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S E V E N T H E D I T I O N
TEACHER’S GUIDE
GRAMMAR LEARNING
IN CONTEXT 1
GRAMMAR IN CONTEXT
GRAMMAR
Grammar in Context brings grammar alive through engaging readings that contextualize
grammar for more meaningful practice. National Geographic photography and stories
deliver real-world content to improve grammar awareness and retention. Students
learn more, remember more, and use language more effectively when they learn
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grammar in context.
IN CONTEXT 1
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NEW IN GRAMMAR IN CONTEXT, 7TH EDITION:
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| Updated readings present target grammar in context and prepare students
for practice and personalization.
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| New
Grammar in Use notes highlight real-world uses of grammar to help students
communicate confidently.
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| N ew listening comprehension activities encourage students to listen for meaning
through natural spoken English.
| N ew Fun with Grammar activities keep the classroom lively and give students
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another chance to practice the grammar.
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| F rom Grammar to Writing gives editing advice and provides New Writing Tips to
connect the grammar to the unit writing task.
g ra TEACHER’S GUIDE
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CEFR correlation
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A1 A2 B1 B2 C1 C2
TEACHER’S GUIDE
LEARNING
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GRAMMAR
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LEVEL 1
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GRAMMAR
IN CONTEXT 1
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TEACHER’S GUIDE
LEARNING
Australia • Brazil • Mexico • Singapore • United Kingdom • United States
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LEARNING
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Printed in the United States of America

Print Number: 01 Print Year: 2020

GRAMMAR
IN CONTEXT 1
CONTENTS
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Features of Grammar in Context, Seventh Edition Teacher’s Guide ...........................................iv
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Ten Tips for Customizing to Fit your Program .................................................................................. v
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Suggestions for Teaching a Unit ..........................................................................................................vi
Unit 1...............................................................................................................................................................1
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Unit 2.............................................................................................................................................................12
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Unit 3.............................................................................................................................................................26
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Unit 4.............................................................................................................................................................36
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Unit 5.............................................................................................................................................................44
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Unit 6.............................................................................................................................................................53
Unit 7.............................................................................................................................................................61
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Unit 8.............................................................................................................................................................71
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Unit 9.............................................................................................................................................................82
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Unit 10 ..........................................................................................................................................................91
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Unit 11 .......................................................................................................................................................100
Unit 12 .......................................................................................................................................................108
Audio Scripts for Exercises ................................................................................................................. 116
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FEATURES OF GRAMMAR IN CONTEXT, SEVENTH EDITION
TEACHER’S GUIDE
Grammar in Context, Seventh Edition, contains a rich NEW Listening comprehension activities that allow
variety of material, making it easy to customize to students to focus on comprehending a listening input
any program’s needs. This Teacher’s Guide will help before listening again for details about the grammar.
you take full advantage of the National Geographic
images and content in the Student Book. It includes an UPDATED Grammar chart presentation ideas that
abundance of ideas to make planning your syllabus and offer a variety of ways to present and check students’
preparing units easier than ever before. It also reinforces understanding of the grammar points. Included in these
an active inductive approach to instruction that will presentation ideas are suggestions for presenting the
encourage your students to discover answers and rules information in the Grammar in Use boxes, which are
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for themselves. Here’s what the Grammar in Context , new to Grammar in Context, Seventh Edition. This feature
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Seventh Edition Teacher’s Guide offers you: provided added, real-life usage information, particularly
for interpersonal communication.
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Suggestions for teaching a unit (see page vi).
NEW Fun with Grammar boxes with game-like
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Ten tips for customizing the content to fit your program activities that get students to practice the grammar
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(see page v). in an interactive and fun way.
UPDATED About the Quote sections for each unit Clearly identifiable “Fast Track” icons that highlight
opener. They provide teachers with helpful information
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essential readings, charts, and exercises for courses
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about the author and the context of the quote, which that don’t have the time to present and practice the
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they can convey to students to deepen any discussion full range of readings, grammar charts, and exercises
about the unit’s opening photo, quote, or theme. available in Grammar in Context, Seventh Edition.
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Teaching these essential items gives students a basic

UPDATED Context Notes for the unit openers and understanding of and practice with the most important
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each reading within the units. These provide teachers grammar in each unit.
with information that they can read to students or
share at various opportune moments to build students’ Suggested times for every part of the unit that provide a
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background knowledge, answer their questions, or even useful framework for unit planning.
challenge their assumptions.
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Answers for every student book activity, as well as

NEW Think About It questions for each reading that answers for suggested presentation or comprehension
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complement the comprehension questions and check questions.

get students to personalize and think critically about
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the topic.
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iv

TEN TIPS FOR CUSTOMIZING TO FIT YOUR PROGRAM
1. Work within your curriculum. 6. Be selective with About You exercises and Fun with
Let your curriculum guide you on what to cover from Grammar activities.
this rich, comprehensive series. The exercises that These exercises are communicative. If your students
follow each grammar chart only practice the grammar attend another class for speech and conversation, you
presented within that chart, so there’s no fear of students may decide to skip these, or use them every once in
needing to use grammar from a skipped chart to awhile.
complete other grammar exercises.
7. Use the Skill Practice ideas if there is time.
2. Do the Review section at the start of each unit. The Skill Practice ideas allow you to extend the grammar
One way to find out how much practice your practice through listening, speaking, reading, and
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students need is to have them complete the Review writing. Use them to provide more targeted support to
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at the beginning of the unit. You can use the results your students as time permits.
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to decide which grammar points from the unit to focus
on in your lessons.
8. Assign exercises for extra credit.
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Students can go beyond the basic curriculum and do
3. Assign the readings as homework. more of the exercises at home for extra credit.
All the readings are important in introducing the
grammar in context and should not be skipped. To save
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9. Let students check answers at home.
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class time, however, the readings can be done at home.
The readings illustrate the grammar in a stimulating Give students the relevant sections of the answer key from
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context and are leveled so that classroom instruction on the companion site (ELTNGL.com/grammarincontextseries)
how to read should not be necessary. so that they can check their answers at home. Set aside
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time at the beginning of the next class or once a week to

go over any questions students’ have about their work.
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4. Set time limits for each fill-in-the-blank exercise.

Set a maximum time limit for each exercise. Suggested
10. Use this Teacher’s Guide.
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times are given in this Teacher’s Guide. Students can

complete any unfinished exercises at home, and you can Each level of the student book has an accompanying
review answers in the next class. Teacher’s Guide, which offers comprehensive
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teaching suggestions on how to present and teach

each grammar point.
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5. Assign audio-based exercises for lab time.

Save exercises that contain audio tracks (indicated
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with a listening icon ) to do during computer lab time,

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or assign them as homework.

SUGGESTIONS FOR TEACHING A UNIT
1. How to use the unit opener photo and quote Use the Classroom Presentation Tool to display the
Use the photo, caption, and quotation to interest charts in the classroom.
students in the topic. Provide background information
on the photo and person who is quoted (included in the 4. How to approach the exercises in general
Context Note and About the Quote section for each unit Have students read the direction line. Complete the first
opener). Use the discussion questions provided on the item with the class. Have students complete the rest of
Classroom Presentation Tool to increase students’ interest the exercise individually. Remind them to review the
in the unit theme and get them thinking critically. Tell grammar chart if necessary. Then have them check their
students the grammar they will study in the unit and answers in pairs or small groups, before reviewing as a
elicit any prior knowledge. class. You can also use the Classroom Presentation Tool
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to do the exercises and display the answers.
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2. How to approach the reading Use the Skill Practice ideas in this Teacher’s Guide to
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Use photos, captions, graphs, titles, and other special extend the practice of the grammar point, with a focus
text features to guide students to predict main ideas in on Reading, Writing, Listening, or Speaking.
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the reading. Set up a short discussion about the topic of
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the reading to activate students’ prior knowledge. Ask
5. How to approach the summary
for a few volunteers to share their answers with the class.
Pre-teach any key vocabulary you think your students do Use the variety of presentation approaches in this
not know (there are some suggestions in the Teacher’s
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Teacher’s Guide to review the grammar charts from the
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Guide). Play the audio and have students listen and read unit. These suggestions include, but are not limited to,
having students: write additional example sentences;
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along silently. Encourage students to read for key ideas

and details. Do the Comprehension exercise to check return to readings to find examples of different uses
of the grammar; play games or engage in interactive
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students’ basic understanding of the reading. If you have

time, have students answer the Think About It questions activities in which they need the grammar.
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in pairs or small groups before sharing ideas as a class.

For additional listening comprehension, have students 6. How to approach the editing
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close their books and listen to the audio again. Ask them Write the (unedited) sentences from the Editing Advice
a few additional comprehension questions about key on the board. Ask students (individually, in pairs, or
aspects of the reading (included in the Teacher’s Guide,
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as a class) to correct each one, and provide a rule or

along with suggested answers). Use the Context Note explanation for each correction. Then have them read
in the Teacher’s Guide to provide further insight on the
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the Editing Advice in the book to compare their answers.

topic or to add interest. Go over any questions they have. Then have them
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complete the Editing Practice. For any items they have

3. How to teach the grammar charts difficulty with or questions about, have them review the
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Use the variety of presentation approaches in this relevant grammar chart(s).

Teacher’s Guide to:
• guide students to discover rules and explanations for 7. How to handle the writing task
themselves; Go over the Writing Tip and then read the prompts.
• offer extra examples/activities to elicit background Discuss important steps in the writing process as they
knowledge or check comprehension of the grammar are relevant (i.e., brainstorming, outlining, drafting,
point; revising, proofreading), as well as important elements
of paragraph/essay structure and flow. Have students
• have students review examples, explanations, notes,
complete the writing task in class or at home, and collect
and corresponding Grammar in Use boxes; and
their writing for assessment as needed.
• clarify any vocabulary students may not understand.
vi

UNIT
1 STUDENT LIFE
GRAMMAR CHARTS
of international students come to study at American
1.1 Be—Present Forms (page 5)
schools. According to the International Institute
1.2 Be—Uses (page 6) of Education, 1,094,792 international students
1.3 Subject Pronouns and Nouns (page 8) enrolled in American schools in the 2017–2018
1.4 Contractions with Be (page 10) academic year. Some differences that stand out to
1.5 Be + Adjective Descriptions (page 12) international students about American universities
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1.6 Be + (Adjective +) Noun Descriptions (page 13) are on-campus housing, college sports, and the
hands-on experience in the classroom.
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1.7 Negative Statements with Be (page 14)
ABOUT THE QUOTE
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1.8 Yes/No Questions and Short Answers with Be (page 18)
Nelson Mandela was a politician and philanthropist
1.9 Wh- Questions with Be (page 19)
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who was South Africa’s first black chief executive as a
1.10 Prepositions of Place (pages 24–25)
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party leader, and later president from 1994 to 1999.
1.11 This, That, These, Those (page 27) He was awarded the Nobel Peace Prize in 1993 and
left a legacy as an international hero after his death
UNIT OPENER
c on December 5, 2013.
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Have students look at the photo and read the caption.
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Ask: Who are the people in the photo, and what are they
doing? (members of a campus women’s organization, R E AD I N G 1 1.1
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celebrating their graduation) Have students read the

quotation. Ask: Do you agree with the quote? Why or why Community College FAQs page 4
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not? For more discussion questions, open the activity on

Time: 5–10 min.
the Classroom Presentation Tool.
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1. Have students look at the photo. Ask: What is this

a photo of?
CONTEXT NOTE
2. Have students read the title and then skim the
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The United States has a long history of public and

reading. Ask: What is the reading about? How do
private education. Government-supported and free
you know? Have students make predictions.
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public school education was established after the

3. Pre-teach any vocabulary words your students
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American Revolution, and soon after states began

may not know, such as FAQ, community, typical, and
to pass laws making schooling mandatory. By 1870
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public transportation.
every state had free elementary schools. Now over
76.5 million students are enrolled in American
COMPREHENSION page 5
schools from kindergarten through graduate school.
Time: 10–15 min.
Studying at community colleges and homeschooling Answers: 1. T; 2. F; 3. T
are two educational systems uniquely popular in
the United States. Community colleges are two-year THINK ABOUT IT page 5
public institutions of higher education that offer Time: 10–15 min.
technical and high school degrees, among other Answers:
programs. Homeschooling has grown in popularity 1. Answers will vary.
in the United States; today about 3.4 percent of 2. Possible answer: Yes, because they can earn money to
Americans are homeschooled. Each year, thousands pay for their college classes
Unit 1 Student Life 1
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CONTEXT NOTE SKILL PRACTICE: WRITING
As of 2019, there are 1,051community colleges in the Write five mixed-up sentences from the reading
United States, and 7 million students are enrolled in on the board. Tell students they have 2 minutes
degree programs at community colleges. to put the words in the correct order. Have them
Online search terms: best community colleges in compare their answers in pairs, then elicit the rule
America; community colleges near me; community for sentence order.
college courses near me
EXERCISE 1 page 5 1.2

Time: 10–15 min.
SKILL PRACTICE: LISTENING
Answers: 1. NS; 2. F; 3. T
For extra listening practice, have students listen
to the audio again. Ask a few comprehension
EXERCISE 2 pages 5–6 1.2
questions, such as: Why are community colleges a
Time: 10–15 min.
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popular choice? (They are less expensive than four-
Answers: 1. is; 2. am; 3. am; 4. is; 5. are; 6. is; 7. is; 8. is;
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year colleges, and a community college degree is
9. are; 10. is; 11. are; 12. are; 13. are; 14. are; 15. am
only two years.) Why are so many community college
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students in school part time? (Because most of them
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work.) How is a community college schedule helpful
1.2 Be—Uses page 6
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for busy students? (Classes are held at different times:
during the day, at night, and on weekends.) Repeat Time: 10–15 min.
the audio if necessary. 1. Write the uses of be from grammar chart 1.2 on
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the board.
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a. description of subject
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b. classification or definition of subject

1.1 Be—Present Forms page 5 c. location of the subject
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d. place of origin
Time: 10–15 min.
e. age of the subject
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1. Have students close their books or cover grammar

f. weather
chart 1.1. Write two columns on the board: 1) am,
g. time
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is, are; 2) several subjects from the readings on

the board in no particular order (e.g., community Clarify the meaning of the words in the list on the
board (e.g., a description gives more information and
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colleges, degree, student, they, it, the schedule). Have

students work in pairs to match the correct form of details about something; a definition gives the meaning
of a word; a location gives the place of something; a
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the verb be with each subject. Write students’ ideas

on the board. person’s place of origin is where here or she is born).
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2. Have students uncover and look at grammar chart 1.1 2. Have students cover the grammar chart. Ask
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and check their answers. Have volunteers read aloud students to find example sentences from the reading
the example sentences in the chart. Community College FAQs for explanations a, b, c, e, and
3. Direct students’ attention to the Notes. Point out g on the board.
that the subject will be a noun or a pronoun, and 3. Have students uncover and look at grammar chart 1.2
remind them that subjects begin sentences. Go over and compare their sentences with the example
the examples. Have students provide additional sentences in the chart. Review the example sentences
examples. in the grammar chart, including the examples for
place of origin and weather.
4. Go around the room and ask students about their age,
the weather, and the time.

EXERCISE 3 page 6 4. Explain that you is both singular and plural. Provide
Time: 5–10 min. additional examples. Say: You are all my students.
Answers: 1. is; 2. am; 3. is; 4. are; 5. is; 6. are; 7. are; 8. are; Indicate this with a sweeping gesture that includes
9. is; 10. is the whole class. Then point to one student in
particular and say: [Student name], you are my student.
EXERCISE 4 page 7 5. Direct students’ attention to Grammar in Use
Time: 5–10 min. box and discuss the difference between informal
Answers: 1. d; 2. a; 3. h; 4. c; 5. b; 6. e; 7. g; 8. f conversational English and formal written English.
1. Trains and buses are forms of transportation.; 2. My Provide additional examples as necessary.
community college is in Chicago.; 3. Some adult education
classes are free.; 4. ESL students are from many different EXERCISE 6 pages 8–9
countries.; 5. Tuition is the cost of college courses.; 6. I am Time: 5–10 min.
an ESL student.; 7. Spanish is the language of Mexico.; 8. It Answers: 1. They; 2. We; 3. It; 4. It; 5. They; 6. I; 7. It;
is hot in Guatemala in the summer. 8. They; 9. It; 10. You; 11. She; 12. We
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EXERCISE 7 page 9
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EXERCISE 5 page 7
Time: 5–10 min.
Time: 5–10 min.
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Answers: 1. My college is a two-year college.; 2. I am a
Answers will vary.
student.; 3. My parents are in Guatemala.; 4. A four-year
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college is expensive.; 5. My college is convenient for me.;
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SKILL PRACTICE: WRITING 6. My teacher is 40 years old.; 7. My teacher is from
Have students write an email to a friend about New York.; 8. My class is eight weeks long.; 9. Rolando is
their English class. Tell them to use the relevant
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married.; 10. It is cold in the winter. /In the winter, it is cold.
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sentences in Exercise 5 as a guide. Say: Make the
information in the sentences true for you. With
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SKILL PRACTICE: WRITING

students’ help, write the start of an email on the
Divide the class into two teams. Give each team
board as an example. When students are finished,
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ten mixed-up sentences (with subject + be +

have them exchange emails with a partner and
complement) on small pieces of paper. Say: You
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read each other’s. Encourage them to help each

must put the words in the correct order and write
other with any corrections.
the sentences on the board. The first team to finish is
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the winner.
1.3 Subject Pronouns and

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Nouns page 8 1.4 Contractions with Be page 10

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Time: 10–15 min. Time: 10–15 min.

1. Ask students to underline every subject in the first 1. Have students cover grammar chart 1.4. Write on
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two paragraphs of the reading Community College the board:

FAQs. Instruct students to work in pairs to categorize a. I am in Minneapolis. =
these subjects into two groups: nouns and pronouns. b. You are a student. =
Have them make lists of the two groups on a sheet of c. She is a young teacher. =
paper and check their answers with another pair of d. We are busy. =
students. Review lists as a class. e. Rolando is from Guatemala. =
2. Now have students return to the reading and circle all f. Here is a class schedule. =
the subjects that are plural. Elicit the plural subjects g. My class is big. =
from students and write them on the board. h. Textbooks are expensive. =
3. Have students look at grammar chart 1.3. Review the Ask: What are the subjects of these sentences? Underline
example sentences and explanations, directing students’ the subjects as students say them. Ask: Which subjects
attention to the subject pronouns and plural subjects. are nouns, and which subjects are pronouns? Put an

asterisk next to the subject pronouns. Ask: Which
subjects are plural? Circle the plural subjects as SKILL PRACTICE: WRITING
students say them (we, textbooks). Have students write a paragraph about their
2. Have students work in pairs to make a contraction English class. Tell students to use Exercise 10 as a
with the subject and verb of each example sentence. model. Instruct students not to use contractions.
Have volunteers explain each contraction. Ask: How Then have students exchange paragraphs
did you make the contraction she’s? (she is = take out with a partner. The partner should correct the
the first letter of is and add an apostrophe) paragraph, inserting contractions where they
3. Have students uncover and look at grammar should be used.
chart 1.4 and check their answers. Have students
read aloud the additional example sentences in the
grammar chart. Review the explanations for each
example.
1.5 Be + Adjective page 12
4. Go over the Grammar in Use box. Demonstrate what Time: 10–15 min.
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American speech would sound like if there were no 1. Have students cover grammar chart 1.5. Ask
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contractions. To illustrate, enunciate each word and volunteers to describe the school, the classroom
exaggerate the difference. Have students practice they’re in, and their classmates. As they talk, write
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with example sentences on board. adjectives they use on the board. If they need
help, prompt: Is the classroom big or small? Is the
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EXERCISE 8 pages 10–11 school expensive? Are your classmates married?
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Time: 10–15 min. Ask students if they know what the words you’ve
Answers: 1. ’m; 2. ’s; 3. ’m; 4. ’s; 5. ’s; 6. ’s; 7. ’s; 8. ’s; 9. ’s; written on the board are called. (adjectives)
10. ’m; 11. ’s; 12. ’re; 13. ’s; 14. ’re
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Remind students that in English, adjectives are
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not plural.
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2. Have students uncover and look at grammar

SKILL PRACTICE: SPEAKING
chart 1.5. Review the example sentences and
Have students read the conversation aloud in pairs.
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explanations in the grammar chart. Explain that

Have them share how they would feel if they were
the word very strengthens the meaning of the
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in a similar situation as Speaker A.

adjectives and shows emphasis. Say the example
sentences with and without very, exaggerating
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EXERCISE 9 page 11 the stress on very to demonstrate difference in

Time: 5–10 min. meaning.
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Answers: 1. ’s; 2. ’re; 3. ’s; 4. is; 5. ’m; 6. ’s; 7. ’s; 8. is; 9. is; 3. Direct students’ attention to the Note. Explain the
10. ’s; 11. is differences in meaning in each pair of adjectives.
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SKILL PRACTICE: SPEAKING SKILL PRACTICE: WRITING

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In groups, have students take turns reading Have students work in pairs to brainstorm as many
parts of the paragraph aloud—first without different adjectives as they know. Tell them to
contractions, then with contractions. Circulate to circle the adjectives that are physical or mental
observe group work. Give help as needed. conditions. Have them write a sentence about
themselves or somebody they know for each of
the adjectives they circled.
EXERCISE 10 page 11
Time: 10–15 min.
Answers: 1. ’m; 2. ’m; 3. ’s; 4. ’s; 5. is; 6. ’s; 7. is; 8. are;
9. ’re; 10. are; 11. ’s; 12. ’s; 13. are; 14. ’re; 15. is

ABOUT YOU page 12
Time: 5–10 min. SKILL PRACTICE: SPEAKING
Answers will vary. Have students stand in two concentric circles, with
half the students standing in an outer ring around
EXERCISE 11 pages 12–13 the classroom and the other half standing in an
Time: 5–10 min. inner ring, facing each other. Every minute or so,
Answers will vary. say rotate and call out a new subject for students
to define or classify in pairs. Students in the inner
ring should move one space clockwise. The pairs
should come up with at least one or two definitions
In pairs, have students compare classrooms and
or classifications each turn. For example: Teacher:
schools in the United States with classrooms and
English! Students: English is a language. English is
schools in another country. Have them use the
an interesting subject to study. Teacher: Fast food!
sentences in Exercise 11 as models.
Students: Fast food is a cheap food. Having fast food
is an unhealthy way to eat. Make sure students look
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at each other when they’re speaking.
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1.6 Be + (Adjective +) Noun
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Descriptions page 13
1.7 Negative Statements with Be
a
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Time: 10–15 min.
1. Have students cover grammar chart 1.6. Point to page 14
yourself and say: I am … Elicit the answer from the
c
Time: 10–15 min.
students (a teacher). Point to one student and say:
hi
1. Have students cover grammar chart 1.7. If
He/She is … Elicit the answer from the students (a
appropriate, ask a few students: Are you married? If the
ap
student). Now say: You all are … Elicit the response

students say yes, write on the board: (Student’s name)
from the students. (students) Write all three sentences
is married. If the student says no, write on the board:
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on the board, pointing out the differences between

(Student’s name) is not married.
the singular and plural subjects.
2. Write on the board:
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2. Have students uncover and look at grammar chart 1.6.

married
Review the example sentences in the chart.
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American
3. Direct students’ attention to the Notes. Remind hungry
students to use an before a vowel sound. Also, tell busy
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students that saying an is like saying one, so plural Have students point to themselves and make a
nouns do not use a/an. true negative statement with the subject pronoun I
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and one of the adjectives on the board. Have them

EXERCISE 12 page 13
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point directly to another classmate and make a true

Time: 5–10 min.
negative statement with the subject pronoun you
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Answers: 1. are; 2. is a; 3. is an/’s an; 4. is an/’s an; 5. are; and one of the adjectives on the board. Repeat for
6. are a/’re a; 7. am an/’m an; 8. are; 9. is a/’s a other subject pronouns. Model sentences if necessary
(e.g., I am not hungry. He is not busy.). Elicit additional
ABOUT YOU page 14 adjectives from students. Add them to the list on the
Time: 5–10 min.
board and repeat activity.
Answers will vary.
Carefully review the example sentences and additional
contractions in the chart. Explain to students that there
are two ways to make contractions. Review how to
make both contractions with the students. You’re not—

remove the first letter in the form of the verb be and 3. Pre-teach any vocabulary words your students
replace with an apostrophe. You aren’t—remove the o may not know, such as frequently, public, and
from not and replace with an apostrophe. Say: You can homeschooled.
use both contractions. Both are common.
4. Direct students’ attention to the Notes. Point out that COMPREHENSION page 18
there is only one way to contract I am not—I’m not. Time: 10–15 min.
Emphasize that we can make contractions with most Answers: 1. F; 2. F; 3. T
nouns, but there are certain words we cannot. Review
example and provide additional examples. THINK ABOUT IT page 18
Time: 5–10 min.
EXERCISE 13 page 15 Answers:
Time: 5–10 min. 1. Answers will vary.
Answers: 1. It isn’t/It’s not, It isn’t/It’s not; 2. We aren’t/ 2. Possible answer: Because their parents want more
We’re not, We aren’t/We’re not; 3. It isn’t/It’s not, It isn’t/It’s control over what they learn.
not; 4. I am not/I’m not; 5. They aren’t/They’re not, They
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aren’t/They’re not; 6. You aren’t/You’re not, You aren’t/
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CONTEXT NOTE
You’re not; 7. We aren’t/We’re not, We aren’t/We’re not
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Education is free in the United States from
ABOUT YOU pages 15–16 kindergarten through high school. Some school
a
Time: 5–10 min.
districts also offer free preschool for 3- and 4-year-
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Answers will vary. olds, but that isn’t very common. College and
university programs can be very expensive. State-
FUN WITH GRAMMAR page 16
c
run universities charge lower fees to state residents,
hi
Time: 10–15 min.
but even state institutions can be expensive.
Answers will vary. Expensive private colleges can cost as much as
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$50,000 a year.
gr
Online search terms: best public schools (near me);

SKILL PRACTICE: SPEAKING AND WRITING
academic calendar; elementary/high school class
eo
In pairs, have students create surveys to collect schedule

information about the students in the class. Each
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pair should write five questions (e.g., Where are you

from? What is your first language? Are you married?
What is your favorite food?). Have students mingle SKILL PRACTICE: LISTENING
na
and ask each other the questions. Then have For extra listening practice, have students listen
students write a short paragraph about what they
io

learned. Have volunteers report their results to questions, such as: Is education in the United
at
the class. States free? (It is free in public schools through

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high school.) What percentage of children are in

public schools? (88 percent) How many months
R E AD I N G 2 1.3
a year are children in school? (10 months) How
Public School FAQs page 17 do you define a freshman, sophomore, junior,

and senior? (a student in the first, second, third,
Time: 5–10 min. and fourth year of high school or college,
1. Have students look at the photo. Ask: Who are the respectively) How many years are students in
people in the photo? (high school seniors) Where are school? (Most students are in school for 12 years.)
they? (at their graduation ceremony) Repeat the audio if necessary.
reading. Ask: What is the reading about? How do you
know? Have students make predictions.

8. Is the teacher American?
1.8 Yes/No Questions and Short 9. Is the classroom clean?
Answers with Be page 18 10. Is it big?
11. Are you a freshman?
Time: 10–15 min.
1. Have students cover grammar chart 1.8. Ask students
to find Yes/No questions in the reading Public School
FAQs. Write examples on the board. (Is education for
1.9 Wh- Questions with Be page 19
children in the United States free?) Time: 10–15 min.
2. Have students uncover and look at grammar chart 1.8. 1. Have students cover grammar chart 1.9. Activate
Review the example sentences in the grammar chart. students’ prior knowledge. Say: What are Wh- words?
3. Explain to students that in a question with be you put Write students’ ideas on the board and confirm
the verb—am, is, are—before the subject. what Wh- words are. Then ask students to find Wh-
4. Demonstrate the rising intonation of Yes/No questions in the reading Public School FAQs. Write
questions. Lead students in a choral practice of the examples on the board (e.g., How many months a year
g
intonation. Write one or two questions on the board are students in school? What’s a freshman?).
in
with arrows to show the rising intonation. 2. Have students uncover and look at grammar chart 1.9.
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5. Direct students’ attention to the Notes. Point out that Review the examples of statements and questions
Yes/No questions are usually answered with a short in the chart. Explain that Wh- questions ask for
a
answer, such as Yes, it is. Or No, it isn’t. Affirmative information. In contrast, Yes/No questions ask only for
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short answers are not contracted. (Yes, it is.) Negative a yes or no response.
short answers are usually contracted. (No, it isn’t; No 3. Model the falling intonation of Wh- questions in the
it’s not.)
c chart. Exaggerate if necessary. Lead the class in a
hi
choral practice of the Wh- question intonation. Write
EXERCISE 14 pages 18-19 one or two questions on the board with arrows to
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Time: 10–15 min. show the falling intonation. Have students practice
with the Wh- questions in grammar chart 1.9.
gr
Answers: 1. ’s; 2. ’m; 3. ’s; 4. Are you; 5. I’m not; 6. Are

you; 7. I am; 8. Are we; 9. are; 10. Is; 11. she isn’t/she’s not; 4. Direct students’ attention to the Notes. Write the
eo
12. Is it; 13. is; 14. It’s contractions for Wh- words and is on the board and
point out the Wh- questions with ‘s in the Grammar
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in Use box on page 20. Explain that there is no

contraction for which is and that there is no written
Have students read the conversation in Exercise contraction for Wh- words and are, but that it’s
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14 aloud in pairs. Then have students write their acceptable in informal speech. Then ask students
own conversation between two students using
io
to find contractions with Wh- words in the reading

Exercise 14 as a model. Have volunteers share with Public School FAQs. Write the examples on the board.
at
the class. Review the rules about the words what and how,
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providing additional examples if necessary.

EXERCISE 15 page 19
Time: 5–10 min. SKILL PRACTICE: WRITING AND SPEAKING
Answers to the questions will vary. Put students in pairs. They will take turns asking
1. Is the school big? and answering Yes/No and Wh- questions with be
2. Is it near public transportation? about their families. Brainstorm a few questions
3. Is the cafeteria on the first floor? together as a class to get them started. (e.g., How
4. Is it open now? many brothers and sisters do you have? Do they live
5. Is the library closed now? at home? What do your parents do? Do they like their
6. Is the course free? jobs? When do you talk to your family?)
7. Are the textbooks free?

EXERCISE 16 page 20 EXERCISE 19 page 23
Answers: 1. What’s; 2. Who’s; 3. When’s; 4. What; 5. Where Answers: 1. are you/’re you; 2. Is today/Is it; 3. is; 4. aren’t
are; 6. Where’s; 7. What’s; 8. Why isn’t he you; 5. long is/long’s; 6. is your English class/’s your
English class; 7. are they; 8. Is; 9. is; 10. What time is it;
EXERCISE 17 page 21 11. Are you; 12. are you
Time: 10–15 min.
Answers: 1. are you; 2. Are you; 3. I am; 4. What time is it;
5. aren’t you; 6. How’s; 7. Is it; 8. it is; 9. They’re; 10. How 1.10 Prepositions of Place
old is he; 11. Where’s he; 12. Where are Mom and Dad; pages 24–25
13. They’re; 14. are they; 15. It’s; 16. What’s; 17. I’m
Time: 10–15 min.
1. Have students cover grammar chart 1.10. Activate
SKILL PRACTICE: WRITING students’ prior knowledge. Ask: What prepositions do
Have students work with a partner to write an you know? As students call them out, write them on
g
example phone conversation they would have the board.
in
with a friend or family member back home using 2. Then ask students to demonstrate the prepositions.
rn
Exercise 17 as a model. Monitor student work and First model an example by pointing to a book on a
answer questions as necessary. Have volunteers desk. Say: on; My book is on the desk.
a
share their conversations. 3. Have students uncover and look at grammar chart 1.10.
Le
Review the examples in the grammar chart. Point out
the images that show the meanings of the prepositions.
ABOUT YOU page 22
Time: 5–10 min.
c
As you go down the chart, demonstrate the prepositions
hi
yourself or have volunteers demonstrate them.
Answers:
4. Direct students’ attention to the Note and Grammar in
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1. Answers will vary.

Use box. Ask students if they know of any other fixed
Where are you from?
expressions with at or with another preposition. (e.g.,
gr

at night, at noon, in the morning, in the car, on the bus,
What’s your name?
eo
on time).
How big’s your family?
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ABOUT YOU page 25

Time: 5–10 min.
Who’s the president/prime minister of your country?
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Answers will vary.

What color’s the flag from your country?
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SKILL: SPEAKING
at
Where’s your country? In pairs, have students point to different objects

around the classroom and describe their location
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using prepositions. Have volunteers share their

How tall are you?
ideas with the class.
When’s your birthday?
What’s your favorite subject (in school)? SKILL PRACTICE: WRITING AND READING
10. Answers will vary. 1. Have students work in pairs. At the front of
What time is it in your hometown? the room, create an interesting still life with
objects found in the classroom. Say: Write
EXERCISE 18 page 22 one paragraph to describe this still life using
Time: 10–15 min. prepositions. Circulate and observe the students’
Answers will vary. work. Then have pairs compare paragraphs.

R E AD I N G 3 1.4
Test for College Admission page 26 For extra listening practice, have students listen
Time: 5–10 min. to the audio again. Ask a few comprehension
1. Have students look at the photo. Ask: Who are the questions, such as: What is the SAT? (a test for
people in the photo? (students) What are they doing? college admission) How many times a year is the
(working on a sample SAT) test? (a few times a year) What kinds of questions are
there? (multiple-choice and essay) What subjects
2. Have students read the title and then skim the reading.
are on the test? (reading, math, and writing) Repeat
Ask: What is the reading about? How do you know? Have
the audio if necessary.
students make predictions.
may not know, such as application, multiple-choice,
and subject. 1.11 This, That, These, Those page 27
g
Time: 10–15 min.
COMPREHENSION page 26 1.4
1. Have students cover grammar chart 1.11. Point to
in
Time: 10–15 min.
something near you and say: This [object] is here.
Answers:1. T; 2. F; 3. F
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Point to something far across the room and say: That
[object] is there. Ask: When do we use this? (when
a
THINK ABOUT IT page 27
the object is near) When do we use that? (when the
Le
Time: 5–10 min.
object is far)
Answers:
2. Have students uncover and look at grammar
c chart 1.11 and check their answers. Review the
hi
2. Possible answer: Yes, because you can practice the
explanations and additional examples. Demonstrate
types of questions that are on the test.
ap
the adjectives again—exaggerating distances. Point

out that once you identify a noun, you can use a
gr
CONTEXT NOTE pronoun in the second sentence.

