask, Do you like B Match the words and symbols to the definitions. 4 The truck is driving across the US from
strawberries? Do strawberries grow 1. lbs b 3. % c Watsonville, CA to Washington, DC.
in your country? When you buy
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•• Finally, have students predict what C MY WORLD Write answers to the questions.
answers questions 1–6 and Student B answers
the video is about. Write their ideas questions 7–12.
1. How far is it from your school or place of work
on the board and leave them there to your home? miles
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until the end of the video sequence. 2. What is your country’s currency?
B • Have students try to work out the 3. How much of your day do you spend at
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school or work? %
meanings individually, then compare
their answers with a partner. 126
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F • Have students form A-B pairs to
ask and answer their questions.
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Tell students that by the end of
this conversation they should have
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answers to all the questions.
•• Monitor and make sure students are
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1. How many trucks are on the road every day? 7. How much of our food do we transport?
listening and writing the answers and
2.6 million 70 % not simply copying what their partner
2. On average, how far can food travel before it’s in 8. How many strawberry trucks are there? wrote.
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the store? 5,120 miles 590
3. How many pounds of strawberries are there per
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9. How many pallets are on a truck? Teaching Tip: Making Video
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box? 1 26
Content Accessible
4. How many cases are there on a pallet? 10. How much does it cost to put fuel in the truck?
108 $ 900 Understanding all the information in
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10
UNI T
Unit Theme
The human body is the same all over
10 Health
the world, but people’s experiences
with health and illness vary widely,
People compete in an Aquathlon (swimming and
both among individuals and among
running race) in Manaus, Brazil.
cultures. Nowadays, people are much
more aware of their own health and their
role in taking care of it through diet and
physical activity. Although medicine has
made huge advances and commercial
medicines are more and more widely
available, traditional remedies and
treatments, such as homeopathy and
acupuncture, have also regained
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popularity in recent years in some parts
of the world. Health is a universal topic,
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so being able to talk about health and
related issues is important for students.
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Unit Overview
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In this unit, students will learn to talk
about health problems and remedies,
and give advice.
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Lesson A introduces the vocabulary
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ph
for parts of the body and look / feel +
adjective to talk about how they feel.
Lesson B focuses on asking about health
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128
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• Point out the unit title and ask, What
do you think of when you see the word
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health? Write students’ ideas on the
board.
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• Look at the photo as a class. Ask, Where
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are they? What are they doing? Point out
the caption and clarify vocabulary.
• Have students answer the questions
c
with a partner, then share answers as
i a class.
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• Go over the unit goals together. For
each goal, answer any questions and
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A. Identify Parts of the Body and to describe feelings (e.g., OK, great,
Say How You Feel happy, fine). For Goal B, point to your
head or stomach and elicit or provide,
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D. Explain a Process
steps for participating in a race like the
E. Describe Healthy Living one in the photo. Write First,… on the
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A
D
A GOAL Identify Parts of the Body and Say How You Feel
Vocabulary
Vocabulary A Look at the photo. What are the kids doing? Did you ever do this when you were
young?
As a warm-up, draw the outline of a
person on one side of the board. Elicit head
any body parts students can already
name. Leave the body on the board and ear
have students add to it at the end of the face
back
lesson.
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B • Have students read the body parts
arm
as they listen. Then, replay the audio foot / feet hand
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•• Point to the body on the board and
have students call out the names of
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B 59 Listen and repeat the parts of the body in A.
parts of the body.
C Complete the sentences about the photo with a word from A.
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C • Have students complete the exercise
1. One “doctor” has a hat on his 3. The other “doctor” is touching the
individually, then compare answers head . boy’s finger / hand .
with a partner. 2. He is checking the other boy’s 4. They have shoes on their
c
•• Review answers as a class. stomach . feet .
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D • In pairs, have students practice D Work in pairs. One student points at parts of his or her body. The other student
naming the parts of the body. says the word for the body part.
He looks You don’t look Does she No, she How is he He feels OK.
Introduce the grammar with a brief fine. well. look tired? doesn’t. feeling?
review of the simple present. Elicit a *Use an adjective after statements with the verbs look and feel: You look great!
sentence in the simple present. Write it
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*You can ask these questions with no difference in meaning: How do you feel? / How are
on the board. Then, elicit the negative, you feeling?
Yes / No question, and short answer of
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a part of your body
3. Does your teacher look well? c c. No, he doesn’t. He looks tired! doesn’t feel well F • Point out the information in the Word
4. How do your friends feel? e d. No, I don’t. I feel terrible. My Focus note and mime, My stomach /
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stomach hurts and I feel sick.
5. Does everyone in your class head / leg hurts.
look happy? a e. They feel OK. •• Have students complete the exercise
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G In pairs, ask each other the questions in F and give answers that are true for you. REAL LANGUAGE individually, then compare answers
We can ask about with a partner.
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H 60 Write the missing words in the conversation. Then listen and check. someone’s health by •• Review answers as a class.
using these questions:
Boss: What’s the matter, Kim? You (1) look tired. Formal Informal
well G • Assign students to new pairs, and
Kim: No, I’m not tired, but I don’t feel (2) . My head hurts. What’s What’s What’s
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Boss: Oh, no!
the wrong? up? have them take turns asking and
matter?
answering the questions. Monitor and
Kim: And I (3) feel sick to my stomach. Can I go home?
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*How are you? is a
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Boss: Of course. And go see a doctor! greeting. We do not assist, as needed.
normally use it to ask
about someone’s health.
H • Have students read and complete
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Conversation 2 is in a classroom. Student A is a student and doesn’t feel well. His or about formal and informal language
her head hurts and he or she feels sick. Student B is the teacher and asks: “What’s and make sure they understand that
wrong?” How are you? can’t be used in this
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Conversation 3 is in a cafe. Student A thinks Student B doesn’t look well, but Student B context.
feels great. Student B explains why.
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GOAL CHECK
Health 131
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B
B
D GOAL Ask about Health Problems
Vocabulary
Vocabulary WORD FOCUS A Match the symptoms to the health problems. You can use the symptoms more
We can say I have than once. Answers may vary.
As a warm-up, say, I don’t feel well. a stomachache /
Review the parts of the body and the headache / toothache Symptoms Problems
or My stomach / head
verb hurt by miming pain in different / tooth hurts.
a. backache
parts of your body. Elicit your ailments b. fever
from the class. For example, Your head / c. your arm hurts
stomach / back / foot hurts. Introduce d. headache
I have a headache / stomachache, then e. sore throat
go over the Word Focus note.
f. cough 1. cold: e, f 2. flu: b, f
A • Point out the pictures of the sick g. your knee hurts
people. Ask, What’s the matter? h. your tooth hurts
for each one and elicit ideas from
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students.
•• Say the symptoms and have students
repeat them. Point out the /f/ sound in
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cough. 3. toothache h 4. car accident: a, c, d, g, h
Listening
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•• Have students complete the
exercise individually. Make sure REAL LANGUAGE B 61 Listen to two conversations between patients and doctors. Make notes in
they understand they can put more
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Something is going the table.
than one symptom (a–h) for each around means a lot
of people have the Conversation Health Problem Symptoms
problem (1–4). same symptoms at 1.
•• Review answers as a class and right knee hurts, headache,
c
the moment.
a bicycle accident
clarify vocabulary as needed. right foot hurts
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2.
cough, fever, sore throat,
Listening a cold
stomachache
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B • Go over the table and make sure C 61 The doctor asks a lot of questions. Listen again and check (✓) the
students understand the context questions you hear.
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of the conversations. Point out the 1. What’s the problem? ✓ 8. What can I do for you? ✓
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information in the Real Language 2. What’s the matter? 9. How do you feel?
note. Provide an example to help 3. What hurts? ✓ 10. Does it hurt a lot?
students understand the expression.
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•• Remind students to try to complete 7. Anything else? ✓ 14. Do you need medicine?
the notes as they listen. Play the
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audio.
•• Have students compare with a 132 Unit 10
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62 Sometimes words can have the same vowel sound, but different spellings for the
Pronunciation
vowel. For example: leg – head
With their books closed, elicit the
symptoms students heard in the listening
D 63 Listen to the words. Then match the words on the right to the words on the
left with the same vowel sound.
and have them spell the words out for
you to write on the board. Point at and
ache cough flu me new note say cough and ask how it sounds (like
head knee throat off said take off). Repeat for sore and point at the
ache take door. Have students spell door for you
head said to write it on the board. Help students
notice that the sound is the same, but the
throat note
spelling is different. Play the audio.
cough off
knee me D • Have students only read as they
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flu new listen the first time.
•• Play the audio again for students
E 64 Listen and check your answers in D.
to match the words with the same
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sounds.
Communication •• Have students compare answers with
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F Role-play the following situations. a partner.
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Situation 1 Situation 2
E • Replay the audio. Then confirm the
Student A: You are a doctor. Ask Student B: You are a dentist. Ask
answers as a class.
your patient how he or she feels. your patient how he or she feels.
•• Play the audio again and have the
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Student B: You are the patient. You Student A: You are the patient. You
have a cough, a headache, and a have a toothache. Tell the dentist how
class repeat each word.
fever. Tell the doctor how you feel. you feel.
i •• Have students test each other in
ph
pairs by taking turns saying each pair
of words for their partner to spell.
Where does it hurt? This tooth here. Does it hurt a lot? Yes, when I eat or drink something hot!
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Communication
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2. Work in pairs. Using your ideas in part 1, take turns being the patient and the
as the doctor. Mime your symptoms
doctor and role-play the situation. as you tell the doctor about them.
•• Elicit the questions the doctor can ask
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problem?
Health 133 •• Give students time to plan their
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C GOAL Give Advice on Health Remedies
Language Expansion: Remedies
Language Expansion
Introduce the topic by looking at the
photos as a class. Ask questions
to activate the vocabulary students
have been working with. For example,
What’s this man doing? How does he
feel? What’s the matter? What’s this?
Write students’ ideas on the board. go to bed see a doctor lie down
For example, He feels bad. She has
a headache. Point out that the photos
all show remedies. Elicit or explain the
meaning of remedy. Say the phrase for
each photo for students to repeat.
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A • Ask, What do you do when you’re
tired? Elicit answers (e.g., I lie down,
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see a dentist take some cough medicine take some pain reliever
I go to bed (early).).
•• Have students complete the exercise A Answer the questions. Use the phrases above. Answers may vary.
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individually. 1. What do you do when you have a headache?
Lie down, take some pain reliever
•• Have students take turns asking
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and answering the questions with a 2. What do you do when you have a very bad backache?
Lie down , take some pain reliever
partner, then review answers as a
3. What do you do when you have a cough?
class.
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Take some cough medicine
B • Write on the board: take some
i 4. What do you do when you have a toothache?
ph
Take some pain reliever, see a dentist
cough medicine. Ask, Is this the only
5. What do you do when you have a fever?
remedy when you have a cough? Go to bed, see a doctor
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on the board (e.g., drink a special For example: When I have a cough, I drink tea with honey and lemon.
different remedies for at least three of Statement Negative Yes / No Short Answers Wh- Question
the problems in A. Monitor and assist Question
as needed. Use the Word Bank for You should go He shouldn’t go Should I see a Yes, you What should
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go to bed at the same time every night. C • Model the exercise by eliciting a
For healthy teeth, you eat a lot of candy. sentence for For healthy teeth, you….
play sports. Write it on the board.
go to the dentist every six months.
should •• Have students make the remaining
For a healthy heart, you eat fruit and vegetables.
shouldn’t
play games on your phone before bed.
sentences with a partner.
drink coffee late at night. •• Review answers by calling on each
To sleep well, you brush your teeth after meals. pair to say one of their sentences.
eat a lot of fast food.
D • Individually, have students complete
D Match the questions and the answers. the exercise.
1. I feel sick. Should I see a doctor? d a. You should take some pain reliever. •• Reviewanswers as a class by calling
2. I have a headache. What should I do? a b. He should see a dentist. on one student to ask the question,
3. Mike has a toothache. What should he do? b c. She should take some cough medicine. then on another student to answer it.
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4. Should Uzra see a doctor? e d. Yes, you should.
5. Claudia has a cough. What should she do? c e. No, she shouldn’t.
Conversation
E • Have students listen with their books
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Conversation closed first. Write the question on
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E 65 Listen to the conversation. What does Casey think Brenda should do? SPEAKING STRATEGY the board. Tell students there are two
Casey thinks Brenda should go home and go to bed.
Casey: Hi. What’s up, Brenda? Showing Sympathy speakers. Then, play the audio.
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Oh, no!
Brenda: I don’t feel well. •• Replay the audio as students read
That’s too bad!
Casey: Oh, no! That’s too bad. I’m sorry about that. and confirm their answer. Ask a few
Brenda: I think I have the flu. What should I do? questions to check understanding
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Casey: I think you should go home and go to bed. (e.g., What’s the matter with Brenda?
Brenda: Do you think I should see a doctor? What advice does Casey give her? ).
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ph
Casey: No, I don’t think so. •• Point out the information in the
F Practice the conversation in pairs. Switch roles and practice it again. Speaking Strategy note and have
students circle the examples in the
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1. A friend spends all day watching TV and playing video games. He never goes
out, and he often gets sick. G • Look at the underlined words and
2. Someone at work has a backache and cannot stand up for more than a few have the class suggest possible
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minutes.
changes to the conversation.
3. Your teacher often works late and only sleeps 5–6 hours a night. Today she •• Give pairs time to prepare their
has a sore throat and a fever.
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D
D GOAL Explain a Process
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3. Doctors have a new way to get medicine. T F
B • Point out the title and explain 4. Zipline is a type of hospital. T F
delivery. Provide an example that is
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5. Drones are faster than trucks. T F
relevant to students, such as pizza
6. Zipline doesn’t deliver in any other T F
delivery or package delivery.
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countries.
•• Go over the paragraph ideas and
D The article says the drones are an “example of
elicit or explain where Rwanda is.
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how technology can be positive and important in
•• Ask, How are you going to read the
our lives.” In groups, think of three more types of
article? Are you looking for main technology that are positive and important. Present
ideas or specific details? your ideas to the class. Possible answers: MRI scanner,
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cell phones, X-ray machines, satellites
•• Have students read the article and
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E Read paragraph 2 again. What are the four stages
ph
complete the exercise. of the process? Underline the words and phrases
•• Have students compare answers that introduce each stage. For example: First of all,
with a partner, then review them as a
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and answer any they think they • Making an appointment to see your doctor
article more slowly this time, and • Using an app on your smartphone
focus on understanding details. Join another pair and describe the process using the
Remind them to underline any words introductory words and phrases you underlined in E.
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A Life-Saving
or four to complete the exercise. If
necessary, brainstorm other types of
technology to provide students with
some ideas to get started. Assign
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put groups together to present to
each other.
•• On the board, compile a list of the
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technologies presented and have
the class discuss and decide which
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technology is the most positive and
important.
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E • Point out the lesson goal and ask,
What process do you learn about in
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1 Rwanda is a small country in central East Africa. A lot of its people
the article?
live in rural areas, and often there aren’t good roads to the villages.
i
Because transportation is a problem, doctors in Rwanda often cannot •• Have students complete the exercise.
ph
get medicine for their patients. But now they have a high-tech solution. Ask them to underline the steps of
2 Zipline is a drone service that delivers medicine. Zipline doesn’t use the process in the text and write the
words and phrases that introduce
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cars and trucks. Its drones can quickly deliver medicine over mountains
and forests and across rivers. The process is simple. First of all, when each stage.
a hospital in Rwanda needs medicine, the doctor sends a text message •• Review answers as a class. Write the
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to Zipline. Next, Zipline puts the medicine into a small red box with a
words and phrases on the board.
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parachute. Then, the drone flies to the hospital and, finally, it drops the
box to the ground. •• Have students close their books.
3 Zipline’s drones are a good example of how technology can be Then, as a class, have them explain
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positive and important in our lives. The drones can make 500 deliveries the process using the words and
per day, and the average flying time is 30 minutes (by truck it’s about 5 phrases on the board to introduce
hours). The drone can fly almost 50 miles in a trip. As a result, Zipline each step.
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•• The Blackboard Game (if you have filled the board with vocabulary and other notes): Have four and describe their processes to
a volunteer sit with his or her back to the board. Students take turns giving definitions of each other. Prompt them to use the
words on the board. When the volunteer says the correct word, you step up and erase it. introductory words.
The game ends when all the words are erased.
•• Error Quiz: Write 10 incorrect sentences that you have seen in students’ work. Have
students work with a partner to correct as many as they can in 5 minutes. When the time is
up, ask the class for corrections and rewrite the sentences.
•• Spelling Practice: Dictate 10 to 15 words that students find difficult and have them write
them down. Let them compare answers with a partner. Then, give the correct answers.
E
E GOAL Describe Healthy Living
Communication
Communication A MY WORLD Do you know a person who is old and healthy (e.g., a
grandparent)? Why do you think they are healthy?
As a warm-up, have students look at the
photo and describe what they can see. B Look at this list of activities for a long and healthy life. Which activity do you
Ask, How do these women feel? Do they think is the most important? Which do you think is the least important?
look happy? Healthy? Write on the board, • Get regular exercise
healthy diet, and elicit examples of food • Eat a lot of fruit and vegetables
and drink for a healthy diet. Ask, What is
• Get 7–8 hours of sleep every night
healthy living? Point out the lesson goal.
• Have close friends and face-to-face contact
Elicit an explanation of healthy living
or activities related to healthy living. • Breathe clean air
For example, a healthy diet, exercise, • Take time to relax
sleeping well.
C Work in small groups. Discuss your opinions in B.
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A • Depending on the size of your class, D Read the text. What is Susan Pinker’s answer to B? Do you agree with her?
discuss the questions as a class or She thinks that close According to psychologist Susan Pinker, there are different activities for a long
have students discuss them in pairs
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friends and face- and healthy life. First, healthy people eat a lot of fruit and vegetables. In addition,
and then share answers as a class. to-face contact are they don’t smoke, and they also get regular physical exercise. Finally, she thinks
If possible, provide an example of the most important that you should have close friends and face-to-face contact—those are the most
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things. important things for a long and healthy life.
someone you know first. Tell the class
who the person is, how old he or she
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is, and why you think he or she is
Spending time with close
healthy. friends can lead to a long
•• As students suggest ideas for why and healthy life. Do you
c
think these women in China
the old person is healthy, write them
i
will live long lives?
ph
on the board.
B • Go through the list of activities and
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importance individually.
C • Assign students to groups of three
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or four.
138 Unit 10
at
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G Look at a student’s plan for a paragraph about mental health. She has four ideas WRITING STRATEGY us or show? Then, underline also
for the topic. Can you think of any more ideas? Add them to the plan. Before you write and explain that it shows more
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an information information.
Get regular sleep Go for walks outside paragraph, it’s useful
•• Answer any questions about the
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to plan first. One
way to plan is to use Writing Skill box.
graphic organizers
•• Individually, have students identify
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like the one in G.
Activities the examples of sequencing and
for good adding words / phrases in D.
•• Review the examples as a class.
c
mental
health
i F • Have students complete the exercise
ph
individually.
•• Review answers as a class, clarifying
as necessary.
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the topic?
•• Elicit other activities for good mental
health from the class and add them
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to measure happiness around the world. B In groups, discuss what makes people happy. Look at the reasons and put them
This video presents the results of the in order from 1 (most important) to 8 (less important).
survey and provides insights into how Good health Family and friends
different aspects of life are considered A good economy Physical exercise
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important, in terms of their effect on Good schools and education A green environment
happiness, and what we can do to
Sunny weather A job and hard work
be happier in our own lives.
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C MY WORLD What things in B make you happy? What else makes you happy?
A • As a class, look at the photo and Tell a partner.
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have students describe what they Families play on the beach at sunset
can see. Ask, Where are these at Playa Flamingo, Costa Rica.
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people? What are they doing? How
do they feel? How do you know?
•• Go over the happiness scale and
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have students give the people a
score.
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ph
B • Go through the items and clarify
the meaning of a good economy (a
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Costa Rica Denmark Singapore D • Go over the table and say the names
1. Good health ✓ ✓ of the three countries. If possible,
2. A green environment ✓
show where each country is on
3. A good education ✓ ✓
a map of the world. Answer any
4. Sunny weather ✓
5. A good economy ✓ ✓
questions.
•• Play the video. Remind students to
6. Family and friends ✓
7. A job and hard work ✓ try to answer as they watch.
•• Have students compare answers
E Circle T for true or F for false. with a partner. Play the video again, if
1. People from 140 countries answered the poll questions. T F necessary.
2. Seven or above means you are very happy. T F •• Review answers as a class.
3. People from different countries have similar answers to the questions. T F
E • Have students read the statements.
4. Costa Rica has beautiful beaches. T F
Clarify vocabulary as needed.
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5. People don’t have much money in Denmark. T F
•• Have students choose their answers.
6. In most countries, people think physical health is very important. T F
F • Play the video again.
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F Watch the video again and check your answers in E.
•• Review
answers as a class, having
G In small groups, write seven or eight questions about happiness. For example:
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How important is physical exercise? Does sunny weather make you happy? students correct the false statements.
H Exchange your questions with another group and answer their questions. G • Elicit question words and write them
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on the board (where, how, when, do /
does, etc.).
•• Assign students to groups of three
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or four and have them read the
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ph
directions and example questions.
Give students roles, if appropriate, to
ensure everyone participates.
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141
should do to be happier and more
at
11
UNI T
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may just want to learn English to gain
access to a broader range of information
and entertainment. For any of these
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objectives, learning English is intimately
linked with goals and plans—and in this
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unit students will explore and express
their own.
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Unit Overview
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In this unit, students will learn to talk
about long- and short-term plans.
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ph
Lesson A introduces the vocabulary for
special days and be going to + verb
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142 UNIT 11: Making Plans SAMPLE COPY, NOT FOR DISTRIBUTION
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enjoying a day in the center of Athens,
Greece. In Greece, Sunday is considered
a day of rest and relaxation and many
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people plan their day around a trip
downtown.
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• Point out the unit title and ask, What
are plans? What do we plan? Elicit or
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explain examples of plans we make
(e.g., weekend plans, vacation plans,
what / where we want to study).
i c
• Look at the photo as a class and have
ph
students describe what they can see.
• Have students answer the questions
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A
D
A GOAL Plan Special Days
Vocabulary
Vocabulary A Match the special days to the photos. Which days are every year?
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•• Have students complete the exercise
individually.
•• Review answers as a class,
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confirming understanding of every
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year. Ask, What other events do we
celebrate every year?
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4. an anniversary 5. a birthday 6. a new year
B • Point out the information in the Word
Focus note. Tell students what you WORD FOCUS
B MY WORLD Think about you and your family. Which special days do you plan
plan or want to do for your birthday. to celebrate this year?
c
You can talk about
Ask several students, What do you plans with these
C In pairs, read about the special days and decide how to celebrate them.
want or plan to do for your birthday?
verbs: plan to, want to.
i
ph
I plan to have Complete the sentences with phrases from the box and your own ideas.
•• Go over the question as a class, then a party for my
birthday. cook a special meal give a present go out to eat go to the movies
give students time to think about My parents want to have a party invite family to the house make a cake send a card
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•• Have students discuss their answers 2. On my mom and dad’s anniversary, they always .
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•• Assign students to pairs to discuss What do you do on your birthday? I normally ... This year, I plan to ...
how to celebrate the special days.
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vocabulary.
•• Call on pairs to share one of their
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144 UNIT 11: Making Plans SAMPLE COPY, NOT FOR DISTRIBUTION
2. A: Are you going to (you) have a barbecue this weekend? out the use of be going to go in
’re / are going to conversations 2 and 3. The repetition
B: No, we go to the movies.
of forms of go may seem strange to
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3. A: Where are Courtney and Min going to (Courtney and Min) go on students and they may omit go. Make
New Year’s Eve? sure they understand that they need
B: They ’re / are going to go to Punta Cana and relax on to include it as the main verb.
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the beach. •• Assign pairs to practice the
conversations. Monitor and assist
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F Complete these sentences with your own plans.
1. After class, I’m going to .
with pronunciation as necessary.
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2. This weekend, I’m going to . F • Elicit activities students are going to
3. Next month, I’m going to . do after class and write the verbs on
the board.
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G Work in pairs. Use be going to to ask your partner questions about their plans in F.
•• Have students complete the exercise.
Are you going to go to the movies this weekend? No, I’m not. I’m ...
forms in the grammar chart. Point out
that they can ask Yes / No questions
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GOAL CHECK Plan Special Days or they can ask Wh- questions.
1. In groups, choose a special day. For example, New Year’s Eve or a graduation. Decide: •• Model the example with a student.
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• what you are going to do. •• Assign new pairs to ask and answer
• where it is going to be. questions about their plans in F.
• who you are going to invite.
Monitor and assist as needed.
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2. Join another group and present your plans. •• Call on students to share one of their
partner’s plans.
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GOAL CHECK
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B
B
D GOAL Describe a National Holiday
Vocabulary
As a warm-up, look at the photos as a
class and have students describe them.
Ask, What are they celebrating? Point
out the lesson goal and explain that
New Year’s Day is a national holiday in
the US. Tell the class that on national
holidays people don’t usually have to
work and schools are closed so people
can celebrate.
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City, people often
class by having them count up to an celebrate in Times A 67 Number the months in the correct order. Then listen and check.
appropriate number. Square. The 1 January 7 July 9 September 5 May 12 December 2 February
•• Elicit ordinal numbers by asking Chinese New Year
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is later in the year. 4 April 10 October 11 November 3 March 6 June 8 August
about the date. Write it on the board
and say the matching cardinal
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REAL LANGUAGE B 68 Match the dates to the special days and holidays. Then listen and check.
number. Cardinal Ordinal
Notice how we say the dates.
•• Have students write the numbers, d
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Numbers Numbers 1. March 3rd a. Valentine’s Day
1: one 1st: first
then play the audio. 2: two 2nd: second 2. February 14th a b. Independence Day in Bolivia
•• Review answers as a class. 3: three 3rd: third 3. April 22nd e c. Halloween
20: 20th:
c
•• Say the months in order, for students 4. May 1st f d. Girl’s Day in Japan
twenty twentieth
to repeat. 31: 31st:
as a class.
•• Play the audio again, pausing for
students to repeat the dates. Listening
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.
Model how we say dates: My birthday
3. Independence Day in the US is on the 4th of July /July 4th .
is on March 8th. Independence Day is
on September 16th. 4. Independence Day in Brazil is on September 7th .
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dates.
•• Call on students to share one of their
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dates.
146 UNIT 11: Making Plans SAMPLE COPY, NOT FOR DISTRIBUTION
6. What time is he going to leave? (about) Eight o’clock. the audio again if necessary.
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Full Form Reduced Form
1. We’re going to have a party. ✓
them aloud, first using the full form, then
2. We’re going to have a party. ✓
using the reduced form. Ask, Do they
sound the same? Help students notice
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3. I’m going to go to Paris. ✓
4. I’m going to go to Paris. ✓ the difference between the two forms. Go
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5. They’re not going to come. ✓ over the information in the box. Remind
6. They’re not going to come. ✓ Students that although we say “gunna,”
we don’t write it.
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G Practice the conversations in pairs. Use the reduced form of be going to.
A: What are you going to do this weekend?
Teaching Tip: Pronunciation vs.
c
B: I’m going to go to the beach.
Spelling
A: Are you going to go to Kim’s party?
i Students who have acquired some
ph
B: No, I’m going to stay home on Sunday. English from being exposed to a lot
of spoken language may find it hard
not to write “gunna.” It is therefore
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Answer the questions in the table with your own information. Then work in groups of practice with be going to + verb.
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three. Ask your classmates the questions and complete the table.
C
C GOAL Make Life Plans
Language Expansion: Professions
Language Expansion A Read about Laura. What is her life plan?
She would like to go to space. She is
going to be an astronaut.
Introduce the topic by writing life plans This is Laura.
Someday she
on the board. Elicit or explain what this would like to go to
refers to. Ask, What kinds of things are in space. She loves
your life plans? What do you want to do science, and she’s
going to be an
in the future? Elicit ideas and write them astronaut when
on the board (e.g., study, travel, get a she graduates
from college.
job, buy a car / house, have children).
Review professions with the class by
having students create a mind map.
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•• Have students read and complete
the exercise individually.
•• Review the answer as a class. Ask, Is
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it an interesting job? Is it easy?
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B • Point to each photo and ask, What’s
he / she doing? Then, have students B Match the professions (1–6) to the people (a–f).
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match the professions to the photos. 1. nurse c 2. lawyer a 3. musician d
•• Have students share their answers 4. software engineer b 5. actor e 6. teacher f
with a partner, then review as a class.
c
a b c
C • Model the exercise by asking, Which
i
ph
profession is the most interesting?
and having students explain the
reasons for their answers.
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Grammar
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148 UNIT 11: Making Plans SAMPLE COPY, NOT FOR DISTRIBUTION
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5. They would like to be musicians. They are going to study music. •• Replay the audio as students read
6. Answers will vary. Answers will vary. and confirm their answers. Ask a few
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questions to check understanding
Conversation (e.g., When’s Carol’s birthday? Why
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E 71 Listen to the conversation. What would Carol like to be? How is she is her father surprised? Why does he
SPEAKING STRATEGY
going to do it? She’d like to be a lawyer. She’s going to study law in college. say, “What? Not so fast!”)
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Being Serious and
Not Serious •• Point out the information in the
Father: So, Carol, you’re 18 years old today. What are you going to do
Being serious: I’m
with your life? serious. / I’m not
Speaking Strategy note and help
Carol: I’d like to get married and have children. joking. / Seriously! students understand that Carol is not
c
Father: What? Not so fast! Not being serious: serious (see Teaching Tip).
i
Just kidding! / I’m
Carol: Just kidding! I’d like to become a lawyer.
ph
joking!
F • Have students take turns role-playing
Father: Really?
Carol: Yes, seriously. I’m going to study law in college. the conversation in pairs.
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F Practice the conversation in pairs. Switch roles and practice it again. G • Give pairs time to prepare their
conversation, then have them
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G Change the underlined words and make a new conversation. practice. Point out that they can
use expressions from the Speaking
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2. Work in groups. Tell each other about your life plans. their conversation to the class.
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GOAL CHECK
Making Plans 149
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D
D GOAL Compare Festivals
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the world, for example). 4. crowds c d. nice to look at
D Read the article again. Check (✓) the sentences that are
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Teaching Tip: Linking Topics true for each festival.
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Las Cherry Holi
how the lessons and topics within a Mayas Blossom
unit are connected, but it is helpful 1. It’s in the spring. ✓ ✓ ✓
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for their learning to see that they
2. It’s always on the same date. ✓
are. Recalling previous topics, as
3. It’s more than one day. ✓ ✓
suggested in the warm-up, helps
students see how what they are 4. Flowers are very important. ✓ ✓
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learning about is all related. It also 5. The festival has many colors. ✓ ✓
helps set the context of this lesson. 6.
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There are large crowds. ✓ ✓ ✓
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Whenever you can, refer back 7. There is music at the festival. ✓ ✓ ✓
to previous topics and language 8. It is in one country. ✓ ✓
(vocabulary and grammar) as you
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move through the lessons and units E Compare the three festivals in pairs.
of the book. 1. What is similar about the festivals? What is different?
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150 UNIT 11: Making Plans SAMPLE COPY, NOT FOR DISTRIBUTION
Festivals
Every year on May 2nd, there is a festival in the •• Have students read the article again
town of Colmenar Viejo. “Las Mayas” is an ancient
festival. Local families make altars with colorful
more carefully to understand the
flowers. On each altar, a girl between the ages of 7 and details of each festival (see Reading
11 years old sits in a beautiful dress for two hours. Strategy). Remind them to underline
Bands play music and crowds of people walk past. any new vocabulary.
The Cherry Blossom Festival: Japan •• Have students compare answers with
Cherry blossoms are Japan’s national flower, a partner, then review as a class.
so Japanese people celebrate them with a festival •• Write any words students are still not
in the spring. In April, people come to look at the sure about on the board. As a class,
beautiful, pink
clarify the meaning of each one,
flowers. In the
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afternoons using the context to help.
and evenings,
they sit under
Reading Strategy: Inferring
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the trees with
friends and When reading about a new topic,
many learners will have to infer
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enjoy food,
drinks, and information. Inference is when a
music. student uses facts (both previously
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known and presented in the
Holi: India and Nepal
reading), as well as their own logic
Around the middle of March, people in India and and reasoning, to answer a question
Nepal celebrate the arrival of spring. The festival lasts
c
or understand a passage. Learning
for one night and one day. People sing and dance how to make inferences will allow
around fires at
i readers to understand reading
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night. Then, passages more thoroughly and
the next day,
interact directly with the knowledge
hundreds of
they are being presented with. For
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people throw
example, in D, students need to
different-
decide whether large crowds attend
g
colored
powders and
each festival. In the case of the
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E
E GOAL Invite People
Writing
Writing A Do you ever give or receive invitations? What are the invitations for?
As a warm-up, have students look at the B Read the three invitations. Which invitations are to one person? Which is an
photo. Ask, What are they celebrating? invitation to a lot of people? The first and second are to one person. The third is to lots
of people.
Do you have celebrations like this in your
Dear Laura,
city? Have students tell the class about
My parents are going to celebrate their 25th Wedding Anniversary on March 27th. The
any event like the one in the photo that
family would like to invite you to this special day. The celebration is going to be at our
they have been to.
house and starts at 6 pm. Looking forward to hearing from you.
A • Write on the board, invite – invitation. Best wishes,
Ana
Have students identify which one is
the noun and which one is the verb
and explain what an invitation is. Hi!
•• Have students discuss the questions I’m going to go out for dinner after my graduation on April 18th. I’m going out
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in pairs briefly, then share answers as with friends. Would you like to come? We’re going to meet outside the school at 7.
a class. Bye!
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People watching
Teaching Tip: Think-Pair-Share fireworks in Summer Festival
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When we ask students to answer Montreal, Canada,
for the city’s This summer, our town is going to be 200 years old!
discussion questions, the think-pair- 375th anniversary. Come and celebrate this anniversary at 2 pm on Saturday, August 1st, in the park.
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share strategy can be helpful. Some Many cities have There’s going to be music, dancing, food, and drinks.
students don’t feel comfortable celebrations Everyone is welcome!
speaking in English in front of the or festivals on
anniversaries.
class; they may be shy or lack
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confidence in their English, or they
may worry that they haven’t actually
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ph
understood the topic or questions
correctly. With the think-pair-share
strategy, first they think about the
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152 UNIT 11: Making Plans SAMPLE COPY, NOT FOR DISTRIBUTION
What is it? Wedding Anniversary Graduation Dinner Summer Festival C • Remind students about using visual
Date? March 27th April 18th August 1st organizers to help them understand
Time? 6 pm 7 pm 2 pm topics, and point out the table.
Place? their house outside school the park •• Have students read the invitations
Any other information?
(None) (None)
music, dancing, again and complete the table, then
(e.g., music, food) food, and drinks compare with a partner.
•• Review the information as a class by
D Read about more and less formal writing. Then underline examples of more and
less formal writing in the three invitations. Which invitation is the most formal? having students help you complete
The first invitation is the most formal. the table on the board.
WRITING SKILL: More Formal and Less Formal Writing
D • Refer students back to the
More formal writing Less formal writing
• We often use: Dear ... and Best wishes • We use: Hi! and Bye!
differences they identified in the
• We normally use complete sentences • We often use short sentences with three invitations. Focus on Dear and
with no contracted forms: I would like to contracted forms: I’d like to invite Hi, and ask, What is the difference
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invite you to ... / We are going to ... you ... / We’re going to ...
• We don’t use exclamation points. • We often use exclamation points.
between these two? Why does this
invitation use Dear? And this one Hi?
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Communication Go over the information in the Writing
E Work in groups. Choose one of the situations. Discuss your plans and make Skill box and answer any questions.
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notes in the table. •• Have students underline the specific
• Your school is fifty years old this year. Plan an anniversary celebration. examples of formal and informal
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• Your company is seventy-five years old. Plan an anniversary party for the staff. writing in the invitations and answer
• Your town is three hundred years old. Plan a weekend of activities in the
the question.
local park.
•• Review answers as a class.
c
What is the event?
occasion.
1. Decide how you are going to invite people to your event in E (a letter, an email,
an ad, etc.). Write an invitation using your notes in the table.
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(more or less formal) and choose the Prompt with ideas if students are
appropriate style and language. having difficulty.
•• Have students write their invitations
individually. Monitor and assist as
needed.
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1. Who is Anand Varma? A science photographer scientists can study how
result of his planning is a stunning film
2. What would he like to do for this project? Photograph and film a hummingbirds move.
that helps scientists and non-scientists hummingbird
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understand the hummingbird and its 3. Does he need a special camera for this project? Yes, he does.
movements. D Underline the correct word. Then watch again to check your answers.
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1. Anand often works with other photographers / scientists.
A • Before having students open their
2. Taking photographs of animals is easy / difficult.
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books, show the class a photo of a
3. Anand needs to / doesn’t need to plan each photograph.
hummingbird. Ask, What do you know
about this bird? Do they have them in 4. First, he’s going to prepare his studio / office.
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your country? Do you think it is easy 5. Nowadays, cameras are much better than in the past / present.
or difficult to take a photo like this?
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6. The rain / fog machine shows how a hummingbird moves.
ph
•• In pairs, have students discuss the 7. The hummingbird is in a plastic / metal box with rain.
questions. E Watch the second part of the video. Number the actions in the order you see them.
•• Survey the class to find out how
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D • Have students complete the exercise Teaching Tip: Closed Captions For Your Information: Hummingbirds
individually. When using video in the classroom, Hummingbirds are native to North and South
•• Play the video again. Remind
it is helpful sometimes to use the America and there are about 330 different
closed captions to provide students kinds. The hummingbird gets its name from the
students to check their answers as with extra support. Being able to sound its wings make because they beat so
they watch. read as they listen can help students fast. They are the smallest migrating bird and,
•• Review answers as a class. Play the understand the content more easily unlike other birds, they usually travel alone
video again, if necessary, to clear up and therefore feel less frustrated if rather than in flocks. Despite their small size,
any differences of opinion. the level of language is challenging. they can fly up to 800 kilometers (more than
Encourage students to use this 500 miles) in one trip. They are also the only
strategy whenever they are watching bird that can fly backwards. Hummingbirds
videos outside of class. Suggest that are guided to the nectar they eat by the colors
they watch the first time with captions, of the flowers, and they can eat up to double
and the second without. their body weight in a day. Hummingbird eggs
are similar in size to a coffee bean and the
female generally lays only two eggs.
154 UNIT 11: Making Plans SAMPLE COPY, NOT FOR DISTRIBUTION
H Join another pair and tell them about your plans in G. F • Write adjective on the board and
elicit examples of adjectives. Write
a few on the board to help students
remember what kind of words
adjectives are.
•• Give students 30 seconds to write
their list.
•• Have students compare their list
ng
with a partner, then give them
another 30 seconds to think of more
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adjectives together.
•• Compile a list on the board.
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G • In pairs, have students choose an
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animal or place and brainstorm ideas
first.
•• Have them create the plan to present
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to another pair. Encourage them
to use a visual organizer for their
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ph
plan. Monitor and assist as needed,
making sure they can explain the
reasons for their planning decisions.
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12
UNI T
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learn from. This unit will provide students
with the opportunity to talk about past
experiences and compare the past and
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present in both personal and global
terms.
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Unit Overview
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In this unit, students will learn to talk
about the past, and to compare the past
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and the present.
Lesson A introduces the vocabulary for
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ph
movements in our lives, and the simple
past to talk about these movements and
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talk about how lost animal habitats can Kristina Khudi and her family are part of
lead to wild animals sharing cities with the Nenets people of the Siberian Arctic in
humans. In Lesson E, students will use Russia. The Nenets live in tents and move
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time expressions and linking words to 800 miles a year with their reindeer.
give biographical details. Finally, in the
Video Journal, students will learn about
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recent years.
156 UNIT 12: On the Move SAMPLE COPY, NOT FOR DISTRIBUTION
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tent and grass. Ask, How does it look?
Elicit adjectives to describe the place
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(e.g., quiet, lonely, cold ).
• Point out the caption and show the class
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where the Siberian Arctic is on a map.
• Have students answer the questions
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with a partner, then share answers as a
class.
Go over the unit goals, answering any
c
•
C. Describe a Vacation
somebody famous that students are
familiar with; say when and where they
D. Compare the Past and Present were born, where they lived, and where
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157
at
N
A
D
A GOAL Talk about Your Past
Vocabulary
Vocabulary A Match the verbs in the box to the photos.
As a warm-up, write on the board, I arrive get go leave live move return stay visit
start work / school at _____. I get home
at _____. Have students copy and
complete the sentences about themselves.
Ask several students, What time do you
leave home to go to work / school? What
time do you leave work / school?
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to repeat.
•• Have students complete the exercise
individually, then compare answers
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with a partner.
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•• Review answers as a class. 4. move to a new house 5. return from a trip 6. arrive at the station
•• Ask a few questions to practice the
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verbs (e.g., Do you visit your friends?
Do you go on business trips?
B • Have students complete the exercise
c
individually, then compare answers
with a partner.
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ph
7. leave home 8. visit my friends 9. get home from work
•• Review answers as a class, writing
the verbs on the board so students B Circle the correct verb.
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can confirm they have the correct 1. The train from Seoul arrives / stays here at midnight.
answers.
2. Phil is leaving Boston and he’s moving / arriving to New York this week.
g
C • Have students complete the 3. How long are you going / staying at this hotel?
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•• Model the second part of the 6. On the weekends, I always visit / leave my grandparents for dinner.
exercise by asking a student the
C Write a verb to complete the questions. Then ask and answer the questions in pairs.
first question. Then, ask a follow-up
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follow-up questions for the other 3. When you go on vacation, where do you normally stay ? In a hotel?
158 Unit 12
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158 UNIT 12: On the Move SAMPLE COPY, NOT FOR DISTRIBUTION
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2. the simple past.
challenging.
3. In Mongolia, my brother stayed (stay) in a tent for one month. I was born in 2002.
Last year, she moved
4. My mother lived (live) in Rome for two years. to Beijing.
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left They stayed in Mexico D • Have students underline the verbs
5. He (leave) at 9 o’clock this morning.
for seven days. in each sentence and answer the
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Yesterday, I went to
F 73 Complete the information about two famous people who moved to different
the movies. questions individually.
countries. Write the verbs in the simple past. Then listen and check. •• Review answers as a class.