Students generally take the SAT in the spring of 3. Direct students to the Notes. Explain that that is
eo
their junior year in high school or in the fall of can be contracted to that’s. Point out the different
their senior year. Many students take it more than pronouns used in answers to questions containing
lG
once to try to improve their scores. Test dates are this/that and these/those.
available in August, October, November, December,
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March, May, and June. The test takes three hours, EXERCISE 20 page 27
Time: 10–15 min.
and the content is broken into two sections: math
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and reading/writing. Students can score between Answers: 1. this; 2. It’s; 3. those; 4. They’re; 5. This;
6. Those; 7. They’re; 8. are; 9. that; 10. Is it;
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200 and 800 points on each section, for a maximum

score of 1600. There is an optional essay section, 11. That’s; 12. It’s; 13. they’re; 14. it’s; 15. This is
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which adds an additional 50 minutes to the test time

and is scored separately. SKILL PRACTICE: SPEAKING
Online search terms: SAT fact sheet; SAT In pairs, have students take turns asking and
preparation tip videos; sample SAT questions answering questions about objects in the room
using this/that and these/those (e.g. Student A:
What is that? Student B: That is the clock.). Be sure
students are exaggerating the distance of the
objects as they point.

SUMMARY OF UNIT 1 REVIEW
Time: 20–30 min. Time: 15 min.
Answers: 1. It’s; 2. I’m; 3. are you; 4. is/’s; 5. Is she; 6. she
FORMS OF BE: AM, IS, ARE is; 7. from; 8. She’s/She is; 9. Who’s your teacher; 10. a
Have students write two additional examples for each very good teacher; 11. I’m not; 12. aren’t you; 13. on;
pattern in the chart. If necessary, have students review: 14. next to; 15. How big is your class; 16. That’s; 17. class
1.1 Be—Present Forms (page 5) isn’t; 18. in; 19. are; 20. are the; students from; 21. That’s;
22. ’re/are; 23. Is Mr. Sanchez American; 24. he’s not/he
USES OF BE isn’t; 25. English isn’t; 26. that’s not/that isn’t; 27. is;
In pairs, have students go to the reading Community
28. Ms. Lee ‘s/Ms. Lee is; 29. old is Mr. Sanchez; 30. He’s
College FAQs and find examples of the uses. Ask: Which
a young man
uses are not present in the reading? (place of origin,
weather, and time) If necessary, have students review:
1.2 Be—Uses (page 6) FROM GRAMMAR TO WRITING
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1.5 Be + Adjective Descriptions (page 12)
in
1.6 Be + (Adjective +) Noun Descriptions (page 13) PART 1 EDITING ADVICE
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Time: 10–15 min.
CONTRACTIONS WITH BE
a
Have students write eight negative sentences with the
PART 2 EDITING PRACTICE
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verb be with different pronouns using both forms of
Time: 10–15 min.
negative contractions. Then, have students write one
Answers: 1. C; 2. I’m/I am; 3. C; 4. C; 5. are you; 6. I’m/I am;
question for each Wh- question word. If necessary, have
c
7. is Rwanda; 8. It’s; 9. a very small country; 10. Is Latvia a
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students review:
city or a country; 11. is a country; 12. It’s in/It is in; 13. C;
1.4 Contractions with Be (page 10)
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14. What’s; 15. C; 16. Are you; 17. I am; 18. isn’t/is not;
1.7 Negative Statements with Be (page 14) 19. C; 20. C; 21. I’m not/I am not; 22. C; 23. These are;
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1.8 Yes/No Questions and Short Answers with Be (page 18) 24. teacher is/teacher’s; 25. It’s/It is
1.9 Wh- Questions with Be (page 19)
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WRITING TIP
PREPOSITIONS OF PLACE Time: 5–10 min.
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Play a chain game. Have students sit in a circle. The first Have students turn to the reading Public School FAQs.
person says the location of an object in the classroom. Ask them why the first sentence and last sentence are
na
The second person repeats the first person’s sentence and moved in. (They are indented because they are different
adds his or her own (e.g., The clock is on the wall. The paragraphs.) Have students turn back to the writing tip
io
board is near the door.). Keep going. If someone forgets a and check their answers.
location or confuses the order, they are out. Continue the
at
game until only one person remains. If necessary, have

PART 3 WRITE
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Time: 10–15 min.

students review:
Review the example with the students. Have them rewrite
1.10 Prepositions of Place (page 24)
the paragraph with affirmative and negative statements.
THIS/THAT/THESE/THOSE Encourage students to add more information.
Have students practice this, that, these, and those in pairs.
They should imagine their partner is new to this school. PART 4 EDIT
Time: 10–15 min.
Say: Draw a map of the school for your partner and explain
where things are in relationship to this classroom. For Answers for the rewritten paragraphs will vary.
things that are close to this classroom, use this/these. For 1. is/’s, answers will vary; 2. am/’m; 3. am/’m; 4. are;
things that are far from this classroom, use that/those. If 5. are/’re; 6. are/’re; 7. am/’m; 8. is; 9. is/’s; 10. is/’s; 11. is/’s;
necessary, have students review: 12. is/’s; 13. is/’s; 14. am/’m; 15. am/’m
1.11 This, That, These, Those (page 27)

10

1. Have students complete descriptions of
themselves individually. Then collect them and
read them aloud and have students guess who
is being described.
2. Instruct students to choose a famous person
that the class would know. Have students
complete descriptions with a partner. Monitor
pair work. Give help as needed. Have pairs
read their descriptions to the class for other
students to guess who the famous person is.
3. Have students interview a native speaker of
English (a neighbor, a co-worker, another
g
student, or a teacher at this college). Write the
in
following questions on the board for students
to copy:
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a. What city are you from?
b. Are your parents or grandparents from
a
another country? Where are they from?
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c. Is most of your family in this city?
d. Are you happy with this city? Why or
why not?
c
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e. What are your favorite places in this city?
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Have students report their findings back to

the class.
gr
4. Tell students to look up the website of a college

they are interested in. Ask them to identify
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what information is on the homepage. What

links are on the homepage?
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at
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UNIT
2 PLACES TO VISIT
GRAMMAR CHARTS
estimated that Times Square in Manhattan, New
2.1 The Simple Present—Affirmative Statements (page 35)
York, attracts more than 60 million visitors every
2.2 The Simple Present—Use (page 36) year. According to the Institute for Museum and
2.3 Spelling of the -s Form (page 37) Library Services, the United States also has over
2.4 Pronunciation of the -s Form (page 38) 35,000 museums and galleries, the majority focused
2.5 The Simple Present—Negative Statements (page 39) on history and art. But perhaps one of the most
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2.6 The Simple Present—Yes/No Questions and Short valuable recreation and vacation tourist attractions
in the country is the National Park System, a
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Answers (page 43)
2.7 The Simple Present—Wh- Questions (page 47) collection of parks, monuments, recreation areas,
rn
trails, and other protected scenic areas. The system,
2.8 Questions about Meaning, Spelling, Cost, and Time
created in 1916 by the U.S. Congress, is home to
a
(page 51)
such treasures as the Grand Canyon and Yosemite
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2.9 Frequency Words and Expressions with the Simple
Present (page 54) National Park. Many parks charge low entrance
fees, allowing American and international visitors to
2.10 Position of Frequency Words and Expressions (page 55)
c
learn more about the United States by engaging in
hi
2.11 Questions and Short Answers with Ever (page 56)
activities such as camping, hiking, hunting, fishing,
2.12 Questions and Answers with How Often (page 57)
ap
and long-distance scenic drives.

2.13 Prepositions of Time (page 58)
ABOUT THE QUOTE
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Marcel Proust, born in France in 1871, wrote novels

UNIT OPENER and essays during a changing time in the country’s
eo

history. His seven-volume novel, In Search of Lost
Ask: What is this place? (Banff National Park) Where is it?
Time, depicts many of these changes, especially
lG
(in Alberta, Canada) Have students read the quotation.

the emergence of the middle class as the French
Make sure they understand the word landscape, and ask
aristocracy became a thing of the past at the end
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them to name things they see in the landscape in the

of the 19th century. The quote comes from the 5th
photo. Ask: Do you agree with the quote? Why or why not?
volume of this work and actually discusses a journey of
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For more discussion questions, open the activity on the

discovery involving art—a kind of travel that doesn’t
Classroom Presentation Tool.
at
require moving from one physical space to another,

but, even so, one that introduces new landscapes.
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CONTEXT NOTE
With millions of international and domestic tourists
every year, the United States is one of the most R E AD I N G 1 2.1
visited countries in the world. In all major American
cities, tourism is a booming industry. Visitors are Washington DC page 34
drawn to Hollywood in Los Angeles, Times Square in
Time: 5–10 min.
New York City, the nightlife in Las Vegas, Disney World
in Orlando, and the nation’s capital in Washington,
building? (the United States Capitol Building) Where is
DC. Other popular destinations that offer unique
it located? (in Washington, DC)
culture and exciting views are Chicago, Miami,
Atlanta, Philadelphia, San Francisco, and Denver. It is
12

3. Pre-teach any vocabulary words your students may
not know, such as capital, district, factory, hill, and law. 2.1 The Simple Present—
4. Ask: What is the capital city of your country? Have you Affirmative Statements page 35
been there? Has anyone visited the Capitol in the United
Time: 10–15 min.
States? Have volunteers share their knowledge and
personal experiences. 1. Have students close their books. Write the verb live at
the top of the board. Then write the subject pronouns
COMPREHENSION page 35 on the board in the same order they are in the book.
Time: 10–15 min. Elicit a few example sentences. (e.g. I live in Boston; She
Answers: 1. F; 2. F; 3. T lives in the city.) Draw students’ attention to the verb
form. Ask: How do you form the simple present tense?
THINK ABOUT IT page 35 (use live or lives) Write students’ responses on the
Time: 5–10 min. board.
Answers will vary. 2. Have students look at grammar chart 2.1. Explain that
the simple present tense has two forms: the base form
g
and the -s form, and the subject determines which
in
CONTEXT NOTE
form we use. Ask: When do we use the base form?
New York City was the capital of the United States
rn
(when the subject is I, you, we, they, or a plural noun)
from 1785 to 1790. Philadelphia temporarily served
When do we use the –s form? (when the subject is he,
a
as the U.S. capital from 1790 to 1800, when the
she, it, or a singular subject). Point out that family is a
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capital was permanently moved to Washington,
singular subject. Read the example sentences.
DC. George Washington, the first U.S. president,
3. Explain that have is an irregular verb. Go over the
never resided in the White House in Washington,
DC, although he did oversee its construction. John
c example sentences.
hi
Adams, the second U.S. president, was the first
ap
resident of the White House. The White House is the SKILL PRACTICE: WRITING
only private residence of a head of state to be open Write the following on the board:
gr
to the public free of charge. This practice has been in a. he/know/French

place since Thomas Jefferson’s presidency. b. we/need/the phone number
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Online search terms: Places to visit in Washington, c. she/look/relaxed

d. he/work/hard
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DC; interactive street map of Washington, DC;

photos of the White House and monuments; about Tell students to write affirmative sentences using
the Smithsonian Institution virtual tour the words on the board. Have volunteers write
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them on the board.

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SKILL PRACTICE: LISTENING EXERCISE 1 page 35 2.2

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For extra listening practice, have students listen Time: 10–15 min.
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to the audio again. Ask a few comprehension Answers: 1. NS; 2. F; 3. F

questions, such as: How many people live
in Washington, DC? (more than 700,000) Is EXERCISE 2 pages 35–36 2.2
Washington, DC, a state? (no) What are the main Time: 10–15 min.
businesses of Washington? (government and Answers: 1. plan; 2. has; 3. want; 4. has; 5. needs; 6. is;
tourism) What are the two states where most people 7. has; 8. need; 9. want; 10. have; 11. visit; 12. shows;
who work in Washington, DC, live? (Virginia and 13. plan; 14. has; 15. loves
Maryland) What do senators do? (They make the
country’s laws.) Repeat the audio if necessary.
Unit 2 Places to Visit 13

SKILL PRACTICE: WRITING SKILL PRACTICE: LISTENING
Have students write three to five sentences Play a guessing game. Read (or have a volunteer
about a place they plan to visit in the near future. read) a student’s answers to the About You exercise.
Students can use Exercise 2 as a guide. Have Then have the class guess who the student is (and
students share their sentences in pairs. the student’s native country and city).
2.2 The Simple Present— 2.3 Spelling of the -s Form page 37

Use page 36 Time: 10–15 min.
1. Have students cover grammar chart 2.3. Copy
Time: 10–15 min.
the base forms of the verbs from the chart on the
1. Have students close their books. Elicit sample
board. Elicit from students the -s forms. Write their
sentences using the simple present tense from
g
suggestions on the board, correcting as necessary.
the students. Write a few sentences on the board.
in
2. Say: There are four rules for adding an -s to verbs. Do you
Ask: When do we use the simple present tense? Have
know what they are? If students have difficulty, give
students discuss in pairs and then share ideas. Write
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them hints. Say: Look at the endings of these four verbs
students’ ideas on the board.
(miss, wash, catch, mix). What do you add along with
a
2. Have students look at grammar chart 2.2. Review the
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the s? (e) So what’s the rule for these verbs? (When the
explanations and have volunteers read the example
base form ends in ss, sh, ch, z, or x, add -es.) Continue
sentences aloud. Give additional examples and have
with the other verbs.
students make similar sentences (e.g., general truth:
c
hi
Ms. Grant teaches English; custom: Americans shake
Say: Compare our rules with the rules in the book.
hands when they greet each other; repeated action: We
ap
Review the rules in the grammar chart.

have English class twice a week; place of origin: I come
from Colombia).
gr
3. Go over the notes. Have a few students say where SKILL PRACTICE: WRITING
eo
they are from using be, and have the class repeat the Have students write sentences about their friends
information using come from. (e.g. Marcelo: I am from and family members using some of the verbs in
lG
Brazil. Class: Marcelo comes from Brazil.) Elicit a few grammar chart 2.3. Remind students to use he/
example sentences with verbs that are followed by an she/my family as the subject, and suggest the verbs
infinitive. Use verbs students are familiar with, such as hopes, misses, worries, enjoys, goes, does, and has.
na
like, need, and want. Have students share their sentences in pairs.
4. Direct students’ attention to the Grammar in Use box
io
on page 37. Compare these uses of simple present

at
to students’ initial ideas. Elicit additional example EXERCISE 4 page 38

Time: 10–15 min.
sentences using the ideas in the box.
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Answers: 1. eats; 2. studies; 3. watches; 4. tries; 5. plays;

EXERCISE 3 page 36 6. has; 7. goes; 8. worries; 9. wants; 10. does; 11. pushes;
Time: 5–10 min.
12. enjoys; 13. thinks; 14. says; 15. changes; 16. brushes;
Answers: 1. like; 2. lives; 3. work; 4. has; 5. visit; 17. likes; 18. reaches; 19. fixes; 20. raises; 21. charges;
6. connects; 7. need; 8. means; 9. want 22. sees
ABOUT YOU page 37

Time: 5–10 min.
Answers will vary.
14

2.4 Pronunciation of the -s Form SKILL PRACTICE: SPEAKING
page 38 2.3 Have students get in groups of three with
classmates from different nationalities and/or
Time: 10–15 min.
cultural backgrounds. Have them share cultural
1. Have students close their books. Say: There are three customs, traditions, and rituals with each other.
ways to pronounce the -s form. List them across the Make sure students are using the simple present
board: 1. /s/, 2. /z/, 3. / z/. Pronounce each sound. tense. Have volunteers share new information they
Then say: Listen to each word as I say it. Tell me which learned about other cultures with the class.
sound I’m making. Say example words from grammar
chart 2.4 in random order. Pronounce each word
carefully. Have students guess where the word EXERCISE 6 page 39
belongs and write it under the sound they Time: 5–10 min.
tell you. Answers: 1. likes; 2. want; 3. enjoys; 4. prefer; 5. wants;
2. Have students look at grammar chart 2.4. Say: 6. get; 7. takes
g
Compare our lists with the lists in the book. Play the
in
audio. Go over any errors. SKILL PRACTICE: SPEAKING
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3. Direct students to the Pronunciation Note. Pronounce Have students read the sentences in Exercise 6
do/does and say/says for the students. Tell them that aloud in pairs. For each number, have one student
a
these verbs end in a vowel sound and have a change read the first sentence (I like to visit big cities), and
Le
in the vowel sound when the -s is added. Practice the other student read the second (My wife likes to
these sounds as a class. sit by a pool and read). Have students identify the
4. For extra practice, have students make flash cards
c pronunciation of each -s form.
hi
with the base form of the verbs in grammar chart 2.4.
(or other verbs). In pairs, they show a flash card and
ap
have their partner pronounce the -s form. EXERCISE 7 page 39

Time: 5–10 min.
gr
Answers will vary.

SKILL PRACTICE: WRITING AND SPEAKING
eo
Have a Spelling and Pronunciation Bee. Make a

list of about forty verbs. Divide the class into Team 2.5 The Simple Present—Negative
lG
A and Team B. Give one member from Team A a

verb and ask him or her to spell the -s form on Statements page 39
na
the board. Do the same with Team B. Then give Time: 10–15 min.
another member from Team A another verb and 1. Have students close their books. Ask a student: Do you
io
ask him or her to pronounce the -s form, and so on. study English? Write the affirmative statement on the
at
Make sure that team members take turns. To make board (e.g., Abdullah studies English.). Then ask: Do you
the activity more challenging, give extra points if study Italian? If the student says no, elicit the complete
N
the team can say (or act out) what the word means sentence and write it on the board (e.g., Abdullah does
or use it in a sentence. not study Italian.). If the student says yes, ask another
question to elicit a negative statement.
EXERCISE 5 page 39 2. Have students discuss in pairs the differences
Time: 10–15 min.
between the affirmative and negative statement.
Answers: 1. eats /s/; 2. studies /z/; 3. watches / z/;
е Have volunteers share their ideas and make notes of
4. tries /z/; 5. plays /z/; 6. has /z/; 7. goes /z/; the differences on the board.
8. worries /z/; 9. wants /s/; 10. does /z/; 11. pushes / z/;
е 3. Have students look at grammar chart 2.5. Review the
12. enjoys /z/; 13. thinks /s/; 14. says /z/; 15. changes / z/;
е examples and explanations. Show how to form the
16. brushes / z/; 17. likes /s/; 18. reaches / z/;
е е contraction (don’t + base form; doesn’t + base form).
19. fixes / z/; 20. raises / z/; 21. charges / z/; 22. see /z/
е е е Say: The contraction is more common in conversation.

4. Direct students’ attention to the Note. Give and elicit 4. My hometown has very tall buildings./My hometown
several additional examples comparing the negative does not have very tall buildings./My hometown
form with be and other simple present verbs. doesn’t have very tall buildings.
5. Write the following on the board: 5. My hometown has more than a million people./
a. I/not/from Washington My hometown does not have more than a million
b. I/not/work for the government people./My hometown doesn’t have more than a
c. The museums/not/open on Christmas Day million people.
d. They/not/have tours on Christmas Day 6. My hometown is the capital of my country./My
e. Washington, DC/not/a very big city hometown’s the capital of my country./My hometown
is not the capital of my country./My hometown isn’t
f. It/not/have tall buildings
the capital of my country./My hometown’s not the
Tell students to write negative statements using the
capital of my country.
words on the board. Tell them to use the verb be for a,
c, and e. Then have volunteers write their sentences 7. My hometown has government buildings./My
on the board. hometown does not have government buildings./My
g
hometown doesn’t have government buildings.
in
8. My hometown attracts a lot of tourists./My
SKILL PRACTICE: READING AND WRITING
hometown does not attract a lot of tourists./My
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Ask students to find examples of negative hometown doesn’t attract a lot of tourists.
statements in the reading Washington, DC.
a
9. My hometown has a subway./My hometown does
(Washington doesn’t have factories. Many
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not have a subway./My hometown doesn’t have a
Washington workers don’t live in Washington.) subway.
Have them work in pairs to make the negative
10. My hometown has an airport./My hometown does
statements into affirmative statements.
c
not have an airport./My hometown doesn’t have an
hi
airport.
ap
EXERCISE 8 page 40
Time: 5–10 min. SKILL PRACTICE: WRITING
gr
Answers: 1. do not need/don’t need; 2. does not have/ Have students do the same exercise with another
doesn’t have; 3. does not run/doesn’t run; 4. do not need/
eo
student in the class. Say: For each statement,

don’t need; 5. does not have/doesn’t have; 6. does not change my hometown to his or her hometown.
live/doesn’t live; 7. do not like/don’t like; 8. does not live/
lG
First, guess your partner’s answer; then, check with

doesn’t live; 9. does not serve/doesn’t serve; 10. do not your partner. If your partner’s answer is negative,
have/don’t have; 11. does not make/doesn’t make
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write the sentence. Write a model sentence on the

board (e.g., His hometown doesn’t have a zoo.).
ABOUT YOU pages 40–41
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Provide vocabulary as necessary.

Time: 5–10 min.
at
Answers will vary. Possible answers:

1. My hometown has a zoo./My hometown does not EXERCISE 9 page 41
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have a zoo./My hometown doesn’t have a zoo. Time: 10–15 min.
2. My hometown gets a lot of rain./My hometown does Answers: 1. is; 2. lives; 3. works; 4. doesn’t live; 5. has;
not get a lot of rain./My hometown doesn’t get a lot 6. doesn’t use; 7. takes; 8. doesn’t work; 9. is/’s;
of rain. 10. leads; 11. don’t need; 12. need; 13. is/’s; 14. has;
3. My hometown is modern./My hometown’s modern./ 15. work; 16. go; 17. are; 18. don’t have
My hometown is not modern./My hometown isn’t
modern./My hometown’s not modern.
16

R E AD I N G 2 2.4
The Smokies page 42 For extra listening practice, have students listen
Time: 5–10 min.
questions, such as: How many visitors go to the park
1. Have students look at the photo. Ask: What do you see
each year? (more than 11 million) What are some
in the photo? ( mountains, trees, a sunset) Where do
activities that people do in the park? (drive to see
you think this place is? (somewhere in the west/south
natural beauty, hike) Are there bears in the park?
of the United States, a park)
(yes, about 1,500) How much does it cost to enter the
park? (It’s free.) Repeat the audio if necessary.
may not know, such as frequently, visitor, trails, 2.6 The Simple Present—Yes/
and smoke.
No Questions and Short
g
4. Have students share their knowledge and personal
Answers page 43
in
experiences with national parks in the United States.
rn
Time: 10–15 min.
COMPREHENSION page 42 1. Have students close their books. Ask students if they
a
Time: 10–15 min.
remember any Yes/No questions with the verb be from
Le
Answers: 1. F; 2. T; 3. F Unit 1, and have volunteers write them on the board
(e.g., Are you a state university student? Is it vacation
c time?). Ask: Is the be verb before the subject? (yes)
hi
Time: 5–10 min.
2. Write on the board: My cousin speaks English. This class
Answers:
ap
studies every week. I have two children. Have students

1. Answers will vary. work in pairs to make the affirmative statements into
2. Possible answer: They are protected areas of the
gr
Yes/No questions. Tell them to start the questions

United States that anyone can enjoy. with the words do or does. (Answers: Does your cousin
eo
speak English? Does this class study every week? Do

CONTEXT NOTE you have two children?) Ask: What is the verb in each
lG
The Great Smoky Mountains are a subrange of sentence? Circle speaks, studies, and have. Ask: Is the
the Appalachian Mountains, a mountain range verb before the subject? (No, it’s after the subject) What
na
stretching along the eastern part of the United comes before the subject? (Do)
States, reaching into Canada. The Cherokee people 3. Have students go back and scan The Smokies in
io
originally inhabited the Smoky Mountains, and their pairs. Ask them to underline Yes/No questions with
traditions include legends and special names for Do and circle Yes/No questions with Does, paying
at
places in the mountain range. Although known for special attention to the subject that comes after
N
the blue mist that gives them their name, the Smoky the verb. Clarify the difference between Yes/No and
Mountains are becoming less visible due to smog Wh- questions if necessary. Have students name the
from bordering cities, and air pollution has harmed different subjects that follow do and does.
some of the flora. 4. Have students look at grammar chart 2.6. Have
Online search terms: the Great Smoky Mountains students read the table aloud in pairs.
Association videos; the National Park Service 5. Direct students’ attention to the Notes. Review the
information about the Great Smoky Mountains; word order in questions and short answers. Provide
video excerpts Great Smoky Mountains National additional examples to compare be with other simple
Park 1936 film; Great Smokies area trail map; Great present verbs.
Smoky Mountains conservation efforts 6. Go over the Grammar in Use box. Ask a few questions
and have students respond with a single word.

grow in Grand Canyon National Park? No, they do not./
SKILL PRACTICE: WRITING No, they don’t.; 5. Does Yosemite National Park have
Write the following on the board: waterfalls? Yes, it does.; 6. Is the entrance fee for Grand
a. you/need help? Canyon National Park $35 per car? Yes, it is.; 7. Does Grand
b. I/have/the directions? Canyon National Park have bicycle trails? No, it does not./
c. she/speak Chinese? No, it doesn’t.; 8. Is Grand Canyon National Park part of
Tell students to write Yes/No questions using the the National Park Service? Yes, it is.
words on the board. Have volunteers write the
questions on the board. SKILL PRACTICE: SPEAKING
When students have completed Exercise 12,
EXERCISE 10 pages 43–44 have them take turns quizzing each other on the
Time: 5–10 min. information in pairs. Student A asks the questions
Answers: 1. Yes, she does.; 2. No, she does not./No, she while Student B tries to remember the short
doesn’t; 3. No, she does not./No, she doesn’t; 4. Yes, she answer. Student B should not look at the book.
g
does.; 5. No, she does not./No, she doesn’t.; 6. Yes, they do.;
in
7. No, they do not./No, they don’t; 8. No, they do not./No,
EXERCISE 13 pages 46–47
rn
they don’t.
Time: 5–10 min.
Answers:
a
EXERCISE 11 page 44
1. Does Washington, DC, have
Le
Time: 10–15 min.
doesn’t
Answers: 1. Does the United States have; 2. does; 3. It
2. Do the trains run/Do they run
has; 4. Is Grand Canyon National Park; 5. is not/isn’t/’s not;
c
don’t
hi
6. Do a lot of people visit; 7. Do I need; 8. do not/don’t;
9. Do we need; 10. do not/don’t; 11. Does this park 3. Do all passengers pay/Do they pay
ap
charge; 12. does; 13. Do buses go; 14. do; 15. Do people don’t
go; 16. Does the helicopter go; 17. does; 18. Is it; 19. is 4. Do you need
gr
do
5. Does the Washington Monument have/Does it have
eo

does
In small groups, have students describe and/or
6. Does the president work/Does he work
lG
show photos, if possible, of a tourist attraction

doesn’t
they are knowledgeable about. As one student
7. Does the president make/Does he make
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shows the photos, have the other students ask

doesn’t
Yes/No questions in the simple present tense. Tell
8. Does the vice president live
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students to use the questions in Exercise 11 as

doesn’t
models. Students may also use the be verb (e.g., Do
at
9. Is Washington state
I have to pay to enter the park? Is the stadium open
isn’t/’s not
N
all year?). After 15–20 minutes, have each group

make a pamphlet or poster describing one of their 10. Is the zoo
group’s tourist attractions. is
EXERCISE 12 pages 45–46 2.7 The Simple Present—

Time: 5–10 min.
Answers: 1. Is Grand Canyon National Park in California?
Wh- Questions page 47
No, it is not./No, it isn’t./No, it’s not.; 2. Does Yosemite Time: 10–15 min.
National park get about 5 million visitors a year? No, it 1. Have students close their books. Have them turn back
does not./No, it doesn’t.; 3. Does Yosemite National Park to the reading The Smokies and find Wh- questions.
have black bears? Yes, it does.; 4. Do giant sequoia trees Have volunteers write them on the board as students
say them aloud.
18

2. Write on the board:
Does the museum have exhibits? SKILL PRACTICE: WRITING AND SPEAKING
What does the museum have? In pairs, have students write a short conversation
(Make sure does lines up in each sentence) Have about their weekend or holiday plans using the
students discuss the differences between Yes/No and verbs and sentences in Exercise 15 as a model. Have
Wh- questions in pairs. Take notes on the board as students practice the conversation. Have volunteers
students share ideas. perform their conversation in front of the class.
3. Have students look at grammar chart 2.7. Ask the Wh-
questions in the chart, one by one, and have volunteers
answer them following the example statements. EXERCISE 16 pages 49–50
Time: 5–10 min.
4. Direct students’ attention to the Notes. Review
Answers: 1. How many floors does it have?/How many
the word order for affirmative and negative Wh-
floors does the museum have? 2. Why don’t we pay to go to
questions. Review preposition use at the end of Wh-
the museum? 3. What kind of programs does it have?/What
questions and provide additional examples.
kind of programs does the museum have? 4. What time
g
5. Have students cover the Grammar in Use box. Read
does it close?/What time does the museum close? 5. How
in
the two sample questions aloud. Ask students which
many visitors does it get?/How many visitors does the
they think is more common, and which is more
rn
Grand Canyon get? 6. Where is Grand Canyon National Park?
formal. Go over the note.
7. How much money does it charge (for an entrance fee)?/
a
How much money does Yosemite National Park charge (for
Le
SKILL PRACTICE: WRITING an entrance fee)? 8. How many national parks does it have?/
Write the following on the board: How many national parks does the United States have?
a. where/she/live?
b. how/you/feel? c
hi
EXERCISE 17 page 50
c. what/I/need? Time: 5–10 min.
ap
Tell students to write Wh- questions using the Answers: 1. do you want; 2. don’t you like; 3. do you
words on the board and do/does. Have volunteers want; 4. don’t you like; 5. does it have/does the museum
gr
write them on the board. have; 6. does it close/does the museum close
eo
ABOUT YOU page 51

lG
Time: 5–10 min.

Time: 5–10 min.
1. Do you like to travel?
Answers: 1. Where do you plan; 2. What do you want;
Why do you like to travel?/Why do you like it?/Why
na
3. do they have; 4. have; 5. What do they show; 6. How

don’t you like to travel?/Why don’t you like it?
big is it; 7. How long does it take; 8. How much does it
2. Do you like museums?
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cost; 9. Why don’t they charge; 10. pay

Why do you like museums?/Why do you like them?/
at
Why don’t you like museums?/Why don’t you like

EXERCISE 15 page 49
them?
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Time: 5–10 min.

3. Do you like to learn about American history?
Answers: 1. do you plan; 2. do you want; 3. does it get/
Why do you like to learn about American history?/
does Yosemite National Park get; 4. does she have/does
Why do you like to learn about it?/Why don’t you like
your wife have; 5. doesn’t she like/doesn’t your wife like;
to learn about American history?/Why don’t you like
6. do you like
to learn about it?
4. Do you visit parks in the summer?
Why do you visit parks in the summer?/Why do you
visit them in the summer?/Why don’t you visit parks
in the summer?/Why don’t you visit them in the
summer?

5. Do you plan to take a vacation? EXERCISE 19 page 52
Why do you plan to take a vacation?/Why do you Time: 5–10 min.
plan to take one?/Why don’t you plan to take a Answers: 1. are they; 2. Does he work; 3. does “IRS”
vacation?/Why don’t you plan to take one? mean/does IRS mean; 4. does it take; 5. does she live/
does your niece live; 6. do you spell; 7. does she work/
Does your niece work
Have students write a numbered list of three to
five more things they like or like to do (e.g., 1.
Time: 10–15 min.
like to dance; 2. like to eat chicken and rice; 3. like
Answers will vary.
video games; 4. like classical piano music; 5. like
amusement parks). Have students mingle and talk
R E AD I N G 3 2.6
to several classmates asking Yes/No and follow-up
Wh- questions based on their lists. Times Square page 53
g
Time: 5–10 min.
in
1. Have students look at the photo. Ask them to describe
2.8 Questions about Meaning, what they see. (tall buildings, lots of lights, including
rn
Spelling, Cost, and Time page 51 lit up advertisements, lots of cars and people) Where is
this place? (Times Square in New York City, a large city)
a
Time: 10–15 min.
Le
1. Have students close their books. Create a matching reading. Ask: What is the reading about? How do you
exercise on the board: know? Have students make predictions.
1. ______ does “DC” mean?
c
3. Pre-teach any vocabulary words your students may not
hi
2. ______ do you spell “government”? know, such as busy, drop, New Year’s Eve, and theater.
ap
3. ______ do you say “government” in your 4. Ask: What are most big cities like? Do you like big cities?
language? Have volunteers share their knowledge and personal
gr
4. ______ does it cost to enter the park? experiences.

5. ______ does it take to see the museum?
eo
a. how COMPREHENSION page 54

b. how Time: 10–15 min.
lG
c. how long Answers: 1. F; 2. F; 3. T

d. how much
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e. what THINK ABOUT IT page 54

Time: 5–10 min.
Have them complete the matching exercise in pairs
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(Answers: 1. e; 2. a/b; 3. a/b; 4. d; 5. c). Then have them Answers:

at
look at grammar chart 2.8 and compare their answers. 1. Possible answer: Times Square is so popular because
Clarify any confusion about the Wh- words. it is famous. People see it in movies and magazines
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2. Have students come up with more Wh- questions and want to see it for themselves.
using the verbs mean, spell, say, cost, and take. Have 2. Answers will vary.
volunteers write sentences on the board.
CONTEXT NOTE
EXERCISE 18 pages 51 Times Square is known for a variety of attractions.
Time: 5–10 min. There are about 40 theaters near the square and
Answers: 1. does it cost; 2. does it take; 3. do you spell; many feature musical productions. In Madame
4. does “DC” mean/does DC mean; 5. does it cost; 6. do Tussauds wax museum, tourists enjoy taking
you say pictures with realistic wax sculptures of celebrities
and characters. Another popular museum is Ripley’s
Believe It or Not!, which has rare artifacts, such as
20

ABOUT YOU page 54
shrunken heads and a meteor, interactive exhibits
Time: 5–10 min.
and games, and unique experiences and works
Answers will vary.
of art. There are also many people dressed up as
superheroes and popular characters who take
photos with tourists in Times Square for cash. SKILL PRACTICE: WRITING AND SPEAKING
Have students write six more statements about
Online search terms: video clips of Broadway
themselves using different frequency words or
shows; Times Square 360-degree virtual tour; Times
expressions. Have them read the statements aloud
Square superheroes images; trending celebrity wax
in pairs, and have each partner say whether the
sculptures at Madame Tussaud’s; Ripley’s Believe It or
statement is also true for them.
Not! free episodes

2.10 Position of Frequency Words
g
For extra listening practice, have students listen and Expressions page 55
in
to the audio again. Ask a few comprehension Time: 10–15 min.
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questions, such as: What do tourists do in Times 1. Have students look at grammar chart 2.10. Have them
Square? (go to hotels, restaurants, theaters, go study the examples, but cover the explanations for
a
shopping) What is an especially wonderful time of
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now. Ask them what they notice about the position
year in Times Square? (New Year’s Eve) What is the of frequency words or expressions with the verb be
temperature like in New York for New Year’s Eve? (very and with other verbs. Have students confirm their
cold) Is it a cheap or expensive tourist attraction?
c observations by looking at the first two rows of
hi
(expensive) Repeat the audio if necessary. explanations in the chart. Go over the examples and
ap
explanations in the third and fourth rows of the chart

together.
gr
2.9 Frequency Words and 2. Direct students’ attention to the Notes and emphasize
that we can’t put always, hardly ever, or never before
Expressions with the
eo
the subject. Provide additional examples.