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be go live move
WORD FOCUS E • Have students complete the
Albert Einstein (1) was born in Germany in 1879. In 1895, he Say years like this: sentences individually. Point out that
1879 = eighteen
leave is irregular, and refer students
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(2) went to school in Switzerland. After college, he (3) lived seventy-nine
to page 185.
in Switzerland for 28 years, and then he (4) moved to the US in 1933.
i2001 = two thousand
ph
and one
•• Review answers as a class.
2019 = two thousand
leave move not stay return
nineteen
F • Go over the information in the Word
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When she was 12, Salma Hayek (5) left Mexico and went to school in the Focus note and say the years for
US. A few years later, she (6) returned to Mexico and became an actress. students to repeat.
g
But Salma (7) didn’t stay in Mexico. In 1991, she (8) moved to Hollywood •• Write Albert Einstein and Salma
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and became famous around the world. Hayek on the board and elicit
what students know about them.
Encourage them to use verbs in the
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GOAL CHECK Talk about Your Past simple past if they can.
1. Choose three important years in your life. Write each year and what happened. •• Have students complete the
2. Work in pairs. Tell your partner an important year, but do not say why it’s paragraphs, then play the audio.
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important. Your partner guesses the reason. •• Review answers as a class and
answer any questions. Ask a
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In 1999, you were born. No. You went to your first school. Yes, correct!
few comprehension questions to
On the Move 159 introduce question forms, which
at
B
B
D GOAL Ask about the Past
Listening
Listening A 74 Listen to an interview with Dr. Chris Thornton. Underline the correct words
in his profile.
As a warm-up, have students look at
the photo of the archaeological site and Name Chris Thornton
Dr. Thornton. Ask, Where is this? What does Current city (1) Washington, DC / New York City
Place of birth (2) Washington, DC / New York City
he do? Have students predict what they will
Subject studied in college (3) Archaeology / Art history
learn about the place and Dr. Thornton, and
Countries worked in (4) South Africa / Peru Hungary Cyprus
what specific words they might hear in the Iran Oman
audio. Write their ideas on the board. Leave Work in Oman He studied the (5) buildings / language and objects of
them there to refer back to at the end of the (6) ancient / modern people.
listening exercises. B 75 Read the information and listen to the verbs from the interview. Check (✓)
the correct column.
/d/ /t / / d/ PRONUNCIATION: -ed Endings
Listening Strategy:
1. traveled ✓ When simple past verbs end in -ed,
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Summarizing they can have three ending sounds:
2. visited ✓
It is generally beneficial for students /d/ (moved), /t/ (talked), or / d/ (started).
3. wanted ✓
to do something with the information
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4. studied ✓
they have heard so that they don’t
5. worked ✓
simply focus on completing the
6. liked
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exercises in the book. Summarizing ✓
what they heard is a useful post-
listening strategy. Summarizing C 76 In pairs, practice saying the sentences. Then listen and check the -ed sounds.
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pushes students to analyze what 1. Last year, I traveled to Brazil. 4. You lived in Wuhan.
they understood, clarify ideas, and
2. We wanted to go out last night. 5. I worked there in 2015.
explain those ideas. Through this
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process, they demonstrate a deeper 3. They studied English in school. 6. We liked all the food.
understanding.
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Dr. Chris Thornton is the director of
A • Go over the information in the profile the ancient site of Bat in Oman.
and say the places and school
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Pronunciation
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160 UNIT 12: On the Move SAMPLE COPY, NOT FOR DISTRIBUTION
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Where did
and did in the simple past, and between
3. A: you work?
is / are and was / were.
B: I worked in South Africa, Hungary, Cyprus, Iran, and Oman.
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4. A: When did you go to Oman? D • Have students complete the interview
B: From 2007 to 2015, I went to Oman every winter. individually, then compare with a
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5. A: What did you do there? partner.
•• Play the audio for students to confirm
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B: We studied the buildings and objects of ancient people.
their answers. Review answers as a
class.
Communication
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E In pairs, look at the information about Albert Einstein and Salma Hayek in Lesson A.
Communication
Student A: Write four simple past questions about Albert Einstein.
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ph
Student B: Write four simple past questions about Salma Hayek. E • Assign half the class to role A and
Take turns asking and answering your questions.
the other half to role B.
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When / born? When / leave? What subjects / study? turns asking and answering their
Where / born? Where / move to? When / go to college? questions.
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3. Work with a different partner. Use your notes from 2 and describe your first
partner’s past. In international exams such as
IELTS, students will have to both
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He was born in ... Her family moved in ... speak individually for a certain
amount of time about a specific
On the Move 161
at
•• In pairs, have students carry out even at Intro level, students should
GOAL CHECK their interviews. Make sure they write
be provided with opportunities to
practice speaking with a specific
notes for the answers. Remind them minimum time limit. In pairs, give
•• Go over the question prompts and to ask follow-up questions whenever students topics to choose from
elicit possible questions. Write a few they can. and then talk to their partner
on the board to help students get •• Have students switch partners. Make about spontaneously for at least a
started. sure they understand that they’re not minute. Similarly, pairs can choose
•• Give students time to write their list topics to talk about together and
going to interview this person; they’re time themselves to see how long
of questions. Tell students to write at going to tell them about the person they can successfully keep the
least eight questions. Monitor and they interviewed before. conversation going for.
assist as needed.
C
C GOAL Describe a Vacation
Language Expansion: Going on Vacation
Language Expansion A Look at the phrases and think about your last vacation. Check (✓) the actions you
did. Put an (✗) on the actions you didn’t do.
As a warm-up, create a mind map on
the board around the word vacation.
Ask, What do you think of when you
see this word? Use the think-pair-
share technique. First, have students
brainstorm ideas individually. Then have
them share with a partner. Finally, have take a bus get a passport eat out buy tickets
them call out ideas for you to add to the
mind map. Prompt with questions as
necessary (e.g., What do you need to do
before you go? What do you need to take
with you? What do you need to plan? ).
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Leave the mind map on the board for
students to refer to in B and D.
pack your bag go to the beach stay with family or buy sunglasses
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friends
A • Look at the photos and say each
phrase with the class.
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WORD FOCUS B In pairs, say the actions in A that you did or didn’t do. Use the simple past. Then
•• Check and put an “x” on the items Note these irregular make a list of other things you did on your last vacation and tell your partner.
simple past forms:
for yourself and tell students about
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buy – bought
your last vacation. Then, ask a few eat – ate
I took a bus to Samaná. I didn’t stay with family. I stayed in a hotel.
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take – took Grammar
you take a bus?
•• Have students complete the exercise
i
Simple Past
ph
Yes / No Questions Short Answers
individually. Ask, Do you want to add
Did you buy the tickets? Yes, I did. / No, I didn’t.
any new items to the mind map? Did she get a new passport? Yes, she did. / No, she didn’t.
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Did they go to the beach? Yes, they did. / No, they didn’t.
B • Point out the Word Focus note
and say the simple past forms for
g
took.
4. A: Did they take a plane? B: No, they didn’t . They took a bus.
•• In pairs, have students talk about
5. A: Did she buy tickets? B: No, she didn’t .
what they did and didn’t do from A.
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162 UNIT 12: On the Move SAMPLE COPY, NOT FOR DISTRIBUTION
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Liana: Yes, it was, so we went to the beach every day! •• Call on volunteers to tell the class
David: Was the food good? Did you eat out? about something their partner did or
Liana: It was very good. We ate at the night markets a lot. The restaurants didn’t do on their last vacation.
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were good, too!
Conversation
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F Practice the conversation in pairs. Switch roles and practice it again.
G Change the underlined words and make a new conversation. E • Have students listen with their books
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closed first. Write the questions on
the board, then play the audio.
•• Replay the audio as students read
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GOAL CHECK Describe a Vacation and confirm their answers. Ask a few
1. Prepare a short description of your last vacation using some of these phrases
i questions to check understanding.
ph
and your own ideas.
For example, Why did Liana like Bali?
• For my last vacation, I went to ...
• I went with ...
Did she like the food? Where did she
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2. In pairs, take turns describing your vacation. Then ask your partner follow-up conversation.
questions about his or her vacation.
F • In pairs, have students practice the
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We went to Krabi. We stayed with my grandparents. Was it ...? Did you ...?
conversation. Remind them to switch
roles.
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D
D GOAL Compare the Past and Present
Reading A Look at the words. Which things do you normally see in the
city? Which don’t you normally see in the city?
Humans
As a warm-up, point out the lesson goal
and elicit things that are different now
from how they were in the past. Prompt
birds
lots of people
busy traffic
skyscrapers
fields
streets
garbage cans
wild animals
and
with ideas, if needed. For example,
suggest that students think about travel /
transportation, communication, education,
B Look at the photo. Where is Mumbai? Why do you think the
leopard is walking in the city? Discuss in pairs. Read the
article and check your answers.
Animals
or cities. Ask, How are cities different
now? How is transportation different?
C Read the article again. Which sentences were true in the
past? Which are true in the present.
on the
Write students’ ideas on the board.
Move
1. Four billion people live in cities. Past Present
A • Go through the words in the box and 2. Wild animals had to move
because cities grew. Past Present
check understanding. Explain new
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3. There are fewer rural areas. Past Present
vocabulary, such as skyscrapers, by
4. Some wild animals learn to
giving examples. live in cities. Past Present
•• Discuss the questions as a class.
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5. People believed that wild animals
only lived in the countryside. Past Present
B • Have students look at the photo
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and the caption, then discuss the D MY WORLD Answer the question at the end of the article.
questions with a partner. Tell the class your answer.
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•• Tell students to skim the article to get
the main idea. GOAL CHECK
•• Compare answers as a class.
c
1. Discuss each topic in groups. Write one or two
•• Have students explain why the sentences for each topic that compare the past and the
leopard is walking in Mumbai. present.
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ph
• Transportation
C • Have students read the statements.
• School
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context. bikes to work. Now, most people drive cars or take public
•• Have students complete the
transportation.
exercise individually, then compare 2. Join another group and compare your ideas for each of
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the topics.
with a partner. Encourage them to
use a graphic organizer to show
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164 UNIT 12: On the Move SAMPLE COPY, NOT FOR DISTRIBUTION
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focus on.
•• Have groups join to compare their
ideas. Number each student in
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these new groups so you can use
the numbered heads technique for
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students to share their ideas.
•• Say a number, for example, three,
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and have person number 3 in each
Leopards live in group share one of their ideas.
Sanjay Gandhi
Repeat for each topic, choosing a
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National Park in
Mumbai, India. different number each time to ensure
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everyone in each group participates.
Summarize each idea on the board,
writing the verbs in the simple past
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E
E GOAL Give Biographical Information
Communication
Communication For example: A Play a guessing game. Follow these rules:
As a warm-up, write Famous People and It’s in China. 1. Work in teams. Each team writes five sentences about a famous place or person.
(5 points)
Famous Places as two titles on the board. 2. Join another team. Read your first sentence. The other team guesses the
It’s in many answer. If the other team guesses correctly after the first sentence, they win
Elicit names of people and places and
different places. 5 points. If they guess incorrectly, read the next sentence (and the other team
write them under each title. Ask, What do (4 points) can win 4 points). Keep reading sentences until the other team guesses the
you know about (place / person)? Where It’s very old.
answer. Take away 1 point for each new sentence.
is (place)? Is it an old place? Where was (3 points) 3. Each team joins a new team and repeats the game. Try to play with all the
(person) born? Elicit any facts students It’s over 13,000
teams in your class and win the most points!
know about the people and places on the miles long.
board. Point out the lesson goal and tell (2 points) Writing
the class that the facts they shared are More than 10 B A student is going to write a short biography about the woman in the photo. Read
biographical information. Leave the list million people visit the student’s notes about the woman’s life.
it each year.
on the board. Mae C. Jemison, First African American 1981: became a Doctor of Medicine
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(1 point) woman in space 1987: became a NASA astronaut
A • Have students close their books (Answer: It’s the October 17, 1956: was born September 12, 1992: flew to space on
Great Wall of 1959: her family moved to Chicago the Endeavour space shuttle
and tell them they’re going to play a
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China.) Age 16: won a scholarship and went to September 20, 1992: returned to Earth
game. Tell them you’re thinking of a Stanford University—Wanted to be a March, 1993: left NASA
famous place. Model the game using scientist. Studied chemical engineering
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Today: has her own company
the example. Read each sentence
C Read about time expressions and linking words. Then complete the student’s
until they guess the place, then tell
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biography using time expressions and linking words from the box.
them how many points they scored.
•• Answer any questions about how to WRITING SKILL: Time Expressions and Linking Words
play the game, then assign students
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When you write about the past, you can use these time expressions and linking words:
to teams of four. Have them choose a • Time expressions: In 1966, ... / In the twentieth century, ... / On May 1st, 2001, ...
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person or a place and write their five • Two events at the same time: When ... / During ... / At that time, ... / At the same time, ...
• One event after another: Later, ... / Then, ... / After that, ... / Next, ...
sentences. Provide vocabulary as
needed.
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as needed. WRITING STRATEGY Mae C. Jemison was the first African American woman in space. She was born
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•• Continue playing until they have all Research Your on October 17, 1956. (1) Three years later , her family moved to Chicago.
played against each other or until you Writing
Sometimes, you need (2) When she was sixteen, she won a scholarship and went to Stanford University.
think it is sufficient.
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that the information is Mae also had another dream, and (5) , she became a NASA
B • Have students look at the photo. Ask, true and correct. After
astronaut. (6) years of training, Mae flew into space on the
Where is this woman? What’s her job?
Endeavour space shuttle on September 12, 1992, and (7) eight days later , she
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166 UNIT 12: On the Move SAMPLE COPY, NOT FOR DISTRIBUTION
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her work on the Endeavour since
she was the science mission
specialist, conducting experiments
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on weightlessness and motion
sickness. Jemison continues to be
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an active public speaker, promoting
science and technology as well
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as the arts. She also leads the
Mae C. Jemison
100-Year-Starship program, which
D You are going to write a biography: was the first aims to make space a reality for as
African American many people as possible.
c
1. Choose a famous person or someone you know well. woman in space.
2. Think about what information you need about the person.
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ph
E • In pairs, have students compare
3. Where can you find the information? Check (✓) the places below.
answers.
1. Interview the person 5. Watch videos and movies
•• Call
on students to tell the class who
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1. Take notes about your person and write the biography. of the person you discussed when
2. Exchange your biography with a partner and read theirs. Did your partner use
modeling exercise D. Have the
class tell you what to write, and
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the time expressions and linking B as a model, and have them write
words. notes about the person they chose
•• In their pairs, have students help in D. Monitor and assist, providing
each other make any corrections. vocabulary as needed.
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1. Dion Poncett in a house
changes Dion has seen happening in 2. ✓ Dion when he was 11 years old
Antarctica: the ice and snow cover are 3. ✓ Dion and his brothers in the snow
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receding, the land is drying up due to 4. ✓ Boys on a ship and a whale in the
climate change, and commercial fishing is ocean
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leaving the local wildlife without food. These 5. ✓ Dion with his mother
changes both sadden and worry Dion.
6. Lots of other people
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The Antarctica of his childhood is gone,
7. ✓ Some land with no snow
and people don’t realize how important
Antarctica is for the rest of the planet. 8. ✓ A fishing ship
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9. A ship with tourists
A • Give students the instruction before
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ph
they open their books. Tell them to
write down the first three words they
think of when they look at the photo.
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coast of Antarctica
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unknown vocabulary.
•• Play the video. Remind students to
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168 UNIT 12: On the Move SAMPLE COPY, NOT FOR DISTRIBUTION
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plans for the video. switch roles and repeat the exercise.
8. She studied / didn’t study birds. Encourage them to think of new
9. In 2018, Dion sold / didn’t sell his boat. questions to ask.
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E Work in pairs. Student A is a journalist and Student B •• Call on volunteers to present their
is Dion. Ask and answer the questions using conversation to the class. See
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information from the video.
Expansion Activity for further practice.
1. Where did you grow up?
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2. What did your parents do?
Expansion Activity
3. Did you go to school?
In groups, students can role-play a
4. Why do you love Antarctica? news program about the problems
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5. Why did you sell your boat and move away? the Antarctic is facing. Possible roles:
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6. How do you feel about the changes in Antarctica? Host
Is it important to stop these changes? Journalist (who has been
researching the problem)
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Environmental specialist
Dion Poncett
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Contractions with be You are tall.
I’m He is handsome.
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You’re Sam. She is young and short.
He’s / She’s / It’s We are married.
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We’re They are old.
Sam and Sara.
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They’re
Questions with be Short Answers
Possessive Adjectives Are you married? Yes, I am. No, I’m not.
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My name is Sam. No, he / she / it
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ph
Your name is Sara. he / she / Yes, he / isn’t.
Is old?
His name is Alex. it she / it is. No, he / she / it
is not.
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Their names are Alex and Ana. Yes, I am. Yes, I’m.
Yes, she is. Yes, she’s.
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You / We / They are not from Peru.
He / She / It is not 7. I’m a nurse.
Aran is an architect.
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8.
Contractions with be + not 9. We’re – taxi drivers.
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I’m not a student, I’m a teacher.
10. I’m not
You / We / They You’re / We’re / from
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aren’t OR They’re not China. Lesson C
He / She / It isn’t He’s / She’s / It’s not
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Be + Adjective + Noun
A
i Statements
ph
Write these sentences with contractions.
Subject + be Adjective Noun
1. I am not married. I’m not married.
China is a big country.
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2. We are not from Egypt. We aren’t from Egypt. / We’re not from
Egypt. Africa and Asia are big continents.
3. It is not a big country. It isn’t a big country. / It’s not a big country.
g
2. A: Are David and Maria married? Is China a big country? Yes, it is.
B: No, they aren’t / ’re not .
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4. Is the UK a small country? it plural:
Yes, it is.
house houses
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5. Is Egypt a wet country? bedroom bedrooms
No, it isn’t. It’s a dry country. With some nouns ending with the letters s, y, and o, add
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-es. With nouns that end in y, we also replace the y with
an i.
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UNIT 3 bus buses
city cities
potato potatoes
Lesson A
c
Some plural nouns are irregular:
i
man men
ph
There is / There are
child children
Statement Question Answers person people
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1. apartment
bathrooms. bathrooms? No, there aren’t.
2. teacher teachers
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3. university universities
A Write the correct form of be to complete the
4. school schools
conversation.
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7. bus buses
kitchen with a table and four chairs. There
women
at
Lesson C
bedrooms and there (5) is
Use prepositions of place to say where a person, object,
a bathroom between them. The apartment is on or place is.
the tenth floor. There (6) isn’t a
Prepositions of Place
balcony, but there are a lot of windows.
Demonstratives
Singular Plural
These are not my books.
This is your pen.
Near Are these your
Is this your dictionary?
sunglasses?
That is your bag. Those are not my dogs.
The table is under the window. Far
Is that your notebook? Are those your bags?
2. *Use this and these + noun to talk about things close to
the speaker. Use that and those for things far from the
speaker.
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A Match the words to the four pictures.
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this pen that pen these pens those pens
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1.
Your books are in my bag.
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3.
these pens
i c
ph
2.
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that pen
The sofa is between two chairs.
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4.
3.
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those pens
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4.
The lamp is next to the TV.
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this pen
5.
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C Use possessive adjectives to complete the E Complete the sentences with have or has.
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conversation. has
1. Jaime a new laptop.
A: What’s that? have
2. Do you a cell phone?
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B: It’s a photo of (1) my family. This is
3. I don’t have an interesting book.
my sister and (2) her husband. They
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have two children. (3) Their names are 4. Does Lee have a TV?
has
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Karina and Juan. 5. Sofia sunglasses.
A: Are those (4) your parents?
B: Well, that’s my mother and that’s my stepfather.
UNIT 5
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(5) His name is Leon.
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ph
Possessive Nouns Lesson A
Singular Nouns Plural Nouns Simple Present
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nine o’clock.
*Talk about people + possessions with the possessive ’s.
Add -’s to a name: Jim’s house • permanent situations: She lives in San Francisco.
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Spelling Rules
• Add -s to most verbs after He / She / It:
at
Joe’s car is old. • Add -es after verbs ending with -s, -sh, or -ch: finish →
finishes, watch → watches
2. Vicky / these / are / pens. • With verbs that end in -y, replace the y with an i and
These are Vicky’s pens. add -es : study → studies
3. Andrew / birthday / tomorrow. / is
Andrew’s birthday is tomorrow. Negative
I / You / We / They don’t work at nine
4. hair / is / Laura / long. start
Laura’s hair is long. He / She / It doesn’t o’clock.
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6. What time does she finish Short Answers
(finish)? I / you / we / they do.
Yes,
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7. Eliza studies (study) English in college. he / she / it does.
8. They don’t commute (not commute) on I / you / we / they don’t.
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No,
weekends. he / she / it doesn’t.
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B Unscramble the words.
D Match the questions to the answers.
1. get / up / I / at / six thirty. c
c
I get up at six thirty. 1. Do you go to the gym every day?
4. morning. / I / every / take a shower a. Yes, they do. Their houses are next to each other.
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on + days and in + the + times E Complete the conversation with the correct form
at + times
dates of the day of do.
at
on Sunday(s) at five o’clock in the morning A: (1) Do you live in the city?
N
on weekdays at noon / midnight in the afternoon B: No, I (2) don’t . I live in the countryside.
on weekends at lunchtime in the evening
My family has a house there.
at night (time)
A: Oh, (3) do you have any children?