Simple Present page 54
lG
EXERCISE 20 page 55
Time: 10–15 min.
Time: 5–10 min.
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1. Have students close their books. Copy the vertical Answers: 1. I often travel with my family/Often I travel
frequency arrow from grammar chart 2.9 on the with my family. 2. Every year my family and I take a
io
board, with 100 percent at the top and 0 percent at vacation in the summer./My family and I take a vacation
the bottom. In random order, write the ten frequency in the summer every year. 3. We are always interested in
at
words and expressions from the chart on the board. seeing something new. 4. We often visit major cities, like
N
Have students work in pairs to put the words and New York and San Francisco./Often we visit major cities,
expressions in the list in order. If necessary, write like New York and San Francisco. 5. We sometimes visit
always at the top and never at the bottom and have relatives in other cities./Sometimes we visit relatives in
students guess the order of the rest. other cities./We visit relatives in other cities sometimes.
2. Have students look at grammar chart 2.9 and 6. We usually travel by car./Usually we travel by car.
compare their answers. Have volunteers read the 7. We hardly ever fly. 8. We are never bored.
example sentences aloud.
3. Direct students’ attention to the Grammar in Use box.
Ask questions, such as: How often do you play sports/
travel/talk to your parents/eat salad/go to the beach?
Have students share short answers with expressions
of frequency.

SKILL PRACTICE: SPEAKING 2.12 Questions and Answers with
Have students share information about their How Often page 57
favorite holidays in pairs. Remind them to use
Time: 10–15 min.
frequency words in their descriptions (e.g., My
favorite holiday is Eid. We never eat or drink until 1. Have students close their books. Write on the board
sundown. At night, we always have traditional and ask again: Do you ever study English outside of
dishes. We often visit our neighbors.). class? After students say yes, write on the board and
ask: How often do you study English outside of class?
Once a week? Twice a week? Every day? Write students’
answers on the board. Repeat with a couple more
2.11 Questions and Short Answers How often questions.
with Ever page 56 2. Circle the word Do in the questions on the board.
Have students look at grammar chart 2.12. Review the
Time: 10–15 min.
examples and explanations. Model the pronunciation
g
1. Have students close their books. Copy the vertical of the frequency words and expressions, and have
in
frequency arrow from chart 2.9 on the board, with all students practice them in pairs.
ten frequency words and expressions.
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3. Direct students’ attention to the Note. Point out the
2. Write on the board and ask: Do you ever study English flexibility of the word order, but highlight the use of
a
outside of class? After students say yes, point to the the comma when the frequency expression is at the
Le
frequency arrow and ask: Sometimes? Always? Hardly beginning of the sentence.
ever? Write students’ answers next to the question on
the board (e.g., Yes, I always study English outside of
c
hi
class.). Write on the board and ask: Are you ever angry?
Point to the frequency arrow and ask: Sometimes? Have students write a short paragraph about
ap
Always? Hardly ever? Write students’ answers next to their favorite holiday using frequency words
the question on the board (e.g., No, I’m hardly ever or expressions. Have volunteers share their
gr
angry.). descriptions with the class, and have other students

ask follow-up questions using ever and how often.
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3. Circle the words Do and Are in the questions on the

board. Have students look at grammar chart 2.11 and
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read the example questions and short answers aloud

ABOUT YOU page 57
in pairs. Clarify that do/does is an auxiliary verb.
Time: 5–10 min.
4. Direct students’ attention to the Notes. Review the
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Answers will vary.

word order in short answers and the rules with the
frequency word never. Provide additional examples if
io
necessary. SKILL PRACTICE: SPEAKING

at
5. Go over the Grammar In Use box and ask a few more Have students stand in two concentric circles, with
N
yes/no questions, eliciting answers with a yes/no +

frequency word/expression. (e.g. Do you ever take a the classroom and the other half standing in an
taxi? Do you ever cook lasagna? Does your best friend inner ring, facing each other. Instruct students
ever forget your birthday?) to ask and answer the questions from the About
You exercise. Call out rotate every minute or so.
ABOUT YOU page 56 Students in the inner ring should move one space
Time: 5–10 min. clockwise. Students now ask and answer with
Answers will vary. their new partners. Have students ask questions
in random order. Make sure students look at each
other when they’re speaking.
22

Answers: 1. you ever; 2. rarely; 3. Once; 4. How; 5. Once Have students do a timed mingle activity with
in a while; 6. never; 7. It’s sometimes; 8. ever; 9. never; the questions in Exercise 22. Tell students to ask
10. always says; 11. ever go; 12. do; 13. It’s always; and answer the questions with five different
14. often get together classmates. Each new pair should talk for no more
than 3 minutes. After the activity, have volunteers
share any new information and similarities they
learned about their classmates.
Have students role-play the conversation from
Exercise 21 in pairs. Have volunteers perform in
front of the class. ABOUT YOU page 59
Time: 5–10 min.
Answers will vary.
2.13 Prepositions of Time page 58
g
in
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1. Have students close their books. Create a matching Answers will vary.
exercise:
a
1. I eat breakfast __________.
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SUMMARY OF UNIT 2
2. My favorite time to travel is __________.
3. My birthday is __________. Time: 20–30 min.
4. Our class starts __________.
c
THE SIMPLE PRESENT—FORMS
hi
5. Summer break is __________.
Have students write yes/no and wh- questions using all
ap
a. at 9 o’clock
the subject pronouns. Have students read their sentences
b. in the morning
aloud in pairs. The partner should respond with a short
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c. in the spring
answer (yes/no questions) or additional information
d. from July until August
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(wh- questions). If necessary, review:

e. on November 27
2.3 Spelling of the -s Form (page 37)
Have students match each prepositional phrase of
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2.4 Pronunciation of the -s Form (page 38)

time with the best sentence. (Answers: 1. b; 2. c; 3. e;
4. a; 5. d) Review the answers with students. 2.6 The Simple Present—Yes/No Questions and Short
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Answers (page 43)

2. Say: When do we use in, on, at, and from… to/until?
2.7 The Simple Present—Wh- Questions (page 47)
Have students discuss possible rules in pairs. Write
io
their ideas on the board. THE SIMPLE PRESENT—USE

at
3. Have students look at grammar chart 2.13. Review Have students make affirmative and negative sentences
examples and explanations, and have students
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for each use. If necessary, review:

compare their ideas with the rules in the chart.
2.1 The Simple Present—Affirmative Statements (page 35)
2.2 The Simple Present—Use (page 36)
Elicit additional examples with around and about.
2.3 Spelling of the –s Form (page 37)
EXERCISE 22 page 59 2.5 The Simple Present—Negative Statements (page 39)
Time: 5–10 min.
FREQUENCY WORDS AND EXPRESSIONS
Answers: 1. on; 2. in; 3. in; 4. on; 5. in; 6. on; 7. on
Have students write true/false statements about
themselves using frequency words or expressions. Have
them read the statements aloud in pairs. The partners
should guess if the statements are true or false. If
necessary, review:

2.1 The Simple Present—Affirmative Statements (page 35) PART 2 EDITING PRACTICE
2.5 The Simple Present—Negative Statements (page 39) Time: 10–15 min.
2.9 Frequency Words and Expressions with the Simple Answers: 1. I; 2. C; 3. visits; 4. C; 5. C; 6. C; 7. I; 8. like;
Present (page 54) 9. always want; 10. C; 11. doesn’t like; 12. cries; 13. go;
2.10 Position of Frequency Words and Expressions (page 55) 14. C; 15. don’t you; 16. C; 17. C; 18. C; 19. do the tickets
cost; 20. don’t; 21. C; 22. C; 23. C; 24. do not like/don’t
QUESTIONS AND ANSWERS WITH like; 25. C; 26. comes
FREQUENCY WORDS
Have students write five to ten questions with ever. Have WRITING TIP
them conduct interviews in pairs, asking and answering Time: 5–10 min.
the questions with ever and following up each answer Go over the tip. Note that there are no bad ideas in
with a question using how often. When the interview brainstorming. Ideas that don’t fit well can be removed
is completed, have the pairs report what they learned later. Elicit different ways to brainstorm, such as a mind
about their partner in small groups to practice using map, a T-chart, or a list.
different subject pronouns.
g
2.10 Position of Frequency Words and Expressions (page 55) PART 3 WRITE
in
Time: 30–40 min.
2.11 Questions and Short Answers with Ever (page 56)
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1. Review the topic for the first prompt with students
2.12 Questions and Answers with How Often (page 57)
and have them brainstorm, either with a mind map
a
PREPOSITIONS OF TIME or writing a list, all the interesting places they have
Le
Have students write at least one sentence for every use of been to in their current city and/or another city. If
the prepositions of time. Have them share their sentences necessary, do a sample brainstorm on the board
in pairs and give peer feedback.
c
(e.g., New York City; exciting; tall buildings; wonderful
hi
2.13 Prepositions of Time (page 58) stores and restaurants.). Write students’ ideas on
the board. Remind them to include any useful and
ap
relevant vocabulary from this unit on places to visit

REVIEW and to double-check their use of the simple present
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verb tense. If necessary, write model topic sentences

Time: 20 min.
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on the board first (e.g., I love New York City. It’s very
Answers: exciting. It has tall buildings. It has wonderful stores
Part A 1. lives; 2. loves; 3. does she do; 4. goes; 5. does
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and restaurants.). Collect for assessment and/or have

she do; 6. has; 7. like; 8. does “MOMA” mean/does MOMA students present their paragraphs to the class.
mean; 9. means; 10. does it cost; 11. costs; 12. pays;
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2. Review the topic for the second prompt with

13. gets; 14. Does your sister have; 15. uses
students. Have students write all the words or
Part B 1. you ever; 2. often do; 3. in; 4. ever; 5. on; 6. do;
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phrases they associate with their past celebrations of

7. don’t you; 8. like; 9. We always; 10. often; 11. come;
New Year’s Eve. Have them share these ideas with a
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12. usually comes; 13. in; 14. I’m always; 15. has; 16. cost;
partner. Encourage them to organize the ideas into a
17. doesn’t cost; 18. has; 19. does she do; 20. works; 21. on
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series of events before they write their sentences or

paragraphs. If necessary, write model topic sentences
on the board first (e.g. New Year’s Eve in [country]
FROM GRAMMAR TO WRITING
has some very important traditions./An important
celebration in [country] is New Year’s Eve.).
PART 1 EDITING ADVICE
Time: 10–15 min. PART 4 EDIT
Time: 15–20 min.
24

1. Have students interview somebody outside
of the class about his or her favorite tourist
attraction in the United States. Suggest these
starter questions: Why do you like this place? How
often do you go? What activities does this place
have? Have students write the interviewee’s
responses and report back to the class.
2. Have students use the Internet to find
information about one of the following places:
Disneyland, the White House, Ellis Island,
Mount Rushmore, or any other American
tourist attraction that interests them. Have
them answer these questions in writing: What
g
is it? Where is it? What does it cost to enter? What
in
does it have?
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information about a museum or place of
a
special interest in their current city. Have them
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answer these questions in writing: What is it?
What neighborhood is it in? What does it cost to
enter? What does it have? How often do you go?
c
hi
4. Have students write a schedule of their daily
ap
routines using frequency words or expressions

and prepositions of time. As a follow-up
gr
activity, volunteers can act out and present

their daily routine in front of the class. The
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audience could receive a blank schedule and

fill in the activities and times as they listen. If
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they miss some information, they have to ask

follow-up questions (e.g., Wait, what do you
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always do in the morning? Can you repeat what

you usually do at 8:00 a.m.?).
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at
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UNIT
3 HOUSING
GRAMMAR CHARTS
Senior living communities, or retirement communities,
3.1 Singular and Plural Nouns (page 67)
are designed for seniors 55 years and over and often
3.2 Regular Plural Nouns—Spelling (page 67) have convenient services, senior-friendly surroundings,
3.3 Regular Plural Nouns—Pronunciation (page 69) and increased social opportunities. There are about
3.4 Irregular Plural Nouns (page 70) one million seniors living in these communities. Finally,
3.5 There Is/There Are (page 72) public housing, funded by the U.S. Department of
g
3.6 Questions and Short Answers with There (page 75) Housing and Urban Development, provides affordable
housing to low-income individuals. As of 2016, over
in
3.7 There, They, and Other Pronouns (page 76)
two million American residents live in public housing
rn
3.8 Definite and Indefinite Articles, Some/Any (page 79)
of some type.
3.9 Making Generalizations (page 81)
a
ABOUT THE QUOTE
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Laura Ingalls Wilder was an American teacher
UNIT OPENER
and author, best known for a series of children’s
novels called Little House on the Prairie. The series
Ask: What do you see in this photo? (colorful houses
c
was based on Wilder’s childhood growing up in a
hi
near water) Where is it? (Reitdiephaven, Groningen, the
family of settlers who migrated around the United
Netherlands) Have students read the quotation. Ask:
ap
States in the late 1800s in an attempt to establish

Do you agree with the quote? Why or why not? For more
a permanent residence. The series was later turned
discussion questions, open the activity on the Classroom
gr
into a popular American western drama TV series,

Presentation Tool.
making Wilder a household name. She passed away
eo
at the age of 90 in 1957.

CONTEXT NOTE
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There are several types of living situations in the United

States. The most traditional are owning or renting a R E AD I N G 1 3.1
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house or apartment. As of 2018, 64.4% of households

are owned, while 36.6% are rented. Older generations The High Cost of Housing page 66
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of Americans are more likely to own, but younger

Time: 5–10 min.
generations tend to rent or participate in shared living
at
1. Have students look at the photo and read the sign,

situations. Other common living situations in the
“Home for sale” Ask: What does this sign mean?
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United States are mobile homes, housing cooperatives,

(Somebody is selling this house.) Where is this sign?
senior living communities, and public housing. It is
(in front of the house)
estimated that, as of 2018, 5.6% of Americans live
in mobile homes or trailers. These people are often 2. Have students read the title and then skim the
either traveling or living in a mobile home park with reading. Ask: What is the reading about? How do you
other trailer renters. Housing cooperatives, or co- know? Have students make predictions.
ops, are a growing form of residential arrangement. 3. Pre-teach any essential vocabulary words your
Co-ops are membership-based, with membership students may not know, such as paycheck, bills,
granted by a financial contribution to the living space. income, and expense.
The members screen and select who lives in the 4. Ask: Who did you live with before living in the United
cooperative, unlike other forms of home ownership. States? Is it expensive to own a house in your home
community or city? Who do you live with here? Is it
26

expensive to live in the United States? Have volunteers
share their knowledge and personal experiences. 3.1 Singular and Plural Nouns
page 67
Answers: 1. T; 2. T; 3. F 1. Have students close their books. Write a brief list

of singular nouns on the board (e.g., kid, beach,
THINK ABOUT IT page 67 American, man). Ask: Are these nouns singular or plural?
Time: 5–10 min. (singular) What does singular mean? (one) How do we
Answers: say more than one? (plural)
1. Because they can’t afford a home of their own; they 2. Have students work in pairs to write the plural of each
want to save money. word on the board (kids, beaches, Americans, men).
2. Answers will vary. Write students’ ideas on the board.
3. Review the examples and explanations in grammar
chart 3.1. Explain that the plural usually ends in -s,
g
CONTEXT NOTE
although some plural forms are irregular (e.g., men).
in
According to the Pew Research Center, as of
4. Direct students’ attention to the Note. Read the
2017, the number of US households that rent is
rn
examples aloud and provide additional examples as
the highest it’s been since 1965. This trend was
necessary.
a
mostly caused by the economic recession of 2008
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and the rising price of houses, but it has become
common among younger generations, particularly SKILL PRACTICE: READING
millennials, to favor renting over buying. This is Have students go back to the reading, The High
likely due to delayed marriage and the desire to live
c Cost of Housing, and make a list of ten different
hi
in cities where housing costs are high. Although nouns: five singular and five plural. Have them
ap
young Americans have traditionally moved out of change the nouns in the singular list to plural, and
their parents’ homes in their early adult years, Pew the nouns in the plural list to singular.
gr
Research reports that 15% of adults ages 25-35 were

living with their parents in 2016, up from 10% in
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2010, and 8% in 1981.

3.2 Regular Plural Nouns—
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Online search terms: housing advertisements for

your area; statistics on Americans who own versus Spelling page 67
rent; cheapest cities to live in the United States; most
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Time: 10–15 min.

expensive cities to live in the United States 1. Copy the columns and rows of nouns (the singular
io
and plural form columns) from grammar chart 3.2 on

the board. Keep nouns in the same groups and in the
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SKILL PRACTICE: LISTENING same order.

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For extra listening practice, have students listen 2. Have students close their books. First, point to
to the audio again. Ask a few comprehension different letters in the words on the board and have
questions, such as: How many Americans are students say if that letter is a vowel or a consonant.
middle-class? (about one-third) Why do some Repeat this until all students understand the
Americans not want to own a house? (They prefer difference. Leave a list of the vowels on the board.
to rent an apartment because they don’t want 3. Then, have students work in pairs or small groups to
debt.) Is renting cheap or expensive? (expensive) analyze the spelling changes between the two lists
What cities have the most expensive rent in the and guess what the rules for adding -s are. If they have
United States? (New York City, Los Angeles, and San difficulty, give them hints. Say: Look at the endings of
Francisco) Repeat the audio if necessary. the four nouns in row 3 (ss, sh, ch, and x). What do you
add? (-es) So what’s the rule? (When the noun ends in
ss, sh, ch, or x, add -es.)
Unit 3 Housing 27

4. Have students look at grammar chart 3.2 and
compare their rules with the rules in the book. 3.3 Plural Nouns—Pronunciation
Carefully read through the rules and exceptions. page 69 3.3
EXERCISE 1 page 68 3.2 Time: 10–15 min.
Time: 10–15 min. 1. Have students close their books. Write three headings
Answers: 1. T; 2. F; 3. NS across the board:
1. /s/
EXERCISE 2 page 68 3.2 2. /z/
Time: 10–15 min. 3. /әz/
Answers: 1. questions; 2. things; 3. decisions; 4. Condos; Say: There are three ways to pronounce the endings
5. rules; 6. associations; 7. dogs; 8. Homeowners; of plural nouns. Pronounce each sound, and give
9. responsibilities; 10. activities; 11. jobs; 12. kids; an example of a word that ends in each sound. Say
13. bicycles; 14. toys words from grammar chart 3.3 in random order,
exaggerating the pronunciation of the plural endings.
g
Have students guess where the word belongs and
in
write it under the sound they tell you.
Have students take turns asking and answering
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2. Have students look at grammar chart 3.3 and listen
the questions in Exercise 2 in small groups. Then
to the audio, while comparing the board with the
a
have them discuss their preferences for owning
chart in the book. Go over any errors. Have students
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a home or renting an apartment or condo. Have
pronounce the pairs of words with a partner.
volunteers share their group’s preferences with
the class.
c
EXERCISE 4 page 69
hi
Time: 10–15 min.
ap
EXERCISE 3 pages 68–69 Answers: 1. loaves /z/; 2. toys /z/; 3. brushes /әz/;
Time: 10–15 min. 4. countries /z/; 5. halves /z/; 6. books /s/; 7. valleys /z/;
gr
Answers: 1. loaves; 2. toys; 3. brushes; 4. countries; 8. lives /z/; 9. stories /z/; 10. sofas /z/; 11. keys /z/;
5. halves; 6. books; 7. valleys; 8. lives; 9. stories; 10. sofas; 12. ages /әz/; 13. kisses /әz/; 14. potatoes /z/; 15. rents /s/;
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11. keys; 12. ages; 13. kisses; 14. potatoes; 15. rents; 16. watches /әz/; 17. photos /z/; 18. lips /s/; 19. taxes /әz/;
16. watches; 17. photos; 18. lips; 19. taxes; 20. videos; 20. videos /z/; 21. months /s/; 22. studios /z/; 23. adults /s/;
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21. months; 22. studios; 23. adults; 24. illnesses 24. illnesses /әz/
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ABOUT YOU page 69 SKILL PRACTICE: READING

Time: 5–10 min.
As students complete Exercise 4, have them
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Answers: 1. Houses; 2. kids, grandparents; 3. adults,

match each plural noun in Exercise 3 with its
parents; 4. families; 5. families, lives; 6. emergencies
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pronunciation rule in grammar chart 3.3.

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Have students get in small groups with classmates
from similar cultures or countries, if possible. Have
3.4 Irregular Plural Nouns page 70
each group list the similarities and differences Time: 10–15 min.
between housing in the United States and housing 1. Have students close their books. Write the list of the
in their home countries. Have groups present their singular nouns from the grammar chart 3.4 on the
lists to the class. board. Ask volunteers to come up to the board and
write the plural spellings.
compare the list on the board with the plural column
in the chart. Review the explanations and remind
28

students that there are no rules for spelling changes COMPREHENSION page 72
with these nouns; they need to be memorized. Time: 10–15 min.
3. Direct students’ attention to the Note. Explain that Answers: 1. F; 2. F; 3. T
persons is an old term and encourage students to use
people. THINK ABOUT IT page 72
4. Direct students’ attention to the Pronunciation Note. Time: 5–10 min.
Demonstrate the pronunciation differences between Answers:
woman and women several times and have students 1. Search online; use a realtor; ask people if they know of
guess if you’re saying the singular or plural. Have any available apartments for rent.
students repeat the short activity in pairs. 2. Answers will vary.
EXERCISE 5 page 70
CONTEXT NOTE
Time: 5–10 min.
In 1995, Craig Newmark began an online social
Answers: 1. men; 2. feet; 3. women; 4. policemen;
event calendar in the San Francisco Bay Area. His
5. children; 6. fish; 7. mice; 8. sheep; 9. teeth; 10. people/
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desire for sharing information grew rapidly, and he
persons
in
soon founded the leading online classified service
of any medium, the website Craigslist. Today, the
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SKILL PRACTICE: SPEAKING site has over 50 billion page views per month and
a
Have students take turns quizzing each other on is among the top ten most accessed websites in
Le
the plural forms of the nouns in Exercise 3 and the United States and abroad. It now has sections
Exercise 5. Have Student A say a singular noun, and focused on jobs, housing, personals, for sale, and
discussion forums, among others, covering over
then have Student B say the plural form.
c seventy countries.
hi
Online search terms: apartments for rent [city];
ap
EXERCISE 6 page 70
Time: 5–10 min.
apartment floor plans; sample apartment lease;
sample appartment rental application
gr
Answers: 1. houses; 2. people; 3. times, lives; 4. men,

women, parents; 5. Homes, cities; 6. countries, children;
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7. feet; 8. mice
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R E AD I N G 2 3.4 For extra listening practice, have students listen

Finding an Apartment page 71
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questions, such as: Name some ways to look for an

Time: 5–10 min. apartment. (online, ads in a newspaper, “For Rent”
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1. Have students look at the photo. Ask: What do you see signs in front of buildings) What are some questions
you should ask when you call about the apartment?
at
in the photo? (the outside of an apartment building)

Where is it? (New York City) (How much is the rent? Is heat included? What
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floor is the apartment on? Is there an elevator?

2. Have students look at the title of the reading. Ask:
How many bedrooms are there? How many closets
What is the reading about? How do you know? Have
are there? Is the apartment available now?) What
students make predictions.
are some questions you should ask when you see
the apartment? (Is there a lease? Are there smoke
not know, such as rent, manager, appointment, and
detectors?) What are some questions that a landlord
janitor.
sometimes asks? (How many people are there in
4. Activate students’ prior knowledge. Ask: Have you ever
your family? Do you have any pets?) Repeat the
lived in an apartment? Are houses or apartments more
audio if necessary.
common where you grew up? Have students discuss
the questions in pairs.
Unit 3 Housing 29

5. There are windows in my bedroom./There aren’t
3.5 There Is/There Are page 72 (any) windows in my bedroom./There are no
Time: 10–15 min.
windows in my bedroom.
1. Have students look at the reading Finding an 6. There is a closet in the living room./There’s a closet
Apartment. Ask students to find examples of there in the living room./There isn’t a closet in the living
is and there are in the reading (e.g., There is usually a room./There is no closet in the living room./There’s
phone number on the sign. There are ads for apartments no closet in the living room.
and houses for rent.). Write students’ responses on the 7. There is a number on the front door./There’s a
board. Now have students identify the nouns that number on the front door./There isn’t a number
follow there is and there are (a phone number, ads). Ask: on the front door./There is no number on the front
Which ones are plural and which ones are singular? door./There’s no number on the front door.
2. Have students look at grammar chart 3.5. Have a 8. There is an overhead light in the kitchen./There’s an
volunteer read aloud the examples in each category. overhead light in the kitchen./There isn’t an overhead
Have students pay attention to the negative light in the kitchen./There is no overhead light in the
g
categories. Point out the contractions isn’t and aren’t. kitchen./There’s no overhead light in the kitchen.
in
3. Go through the Notes carefully. Provide additional 9. There is a microwave in the kitchen./There’s a
examples as necessary. microwave in the kitchen./There isn’t a microwave in
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4. Go over the Grammar in Use box. Elicit a few examples the kitchen./There is no microwave in the kitchen./
There’s no microwave in the kitchen.
a
of each spoken form, and remind students not to use
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them in writing. 10. There is a back door./There’s a back door./There isn’t
a back door./There is no back door./There’s no back
door.
c
11. There is a fireplace./There’s a fireplace./There isn’t a
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Have students walk around the classroom or, if fireplace./There is no fireplace./There’s no fireplace.
ap
possible, the school in pairs and say singular and 12. There are smoke detectors./There aren’t (any) smoke
plural affirmative and negative statements to detectors./There are no smoke detectors.
gr
describe the space. Write examples on the board:

There is a clock on the wall. There are desks in the ABOUT YOU page 74
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classroom, but there aren’t any desktop computers. Time: 5–10 min.
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ABOUT YOU page 73 1. There’s a window in the room./There is a window in

the room./There isn’t a window in the room./There
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Time: 5–10 min.

Answers will vary. Possible answers: is no window in the room./There’s no window in the
1. There’s a carpet in the living room./There is a carpet room.
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in the living room./There isn’t a carpet in the living 2. There are no curtains on the window./There aren’t
at
room./There is no carpet in the living room./There’s (any) curtains on the window./There are curtains on
the window.
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no carpet in the living room.

2. There are no trees in front of the building./There 3. There is a closet in the room./There’s a closet in the
aren’t (any) trees in front of the building./There are room./There isn’t a closet in the room./There is no
trees in front of the building. closet in the room./There’s no closet in the room.
3. There are curtains on the windows./There aren’t 4. There are two beds in the room./There aren’t two
(any) curtains on the windows./There are no beds in the room./There are not two beds in the room.
curtains on the windows. 5. There is a bathroom on my floor./There’s a bathroom
4. There is a door in the kitchen./There’s a door in the on my floor./There isn’t a bathroom on my floor./
kitchen./There isn’t a door in the kitchen./There is no There is no bathroom on my floor./There’s no
door in the kitchen./There’s no door in the kitchen. bathroom on my floor.
6. There are men in the dorm./There aren’t (any) men
in the dorm./There are no men in the dorm.
30

7. There is a cafeteria in the dorm./There’s a cafeteria in 3. Direct students’ attention to the Notes. Explain that
the dorm./There isn’t a cafeteria in the dorm./There any is often used in questions and negatives with
is no cafeteria in the dorm./There’s no cafeteria in plural nouns. Any, which has the same meaning as
the dorm. some, is not used in affirmative statements. Review
8. There are snack machines in the dorm./There aren’t short answers. There are two contractions for negative
(any) snack machines in the dorm./There are no short answers in the singular: No, there isn’t and No,
snack machines in the dorm. there’s not. There is only one contraction for negative
9. There are noisy students in the dorm./There aren’t short answers in the plural: No, there aren’t. There are
(any) noisy students in the dorm./There are no noisy no contractions for affirmative short answers.
students in the dorm.
10. There are numbers on the doors./There aren’t (any) EXERCISE 7 page 75
numbers on the doors./There are no numbers on Time: 5–10 min.
the doors. Answers to the questions will vary.

11. There is an elevator in the dorm./There’s an elevator Column A:
1. Are there (any) smoke detectors in the hall?
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in the dorm./There isn’t an elevator in the dorm./
2. How many closets are (there) in the bedroom?
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There is no elevator in the dorm./There’s no elevator
in the dorm./There are elevators in the dorm./There 3. Are there (any) children in the building?
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aren’t (any) elevators in the dorm./There are no 4. Is there a dishwasher in the kitchen?
elevators in the dorm.
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5. Is there a yard in front of the building?
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12. There is a laundry room in the dorm./There’s a 6. Are there (any) trees in front of the building?
laundry room in the dorm./There isn’t a laundry 7. Is there a basement in the building?
room in the dorm./There is no laundry room in the 8. Is there a laundry room in the building?
dorm./There’s no laundry room in the dorm.
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9. Are there (any) noisy neighbors in the building?
10. Is there an elevator in the building?
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SKILL PRACTICE: SPEAKING 11. How many windows are (there) in the apartment?
Have students mingle and compare information 12. How many apartments are (there) in the building?
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about their house, apartment, or dorm with their

Column B:
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classmates. Write a short example conversation

1. Are there (any) smoke detectors in the hall?
on the board: A: There’s carpet in the living room.
2. Are there (any) married students in your dorm?
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B: There’s no carpet in my living room. Clarify

3. Is there a computer lab in your dorm?
vocabulary as needed.
4. Is there an elevator in your dorm?
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5. Are there (any) graduate students in your dorm?

6. Is there a quiet place to study in your dorm?
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3.6 Questions and Short Answers 7. Is there an air conditioner in your room?
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with There page 75 8. Is there a parking lot near your dorm?

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9. How many rooms are (there) in your dorm?

Time: 10–15 min.
10. How many floors are (there) in your dorm?
1. Have students close their books. Write on the board:
11. How many students are (there) in your dorm?
a. There is a laundry room in the building.
12. Is there a bike room in your dorm?
b. There are some children in my building.
c. There are ten apartments in my building.
Have students work in pairs to turn the statements SKILL PRACTICE: SPEAKING
into questions. Have students get in pairs. Give both students very
2. Have students look at grammar chart 3.6 and different photos. Have students ask and answer
compare their answers. Review the examples and questions about their partner’s photo using there
clarify questions about word order. is/there are.
Unit 3 Housing 31

EXERCISE 8 page 76
Answers: 1. There’s; 2. Is there; 3. are (there); 4. There are; Have the class brainstorm other topics a student
5. Are there (any); 6. There are; 7. many; 8. are (there); and a building manager might talk about (rent,
9. There are; 10. there aren’t; 11. there are; 12. Is there; heat, mail, keys, leases, pets, roommates, etc.).
13. There are; 14. There are Have students get in pairs and write a new
conversation based on one of these new topics.
SKILL PRACTICE: SPEAKING Remind them to use there is/there are in statements
and questions. Have volunteers role-play their
Have students practice the phone conversation in
conversation in front of the class.
Exercise 8 in pairs. Have volunteers role-play all or
part of the conversation in front of the class.
R E AD I N G 3 3.5
3.7 There, They, and Other Tiny Houses page 78
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Time: 5–10 min.
Pronouns page 76
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1. Have students look at the photo and read the caption.
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Time: 10–15 min. Ask: What do you see in this photo? (a man, rugs, chairs,
1. Have students look at grammar chart 3.7. Explain that pillows, dishes, a ladder, a stove) Where is this man?
a
there + is/are is used to introduce new nouns. When (in his tiny house) Where is his tiny house? (Pasadena,
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we use the noun again, we use a pronoun: he, she, it, Maryland, USA)
or they. 2. Have students read the title and caption of the
2. Review the examples in the chart. Have volunteers
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make sentences using there is/are and pronouns with know? Have students make predictions.
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be. For example: There is a big chalkboard in the room. 3. Pre-teach any vocabulary words your students may
It is at the front of the room. not know, such as square feet, salary, interest, and
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3. Write on the board: There are some nice apartments insurance.

in my building. They’re on the 5th floor. Point out that 4. Activate students’ prior knowledge. Ask: Would you
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people often get confused with there and they’re— prefer to live in a large house, or a tiny house? Have
especially since their pronunciations are exactly the students discuss the questions in pairs.
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same. Direct students’ attention to the Spelling Note.

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EXERCISE 9 page 77
In pairs, have the students describe the photo
Time: 5–10 min.
in the reading Tiny Houses, using there is/there
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Answers: 1. There’s, It’s; 2. There’s, She’s; 3. There are,

are. Have volunteers share descriptions with the
They’re; 4. There’s, He’s; 5. There’s, Is she; 6. Is there, is he;
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class.
7. are there, Are they/Is it; 8. Is there, Is it; 9. There’s, He’s
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EXERCISE 10 page 77 COMPREHENSION page 79

Answers: 1. Is there; 2. there is; 3. It’s; 4. There’s; 5. are Answers: 1. F; 2. F; 3. T
there; 6. There are; 7. They’re; 8. Is there; 9. there is; 10. It’s
Time: 5–10 min.
Answers:
2. Possible answer: Yes, because people they are cheaper
than a typical American home.
32

4. Direct students’ attention to the Notes. Explain that
CONTEXT NOTE the is also used if this noun is the only one or if the
For many Americans, the economic burden of speaker and listener share the same experience.
large homes takes up almost half their income Provide additional examples. For example, when
and perpetuates a cycle of debt. The tiny house students refer to you, they may say the teacher
movement, also known as the small house because they share the same experience (same
movement, is a social movement aimed to decrease classroom, same teacher).
the economic, social, and environmental burden 5. Go over the Grammar in Use box. Review the
of the typical American home. The movement expressions and certain familiar places and people
encourages living with fewer acquisitions, and that require the definite article the. Provide additional
innovation in architectural design. Tiny houses come examples as necessary.
in a variety of designs, but the goal is the same:
simpler living in a more efficient space. EXERCISE 11 page 79 3.6
Online search terms: photos of tiny houses; floor Time: 10–15 min.
Answers: 1. F; 2. NS; 3. T
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plans and dimensions of tiny houses; The Tiny Life’s
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Tiny House Building Checklist; videos about The Tiny
Life; the cost of homeownership statistics EXERCISE 12 page 80 3.6
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Time: 10–15 min.
Answers: 1. a; 2. the; 3. The; 4. a; 5. the; 6. the; 7. the;
a
8. a; 9. a; 10. The; 11. a; 12. the; 13. the; 14. a; 15. a;
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16. an
questions, such as: How many square feet is the c
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Time: 10–15 min.
typical American home? (2,600 square feet) How
Answers: 1. the; 2. the; 3. the; 4. an; 5. a; 6. a; 7. a; 8. any;
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much of their salary do Americans spend on housing

9. the; 10. the; 11. a; 12. a; 13. The; 14. The; 15. the;
costs? (one-third to one-half ) How big are tiny
16. some; 17. a; 18. any; 19. a; 20. the; 21. a; 22. the;
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houses? (usually between 100 and 400 square

23. the; 24. the; 25. the
feet) How much does an average tiny house cost?
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($23,000) Repeat the audio if necessary.