B: Yes, two. A boy and a girl.
C Write on, at, or in.
A: (4) Do they like it?
1. The meeting is at noon.
B: My daughter (5) does . She loves the
2. I work at night, so I go to bed in the doesn’t
countryside. But my son (6) .
morning.
3. There’s a party on Saturday.
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Sometimes, he eats eggs for breakfast.
He eats eggs for breakfast sometimes. Prepositions of Place
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F Rewrite the sentences with the adverb of
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frequency.
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1. Every day, he goes to school at nine. (always)
He always goes to school at nine.
2. She plays soccer once a week or once a month. on (the corner of) across (from)
c
(sometimes)
She sometimes plays soccer.
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ph
3. I don’t watch TV. (never)
I never watch TV.
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weekends. (always)
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(never)
His car is always at the garage. It never works.
between (two buildings) near
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Imperatives
*Prepositions of place are often after the verb be.
Affirmative Negative *Use at with addresses: It’s at 100 Washington Avenue.
at
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B Write the correct prepositions. 1. Dan doesn’t have any money.
A: How do I get to your office?
He has to go to the bank.
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B: Go (1) into the building and take the 2. It’s 3:00, and your train leaves at 3:30.
I have to leave.
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elevator. Get (2) out of the elevator on
the fifth floor. Walk (3) down the 3. Mohamed goes to sleep at 10:00, and it’s 9:30.
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hallway. My office is on the right. He has to get ready for bed.
A: How do I get to your school? 4. I have a toothache.
You have to go to the dentist.
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B: Turn right at the train station and drive
(4) down / along High Street. Drive two blocks
i5. Ann’s phone is five years old.
ph
and then go (5) across Wimbourne She has to get / buy a new phone.
Road at the intersection. Drive one more block
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and my school is on the left. Go in and walk E Write the correct form of do and have in these
(6) up the stairs to the second floor. conversations.
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Lesson C light.
B: But I have to stop because it’s red.
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Have to A: Yes, but when it’s green, turn right ... OK, it’s
Statements and Negatives green.
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I
You have to 2. A: OK, you can park here.
Do
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*Use have to to talk about obligation. Use don’t have to 3. A: Where’s Nigella?
to talk about no obligation to do something. has
B: She to work late.
Yes / No Questions A: Does she often have
Do I / you / we / they
to work late?
have to take a taxi? B: Yes, she does .
Does he / she
Short Answers
I / you / we / they do.
Yes,
he / she does.
I / you / we / they don’t.
No,
he / she doesn’t.
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Yes / No Questions
Are you / they 3. Where / he / go? Where’s / Where is he going?
working?
Why / they / shop? Why are they shopping?
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Is he / she / it 4.
5. Dan / play / tennis? Is Dan playing tennis?
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Short Answers
I am.
D Match these answers to the questions in C.
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Yes, he / she / it is. 4
a. They don’t have any food.
you / we / they are.
b. Yes, he is. 5
I ’m not.
c
c. It’s Christine. 1
No, he / she / it isn’t.
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ph
you / we / they aren’t. d. To the gym. 3
e. I’m watching the soccer game. 2
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Wh- Questions
What are we / you / they doing? Lesson C
g
•
go → going, watch → watching play tennis very well.
• Verbs ending in a consonant + e: have → having, Statement and Negative
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come → coming
can
• Double the final consonant on some verbs: shop → I / You / He / She / It / We / They ski.
can’t
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speak? 7. Can / have / cup of coffee / please?
Can I have a cup of coffee, please?
B: I (6) can speak Chinese,
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Spanish, and English. 8. Could / help me?
Could you help me?
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A: Wow! I can speak English and Spanish, but I
(7) can’t speak Chinese.
B Check (✓) the polite or correct response.
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F Underline the correct words. 1. Can I try on a blue shirt?
1. We can ski, but we can / can’t skateboard. No, you can’t. ✓ I’m sorry, but we don’t
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2. Yes, I can / can’t. have blue.
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ph
3. In soccer, you can / can’t use your hands. 2. Could I pay by cash, please?
✓ Yes, of course. Yes, you do.
4. Leo can’t swim very well / not very well.
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I’m busy.
UNIT 8 4. Could you say that again?
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He like(s) him.
*You can use can or could for polite requests. Could is
She (don’t / her.
more formal than can.
It doesn’t) like it.
*In English, we often add “please” at the end of the
We hate(s) us.
request because it is more polite.
They them.
*Can and could are modal verbs. Do not use the
auxiliary verb do with modal verbs in questions: *Object pronouns come after the verb and replace a noun:
Can you repeat that, please? ✓ I like pizza. → I like it.
Do you can repeat that, please? ✗ Bill loves Gill. → Bill loves her.
He works with Chen and Joan. → He works with them.
Affirmative Response Negative Response Can you help me and my friend? → Can you help us?
Do you like Rafael? → Do you like him?
Of course.
I’m sorry, but... (give reason).
Yes.
I’m afraid that… (give reason).
Sure.
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3. A: Do you know Rachel and Jim? (3) any ?
B: Yes, I know them very well. B: We need (4) some potatoes. Oh, and can
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4. A: I’m walking to the restaurant now. Is Susana you get me (5) some bottles of water?
ar
meeting us , too? A: How many?
B: Yes, she’s already here. B: Six, please. Also, we don’t have (6) any ice.
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Lesson C
UNIT 9
c
Count Nouns and Non-count Nouns
Lesson A
i
Count Nouns (plural ending -s) Non-count Nouns
ph
Some and Any Some nouns are countable. Other nouns are non-
Statement Negative Question You can count them and they count. You cannot count
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in the fridge. any soda. any fruit juice? form: chair → chairs, carrot water, information
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(e.g., two or more) and plural verbs: The apple take a singular verb: The
There aren’t any onions in the cupboard. = no amount (i.e., is red. The apples are red. water is hot.
zero)
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We normally use some in positive statements and any with C Check (✓) count or non-count for the nouns.
negatives and questions. But we can also use some with
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A: Do we have everything? How (2)
Information Questions
soda is there?
How do you feel? Fine, thanks.
ni
B: Ten bottles, so that’s fine. Don’t worry!
How is he feeling? He’s fine.
A: I’m not! How (3) many sandwiches
ar
*You can ask these questions with no
are there? difference in meaning: How do you
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B: About one hundred! feel? / How are you feeling?
A: Wow! How (4) much money are we
spending on this party?! A Match the two halves of the sentences.
c
1. The two brothers feel g
E Write the question for each answer. Start each
i
ph
2. Do you e
question with How much or How many.
3. Sasha doesn’t a
1. How many boxes of chocolates are there ?
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4. You d
There are three boxes of chocolates.
f
g
5. How are
2. How much pasta is there ?
b
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6. How do
Not much! I can buy some more pasta.
7. Does c
3. How many brothers do you have ?
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We only have one bottle, so can you buy some c. she look tired?
more orange juice? d. don’t look well.
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g. sick.
UNIT 10 B Complete the sentences.
Lesson A 1. A: Do you feel OK?
Feel, Look + Adjective B: Yes, I do .
2. A: How is Melanie?
We use an adjective after the verbs look and feel:
You look great! B: She doesn’t feel well.
They feel terrible! 3. A: How do you feel / ?
are you feeling
We often use these adjectives after look and feel: great, B: I feel terrible.
happy, fantastic, OK, well / not well, terrible, sick, tired 4. A: What’s the matter?
B: I don’t feel well.
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Yes / No Questions Short Answers
Yes, you should. / No, you am
Should I go to bed? I
shouldn’t. ’m
ni
He
is go out for dinner.
ar
Wh- Questions She
’s going to have a barbecue.
It
What should I do? go to the movies.
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Where should I go? You
are
We
’re
They
c
C Match the questions and answers. *Use be going to to talk about making plans.
d i
*We often use be going to with these time expressions:
ph
1. I feel sick. Should I see a doctor?
tomorrow, next Sunday / week / year.
2. I have a headache. What should I do? a
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am not
I
5. Hilary has a cough. What should she do? c ’m not
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He
a. You should take some pain relievers. is not have a party.
She
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should Are you going have a Yes, I am. / No, I’m not.
1. You look tired. You go back
Is he to party? Yes, he is. / No, he isn’t.
N
to bed.
2. He has a bad toothache, so he should
Wh- Questions
go to the dentist.
shouldn’t What are you going to do tomorrow?
3. Sally has a fever, so she go to
Where are you going to celebrate?
school today.
4. My headache is terrible. I should take
more pain relievers. A Match the questions to the answers.
1. Where are they going to live? d
E Circle the mistake in each sentence and rewrite it. 2. Is she going to come tonight? b
1. You should to see the doctor. 3. Why are they going to have a party? c
You should see the doctor. e
4. Are Miles and Irina going to get new jobs?
5. Are you going to take a vacation? a
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5. He B: No, I (3) wouldn’t . I (4) would / ’d
6. Is he going to have like to spend a long time in one country and learn
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(have) a party? about it.
7. What are you
ar
going to do (do)? E Circle the mistake in each sentence and rewrite it.
Are going to take 1. She woulds like to have a party.
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8. we
(take) the bus? She would like to have a party.
2. We don’t would like to see that movie.
c
Lesson C We wouldn’t like to see that movie.
i
ph
Would like to for Wishes 3. I would to like to go out this evening.
Affirmative and Negative I would like to go out this evening.
4. Do you would like to come to my birthday?
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*We use would like to to talk about wishes for the future.
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I / You / He /
moved to Lima last month.
Yes / No Questions Short Answers She / It / We /
went to the movies yesterday.
at
They
Would you like to be a Yes, I would. / No, left school three years ago.
teacher? I wouldn’t.
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live in London in 2000. got
I / You / He / 6. do did
move to Lima last month.
She / It / We / didn’t
ni
They go to the movies yesterday.
Cardinal Numbers Ordinal Numbers
leave school two years ago.
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1 one 1st first
*Use didn’t for negative sentences in the simple past. 2 two 2nd second
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3 three 3rd third
Was / were 4 four 4th fourth
The verb to be is irregular in the simple past. 5 five 5th fifth
c
I / He / She / It was born in 1966. 6 six 6th sixth
i
7 seven 7th seventh
ph
You / We / They were a doctor / doctors.
8 eight 8th eighth
Negative 9 nine 9th ninth
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E Write the missing words to complete the Did
3. A: Ian buy the tickets?
conversation. did
B: Yes, he . Well, he bought the
ni
A: (1) Were you born in Canada? train tickets, but he didn’t buy the
B: No, I (2) wasn’t . I (3) was
ar
bus tickets.
born in Syria, but my parents moved to France. 4. A: Did she get a visa?
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A: How long (4) did you stay in France? B: No, she didn’t . She
B: Twelve years. But then I left France when I didn’t need one.
(5) was 18 to study in the US.
c
When
A: (6) did you come to Canada?
i
ph
B: I (7) came about five years ago.
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Base Form Simple Past Past Participle Base Form Simple Past Past Participle
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Creative, (brc) © iStockphoto.com/Deklofenak, (br)© iStockphoto. KASMAUSKI/National Geographic Creative; 156: (b) Michael
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com/s-cphoto, (lc) © iStockphoto.com/tatniz, (lc) © iStockphoto. iStockphoto.com/isitsharp, (trc) © iStockphoto.com/lightpix, (tr) National Geographic Creative, (3) Cultura Asia/Gary John Norman/
com/blackwaterimages, (c) © iStockphoto.com/Auris, (rc) © © Alan C. Heison/Shutterstock.com, (bl) © iStockphoto.com/ Taxi Japan/Getty Images, (4) Chip Somodevilla/Getty Images, (5)
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iStockphoto.com/claylib, (bl) © iStockphoto.com/deliormanli, (bc) Sportstock, (blc) © iStockphoto.com/pappamaart, (brc) © WILLIAM ALBERT ALLARD/National Geographic Creative; 159: (t)
© iStockphoto.com/eyecrave, (br) © iStockphoto.com/tiler84; 33: iStockphoto.com/Ina Peters, (br) ©Galina Barskaya/Shutterstock. James Duncan Davidson/TED, (bl) (bcl) (bcr) (r) TED; 161: (t)
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(tl) © iStockphoto.com/CostinT, (tlc) © Juriah Mosin/Shutterstock. com; 90–91: (rc) Aung Pyae Soe; 92: (tc) Christoph Jorda/LOOK Jonathan Irish/National Geographic Society/Corbis. T-225: © (top)
com, (tc) Stockbyte/Thinkstock, (trc) © iStockphoto.com/Chuck Die Bildagentur der Fotografen GmbH/Alamy; 93: (tc) Harry photogl/Shutterstock.com, (middle left) Onizu3d/Shutterstock.
Schmidt, (tr) © iStockphoto.com/Stacey Newman, (lc) © Borden/Contour by Getty Images/Getty Images; 94: (c) J Carrier/ com, (middle center) 24Novembers/Shutterstock.com, (middle
iStockphoto.com/Chuck Schmidt, (rc) © Rodenberg Photography/ Redux; 96: (tl) ©Elnur/Shutterstock.com, (bl) ©Elnur/ right) VikaRayu/Shutterstock.com,(bottom) Africa Studio/
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Shutterstock.com; 35: (C) Sheryl Lanzel/TED, (tr) Reed Kaestner/ Shutterstock.com, (cl) ©iStockphoto.com/lepas, (br) ©Karkas/ Shutterstock.com; T-230: © maraga/Shutterstock/com; T-239 (tc)
Corbis; 36: (t) Xu Xiaolin/Corbis; 37: (tc) Claudio Camanini/Flickr Shutterstock.com, (cr) ©iStockphoto.com/stocksnapper, (bcl) (bc) Kinga/Shutterstock.com; (tr) (br) AJR_photo/Shutterstock.
Select/Getty Images, (br) ©Dan Clausen/Shutterstock.com; 38: (tl) ©sagir/Shutterstock.com, (bc) ©terekhov igor/Shutterstock.com, com; T-241 (cl1) LuckyDesigner/Shutterstock.com; (cr1) Michael
© jason cox/Shutterstock.com, (tr) © Sean Nel/Shutterstock.com, (bcr) ©Ljupco Smokovski/Shutterstock.com, (cl) ©Roman Sigaev/ Kraus/Shutterstock.com; (cl2) vasabii/Shutterstock.com; (cr2) Jin
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(cl) ©Photographee.eu/Shutterstock.com, (cr) © blinka/ Shutterstock.com, (cr) Roman Sigaev/Alamy, (tr) Tibor Bognar/ young-in/Shutterstock.com; (bl1) highviews/Shutterstock.com;
Shutterstock.com, (b) © Elena Talberg/Shutterstock.com; 39: (t) Photononstop/Canopy/Corbis; 98: (tl) Bill Lyons/Alamy, (tr)Jose (br) Gordana Sermek/Shutterstock.com; (bl2) L Mirror/
Sheryl Lanzel/TED, (bl) WALTER ZERLA/Corbis, (bc) Sheryl Lanzel/ Luis Pelaez Inc/blend Images/Alamy, (bl) Glow Image, (br) Shutterstock.com; T-242 (tc) (bc) DedMityay/Shutterstock.com;
TED, (br) TED; 40: (t) © IR Stone/Shutterstock.com; 42–43: (c) UpperCut Images/AGE Fotostock; 100: (cr) Eye-Stock/Alamy, (2) (tr) (br) Bo1982/Shutterstock.com; T-244 (tl) Altin Osmanaj/
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Reed Young/Reedyoung.com; 44: (tl) © iStockphoto.com/klikk, ©iStockphoto.com/popovaphoto, (3), (4) ©Karkas/Shutterstock. Shutterstock.com; (tc) Pressmaster/Shutterstock.com; (tr) bokan/
(tlc) © iStockphoto.com/JLGutierrez, (trc) AbleStock.com/ com, (5) ©Karina Bakalyan/Shutterstock.com, (tr) Greg Dale/ Shutterstock.com; T-246 javi_indy/Shutterstock.com; T-247 (tl)
Thinkstock, (tr) © iStockphoto.com/WendellandCarolyn, (lc) © National Geographic;101: (cr) James And James/Stockbyte/Getty ESB Professional/Shutterstock.com; (tr) Gorynvd/Shutterstock.
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iStockphoto.com/Floortje, (c) © Ian 2010/Shutterstock.com, (c) © Images; 102: (c) Chris Johns/National Geographic Creative; 103: com; (cl) Rocketclips, Inc./Shutterstock.com; (bl) amenic181/
iStockphoto.com/DarrenMower, (rc) © patpitchaya/Shutterstock. (tr)Harold Lee Miller/Crush/Corbis; 104: (t) Asia Images/Getty Shutterstock.com; (br) Iakov Filimonov/Shutterstock.com; T-248
com, (bl) © iStockphoto.com/polusvet, (blc) © Nastya22/ Images, (b) Robb Kendricks/National Geographic Creative; 105: (t) (tl) G-Stock Studio/Shutterstock.com; (tr) Yakobchuk Viacheslav/
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Shutterstock.com, (brc) © jocic/Shutterstock.com, (br) © Peter Ryan/National Geographic Creative, (b) ©July Flower/ Shutterstock.com; (cl) ESB Professional/Shutterstock.com; (cr)
iStockphoto.com/Artzone; 45: (tr) Jupiterimages/Pixland/ Shutterstock.com; 106–107: (c) Courtesy Peter Menzel; 108: (tl) © Tzido Sun/Shutterstock.com; (bl) anyaivanova/Shutterstock.com;
Thinkstock, (tr) © iStockphoto.com/borisyankov, (rc) © iStockphoto.com/Minute, (tlc) © iStockphoto.com/Jan Gottwald, (br) Travelerpix/Shutterstock.com; T-249 (tc) (bc) 9nong/
iStockphoto.com/cotesebastien, (br) © iStockphoto.com/cynoclub, (trc) ©iStockphoto.com/joecicak, (tr) © iStockphoto.com/ Shutterstock.com; (tr) (br) Ijansempoi/Shutterstock.com; T-255
(br) © iStockphoto.com/Anna bryukhanova; 46: (tl) Danita scorpion56, (l) ©Timmary/Shutterstock.com, (lc) © iStockphoto. (tr) photogl/Shutterstock.com; (cl) JuneJ/Shutterstock.com; (c)
Delimont/Gallo Images/Getty Images; 47: (tc) Ira block/National com/kivoart, (rc) © iStockphoto.com/jabiru, (r) © iStockphoto. AlexRoz/Shutterstock.com; (cr) Prostock-studio/Shutterstock.com;
Geographic Creative, (rc) © iStockphoto.com/Jamesbowyer; 48: com/Magone, (bl) © iStockphoto.com/muratkoc, (blc) © (br) Karlowac/Shutterstock.com.
(1) vetkit/iStock/360/Getty Images, (2) © iStockphoto.com/ iStockphoto.com/Kasiam, (brc) © iStockphoto.com/katra, (br) ©
Rouzes, (3) © iStockphoto.com/Nicolae Socaciu/marlanu, (4) © Olga Lyubkina/Shutterstock.com; 109: (tr) Jorge Fajl/National
iStockphoto.com/4X-image, (5) Oleksiy Mark/iStock/360/Getty
Images, (6) ekipaj/iStock/360/Getty Images, (7) © iStockphoto.
Geographic Creative; 110: (tl) ©iStockphoto.com/Iurii, (tlc) ©
iStockphoto.com/karandaev, (lc) © iStockphoto.com/ ILLUSTRATION
com/Infografick, (8) Lusoimages/iStock/360/Getty Images; 49: (br) BackyardProduction, (blc) © iStockphoto.com/Oktay Ortakcioglu,
Raul Touzon/National Geographic Creative; 50–51: (rc) Sylvain (bl) © iStockphoto.com/Roel Smart/smartstock; 111: (bl) Mikael 6: Ted Hammond/Illustration Online; 8: Kenneth Batelman; 20:
Savolainen / Cosmos/Redux; 50 or 51: Krista Rossow/National Dubois/Johnér Images/Alloy/Corbis; 113: (rc) Dadan Ramdani/ National Geographic Maps; 25: Bob Kayganich/Illustration Online;
Geographic Creative; 52: (tc) Pete Ryan/National Geographic National Geographic Creative; 117: (tc) Jupiterimages/Photolibrary/ 28: (top) Kenneth Batelman, (bottom) Patrick Gnan/Illustration
Creative, (lc) Lisa B./Flame/Corbis; 53: (tc) © iStockphoto.com/ Getty Images, (tr) © iStockphoto.com/mrPliskin, (rc) Online; 32: Patrick Gnan/Illustration Online; 36: Patrick Gnan/
Nomadsoul1, (tr) O. Louis Mazzatenta/National Geographic ©iStockphoto.com/lissart, (brc) ©iStockphoto.com/wojciech_ Illustration Online; 44: Kenneth Batelman; 48: Kenneth Batelman;
Creative, (trc) B Christopher/Alamy, (rc) Buddy Mays/Encyclopedia/ gajda, (br) ©iStockphoto.com/monkeybusinessimages; 114: (t) 56: Nesbitt Graphics, Inc.; 58: Kenneth Batelman; 68: Kenneth
Corbis, (brc) © Koroleva Katerina/Shutterstock.com, (br) © Andrey Zyk/Shutterstock.com; 115: (c) James Duncan Davidson/ Batelman; 70: National Geographic Maps; 77: Bob Kayganich/
iStockphoto.com/samgrandy, (bl) © iStockphoto.com/wwing, (blc) TED, (tr) 145/Eunice Harris/Ocean/Corbis; 116: (t) © Alexander Illustration Online; 81: Kenneth Batelman; 97: Keith Neely/
© iStockphoto.com/DNY59, (bc) Jakub Vacek/Dreamstime.com, Raths/Shutterstock.com; 119: (c) (bl) James Duncan Davidson/ Illustration Online; 110, 112: Bob Kayganich/Illustration Online;
(brc) © iStockphoto.com/pjohnson1; 54–55: (c) RANDY OLSON/ TED, (rc) (br) TED; 121: (top) Ambient Images Inc./Alamy; 122– 124: Ralph Voltz/Illustration Online; 126: Kenneth Batelman; 148:
National Geographic Creative; 56: (tl) © iStockphoto.com/ 123: (C) Xpacifica/National Geographic Creative; 124: (tc) © Ted Hammond/Illustration Online; 156: Kenneth Batelman.
digitalskillet, (tlc) chris warren/CW Images/Alamy, (trc) © iStockphoto.com/Fredgoldstein, (tr) © iStockphoto.com/Comptine,
Unit 1
2 A: Hi! How’s it going?
B: Great! And you?