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Have students practice the conversations in

Exercise 12 and 13 in pairs. Give help as needed.
3.8 Definite and Indefinite
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Have volunteers role-play the conversation in front

Articles, Some/Any page 79 of the class.
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Time: 10–15 min.

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1. Have students go to the reading Tiny Houses. Write the

3.9 Making Generalizations page 81
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following directions on the board:

a. underline articles a/an + noun
Time: 10–15 min.
b. double underline definite articles
1. Explain the word generalization and give an example.
c. circle the + noun
Say: Dogs are friendly. Ask: Is this true most of the time,
d. circle nouns without articles
or all of the time? (most of the time) Point out that
2. Have students discuss in pairs why a noun in the generalizations are typically true, but can be false as
reading has a/an and not the, and why some of the well.
nouns don’t have an article. Have volunteers share ideas.
2. Have students look at grammar chart 3.9. Review
3. Have students look at grammar chart 3.8. Have examples and explanations.
volunteers read the examples aloud. Review the
explanations.
Unit 3 Housing 33

3. Write the following words on the board: EXERCISE 16 page 83
1. parents Time: 10–15 min.
2. cats Answers: 1. a; 2. a; 3. some/Ø; 4. the; 5. a; 6. The; 7. Ø;
3. sharks 8. a; 9. Ø; 10. Ø/some; 11. the; 12. the; 13. a; 14. an ; 15. a
4. doctors
5. buses SKILL PRACTICE: SPEAKING
6. taxes Have students compare answers and explain the
Ask students to write a generalization about each reason why they chose each answer. Then, have
topic. Have them compare their generalizations in them practice the conversation in pairs. Have
small groups. Have volunteers write their sentences volunteers role-play in front of the class.
on the board.
EXERCISE 14 page 82 FUN WITH GRAMMAR page 83

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Answers: Answers will vary.
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1. Homeowners have a lot of expenses.
2. Houses in San Francisco are expensive.
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SUMMARY OF UNIT 3
3. Condo associations have a lot of rules.
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4. Building managers take care of buildings. Time: 20–30 min.
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5. Renters pay rent every month.
6. Yards are good for small children.
SINGULAR AND PLURAL NOUNS
Review the rules for forming the plural of nouns. Have
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students review and pronounce the examples in the
hi
EXERCISE 15 page 82
book. Play a game. Divide students into two teams. Have
Time: 5–10 min.
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two at a time come to the board. Say a word. The first to

write it in the plural form earns a point for their team. For
1. Students; 2. Landlords/Building managers; 3. Children/
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an extra point, they must pronounce the word correctly,

Pets; 4. Elderly people/Parents; 5. Families; 6. Houses
for a total of two points. Teams can and should help their
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teammates. Have different students come to the board

ABOUT YOU page 82
each time. If necessary, have students review:
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Time: 5–10 min.

Answers to the questions will vary. 3.1 Singular and Plural Nouns (page 67)
1. Do you like rugs? 3.2 Regular Plural Nouns—Spelling (page 67)
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2. Do you like white walls? 3.3 Regular Plural Nouns—Pronunciation (page 69)
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3. Do you like curtains on the windows? 3.4 Irregular Plural Nouns (page 70)
4. Do you like pictures on the walls?
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5. Do you like plants?

THERE IS/THERE ARE
Have students close their books. On the board, write:
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6. Do you like friendly neighbors?

affirmative
7. Do you like bright lights?
negative
yes/no question with short answer
SKILL PRACTICE: SPEAKING how many question
Have students mingle to compare answers. Instruct students to write two affirmative sentences
Encourage them to provide additional information (singular and plural); two negative sentences (singular
about why they chose specific subjects. Then take and plural); two Yes/No questions with short answers
a class survey and compare answers as a class. (singular and plural); and one question using How many.
Write the results of the survey on the board.
34

Say: You can write the questions about this classroom or PART 3 WRITE
about where you live. If necessary, have students review: Time: 30–40 min.
3.5 There Is/There Are (page 72) 1. Read the first prompt aloud. Give students time
3.6 Questions and Short Answers with There (page 75) to brainstorm words and phrases about their
3.7 There, They, and Other Pronouns (page 76) neighborhood. Do an example brainstorm on the
board (e.g., small, friends and family, market, deli, coffee
ARTICLES AND SOME/ANY shop, wide streets, children playing) and encourage
Have students read the examples and write sentences students to draw a map of their neighborhood if
of their own. Then put students in pairs to compare that helps. Before they begin writing, have students
work. Circulate to observe and give help as needed. If describe their neighborhood aloud in pairs. Then have
necessary, have students review: them write their paragraphs individually. Remind
3.8 Definite and Indefinite Articles, Some/Any (page 79) students to use relevant vocabulary from the unit on
3.9 Making Generalizations (page 81) housing and use there is/there are in some of their
sentences. Write model sentences on the board (e.g.,
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My neighborhood is small. There is a market and a deli.
REVIEW
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There are many children.).
2. Repeat the procedure for the second prompt. Provide
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Time: 15 min.
examples of a brainstorm and of model sentences
Answers: 1. a; 2. bedrooms; 3. people; 4. There are;
on the board (e.g., my house: three bedrooms, two
a
5. apartments; 6. the; 7. an; 8. It’s; 9. some; 10. There’s;
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bathrooms, wood floors, front and back yard, one dog,
11. a; 12. the; 13. days; 14. kids; 15. There are; 16. families;
big windows/In my house, there are three bedrooms.
17. children; 18. the; 19. women; 20. the; 21. any;
There is a front and back yard.).
22. guests; 23. The; 24. members; 25. the; 26. people;
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27. the; 28. The; 29. Are there; 30. there are; 31. Pets are;
32. There’s; 33. condos; 34. Ø; 35. the rules
PART 4 EDIT
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Time: 15–20 min.

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FROM GRAMMAR TO WRITING SKILL PRACTICE: WRITING

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1. Have students look up and compare apartment-

EDITING ADVICE for-rent ads. Monitor group work. Give help
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Time: 10–15 min. as needed. Have groups write about a good

apartment for rent (e.g., There’s a really nice
PART 2 EDITING PRACTICE apartment by the park. It’s only $600 a month.).
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Time: 10–15 min.

2. Ask students to take pictures of their current
Answers: 1. C; 2. a; 3. C; 4. There; 5. There’s/There is; homes or apartments or bring in a photo from
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6. There’s/There is; 7. the; 8. Ø/the; 9. C; 10. think; an apartment ad. Place the photos in a central
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11. microwaves; 12. C; 13. C; 14. neighbors; 15. They’re/ location where everyone can view them.
They are; 16. C; 17. woman Students choose one to write about, but don’t
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say which one. Have them read their sentences

WRITING TIP
aloud for the class to guess.
Time: 5–10 min.
Read the tip. Have students describe the school, leading 3. Write on the board: Renting an apartment.
up to the classroom, starting from the entrance in the Have students write questions about this topic
(e.g., How do you find an apartment to rent in
same way.
this city? Is it easy to rent an apartment? Is it very
expensive?). Then have students discuss the
questions in pairs or small groups.
Unit 3 Housing 35

UNIT
4 WHAT’S IN A NAME?
GRAMMAR CHARTS
names from other religions, such as Mohammed,
4.1 Possessive Nouns—Forms (page 91)
also rank very high. Over the years, other naming
4.2 Possessive Adjectives (page 93)
trends have popped up. Names that were once
4.3 Questions with Whose (page 94) considered last names are now being used as first
4.4 Possessive Pronouns (page 95) names, like Parker, Cooper, and Riley, and many
4.5 The Subject and the Object (page 98) parents are choosing more androgynous names,
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4.6 Subject Questions and Non-Subject Questions such as Casey or Taylor for their children. Other
in
(pages 103–104) modern names have become popular through their
4.7 Who, Whom, Whose, Who’s (page 105) usage in movies and TV.
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ABOUT THE QUOTE
UNIT OPENER
a
Rick Riordan, born in 1964, is an American author
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Have students look at the photo and read the caption. known for young adult fiction, including the Percy
Ask: What do you see in the photo? (Two people looking Jackson series and The Kane Chronicles. These novels
at a wall of sticky notes with kind words to mothers involve ancient Greek and Egyptian mythology
written on them.) Where was this photo taken? (Auckland,
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encountering the modern world. In The Kane
hi
New Zealand) Have students read the quotation. Ask: Chronicles, the characters in the novel The Red
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Do you agree with the quote? Why or why not? For more Pyramid have a secret name, and those who learn
discussion questions, open the activity on the Classroom that name hold power over them.
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Presentation Tool.
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R E AD I N G 1 4.1
CONTEXT NOTE
The Name Game page 90
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Individuality has long been valued as a strong

American quality, and nowhere is this characteristic
Time: 5–10 min.
more salient than in naming customs. Aside from a few
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1. Have students study the chart and look at the photo.

restrictions, Americans have the freedom to choose
Ask: What is this a photo of? (Nutella jars with popular
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whatever name they like for their children and for

names on them)
themselves. Upon marriage, a woman traditionally
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adopted the family name of her spouse, but now 2. Have students read the title and then skim the
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many women either keep their own last name or

hyphenate their surname with their spouse’s. Cultural know? Have students make predictions.
and religious diversity in the United States also fuel a 3. Pre-teach any vocabulary words your students may
variety of naming customs and norms. For example, not know, such as popular, common, old-fashioned,
African Americans typically view names as a symbol and named after.
of solidarity within their communities. Latinos tend to 4. Activate students’ prior knowledge about choosing
practice customs similar to those in Spain, with two names. Ask: What are common names in your country?
given names in addition to a paternal and maternal Why are they popular? Have students discuss the
last name. Religious names rooted in the Bible, such as questions in pairs. Have a few pairs share their
Jacob, Noah, John, and Elizabeth are popular, but answers with the class.
36

Time: 10–15 min. 4.1 Possessive Nouns—
Answers: 1. T; 2. F; 3. F Forms page 91
Time: 10–15 min.
Time: 5–10 min.
1. Have students look at grammar chart 4.1, but cover
Answers will vary. the rule column. Have volunteers read the examples
aloud and confirm students’ understanding of the
possessive.
CONTEXT NOTE 2. Have students work in pairs to guess the rules for
One child naming trend is using the names of places, forming the possessive. Have volunteers write
such as Brooklyn, Paris, and Sydney. Girls in the past students’ ideas on the board.
were sometimes given the names of flowers, such 3. Then ask students to uncover the rules column of the
as Rose or Violet, and nowadays names inspired by chart and compare their answers. Review rules for
nature, such as Autumn, Lark, Arbor, or Luna (the understanding. Provide more examples as necessary.
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word for moon in some languages) still appear.
4. Direct students’ attention to the Notes. Provide several
in
Other names are words in a different language, such
more examples.
as Italian like Bella (also short for Isabella) or the less
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5. Go over the Grammar in Use box. Elicit further
common Bambina. Some parents prefer unusual
examples showing possession of inanimate objects by
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names, such as Copper, Trigger, and Yanni for boys, or
having students describe the city or town they are in.
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Zephyr, Rowena, and Cayenne for girls. Other parents
prefer more common names, but with unusual 4.2
spellings, such as changing C to K, or changing or
omitting vowels, like in Kamryn, Caitlyn, Maison, or c Time: 10–15 min.
hi
1. wife’s; 2. grandmother’s; 3. Grandma’s; 4. husband’s;
Aimee. As the United States became more diverse, so 5. son’s; 6. Charles’s; 7. people’s; 8. names; 9. meaning;
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did the names of Americans, as immigrants in more 10. son’s; 11. name’s
recent generations no longer felt they needed to
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give their children “traditional” American names in

order to fit in. SKILL PRACTICE: SPEAKING
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Have students get in pairs and share nicknames, if

Online search terms: list of popular baby names;
applicable. Ask them to explain the stories behind
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list of unusual baby names; baby names growing in

how they got the nicknames. Have volunteers share
popularity; infographic on baby names throughout
stories with the class.
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the years; etymology and history of first names

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EXERCISE 2 page 92
SKILL PRACTICE: LISTENING Time: 5–10 min.
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Answers: 1. parents’ names; 2. sisters’ names; 3. brother’s

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name; 4. Luis’s son; 5. grandparents’ names; 6. men’s

names; 7. women’s names; 8. brother’s wife
questions, such as: What are some examples
of names that were popular in the early 1900s?
(Gertrude, Mildred, Viola, Elmer, Chester, Clarence)
Time: 5–10 min.
What are some popular names today? (Emma,
Answers:
Sophia, Jacob, Liam) Do parents sometimes choose
1. The teacher knows the students’ names.
unusual names for their children? (yes) What U.S.
2. The school’s name is Carson College.
Presidents have the same name? (George W. Bush
and his father George H. W. Bush) Repeat the audio 3. This textbook’s title is Grammar in Context.
if necessary. 4. What are you parents’ names?
5. Do you use your father’s last name?
6. What is your best friend’s name?
Unit 4 What’s in a Name? 37

7. My sisters’ names are Julie and Jessica.
8. My hometown’s name is Springfield. 4.3 Questions with Whose
page 94
4.2 Possessive Adjectives Time: 5–10 min.

page 93 word order pattern for questions with whose.
Time: 10–15 min. 2. Have student read aloud the questions and answers
1. Have students close their books. Copy the entire first in pairs. Then, have them write three more questions
row of grammar chart 4.2 on the board, but leave and answers of their own.
the examples and the possessive adjectives columns
blank. Ask: What is my name? When students say your EXERCISE 5 pages 94–95
name (e.g. Christina), write on the board: I am Christina. Time: 5–10 min.
Christina is my name, underlining the subject pronoun I Answers:
and the possessive adjective my. Say the two example 1. Whose kids are they?
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sentences aloud and point to I and my as you say them. 2. Whose book is it?
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Write Christina is my name. in the example column, and 3. Whose last name does your son use?/Whose last
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my in the possessive adjective column. name does your son have?
2. Have student work in pairs to guess the other 4. Whose class do you have for math?/Whose math
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possessive adjectives and come up with examples. class do you have?
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Have volunteers write students’ ideas on the board. 5. Whose cat is it?/Whose cat is that?
3. Have students look at grammar chart 4.2 and 6. Whose name is last?
compare their answers. Have volunteers read
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additional examples aloud. Review the last two rows
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and elicit additional examples from the class.

Have students read the conversations from
4. Direct students’ attention to the Notes. Point out the
Exercise 5 aloud in pairs. Have volunteers role-play
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difference between its (the possessive adjective) and

them in front of the class.
it’s (the contraction for it is).
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5. Go over the Grammar in Use box. Elicit additional

examples using there, they’re, and their.
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EXERCISE 4 pages 93–94 4.4 Possessive Pronouns page 95

Time: 5–10 min.
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Time: 5–10 min.

Answers: 1. my; 2. his; 3. her; 4. its; 5. their; 6. your; 1. Have students close their books. Copy grammar chart
7. my; 8. our
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4.4 on the board, but leave the examples and the

possessive pronouns columns blank. Ask: What is my
at
SKILL PRACTICE: SPEAKING name? When students say your name (e.g. Christina),
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Play a chain game. Have students sit in a circle. The write in the example column: Christina is my name,
first person says his or her name and a relative’s name underlining the possessive adjective my. Say: Some
(e.g., My name is Maria, and my aunt’s name is Sophia.). names are hard for Americans to pronounce. Mine
The person sitting next to her repeats her information is easy. Write Mine is easy next to the first sentence
and then adds his or her own information (e.g., Her you wrote in the example column, and mine in the
name is Maria, and her aunt’s name is Sophia. My name possessive pronoun column. Underline the possessive
is Oscar, and my father’s name is Juan.). The last person pronoun Mine. Say the two example sentences aloud
in the circle tries to repeat everyone’s information. and point to my and mine as you say them.
2. Have students work in pairs to guess the other
possessive pronouns and come up with examples.
Have volunteers write students’ ideas on the board.
38

3. Have students look at grammar chart 4.4 and 3. Pre-teach any vocabulary words your students may
compare their answers. Have volunteers read not know, such as full name, senior, or junior.
additional examples aloud. 4. Activate students’ prior knowledge about naming
customs and traditions. Ask: What are some common
ABOUT YOU page 95 naming customs in your country? Do you have a
Time: 5–10 min. nickname? Have students share their experiences in
Answers will vary. pairs. Have a few volunteers share their answers with
the class.
EXERCISE 6 page 96
Time: 5–10 min. COMPREHENSION page 97
Answers: 1. Mine; 2. mine; 3. yours; 4. his; 5. Hers; Time: 10–15 min.
6. Theirs; 7. Ours Answers: 1. T; 2. F; 3. F
SKILL PRACTICE: SPEAKING THINK ABOUT IT page 98
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Time: 5–10 min.
Have students make comparisons using possessive
Answers will vary.
in
pronouns. Write on the board: Your ____ is ____, but
mine is ____. Model a couple of comparisons (e.g.,
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Your hair is long, but mine is short. Your backpack is CONTEXT NOTE
Sons who are named after their fathers typically use
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black, but my purse is dark green.). Have students
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mingle and make comparisons about each other. “Jr.” after their name for junior, while their father uses
“Sr.” for senior. Families might give a nickname to
the son, such as Joey if the father is called Joe. If the
EXERCISE 7 page 96
c tradition of naming a male child continues to the
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Time: 5–10 min. next generation, the suffix “III” for the third is added
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Answers: 1. your; 2. yours; 3. Mine; 4. my; 5. Your; 6. his; to the name. Sometimes this continues for multiple
7. our; 8. our; 9. their; 10. their; 11. my; 12. theirs generations. Although daughters are named after
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mothers, as well, it is not traditional to use Jr. or Sr. or

SKILL PRACTICE: SPEAKING other suffixes with female names.
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Have students write their own conversation in pairs, Online search terms: family trees; Navajo naming
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using Exercise 7 as a model, and read it aloud. Have traditions; Jewish naming traditions; Sikh naming
volunteers role-play the conversation for the class. traditions; common American nicknames
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Time: 10–15 min.

Answers will vary. For extra listening practice, have students listen
at

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R E AD I N G 2 4.3 questions, such as: How many names does William

have? (four) Why do William’s friends call him Bill?
Naming Customs page 97 (It’s a common nickname for William.) Why does
William include “Junior” when he signs his name?
Time: 5–10 min.
(because he has the same name as his father) What
is his wife’s nickname? (Annie) What are his children’s
Ask: Who are the people in the photo? (a man and his
nicknames? (Jake and Maddie) Repeat the audio if
baby; a dad and his son)
necessary.

EXERCISE 13 page 101
4.5 The Subject and the Time: 5–10 min.
Object page 98 Answers: 1. it; 2. It’s; 3. it; 4. It’s; 5. It; 6. Its
Time: 5–10 min. EXERCISE 14 page 101

1. Write on the board: Time: 5–10 min.
1. I teach. Answers: 1. We’re; 2. We; 3. We’re; 4. Our; 5. us; 6. Ours

2. I teach three classes.
3. I teach about the English language.
Time: 5–10 min.
Ask: What are the subjects of the sentences? What are
Answers: 1. They; 2. They’re; 3. They; 4. Their; 5. Theirs;
the verbs? What are the objects? Have students discuss
6. them
in pairs, then share ideas with the class. Write S, V, and
O above examples.
2. Have students look at the first part of grammar
chart 4.5. Read through the examples and Have students write an e-mail to a friend about
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explanations. Have students provide additional the students in their English class. Encourage them
in
examples of sentences with objects to check for to use sentences from Exercises 9–15 as models
and require them to use each form of possessive
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comprehension.
3. Review the second part of the chart. Have volunteers pronouns at least once. Have students exchange
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read the examples aloud. Encourage them to e-mails with a partner and give peer feedback.
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emphasize subject and object pronouns as they read. Circulate to give help as needed.
4. Direct students’ attention to the Notes. Provide
several additional examples. Go over the Grammar in
c
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Use box. Elicit additional examples. Time: 10–15 min.
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Answers will vary.

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Time: 5–10 min. R E AD I N G 3 4.4

Answers: 1. me; 2. it; 3. them; 4. you; 5. her; 6. him; 7. us
Who Names Hurricanes?
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EXERCISE 9 page 99 page 102

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Time: 5–10 min.

Time: 5–10 min.
Answers: 1. us; 2. you; 3. her; 4. him; 5. us; 6. them;
1. Have students look at the photo. Ask: What is in the
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7. her; 8. it; 9. her; 10. me; 11. them

photo? (three big storms—Hurricane Irma, Tropical
EXERCISE 10 page 99 Storm Jose, and Tropical Storm Katia) Where are they?
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Time: 5–10 min. (in the Caribbean Sea, the Atlantic Ocean, and the
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Answers: 1. I’m; 2. I’m; 3. I; 4. My; 5. Mine; 6. me Gulf of Mexico)

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ABOUT YOU page 100 reading. Ask: What is the reading about? How do you
Time: 5–10 min.
Answers to the questions will vary.
1. your, you; 2. you, your; 3. Answers will vary, yours;
not know, such as tropical, storm, and mph.
4. Answers will vary, yours; 5. your; 6. you’re
4. Activate students’ prior knowledge about hurricanes.
EXERCISE 11 page 100 Ask: Have you ever been in a hurricane or know anybody
Time: 5–10 min. who has been in a hurricane? What was the experience
Answers: 1. His; 2. He’s; 3. He; 4. his; 5. his; 6. him like? Have students discuss the questions in pairs. Have
a few pairs share their answers with the class.
Time: 5–10 min.
Answers: 1. Her; 2. She’s; 3. her; 4. She; 5. Hers; 6. Her
40

Time: 10–15 min. 4.6 Subject Questions and
Answers: 1. F; 2. T; 3. T Non-Subject Questions
pages 103–104
Answers: 1. Have students analyze the reading Who Names
1. Possible answer: Because people have a bad feeling Hurricanes? Have them underline the questions
about them. with do or does and circle the questions with a verb
2. Answers will vary. in the -s form.
2. Have students look at grammar chart 4.6. Read the
CONTEXT NOTE examples and have volunteers answer your questions.
Read through the explanations carefully.
Hurricanes are cyclones or tropical storms that have
winds of 74 mph or higher. Depending on where 3. Have students match the questions in the reading
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they take place, these storms have different names. with the explanations in the chart.
in
In the Atlantic and northeastern Pacific Oceans, they 4. Direct students’ attention to the Notes. Emphasize
that who is more common in informal English. Provide
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are called hurricanes; in the northwestern Pacific,
they are called typhoons; in the southern Pacific additional examples of questions with prepositions,
a
or Indian Ocean, they are cyclones. June through and have students change them from formal to
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November is considered hurricane season in the informal and vice-versa.
Caribbean Sea, the Atlantic Ocean, and the Gulf of 5. Direct students’ attention to the Grammar in Use box
on page 104. Provide additional examples of the use
Mexico, with most hurricanes occuring in this region
c of Who knows?
hi
from mid-August through October.
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Online search terms: famous hurricanes 20th EXERCISE 16 pages 104–105

and 21st centuries; videos World Meteorological Time: 5–10 min.
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Organization; maps of regions most affected by Answers: 1. a. has, b. does, c. calls, d. do, e. do you call;
hurricanes; list of hurricane names 2. a. has, b. do, c. calls; d. does; 3. a. has, b. does, c. does
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it have, d. do you spell, e. does your name come from,

f. does it mean; 4. a. Do you like, b. replaces, c. does,
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d. has, e. does
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to the audio again. Ask a few comprehension SKILL PRACTICE: SPEAKING

questions, such as: What is one thing the World Write some of the questions from Exercise 16 on the
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Meteorological Organization (WMO) does? (names board: Who has an uncommon name in your family?
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hurricanes and topical storms) A storm gets a name Who has a nickname? Whose name has over 10 letters?
when it reaches how many miles per hour? (39) Why Where does your name come from? What does your
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does the WMO use names? (because they are easier to name mean? Do you like your name? Have students
remember) Can the name Katrina be used again? (no) stand in two concentric circles, with half the students
Repeat the audio if necessary. standing in an outer ring around the classroom and
the other half standing in an inner ring, facing each
other. Have students ask and answer the questions
from Exercise 16. Call out rotate every minute or so.
Students in the inner ring should move one space
clockwise. Now have students ask and answer with
their new partners. Have students ask questions in
random order. Make sure students look at each other
when they’re speaking.

4.7 Who, Whom, Whose, Time: 10–15 min.
Who’s page 105 Answers will vary
Time: 5–10 min.

SUMMARY OF UNIT 4
1. who a. who is Time: 20–30 min.
2. whose b. object
3. who’s c. possession (ownership) POSSESSIVE NOUNS—FORMS
4. who(m) d. subject Review the example sentences. Then have students talk
about things in the classroom using possessive pronouns
Then ask students to match the columns. (Answers:
(e.g., Maria’s notebook is blue and white.).
1. d; 2. c; 3. a; 4. b)
2. Have students look at grammar chart 4.7. Have If necessary, have students review:
volunteers read examples aloud and review the 4.1 Possessive Nouns—Forms (page 91)
explanations. Remind students that whom is now
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considered very formal, and it is more common to PRONOUNS AND POSSESSIVE ADJECTIVES
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hear who as the object. Have students close their books. Write the chart headings
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across the top of the board. Write the subject pronouns
EXERCISE 17 page 106 in the first column. Have students come up to the board
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Time: 5–10 min. to fill in the chart with object pronouns, possessive
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Answers: 1. Whose; 2. Who(m); 3. Who’s; 4. Who; adjectives, and possessive pronouns. Then have
5. Whose; 6. Who volunteers write one sentence for each type of pronoun
c
and possessive form on the board. Have students open
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their books and compare their charts with the charts in
the book. Go over the example sentences in the book.
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Have students practice the conversation from

Exercise 17 in pairs. Ask volunteers to role-play all or If necessary, have students review:
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part of the conversation in front of the class. 4.2 Possessive Adjectives (page 93)
4.3 Questions with Whose (page 94)
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4.4 Possessive Pronouns (page 95)

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Time: 5–10 min.

4.5 The Subject and the Object (page 98)
Answers: 1. Whose; 2. Mine; 3. Who; 4. decides;
SUBJECT QUESTIONS AND
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5. happens NON-SUBJECT QUESTIONS

Have students write subject and non-subject questions
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EXERCISE 19 page 107 about families, and then ask a partner the questions (e.g.,
Time: 10–15 min.
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What is your last name? What does it mean? Who is the

Answers: 1. your; 2. it’s; 3. parents’; 4. His; 5. He’s; 6. his; oldest in your family? Where do your grandparents live?). If
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7. girl’s; 8. His; 9. I; 10. has; 11. Its; 12. Whose coat is that; students need extra support, provide them with sample
13. yours; 14. mine; 15. yours; 16. mine; 17. Whose; 18. him answers, and have them come up with appropriate
corresponding questions that they can then ask a partner.
SKILL PRACTICE: WRITING AND SPEAKING Underline the part of the answer that the question should
Have pairs write a conversation using subject ask about (e.g. My last name is Lopez. It means “son of
pronouns, object pronouns, possessive pronouns, wolf.”)
possessive nouns, and possessive adjectives. If necessary, have students review:
Ask volunteers to role-play their conversations in 4.6 Subject Questions and Non-subject Questions
front of the class. (pages 103–104)
4.7 Who, Whom, Whose, Who’s (page 105)
42

REVIEW PART 4 EDIT
Time: 15–20 min.
Time: 15 min.
Answers: 1. Who’s; 2. My; 3. yours; 4. Charles’s; 5. His;
6. hers; 7. her; 8. husband’s; 9. Whose; 10. They; 11. your;
1. Have students interview three people from
12. her; 13. our; 14. her; 15. ours; 16. his; 17. him;
different cultures about their names. Brainstorm
18. He’s; 19. it’s; 20. It’s; 21. She; 22. them; 23. their;
questions students can ask. Write them on the
24. mine; 25. we’re
board (e.g., Your name is interesting—tell me
about it. How do people choose names for babies
FROM GRAMMAR TO WRITING in your culture? What last name does a married
woman use?). Tell students to ask these questions
and then write the people’s answers to share
PART 1 EDITING ADVICE with the class. Compare what cultures have
Time: 10–15 min.
similar naming customs.
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2. Have students browse different baby name
in
directories and lists on the Internet. Have them
Time: 10–15 min.
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make a list of their top five favorite names and
Answers: 1. My; 2. C; 3. names; 4. parents’; 5. C; 6. C;
why they like them. Then, have students share the
7. her; 8. her; 9. husband’s; 10. C; 11. Her; 12. Their; 13. C;
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names on their lists and reasons with a partner.
14. My sister and I; 15. our; 16. you’re; 17. C; 18. They’re;
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3. Have students make acrostic name poems. First,
19. It’s; 20. C
have them write the letters of their name in a
WRITING TIP
c vertical line. For each letter, they should write
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Time: 5–10 min. an adjective or phrase that describes their own
Go over the tip. Elicit further examples for the sample qualities or characteristics (e.g., CHAO would be
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T-chart. Comfortable, Happy, Always on time, Organized).

Help students with adjectives as necessary. Have
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PART 3 WRITE students share in pairs and post the name poems
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Time: 30–40 min. around the room.

1. Review the first prompt with students. Do a class
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brainstorm of traditional and unusual names. Write

students’ ideas on the board. Have students answer
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the question in pairs, explaining their point of view

to their partner. Encourage students to organize their
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thoughts and make notes before they begin to write.

Remind them to include any useful and relevant
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vocabulary from this lesson on names and to be

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careful with their use of possessive forms. If necessary,

write model topic sentences on the board.
2. Have students brainstorm naming customs in their
cultures for the second prompt. Provide guidance and
clarification with vocabulary and ideas. Then have
them write their paragraphs individually.

UNIT
5 SAVING THE PLANET

GRAMMAR CHARTS
only to China. Some activities that contribute to
5.1 The Present Continuous—Forms (page 115–116)
these high emissions are logging, mining, and
5.2 Spelling of the -ing Form (page 117) other digging, and development practices such as
5.3 The Present Continuous—Use (page 119) hydraulic fracturing, also known as fracking.
5.4 Questions with the Present Continuous (page 120) ABOUT THE QUOTE
5.5 The Present Continuous vs. the Simple Present—Forms Throughout his life, Mahatma Gandhi, born
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(page 124) Mohandas Karamchand Gandhi, was an advocate for
in
5.6 The Present Continuous vs. the Simple Present—Use civil rights and a proponent of peaceful forms of civil
(page 125) disobedience. At home, he led the struggle for India’s
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5.7 Action and Nonaction Verbs (page 127) independence from British rule, but his influence was
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worldwide. At age 78, he was shot and killed on his
UNIT OPENER
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way to a prayer meeting.
Ask: What is this a photo of? (a coral reef, damaged over
time by warm waters) Where is it? (American Samoa)
c
R E AD I N G 1 5.1
hi
Have students read the quotation. Ask: Do you agree with
Saving Lemurs page 114
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the quote? Why or why not? For more discussion questions,

open the activity on the Classroom Presentation Tool. Time: 5–10 min.
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CONTEXT NOTE Ask: What animals are these? (lemurs) Where are they?
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Dating back to the nineteenth century, the people (in Madagascar)

of the United States have demonstrated a passion 2. Have students read the title and then skim the
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for nature and made efforts toward preservation. reading. Ask: What is the reading about? How do you
Federal legislation was written over the course of know? Have students make predictions.
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many years to protect the National Park System and 3. Pre-teach any vocabulary words your students
its natural resources and wildlife. In 1948, the Federal may not know, such as to raise, to disappear, and
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Water Pollution Act was passed, and the Air Pollution population.
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Control Act followed in 1955. Since then, the 4. Ask: Have you ever seen a lemur? What are some
United States has attempted, to varying degrees, animals native to your home country and region?
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to keep up with global efforts aimed at reducing Have volunteers share their knowledge and personal
global warming and fighting climate change. At the experiences.
2015 Global Summit, a global team negotiated an
agreement to reduce greenhouse gas emissions to COMPREHENSION page 115
limit the global temperature increase, but in 2017 Time: 10–15 min.
the United States announced its eventual withdrawal Answers: 1. T; 2. T; 3. F
from that agreement. The United States remains the
a top emitter of greenhouse gases, second
44

Time: 5–10 min. 5.1 The Present Continuous—
Answers: Forms pages 115–116
1. Possible answer: Because lemurs are the most
Time: 10–15 min.
endangered mammals on the planet and Duke Lemur
Center is trying to increase their population. 1. Have students analyze the bold-faced phrases in
2. Answers will vary. the reading Saving Lemurs. Ask: What do these bold-
faced phrases have in common? (They are forms of
be + the -ing form of verbs.)
CONTEXT NOTE
2. Have students look at the affirmative statements
According to scientific reports in 2019, some of the
part of grammar chart 5.1. Read the examples
most critically-endangered animal species that may
aloud and explain that the present continuous is
face extinction in the near future are:
used to describe an action in progress at this
1. Rhinos, including the Northern White Rhino,
moment.
the Javan Rhino, the Sumatran Rhino, and the
3. Direct students’ attention to the Notes. Explain
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Black Rhino.
that contractions are made with the pronoun and
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2. Sea Turtles, especially the Hawksbill Sea Turtle
the verb be. Also point out that most nouns can
and the Kemp’s Ridley Sea Turtle
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form a contraction with is. Give more examples
3. Amur Leopard
of adverbs used with the present continuous,
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4. Tigers, including the South China Tiger, the including only, just, and currently. Elicit sentences
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Malayan Tiger, and the Sumatran Tiger with some of these.
5. Spix’s Macaw 4. Discuss how to make the affirmative statements in
6. Gorillas, such as the Cross River Gorilla and the
c the chart negative. (Add not after the verb be.) Elicit
hi
Eastern Lowland Gorilla possible contractions. (isn’t, aren’t)
7. Saola 5. Have students look at the negative statements in
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8. Vaquita the chart on page 116. Go over the Notes and elicit
9. Orangutans, such as the Sumatran Orangutan,
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additional examples with isn’t/aren’t and contractions

the Bornean Orangutan, and the Tapanuli with the subject + form of be.
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Orangutan
10. Scimitar Oryx EXERCISE 1 page 116 5.2
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Time: 5–10 min.

Online search terms: photos of lemur species;
Answers: 1. ’m watching; 2. ’m not doing; 3. are living;
Duke Lemur Center videos; Reid Park Zoo lemur live
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4. is studying; 5. are trying; 6. are cutting; 7. are losing;

cam; clips of Madagascar movie lemurs; maps of
8. ’re looking; 9. are dying; 10. is working; 11. ’s trying
protected areas in Madagascar; exerpt of interview
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with Dr. Luke Dollar about Madagascar’s protected

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areas SKILL PRACTICE: SPEAKING

Have students role-play the conversation in pairs.
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Ask volunteers to role-play in front of the class.

questions, such as: How many lemurs are scientists
raising at Duke University? (about 250) How do
you know if a baby lemur is healthy? (It is gaining
weight.) Repeat the audio if necessary.
Unit 5 Saving the Planet 45

5.2 Spelling of the -ing Form 5.3 The Present Continuous—
page 117 Use page 119
1. Have students close their books. Copy the base form 1. Have students close their books. Write the following
and -ing form columns from grammar chart 5.2 on matching exercise on the board:
the board. 1. We are watching a show on TV now.
2. First, elicit the vowels in English and write them on 2. Steve Boyes is trying to teach people about parrots.
the board. Then, review the number of syllables in a. to show a long-term action that is in progress
the base verbs on the board. Clap the syllables out as b. to show that an action is in progress now, at this
students guess how many syllables each base verb moment
has. Write the number of syllables by the base verbs Have students work in pairs to match the example
and underline the syllable that is stressed. with the rule. (Answers: 1. b; 2. a;)
3. With this information, have students work in pairs to 2. Have students look at grammar chart 5.3 and
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analyze the spelling changes and come up with the compare their answers. Review additional examples.
in
seven spelling rules to form the -ing form. Remind 3. Go over the Grammar in Use box. Give students
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them to focus on consonants, vowels, syllables, and a subject, a verb, and an adverb, and have them
stress. Write students’ ideas on the board. produce a sentence in simple present or present
a
4. Have students look at grammar chart 5.2 and continuous depending on the adverb given.
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compare their ideas. Clarify any questions.

EXERCISE 2 page 118
c
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Time: 10–15 min.
Have students write an example sentence to go
Answers: 1. playing; 2. making; 3. hitting; 4. suffering; with each rule in the chart. Have students work
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5. cutting; 6. admitting; 7. trying; 8. happening; with a partner to provide peer feedback. Ask
9. staying; 10. growing; 11. hurrying; 12. grabbing; volunteers to share their sentences with the class
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13. raising; 14. fixing; 15 rescuing; 16. doing; for the class to guess which rules they go with.
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17. breeding; 18. losing; 19. waiting; 20. serving;

21. visiting; 22. occurring; 23. dying; 24. disappearing
EXERCISE 4 page 119
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Time: 5–10 min.

SKILL PRACTICE: WRITING Answers:
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Have students choose five verbs from Exercise 2 1. African parrots are losing their homes.
that they use the most in their daily lives. Have 2. The teacher is not showing us a video about lemurs./
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them write five sentences using the present The teacher isn’t showing us a video about lemurs./The
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continuous. Encourage them to use a variety of teacher’s not showing us a video about lemurs.
subjects. Have them give peer feedback in pairs. 3. We are learning about animals in this unit./We’re
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learning about animals in this unit.

4. I am writing sentences about animals./I’m writing
EXERCISE 3 page 118
sentences about animals.
Time: 5–10 min.
5. Steve Boyes is not studying lemurs./Steve Boyes isn’t
Answers: 1. are suffering; 2. ’re losing; 3. ’re disappearing;
studying lemurs.
4. is rescuing; 5. are working; 6. ’s having; 7. are catching;
6. Boyes is trying to rescue parrots.
8. selling; 9. are stealing; 10. ’s trying
7. Many lemurs are living at the Duke Lemur Center.
8. The unhealthy baby lemurs are not gaining weight./
The unhealthy baby lemurs aren’t gaining weight.
46

ABOUT YOU page 122
5.4 Questions with the Present Time: 5–10 min.
Continuous page 120 Answers to the questions will vary.
1. Are you learning about parrots?
Time: 10–15 min.
2. Are you taking an online class this semester?
3. What other courses are you taking this semester?
1. Am I teaching grammar? Yes, I am.
4. Are you thinking about endangered animals?
2. What are we learning? We are learning English.
5. Are you planning to read more about nature?
3. Who is studying? We are studying.
6. How is your life changing?
Read the first question and answer aloud. Point to
the underlined Am and Yes to show how we know
this is a yes/no question. Read the second question SKILL PRACTICE: SPEAKING
and answer. Point out that the answer to What is an Have students stand in two concentric circles, with
object: English. Read the third question and answer. half the students standing in an outer ring around
Point out that the answer to Who is a subject: We. the classroom and the other half standing in an
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2. Have students look at grammar chart 5.4. Review the inner ring, facing each other. Instruct students to
in
examples for yes/no questions and short answers, wh- ask and answer the questions from the About You
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questions, and subject wh- questions. exercise. Call out rotate every minute or so. Students
in the inner ring should move one space clockwise.
a
Now have students ask and answer with their new
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partner. Have students ask questions in random
Have students return to the reading, Saving Lemurs,
order. Make sure students look at each other when
and find four statements in the present continuous.
c they’re speaking.
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Have them change these statements into either
yes/no or wh- questions. Have them note whether
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the wh- question is a subject question or not. Then FUN WITH GRAMMAR page 122
have them compare their work with a partner. Ask Time: 10–15 min.
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volunteers to share their questions with the class Answers will vary.
and give feedback on their understanding of wh-
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vs. subject wh- questions. R E AD I N G 2 5.3
Disappearing Birds page 123

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Time: 5–10 min.
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Time: 5–10 min.

Answers: 1. a. Is he studying, b. is, c. ’s studying, d. ’s he
Ask: What animals are these? (puffins) Where do they
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studying; 2. a. Are you learning b. am, c. are you learning;

live? (in the North Atlantic)
3. a. are (some) parrots losing/are they losing/are these
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parrots losing, b. Am I bothering; 4. a. Are you reading, 2. Have students read the title and then skim the
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b. I’m not, c. are you reading; 5. a. ’s, b. ’s watching, c. isn’t reading. Ask: What is the reading about? How do you
he doing; 6. a. ’s taking, b. are scientists taking/are they know? Have students make predictions.
taking; 7. a. Are, b. ’re not/aren’t, c. aren’t they gaining; 3. Pre-teach any vocabulary words your students may
8. Are you writing, b. am, c. are you writing not know, such as seed, to go down, nest, and chemical.
4. Ask: Have you ever seen a puffin? What are some
animals that are going extinct in your home country and
region? Have volunteers share their knowledge and
Have volunteers role-play all or part of the personal experiences.
conversation in Exercise 5 in front of the class.
COMPREHENSION pages 124
Time: 10–15 min.
Answers: 1. T; 2. F; 3. T

Time: 5–10 min. SKILL PRACTICE: READING
Answers will vary. Possible answers: Have students re-read paragraph four of
1. Because people are cutting down forests, their Disappearing Birds. On blank pieces of paper,
habitats are being polluted by chemicals, and people have students work in pairs to draw a diagram
are moving into areas where birds once lived. illustrating how chemicals affect birds (e.g., 1.
2. We need to take better care of our environment to Insects, fish, and other animals take in chemicals
help birds and ourselves. from environment. 2. Birds eat insects and fish./
Some birds eat dead animals. 3. These animals give
birds health problems.). Have volunteers present
CONTEXT NOTE their diagrams and describe them to the class.
Climate change is extremely dangerous to animals
that struggle to adapt to new weather conditions.
Species that have specialized in what they eat or
where they live are the hardest hit as they are forced 5.5 The Present Continuous vs.
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to change their strict behaviors in order to survive.
the Simple Present—Forms
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Birds are among these species and have begun
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nesting, breeding, and migrating earlier as seasons page 124
become more irregular. Hundreds of different bird Time: 10–15 min.
a
species have seen population decline in recent 1. Have students close their books. Write the first
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years. As of 2019, there are 1,492 bird species facing column of grammar chart 5.5 on the board, as well as
extinction. the headings, Simple Present, and Present Continuous.
Online search terms: maps of bird migration
c
Provide students with the sentences from these two
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patterns; bird habitats; four species of Puffin; about columns mixed up on pieces of paper or write them
on the side on the board. Ask students to match
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Susan Schubel, “Seabird Sue”

them to the corresponding column and form, before
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comparing their answers to the chart.

SKILL PRACTICE: LISTENING 2. Have students look at grammar chart 5.5. In pairs,
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For extra listening practice, have students listen have them discuss the differences between the
to the audio again. Ask a few comprehension present continuous and simple present verb form.
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questions, such as: Are bird populations going down Lead a class discussion comparing the verb tenses,
only in certain areas? (no; all over the planet) What and write students’ ideas on the board.
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is causing the bird populations to go down? (fewer

places to build nests, decreasing food supply, EXERCISE 6 page 124 5.4
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chemicals in the environment) What do birds Time: 5–10 min.

Answers: 1. T; 2. F; 3. NS
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eat? (insects, fish, dead animals) Do scientists like

Morrissey keep birds to study them? (No; they catch
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them, test them, let them go, then catch them EXERCISE 7 page 124 5.4
again years later.) Repeat the audio if necessary. Time: 5–10 min.
Answers: 1. are losing; 2. are taking; 3. are suffering; 4. is
going down; 5. are we doing; 6. is working; 7. is helping;
8. are having; 9. need; 10. don’t know; 11. don’t have;
12. Do we want
48

Have students cover up Exercise 7 after completing Write on the board:
the task. Write on the board: What is Luke Dollar 1. a. Every afternoon b. This afternoon
doing? Why is he doing this? Have students 2. a. Normally b. Now
summarize and review the information in pairs. 3. a. Usually b. Right now
Remind them to use the present continuous in 4. a. Always b. At this moment
their responses.
Then, write a number of verbs on the board, such
as do, think, study, play, eat, drink, etc. In pairs have
students use the prompts to write four sentences
5.6 The Present Continuous vs. with the simple present and present continuous
the Simple Present—Use with four of the verbs from the list. Write an
example on the board: Every afternoon I eat a
page 125 sandwich, but this afternoon I am eating soup. Have
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Time: 5–10 min.
volunteers share their sentences with the class.
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1. Have students close their books. Ask: What do we use
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the simple present tense for? (to talk about general
R E AD I N G 3 5.5
truths or customs, regular activities or repeated
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actions) Elicit example sentences in the simple
Climate Change page 126
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present and write them on the board. What do we
use the present continuous for? (to show actions in Time: 5–10 min.
progress now and longer actions in progress at this

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general time) Elicit example sentences in the present Ask: What is this a photo of? (a boat in ice in Antarctica)
continuous and write them on the board. 2. Have students read the title and then skim the
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2. Have students look at grammar chart 5.6 and reading. Ask: What is the reading about? How do you
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compare their ideas and examples with the chart.

Review additional examples and provide more if 3. Pre-teach any vocabulary words your students may
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necessary. not know, such as ice sheet, to be responsible, industry,

3. Have students cover the Grammar in Use box. Ask and coastal.
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students to describe the weather today, and have 4. Ask: Has the climate changed in recent years in your
them notice which form they are using—simple home country and region? What are some reasons why it
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present or present continuous. Go over the note. has changed? Have volunteers share their knowledge
and personal experiences.
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EXERCISE 8 page 125

Time: 10–15 min. COMPREHENSION page 127
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Answers: Time: 10–15 min.

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1. are you doing; 2. ’m eating; 3. eat; 4. ’m also watching; Answers: 1. T; 2. T; 3. T

5. ’re studying; 6. are you learning; 7. ’m learning; 8. eat;
9. ’s diving; 10. do pelicans live; 11. live THINK ABOUT IT page 127
Time: 5–10 min.
Answers:
2. Possible answer: We can use cleaner energy, find
alternatives to plastic, and produce less waste.

wanting to. Listen/look are action because they are
CONTEXT NOTE voluntary actions.) Go over the examples.
According to the U.S. Environmental Protection 4. Direct students’ attention to the Note. Review the
Agency (EPA), there are different ways humans can common nonaction verbs and have students make
help prevent and slow climate change at home, example sentences in the simple present (e.g., This
at the office, on the road, and at school. Some of coffee tastes delicious. I prefer to go to the mall during
these include changing light fixtures and lightbulbs the week.).
from standard to energy efficient brands, using 5. Go over the Grammar in Use box. Elicit responses to
public transportation or telecommuting, buying the greetings.
fuel-efficient or electric vehicles, and increasing
recycling practices in our schools.
Online search terms: EPA’s Household Carbon
Put students in groups. Have students brainstorm
Footprint Calculator; interactive maps of sea level
different ways humans can prevent climate
rise; Images of Change app; Earth Now app; NASA’s
change, focusing on action verbs. Write students’
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Offset app; visuals of Antarctic ice sheets
ideas on the board (e.g., recycle, use public
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transportation, eat less meat, ride their bikes). Have
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students play charades with the activities on
SKILL PRACTICE: LISTENING the board. Say: One student acts out an activity,
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For extra listening practice, have students listen and the other students in the group guess what it
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to the audio again. Ask a few comprehension is. If necessary, write activities on slips of paper
questions, such as: Are ice sheets big or small? (very and have students choose an activity. Model
the activity first and remind students to use the
big) What is happening to the temperature of the
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ocean? (It is getting warmer.) What are some activities present continuous tense to describe the activity
that warm the planet? (transportation, electricity (e.g., Pedro’s recycling his coffee cup.).
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production, industry) What places are in danger

of being underwater? (coastal cities like New York,
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London, and Tokyo) Repeat the audio if necessary.
Time: 10–15 min.
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Answers: 1. think; 2. say; 3. happen; 4. don’t realize;

5. are causing; 6. need; 7. understand; 8. are starting;
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9. don’t want; 10. costs; 11. care; 12. are hurting; 13. are;
5.7 Action and Nonaction Verbs 14. doing; 15. say
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page 127
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1. Tell students that some verbs show action while others Answers: 1. a. are you reading, b. ’m not really reading/
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do not. Have students analyze the reading, Climate am not really reading, c. ’m just looking/am just looking,
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Change, in pairs. Have them underline all the verbs d. Do you want, e. looks, f. has, g. has, h. do parrots live,
and guess if they are action or nonaction. Make two i. live; 2. a. Are you taking, b. have, c. ’m learning/am
columns (action and nonaction) on the board and write learning, d. are harming, e. are dying, f. need, g. don’t
students’ ideas in the columns. understand/do not understand, h. think, i. agree, j. ’m
2. Have students look at grammar chart 5.7. Have thinking/am thinking, k. do you hope, l. sounds;
volunteers read examples aloud and carefully review 3. a. is rising/’s rising, b. is it rising/’s it rising, c. is
the explanations. Elicit additional examples for each melting/’s melting, d. do scientists know, e. have,
explanation. f. is it melting/’s it melting, g. is getting/’s getting,
3. Point out the difference between hear/see and h. thinks, i. happens, j. ’s happening/is happening
listen/look. (Hear/see are nonaction because they
are involuntary—you do them without necessarily
50

5.6 The Present Continuous vs. the Simple Present—Use
SKILL PRACTICE: SPEAKING (page 125)
Have students explain why they used the simple 5.7 Action and Nonaction Verbs (page 127)
present or the present continuous in each
statement in Exercise 10 (e.g., 1. understand— ACTION AND NONACTION VERBS
simple present because understand is a nonaction Have students write four sentences about the topic
word). of their choice: two using action verbs and two using
nonaction verbs.
If necessary, have students review:

Time: 10–15 min. 5.7 Action and Nonaction Verbs (page 127)
Answers will vary.
REVIEW
SUMMARY OF UNIT 5 Time: 15 min.
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Answers: 1. are you doing; 2. ’m looking/am looking;
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Time: 20–30 min.
3. aren’t you using; 4. have; 5. want; 6. Do you want;
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FORMS OF THE PRESENT CONTINUOUS 7. don’t have/do not have; 8. ’m waiting/am waiting; 9. ’re
(WITH ACTION VERBS ONLY) working/are working; 10. are you working; 11. need;
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Have students write two additional sentences for each 12. don’t believe/do not believe; 13. ’s happening/
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form in the chart. Be sure they use action verbs. is happening; 14. do you think; 15. believe; 16. ’m
thinking/am thinking; 17. Does your teacher teach;
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18. think; 19. Do you like; 20. love; 21. like; 22. doesn’t
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5.1 The Present Continuous—Forms (page 115–116) give/does not give; 23. doesn’t he give; 24. prefers;
5.2 Spelling of the -ing Form (page 117) 25. thinks; 26. agree; 27. sounds; 28. see; 29. ’s walking/is
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walking; 30. know

USES OF THE PRESENT CONTINUOUS
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(WITH ACTION VERBS ONLY)

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Have students look around the classroom and write

two additional sentences for each use of the present
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continuous. Be sure they use action verbs.

If necessary, have students review: Time: 10–15 min.
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5.1 The Present Continuous—Forms (page 115–116)

5.2 Spelling of the -ing Form (page 117) PART 2 EDITING PRACTICE
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Time: 10–15 min.

5.3 The Present Continuous—Use (page 119)
Answers: 1. C; 2. has; 3. C; 4. lives; 5. C; 6. are they;
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5.6 The Present Continuous vs. the Simple Present—Use 7. need; 8. C; 9. are they destroying; 10. C; 11. C; 12. are
(page 125)
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killing; 13. C; 14. C; 15. need

5.7 Action and Nonaction Verbs (page 127)
WRITING TIP
USES OF THE SIMPLE PRESENT Time: 5–10 min.
Have students write two additional sentences for each Ask students to share different techniques for
use of the simple present. They can write about their brainstorming, such as making a list or a T-chart. Go over
classmates and the English language. Be sure they use the mind map, and create a new one as a class using
both action and nonaction verbs. another animal.
5.5 The Present Continuous vs. the Simple Present—Forms
(page 124)

PART 3 WRITE
Time: 30–40 min. SKILL PRACTICE: WRITING
1. For the first prompt, have students talk about the 1. Have students design and draw a pamphlet
different classes they are taking in pairs, explaining or poster that addresses climate change.
what they are learning and why they think the classes Tell students to use the present continuous
are interesting or not. Encourage students to organize to make a statement about climate change.
their thoughts and make notes before they begin to Then have them suggest ways to prevent this
write. Remind them to include any useful and relevant problem. Have a poster fair or informational
vocabulary about climate change and extinction and session, and invite other classes to learn about
to use the present continuous. If necessary, write climate change prevention.
model topic sentences on the board. 2. Write on the board: Cultural differences:
2. For the second prompt, guide a class brainstorm behavior. Ask questions such as: What kind
about different wild animals. Elicit ideas from students of things do Americans do that are strange
and make a list on the board. In pairs, have students in your culture? Elicit one or two ideas and
write them on the board. Then have students
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choose one wild animal and describe what they
discuss behaviors that are strange to them in
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know about it. Then have them answer the questions
and write their paragraphs individually. If possible, groups. Have groups write the results of their
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encourage students to conduct online research to discussions and share with the class (e.g., We
learn more about the animal. think it’s strange that Americans don’t have much
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physical contact when they greet each other.). If
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PART 4 EDIT possible, put students from different countries
Time: 15–20 min. together in the same group.
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3. Ask students to observe behaviors in public
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places and write all the actions they see. Have
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students report their observations in groups

or have volunteers report their observations to
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the class.
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52

UNIT
6 OUR FUTURE
GRAMMAR CHARTS
in evolving American behaviors. By 2025, the top
6.1 The Future with Will—Forms (page 137)
one hundred cities with the highest gross domestic
6.2 The Future with Will—Use (page 139) products (GDPs) will produce 75 percent of the total
6.3 The Future with Be Going To—Forms (page 141) U.S. GDP. Cities will also change, with mid-sized cities
6.4 The Future with Be Going To—Use (page 142) rising in population, size, and influence.
6.5 Choosing Will or Be Going To (page 143) ABOUT THE QUOTE
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6.6 The Future with Time Clauses and If Clauses (page 146) Abraham Lincoln was the sixteenth president of the
in
United States. He began his term in a divided nation,
UNIT OPENER but led the United States, also known as the Union,
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Have students look at the photo and read the caption. to victory against the Confederacy in the Civil War.
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Ask: What is the girl in the photo wearing? (an official space This victory united the nation, abolished slavery, and
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suit costume) What kind of activity is she participating in? led to modernization of the economy. On April 15,
(a space camp) Have students read the quotation. Ask: 1865, a confederate spy named John Wilkes Booth
Do you agree with the quote? Why or why not? For more shot Lincoln while he attended a play, killing the
discussion questions, open the activity on the Classroom
c president.
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Presentation Tool.
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R E AD I N G 1 6.1
CONTEXT NOTE
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Over the next fifty years, the American population Choosing a Career page 136
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will continue to grow, but experts predict it might

Time: 5–10 min.
look a little different. Immigration has long been
1. Have students look at the photo. Ask: What kind of
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the main force behind U.S. population growth.

According to the Pew Research Center, in the future, job does this person have? (a welder) Where is he or she
working? (on a bridge)
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immigrants will make up a record 18 percent of

the U.S. population, compared with 13.6 percent in 2. Have students read the title and then skim the
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2017 and 5 percent in 1965. (The highest percent

of foreign-born people in the United States was know? Have students make predictions.
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14.8 percent in 1890.) 3. Pre-teach any vocabulary words your students may

not know, such as to growth, health care, and pressure.
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According to the U.S. Census Bureau statistics, there

4. Ask: Are the common careers in the United States
was a 148 percent increrase in use of a language
different than the ones in your home country? Are
other than English at home between 1980 and 2009.
the careers that your parents and grandparents had
Some believe that Spanish will overshadow English
different from the jobs people commonly have today?
as a first language in the future. Other surveys
Have volunteers share their knowledge and personal
have pointed to an American cynicism about the
experiences.
future in regard to stronger political divisions, an
increasing wealth gap, and the falling behind of the
United States as a superpower. But American cities
Time: 10–15 min.
will continue to grow, playing an important role
Answers: 1. T; 2. T; 3. T
Unit 6 Our Future 53

Time: 5–10 min. 6.1 The Future with Will—
Answers: Forms page 137
1. Possible answers: cashiers, bank tellers, ticket agents
2. Answers will vary. Time: 10–15 min.
1. Have students look at the reading Choosing a Career.
Elicit examples of sentences with will and write them on
CONTEXT NOTE
the board. Have students analyze the sentences in pairs.
According to projections from the U.S. Bureau of
Ask: What is the form in all the sentences? (subject + will +
Labor Statistics on job growth for 2018 to 2028, the
verb) Write this out above the sentences on the board.
fastest growing jobs include the following:
2. Have students look at the first part of grammar
1. Jobs in renewable energy, such as wind turbine
chart 6.1. Have volunteers read the examples aloud
service technicians
and review the explanations.
2. Jobs in health care, such as home health
3. Direct students’ attention to the Notes. Point out that
aides, personal care aides, nurse practitioners
there is and there are have the same form in the future:
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occupational therapy assistants, physician
there will be.
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assistants, physical therapists, respiratory
4. Have students read through the second part of the
therapists, genetic counselors, as well as
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grammar chart to compare statements, questions,
postsecondary teachers of subjects in
and short answers. Clarify any questions, and elicit
a
health fields
additional examples.
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3. Information security analysts
4. Mathematicians and statisticians
5. Jobs in technology such as software and
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Time: 5–10 min.
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application developers
Answers: 1. NS; 2. T; 3. T
6. Speech-language pathologists
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7. Therapists, including marriage, substance abuse, EXERCISE 2 page 138 6.2

behavioral, and mental health counselors
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Time: 5–10 min.

8. Market research analysts and marketing Answers: 1. will be; 2. will need; 3. will find; 4. will;
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specialists 5. mean; 6. will; 7. be; 8. will affect; 9. will be

9. Service providers such as restaurant cooks and
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massage therapists
10. Forest fire inspectors and prevention specialists
Write on the board: How will new technology affect
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Online search terms: photos of fastest-growing jobs in the future? Do a class brainstorm and write
jobs; graphs and tables of job growth projections students’ ideas on the board. Finally, have students
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in the United States; high-paying jobs of the future; discuss the question in pairs. Have volunteers
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example job interview questions from the fastest- share their ideas with the class.
growing occupations; free career placement tests
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EXERCISE 3 page 138

Time: 5–10 min.
Answers: 1. ’ll take; 2. ’ll find; 3. ’ll probably major;
4. won’t make; 5. Will there be; 6. will be; 7. ’ll show;
8. will be; 9. ’ll make; 10. ’ll always remember
questions, such as: How much will nursing jobs
increase in the next 10 years? (26%) Is teaching a job
of the past? (no) What is a job that requires working
with words and writing? (editor, journalist) What is a
job that works with numbers? (accountant, engineer)
Repeat the audio if necessary.
54

SKILL PRACTICE: SPEAKING SKILL PRACTICE: WRITING AND SPEAKING
Have students read the conversation aloud in pairs. In pairs, have students turn sentences in Exercise
Have volunteers read part or all of the conversation 4 into questions (e.g., 1. Will technology replace
in front of the class. teachers? 2. Will there always be a need for
gardeners?). Then have students mingle around the
classroom, asking and answering the six questions.
6.2 The Future with Will—

Use page 139 EXERCISE 5 page 139
Time: 5–10 min.
Time: 5–10 min. Answers will vary. Possible answers:
1. Before drawing students’ attention to the chart, ask 1. I’ll show you the BLS website. You can find
them what they think are some of the different uses information there.
for the future tense. Write their ideas on the board. 2. I’ll help you fill out an application for financial aid.
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2. Have students look at grammar chart 6.2 and 3. I’ll take you there./I’ll show you where it is.
in
compare their ideas with the explanations in the 4. I’ll write one for you.
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chart. Review the examples and provide and elicit 5. I’ll explain it to you.
more examples for each explanation.
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3. Go over the Grammar in Use box. Provide a situation,
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such as: traffic is really bad and it’s raining. Have SKILL PRACTICE: WRITING
students share a decision made in the moment about Have students work in pairs to write conversations
between a student and a teacher, an American
that situation. (e.g. I guess I’ll wait a bit. I think I’ll stay
c
hi
inside. I guess I won’t take the bus now. I think I’ll go to and an international student, or a parent and a
work later.). child. They can use Exercise 5 as a model. Have
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volunteers act out the conversations in front of

EXERCISE 4 page 139 the class.
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Time: 5–10 min.

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R E AD I N G 2 6.3
1. I think technology will replace teachers./I don’t think
Ray Kurzweil, Futurist page 140
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technology will replace teachers.

2. I think there will always be a need for gardeners./I
Time: 5–10 min.
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don’t think there will always be a need for gardeners.

1. Have students look at the photo and read the title.
3. I think workers will stay at the same job for a long
Ask: Who is this man? (Ray Kurzweil) What is he?
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time./I don’t think workers will stay at the same job

(a futurist)
for a long time.
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2. Have students skim the reading. Ask: What is the

4. I think we will always need the Post Office./I think
reading about? How do you know? Have students make
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we’ll always need the Post Office./I don’t think we will

predictions.
always need the Post Office./I don’t think we’ll always
need the Post Office.
may not know, such as inventor, prediction, wireless
5. I think nurses’ salaries will increase a lot./I don’t think
network, and search.
nurses’ salaries will increase a lot.
4. Ask: What do you think a futurist is? How will life be
6. I think the U.S. will bring in doctors from other
different in the future? Have volunteers share their
countries./I don’t think the U.S. will bring in doctors
predictions and ideas.
from other countries.

Time: 10–15 min.

THINK ABOUT IT page 141 2. Have students look at the first part of grammar
Time: 5–10 min. chart 6.3. Have volunteers read the examples aloud.
Answers will vary. Review the explanations.
3. Direct students’ attention to the Note and
CONTEXT NOTE Pronunciation Note. Have students practice saying
Ray Kurzweil, along with other futurists and gonna with the example sentences in pairs.
scientists, uses the term singularity, or technological 4. Have students read through the second part of the
singularity, to refer to the coming of genuine artificial grammar chart to compare statements, questions,
intelligence. According to this theory, computers and short answers. Clarify any questions.
and robots will be capable of designing themselves
or building computers and robots on their own. EXERCISE 6 page 142 6.4
Because of these new capabilities, humans will see Time: 5–10 min.
an intelligence explosion where smart machines Answers: 1. F; 2. NS; 3. T
design smarter, more powerful machines—far
more intelligent than humans. As a result, human
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intelligence will no longer be able to predict or
in
Time: 5–10 min.
control events in the future. In his research, Kurzweil Answers: 1. ’s going to be; 2. is it going to be; 3. ’m not
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has employed a mathematical equation to predict going to watch; 4. ’m going to watch; 5. aren’t you going
that the singularity will occur around 2045. to watch; 6. are going to go; 7. ’m going to watch; 8. Are
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you going to be; 9. is going to be; 10. are you going to be;
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Online search terms: Ray Kurzweil quotes; Ray
Kurzweil’s TED Talks; ASIMO videos; photos of 11. ’m going to write; 12. is going to help
future technology based on artificial intelligence;
infographics on singularity and the evolution of c
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technology Have students discuss their weekend plans in pairs.
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Remind them to use both will (with think and guess

for decisions made at the moment) and be going
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SKILL PRACTICE: LISTENING to (for previously-made plans, something they will

discuss more in grammar chart 6.4). Encourage the
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to the audio again. Ask a few comprehension use of contractions and the informal use of gonna.
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questions, such as: What kinds of jobs does Ray

Kurzweil have? (author, inventor, computer scientist,
6.4 The Future with Be Going
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futurist) Does Ray Kurzweil believe computers are

going to be smarter than humans? (yes) What does
To—Use page 142
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he think technology is going to help humans do? (live

longer or forever) Repeat the audio if necessary. Time: 5–10 min.
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examples and explanations. Provide more examples

6.3 The Future with Be Going with be going to to talk about previously made plans.
2. Go over the Note. Have students share their own
To—Forms page 141 example of a definite plan in the near future using
Time: 10–15 min. present continuous.
1. Have students look at the reading Ray Kurzweil,
Futurist. Elicit examples of sentences with be going to EXERCISE 8 page 143
and write them on the board. Have students analyze Time: 5–10 min.
the sentences in pairs. Ask: What is the form in all the Answers:
sentences? (subject + form of be + going to + base 1. In the future, most cars are not going to need drivers./
verb) Write this out above the sentences on the board. In the future, most cars aren’t going to need drivers.
2. In the future, airplanes are going to fly without pilots.
56

3. In the future, the work environment is not going to 2. Review the uses and have volunteers read the
be the same./In the future, the work environment example sentences aloud. For each use, have
isn’t going to be the same./In the future, the work students write one or two examples of their
environment’s not going to be the same. own in pairs.
4. In the future, robots are going to do the jobs 3. Go over the Note and the Grammar in Use box. Play
of people. a chain game. Have one student make a request with
5. In the future, technology is going to create new jobs./ will to the person on his or her right. This person
In the future, technology’s going to create new jobs. should respond and then make a request to the
6. In the future, people are going to live forever. person on his or her right. Continue around the room
7. In the future, students are going to learn everything until everyone has made and responded to a request.
on computers. Provide a model if necessary (e.g., Student A: Will you
8. In the future, scientists are going to find a cure for help me with my homework? Student B: Of course. Will
most diseases. you lend me your eraser? Student C: Sure... ).
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in
Time: 10–15 min.
In pairs, have students turn the sentences in Exercise 8 Answers: 1. are you going to major; 2. am going to
rn
into questions. Then, have them change partners, start/’m going to start; 3. Is it always going to be/Will
ask the questions, and share their own predictions. it always be; 4. will become/is going to become; 5. will
a
(e.g. Are people going to live forever? I don’t think any let/’ll let; 6. will enjoy/’ll enjoy; 7. won’t have/will not
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technology is going to make people live forever.) have; 8. will tell/’ll tell; 9. will be/are going to be;
10. will borrow/’ll borrow; 11. will give/’ll give;
ABOUT YOU page 143
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12. are you going to major; 13. am going to be/’m going
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Time: 5–10 min. to be; 14. will be/’ll be
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Answers will vary.

gr
EXERCISE 9 page 143

Time: 5–10 min. In pairs, have students write survey questions to
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Answers to the questions will vary. interview their classmates about their future plans
1. Will people travel to another planet? (e.g., After this class, will you study at the university?
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What are you going to major in?). Then have them

2. Are people going to be happier in the future?
switch partners and interview another classmate.
3. Will technology make our lives better?
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Remind students to ask follow-up questions for

4. Is technology going to make our lives worse?
more details (e.g., How many years will you have
5. Will computers be smarter than people?
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to study that major?). Have students share their

6. Is Ray Kurzweil going to live forever? partner’s plans with the class.
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6.5 Choosing Will or Be FUN WITH GRAMMAR page 144
Going To page 143 Time: 10–15 min.