A: OK!
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B: Hello, Emily. My name’s Asif.
ni
C: Hi, Asif. How’s it going?
2
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A: Hello, my name’s Elsa.
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B: Nice to meet you, Elsa. I’m Alan.
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A: Nice to meet you, too, Alan.
i
ph
4 Donna: Hi, Nick. How’s it going?
Nick: Great! And you?
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Donna: Fine.
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B: Hi Karina. Nice to meet you. My name’s Ms. Kelly. Welcome to the university.
A: It’s great to be here!
at
A: Rodriguez.
B: How do you spell that?
A: R-O-D-R-I-G-U-E-Z.
B: OK. Your name is here. Thanks.
2
A: Excuse me, Mrs. Jones?
B: Yes, Lin.
A: What’s the English word for this?
B: It’s a table. You spell it T-A-B-L-E.
SAMPLE COPY, NOT FOR DISTRIBUTION Audio Scripts T-187
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A: Nice to meet you, Hussein.
B: How do I spell your name?
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A: It’s Liu, L-I-U, and Jun is J-U-N. I’m from China.
ar
6 ABCDEFGHIJKLMNOPQRSTUVWXYZ
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7 Hussein: How do I spell your name?
Tim: T-I-M.
i c
Hussein: T-I-N?
ph
Tim: No, T-I-M. That’s T as in teacher. I as in Italy. M as in man.
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Hussein: Thanks
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Carol: Richard.
Ana: He’s handsome! Is he married?
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9 A Family of Explorers
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Emily Hughes is a student in California and every summer Emily goes to South Australia with her family.
Emily’s mother is Doctor Mary Droser. Doctor Droser is an explorer and scientist. She teaches at the
University of California in the United States, but every June and July she studies fossils in South Australia.
And in South Australia there are lots of fossils—some are 550 million years old!
Mary has one daughter—Emily—and one son. His name is Ian. This summer, Ian is also with the family
in Australia. The two children help their mother, and they study the fossils.
And there’s one more member of the family here—Dorothy Droser is Emily’s grandmother. She lives
in New York, but she’s in Australia for the summer. She says, “I do the cooking—breakfast, lunch, and
dinner.”
Unit 2
11 1. Jane is an engineer.
2. Eun is an artist.
3. Oscar is a teacher.
4. Dae-Jung is a chef.
5. Jim is a taxi driver.
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6. Hannah is a doctor.
ni
7. Harvey is a banker.
8. Sofia is an architect.
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12 1. Jim is a taxi driver. He is not a doctor.
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2. Oscar is a teacher. He is not an architect.
3. Sofia is an architect. She is not a doctor.
i c
4. Dae-Jung is not an engineer. He is a chef.
ph
5. Eun is not a banker. He is an artist.
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14 1
N
ng
2. fourteen
ni
3. thirty
4. seven
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5. eighteen
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16 A: My name’s Rafael and I’m eighteen years old. I’m a college student. I study science and there are thirty
students in my class. I live with my father, my grandmother, and my three sisters. My father is a teacher
c
and he’s forty years old. My grandmother is seventy years old. She’s a doctor and she still works!
i
ph
17 Chris: Hi, I’m Chris. I work with a computer company.
Mohamed: Nice to meet you, Chris. My name’s Mohamed.
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Chris: I’m from Washington, DC. It’s a beautiful city, but it isn’t old like Cairo.
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18 Women at Work
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Alison Wright is a photographer. She’s from New York, but she works all over the world. She takes
photographs for National Geographic and for humanitarian aid organizations on different continents—Africa,
Asia, South America, and in regions like the Middle East. Lots of her photographs are of women and children.
The photo on this page is from a group of photos by Alison. They show “Women at Work.” They are photos
of women—they cook food or have small businesses at home, and work other jobs like farming, making
clothes in factories, or work at hospitals.
The photo shows 26-year-old Abau Flora and her daughter. They are from Juba, in South Sudan. Abau has
a business—she makes clothes in her home with a sewing machine. Her sewing machine is from an aid
organization. With her business, she makes money and helps support her family.
The women in the photos Alison takes do many jobs. They all have one thing in common, though: they
work hard to create a better future.
ng
Buenaventura. I live with my parents and brother in a new house. In fact, all the houses in San Buenaventura
are new. They are different colors. My house is white. There are two floors. There’s a front yard with our car.
ni
There are four windows in the front and there is a door on the side and in the back. Inside, there’s a kitchen
and a dining room, and a living room with a TV. Upstairs, there are three bedrooms. My favorite place is the
ar
roof. There isn’t a balcony, but I can sit on the roof in the evening and relax.
Le
2
B: Hello, I’m Lily and I’m eighteen years old. I live in an apartment in Singapore with my mother. There are
c
millions of people in Singapore, so there are lots of new apartments. My apartment building is different
i
colors and it’s very big. There are twenty floors and we live on the tenth floor. Luckily, there’s an elevator! Our
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apartment is small, with two bedrooms. Sometimes, in the evening, I sit on the balcony and watch the city.
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21 house
bedroom
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apartment
22 kitchen stairs floor elevator yard
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23 lamp
chair
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TV
at
table
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armchair
stove
refrigerator
bookcase
sofa
microwave
coffee table
shower
sink
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there’s a kitchen with a stove. There’s a living room with a bookcase full of books and board games. (There isn’t a
TV.) There’s also a gym, and a bathroom with a toilet and a shower. Upstairs, there are six comfortable bedrooms.
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The house is solar-powered, so there’s electricity. There isn’t a car because there are no roads on Mars!
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But the house isn’t on Mars! It’s in Hawaii, and six people live in it. Hawaii is a beautiful place, but these
six people are not on vacation. Astronauts live in this house. They plan to live on Mars in the future, so the
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astronauts live in the house for a year.
When they are outside, the astronauts are in spacesuits. There aren’t any other people—no friends or
c
family, but they do have the internet, so they can send emails. Scientists at the University of Hawaii study
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the astronauts. The scientists are interested in answers to these questions: Is life on Mars difficult for a
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group of people? Can people live on Mars for a long time?
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Unit 4
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26 A: Today on the world art podcast we talk about Hetain Patel. I’m with art professor Jerome Molina. Hi, Jerome.
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B: He’s an artist.
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ng
Hana: No, I don’t.
Maria: Are you sure?
ni
My Room
ar
30
John Thackwray is a filmmaker and photographer from South Africa. He has a book called My Room. It has
Le
photographs of 100 people from 55 countries. John photographs young men and women in their rooms
with their possessions. Here are two of the people in his book.
c
Andrea is from Bucharest, Romania. Her bed is in the middle of her room, and there are possessions
i
ph
all around her. She has lots of books on the bookcase and next to the bed. She also has a desk with a
computer. She’s a student. The scooter is her transportation to college. Sometimes, it’s hot in Bucharest, so
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traditional Andean musical instrument. His room is very comfortable. It has pillows and a bed, and a TV in
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the corner. There are lots of colorful blankets and pillows—it’s usually cold at night in La Paz!
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John’s photos show how people’s lives are similar and different in other countries. Is your favorite room
similar to, or different from, Andrea’s and Marcello’s rooms? Do you have the same possessions?
na
Unit 5
io
ng
Yoshi: What do you do at work?
ni
Brenda: Oh, in the morning, I check emails, and in the afternoon, I go to meetings. It isn’t very interesting.
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Yoshi: Do you travel?
Le
Brenda: I sometimes meet clients in places like Rio and Singapore.
Yoshi: Not interesting? It sounds fantastic to me!
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35 Screen Time
i
ph
We spend more and more of our daily lives with screens: TVs, laptops, smartphones, tablets, video games,
smartwatches. Of course, screens are important in our lives. We check the time on them in the morning, we
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send emails with them at work, and we watch TV or play games with them at night. But are we too connected?
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This chart from Adam Alter, a professor at New York University, shows how we spend our time, and how
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much time we spend on screens. It shows three different years: 2007, 2015, and 2017. Some activities
don’t change. Every year, humans sleep for about eight hours per day. We work and commute for about
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eight or nine hours a day. Then, for three hours a day, we do “survival” activities: we eat, we take a shower,
we take care of children.
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Finally, the chart shows four to five hours for “personal” time, or free time. In this time, we go to the gym,
we play games, we have hobbies, we meet friends. It’s very important time! But over time, we spend more
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and more of this personal time on screens. In the chart, red shows our personal time with screens. In
2007, 50% of our personal time is with screens. In 2015, it’s about 70%. In 2017, it’s about 90%!
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Overall, Adam Alter thinks this change is bad. He thinks we need more personal time without screens, and
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more personal time for sports, hobbies, and friends. But do people want to change the amount of time they
look at screens?
Unit 6
36 Tourist: Is the museum near here?
Receptionist: Yes, it’s on Long Avenue.
Tourist: How do I get there?
Receptionist: Go out of this building and turn right. Go across Lincoln Avenue and walk straight down
Grand Street to the library. It’s on the corner of Grand Street and Long Avenue. Turn left and walk a block to
Main Street. The museum is on the next block, on the right.
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A: Yes, there is. Turn right here and the post office is on the corner of the street. Does anyone else want to
send a postcard? Yes? OK, let’s go inside, then.
ni
38 1.
ar
A: Is there a post office near here?
Le
B: Yes, there is.
2.
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A: Is the bus station on Main Street?
ph
B: No, it isn’t.
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3.
A: Is the museum on this square?
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B: Yes, it is.
39 Tourist: Excuse me, how do I get to the airport?
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Assistant: Take the subway. You have to change trains, but it’s cheap.
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Tourist: Oh! But I have to get there by two thirty. And I have four bags!
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Assistant: Two thirty! In half an hour? OK, you have to take a taxi, then. It’s expensive, but it’s fast.
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Unit 7
41 1. go to the movies
2. watch TV
3. play the guitar
4. read a magazine
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5. shop for clothes
ni
6. listen to music
ar
7. cook dinner
8. talk to friends
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42 Dave: Hi, Mom.
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Mom: Dave! Are you walking home now?
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ph
Dave: No, I’m not.
Mom: What are you doing?
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Dave: I’m at Paul’s. We’re listening to music and we’re playing video games.
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43 1
lG
ng
2. Can_I call you back?
ni
3. Can you speak_up?
4. What_are you doing?
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5. I’m in_a meeting.
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45 Julie: Hi, Yumi. This is Rosa. It’s her first day, but she can speak English very well.
Yumi: Hi, Rosa! Welcome.
Rosa: Hi, Yumi. How’s it going?
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ph
Julie: So, you both play musical instruments. Rosa can play the guitar.
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Rosa: What about you, Julie? Can you play a musical instrument?
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Hybrid Sports
at
46
Are you bored with playing the same sports all the time? Try hybrid sports! Hybrid sports are games with
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Football Tennis
This sport is popular in the countries of the Czech Republic and Slovakia, where it started in the 1920s.
You need two teams of two players and a net. One team kicks the ball over the net and the other team kicks
or heads it back—you can’t use your hands.
Chess Boxing
There are chess boxing competitions and clubs in China, India, Iran, Italy, Russia, Germany, Mexico,
Turkey, and the United States. Chess boxers have to be strong and intelligent. There are 11 rounds of
3 minutes. You have to play chess for 6 of the rounds and box for 5.
Unit 8
47 shirt
dress
jacket
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jeans
shoes
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pants
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sweater
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tie
hat
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skirt
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socks
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coat
T-shirt
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scarf
48 Zoe: I like your dress. I don’t have anything nice to wear to the party…
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ng
B: Great. I’ll take them!
3
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A: Hi! Can I try on one of those blue jackets?
ar
B: Sure. What size are you?
Le
A: I think I’m a medium.
B: Here you are. How is it?
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A: A little small.
ph
B: I’m sorry, we don’t have any large jackets in blue. I have one in black.
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B: Sorry!
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4
A: Excuse me, could you help me, please? I’d like to look at the shirts.
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woman. In each photo she’s wearing the same shirt, but the colors are different. Which color makes you
think she’s very professional? Which color is friendly and fun? Which color makes her look interesting or
ni
intelligent?
Psychologists believe that color can change how we feel about a person, so when you choose your
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clothes, choose the correct color for the correct situation:
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Black is a good color for job interviews, because people think you are very professional.
Blue is a friendly color, so when you want to make friends, wear something blue.
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Red is good for going out and having fun. Wear red to a party.
i
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Yellow is the color of the sun, and people often wear yellow in the summer. It’s a happy and positive color.
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Purple makes you look interesting. People think that you are creative and you love art.
Green means you are a helpful person and other people may ask for your help. Maybe you like nature and
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animals.
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So, what color are your clothes today? What do they say about you?
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Unit 9
na
Customer: Just milk. And do you have any strawberry ice cream?
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Waiter: No, sorry, we don’t have any strawberry ice cream. We only have chocolate.
Customer: OK, I’ll have some chocolate ice cream.
Waiter: So, that’s one coffee with milk and one chocolate ice cream.
Customer: That’s right. Thank you.
54 Miguel: OK, so how many people do we have for the party?
Diana: I think about 12 people will come.
Miguel: Right. So, we need some drinks.
Diana: Yes, get 12 bottles of soda.
Miguel: Only 12? Some people could drink more.
T-200 Audio Scripts SAMPLE COPY, NOT FOR DISTRIBUTION
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Diana: Perfect! Buy a box of those.
Miguel: Right. What about dessert?
ni
Diana: My friend Ellie is making a big chocolate cake.
ar
Miguel: So, we’ll have chocolate cake and ice cream. There’s some ice cream in the freezer so we don’t
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need to buy any.
Diana: Great.
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55 pasta and salad
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pasta ‘n’ salad
1. soda and water
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56
soda ‘n’ water
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57 Doctor: Tell me about the food you eat. How much fruit do you eat?
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58 Food Waste
It’s the middle of the day in New York City and 5,000 people are eating lunch in Union Square. This is not a
normal lunch, though. National Geographic Explorer Tristram Stuart, and his organization Feedback, make
these lunches from food that people throw away. He makes these lunches because he wants people in
different cities to know about the problem of food waste.
SAMPLE COPY, NOT FOR DISTRIBUTION Audio Scripts T-201
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from markets. Don’t worry about food with a different shape—ugly food is still good to eat! And don’t
throw food away—eat all of it.
ni
Unit 10
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59 face
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head
c
ear
i
ph
chest
stomach
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knee
g
finger
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arm
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hand
foot / feet
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leg
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back
Boss: What’s the matter, Kim? You look tired.
at
60
Kim: No, I’m not tired, but I don’t feel well. My head hurts.
N
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B: Good morning, Doctor. I have a cough, and I don’t feel well.
A: I see. Do you have a fever?
ni
B: Yes, I think I do. And a sore throat.
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A: Maybe you have a cold. Something is going around. A lot of people have colds right now.
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B: Yes, lots of my friends aren’t at school because they have bad colds.
A: But you also said you have other symptoms. Can you explain?
i c
B: Well, I also have a stomachache. I can’t eat anything. I can only drink water.
ph
A: Oh, no! OK, I think I need to examine you.
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62 leg
g
head
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63 ache
cough
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flu
na
head
knee
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throat
at
me
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new
note
off
said
take
64 ache – take
head – said
throat – note
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66 A Life-Saving Delivery
ni
Rwanda is a small country in central East Africa. A lot of its people live in rural areas, and often there
aren’t good roads to the villages. Because transportation is a problem, doctors in Rwanda often cannot get
ar
medicine for their patients. But now they have a high-tech solution.
Le
Zipline is a drone service that delivers medicine. Zipline doesn’t use cars and trucks. Its drones can quickly
deliver medicine over mountains and forests and across rivers. The process is simple. First of all, when
a hospital in Rwanda needs medicine, the doctor sends a text message to Zipline. Next, Zipline puts the
c
medicine into a small red box with a parachute. Then, the drone flies to the hospital and, finally, it drops
i
ph
the box to the ground.
Zipline’s drones are a good example of how technology can be positive and important in our lives. The
ra
drones can make 500 deliveries per day, and the average flying time is 30 minutes (by truck it’s about 5
g
hours). The drone can fly almost 50 miles in a trip. As a result, Zipline is also now delivering in Ghana
and, in the future, it plans to deliver in other countries, including rural parts of the United States.
eo
Unit 11
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67 January, February, March, April, May, June, July, August, September, October, November, December
na
ng
A: I don’t know. In Brazil, our Independence Day is on September seventh, so I don’t have any plans.
ni
B: Well, my friends and I are going to go downtown and watch the fireworks at night. Do you want to come
with us?
ar
A: Sure! What time?
Le
B: We’re going to leave at about eight o’clock. OK?
A: Great!
c
B: In fact, why don’t you join my family for our barbecue as well?
i
ph
70 1. We’re going to have a party.
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71 Father: So, Carol, you’re 18 years old today. What are you going to do with your life?
Carol: I’d like to get married and have children.
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Father: Really?
Carol: Yes, seriously. I’m going to study law in college.
72 Spring Festivals
After a long, dark winter, everyone feels happy when it’s spring. So, many people around the world plan
festivals to celebrate the beginning of this season.
Festival of Las Mayas: Spain
Every year on May 2nd, there is a festival in the town of Colmenar Viejo. “Las Mayas” is an ancient festival.
Local families make altars with colorful flowers. On each altar, a girl between the ages of 7 and 11 years
old sits in a beautiful dress for two hours. Bands play music and crowds of people walk past.
Unit 12
73 Albert Einstein was born in Germany in 1879. In 1895, he went to school in Switzerland. After college, he
lived in Switzerland for 28 years, and then he moved to the US in 1933.
ng
When she was 12, Salma Hayek left Mexico and went to school in the US. A few years later, she returned
to Mexico and became an actress. But Salma didn’t stay in Mexico. In 1991, she moved to Hollywood and
ni
became famous around the world.
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74 A: Hello, and today I’m talking to Doctor Chris Thornton at the National Geographic Society. Thanks for
calling in.
Le
Chris: It’s nice to be here.
c
A: So, Chris, you live in Washington, DC, but were you born here?
i
ph
Chris: No, I wasn’t. I was born in New York City.
A: When you were a child, did your family travel a lot?
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Chris: In 1997. I wanted to study archaeology in college, so I studied the subject here in the US and also
in the UK.
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Chris: Well, I still travel a lot for my job. I’m very lucky. And in the past, I also lived and worked in
different countries.
io
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5. I worked there in 2015.
6. We liked all the food.
ni
77 David: Hi Liana! How was your vacation? Did you have a good time?
ar
Liana: Yes, I did. It was so relaxing!
Le
David: Where did you go?
Liana: To Bali.
i c
David: Great! Was it hot?
ph
Liana: Yes, it was, so we went to the beach every day!
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Liana: It was very good. We ate at the night markets a lot. The restaurants were good, too!
eo
In the last century, more and more people moved to cities. By 2005, more people lived in cities than
outside of them. Today, over 4 billion people live in cities. That’s about 55% of the world’s population! And
experts think the numbers will grow in the future.
na
As cities grew in the last century, most wild animals had to move further away into more rural areas. But
io
now that is changing. There are fewer rural areas left, so as modern cities are growing, some animals are
learning to live in the city instead of moving away. Take this leopard (see photo). She is living in Mumbai,
at
Like other cities around the world, Mumbai is a busy, noisy place. It doesn’t look like a safe place for wild
animals, but it is home for many species. After all, there is free food in the garbage cans, and tall buildings
are good homes for birds. And late at night, when we are sleeping, animals can move freely around our
streets.
We once believed that wild animals only lived in the countryside. Now we know that isn’t true. So, what
animals are living near you?
Unit 1
My Name
What’s your name?
Person 1: My name is Ousseini Namadou.
Person 2: My name is Crispin Zavala.
Person 3: My name is Inês Correia Duarte Fontoura. My last name is Correia Duarte Fontoura. My mom’s name
is very, very, very big. It’s Amélia da Conceição Amália Correia Duarte Fontoura. And then my father’s name is
Manuel Jose Ferreira Fontoura.
Person 4: My name is Herman van der Muelen.
ng
Person 5: My name is Maria Isabel Garcia Martinez.
Person 6: My name is Adria Sogues.
ni
Do you have a nickname?
ar
Person 1: Yes, Chaz.
Person 2: I don’t. Actually, I don’t.