Answers will vary.
Time: 5–10 min.
1. Have students cover the first column of grammar R E AD I N G 3 6.5
chart 6.5. Write the uses from the first column on the
board in random order, and have students match Human Colony on Mars? page 145
them to the examples before uncovering the first Time: 5–10 min.
column to check. Help them notice which uses can 1. Have students look at the photo. Ask: What do you see
take either will or be going to, and which ones can only in the picture? (a dry place, buildings and equipment, a
take one or the other. possible colony on Mars) Where is this place? (Mars)

reading. Ask: What is the reading about? How do you SKILL PRACTICE: LISTENING
know? Have students make predictions. For extra listening practice, have students listen
3. Pre-teach any vocabulary words your students may to the audio again. Ask a few comprehension
not know, such as to interview, application, to train, questions, such as: How many people have applied
and colonist. to be part of the project? (200,000) How many
4. Ask: Do you believe there is life on other planets? Why or people will Mars One choose to train? (24) What will
why not? Do you think humans will live on other planets people do during their training? (learn to grow food,
in the future? Why or why not? Have volunteers share repair computers, and perform simple medical
their predictions and ideas. procedures) When does Mars One want to send the
first group? (2022) Repeat the audio if necessary.
Time: 10–15 min.
Answers: 1. F; 2. T; 3. T
6.6 The Future with Time Clauses
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and If Clauses page 146
in
Time: 5–10 min.
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Time: 5–10 min.
Answers:
1. Have students go back to the reading Human Colony
1. Possible answer: Because it’s a once-in-a-lifetime
a
on Mars? and put brackets (e.g., [ ]) around all the
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opportunity.
sentences that start with the words if or when. Have
2. Answers will vary. students read them aloud in pairs.
CONTEXT NOTE c
2. Ask students if they know the meaning of if. Tell them
hi
that if creates a condition: Action X will happen if
The nonprofit organization Mars One has received action Y happens. Review example sentences from
ap
widespread criticism since its founders announced the reading, pointing out the condition.
the concept in 2012. The criticism is multifaceted, 3. Have students look at grammar chart 6.6. Point out
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including pointed attacks from academics, scientists, that these sentences are made up of two clauses: the
other astronauts, and even religious leaders. Some
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time or if clause and the main clause. Have students

people say the proposed mission to Mars is a scam read examples aloud, and ask: What tense is used in
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designed to take money from donors, investors, and the time clause? (simple present) What tense is used
the applicants themselves. Despite large donations, in the main clause? (future) Have students return to
other critics call the project’s budget far too low to the bracketed sentences in the reading and circle
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be able to support a human colony on Mars. Still the simple present verb in each time or if clause and
others claim that much of the media coverage has underline the future verb in each main clause.
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been inaccurate and hyperbolic. Finally, some former 4. Direct students’ attention to the Note. Point out that
at
astronauts are against it, citing a probability of only the main clause can come before or after the Time/If
30 percent that inhabitants would reach Mars alive,
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clause. Explain that when the Time/If clause goes first,

and an even lower probability (20 percent) that they they must use a comma. Have students change the
would survive more than 3 months even if they did. order of clauses in a couple of If sentences from the
Online search terms: profiles and videos of the Mars reading and rewrite them in pairs.
One shortlist; Mars One colony photos; Mars One 5. Go over the Grammar in Use box. Provide additonal
roadmap infographic; Mars One introduction film examples as needed.
clip; Mars photos and maps from United States
Geological Survey (USGS) EXERCISE 11 page 146
Time: 5–10 min.
Answers will vary.
58

ABOUT YOU page 147 If necessary, have students review:
Time: 5–10 min. 6.1 The Future with Will––Forms (page 137)
Answers will vary. 6.2 The Future with Will––Use (page 139)
6.3 The Future with Be Going To––Forms (page 141)
SKILL PRACTICE: SPEAKING 6.4 The Future with Be Going To––Use (page 142)
Write time clause sentence starters at the top of big 6.5 Choosing Will or Be Going To (page 143)
pieces of paper, and hang them around the room
(e.g., If I win a million dollars, …/When I turn 80 years THE FUTURE WITH TIME
old, …/If I talk to my mother today, …/When I receive AND IF CLAUSES
my college degree, …). Have students circulate and Have students close their books. Copy the first column of
finish the sentences with their own information. the summary chart on the board and have students finish
Have volunteers read their sentences aloud. the sentences in pairs. Encourage students to finish them
in as many different ways as possible. Once completed,
have students open their books and compare their
ABOUT YOU page 147
g
ideas with the chart. Then have them come up with an
Time: 5–10 min.
in
additional example of a time clause and an if clause.
Answers will vary.
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SKILL PRACTICE: SPEAKING 6.6 The Future with Time Clauses and If Clauses (page 146)
a
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Play some music and have students walk around
the room. Stop the music randomly, and then REVIEW
have students who are closest to each other pair
up. Say a category from the About You exercise,
c Time: 15 min.
hi
mixing up the order. Pairs should discuss the Answers: 1. are you going to do/’re you going to do;
ap
information they wrote. After they have shared, 2. ’m going to watch/am going to watch; 3. finish; 4. is
start the music, and repeat, each time giving a going to talk/will talk; 5. ’s going to be/is going to be/will
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different category to discuss. be; 6. is it going to start/’s it going to start/will it start;

7. ’re going to have/are going to have/will have;
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8. are going to have/will have; 9. are going to use/will

use; 10. will be/are going to be; 11. won’t be/will not be/
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SUMMARY OF UNIT 6 aren’t going to be/are not going to be; 12. ’re are going to
grow/are going to grow/will grow/’ll grow 13. won’t get/
Time: 20–30 min.
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will not get/aren’t going to get/are not going to get/’re

THE FUTURE not going to get; 14. are there going to be/will there be;
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1. Have students practice forms of will and be going to 15. ’m going to attend/am going to attend; 16. ’ll send/
will send; 17. ’s not going to talk/is not going to talk/isn’t
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in pairs. Say: One student says, “Affirmative.” The other

student gives an example such as, “Sally will wear a going to talk/won’t talk/will not talk; 18. isn’t she going
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white wedding dress.” Instruct students to continue to discuss/won’t she discuss; 19. ’ll come/will come;
with the other forms of will. Then have pairs switch 20. ’ll wait/will wait; 21. ’ll call/will call; 22. get
roles and repeat. Have them practice affirmative,
negative, and question forms.
2. Have students close their books. Say various
sentences in the future, and have students identify
the use (e.g., I will help you tomorrow: promise). Then PART 1 EDITING ADVICE
have pairs write their own example sentences for Time: 10–15 min.
each use. Review sentences as a class.

PART 2 EDITING PRACTICE PART 4 EDIT
Answers: 1. C; 2. will be; 3. C; 4. will be; 5. will be/is going
to be/’s going to be; 6. C; 7. C; 8. C; 9. aren’t they going to SKILL PRACTICE: WRITING
do; 10. C; 11. are going to learn; 12. are going to become; 1. Have students debate whether humans should
13. graduate; 14. will have; 15. C; 16. C; 17. still work; colonize other planets, or if we should just
18. C focus on improving life on Earth. Divide the
class into two teams. Tell each team to list five
WRITING TIP reasons supporting their views. Have each
Time: 5–10 min.
team present their arguments. Then give
Write the following sentences on the board from the
each team an opportunity to respond to the
reading Human Colony on Mars?
other team’s arguments. At the end of the
First, they’ll need water and food. They’ll also need
debate, survey the class to see which opinion
energy. Explain that first and also are transition words,
is more popular.
and they help guide the reader from one idea to another.
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2. Tell students to interview an American about
Elicit other examples of transition words before going
in
his or her concerns for the future. Have them
over the Writing Tip.
hand in a written report of their interview.
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PART 3 WRITE 3. Have students watch short videos about
a
Time: 30–40 min.
new technology and choose one product
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to report on. Have them predict how this
1. Review the first prompt with students, eliciting
product will change our daily lives in the
predictions for the future and writing students’ ideas
future and share this information in a short
on the board. Have students answer the question in
c
written report.
hi
pairs, describing different future predictions. Remind
them to include any useful and relevant vocabulary
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from this unit on the future and to be careful with

their use of will versus be going to. If necessary, write
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model topic sentences on the board.

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2. For the second prompt, have students make a list

of plans or goals for the future. Have them share
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their lists in pairs and then write their paragraphs

individually. Briefly model the activity by beginning
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a paragraph about your plans or goals on the

board. Encourage students to use Time/If clauses. If
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necessary, write model topic sentences on the board.

at
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60

UNIT
7 IN FLIGHT
GRAMMAR CHARTS
ABOUT THE QUOTE
7.1 The Simple Past—Forms (page 155)
Bill Gates is an American businessman and investor.
7.2 The Simple Past—Uses (page 156) He co-founded the world’s largest personal
7.3 The Simple Past of Be—Forms (pages 158–159) computer (PC) company, Microsoft, in 1975, where
7.4 The Simple Past of Be—Uses (page 160) he held various top positions and was instrumental
7.5 The Simple Past of Regular Verbs (page 164) in starting the PC revolution. In 2000, Gates and his
g
7.6 The Simple Past of Regular Verbs—Spelling (page 165) wife launched the Bill and Melinda Gates Foundation
in
to reduce poverty and expand educational
7.7 The Simple Past of Regular Verbs—Pronunciation
(page 166) opportunities worldwide.
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7.8 The Simple Past of Irregular Verbs (page 167)
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7.9 Negative Statements with the Simple Past (page 169) R E AD I N G 1 7.1
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7.10 Questions with the Simple Past (pages 171–172)
The Wright Brothers page 154
UNIT OPENER
c Time: 5–10 min.
hi
Have students look at the photo and read the caption. 1. Have students look at the photo and read the caption.
Ask: What do you see in the photo? (an airplane flying over
ap
Ask: Who is this man? (Wilbur Wright) Where is he?

a highway) Where is it? (Bangkok, Thailand) Have students (Kitty Hawk, North Carolina) What is happening in the
read the quotation. Ask: Do you agree with the quote?
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photo? (He is watching his brother’s first flight.)

Why or why not? For more discussion questions, open the 2. Have students read the title and then skim the
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activity on the Classroom Presentation Tool. reading. Ask: What is the reading about? How do you
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CONTEXT NOTE 3. Pre-teach any vocabulary words your students may

Due to the vast size of the United States and the long not know, such as to dream, to design, lift, and to repair.
na
distances between major cities, air transportation 4. Ask: Do you like to fly? Why or why not? Have volunteers
is the preferred travel method for many Americans. share their knowledge and personal experiences.
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Business and holiday travelers alike use America’s

extensive aviation network, which was created due COMPREHENSION page 155
at
in part to 1917 legislation called the Aero Bill that Time: 10–15 min.
N
dedicated $640 million toward aircraft production. Answers: 1. F; 2. F; 3. T

As the federal government focused on production,
big cities began to host air meets, held in Los THINK ABOUT IT page 155
Angeles, Boston, and New York, which drew top Time: 5–10 min.
aviators from around the world. American aviators, Answers will vary. Possible answers:
such as the Wright brothers, also made history 1. Because humans flying seemed impossible at that
around that time by touring the country entertaining time. Some people tried, but they all failed.
crowds and fostering public interest in aviation. In 2. Because they prevent people from stealing or selling
present-day America, there are 19,622 airports (5,092 someone else’s idea.
public and 14,530 private) that handle 1 billion U.S.
passengers every year.
Unit 7 In Flight 61

3. Direct students’ attention to the Notes. Give several
CONTEXT NOTE examples of infinitives after the simple past tense and
The Wright Brothers National Memorial in North have students review the list of irregular past forms in
Carolina was founded in 1953 in honor of the Wright Appendix C.
brothers’ aviation achievements. It is run by the
U.S. National Park System. According to history, the EXERCISE 1 page 155
Wright brothers enjoyed working in the town of Kill Time: 10–15 min.
Devil Hills, North Carolina, due to its privacy and Answers: 1. rain, R; 2. write, I; 3. open, R; 4. sell, I; 5. start, R;
distance from major population centers. 6. happen, R; 7. make, I; 8. die, R; 9. work, R; 10. come, I;
Online search terms: Wright brothers photos; 11. give, I; 12. fly, I; 13. be, B; 14. need, R; 15. be, B; 16. live, R
Wright Flyer blueprints; time line Wright brothers’
accomplishments; video clips Wright brothers’
documentary; Wright Brothers National Memorial 7.2 The Simple Past—Uses
page 156
g
Time: 5–10 min.
in
SKILL PRACTICE: LISTENING 1. Have students close their books. Make a matching
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For extra listening practice, have students listen to exercise on the board. Write the example sentences
the audio again. Ask a few comprehension questions, from grammar chart 7.2 in random order on the
a
such as: When did the Wright brothers first start thinking board. Then write the explanations in random order
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about flying? (as young boys when they received a next to the examples. Have students work in pairs
flying toy from their father) What kind of shop did the to match the example sentences to the appropriate
Wright brothers open? (a bicycle shop) What were the
c
explanations.
hi
three necessary things for flying that the Wright brothers 2. Have students look at grammar chart 7.2 and check
studied? (lift, control, and power) When did they their work. Review any errors.
ap
have their first successful flight? (December 17, 1903) 3. Direct students’ attention to the Note. Give additional
Who bought their Wright Flyer in 1909? (the US Army)
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examples of ago.
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Have students choose one important event from their
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7.1 The Simple Past—Forms childhood and share the story in small groups (i.e., My
father gave me a soccer ball. I started to play soccer when
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page 155
I was 5 years old. I played soccer until I was 20.). Have
Time: 10–15 min.
volunteers share their stories with the class.
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1. Have students go back to the reading The Wright

Brothers and find past verbs that end in -ed (e.g.,
at
dreamed, changed, designed, repaired, used, etc.). Write EXERCISE 2 page 156 7.2
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the verbs on the board. Then ask students to tell you Time: 5–10 min.
the base form of the verbs. Write them next to the Answers: 1. T; 2. NS; 3. F
past tense (e.g., dream, change, design, repair, use)
Have students find irregular verbs from the reading, EXERCISE 3 page 156 7.2
as well, and do the same thing. (gave—give, flew—fly, Time: 5–10 min.
made—make) Ask students to find the two forms of Answers: 1. was; 2. was; 3. came; 4. included; 5. were;
be in the past from the reading. (was, were) 6. cost; 7. hoped; 8. was; 9. rained; 10. waited; 11. failed;
2. Have students look at grammar chart 7.1. Have 12. hit; 13. stopped; 14. repaired; 15. waited; 16. needed;
volunteers read the examples aloud and review 17. were; 18. flew; 19. got
explanations.
62

R E AD I N G 2 7.3
Amazing Aviators page 157 For extra listening practice, have students listen to
Time: 5–10 min. the audio again. Ask a few comprehension questions,
1. Have students look at the photo and read the caption. such as: What kind of people flew in airplanes at the
Ask: Who are these people? (Charles Lindbergh and beginning of the twentieth century? (adventurous
Amelia Earhart) What are they doing? (sitting in planes) people) Who did Charles Lindbergh work for? (the U.S.
Mail Service) Why did he become famous? (He was the
first person to fly alone across the Atlantic Ocean.)
How old was Earhart when she flew for the first time?
(23 years old) Where did she disappear? (somewhere
over the Pacific Ocean) Repeat the audio if necessary.
not know, such as adventurous, historic, challenge, and
to disappear.
4. Ask: Are you adventurous? Why or why not? Describe the
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most adventurous person you know. Have volunteers 7.3 The Simple Past of Be—Forms
in
share their ideas and personal experiences.
pages 158–159
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COMPREHENSION page 157 Time: 10–15 min.
a
Time: 10–15 min. 1. Have students look at grammar chart 7.3. Review
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Answers: 1. T; 2. F; 3. T statement, question, and answer forms, and have
students write their own examples, perhaps using a
THINK ABOUT IT page 158 famous historical person from their own country.
c
hi
Time: 5–10 min. 2. For extra practice, write this sentence starter on the
Answers: board: When you arrived in the United States, … Elicit
ap
1. Possible answer: Maybe she crashed on a deserted yes/no or wh- questions from students to finish the
island and no one knew where she was. question (e.g. When you arrived in the United States, were
gr
2. Answers will vary. you scared? When you arrived in the United States, how
many people did you know?). Have students work in pairs
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to write five more questions. Then, have students find

CONTEXT NOTES
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a new partner and interview their classmates with the

Lindbergh had a 20-month-old son who was
five questions. Have volunteers talk about how their
kidnapped and murdered in 1932, not long after his
partners felt when they arrived in the United States.
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famous flight. This case prompted Congress to pass

a law making it a federal crime to cross state lines
EXERCISE 4 page 159
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with a kidnapped victim.

Time: 10–15 min.
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Earhart demonstrated an independent spirit Answers: 1. Were; 2. was; 3. were; 4. weren’t; 5. were;
uncommon among women of her time. With her 6. were; 7. Was; 8. was; 9. Was; 10. wasn’t; 11. was;
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cropped hair and leather aviation jacket, as well 12. was; 13. was; 14. was; 15. were; 16. wasn’t; 17. wasn’t
as her passion and determination, she became a
celebrity figure during her time, and continued as
SKILL PRACTICE: SPEAKING IDEA
a role model for girls long after. The mystery of her
Have students practice the conversation in
disappearance, combined with conspiracy theories
Exercise 4 in pairs. Then, have them write their
about it, seems to make her all the more endearing
own short conversation between two friends using
to fans across generations
Exercise 4 as a model. Have volunteers role-play
Online search terms: Lindbergh baby; Lindbergh their conversation in front of the class.
documentary; Earhart flight path map; Earhart clues;
Earhart documentary
Unit 7 In Flight 63

6. Was travel by plane common 100 years ago? No, it
7.4 The Simple Past of Be—Uses wasn’t.
page 160 7. Were you interested in the story about aviators? Yes, I
was. / No, I wasn’t.
Time: 10–15 min.
1. Have students close their books. Make a matching EXERCISE 8 page 162
exercise on the board. Write the example sentences Time: 5–10 min.
from grammar chart 7.4 in random order on the Answers to the questions will vary.
board. Then write the explanations in random order 1. A: Why was Charles Lindbergh famous?
next to the examples. Have students work in pairs B: He was one of the first aviators.
to match the example sentences to the appropriate
2. A: Why was Lindbergh a hero?
explanations.
B: Possible answer: He was the first person to fly
2. Have students look at grammar chart 7.4 and check
across the Atlantic Ocean alone.
their work. Review any errors.
3. A: What nationality was Earhart?
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B: She was (an) American.
EXERCISE 5 page 160
in
4. A: How old was Lindbergh when he crossed
Time: 5–10 min.
the ocean?
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Answers: 1. were; 2. wasn’t; 3. wasn’t; 4. were; 5. wasn’t;
6. wasn’t; 7. was; 8. wasn’t; 9. was; 10. weren’t B: He was 25 (years old).
a
5. A: Who were the Wright brothers?
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EXERCISE 6 pages 160–161 B: Possible answer: They were the inventors of the
Time: 5–10 min. airplane.
Answers:
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6. A: When was Earhart born?
hi
1. Earhart and Lindbergh weren’t inventors./Earhart and B: She was born in 1897.
Lindbergh were not inventors. 7. A: Why wasn’t the flight at Kitty Hawk in 2003
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2. The airplane wasn’t a method of transportation in successful?

B: Possible answer: The weather was bad that day.
gr
the early 1900s./The plane was not a method of

transportation in the early 1900s.
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3. Lindbergh wasn’t from Kansas./Lindbergh was not SKILL PRACTICE: SPEAKING

from Kansas.
Display images of different internationally famous
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4. Earhart wasn’t the first person to fly across the

figures such as Mark Zuckerberg, J. K. Rowling,
Atlantic Ocean alone./Earhart was not the first person
or Barack Obama. Write on the board: Why is/was
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to fly across the Atlantic Ocean alone.

_____ famous? Have students answer the question
5. There weren’t a lot of reporters at Kitty Hawk in in pairs. Model answers in front of the class first.
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1903/There were not a lot of reporters at Kitty

Hawk in 1903.
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6. The Wright brothers weren’t born in the twentieth R E AD I N G 3 7.4

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century/The Wright brothers were not born in the

20th century. The Father of Modern
EXERCISE 7 page 161
Rocketry page 163
Answers: 1. Have students look at the photo and read the caption.
1. Was Lindbergh an inventor? No, he wasn’t. Ask: Who is this man? (Robert Goddard) What is he
2. Was the telephone an important invention? Yes, it was. holding? (one of his rocket designs)
3. Were there airplanes 100 years ago? Yes, there were. 2. Have students read the title and then skim the
4. Were the Wright brothers adventurous? Yes, they were. reading. Ask: What is the reading about? How do you
5. Was Lindbergh (an)American? Yes, he was. know? Have students make predictions.
64

3. Pre-teach any vocabulary words your students may not
know, such as rocket, branches, field, and space. 7.5 The Simple Past of Regular
4. Ask: Are you interested in science? Why or why not? Have Verbs page 164
you ever seen a rocket take off? Have volunteers share
Time: 5–10 min.
their knowledge and personal experiences.
1. Have students look at grammar chart 7.5 and read the
COMPREHENSION page 164 examples aloud in pairs. Review the base forms and
Time: 10–15 min. examples in the simple past.
Answers: 1. T; 2. F; 3. T 2. Then have students go back to the reading The Father
of Modern Rocketry and circle all the regular verbs in
THINK ABOUT IT page 164 the past tense. Have them work in pairs to make a
Time: 5–10 min. list of their base forms. Review answers as a class and
Answers: address any questions.
EXERCISE 9 page 164
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2. Possible answer: They have passion, confidence,
Time: 5–10 min.
in
vision, and determination.
Answers: 1. climbed; 2. loved; 3. visited; 4. graduated;
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5. wanted; 6. experimented; 7. lasted; 8. ignored;
SKILL PRACTICE: LISTENING 9. laughed; 10. continued; 11. died; 12. regretted
a
For extra listening practice, have students listen to
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the audio again. Ask a few comprehension questions,
such as: Why didn’t Goddard graduate from high 7.6 The Simple Past of Regular
school until he was 21? (He was a sick child.) What did
c Verbs—Spelling page 165
hi
Goddard teach at the university? (physics) How tall was
the rocket he flew in 1926? (10 feet) When did the first Time: 10–15 min.
ap
men land on the moon? (1969) Did Goddard see this 1. Copy the columns and rows of verbs (base form and
happen? (no) Repeat the audio if necessary. simple past) from grammar chart 7.6 on the board.
gr
Make sure you keep them in the same groups and order.
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2. Have students close their books and analyze the

spelling changes between the two lists and guess
CONTEXT NOTE
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what the rules are for adding -ed or -d. If students have
Between 1926 and 1941, Goddard launched difficulty, give them hints. For example, say: Look at the
34 rockets, the highest reaching 2.6 kilometers
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ending of the verb die. What do you add? (d) So what’s

(1.6 miles), and the fastest going 885 km/h (550 mph). the rule? (When the base form ends in e, add d)
His work was either ignored or criticized, and he
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3. Have students look at grammar chart 7.6 and compare

preferred to work in private, away from the ridicule
their rules with the chart. Review the rules and examples
at
of spectators. His work attracted the attention of

as a class. Provide additional examples as necessary.
Charles Lindbergh, who continued to support him
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throughout his career. Although largely ignored by

the U.S. government, the military started to see the
Time: 10–15 min.
importance of his work during World War II. Years
Answers: 1. played; 2. worried; 3. hoped; 4. wanted;
later, after his contributions to space flight were
5. liked; 6. rowed; 7. looked; 8. shopped; 9. happened;
recognized, NASA named the Goddard Space Flight
10. married; 11. employed; 12. dragged; 13. dropped;
Center in Greenbelt, Maryland, after him. There is also
14. voted; 15. followed; 16. preferred; 17. tied; 18. mixed;
a crater on the Moon with his name.
19. admitted; 20. propelled
Online search terms: Robert Goddard quotes; photos
of Goddard rocket designs; articles about Robert
Goddard; video clip Robert Goddard documentary
Unit 7 In Flight 65

irregular. Have volunteers write these verbs on the
7.7 The Simple Past of Regular board. Point out that the irregular past tense form of
Verbs—Pronunciation the verb be they have already learned.
2. Have students work in pairs to guess the base form of
page 166 7.5
the irregular verbs on the board. Review answers as
Time: 10–15 min. a class. Have volunteers write the base forms next to
1. Have students close their books. Write the following the irregular verbs on the board.
on the board, and pronounce each sound: 3. Ask students if they notice any patterns, and have
1. /t/ them discuss how to form the simple past of irregular
2. /d/ verbs. Then have them look at grammar chart 7.8 and
3. /әd/ compare their ideas with the rules in the chart. Go
2. Give an example for each from the chart. Remind over the Pronunciation Notes.
students that this is about pronunciation, not spelling 4. For extra practice, read students a short poem using
or writing. Then say: Listen to each word as I say it. Tell irregular simple past verbs from the chart (e.g., The
g
me which sound I’m making. Carefully pronounce the ball he hit. He would not quit. He played baseball until
in
examples from the grammar chart 7.7 in random it was time to split.). In pairs, have students choose
order, and have students hold up their fingers for one category of verbs in grammar chart 7.8 that has
rn
sound one, two, or three. Emphasize the added vowel change similarities and work to write a short
poem. Provide help with vocabulary as needed. Have
a
syllable in verbs that end with the /әd/ sound.
volunteers share their poems with the class.
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3. Have students look at chart 7.7. Review the rules and
have volunteers pronounce the words. 5. Provide students with sentence starters on the board.
For example:
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When I got on a plane for the first time, I felt…
hi
Last night, I slept for … hours.
Have students work in pairs. Student A points to
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This morning, I woke up at …

one of the past tense verbs in the reading or the
Have students complete the sentences with their own
grammar chart. Student B pronounces it. After
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information. Then, have students write five more of

a minute, students switch roles. Then, Student
their own complete sentences using the simple past
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A pronounces one of the past tense verbs, and

of irregular verbs.
Student B points to the correct sound.
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EXERCISE 11 page 166 Time: 10–15 min.
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Time: 5–10 min. Answers: 1. gave; 2. had; 3. became; 4. read; 5. sold;

Answers: 1. /d/; 2. /d/; 3. /t/; 4. /әd/; 5. /t/; 6. /d/; 7. /t/; 6. built; 7. flew; 8. saw; 9. made; 10. sold; 11. were;
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8. /t/; 9. /d/; 10. /d/; 11. /d/; 12. /d/; 13. /t/; 14. /әd/; 12. brought; 13. went; 14. hit
15. /d/; 16. /d/; 17. /d/; 18. /t/; 19. /әd/; 20. /d/
at

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Time: 5–10 min.

Time: 5–10 min.
Answers: 1. became; 2. was; 3. thought; 4. put, drove;
Answers: 1. received; 2. played; 3. lived; 4. dreamed;
5. flew, fell; 6. saw; 7. wrote; 8. took
5. studied; 6. opened; 7. liked; 8. wanted; 9. graduated;
10. worked; 11. believed; 12. used
7.9 Negative Statements with the

7.8 The Simple Past of Irregular Simple Past page 169
Verbs page 167 Time: 10–15 min.
Time: 10–15 min. 1. Have students go back to the reading The Father of
1. Have students go back to the reading The Father of Modern Rocketry and circle any negative verbs in the
Modern Rocketry and circle any verbs they think are simple past tense. Have volunteers write them on the
66

board (didn’t graduate, didn’t fly, didn’t show, didn’t live, THINK ABOUT IT page 171
didn’t stop). Time: 5–10 min.
2. Have students look at grammar chart 7.9 and review Answers:
the examples. Have students return again to the 1. Answers will vary.
reading. Have them choose five affirmative sentences 2. Possible answers: Some professions that still have
and work in pairs to turn them into negative mostly men are sports and construction. Reasons
sentences by changing the past tense verb. may include tradition and physical requirements.
3. Direct students’ attention to the Note. Explain that
this is how the negative is formed for all verbs—
CONTEXT NOTE
regular and irregular—except for the verb be. Provide
During her first flight, Sally Ride had the responsibility
examples showing this difference (e.g., The student
of operating a robotic arm that moved the Shuttle
didn’t study. He wasn’t a student.).
Pallet Satellite. She was preparing for a third flight
into space when the Challenger disaster happened,
which she later helped to investigate. In addition to
g
Time: 10–15 min.
founding Sally Ride Science, Ride wrote and co-wrote
Answers: 1. didn’t dream/did not dream; 2. didn’t sell/did
in
children’s books to encourage an interest in science
not sell; 3. didn’t have/did not have; 4. didn’t want/did
among young people. She mostly kept her personal
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not want; 5. didn’t build/did not build; 6. didn’t believe/
life to herself, despite sometimes intrusive questions
did not believe; 7. didn’t think/did not think; 8. didn’t
a
from the media, especially before her first flight.
write/did not write; 9. didn’t fly/did not fly; 10. didn’t
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stay/did not stay; 11. didn’t see/did not see; 12. didn’t go/ Online search terms: Sally Ride quotes; Sally Ride
did not go; 13. wasn’t/was not biographical video clips; books by Sally Ride; Sally
c Ride Lego figure; Sally Ride Barbie doll; Sally Ride

hi
R E AD I N G 4 7.6 Science events
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Sally Ride pages 170–171

gr
Time: 5–10 min. SKILL PRACTICE: LISTENING

1. Have students look at the photo and read the title. For extra listening practice, have students listen
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Ask: Who is this woman? (Sally Ride) What is she to the audio again. Ask a few comprehension
wearing? (a NASA uniform) questions, such as: What is Sally Ride known for?
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2. Have students read the title and then skim the (being the first American female astronaut in space)
reading. Ask: What is the reading about? How do you What did she study? (physics) When did she go into
na
know? Have students make predictions. space for the first time? (June 18, 1983) What did she
3. Pre-teach any vocabulary words your students may do after she left NASA? (She became a professor at
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not know, such as bachelor’s degree, Ph.D., hall of fame, the University of California and started Sally Ride
at
and stamp. Science.) Repeat the audio if necessary.

4. Ask: What career did you want when you were younger?
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Have you ever been interested in being an astronaut?

Why or why not? Have volunteers share their
knowledge and personal experiences.
7.10 Questions with the Simple
Past pages 171–172
COMPREHENSION page 171 Time: 10–15 min.
Time: 10–15 min. 1. Ask students to find yes/no questions and wh-
Answers: 1. F; 2. T; 3. T questions in the reading Sally Ride. Have students
separate the wh- questions into subject and
non-subject questions. Review the word order as
volunteers write them on the board.
Unit 7 In Flight 67

2. Write the following sentences on the board: Sally Ride EXERCISE 17 pages 173–174
was the first female American astronaut to go into space. Time: 5–10 min.
The flight lasted 147 hours. Answers:
Have students write the following in pairs: 1. Did Goddard have a dream? Yes, he did.
1. a yes/no question and short answer for each of 2. Did Wilbur Wright/he die in an airplane crash?
the two sentences (e.g. Was Sally Ride the first No, he didn’t.
female American astronaut to go into space? Yes, 3. Did Goddard build an airplane? No, he didn’t.
she was; Did she stay in space for more than a day? 4. Did Lindbergh love to fly? Yes, he did.
Yes, she did.) 5. Did Earhart cross the ocean? Yes, she did.
2. a wh- question for each of the two sentences (e.g.
6. Did Earhart work for the U.S. Mail Service?
Who was the first female American astronaut to go
No, she didn’t.
into space? How long did Ride stay in space on her
7. Was Earhart famous? Yes, she was.
first flight?)
8. Was Earhart born in the twentieth century?
Have volunteers share their sentences on the board.
No, she wasn’t.
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9. Did they/people believe Goddard at first? No, they didn’t.
compare their sentences with the examples in the
in
chart. Have them fix any word order mistakes and
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label the subjects and base forms in their sentences.
Time: 5–10 min.
4. Review the examples in the chart and address
a
Answers: 1. was she born; 2. did she work; 3. did she fly/
any questions that come up. Review subject
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was; 4. didn’t she take; 5. Did other women serve/Were
wh- questions and point out that the word order
(there) other women; 6. did she tell; 7. did she teach;
pattern is the same for subject wh- questions and
8. did she appear/was she; 9. did it design; 10. did she die
statements. Compare all statements, questions, and
c
hi
answers in the final table.
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5. Direct students’ attention to the Note and Grammar in

Use box. Provide additional examples as necessary. Have students practice asking and answering the
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questions in pairs. Have volunteers read the dialogs

in front of the class.
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Come up with several questions to ask somebody

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soon after you meet them (e.g., Where were you born? EXERCISE 19 page 176
When did you come to the United States? When did you Time: 10–15 min.
decide to study abroad?). Write the questions on the Answers: 1. did the first airplane have; 2. did the Wright
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board. Have students mingle and ask each other as brothers build; 3. didn’t newspapers report; 4. wasn’t the
many of the questions as possible. U.S. government interested; 5. did Lindbergh work; 6. did
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Lindbergh cross/did he cross; 7. did Lindbergh win/did

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he win; 8. was Lindbergh/was he; 9. was Earhart born;

EXERCISE 16 page 172–173
10. did Earhart’s plane disappear/did her plane disappear;
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Time: 5–10 min.

11. happened; 12. flew/was; 13. did the first man walk
Answers: 1. Did she want, she didn’t; 2. Did she work,
she did; 3. Did she direct, she didn’t; 4. Did she take,
ABOUT YOU page 177
she didn’t; 5. Did she stay, she did; 6. Did she teach, she
Time: 5–10 min.
didn’t; 7. Did she receive, she didn’t
Answers to the questions will vary.
1. When did you fly in a plane for the first time?
SKILL PRACTICE: SPEAKING 2. Who was with you?
Have students practice asking and answering the 3. What was your first impression of flying?
questions in pairs. Have volunteers read the dialogs 4. What was your longest trip?
in front of the class. 5. Did you like the articles about aviation in this unit?
6. Which article did you like the best?
68

7. Did you know about Robert Goddard before you read 7.3 The Simple Past of Be—Forms (pages 158–159)
the story? 7.4 The Simple Past of Be—Uses (page 160)
8. Did you know anything about Amelia Earhart before 7.9 Negative Statements with the Simple Past (page 169)
you read the story?
7.10 Questions with the Simple Past (pages 171–172)
9. Did you see the first moon landing?
THE SIMPLE PAST OF OTHER VERBS
Review the simple past tense of other verbs—regular and
irregular. Have students close their books.
Have students stand in two concentric circles, with
Write on the board: regular (work) irregular (fly)
1. affirmative
the classroom and the other half standing in an
2. negative
inner ring, facing each other. Instruct students to
3. yes/no question
ask and answer the questions from the About You
4. short answer
exercise. Call out rotate every minute or so. Students
5. wh- question
in the inner ring should move one space clockwise.
g
6. negative question
Now have students ask and answer with their new
in
7. subject question
partners. Have students ask questions in random
Have students work in pairs to make a sentence or
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order. Make sure students look at each other when
question for each pattern with work and fly. Then have
they’re speaking.
students compare what they wrote with the examples in
a
the chart.
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FUN WITH GRAMMAR page 177 If necessary, have students review.
Time: 10–15 min.
Answers will vary.
c7.1 The Simple Past—Forms (page 155)
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7.2 The Simple Past—Uses (page 156)
7.5 The Simple Past of Regular Verbs (page 164)
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7.6 The Simple Past of Regular Verbs—Spelling (page 165)

SUMMARY OF UNIT 7
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Time: 20–30 min. (page 166)
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7.8 The Simple Past of Irregular Verbs (page 167)

THE SIMPLE PAST OF BE
7.9 Negative Statements with the Simple Past (page 169)
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Review the forms of the simple past tense of be. Have

students close their books. 7.10 Questions with the Simple Past (pages 171–172)
Write on the board: was were
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PRONUNCIATION OF THE SIMPLE PAST

1. affirmative OF REGULAR VERBS
2. negative
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Write the verbs from the chart on pieces of paper, and

3. yes/no question label three more pieces of paper with the sounds /t/, /d/,
at
4. short answer and /әd/. Guide students in matching one verb per sound
5. wh- question
N
as an example, and then invite the class to continue

6. negative question matching the verbs on each paper to the corresponding
7. subject question sound. Go over them as a class, drilling pronunciation.
Have students work in pairs to make a sentence or question If necessary, have students review:
for each pattern with was and were. Then have students
open their books and compare what they wrote with the
examples in the chart. USES OF THE SIMPLE PAST
If necessary, have students review: Have pairs write two additional sentences for each use
7.1 The Simple Past—Forms (page 155) of the simple past, using ideas from flight professionals
in the readings or from other historical figures. Go over
7.2 The Simple Past—Uses (page 156)
sentences as a class.
Unit 7 In Flight 69

If necessary, have students review: If necessary, write model topic sentences or sentence
7.2 The Simple Past—Uses (page 156) frames on the board.
PART 4 EDIT
REVIEW Time: 15–20 min.
Time: 15 min.
Answers: 1. didn’t come; 2. was; 3. wasn’t; 4. did you go; SKILL PRACTICE: WRITING
5. went; 6. Did you go; 7. didn’t; 8. went; 9. Did you drive; 1. Tell students to interview an American about
10. didn’t; 11. flew; 12. didn’t you drive; 13. found; a vacation he or she took. Tell them to find out
14. didn’t want; 15. took; 16. did you stay; 17. stayed; where he or she went, with whom, for how
18. did you do; 19. visited; 20. was; 21. loved; 22. saw; long, and other related information. Brainstorm
23. was; 24. were the questions they can ask in class beforehand.
Have students submit a written summary of
the interview.
g
2. Tell students to interview an older person
in
about a pivotal moment in history he or she
PART 1 EDITING ADVICE remembers. Tell them to find out as many
rn
Time: 10–15 min. details as possible about this historical event.
a
Brainstorm the questions they can ask in class
Le
beforehand. Have students submit a written
Time: 10–15 min. summary of the interview.
Answers: 1. had; 2. C; 3. did you write; 4. wrote; 5. C; 3. Tell students to use the Internet to find out
6. C; 7. wasn’t; 8. C; 9. did he go; 10. Did he go; 11. C;
c
something about one of the following famous
hi
12. were; 13. died; 14. was he born; 15. was born; people (or have students research a famous
ap
16. was; 17. C; 18. see; 19. was/happened; 20. C; 21. die; person from their countries). They should
22. happened; 23. was answer these questions in writing: What did he
gr
or she do? When did he or she do it? When was he

WRITING TIP
or she born? Is he or she still alive? If not, when did
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Time: 5–10 min.

he or she die?
Go over the tip. Elicit details of the lives of some of the
a. Marie Curie
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aviators that students read about in this unit. Have students

b. Alexander Fleming
suggest a few sentences about them in the simple past.
c. Thomas Edison
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d. Alexander Graham Bell

PART 3 WRITE
e. Bill Gates
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Time: 30–40 min.

f. Henry Ford
1. For the first prompt, have students work in pairs
at
g. Jonas Salk
to look back at Part 2 and make a list of important
h. Edwin Hubble
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pieces of information about Yuri Gagarin. Encourage

i. Enrico Fermi
students to organize their ideas in a simple outline
j. John Von Neumann
before writing. Have students write their paragraph
k. Leo Baekeland
individually. Remind them to include any useful and
l. Ian Wilmut
relevant vocabulary from this unit on aviation and to
Ask volunteers to make a brief presentation
double-check their use of the simple past verb tense.
in front of the class. Encourage students
2. Review the second prompt with students, allowing
to include time lines and photos in their
them time to research other famous people from
presentations.
aviation or space exploration. Write students’ ideas
on the board. Encourage students to organize their
thoughts and make notes before they begin to write.
70

UNIT
8 SHOPPING
GRAMMAR CHARTS
growing. The most commonly purchased products
8.1 Infinitives—Overview (page 185)
in the United States are fashion items, trips, tech
8.2 Verbs + Infinitives (page 186) products, second-hand items, books and music, and
8.3 Be + Adjective + Infinitive (page 187) educational courses.
8.4 It + Be + Adjective + (Noun +) Infinitive (page 188) ABOUT THE QUOTE
8.5 Verb + Object + Infinitive (page 189) Joshua Becker is an American writer and film
g
8.6 Infinitives to Show Purpose (page 190) director. He has worked as a production assistant
in
8.7 Modals and Phrasal Modals—Overview (page 193) on the movie The Evil Dead (1981) and is well known
for his work with the TV show Xena: Warrior Princess
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8.8 Can, Be Able To, Be Allowed To (pages 194–195)
(1995–2001).
8.9 Should (page 196)
a
8.10 Must and Have To (pages 197–198)
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8.11 Not Have To and Must Not (page 198) R E AD I N G 1 8.1
8.12 May, Might, and Will (page 199)
Shopping in the Digital Age
8.13 Imperatives (page 202)
c
hi
page 184
8.14 Modals and Other Expressions for Politeness (page 204)
ap
Time: 5–10 min.
UNIT OPENER 1. Have students look at the photo and read the caption.
gr
Have students look at the photo and read the caption. Ask: What is this a picture of? (a pop-up or temporary
Ask: What do you see in the photo? (stores, colorful store) Where is it? (New York City)
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advertisements, people shopping and riding escalators) 2. Have students read the title and then skim the
Where is this shopping mall? (Moscow, Russia) Have reading. Ask: What is the reading about? How do you
lG
students read the quotation. Ask: Do you agree with the know? Have students make predictions.
quote? Why or why not? For more discussion questions, 3. Pre-teach any vocabulary words your students may
na
open the activity on the Classroom Presentation Tool. not know, such as product, habit, and research.
4. Ask: Do you usually shop at a mall or online? Why? What
io
are the benefits of shopping online? Have volunteers

CONTEXT NOTE
at
share their knowledge and personal experiences.

Retail is one of America’s largest industry sectors
N
and private employers. It accounts for 10 percent of

total employment in the country, and supports 1 in 4 COMPREHENSION page 184
jobs. According to World Atlas, retail in the U.S. has a Time: 10–15 min.
GDP value added of $905 billion, which is 6 percent Answers: 1. F; 2. T; 3. T

of its total GDP. The United States has thousands
of malls, the largest of which is the Mall of America THINK ABOUT IT page 185
in Bloomington, Minnesota. Online shopping is Time: 5–10 min.
also incredibly popular in the United States, with Answers:

over 200 million Americans browsing and buying 1. Answers will vary.
merchandise online in 2018, and the trend is only 2. No, because people still like to see and try products.
And for some people, shopping is a social experience.
Unit 8 Shopping 71

CONTEXT NOTE Time: 5–10 min.
The online retailer Amazon has surpassed Walmart as Answers: 1. to get; 2. to try; 3. to buy; 4. to buy; 5. to
the world’s biggest retailer by market value. Amazon take; 6. to tip; 7. to use; 8. to get; 9. to shop
has a value of about $900 billion while Walmart has less
than $300 billion. The third largest retailer in the world
is Alibaba, a Chinese online commerce company. 8.2 Verbs + Infinitives page 186
Online search terms: top online retailers; best Time: 10–15 min.
showrooming apps; tips for online shopping
1. Have students go back to the reading Shopping in
the Digital Age and circle all the verbs (other than be)
that come before the infinitives (e.g., like, prefer, need).
SKILL PRACTICE: LISTENING Have volunteers give you examples and write them
For extra listening practice, have students listen to on the board.
the audio again. Ask a few comprehension questions, 2. Then have students look at grammar chart 8.2.
g
such as: What makes somebody a “smart” shopper? Review the verbs often followed by infinitives and
in
(ability to use different methods to get the best price) give example sentences in different tenses. Remind
What do businesses have to do to make money these
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students that an infinitive can follow a verb that’s in
days? (understand the habits of today’s shoppers) the past, present, and future tense.
a
What do in-store shoppers want? (salespeople to give 3. Direct students’ attention to the Pronunciation Notes.
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attention, be polite, and be knowledgeable about Demonstrate the informal pronunciation of want
the product) What is the number one online purchase? to (“wanna”). Explain that most native speakers say
(clothing) Repeat the audio if necessary.
c
wanna—but it’s not written that way in academic
hi
English. Demonstrate the pronunciation of to. Go
over the example sentences. Have students practice
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8.1 Infinitives—Overview the pronunciation in pairs.

gr
page 185
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Time: 10–15 min.

Have students choose five verbs commonly
1. Have students close their books. Write the example followed by infinitives and write five sentences
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sentences from grammar chart 8.1 on the board: using their own information. Have students peer
a. Do you like to shop online? edit their sentences in pairs.
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b. It’s important to compare prices.

c. Sales people are ready to help you.
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d. Shoppers read reviews to find the best product. EXERCISE 3 page 186
Ask students to identify the verbs that go together Time: 5–10 min.
at
with to and underline them. Explain that this form is Answers: 1. to buy; 2. to spend; 3. to compare; 4. to get;
N
called the infinitive. 5. to read; 6. to be; 7. to shop; 8. to wait

2. Call out the explanations for using infinitives in random
order and have students identify which sentences SKILL PRACTICE: SPEAKING
they refer to. Then ask them to look at grammar chart
In pairs, have students discuss which statements
8.1 and compare their ideas. Review the explanations,
in Exercise 3 are true for them. Be sure students
providing additional examples as necessary.
ask follow-up questions and explain why. Have
3. Direct students’ attention to the Notes. Emphasize volunteers share their partner’s preferences with
that an infinitive never changes form. the class.

Time: 5–10 min.
Answers: 1. T; 2. F; 3. NS
72

ABOUT YOU page 186
Time: 5–10 min. 8.4 It + Be + Adjective + (Noun +)
1. Do you like to shop? Yes, I do./No, I don’t. Infinitive page 188
2. Do you try to compare prices? Yes, I do./No, I don’t.
Time: 10–15 min.
3. Do you plan to buy something new soon? Yes, I do./
1. Have students look at grammar chart 8.4. Say:
No, I don’t.
We often use an infinitive with sentences beginning
4. Do you prefer to shop alone? Yes, I do./No, I don’t.
with an impersonal it. Go over the examples. Point
5. Do you like to shop online? Yes, I do./No, I don’t.
out the list of adjectives that are often used in an
6. Do you know how to use shopping apps? Yes, I do./ expression with it.
No, I don’t.
2. Have students work in pairs to make sentences
following the word order in the chart. Address
ABOUT YOU page 187
questions as they come up. Have volunteers share
Time: 5–10 min.
sentences with the class.
Answers will vary.
g
in
ABOUT YOU page 188
SKILL PRACTICE: WRITING Time: 5–10 min.
rn
Have students write a short paragraph about their Answers will vary.
partners using some of the information from the
a
About You exercises. Then have volunteers share
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interesting information about their partners with
the class, if appropriate. Have students discuss their answers from the
About You exercise in groups. Ask: Did anyone have
c
hi
the same ideas you had? Do you agree or disagree
with what your group members wrote?
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8.3 Be + Adjective + Infinitive

gr
page 187
Time: 5–10 min. 8.5 Verb + Object + Infinitive

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Have students look at grammar chart 8.3. Review the

page 189
examples and explanation. Point out the list of adjectives
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that are often followed by an infinitive. Provide additional Time: 5–10 min.
examples as necessary. 1. Have students close their books. Write on the board:
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You want the employees to be polite. Have students

EXERCISE 4 pages 187–188 analyze the sentence in pairs and label the parts of
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Time: 5–10 min. the sentence. Ask: What is the subject? What is the verb?
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1. to buy; 2. to make; 3. to do; 4. to spend; 5. to bother; What is the object? What is the infinitive?
6. to help; 7. to go; 8. to use; 9. to have 2. Have students look at grammar chart 8.5 and
N
compare their ideas. Review additional examples

and read the explanation. If necessary, briefly review
object pronouns.
In pairs, have students write a conversation similar
to the one in Exercise 4 about a new electronic EXERCISE 5 page 189
device, such as a phone or tablet. Then have Time: 5–10 min.
volunteers role-play their conversations in front of Answers:
the class. Conversation 1
1. me; 2. to help; 3. us to buy; 4. her to use; 5. you to
consider; 6. her
Unit 8 Shopping 73

Conversation 2
1. you to; 2. me to SKILL PRACTICE: SPEAKING AND WRITING
Conversation 3 Say: The reading said people “use their smartphones
1. me to get; 2. us to find a better price” while shopping. Ask: What are
Conversation 4 other reasons why people use their smartphones?
1. me; 2. to help; 3. to pay; 4. to help Have students discuss in pairs and write three to
five sentences using infinitives of purpose about
EXERCISE 6 page 190 why people use smartphones. Have volunteers
Time: 5–10 min. write their sentences on the board.
Answers: 1. expect me to save; 2. want them to leave;
3. wanted them to buy; 4. want you to talk; 5. encourage
you to be; 6. expected them to buy; 7. wanted him to EXERCISE 7 page 191
buy; 8. expect you to graduate Time: 5–10 min.
Answers: 1. to talk; 2. to compare; 3. to look for; 4. to
print; 4. to learn; 6. to change; 7. to give
g
in
Put students in small groups with classmates from EXERCISE 8 page 191
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similar cultures, if possible. Write on the board: Who Time: 5–10 min.
has expectations of you? What do they expect you to Answers will vary.
a
do? Clarify the word expectations before students
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begin. Then, have students share stories and R E AD I N G 2 8.3
compare expectations. Have volunteers share if their
Are Free Trials Really Free?
group discussed similar or different experiences.
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hi
page 192
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Time: 5–10 min.

8.6 Infinitives to Show Purpose 1. Have students look at the photo. Ask: What is a “free
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trial”? (a test of a product or service at no cost)

page 190
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Time: 5–10 min. reading. Ask: What is the reading about? How do you
1. Have students close their books. Write on the board: I know? Have students make predictions.
lG
teach English in order to make a difference. Ask: Why do 3. Pre-teach any vocabulary words your students may
I teach English? Point to the phrase in order to make a not know, such as offer, service, bill, and period.
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difference and elicit a respons. Put parentheses around 4. Ask: Have you ever done a free trial? Was it a good
the phrase in order and underline the phrase to make experience? Why or why not? Have volunteers share
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a difference. Write purpose above the underlined text. their knowledge and personal experiences.
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Say: I teach English for this reason, for this purpose.

2. Ask: Why do you study English? Have students share their COMPREHENSION page 193
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answers in pairs. Have volunteers write their answers on Time: 10–15 min.
the board. Be sure they use an infinitive phrase. Answers: 1. T; 2. T; 3. T
3. Have students look at grammar chart 8.6. Explain
that the use of to to show purpose is a short form of THINK ABOUT IT page 193
in order to. Read through the example sentences and Time: 5–10 min.
explanations. Answers:
4. Have students go back to the reading Shopping in 1. Answers will vary.
the Digital Age. Say: Underline the infinitives that show 2. Possible answer: Yes, because companies make
purpose or why something is being done. money when people forget to cancel after the trial
5. Ask: Is it necessary to include in order before to. (no) Which period is over.
sounds more formal? Go over the Grammar in Use box.
74

CONTEXT NOTE
Time: 10–15 min.
Some consumers are starting to use apps, such as
Answers: 1. might; 2. should; 3. can’t; 4. can’t; 5. don’t
Do Not Pay, which hide the user’s name, provide
have to; 6. can; 7. should; 8. can’t; 9. can; 10. must;
a fake email, and give the company virtual billing
11. can; 12. have to; 13. have to; 14. may; 15. should
information. When the free trial runs out, the app
automatically cancels the subscription, leaving users
with no obligation to pay since it was never attached
to their credit card.
8.8 Can, Be Able To, Be Allowed To
pages 194–195
Online search terms: best and worst free trial offers;
consumer protection agency; tips for canceling free Time: 10–15 min.
trials; Do Not Pay app 1. Have students close their books. Write a matching
exercise on the board:
2. I’m not able to find the phone number.
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3. Free trials can sometimes cost money.
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For extra listening practice, have students listen to 4. Can I download music for free?
the audio again. Ask a few comprehension questions, 5. You can’t buy more than two of this sale item.
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such as: Are free trials usually good deals? (no) Where a. permission
might they charge the free trial? (to your credit card) What
a
b. prohibition
should you read before you sign up? (the cancellation
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c. ability
policy) What are other tips for signing up for a free trial?
d. possibility
(Mark your calendar to cancel; don’t sign up just
because it’s free.) Repeat the audio if necessary.
c Have students match the examples with the
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explanations in pairs. (Answers: 1. c; 2. d; 3. a; 4. b)
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their work. Go over additional examples and address

8.7 Modals and Phrasal Modals— any questions.
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Overview page 193 3. Ask: What other expression means permission? (be
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allowed to) Provide and elicit additional examples of

Time: 10–15 min. be allowed to. Have students brainstorm the rules and
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1. Have students close their books. Write on the board: regulations of the school. Have them make a list of
You can start a free trial easily. things students can do and things students can’t do.
You should read the cancellation policy. Encourage them to use be allowed to, as well.
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Have students analyze the sentences in pairs. Ask: What’s 4. Direct students’ attention to the Pronunciation Notes.
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the subject? What’s the verb? What’s the object? Have Tell students to listen for the sound of the vowel and
volunteers share their ideas with the class. Circle the not the ending because the final t in can’t is difficult
at
words can and should and underline the verb that follows. to hear. Demonstrate the pronunciation with the
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2. Have students look at grammar chart 8.7. Have sentences in the grammar chart. Ask students to raise
volunteers read the examples aloud. Review the their hands if they hear can and to keep their hands
explanations. Point out that modals don’t have an -s down if they hear can’t. Then have students practice
form and aren’t followed by infinitives. the pronunciation in pairs.
3. Direct students’ attention to the Note. Compare the 6. Go over the Grammar in Use box. Elicit additional
word order in the different patterns. examples of asking for permission in formal and
4. Review the three phrasal modals and their examples. informal situations.
Provide more examples if necessary.

Time: 10–15 min.
Answers: 1. NS; 2. T; 3. F
Unit 8 Shopping 75

SKILL PRACTICE: SPEAKING SKILL PRACTICE: SPEAKING
Have students write one thing they do well on a Have students compare advice in groups. Then
small piece of paper. Tell students not to write their have them compile the best advice from the group
names. Put all the pieces of paper into a bag. Pass and present it to the class.
around the bag and have students pick a paper
from the bag. Instruct students to mingle with
classmates and ask yes/no questions to find the EXERCISE 12 page 197
Time: 5–10 min.
person who wrote it (e.g., Can you swim well? Can
you ride a bike well?). Answers: 1. Should we buy; 2. shouldn’t buy; 3. shouldn’t
eat; 4. should use; 5, should be; 6. should look at;
7. should take; 8. should come; 9. should bring;
ABOUT YOU page 195 10. Should we pay
Time: 5–10 min.
Answers will vary. SKILL PRACTICE: SPEAKING
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in
In pairs, have students discuss what else parents
SKILL PRACTICE: SPEAKING should or should not buy for their children at the
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Go through the items in the About You exercise, supermarket. Have them write a list of five to ten
one by one, and do a class survey. Have volunteers statements. Then have groups exchange lists and say
a
whether they agree or disagree with the statements.
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share their reactions to and experiences with U.S.
supermarkets.
c
8.10 Must and Have To
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Time: 5–10 min.
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pages 197–198
Answers: 1. can help; 2. ’m not able to finish; 3. can give;
4. can’t wait; 5. ’re not allowed to apply; 6. can say Time: 10–15 min.
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1. Have students look at grammar chart 8.10. Have

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students read the examples aloud. Review the

8.9 Should page 196 explanations and address any questions.
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2. Direct students’ attention to the Grammar in Use

Time: 5–10 min.
box on page 198. Give additional examples of
1. Have students look at grammar chart 8.9. Say: We use
sentences expressing necessity with have got to and
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should to give or ask for advice. Read the examples in

contractions.
the chart.
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2. Go over the negative form and the contraction

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shouldn’t. Point out that the negative is used to give

Time: 5–10 min.
advice or a warning.
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Answers: 1. have to return; 2. have to use; 3. have to buy;

4. must send; 5. must show; 6. has to go
Have students write their own “I should” lists. Say:
What do you think you should do? Make a list: I should 8.11 Not Have To and Must
exercise more; I should eat more vegetables; etc. Not page 198
Time: 5–10 min.
ABOUT YOU page 196 1. Have students look at grammar chart 8.11. Point
Time: 5–10 min. out that the affirmative forms must and have to have
Answers will vary. similar meanings, but the negative forms mustn’t and
don’t have to are very different. Go over the examples.
76

2. Review the explanations, emphasizing that must EXERCISE 15 page 200
not means something is prohibited or against the Time: 5–10 min.
law while don’t have to simply means something is Answers: 1. might want; 2. may be; 3. will get/will
not necessary. Check comprehension by eliciting receive; 4. might not be; 5. may try/might want; 6. will
additional examples for each verb about shopping receive/will get
(e.g., Stores must not sell fake items. Shoppers don’t have
to buy an item after they look at it.). EXERCISE 16 page 200
3. Direct students’ attention to the Note. Provide and Time: 5–10 min.
elicit additional examples where we use can’t rather Answers will vary.
than must not (e.g., Students can’t turn homework
in late.).
Have students rewrite the If clauses in sentences
SKILL PRACTICE: WRITING 1–6 in Exercise 16, changing them from affirmative
Have students make a poster with things people to negative (e.g., 1. If you don’t shop online, ____.).
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have to or don’t have to do when they visit their Have them write new endings for the sentences
in
countries as tourists. If possible, have pairs or and share their new ideas with a partner.
groups from the same country work together.
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Display the posters around the classroom. Have a
R E AD I N G 3
a
class discussion comparing the posters. 8.5
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Shopping Tips page 201
c
Time: 5–10 min.
Time: 5–10 min.
hi
Answers: 1. buy; 2. take; 3. bring/carry/take; 4. go; woman doing? (thinking about what to buy) Where is
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5. bring/carry/take; 6. pay; 7. go she? (at a grocery store)

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8.12 May, Might, and Will know? Have students make predictions.
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page 199 3. Pre-teach any vocabulary words your students may

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not know, such as coupon, item, policy, and discount.

Time: 5–10 min.
4. Ask: Do you like to go shopping? Why or why not?
1. Have students close their books. Show pictures of
What do you do to make shopping a good experience?
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customers in a store looking at items. Point to some

and say, He might buy it. He might not buy it. She may
experiences.
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buy it. She may not buy it. Use intonation to stress
the idea of possibility. Show a picture of a customer
at
standing in line to buy something. Say, with certainty, COMPREHENSION page 201
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Time: 10–15 min.

He will buy it. Ask students to identify the verbs used
to talk about the future (may, might, will) Which ones Answers: 1. T; 2. T; 3. F
show possibility? (may and might) Do they mean the
same thing? (yes) Which means certainty? (will) THINK ABOUT IT page 201
Time: 5–10 min.
2. Have students look at grammar chart 8.12. Have
Answers:
volunteers read the examples aloud.
3. Review the explanations. Explain that the negative of
may is may not and the negative of might is might not, 2. Possible answer: Shop for clothes at the end of a
and there are no contractions for may not or might not. season when they will be on sale.
4. Direct students’ attention to the Note. Tell students
not to confuse maybe (adverb) and may be (modal—
e.g., I may be free tomorrow night.).
Unit 8 Shopping 77

2. Tell students to look at grammar chart 8.13 and the
CONTEXT NOTE Grammar in Use box and check their work. Review
The first recorded use of coupons, according to the the example sentences and explanations. Explain
app Coupon Sherpa, was for Coca-Cola in 1887. They that an imperative is the base form of the verb.
were hand-written and offered customers a free drink, Provide additional social expressions (e.g., Sleep
greatly increasing the popularity of the product. well. Break a leg!). Have students discuss additional
Business professional Asa Candler chose the word examples of instructions, suggestions, demands, and
because it resembled the French word, couper, meaning encouragements in pairs.
to cut. This marketing strategy continued throughout 3. Direct students’ attention to the Notes. Review the
the 20th Century, and later saw a transformation as word order when using always and never. Look back
coupons were printed from the Internet and eventually at the examples in the chart and point out that the
scanned directly from smart phone apps. subject is you even though we don’t say or write it.
Online search terms: coupon apps; coupons for
[product/store name]; retailers that offer student EXERCISE 17 page 202
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discounts Time: 5–10 min.
Answers: 1. compare; 2. find; 3. Ask; 4. Don’t buy;
in
5. Don’t lose; 6. take; 7. don’t forget; 8. train
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a
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Have groups come up with a list of suggestions
questions, such as: How can you find a coupon for
in imperative form for shopping online, finding
your favorite store? (Google the store name with
an apartment, or choosing the best school. Ask
the word coupon.) Do stores have different return
c
hi
groups to share their top suggestions with the
policies? (yes) Why shouldn’t you shop when you
class.
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are hungry? (Hungry shoppers often buy a lot of

junk food.) Who are some people who often get
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discounts? (teachers, college students, and senior R E AD I N G 4 8.6

citizens) Repeat the audio if necessary.
The Difficult Return page 203
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Time: 5–10 min.

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8.13 Imperatives page 202 1. Have students look at the photo. Ask: What do you
see in the photo? (hands holding a pair of shoes and a
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Time: 10–15 min.

receipt) What do you think is happening? (A customer
1. Have students close their books. Write a matching wants to return the shoes.)
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exercise on the board: 2. Have students read the title and then skim the
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1. Please sign your name at the bottom. reading. Ask: What is the reading about? How do you
2. Stand up! know? Have students make predictions.
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3. Check the sale items. 3. Pre-teach any vocabulary words your students may not
4. Always do your best. know, such as customer service, receipt, refund, and scan.
5. Have a nice day. 4. Ask: What are things you can return in your country?
a. to give a suggestion What are the general return policies? Have volunteers
b. to give a demand share their knowledge and personal experiences.
c. to give instructions
d. to give encouragement COMPREHENSION page 203
e. in certain social expressions Time: 10–15 min.
Have students match the examples with the Answers: 1. T; 2. F; 3. F
explanations. (Answers: 1. c; 2. b; 3. a; 4. d; 5. e;)
78

THINK ABOUT IT page 204 softer and more polite. Say: Could you stand up? Could
Time: 5–10 min. you sit down?
Answers: 2. Have students look at grammar chart 8.14. As you
1. Answers will vary. review the examples and explanations, have volunteers
2. Possible answers: If an item was clearly used or in give additional examples for each row. Draw special
poor condition; if the customer bought the item a long attention to the contraction of would and the use of
time ago. let’s to make suggestions that include the speaker.
3. Go over the Grammar in Use box, and have students
CONTEXT NOTE practice the questions and responses.
Most stores have some kind of return policy. Some
give a full refund in cash or on the credit or debit SKILL PRACTICE: WRITING
card used to purchase the item. Others offer an In pairs, have students write a short dialog for one
exchange for a different size or style, or offer in- of the following uses of modals:
store credit that the customer can use in the future. 1. To make and answer a request
g
Most stores have a limited time to make returns or
2. To ask and give permission
in
exchanges, usually 30 days. If a customer loses the
3. To state a need with the same meaning as want
receipt, they are not always able to make a return
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4. To offer and take a suggestion that includes
or exchange. Many stores don’t allow returns or
the speaker
a
exchanges on sale items, and some stores don’t
5. To offer and accept help as a salesperson
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allow any returns or exchanges at all. It’s important
to know the policy before making a purchase. Encourage them to use contractions. Have
volunteers role-play their dialogs in front of the class.
Online search terms: return policy [store name]; gift
c
hi
receipts; online returns; online returns [store name];
returning too much on Amazon EXERCISE 18 pages 204–205
ap
Time: 5–10 min.

Answers: 1. May I; 2. I’d like; 3. Could you; 4. Would you
gr
SKILL PRACTICE: LISTENING like; 5. Can you/Would you; 6. Lets; 7. Could you; 8. Can I;
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For extra listening practice, have students listen 9. Do you want/Would you like; 10. Why don’t you think
to the audio again. Ask a few comprehension about it?
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questions, such as: How many times did the customer

try to return the shoes? (three) What happened SKILL PRACTICE: SPEAKING
na
the first time? (The customer service window was Have students practice the conversation or create
closed.) What happened the second time? (The line similar conversations in pairs. Ask volunteers to
io
was too long.) Does the customer have the receipt? role-play the conversation in front of the class.
(yes) Repeat the audio if necessary.
at
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Time: 10–15 min.
8.14 Modals and Other Answers will vary.
Expressions for Politeness
page 204 SUMMARY OF UNIT 8
1. Have students close their books. Tell one student:
Stand up. Then say to another student: Could you INFINITIVES
stand up? Explain that imperatives like stand up, sit Have students write about an activity they enjoy, such
down, don’t run, etc., can be used to make a request, as a sport. Have them write a sentence for each infinitive
but modals can also be used for requests. They sound pattern:
Unit 8 Shopping 79

Sentence 1: verb followed by an infinitive the command. If you don’t say “Simon Says,” and someone
Sentence 2: be + adjective + infinitive follows the command, then they are out. The last person
Sentence 3: it + be + adjective + (noun +) infinitive in the game wins.
Sentence 4: verb + object + infinitive
Sentence 5: using an infinitive to show purpose
8.13 Imperatives (page 202)
8.1 Infinitives—Overview (page 185) SUGGESTIONS
Remind students that let’s is the contraction of let us and
8.2 Verbs + Infinitives (page 186)
that it is used for making suggestions. Have students
8.3 Be + Adjective + Infinitive (page 187)
make a list of things to do and places to go in their
8.4 It + Be + Adjective + (Noun +) Infinitive (page 188) countries. Then have students work in pairs to plan a trip
8.5 Verb + Object + Infinitive (page 189) and itinerary to each country (e.g., Let’s go to Bogotá. Let’s
8.6 Infinitives to Show Purpose (page 190) visit the Museum of Gold. Then let’s see a bullfight.).
MODALS If necessary, have students review:
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Review modals. Go over the examples and explanations 8.14 Modals and Other Expressions for Politeness (page 204)
in
in the chart. Have students write about their experiences
rn
living, studying, and/or working in the United States.
Have them work in pairs to write sentences for each REVIEW
a
modal. Monitor pair work. Give help as needed.
Le
Time: 15 min.
If necessary, have students review: Answers: 1. to get; 2. would/’d; 3. to follow; 4. it’s; 5. to

compare; 6. get; 7. it’s; 8. to take; 9. to have; 10. don’t
8.7 Modals and Phrasal Modals—Overview (page 193)
c
have to; 11. go; 12. may/might; 13. him to match;
hi
14. should; 15. might; 16. to call; 17. to; 8. it’s; 19. to get;
8.9 Should (page 196)
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20. have to wait; 21. to wait; 22. should; 23. can you;
8.10 Must and Have To (pages 197–198) 24. wants us to; 25. might not; 26. would; 27. to learn
gr
8.11 Not Have To and Must Not (page 198)

8.12 May, Might, and Will (page 199)
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PHRASAL MODALS
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Review phrasal modals. Go over the examples PART 1 EDITING ADVICE

and explanations in the chart. Have students work Time: 10–15 min.
na
individually to write about a specific experience where

they weren’t able to do something in the United States. PART 2 EDITING PRACTICE
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Give help as needed. Time: 10–15 min.

Answers: 1. C; 2. get; 3. me to help; 4. you to be; 5. It’s/It
at

8.7 Modals and Phrasal Modals—Overview (page 193) is; 6. C; 7. to look; 8. can look; 9. C; 10. try to use; 11. C;
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12. C; 13. easy to make; 14. C; 15. happy to help; 16. can
you; 17. want you to help
8.10 Must and Have To (pages 197–198)
8.11 Not Have To and Must Not (page 198) WRITING TIP
Time: 5–10 min.
IMPERATIVES Have students go back to the reading Shopping Tips. Ask
Remind students that for an imperative, you use the them to identify reasons or examples that come after the
base form of the verb. Play a game of Simon Says. Have tips. Point out that these support the writer’s idea and
all the students stand up and give them commands (e.g., makes the message stronger. Go over the writing tip.
Sit down. Write your name. Stand up.). Tell them to only
follow the command if you says “Simon says” and then
80

PART 3 WRITE
Time: 30–40 min.
1. Review the first prompt with students and lead a
class brainstorm on advice for saving and/or not
spending money. Encourage students to organize
their thoughts and make notes before they begin to
write. If necessary, write model topic sentences on
the board. Remind students to include any useful and
relevant vocabulary from this unit on shopping and to
use infinitives.
2. Repeat the procedure for the second prompt. Have
students share their best food shopping experiences
or advice for having a good shopping experience
with a partner. Then have them write their paragraphs
g
individually. Encourage students to use modals
in
and phrasal modals. If necessary, write model topic
sentences on the board.
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PART 4 EDIT
a
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Time: 15–20 min.

c
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1. Have students write about the rules,
regulations, or activities at their last school
ap
using modals.
2. Tell students: You’re going to comparison shop
gr
for electronics on the Internet. Suggest products

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such as a smart phone, tablet, TV, laptop, or

watch. Ask students to find prices for two
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items. Then put students in small groups to

write a social media post about the best places
to buy the items they researched.
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3. Have students write advice, suggestions, or

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warnings to people who are thinking about

buying a car or a home. Tell them to use should,
at
have to/don’t have to, and imperatives in their

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sentences.
Unit 8 Shopping 81

UNIT
9 HEALTHY LIVING
GRAMMAR CHARTS
government has tried to improve these issues,
9.1 Count and Noncount Nouns—An Overview (page 213)
mainly through the Patient Protection and
9.2 Groups of Noncount Nouns (pages 214–215) Affordable Care Act (PPACA), sometimes known as
9.3 Units of Measure with Noncount Nouns (page 217) ObamaCare. While lawmakers debate over the best
9.4 Many, Much, and A Lot Of with Large Quantities (page 219) way to provide health care, the ultimate goal is to
9.5 A Few and A Little with Small Quantities (page 220) help hospitals and primary physicians update their
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9.6 A/An, Some, No, and Any (page 220) financial, technological, and clinical practices and
provide a healthier life for all Americans.
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9.7 A Lot Of and Too Much/Too Many (page 226)
ABOUT THE QUOTE
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UNIT OPENER Jim Rhon, born in 1930 as Emanuel James Rhon, was
a
Have students look at the photo and read the caption. an entrepreneur, motivational speaker, and author
Le
Ask: What are the people on the green mats doing? (yoga) known for his talks on ambition, determination,
Where are they? (Times Square, New York City) Have self-discipline, and success. Coming from a humble
students read the quotation. Ask: Do you agree with the farm family, and stumbling into the business world,
quote? Why or why not? For more discussion questions, c
he was constantly learning self-improvement.
hi
open the activity on the Classroom Presentation Tool. His efforts made him a millionaire by age 31, but
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his career was only beginning at that point, as he

started to speak and write and inspire others. He
CONTEXT NOTE
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was recognized for excellence in speaking with

The United States is among the wealthiest nations
the National Speakers Association CPAE Award
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in the world and prides itself on a high standard

in 1985. Even years after his death in 2009, his
of living. According to the National Institutes of
words continue to influence and inspire other
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Health (NIH), the United States has some of the top

entrepreneurs.
medical care in the world, leading to lower cancer
death rates, greater control of blood pressure and
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cholesterol levels, and longer life expectancies when

R E AD I N G 1 9.1
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compared with other peer countries. The United

States, however, ranks low in other health areas,
Tired of Being Tired page 212
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such as infant mortality, drug-related deaths, and

Time: 5–10 min.
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obesity and diabetes rates. Explanations for these

discrepancies point to health behaviors like higher 1. Have students look at the photo. Ask: What do you
rates of drug and alcohol abuse, and a culture see in the photo? (a woman running in the desert with
designed around automobile use that discourages mountains behind her) How does she feel? (happy,
physical activity. But the American health care energized, excited)
system is by far the largest indicator of the health 2. Have students read the title and then skim the
status of the United States. While the United States reading. Ask: What is the reading about? How do you
spends more on health care as percentage of gross know? Have students make predictions.
domestic product (GDP) than any other nation, it 3. Pre-teach any vocabulary words your students may
has a relatively large uninsured population and not know, such as exhausted, lack, cut down on, and
more limited access to primary care. The federal energy.
82

4. Ask: Do you often feel tired during the day? If so, why do
you think that is? How can people have more energy? 9.1 Count and Noncount Nouns—
Have volunteers share their knowledge and personal An Overview page 213
experiences.
Time: 10–15 min.
COMPREHENSION page 213 1. Have students close their books. Write on the board:
Time: 10–15 min. Count nouns Noncount nouns
Answers: 1. T; 2. T; 3. F an apple/apples meat
an egg/eggs corn
THINK ABOUT IT page 213 a banana/bananas bread
Time: 5–10 min. an onion/onions rice
Answers will vary. 2. Say: There are two groups of nouns in English: count and
noncount. Ask: What is the difference between the two?
CONTEXT NOTE In pairs, have students analyze the lists and make
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A 2017 survey found that 75 percent of Americans rules to answer the question. Have volunteers share
in
keep their phones on all day and night, with their ideas with the class.
46 percent checking their phones before they 3. Have students look at grammar chart 9.1 and
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even get out of bed. Many people also fall asleep compare their ideas. Have volunteers read the
at night while scrolling through media feeds examples aloud. Review the explanations, and
a
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and sleep with their phone on or near their bed, address any confusion about articles.
sometimes even checking it in the middle of the
night. It has been found that the blue light given EXERCISE 1 page 213 9.2
off by screens affects hormones and makes it more
c Time: 10–15 min.
hi
difficult to sleep. Even so, many Americans can’t Answers: 1. T; 2. F; 3. NS
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seem to disconnect.
EXERCISE 2 pages 213–214 9.2
Online search terms: tips for falling asleep;
gr
Time: 10–15 min.