Le
Person 3: The Hermanator.
Person 4: My nickname is Maribel.
i c
Taiye Selasi: My name is Taiye Selasi. Now, when I was born, my parents named me Eyi Taiye Selasi Tuakli
ph
Wosornu. Eyi means first twin in my father’s language, Ewe from Ghana. Taiye means first twin in my mother’s
language, Yoruba from Nigeria. Selasi, my middle name, is an Ewe name. Tuakli is my mother’s surname, or last
name. Wosornu is my father’s surname. In West Africa, it is common for children to have many names. One of my
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cousins has ten names. In Portugal, where I live, it is also common for people to have four or five names.
g
I was born in London as Eyi Taiye Selasi Tuakli Wosornu. But my parents separate when I am one. When I am three
eo
years old, my mother marries a man named Doctor Williams. And so, for a time, my name is Eyi Williams. Years later,
my mother and my stepfather Doctor Williams separate and my name changes again. Eyi Wosornu.
lG
But I always loved my names in my mother’s language. Taiye and Tuakli. My mother’s name is Juliet Tuakli. My
father’s name is Lade Wosornu. My sister’s name is Yetsa Tuakli-Wosornu.
na
My sister and I have the same surname—Tuakli Wosornu. Our mother’s surname, Tuakli, and our father’s surname,
Wosornu, together. It is lovely, but it is very long.
io
Now I am a writer and I have a new name, a shorter one. My first name, Taiye, and my middle name, Selasi. That is
how I became Taiye Selasi. My name is Taiye Selasi.
at
Unit 2
N
A Contact Job
Narrator: This is the city of Tokyo, Japan. There are more than 13 million people here. It’s a big city, and people are
very busy. But they always stop in the street for this man! His name is Okotanpe and he’s a contact juggler.
In contact juggling, the ball is always on your body. You move it in your hands, along your arms, back to your hands,
and around your body. It’s amazing!
Is the ball soft? No, it isn’t. It’s hard plastic.
It’s fascinating to me. It’s part magic act, part mime, and part standard juggling. Is it easy? No, it isn’t! It’s very difficult
and Okotanpe works many hours every day.
Okotanpe works all over Tokyo. It’s interesting for the people on the street, and Okotanpe is very popular.
How many balls are there? One? Two? Three? Four?
When you are in Tokyo, look out for Okotanpe!
T-208 Video Scripts SAMPLE COPY, NOT FOR DISTRIBUTION
Unit 4
Tyler Bikes Across America
Narrator: So, Tyler Metcalfe is on his American Bike Project. It’s a long trip, so what does he have with him? Well,
first of all, a bicycle, obviously. And a helmet—that’s very important.
He also has 4 bicycle bags—two in the front of his bike and two in the back. Then, all his other possessions are in
the bags.
ng
He has a lot of things, like a sleeping bag and a small tent.
Sometimes he’s in a hotel, but sometimes there aren’t hotels on the trip.
ni
Some clothes, like socks and pants, and bike shirts and shorts, and a raincoat—for when it rains!
ar
…a camping stove for cooking food. He doesn’t have much food with him because there are stores on the road. He
can buy food and cook it.
Le
…a good camera—Tyler’s a photographer. And, finally, maps for all the places he’ll go! Now, let’s watch him pack!
Unit 5
i c
ph
Around the World in 24 Hours
Narrator: It’s time to get up and look at the volcanoes in Hawaii. What a beautiful way to start the day!
ra
Paris: Is it breakfast time? On Thursdays and Sundays, there’s a big food market in Paris. Let’s buy some coffee and
bread!
g
eo
San Francisco: San Francisco has more than 670 outdoor stairways! It’s a great place for exercise.
Melbourne: Melbourne is a busy city with lots of commuters. Luckily, there are quiet parks to relax in.
lG
Namibia: It’s noon in a National Park in Namibia. The sun is very hot. Take a bottle of water!
Portland: I’m hungry. Let’s have lunch in Portland.
na
Croatia: Time to relax after lunch. Croatia has perfect beaches and the ocean is blue.
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Kerala: It’s a beautiful sunset in Kerala in India. This fisherman goes home.
Monaco: Expensive cars are outside the Monte Carlo casino in Monaco. It’s easy to spend time—and money—
at
here.
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Norway: It’s midnight in Norway, but it isn’t dark. Go outside and look at the green northern lights.
Bogotá: It’s the middle of the night, but not everyone sleeps. Go to an exciting nightclub in Bogotá until the morning!
Unit 6
Star Wars Subway Car
Narrator: This is Charlie Todd. He runs Improv Everywhere in New York City. Improv Everywhere is a group of
people who perform in public places. They also record their performances and you can watch them online. They have
over 500 million views! Improv Everywhere wants to make people laugh and think about their daily lives.
One of their most popular videos is when they perform part of the movie Star Wars on a subway train. The video
is short, but Improv Everywhere need a lot of time to prepare. Let’s take a look. First of all, the actors put on their
costumes. Next, they have to wait at different stations. And while they wait, there is also time to listen to music and
watch another performer! Until finally, Improv Everywhere is ready to perform Star Wars on a subway.
ng
Not on the road, but on the bridge itself. It’s a challenge. A difficult challenge. He tries many times, and at last he gets
onto the bridge. Now he’s riding up the bridge, but Danny has a problem. Riding up the bridge is easy, but it’s difficult
to ride down the other side. Slowly, slowly, and at last he is safe on the other side of the bridge.
ni
Now, he’s looking for his next challenge.
ar
Unit 8
Le
A Dress with a Story
c
Narrator: Sardinia is an island in the Mediterranean Sea. It is part of the country of Italy. It’s a beautiful place and the
i
coastal towns are busy with people and tourists. But in the middle of the island, it’s very quiet. There are mountains
ph
with small villages. Desulo is one of these villages.
Desulo is a very traditional place and sometimes you can see the older women in a special dress. In the past, all of
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the women only had one dress. They got it when they were a teenager and over the years, they changed the dress and
added new colors. Only a few women still wear these dresses today.
g
Every piece of the dress, and all of the different colors, are about the women’s lives. When they get married, the dress
eo
is red and beautiful. And some of these women, when they are a widow, make the dress black.
This woman has photos of her parents. In the photos, her mother and other women are also wearing the same type of
lG
dress. When she looks at their dresses, she says she can see the story of their lives. And so, she knows that after she
dies, people can look at her dress and remember the story of her life.
na
Unit 9
io
Narrator: Where does your food come from? The other side of town? The other side of the country? From another
N
country?
In the United States, there are more than 2.6 million trucks on the road every day. And we transport 70% of our food
on trucks. Food can travel an average 5,120 miles before it’s in a supermarket.
Let’s take a trip on a truck transporting strawberries. We begin at some strawberry fields in Watsonville, California.
There are 590 trucks—all with strawberries. There is one pound of strawberries per box. 8 boxes per case. 108 cases
per pallet. And 26 pallets per truck. The berries on one truck are worth $90,000!
The truck drives across the US. It has to stop for fuel—that costs $900 each stop. It’s 3,200 miles to Washington,
DC. The trip takes three days with two drivers. Each driver can drive and then sleep. Each person can drive 11 hours a
day. This happens every day.
So, the next time you go to your local store and buy strawberries, think about the distance they traveled to be there!
ng
Let’s go across the ocean to Europe. Denmark is one of the happiest countries. Why? Well, people in Denmark are
happy because they have good hospitals and good schools as well as a good economy—so people have money.
ni
Now let’s go to Asia and visit Singapore. Singapore has values like harmony, respect, and hard work. People here
ar
think being with family and friends is important.
How can we increase happiness? Well, this is more difficult to answer. In most countries, people think physical health
Le
is very important for happiness. So, maybe the answer is to go to your local park. Go there and get more exercise,
ride a bike, or go running…
c
How do you measure happiness? What makes you happy?
i
ph
Unit 11
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Catching a Hummingbird
g
Narrator: How did photographer Anand Varma capture this incredible footage?
eo
Anand is a science photographer, and he loves taking photographs of animals. But this is very difficult, so he needs
to plan very carefully.
lG
For this project, Anand would like to film a hummingbird. Hummingbirds are very small and fast, so he uses special
equipment. First, he’s going to prepare his studio. And he’s going to use a special camera. Fortunately for Anand,
modern cameras are much better than in the past.
na
ng
The animals on the land are safe from humans. But there is a lot of fishing in the sea. So, the animals on land don’t
have enough food.
ni
After this video, in 2018, Dion sold his boat and moved away because his home—Antarctica—is changing.
ar
Le
i c
ph
g ra
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lG
na
io
at
N
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1. His name’s Ang. 3. She’s Monserrat. 5. My name’s Martin.
2. They’re Dara and Leo. 4. I’m Asha. 6. We’re Jade and Hiromi. C
Answers will vary. Sample answers:
Lesson B
ni
1. She is old/attractive and attractive/old with long, gray hair.
A
2. He is young/handsome and handsome/young with short, black hair.
ar
1. at a university 3. in a classroom 5. formal
2. Xavi 4. Singh 6. Geoffrey D
1. isn’t; 2. are; 3. isn’t / He’s; 4. I am; 5. isn’t / She’s; 6. she is
Le
B
1. F; 2. F; 3. T; 4. F; 5. T; 6. F VIDEO
C A
Answers will vary.
c
1. MARTHA 3. CHONGAN 5. XIANG
2. (Mr.) JOHNSON 4. HAYES 6. (Mr. and Mrs.) GULLIVER B
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ph
Lesson C 1. F; 2. F; 3. T; 4. T; 5. F; 6. T
A C
Mother: Selasi; Tuakli
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1. C; 2. A; 3. E; 4. D; 5. B
Father: Eyi; Taiye; Wosornu
B Stepfather: Williams
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3. Yes, they are. 6. No, she isn’t/is not. Unit 2: Jobs around the World
Lesson D Lesson A
na
A A
1. B; 2. D; 3. A; 4. C 1. d; 2. g; 3. f; 4. b; 5. c; 6. a; 7. e
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B B
1. Seung 3. Adam 5. Tanisha 1. an; 2. a; 3. X; 4. a; 5. X; 6. an
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1. D; 2. F; 3. A; 4. E; 5. C; 6. B 2. They aren’t old. / They’re not old. 5. He isn’t a banker. / He’s not a banker.
3. She isn’t an artist. / She’s not an artist. 6. We aren’t sisters. / We’re not sisters.
D
1. Darsha 3. Jintao 5. Divya 7. Shona D
2. Mateo 4. Tomás 6. Seung 1. Are; aren’t; is 2. is; Is; isn’t 3. Are; ’m not; ’m; Is
Lesson E Lesson B
A A
1. Demian 2. Jorge 3. Inu
1. F; 2. C; 3. A; 4. E; 5. B; 6. D
B
B
1. Divya is from India. 5. She is Mrs. Kim. How old are you? Where are you from? Is it interesting?
2. His name is Mr. Perez. 6. Today is Tuesday. 1. Jorge x
3. Our family is from Korea. 7. My date of birth is June 2, 2001.
4. Her name is Shona. 2. Inu x x
3. Demian x x x
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3. Are Amazon and Google big companies? Yes, they are. C
4. Is Mr. Cox an old teacher? Yes, he is. 1. T; 2. F; 3. F; 4. T; 5. F; 6. F
5. Are Ecuador and Uruguay big countries? No, they’re not./No, they aren’t. D
ni
Lesson D 1. are 3. young 5. isn’t
2. name 4. is 6. Tokyo
ar
A
dog walker; safari guide; vet; zookeeper
Unit 3: Houses and Apartments
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B
Job: Safari guide/field guide/guide Lesson A
Company: National Geographic’s Safari Live A
1. door 2. balcony 3. kitchen 4. bathroom 5. hall
c
Inside or outside? outside
Which continent? Africa B
i
ph
Animals in the bush: elephants, lions, rhinoceroses 1. apartment 3. closets 5. windows
C 2. bedrooms 4. balcony 6. dining room
1. Yes, it is. 3. No, she isn’t. 5. Yes, he is. 7. Yes, it is. C
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2. Yes, it is. 4. Yes, they are. 6. No, it isn’t. 1. There are 3. Are there 5. is there 7. there isn’t
D 2. there’s 4. there are 6. Is there
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1. She’s from Port Elizabeth./She’s from 4. He’s from Pretoria./He’s from South D
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My new job is great! I’m a teacher in a school. The school isn’t in my hometown. Lesson B
Now I’m in São Paulo. It’s a big city. Is your job interesting? There are 10 punctuation A
marks to add.
io
C
a garden X X
Answers will vary. Sample answers:
1. What is your job? 4. Is it a big company? an elevator X
2. Is your job outside or inside? 5. Where is your job?
a dining room X
3. What’s the name of the company?
D lots of windows X
Answers will vary. Sample answers: B
1. I’m an architect. 4. No, it isn’t. It’s a small, family 1. F; 2. T; 3. T; 4. F; 5. F; 6. T
2. I work inside and outside. company. I work with my father.
C
3. The name is Avery Inc. 5. I work in Dubai.
1. Yes, it is. 6. No, they aren’t.
REVIEW 2. There are three. 7. There are six bedrooms.
A 3. Yes, there is. 8. There are two floors.
1. c; 2. d; 3. f; 4. a; 5. b; 6. e 4. No, it isn’t. 9. Yes, there is.
5. There are two bathrooms.
ng
Lesson D
A Unit 4: Possessions
Answers will vary. Sample answers: Lesson A
ni
1. Yes, it is. / No, it’s not. 3. Yes, they are. / No, they’re not. A
2. There are 7. 1. d; 2. e; 3. c; 4. f; 5. b; 6. c
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B B
1. small 3. $500,000 5. is 1. wallet 3. sunglasses 5. pen
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2. are 4. aren’t 6. aren’t 2. phone 4. notebook 6. makeup
C C
1. this 3. These 5. This
c
an average American house a tiny home
2. those 4. That 6. these
size (square feet) 2,960 100–400
i
ph
D
cost ($) 500,000 57,000–69,000 1. these 3. that 5. this
number of bedrooms 2–3 1 2. Those 4. These 6. That
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D
1. cars 3. yard 5. upstairs 1. Will Self’s 3. Hannah Weiland’s
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2. California 4. Washington State 6. dining room / yard 2. Renni Eddo-Lodge’s 4. Angela Hartnett’s
Lesson E B
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ng
See you soon!
Love, 2. starts / finishes / goes 4. has / gets
Erick Lesson B
ni
B A
3; 6; 5; 4; 1; 2 Answers will vary. Sample answers:
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C 1. They start at seven o’clock or eight 3. Yes, they do.
1. a camera 3. my grandmother 5. Dear Grandma o’clock. 4. I get up at six o’clock.
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2. for my birthday 4. It’s great and useful. 6. See you soon 2. They start work at eight o’clock or nine 5. Yes, I do.
o’clock.
D
Dear Grandma, B
c
Thank you so much for the camera for my birthday. It’s great and very useful. 1. f; 2. d; 3. e; 4. a; 5. c; 6. b
See you soon, C
i
ph
Jin-soo 1. are 4. are
REVIEW 2. two hours and thirty minutes 5. nine o’clock
3. Mexico City 6. Pamela
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A
Lesson C
1. These are Nicole’s keys. 4. These are Darren’s sunglasses.
g
2. Do Simon and Elena meet clients? No, they don’t. / Does Nikita meet clients? Yes,
C
she does.
1. d; 2. f; 3. a; 4. b; 5. e; 6. c
3. Do Simon and Elena talk to people? Yes, they do. / Does Nikita talk to people? Yes,
na
D she does.
1. have 3. don’t have 5. Do have C
2. Does have 4. has 6. doesn’t have 1. I sometimes check my email. 5. We always go to class.
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VIDEO 2. Jennifer texts her friends every day. 6. I talk to my family on the phone every
A 3. My sister never goes to the gym. weekend.
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1. Yes, it is. 3. He has four. 5. No, he doesn’t. 4. The students take a test every month.
2. His helmet is important. 4. Yes, he does. 6. He is a photographer.
N
D
B Answers will vary. Sample answers:
5; 3; 6; 2; 7; 1; 4 1. Does he meet clients every day? 4. Does he text his friends at work?
C 2. Does he travel? 5. Does he start work at nine o’clock?
checked boxes: a horse, a store, yellow flowers, a train, mountains, a hotel, ships, water 3. Does he always talk to people at work? 6. Does he have lunch in his office?
D Lesson D
Where to start? in Austria A
Answers will vary.
Countries/Cities to visit? Austria, Germany, Hungary, Slovakia
B
Where to finish? in Austria
1. T; 2. F; 3. F; 4. T; 5. F; 6. F
How many days? 7 nights
C
Stay in hotels or in a tent? hotels
1. weekdays 3. to the bathroom 5. watch TV
List what to take: a bicycle clothes 2. in America 4. use screens 6. Always
gloves camera
D
raincoat a helmet
1. 43; 2. 6; 3. 3; 4. 2011; 5. 95; 8
water bottle sunglasses
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REVIEW D
A Answers will vary.
1. f; 2. e; 3. b; 4. c; 5. d; 6. a Lesson E
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B A
1. doesn’t go 3. has 5. goes 7. go 9. goes 1. and 3. and 5. but
ar
2. gets 4. doesn’t have 6. finish 8. takes 2. because 4. and 6. because
Le
C B
1. Do 3. does 5. Do 7. Does 1. A taxi is fast, but it is expensive.
2. don’t 4. Does 6. don’t 8. doesn’t 2. You have to go now because the train leaves in one hour.
3. You have to walk along Green Street and turn left at the post office.
c
D
1. d; 2. f; 3. f; 4. a; 5. c; 6. b 4. Take your driver’s license because you have to rent a car at the airport.
Hi Mariana,
B Great news you are in Tokyo! Ueno is a good place to go. Do you know it? There’s a
g
1. 5 am 4. have breakfast 7. 2 pm 10. go home big park and there are four museums. They are interesting. The food on the street near
2. get up 5. 7 am 8. have lunch there is good and it’s not expensive. Take the subway to Shimbashi station. Go out of
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3. Paris 6. San Francisco 9. 6 pm the station and it’s not far to the Tokyo Tower. Remember your camera because the
C views of the city are great! The Hama Rikuyu gardens near there are beautiful, too. If
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1. in Paris 3. in Melbourne 5. green you have time, go to visit the Senso-ji Temple. It’s very old.
2. in Kerala 4. Kerala 6. relax My number is 080-1234-7732.
See you soon,
Unit 6: Getting Around
na
Kyle
REVIEW
Lesson A
A
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B B
1. museum 2. station 3. bank 4. restaurant 5. hotel 6. library
N
1. d; 2. a; 3. f; 4. c; 5. b; 6. e
C C
1. business 3. museum 5. seafood 1. have to 3. have to 5. has to
2. old 4. new 6. expensive 2. has to 4. has to 6. have to
Lesson B D
A 1. Does Jan have to change trains? 4. Do you have to go to the supermarket?
church; restaurants; market; museums; parks; shopping malls 2. Do they have to take the 19 bus? 5. Does he have to get up early?
B 3. Does Mr. Pereira have to be there at 9 6. Do people have to have a driver’s
1. Yes, there is. 3. No, it isn’t. 5. No, it isn’t. o’clock? license here?
2. Yes, there is. 4. No, he doesn’t. 6. Yes, it is. VIDEO
C A
1. on business 3. museum 5. seafood 1. performers 3. scenes 5. costumes
2. old 4. new 6. expensive 2. public places 4. subway 6. Star Wars
Lesson C B
A 1. scenes 3. costumes 5. public places
1. bus 2. taxi 3. subway 4. train 5. rental car 2. Star Wars 4. performers 6. subway
SAMPLE COPY, NOT FOR DISTRIBUTION
Workbook Answer Key T-217
ng
Answers will vary.
C
1. cooks 3. doesn’t play 5. Is he talking REVIEW
2. are going 4. shop 6. watch A
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D 1. go 5. is cooking
2. am reading/’m reading 6. talks
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Answers will vary.
3. are shopping/’re shopping 7. is watching/’s watching
Lesson B 4. doesn’t play 8. are listening/’re listening
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A
Conversation 1: Debra, Caroline B
Conversation 2: Mr. Williams, Esther Serrano 1. ride 4. skiing, swimming 7. food, clothes
2. swim 5. soccer, basketball 8. a book, a magazine
c
Conversation 3: Alek, Mrs. Kim
B 3. TV, a movie 6. your friends, music
i
ph
1.a. Caroline 2.a. Esther Serrano 3.a. Alek C
1.b. Debra 2.b. Mr. Williams 3.b. Cindy 1. can’t play 4 can’t hear 7. can’t cook
C 2. can go 5. can skateboard 8. can’t go
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D VIDEO
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1. R; 2. R; 3. R; 4. C; 5. R; 6. C; 7. C A
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1. No, he isn’t. 2. Yes, he does. 3. No, he doesn’t. 4. Yes, he is. 5. Yes, they do.
1. soccer 2. basketball 3. swimming 4. skateboard 5. tennis 6. skiing
C
B 1. e; 2. f; 3. d; 4. b; 5. a; 6. c
1. go 2. plays 3. play 4. go 5. rides 6. goes
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C D
1. Can you play tennis? 4. Can you ride a bike? 1. backwards 3. down 5. slowly
2. on 4. difficult 6. dangerous/difficult
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2. Can your parents swim well? 5. Can you play the piano?
3. Can you skateboard? 6. Can you cook well?
Unit 8: Clothes
at
D
Answers will vary. Sample answers: Lesson A
N
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Answers will vary. A
Lesson D 1. eggs 4. steak 7. cream
2. juice 5. salad
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A
Answers will vary. 3. coffee 6. chocolate
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B B
1. b; 2. b; 3. c; 4. c; 5. a 1. ice cream 3. pasta 5. eggs
2. fruit juice 4. salad 6. cereal and milk
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C
1. a and d; 2. b; 3. c; 4. c; 5. a and c C
1. Could I have some strawberry ice cream? / Do you have any strawberry ice cream?
D 2. I want some dessert. / I don’t want any dessert.
c
1. T; 2. F; 3. F; 4. F; 5. F; 6. T 3. Do you have any cereal?
Lesson E
i
ph
4. We don’t have any milk. / We have some milk.
A 5. Can he have some pasta with his chicken?
1. d; 2. a; 3. e; 4. b; 5. f; 6. c 6. Do they want any coffee?
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B D
Answers will vary. Sample answers: 1. any 3. some 5. some
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1. (a) blue; (b) it’s a friendly color; (c) black; (d) it’s very dark 2. some 4. any 6. any
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My favorite day of the week is Saturday. I love this day because I don’t have to get up
early. On weekdays I get up at 6 o’clock, but on Saturday I often get up at 10 o’clock. I D
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also like this day because I spend time with my family. I sometimes go to the movies 1. ice 3. milk 5. eggs
with my friends, too. 2. burgers 4. juice 6. cereal
REVIEW Lesson C
A A
1. socks; 2. jeans; 3. hat; 4. skirt; 5. tie; 6. coat 1. Carrots, Mushrooms, 3. Apples, Bananas, 5. Peas, Broccoli, Lettuce
Peppers Grapes 6. Rice, Pasta, Couscous
B 2. Beans, Eggs, Beef 4. Yogurt, Butter, Milk
1. c; 2. f; 3. a; 4. b or a; 5. d; 6. e
B
C 1. spaghetti / pasta 4. egg 7. milk 10. mushrooms
1. Can I 5. I like her. 2. bread 5. banana 8. lettuce 11. broccoli
2. I like 6. I love Real Madrid. or They’re not my 3. apple 6. cheese 9. tomato
3. I love them. favorite team.
4. Could / Can you C
1. much 3. many 5. many
D 2. much 4. much 6. many
1. I don’t like it. 4. I don’t like her. 6. I hate it.
2. I hate it. 5. I hate them. I like 7. I don’t like him / her.
3. I don’t like them. her / him.
SAMPLE COPY, NOT FOR DISTRIBUTION
Workbook Answer Key T-219
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yellow or orange fruits and vegetables: carrots; oranges
C
green fruits and vegetables: broccoli; cucumber
1. feel 3. look 5. looks
Lesson E 2. look 4. Does Suzy feel 6. I don’t feel
ni
A D
1. Get active; for example, take the stairs and not the elevator.
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1. feel 3. feels 5. feel
2. People often have hot drinks, like coffee and tea, for breakfast. 2. look 4. look 6. doesn’t look
3. Drink a lot of water every day; for example, two to three liters. / Drink a lot of water;
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Lesson B
for example, two to three liters every day.
4. Granola bars are a good example of a healthy snack. A
5. I don’t normally eat unhealthy food like candy or ice cream. 1. headache; 2. cough; 4. sore throat; 7. tired
c
6. Basketball is a good example of a team sport. B
B
i
1. F; 2. F; 3. NI; 4. T; 5. NI; 6. T
ph
1. b; 2. a; 3. e; 4. d; 5. f; 6. c C
C 1. his back 5. an X-ray
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Answers will vary. Sample answers: 2. a little 6. a different doctor / a back doctor /
3. Yes, it does. Dr. Singh
How to start the day well Example 4. He stands up.
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4. Wear your favorite clothes the shirt from your birthday Lesson C
A
5. Have a good breakfast with protein, dairy, fruit and vegetables, and bread 1. b; 2. d; 3. f; 4. c; 5. a; 6. e
na
REVIEW C
A Answers will vary. Sample answers:
N
1. drinks 3. fruit juice 5. dessert 7. ice cream 1. You should take some pain reliever. / You should go to bed. / You should go to the
2. milk 4. eggs 6. chocolate doctor.
2. You shouldn’t use your phone before bed. / You should drink milk before bed.
B
3. You should go to the dentist. / You should brush your teeth three times a day.
1. a; 2. c; 3. b; 4. b; 5. c; 6. a
4. You should walk. / You should take the bus.
C 5. You should talk to the teacher.
1. f; 2. c; 3. e; 4. a; 5. d; 6. b 6. You should go to the gym.
D D
1. How much ice cream do you need? 4. How many strawberries do you need? 1. should 3. should 5. shouldn’t
2. How many brothers and sisters do you 5. How much fish do you eat? 2. shouldn’t 4. should 6. shouldn’t
have? 6. How much milk does he need?
Lesson D
3. How much fruit does Angie eat every day?
A
VIDEO
1. F; 2. F; 3. T; 4. F; 5. F; 6. T
A
B
1. 70% 3. Farmers 5. sleeps 7. Many
1. influenza 3. fast 5. some
2. Watsonville 4. large 6. wooden platform
2. some 4. shouldn’t 6. always
T-220 Workbook Answer Key SAMPLE COPY, NOT FOR DISTRIBUTION
ng
How to sleep well go to bed at the same time don’t use a screen before doctor?
every night bed
Lesson B
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Activities to help walk or read outside in a don’t check your phone for
A
you relax park or garden twenty minutes or one hour
1. c; 2. a; 3. c; 4. a; 5. b; 6. a
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How to eat a don’t eat in restaurants drink two to three liters of B
healthy diet often water every day 1. isn’t going to 3. isn’t going to 5. aren’t going to
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C 2. are going to 4. are going to 6. are going to
Answers will vary. C
D Answers will vary.
c
Answers will vary. Lesson C
REVIEW
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ph
A
A 1. d; 2. f; 3. b; 4. c; 5. e; 6. a
1. feet 3. chest 5. backache 7. fingers B
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1. f; 2. a; 3. e; 4. b; 5. d; 6. c C
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2. Irina / She is going to get a summer job. 5. Irina / She would like to buy a car.
D
3. Irina / She isn’t going to spend a lot of 6. Irina / She would like to take a cooking
1. should 4. shouldn’t 7. should
money. class.
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VIDEO A
DJs, guitars; R&B; jazz; blues; soul; electronic
A
N
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1. 1960 3. in the mountains 5. after five years
REVIEW 2. chimpanzees 4. Flint
A Lesson C
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1. graduation 3. wedding 5. birthday A
2. job 4. year 6. anniversary 1. take 2. stay 3. go 4. get 5. buy 6. eat
ar
B B
1. d; 2. a; 3. e; 4. c; 5. f; 6. b 1.c; 2.a; 3. f; 4. e; 5. d; 6. b
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C C
1. nurse 3. lawyer 5. software engineer 1. Yes, he did. 3. No, I didn’t. 5. No, they didn’t.
2. musician 4. actor 6. teacher 2. Yes, I did. 4. Yes, she was. 6. No, they weren’t.
c
D D
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ph
1. is going to study 3. aren’t going to cook 5. wouldn’t like to be 1. Did Akira study for the English test? 3. Did she buy the movie tickets? No, she
2. Are you going to go 4. would like to buy 6. Would you like to go Yes, she did. didn’t.
VIDEO 2. Did she go to the supermarket? Yes, 4. Did she text Rita? No, she didn’t.
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photographer 4. box A
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6; 1; 4; 2; 3; 5 1. F; 2. T; 3. NIT; 4. T; 5. F; 6. NIT
C C
1. easy 3. special 5. slow 1. didn’t use 2. often 3. can 4. university 5. many 6. work
na
A
very small. flies, eats, and moves.
1. was 3. went 5. got 7. started
3. Yes, you do.
N
ng
ni
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i c
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g ra
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na
io
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N
World English, Third Edition features extended writing instruction and practice across all components. Complete
lessons in the Student’s Book and printed Workbook contain explicit skill instruction and writing models to give
students a chance to reflect on the English they have learned and to develop an indispensable academic skill.
Furthermore, the Writing and Communication lesson in the World English Online Workbook guides students through
the planning, writing, and revising stages of process writing. The following Writing Program is designed for teachers
seeking additional practice that is closely aligned with the theme of each unit.
ng
Unit 2 • Answer questions about yourself. No, I’m not a doctor.
Describe a Country • Write sentences about countries. Brazil is a large country.
ni
Unit 3 • Finish sentences about a house and an There are three bedrooms in my house.
apartment.
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Describe a Room There is a lamp on the table.
• Write sentences about a room.
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Unit 4 • Finish sentences about possessions. There is a watch in the purse.
A Short Story • Write questions with have. Does Hanna have keys in her purse?
c
• Finish sentences in a story.
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ph
Unit 5 • Write sentences about a person’s schedule. Jillian gets up at 7:30 every morning.
Daily Schedule • Write sentences about one’s own daily routine. I do homework at 6:30 every evening.
ra
Unit 6 • Answer questions with have to. Do you have to arrive before 9:00 am?
g
Unit 7 • Write sentences about what’s happening now. Right now, people are playing sports outside.
Showing Contrasts • Show contrasts with but. Anita can’t swim, but Peter can.
na
Unit 8 • Write sentences about what people are My brother is wearing brown pants and a white shirt.
Likes and Dislikes wearing. I like pink and yellow.
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Unit 9 • Answer questions about favorite foods. I like mangos and strawberries.
N
Restaurant • Use and to connect ideas in a conversation. Could I have spaghetti and meatballs?
Conversation
Unit 10 • Give advice to people with health problems I have a terrible toothache.
Letters of Advice using should and should not. What should I do?
You should see a dentist.
Unit 11 • Write answers to questions about your plans I’m going to go shopping tomorrow.
Letter to a Millionaire for the future. I would like to travel to China.
• Write a letter about your wishes for the future.
Unit 12 • Write sentences about past events. Kayo got her passport in 2004.
Past Timeline
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B Practice the conversation with a partner.
ni
C Write about your family members. Draw pictures, then fill in the blanks. Use real names and words from the
ar
boxes.
Example:
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This is Toby . He is my brother .
He is young with straight black hair.
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ph
family members adjectives hair types
grandmother grandfather tall short handsome curly wavy straight brown
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This is . He / She is my .
na
This is . He / She is my .
He / She is with hair.
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D Show your pictures to a classmate. Say the sentences about your family members.
Questions Answers
1. Are you from Brazil?
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4. Are you married?
ni
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5. Are you from a small
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country?
6. Are you an interesting
person?
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ph
B Ask and answer the questions with a partner.
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C Complete each sentence with an adjective from the box. There may be more than one correct answer.
g
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cold dry hot large small wet
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1. Japan is a country.
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4. Korea is a country.
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6. Russia is a country.
Brazil is a large country. It’s in South America. Brasília is in Brazil. It’s the capital city.
Photocopiable © 2020 National Geographic Learning, a Cengage company
T-226 Writing Program SAMPLE COPY, NOT FOR DISTRIBUTION
are armchair is next to sofas
There (1) three bedrooms in my house. There (2) a big yard, too.
There are two (3) in the living room, and there is one (4) . The kitchen
is (5) the living room.
B Read about an apartment. Complete the paragraph with words from the box.
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is lamps microwave small
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I live in a (1) apartment. There is a refrigerator and a (2) in the
ar
kitchen. There (3) a table next to the bed. There are two (4) in the
apartment.
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C Draw one room in your house or apartment. Then, write sentences about the room. Use there is / there are
c
and some of the words in the boxes.
i
ph
in next to on under
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bed bookcase chair lamp refrigerator sofa stove table TV
g
eo
lG
na
io
at
N
Esra has many things in her purse. (1) keys to her apartment.
(2) glasses because Esra doesn’t see well.
(3) a watch in the purse, too.
B Read about Bill’s backpack. Complete the paragraph with there is or there are.
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(3) a cell phone in the backpack because Bill likes to call his friends.
ni
C Write questions with have.
1. Esra / keys? Does Esra have keys in her purse?
ar
2. Esra / cell phone?
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3. Esra / glasses?
4. Bill / book?
c
5. Bill / wallet?
i
ph
6. Bill / pens?
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E Read the story. Complete the paragraph with words from the box.
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are have is keys there wallet we
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Bill doesn’t remember things. Esra remembers everything. This morning, Bill asked Esra,
na
Bill asked Esra, “Do you (3) my wallet?” And Esra said, “No, I don’t.
at
was no wallet in the bedroom. Finally, Bill asked Esra, “Do (6) have
any eggs? I’m hungry!” Bill opened the refrigerator. In the refrigerator, there were some eggs, and
some keys, and Bill’s (7) ! So, Esra asked Bill, “Why are your keys and
your wallet in the refrigerator?” And Bill said, “I don’t remember.”
ng
11:00 go to bed 11:00 go to bed 11:00 go to bed 11:00 go to bed 11:00 go to bed
ni
ar
B Use the words below to write sentences about Jillian’s schedule.
Le
1. get up / every morning Jillian gets up at 7:30 every morning.
2. start work / every day
i c
3. have lunch / every day
ph
4. finish work / Tuesdays and Thursdays
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D What do you do every day? Complete the schedule with your information.
na
ng
B Write answers to the questions.
ni
1. Do you have to arrive before 9:00 am? No, you don’t.
ar
2. Do you have to arrive before 4:00 pm?
Le
3. Do you have to pay $20 for the tour?
4. Do you have to be 12 years old or older?
i c
5. Do you have to walk to the village?
ph
6. Do you have to leave your camera on the bus?
ra
D Read the paragraph. Complete the paragraph with words from the box.
lG
a across afternoon at for to
na
Last week, I went on a very interesting tour. Our tour started (1) 11:00 in the
morning. I’m only 35 years old, so I had to pay $14 (2) my ticket. We took
at
(3) bus to a historic village. The buildings were hundreds of years old! I
N
really liked the lawyer's home. It was huge! And it was (4) the street from the
blacksmith's. The tour ended at 1:30 in the (5) . There was one bad thing about
the tour. You have (6) leave your food on the bus when you go inside the
buildings, so I was pretty hungry at the end.
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B Write sentences about what is happening or what is not happening.
1. Right now, I’m doing a worksheet. 2. It’s not raining at the moment.
ni
3. 4.
ar
5. 6.
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7. 8.
c
C You can connect two short sentences with but. Writers do this to show a contrast.
i
ph
Example: Right now, people are playing sports outside, but I’m sitting in a chair.
These people have different abilities. There is a check ✓ next to things each person can do.
g ra
Lin Fernando
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Examples: Lin
can play the guitar, but Fernando can’t. Lin can’t swim, but Fernando can.
at
1.
N
2.
3.
4.
5.
6.
ng
1.
I am wearing...
2.
ni
3.
ar
4.
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5.
6.
Now complete the paragraph below. Use the plural form (dresses, shoes, etc.).
na
I have some strong opinions about clothes. For example, I like (1) and
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the worst!
D Which colors do you like and dislike? Write sentences about your opinions.
ng
C Read the sentences below. Notice how writers use the word and to connect two or more ideas. Notice the commas in
the sentences.
ni
Two ideas: My favorite fruits are mangos and strawberries.
ar
Three ideas: Could I have soup, salad, and fish?
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Four ideas: We need to buy pasta, soda, ice cream, and cake.
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ph
Larry:
This looks like a nice restaurant.
Paula:
It is nice. The food is good, too.
ra
Larry:
What should I have?
g
Paula:
Well, the (2 ideas) are both very good.
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Waiter:
Are you ready to order?
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Paula:
Yes, could I have (3 ideas) ?
na
Waiter:
No problem. And for you, sir?
Larry:
Could I have (2 ideas) ?
io
Waiter:
Very good. Anything else?
at
Larry:
Well, I’ll probably want dessert later. Do you have any desserts?
N
Waiter:
Yes, we have (4 ideas) .
Larry:
Those sound good. I’ll decide after I eat.
Waiter:
Very good. Thank you.
Dear Chelsea,
You should take an aspirin. That will help the toothache and the fever. Then, you should see a
ng
dentist. You shouldn’t wait. See a dentist today.
ni
B Write a similar letter to each person below.
ar
Dear Dr. Millham,
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My name is Ryan. I think I have a cold. I’m coughing and coughing, and I also have a fever.
What should I do?
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ph
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My name is Lucinda. Everything hurts today! I have a bad headache. I have a backache, too.
What should I do?
lG
na
io
at
My name is Mi Young. I don’t feel very well. Nothing hurts, but I’m very tired. What should I
do?
C Read the letter. Why does the writer use would like?
ng
Dear Mom and Dad,
Can you believe it? My birthday party is going to be next weekend! Thank you for having a party for me.
ni
If you don’t mind, I would like to bring my friend Ayumi to the party. She’s really nice, and I think you’re
going to like her. I would also like Mom to make her special lemon cake. (Would you do that, Mom?) It’s
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my favorite!
Le
See you soon,
Maria
c
i
ph
D What are your wishes for your future? On the back of this paper, write several things you would like to do in
your life:
ra
Imagine this: There is a very rich person. This person wants to make someone’s wishes come true! Write a
eo
letter to him or her about things you would like to do. (If you’re lucky, the millionaire might decide to pay for
everything!)
lG
Dear Millionaire,
na
There are several things I would like to do in my life. First, I would like to
io
at
N
2004 Kayo 2005 Kayo goes 2007 Kayo moves 2009 Kayo buys 2013 Kayo sells 2014 Kayo
gets her passport to visit Australia to Melbourne a house her house returns to Japan
NOW
Fill in each blank with the simple past form of the verb. Then circle T for True or F for False.
ng
1. Kayo (get) her passport in 2004. T F
ni
2. Kayo (go) to visit Australia in 2007. T F
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3. Kayo (move) to Melbourne in 2007. T F
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4. In 2009, Kayo (buy) a house. T F
5. In 2012, Kayo (sell) her house. T F
i c
6. In 2014, Kayo (return) to Japan. T F
ph
B Practice saying the sentences with a partner.
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C Make a new timeline about events in the past. Use your own information or imagine the information.
g
eo
lG
na
NOW
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1.
2.
3.
4.
5.
6.
UNIT 2 • Asking for and giving personal What’s your name? How old are you?
Jobs around the World information Where are you from?
• Talking about jobs
• Talking about countries
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Unit 4 • Talking about the personal possessions These earrings look cool.
Possessions of others She already has earrings. What about this
ni
necklace?
ar
It’s ugly! Look at this desk lamp . . .
Le
UNIT 5 • Asking and answering questions about What time do you start work?
Daily Activities work activities What time do you finish work?
c
UNIT 6 • Asking for and giving directions You are in the ______. Cross ____ Avenue.
i
ph
Getting Around Walk two blocks and _____. Turn left/right and
______.
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UNIT 8 • Describing peoples’ clothes He’s wearing _____. What’s his name?
Clothes How do you spell it?
lG
UNIT 12 • Talking about people moving from place to place When did he leave ________?
On the Move How long __________?
Where did he live in _______?
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ni
ar
Le
i c
ph
g ra
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lG
na
io
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A Describe one of the people in the picture. Your partner has to guess the person’s name.
Student A: He’s tall, with straight black hair.
Student B: His name is Jason.
Name: Rafael
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Age: 48
ni
Single / Married: married
ar
Country: Argentina
City: Buenos Aires
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Job: teacher
c
Interesting / boring: interesting
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ph
Student B
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Name: Maya
at
Age: 30
N
What’s in the Talk to your partner. Ask and answer questions to complete the drawing.
big bedroom?
ng
ni
ar
Le
i c
ph
ra
Student B
g
Talk to your partner. Ask and answer questions to complete the drawing.
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What’s in the
lG
big bedroom?
na
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A Your teacher will give you the names of two classmates. Look at the webpage in B and choose a She already has
present for each person. earrings. What about
this necklace?
1. Name: Present:
2. Name: Present:
It’s ugly! Look at
this desk lamp . . .
B Tell the class about the presents you chose.
x – +
Lily’s
http://www.GiftIdeas.com
present
is a watch.
ng
Great gifts for every occassion!
Gr Search
ni
ALL NEW ! Electronics Home Goods Books Jewelry
ar
ALL NEW !
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Username:
tablet silver necklace
c
Password: Add to cart Add to cart
i
ph
Login
desk lamp sunglasses
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cart:
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View cart
wallet gold earrings
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watch
Add to cart
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at
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Name: Nathan
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Job: baker
Get up: 4:00 pm
ni
Start work: 10:00 pm
ar
Have lunch: 8:15 am
Le
Finish work: 4:30 am
Go to bed: 6:30 pm
i c
ph
Student B
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Ask and answer questions with a partner to fill in the information. Are these good jobs?
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lG
na
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Name: Amanda
Job: radio announcer
N
Student B
1. the train station
2. the post office
3. Burger World
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Student B
start here
ni
Center Street
ar
Tourist Office
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Beijing
Restaurant Green Park
c
Jackson
Train
i
ph
Station State Street Hotel
Art
ra
Post Museum
Office
g
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lG
Maple Avenue
Elm Avenue
Linden Avenue
Pizza
na
Store Store
Pit
io
at
Market Street
N
Royal
Burger Student A Hotel Supermarket
World start here
Division Street
ng
Who can . . . Name
1. speak two languages
ni
2. cook ____________________ (food)
ar
3. ice skate
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4. play the piano
5. draw
c
6. swim
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ph
7. play _____________________ (sport)
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8. run fast
9. play the guitar
g
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10. sing
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na
io
at
N
Tanya
Becky How do you spell it?
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Mimi
Teresa
ni
ar
Le
i c
ph
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Student B
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Mike
at
Shaun
Rafael Andy
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3. Write the drinks here.
Drinks:
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_________________________________________________________________
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_________________________________________________________________
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4. What time does your dinner start? What time does it end?
_________________________________________________________________
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5. What clothes do people wear for your dinner?
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_________________________________________________________________
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ni
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i c
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g ra
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na
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She’s going to . . .
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ni
ar
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g ra
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na
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Born in: 1990
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Home country: The Philippines
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Left his home country: 2010
Destination: Australian College of Medicine
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and Science (Australia)
Migrated to: Saudi Arabia (2013)
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Moved to: Riyadh, to work in a hospital as an
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X-ray technician
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Student B
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2 With your partner, decide which person has a more interesting life.
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na
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B Circle the correct form of the verb be.
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1. My name ( am | is ) Jack.
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2. How ( are | is ) you?
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3. I ( am | is ) a student.
4. She ( are | is ) Paola.
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5. We ( are | is ) John and Feng.
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C Write the sentences again. Use contractions with be.
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2. Sarah is my classmate. .
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3. We are students. .
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2. They are teachers. b. Their names are Isabel and Victor.
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1. You ( are | is ) pretty. 4. She ( are | is ) old.
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2. We ( are | is ) married. 5. They ( are | is ) handsome.
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3. I ( am | is ) tall.
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C Use the words to write sentences. Use the verb be with adjectives and the word with to describe hair.
1. she / tall / straight red hair She is tall with straight red hair .
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2. they / young / curly blond hair .
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3. he / short / curly gray hair .
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1. She’s a student. She isn’t a student .
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2. I’m a doctor. .
3. They are artists. .
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4. We’re teachers. .
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5. You’re an architect. .
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C Unscramble the sentences.
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1. are / Julia and Carlos / doctors / not Julia and Carlos are not doctors .
2. not / teacher / a / He’s .
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3. students / aren’t / We .
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D Circle a or an.
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E Complete the sentences with negative contractions with be, and an indefinite article, if needed.
1. Ali ’s not / isn’t a doctor.
2. They architects.
3. You student.
4. I teacher.
5. We taxi drivers.
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2. Is Egypt a wet country?
3. Is China a small country?
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4. Is Malaysia a hot country?
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5. Is Russia a cold country?
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C Write the statements as questions.
1. The United States is a big country. Is the United States a big country?
2. Venezuela is a hot country.
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3. Asia is a big continent.
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1. Upstairs, there are three bedrooms.
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2. a swimming pool in the backyard.
3. Downstairs, a bathroom.
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4. three closets.
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5. a kitchen downstairs.
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C Unscramble the statements and questions.
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1. two / there / apartment / the / bedrooms / Are / in Are there two bedrooms in the apartment ?
2. garage / Is / a / there ?
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5. garden / a / there / Is ?
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ng
ni
ar
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B Look at the pictures. Complete the sentences with in, on, under, or next to.
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1. The lamp is next to the chair.
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2. The table is the umbrella.
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C Look at the picture. Circle T for True or F for False. Rewrite false sentences to make them true.
1. The glasses are on the book. T F
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1. keys / not / These / your / are These are not your keys .
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2. Is / notebook / this / your ?
3. my / That’s / phone .
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4. not / Those / my / are / glasses .
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5. your / dictionary / Is / this ?
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C Match the questions and answers. There is more than one right answer.
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1. Are these your pens? c, d a. Yes, it is.
2. Is this my backpack? b. No, it isn’t.
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D Complete the sentences with the correct demonstrative adjective. Use the clues.
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E Cross out the word that does not complete the sentence.
1. ( That | This | Those ) is my necklace.
2. Are ( that | these | those ) your books?
3. ( That | These | This ) is my laptop.
4. ( That | These | Those ) are your pens.
5. Is ( that | this | those ) your backpack?
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3. You don’t ( has | have ) an MP3 player.
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C Complete the sentences with have or has.
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1. My teacher has a laptop. 4. He headphones.
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2. Ali and Tran new smartphones. 5. I a tablet in my backpack.
3. We MP3 players.
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D Write the sentences again. Make them negative.
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1. Ri has a new watch. Ri doesn't have a new watch .
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4. I have a book. .
5. She has rings. .
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3. teacher / dictionary? ?
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5. he / cell phone? ?
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1. They finish work at five o’clock. They don’t finish work at five o’clock .
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2. We eat lunch at one o’clock. .
3. Tina takes a shower in the evening. .
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4. I get up at seven thirty every morning. .
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5. She takes a nap on Sunday afternoon. .
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C Complete the questions. Use the verbs in parentheses.
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1. What time do you get up (you / get up) in the morning?
2. What time (Carlos / start work) every day?
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1. Ali gets up at nine o’clock on Sunday. What time does Ali get up on Sunday ?
2. She finishes work at four thirty. ?
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1. Does Ana talk to people on the phone? (no) No, she doesn’t .
2. Do we go to meetings every day? (yes) .
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3. Do they meet clients every week? (yes) .
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4. Does he go to the bank every afternoon? (no) .
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5. Do they travel every week? (yes) .
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C Complete the sentences with always, sometimes, or never.
i always
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1. Valeska checks her email every morning. She checks her emails.
2. They don’t meet clients. They meet clients.
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5. You talk to people on the phone every day. You talk to people on the phone.
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5. The school is
park
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the bank and the library.
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B Use the map and complete each sentence with turn left, turn right, or cross.
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1. To walk to the bank from the restaurant, turn right .
2. To walk to the library from the front of the restaurant, .
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3. To get to the park from the bank, the street.
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4. To get to the restaurant from the school, .
5. To get to the bank from the library, the street and .
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2. walk to school
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5. stop
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2. They have to take a bus to the subway station. ?
3. We have to buy bus tickets. ?
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4. Diego has to travel by train to the meeting. ?
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5. You have to go to the meeting at 10 am. ?
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C Match the questions and answers.
c
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1. Do you have to study on weekends? a. Yes, she does.
2. Does Shumi have to write a report?
i b. No, he doesn’t.
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3. Do your classmates have to take notes in class? c. Yes, I do.
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B Write questions using the present continuous and the words below.
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1. Jose / go for a walk Is Jose going for a walk ?
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2. they / watch TV ?
3. Milan / play guitar ?
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4. you / study English ?
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5. Ada / do homework ?
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C Write responses to the questions using the present continuous and the words below.
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1. What are you doing? (read / book) I’m reading a book .
2. What is she doing? (write / report) .
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2. We / play volleyball (yes) .
3. My sister / ride a bike (no) .
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4. We / play golf / today (no) .
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5. They / ski (yes) .
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C Write questions using can and the words below.
1. you / ride a bike Can you ride a bike
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?
2. they / ice skate
i ?
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3. John / play tennis ?
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1. Can you help me e a. this dress, please?
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2. Can I pay for the sweater with b. black pants?
3. Could I try on c. a credit card?
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4. Could you bring the d. size 8?
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5. Can I see a e. , please?
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C Write the polite requests using can / could.
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1. You want to try on the red coat. Can / Could I try on the red coat, please ?
2. You want to see some blue ties. ?
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D Write polite requests using can / could and the words below.
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3. you / help me ?
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5. try on / size 7 ?
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3. Paulo jeans.
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B Look at the chart. Complete the conversations.
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1. Ai: Jackie, do you like new clothes?
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Jackie: Yes, I love new clothes!
2. Ridwan: Paulo, do you like soccer?
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Paulo: Yes, I it.
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3. Jackie: What clothes do you like, Ridwan?
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Ridwan: I T-shirts.
4. Paulo: Ai, do you like volleyball?
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B: J
3. A: Do you like skirts?
B: L
4. A: Do you like hats?
B: L L
5. A: Do you like white clothes?
B: L
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3. No, we don’t have salad.
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C Unscramble the words to write statements and questions.
1. refrigerator / fish / in / the / some / there’s There’s some fish in the refrigerator.
ar
.
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2. have / do / eggs / any / you ?
3. juice / fruit / I / any / have / don’t .
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4. some / could / please / have / cereal / and / milk, / I ?
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5. for / chocolate / cake / some / there’s / dessert .
D Look at the food and the imperative ask or order. Write a question to ask about or order the food.
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1. coffee (order):
2. chocolate cake (ask):
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3. fish (ask):
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4. salad (order):
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3. water do you drink every day?
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C Complete the conversations with How much or How many.
1. A: How much meat do vegetarians eat? B: None! Vegetarians don’t eat any meat!
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2. A: vegetables do vegetarians eat? B: Vegetarians eat a lot of vegetables.
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3. A: rice do we have? B: We don’t have any rice.
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4. A: milk do you have? B: I have two cartons.
5. A:
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bags of beans do you have? B: I don’t have any beans.
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D Complete the conversation with how much and how many.
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E Write questions asking about the food someone eats. Use how much or how many and the words below.
1. lettuce / eat / week How much lettuce do you eat every week ?
2. potatoes / eat / week ?
3. tea / drink / every day ?
4. candy / eat / day ?
5. eggs / eat / week ?
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1. feel / do / tired / you Do you feel tired ?
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2. you / OK / do / feel ?
3. do / you / how / feel ?
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4. are / feeling / you / how ?
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5. sick / does / look / he ?
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C Complete the sentences with the words given.
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1. My mother (feel, not) doesn’t feel well. 4. I (feel) fine.
2. Robin (feel) fine today. 5. Cal (look) tired.
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5. He feels tired. .
at
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2. some / you / take / should / pain reliever .
3. today / go to / Dan / school / shouldn’t .
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4. shouldn’t / you / no, .
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5. she / what / should / do ?
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C For each statement, give advice about what the person should and shouldn’t do.
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1. Jorge has a sore throat.
He should take some cough medicine
i .
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He shouldn’t see a dentist .
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2. I have a fever.
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.
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.
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.
4. My classmate has a headache.
io
.
at
.
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1. Liz is going to the movies with me. Liz is not going to the movies with me .
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2. Will’s family is having a big meal. .
3. They are going to have a barbecue on Sunday. .
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4. We are going to have a party on Friday night. .
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5. You are going to a game tonight. .
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C Write the statements as questions.
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1. We are going to have a party. Are we going to have a party ?
2. They are going to have a family meal. ?
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D Complete the conversations. Use the cues in parentheses and be going to.
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2. I be a doctor.
3. They study acting.
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4. (you) be a lawyer?
ar
5. (James) study education?
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C Use the words to write sentences with would like to and be.
1. Adana / nurse Adana would like to be a nurse
c
.
2. Sara / actor
i .
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3. Ranjan / teacher .
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E Complete the questions and answers with would or would like to.
1. A: What would you like to be?
B: I be an actor.
2. A: (you) study engineering?
B: Yes, I .
3. A: What (Jason) study?
B: Jason study music.
B Complete the sentences with the simple past of the verb in parentheses.
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1. Leo lived (live) in Canada for two years.
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2. The homework assignment (be) difficult.
3. They (go) to the library after school.
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4. Maria (move) from Madrid to Buenos Aires.
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5. We (stay) in a big hotel in Miami.
c
C Write the sentences in the negative.
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1. We arrived on time. We didn’t arrive on time. .
2. He went home after class. .
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2. Did you sell your house? b. Yes, they did.
3. Did Marcos come to class yesterday? c. Yes, she did.
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4. Did they have a good time? d. Yes, it did.
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5. Did Li get a new phone? e. No, he didn’t.
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C Complete the short answers in the simple past.
1. Did you get a new passport? Yes, I did .
c
4. Did Ivan pack his suitcase? Yes, .
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2. Did Barbara buy the tickets online? Yes, . 5. Did your sister get a new job? No, .
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3. Did they have a party? No, .
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E Read the paragraph and answer the questions. Use short answers.
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Marta and Fredi are married. Last month, they moved from São Paulo, Brazil, to New York, US. They
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packed their suitcases and sold the car. They rented their house. They didn't sell it. Marta’s family had a
going-away party for them. They left São Paulo because they got new jobs in New York.
1. Did Marta and Fredi come from Argentina? No, they didn’t. .
2. Did they sell the car? .
3. Did they sell the house? .
4. Did they have a going-away party? .
5. Did they get new jobs in New York? .
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C. 2. have 3. have 4. has 5. have
C. 2 . They are young with curly blond hair. 3. He is short with curly gray hair. 4. Anita D. 2. Kia and Juana don’t have bracelets. 3. You don’t have a cell phone. 4. I don’t
is tall with wavy black hair. 5. Teng is young with straight black hair. have a book. 5. She doesn’t have rings.
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D. 2. e 3. a 4. b 5. c E. 2. Do you have keys? 3. Does the teacher have a dictionary? 4. Do they have a big
E. 2. Is she married? 3. Are they married? 4. Is she young? 5. Is he short? house? 5. Does he have a cell phone?
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F. 2. Yes, they do. 3. No, I don’t. 4. No, we don’t. 5. Yes, she does.
UNIT 2 JOBS AROUND THE WORLD
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Lesson A UNIT 5 DAILY ACTIVITIES
A. 2. ’s not or isn’t 3. ’re not or aren’t 4. ’re not or aren’t 5. ’m not Lesson A
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B. 2. I am / ’m not a doctor. 3. They are / ’re not artists. 4. We are / ’re not teachers. A. 2. takes a shower 3. start work 4. gets up 5. has lunch
5. You are / ’re not an architect.
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ph
B. 2. We don’t eat lunch at one o’clock. 3. Tina doesn’t take a shower in the evening.
C. 2 . He’s not a teacher. 3. We aren’t students. 4. You are not an engineer. 5. They’re 4. I don’t get up at seven thirty every morning. 5. She doesn’t take a nap on
not chefs. Sunday afternoon.
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D. 2. a 3. a 4. a 5. an C. 2. does Carlos start work 3. do they have lunch 4. does she go to bed 5. do we
E. 2. ’re not or aren’t 3. ’re not or aren’t a 4. ’m not a 5. ’re not or aren’t have dinner
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Lesson C D. 2. What time does she finish work? 3. What time do you start work every day?
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4. What time does he go to bed? 5. What time do they have lunch every day?
A. 2. Indonesia is a hot, dry country. 3. Is Ecuador a small country? 4. Iceland is a
cold country. 5. Is Ireland a wet country? E. 2. What time does Eben take a nap in the afternoon? 3. What time does Carmen
finish work?
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B. 2. No, it isn’t. It’s a dry country. 3. No, it isn’t. It’s a big country. 4. Yes, it is. 5. Yes,
it is. Lesson C
C. 2 . Is Venezuela a hot country? 3. Is Asia a big continent? 4. Is England a wet A. 2. travels 3. go to meetings 4. meets clients 5. makes photocopies
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country? 5. Is the UAE a hot, dry country? B. 2. Yes, we do. 3. Yes, they do. 4. No, he doesn’t. 5. Yes, they do.
D. 2. e 3. a 4. b 5. d C. 2. never 3. always 4. sometimes 5. always
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E. 2. Russia is a cold, dry country. 3. Australia is a big, dry continent. 4. Yemen is a D. 2. They never travel. 3. Do you write reports every week? 4. My boss checks
small, hot country. 5. Ireland is a small, wet country. her email every evening. 5. Does Kia makes photocopies every day?
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E. 2. Do you make photocopies every day? 3. Does Teng work on Saturdays? 4. Do they
UNIT 3 HOUSES AND APARTMENTS talk to people on the phone every afternoon? 5. Does she write reports on Fridays?
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Lesson A
A. 2. There is 3. There are 4. There is 5. There is UNIT 6 GETTING AROUND
B. 2. There is 3. there is 4. There are 5. There is Lesson A
C. 2. Is there a garage? 3. There is a small bathroom. 4. There are two closets A. 2. between 3. across from 4. across from 5. between
downstairs. 5. Is there a garden? B. 2. turn left 3. cross 4. turn left 5. cross; turn right
D. 2. Are there cars in the garage? 3. Is there a bathroom downstairs? 4. Are there C. 2. Walk to school. / Don’t walk to school. 3. Cross Elm Street. / Don’t cross Elm
three bedrooms upstairs? 5. Is there a swimming pool in the backyard? Street. 4. Turn left. / Don’t turn left. 5. Stop. / Don’t stop.
E. 2. Yes, there are. 3. No, there isn’t. 4. No, there aren’t. 5. Yes, there is. Lesson C
Lesson C A. 2. have to 3. has to 4. Do; have to 5. Does; have to
A. 2. on / in 3. on 4. next to 5. next to 6. in B. 2. Do they have to take a bus to the subway station? 3. Do we have to buy bus
B. 2. under 3. in 4. next to 5. on tickets? 4. Does Diego have to travel by train to the meeting? 5. Do you have to go
to the meeting at 10 am?
C. 2. F –The lamp is next to the book. 3. T 4. T 5. F – The glasses are on the book.
C. 2. a 3. d 4. e 5. b
T-274 Grammar Activities Answer Key SAMPLE COPY, NOT FOR DISTRIBUTION
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5. He is listening to music. B. 2. Do you feel OK? 3. How do you feel? 4. How are you feeling? 5. Does he look sick?
D. 2. No, he isn’t. 3. No, they aren’t / they’re not. 4. Yes, we are. 5. Yes, she is. C. 2. feels 3. don’t look 4. feel 5. looks
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E. 2. I’m working. 3. She’s going to the movies. 4. She’s shopping. 5. They’re studying. D. 2. Juan doesn’t feel great. 3. You don’t look tired. 4. Cristina doesn’t look sick.
5. He doesn’t feel tired.
Lesson C
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E. 2. he does 3. feel; I don’t 4. Does she 5. Do you
A. 2. d 3. a 4. e 5. c
Lesson C
B. 2. We can play volleyball. 3. My sister can’t ride a bike. 4. We can’t play golf today.
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5. They can ski. A. 2. c 3. a 4. b 5. d
C. 2. Can they ice skate? 3. Can John play tennis? 4. Can Nasir play soccer? B. 2. You should take some pain reliever. 3. Dan shouldn’t go to school today. 4. No,
5. Can Sonja and Sarah ski? you shouldn’t. 5. What should she do?
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D. 2. Yes, they can. 3. Yes, she can. 4. No, I can’t. 5. No, we can’t. C. A nswers will vary. Possible answers: 2. You should go to bed.; You should not
i
ph
take any cough medicine. 3. She should see a dentist.; She should not see
E. 1. can’t; can 2. Can; can; can’t 3. Can; can
a doctor. 4. He / She should take some pain reliever.; He / She shouldn’t see a
doctor. 5. You should go to bed; You shouldn’t go to school.
UNIT 8 CLOTHES
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A. 2. Can I buy the blue hat, please? 3. Could I try on the yellow skirt? 4. Can I help Lesson A
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C. 2 . Can / Could I see some blue ties, please? 3. Can / Could I try on the black on Sunday. 4. We are not going to have a party on Friday night. 5. You are not
jacket, please? 4. Can / Could you bring a size 10, please? 5. Can / Could I pay by going to a game tonight.
credit card, please?
C. 2. Are they going to have a family meal? 3. Is Hafa going to go to Miami? 4. Is Milo
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D. 2. Can / Could I pay by credit card? 3. Can / Could you help me? 4. Can / Could going to have a birthday party on Saturday? 5. Are we going to go to a soccer game?
you bring a red shirt, please? 5. Can / Could I try on a size 7, please?
D. 2. is he going to; he is going to 3. are they going to; are going to 4. is she going to;
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B. 2. love 3. like 4. hate 5. don’t like A. 2. No, I wouldn’t. 3. No, I wouldn’t. 4. Yes, I would. 5. Yes, I would.
C. 2. Yes, I like it. or Yes, I like speaking English. 3. No, I don’t like them. or No, I
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B. 2. would like to 3. would like to 4. Would you like to 5. Would James like to
don’t like skirts. 4. No, I hate them. or No, I hate hats. 5. No, I don’t like them. or
C. 2. Sara would like to be an actor. 3. Ranjan would like to be a teacher. 4. Medical
No, I don’t like white clothes.
students would like to be doctors. 5. Music students would like to be musicians.
UNIT 9 FOOD D. 2. Would you like to be a software engineer? 3. Would you like to study
information technology? 4. Would your son like to be a teacher? 5. Would your
Lesson A daughter like to be a nurse?
A. 2. some 3. any 4. any 5. some E. 1. would like to 2. Would you like to; would 3. would Jason like to; would like to
B. 2. some 3. any 4. some 5. any
C. 2 . Do you have any eggs? 3. I don’t have any fruit juice. 4. Could I have some UNIT 12 ON THE MOVE
cereal and milk, please? 5. There’s some chocolate cake for dessert. Lesson A
D. 1. Could I have some coffee, please? 2. Do you have any chocolate cake? 3. Do A. 2. I returned from school at 2 pm. 3. The students arrived early. 4. He left work
you have any fish? 4. Could I have some salad, please? 5. Do you have any fruit at 5 pm. 5. We came from Canada.
juice?
B. 2. was 3. went 4. moved 5. stayed
E. 2. some 3. any 4. some 5. any 6. some 7. any
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T-276 Grammar Activities Answer Key SAMPLE COPY, NOT FOR DISTRIBUTION