20-minute exercise routines for energy; high energy
Answers: 1. foods; 2. information; 3. choices; 4. food;
foods; about the circadian rhythm
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5. calories; 6. fat; 7. fats; 8. nuts; 9. oil; 10. avocados;

11. cookies; 12. chips; 13. snacks; 14. salt; 15. beans;
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16. vegetables; 17. fruits; 18. grains; 19. rice; 20. bread;

21. pasta; 22. flour; 23. Sugar; 24. Fruit; 25. vitamins;
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For extra listening practice, have students listen 26. minerals; 27. Fish; 28. chicken; 29. eggs; 30. beans;
to the audio again. Ask a few comprehension 31. meat
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questions, such as: How many American men and

women feel exhausted? (15.3 percent of women,
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10.15 percent of men) Does taking naps during SKILL PRACTICE: SPEAKING
Ask students to bring in packages of food they eat
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the day help you get more rest? (no) What kind of
foods should you eat less of? (sugar and fats) How on a daily basis (e.g., breakfast foods, snack items).
much water do you need a day? (eight glasses) Put students in small group to analyze the different
How much exercise is enough to improve energy? categories on the packages. Have a volunteer
(20 minutes, three times a week) Repeat the from each group share their group’s findings with
audio if necessary. the class.
Unit 9 Healthy Living 83

10. fruit; 11. bananas; 12. strawberries; 13. cherries;
9.2 Groups of Noncount Nouns 14. milk; 15. yogurt; 16. beans; 17. almonds; 18. oranges;
19. vitamins; 20. minerals; 21. food; 22. pills
pages 214–215
Time: 10–15 min. ABOUT YOU page 217

1. Have students look at grammar chart 9.2. Explain Time: 5–10 min.
that there are many different types of noncount Answers will vary.
nouns. Review the examples group by group. Have
volunteers read the noncount nouns aloud.
2. Give students a time limit of three minutes to study
Have students make lists of the healthiest and
the groups. Have them close their books. Write the
least healthy foods they eat. Then have them get
categories on the board, and have pairs say as many
in small groups and share their list, explaining
nouns in each category as they can remember. After
why they think each item on their list is healthy or
a few minutes, have students open their books and
unhealthy.
compare their answers.
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3. Direct students’ attention to the Notes. Review
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instances when nouns can be both count and
9.3 Units of Measure with
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noncount nouns. Stress the importance of context
when deciding if a noun should be count or
Noncount Nouns page 217
a
noncount.
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Time: 10–15 min.
EXERCISE 3 page 215 1. Write on the board:
Time: 10–15 min.
c a rice → [a bag of] water
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Answers: two breads → [two slices of] bread
an advice → [a piece of] advice
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Count Nouns Noncount Nouns Both

Point out that we can’t use articles like a/an or
ingredient information fruit
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numbers with a noncount noun. There is also no -s

vegetable homework fat
chemical health form for noncount nouns.
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cookie advice 2. Review grammar chart 9.3. As you read through

choice bread the units of measure, show as many images of the
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snack pasta examples as possible to help students understand

peach work
new terminology like container, portion, measurement,
bean salt
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seed soil
and piece.
nut sugar 3. Direct students’ attention to the Note. Provide
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egg meat additional examples using a serving of (e.g., Would you

rice like a serving of potatoes?).
at
dirt
4. Go over the Grammar in Use box. Elicit other drinks
oil
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that can be ordered as count nouns.
EXERCISE 4 page 216 SKILL PRACTICE: READING

Time: 5–10 min. Bring in, or display, a metric conversion chart. Have
Answers: 1. milk; 2. candy; 3. coffee; 4. Olive oil; 5. salt; students read through the different measurements
6. sugar; 7. information; 8. advice in pairs and compare the terms for customary units
used in the United States with metric units used in
EXERCISE 5 page 216 other countries. Have them share their height in
Time: 10–15 min. feet/inches and in centimeters.
Answers: 1. vegetables; 2. potatoes; 3. sugar; 4. fries;
5. cholesterol; 6. carrots; 7. broccoli; 8. spinach; 9. peas;
84

EXERCISE 6 page 217
the first city to ban the sale of plastic water bottles.
Time: 5–10 min.
The city aims to achieve zero net waste by 2020,
Answers: 1. cups of; 2. piece of/slice of; 3. pounds of/
and the ban helps advocates move closer to this
kilos of/pieces of/slices of; 4. loaf of; 5. slices of/pieces of;
goal. Violators of the ban—people who sell or buy
6. bag of/pound of/kilo of; 7. bowl of/cup of; 8. teaspoon
plastic water bottles—can be fined up to $1,000.
of/spoonful of; 9. bowl of; 10. ears of
Online search terms: water composition of the
human body infographic; water bottles that use
SKILL PRACTICE: READING AND SPEAKING
less plastic; sport drinks nutrition facts; water
Have students bring in a recipe for their favorite
consumption patterns graph
dish. Ask them to bring in accompanying images
if possible. Have students get in pairs and read the
recipes aloud. Have volunteers share the recipes
with the class. SKILL PRACTICE: LISTENING
g
in
R E AD I N G 2 9.3
questions, such as: What foods have water?
The Importance of Water page 218
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(watermelon, milk, juice, etc.) What percentage of
your body is made up of water? (60 percent) What
a
Time: 5–10 min.
are three factors that determine your need for water?
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1. Have students look at the photo. Ask: What are the
(your health, your physical activity, and where you
children doing? (drinking water during a training
live) Why do athletes lose more water? (They sweat
session)
c more.) Repeat the audio if necessary.
hi
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3. Pre-teach any vocabulary words your students may 9.4 Many, Much, and A Lot Of with
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not know, such as source, humid, sweat, and athlete. Large Quantities page 219
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4. Ask: What do you use water for on a daily basis? How

Time: 10–15 min.
many glasses of water do you normally drink in a day?
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experiences. 1. Do you spend a lot of money when you buy food?
2. How much money do you spend?
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COMPREHENSION page 219 3. How many days a week do you eat out?
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Time: 10–15 min. Have students ask and answer the questions in pairs.
Answers: 1. F; 2. T; 3. T Then ask: What is the difference between many, much,
at
and a lot of? When do we use them? Have students

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analyze the sentences in pairs. Have volunteers share

Time: 5–10 min. their answers with the class.
Answers: 2. Have students look at grammar chart 9.4 and
1. Possible answer: Because of good advertising; famous compare their ideas. Read through the examples and
athletes drink them. have students circle the noun after the quantity words
2. Answers will vary. (e.g., people, water, calories, coffee, oranges, water).
3. Have students work in pairs to rewrite the affirmative
CONTEXT NOTE and negative statements as questions with short
Supermarkets, colleges, and even whole cities are answers (e.g., Do you drink a lot of water? Yes, I do./No,
beginning to ban plastic bottles in the United States. I don’t.).
In November of 2015, San Francisco, California, was 4. Direct students’ attention to the Notes. Provide
additional examples of sentences that omit nouns.

EXERCISE 7 pages 219–220 following the quantity words as you review the
Time: 5–10 min. statements and questions.
Answers: 1. a lot of; 2. A lot of/Many; 3. a lot of, much/a 4. Direct students’ attention to the Notes. Provide several
lot; 4. many/a lot of; 5. a lot of, much/a lot; 6. a lot of/ additional examples of any or some in statements and
much; 7. many; 8. much; 9. many/a lot of; 10. a lot of questions.
SKILL PRACTICE: SPEAKING SKILL PRACTICE: SPEAKING

In pairs, have students ask and answer items 7 and Have students sit or stand in a circle. Start the
8 from Exercise 7. activity by saying: Let’s go shopping! I’m going to
buy some ______ (e.g., some apples, some rice). The
student to your left has to continue the shopping
list by saying, I’m going to buy some ______
9.5 A Few and A Little with Small (what you just said) and a/an/some/a few ______
Quantities page 220 (something new). Then the next student to the
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left continues by adding another item to the list:
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Time: 5–10 min.
I’m going to buy some ______ and a/an/some/a
Have students look at grammar chart 9.5. Have students
few ______ and a/an/some/a few _____. Repeat
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circle the nouns after the quantity words as volunteers
the activity as long as possible. When a student
read through the examples. Provide additional examples
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forgets, allow them to get help from the class. Be
as necessary.
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sure to correct students’ grammar when necessary.

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EXERCISE 9 page 221
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Write the word “moderation” on the board and
Time: 5–10 min.
discuss its meaning with the class. Have students
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Answers: 1. an; 2. some/any; 3. any; 4. a; 5. any; 6. some;

work in pairs to make a list of things that are good
7. no; 8. an; 9. any/some; 10. some; 11. any; 12. no
in moderation.
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EXERCISE 8 page 220 Time: 5–10 min.

Time: 5–10 min. Answers: 1. a lot of; 2. a lot of; 3. no; 4. any; 5. some/a
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Answers: 1. a little; 2. a few; 3. a little; 4. a little; 5. a few; little; 6. a lot of; 7. a little/some; 8. much/a lot of/any;
6. a little; 7. a little; 8. a few; 9. a few 9. a little/some; 10. a little/some/a lot of, any/a little/
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some/a lot of; 11. any; 12. any/much/a lot of; 13. many
9.6 A/An, Some, No, and Any

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page 220 Have students compare answers to Exercises 9 and

10 in pairs. For the items where more than one
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Time: 10–15 min.

answer is possible, have students explain why.
1. Have students close their books. Write the following
nouns on the board: peach, apple, banana, water,
salt, raisin, grape, watermelon, potato, and oil. Have ABOUT YOU page 222
students work in pairs to divide them into count and Time: 10–15 min.
noncount nouns. Write the two lists on the board. Answers to the questions will vary.
2. Then have students work in pairs to make the singular 1. Do you eat much candy?
count nouns plural. Have volunteers write the plural 2. Do you drink much orange juice?
nouns next to the singular nouns on the board. 3. Do you eat much rice?
3. Have students look at grammar chart 9.6 and 4. Do you drink much milk?
compare their ideas. Have students circle the nouns
86

5. Do you eat much fish? R E AD I N G 3 9.4
6. Do you each much chicken?
7. Do you eat much bread? Eat Less, Live Longer page 225
8. Do you drink much water? Time: 5–10 min.
9. Do you eat much cheese? 1. Have students look at the photo and read the caption.
10. Do you drink much coffee? Ask: Where is the woman in the photo from? (Okinawa,
11. Do you drink much tea? Japan) What is she doing? (inspecting seaweed)
12. Do you eat much fruit? 2. Have students read the title and then skim the
13. Do you drink much soda? reading. Ask: What is the reading about? How do you
SKILL PRACTICE: SPEAKING 3. Pre-teach any vocabulary words your students may
not know, such as typical, calorie, and diet.
Have students repeat the About You exercise
4. Ask: Who is your oldest family member? How long
with new partners. This time, have them provide
do you want to live? Have volunteers share their
explanations for their answers (e.g., I don’t drink
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much milk because it makes my stomach hurt. I drink
in
a lot of water because I exercise a lot.). Take a class
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survey and record similarities among the students’
Time: 10–15 min.
eating and drinking habits.
a
Answers: 1. T; 2. T; 3. F
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EXERCISE 11 pages 222–223 THINK ABOUT IT page 226
Time: 10–15 min.
c Time: 5–10 min.
hi
Answers: 1. many; 2. a lot of; 3. a few; 4. a lot of; 5. any; Answers:
6. some; 7. a; 8. much; 9. a lot of; 10. a lot of/many; 1. Possible answer: Because it’s their tradition; because
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11. a lot of; 12. much; 13. any; 14. a lot of; 15. a lot of good health is important to them.
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Have students practice the conversation in CONTEXT NOTE

Exercise 11 in pairs. Have volunteers role-play all or A “blue zone” is a region of the world where people
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part of the conversation in front of the class. live longer and are healthier than anywhere else on
earth. Here, living a healthy life to 90 or 100 years,
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without medications or disabilities, is common. The

five blue zones are the Italian island of Sardinia,
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Time: 10–15 min.

Okinawa in Japan, Loma Linda in California, the
Answers: 1. some/a few; 2. some/a cup of/a; 3. any/some;
Nicoya Peninsula in Costa Rica, and the island
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4. some/a little/a lot of; 5. any; 6. some/a little; 7. piece

of Ikaria in Greece. Journalist Dan Buettner, in
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of/slice of; 8. some/a glass of/an; 9. any/some; 10. some;

partnership with National Geographic, researched
11. any/some; 12. any/some; 13. slice of/piece of;
the secrets to longevity in these communities and
14. scoop; 15. any/some; 16. some; 17. serving/plate/
found that lifestyle choices around physical activity,
bowl/cup; 18. some/a little; 19. any
nutrition, stress, and spirituality are among the top
factors affecting how long someone will live.
Time: 10–15 min. Online search terms: map of the world’s blue zones;
Answers will vary. graphs of obesity rates worldwide; videos of food
commercials; photos of typical American school
lunches; photos of the Okinawan diet; what we can
learn about longevity from blue zones

ABOUT YOU page 227
SKILL PRACTICE: LISTENING Time: 5–10 min.
For extra listening practice, have students listen Answers will vary.
questions, such as: Why are many American children SKILL PRACTICE: SPEAKING
obese? (They spend too many hours watching
Have students share their bad habits in small groups.
TV and don’t get enough exercise.) How much
Have the groups share strategies for breaking bad
less than the average American do Okinawans
habits. Ask a volunteer from each group to share
eat? (40 percent less) How can we live longer and
one strategy and compile a list on the board.
healthier lives? (eat less and exercise more) Repeat
the audio if necessary.
Time: 5–10 min.
9.7 A Lot of and Too Much/ Answers: 1. too; 2. too many; 3. too; 4. too; 5. too much;
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6. too much
Too Many page 226
in
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Time: 5–10 min.
Time: 5–10 min.
Answers: 1. too; 2. too much; 3. a lot of; 4. too many, too
a
1. There are a lot of people on the bus today. It
much; 5. a lot of; 6. too much; 7. a lot of; 8. a lot; 9. A lot of
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must be rush hour.
2. There are too many people on the bus today. I
can’t get on!
c
Time: 5–10 min.
hi
3. These shoes cost a lot of money, but the quality is Answers: 1. too; 2. a lot of; 3. a lot of/bags of; 4. a cup
very good.
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of/some; 5. a lot of/much/any; 6. a few/some/a lot of/a

4. These shoes cost too much money. I won’t buy bag of; 7. a can of/some/a little/a lot of; 8. no; 9. much;
them!
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10. any; 11. a lot of; 12. piece of; 13. too; 14. some/a lot of
2. Have students analyze the sentences in pairs. Ask:
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What is the difference between examples 1 and 2, and ABOUT YOU page 229
examples 3 and 4? Have volunteers share their ideas Time: 10–15 min.
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with the class. Answers will vary.

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compare their ideas. Have volunteers read the FUN WITH GRAMMAR page 229
examples aloud. Review the explanations. Time: 10–15 min.
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4. Go over the Grammar in Use box. Elicit more examples Answers will vary.
of common complaints.
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SUMMARY OF UNIT 9
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Time: 10–15 min.
Time: 20–30 min.
Answers: 1. many; 2. much; 3. a lot of; 4. a lot; 5. a lot of;
6. many; 7. a lot of; 8. a lot of; 9. a lot of; 10. a lot; QUANTITY WORDS AND PHRASES WITH
11. a lot of; 12. a lot of COUNT AND NONCOUNT NOUNS
Have students imagine their perfect world. Have them
discuss what this world would have and not have in
pairs. Then have students write a short paragraph about
Have students practice the conversation in Exercise
their perfect world. Circulate and give help as needed.
13 in pairs. Have volunteers role-play all or part of
Encourage students to use as many different quantity
the conversation in front of the class.
words and count/noncount nouns as possible. Write
model sentences on the board if necessary (e.g., In my
88

perfect world, there are a lot of nice people. There are a few
cars but not too many because they cause pollution.). Have
volunteers present their perfect worlds to the class.
If necessary, have students review: PART 1 EDITING ADVICE

Time: 10–15 min.
9.1 Count and Noncount Nouns—An Overview (page 213)
9.2 Groups of Noncount Nouns (pages 214–215) PART 2 EDITING PRACTICE
9.3 Units of Measure with Noncount Nouns (page 217) Time: 10–15 min.
9.4 Many, Much, and A Lot Of with Large Quantities Answers: 1. good advice; 2. C; 3. very; 4. advice; 5. any/
(page 219) enough; 6. a lot; 7. a cup of coffee; 8. a little sugar/a
9.5 A Few and A Little with Small Quantities (page 220) spoonful of sugar/a teaspoon of sugar; 9. C; 10. friends;
9.6 A/An, Some, No, and Any (page 220) 11. ø; 12. too 13. C
9.7 A Lot Of and Too Much/Too Many (page 226) WRITING TIP
Time: 5–10 min.
GROUPS OF NONCOUNT NOUNS
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Ask students to think of the very first thing they ate or
Have students sketch simple illustrations to represent
in
drank today, and share it with a partner. Read the tip.
some of the nouns in each group. Encourage them to
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be creative and use symbolism for the abstract nouns in
PART 3 WRITE
Group D. Have volunteers share their sketches with the
a
Time: 30–40 min.
class for the class to guess which noncount nouns they
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1. For the first prompt, review the meaning of habit and
represent.
typical. Have students share their eating habits in pairs
If necessary, have students review: or small groups. Have volunteers share their ideas
9.2 Groups of Noncount Nouns (pages 214–215) c and write them on the board. Encourage students to
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organize their thoughts and make notes before they
UNITS OF MEASURE WITH
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begin to write. Remind them to include any useful and

NONCOUNT NOUNS relevant vocabulary from this unit on healthy living
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Assign items from the chart at random and have and to use quantity words and phrases. If necessary,
students sketch them for others to guess (e.g. an ear of write model topic sentences on the board.
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corn, a piece of pizza, a tube of toothpaste). Make it a

2. For the second prompt, have students get in small
competition with teams if desired. Award points for how
groups with classmates from the same country or
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many words are guessed by a team in a minute. Switch

culture and brainstorm food and eating habits. Then
artists each time.
jigsaw the groups and have students from different
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If necessary, have students review: countries or cultures share their food and eating
9.3 Units of Measure with Noncount Nouns (page 217) habits. Encourage students to organize their ideas
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before writing. Write model topic sentences on

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the board.
REVIEW
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PART 4 EDIT
Time: 15 min.
Time: 15–20 min.
Answers: 1. some; 2. much; 3. A few; 4. some; 5. an;
6. some; 7. any; 8. a few; 9. a; 10. no; 11. a lot; 12. any;
13. a lot of; 14. a cup of coffee; 15. some; 16. too many;
17. a little

1. Have students make a welcome pamphlet
for newcomers to the United States. In the
pamphlet, ask them to give advice and
suggestions about how to stay healthy in the
United States. Be sure they use quantity words
and units of measure. Find a local newcomer
organization, if possible, and have students
meet new people and share their pamphlets.
2. Ask students to choose one thing they like
about their lifestyle and one thing they’d like
to change. Have them write a short paragraph
about these habits. Encourage them to end the
paragraph with how they will change their bad
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habits.
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3. Show students a map of local farmers’ markets.
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Have them go to a farmer’s market and take
notes on their experience (e.g., answers to
a
these questions: How many people were there?
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How much was the food? Do you think it cost
too much? Why?). Have students write a brief
summary of their experience.
c
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4. Have students get in small groups and choose
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a kind of party to plan (e.g., a dinner party,

birthday party, baby shower, New Year’s Eve
gr
party). Each group needs to plan who will be in

charge of what (e.g., food, music, decorations,
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invitations). Each group member needs to write

a shopping list including specific quantities of
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the items they’ll buy. The groups should share

their party plans with the class.
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90

UNIT
10 GREAT WOMEN
GRAMMAR CHARTS
II, women were able to serve as nurses in military
10.1 Adjectives and Adverbs of Manner (page 237)
hospitals as well as take on other support roles,
10.2 Adjectives (page 238) such as telephone operators. During the Iraq War
10.3 Noun Modifiers (page 241) and operations in Afghanistan in the early 2000s,
10.4 Adverbs (page 243) women began to serve in active-duty military roles.
10.5 Spelling of -ly Adverbs (page 244) As of 2019, there are approximately 2.5 million
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10.6 Very and Too (page 248) women serving in the US Armed Forces, including
63 female generals and admirals, more than
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10.7 Enough (page 249)
doubling in number between 2000 and 2018. Also,
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women have long been vocal in the political sphere.
UNIT OPENER
Their voice was first recognized in print through
a
books and newspapers but they soon became
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Ask: Who is this woman in the photo? (a firefighter) What
vocal in public debates and reform movements,
does the photo tell us about her work? (It is intense,
particularly abolitionism. Organization and activism
dangerous, and requires lots of dedication and focus.)
Have students read the quotation. Ask: Do you agree with c
intensified during the Progressive Era around
hi
issues like prohibition, suffrage, education, and
the quote? Why or why not? For more discussion questions,
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public health, and the U.S. government officially

open the activity on the Classroom Presentation Tool.
granted women the right to vote by establishing the
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nineteenth amendment in 1920. Women continue to

CONTEXT NOTE make process in American politics, and 2019 marked
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The role of women in the American workforce, the first year that more than two women competed
military, and politics has grown significantly over to become the presidential candidate for the same
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the years. In the early 1800s, many young American major political party.
women worked as servants or in shops and ABOUT THE QUOTE
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factories but were typically expected to become Dame Jane Morris Goodall, an English primatologist
full-time housewives after marrying young. This and anthropologist born in 1934, has dedicated
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trend continued until the mid-1900s when World over 55 years to the study of chimpanzees. She
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Wars I and II made it necessary that women work focused on studying their family and social life,
in industries such as manufacturing. Around this and, contrary to common practice, she gave names
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same time, women’s access to and enrollment to the chimpanzees she studied, developing
in universities increased, and in 1963, President close relationships with them. She observed their
Kennedy signed the Equal Pay Act to prohibit gender affection, emotions, family bonds, signs of rational
discrimination in the workplace. Today, there are thought and the use of tools, as well as more
more women than men studying in the American aggressive behaviors. Also an activist, Goodall
university system, and women are represented in advocates strongly for environmental conservation
almost every industry. Women have also played and the protection of chimpanzees. The Jane
an important role in the Armed Forces. During the Goodall Institute continues to support research in
American Civil War, it is estimated that between Gombe Stream National Park, Tanzania, and the
400 and 750 women disguised themselves as men youth organization Roots and Shoots educates
to serve in the military. During World Wars I and young people in conservation efforts.
Unit 10 Great Women 91

R E AD I N G 1 10.1
Online search terms: Animated Hero Classics: Helen
Helen Keller page 236 Keller; Helen Keller quotes; The Miracle Worker movie
clips; Helen Keller photos; video introduction to
Time: 5–10 min.
American Sign Language (ASL)
Ask: Who are the people in the photo? (Helen Keller and
her teacher Anne Sullivan) What are they doing? (Anne
Sullivan is “talking” to Helen using her fingers.) SKILL PRACTICE: LISTENING
2. Have students read the title and then skim the For extra listening practice, have students listen
reading. Ask: What is the reading about? How do you to the audio again. Ask a few comprehension
know? Have students make predictions. questions, such as: What happened when Helen
3. Pre-teach any vocabulary words your students may couldn’t understand anything? (She became
not know, such as remarkable, wild, patient, and frustrated and angry.) How did Helen eventually talk
equally. and read? (She talked with her fingers and read
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4. Ask: Do you know anyone who is blind? Do you know braille.) How old was Helen when she graduated
in
anyone who is deaf? What challenges does he or she from college? (24 years old)
have? What challenges would you have if you were blind
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and/or deaf? Have volunteers share their knowledge
a
and personal experiences.
10.1 Adjectives; Adverbs
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COMPREHENSION page 237 of Manner page 237
Time: 10–15 min.
Answers: 1. F; 2. T; 3. T c
Time: 10–15 min.
hi
The young girl ran quickly. Ask students what the
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THINK ABOUT IT page 237 subject and verb are. Underline and label the girl,
Time: 5–10 min.
and ran. Circle the words young and quickly and ask
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Answers will vary. students what these words are. Give students time to
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discuss in pairs.
CONTEXT NOTE 2. Elicit student ideas and then label young as an
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Gallaudet University was the first school established “adjective” and quickly as an “adverb.” Ask students
for the advanced education of the deaf and hard of what an adjective does and what an adverb does.
hearing. Founded in 1864, it began as a grammar Give students time to discuss in pairs.
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school and grew to become the most prominent 3. Elicit student ideas and then tell students: Adjectives
private university in the world to specifically
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describe nouns. We can use adjectives before nouns

cater to and provide services to deaf and hard or after the verbs be, become, look, seem, and other
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of hearing students. It is federally funded and sense-perception verbs. Elicit additional adjectives and
authorized to grant and confirm college degrees
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write student ideas on board. Then say: Adverbs tell

to both undergraduate and graduate students. The how or in what way we do things. They usually follow
institution is bilingual with both American Sign the verb phrase. Elicit additional adverbs and write
Language and English used for course instruction student ideas on board.
and among members of the college community. 4. Write the sentences from the grammar chart on the
Hearing students are also admitted; in fact, the board. Have volunteers come to the board and underline
university was named after an advocate for deaf the adverb or adjective and explain their choice.
education who was not deaf, Thomas Hopkins 5. Then have students look at grammar chart 10.1 and
Gallaudet. compare their work. Point out that there are different
kinds of adverbs, and these adverbs are of manner, or
how we do things. Address any additional questions.
92

EXERCISE 1 page 237 10.2 EXERCISE 3 pages 238–239
Answers: 1. T; 2. F; 3. F Answers: 1. healthy; 2. frustrated; 3. wild; 4. patient;
5. excited; 6. intelligent; 7. Blind; 8. equal; 9. young;
10. unusual; 11. traditional; 12. dead
Time: 10–15 min.
Answers: 1. popular; 2. annually; 3. simple; 4. beautiful;
5. dead; 6. black; 7. beautiful; 8. famous; 9. national; SKILL PRACTICE: SPEAKING AND
10. carefully; 11. honestly; 12. perfect; 13. strongly; WRITING
14. unusual; 15. traditional; 16. American In pairs, have students share what they were like
when they were younger. Ask them to pick five
adjectives and write three sentences describing
themselves in the simple past tense.
Have students cover Exercises 1 and 2 and describe
Maya Lin and her accomplishments in pairs.
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Remind them to use adjectives and adverbs of ABOUT YOU page 239
in
manner. Have volunteers share their descriptions. Time: 5–10 min.
Answers will vary.
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10.2 Adjectives page 238
a
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Time: 10–15 min. Have students collect more information and
1. Have students close their books. Say: I’m going to read photos about the popular place or beautiful
you some statements about adjectives; tell me if they are
c monument they named in the About You exercise.
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true or false. Read these statements: Have them prepare a short presentation with
visual aids for the class.
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a. Adjectives describe verbs. (false)

b. Adjectives are always singular. (true)
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c. Some words that end in -ed are adjectives—for EXERCISE 4 page 239
example, married. (true) Time: 5–10 min.
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d. We can never put two adjectives before a noun. 1. serious ones; 2. long one; 3. great one; 4. amazing
(false) ones; 5. simple ones; 6. new one
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2. Then have students look at grammar chart 10.2

and check their answers. Have volunteers read the
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examples aloud. Review the explanations and provide

additional examples as necessary. Have students bring in pictures of their family or
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3. Go over the Grammar in Use box. Elicit sentences with pull up pictures on their phones. In small groups,
asleep, afraid, and alone. have students describe their family members using
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the adjectives from pages 236–239.

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Collect a number of images. Display the images R E AD I N G 2 10.3
one by one, leaving each image up for only 2
minutes. After time is up, display the next image. Lilly Ledbetter page 240
During this time, the students need to think of as Time: 5–10 min.
many adjectives as they can that describe each 1. Have students look at the photo and read the caption.
image in pairs and write them. After all images have Ask: Who is this woman? (Lilly Ledbetter) Where is she? (in
been shown, have students write one sentence front of the tire company she worked for, Goodyear Tires)
describing each image. Ask volunteers to read their 2. Have students read the title and then skim the
sentences aloud for the class to guess which picture reading. Ask: What is the reading about? How do you
they’re describing. know? Have students make predictions.

not know, such as salary, performance, expenses, and Online search terms: wage gap infographic; video
retirement. Lilly Ledbetter telling her story; ways to improve
gender equality in the workplace; video about the
4. Ask: Do you think certain jobs are better for women
Equal Pay Act of 1963
and certain jobs are better for men? If so, which ones
and why? Do women and men get paid the same
amount of money for the same job in your country?
Have volunteers share their knowledge and personal SKILL PRACTICE: LISTENING
experiences. For extra listening practice, have students listen
COMPREHENSION page 241 questions, such as: Do women get paid more or less
Answers: 1. F; 2. T; 3. F than men in the United States? (less) What was Lilly
Ledbetter’s job in 1979? (manager at a tire company)
THINK ABOUT IT page 241 How much more money were Lilly Ledbetter’s male
co-workers making than her? (40 percent more)
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Time: 5–10 min.
Answers: What did she do when she found out? (sued the
in
1. Possible answers: Not getting promoted; not getting company) Repeat the audio if necessary.
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the good assignments/tasks; having different
standards of achievement than others.
a
10.3 Noun Modifiers page 241
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Time: 10–15 min.
CONTEXT NOTE
One of the leading contributors to the pay gap is c
1. Ask students what kinds of payments they or their
hi
parents have to make (e.g., car, house, phone,
what is known as the opportunity gap—the fact that
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electricity and gas, student loan). Write students’ ideas
there are far fewer women than men in high-ranking
on the board (e.g., Ahmad makes phone payments.
positions. While most people, regardless of gender,
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Haley makes rent payments.). In each example,

enter the workforce at a similar base level, men
underline the noun modifier. Say: We can use a noun to
tend to advance in their careers more quickly than
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describe another noun. Point out that when two nouns

women. According to crowdsourced data gathered
come together, the second noun is more general. The
by PayScale Inc. in 2019, 47 percent of men and
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first noun describes the second noun. Ask questions

40 percent of women are promoted to the role of
about the examples (e.g., What kind of payment
manager by mid-career (age 30–44), and 57 percent
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does Ahmad make? What kind of payment does

of men and 41 percent of women arrive at this level
Haley make?).
by late-career (age 45+) Part of the reason for this is
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that absences for maternity leave and for taking care 2. Have students look at grammar chart 10.3. Have
volunteers read the examples aloud. Review the
at
of elderly family members disproportionately affect

women, and this contributes to lost income and explanations, asking questions about the examples
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often limits career advancement. Overall, according (e.g., What kind of information can workers not discuss?
to data from the Bureau of Labor Statistics, there What other kinds of information might people talk
are significantly more men than women in fields about in the workplace?).
that pay more, such as STEM fields. The pay gap is 3. Have students think about their house or apartment.
even wider when race is considered. It has been Encourage them to notice all the different noun
calculated that, as a whole, for every dollar a white modifiers they use to describe the different rooms
man earns, an Asian-American woman earns and machines they have.
85 cents, an African-American woman 61 cents, 4. Direct students’ attention to the Note. Have students
a Native American woman earns 58 cents, and a read through the list in pairs and look in their
Hispanic woman earns 53 cents. dictionaries for the meaning of words or phrases they
don’t know.
94

EXERCISE 5 pages 241–242 4. Direct students’ attention to the Notes and provide
Time: 5–10 min. additional examples as necessary.
Answers: 1. war memorial; 2. college student; 3. sign 5. Go over the Grammar in Use box, and elicit additional
language; 4. eyesight; 5. stone wall; 6. bookstore; examples of really in conversation.
7. 25-year-old man; 8. mailbox; 9. 12-hour shift;
10. 20-mile trip EXERCISE 7 page 244
Time: 5–10 min.
Answers: 1. A: great, B: patiently; 2. A: quickly, B. clearly;
3. A: well, B: excellent; 4. A: beautiful, B: honestly;
Have students read the sentences from Exercise 5
5. A: directly, B: late, definitely; 6. A: hard, B: happy,
aloud in pairs. Have them write five more
finally, fast; 7. A: hardly, B: certainly
sentences using noun + noun combinations in the
Note of grammar chart 10.3 (e.g., A store that sells
drugs (medicine) is a drugstore.). SKILL PRACTICE: WRITING
Have students compare their answers to Exercise 7.
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Then have them write sentences using the
in
EXERCISE 6 pages 242–243 opposite answer, changing the structure as
Time: 5–10 min. necessary. For example, opposite sentences for
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Answers: 1. TV program; 2. wheelchair; 3. basketball item 1: A. Helen admired Anne greatly. B. Anne was
player; 4. ten-year-old child/10-year-old child; 5. college
a
a patient teacher. Have students share sentences
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team; 6. bachelor’s degree; 7. community health; 8. gold with the class.
medal; 9. a car accident; 10. silver medal; 11. an athletic
director
c
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10.5 Spelling of -ly Adverbs page 244
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Have students work in small groups and assign Time: 10–15 min.
each group one of the following to look up online: 1. Have students close their books. Copy the columns
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the Special Olympics, the Deaflympics, and the and rows of adjectives and adverbs from grammar
chart 10.5 on the board. Have students analyze the
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Wounded Warrior Games. Have them describe

these events to the rest of the class. adjective and adverb spelling changes in pairs and try
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to guess the spelling rules.

2. Have students look at grammar chart 10.5 and compare
their rules. Point out the exception in the Note.
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10.4 Adverbs page 243

EXERCISE 8 page 245
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Time: 10–15 min.

1. Have students look at grammar chart 10.4. Review Time: 10–15 min.
at
the examples and explanations row by row. Have Answers: 1. badly; 2. well; 3. lazily; 4. truly; 5. bravely;
6. fully; 7. probably; 8. politely; 9. fast; 10. constantly;
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volunteers read the examples aloud. For the adverbs of

manner, ask questions about the examples to point out 11. terribly; 12. beautifully; 13. responsibly; 14. early
the adverbs and to review the reading (e.g., How did
Lilly Ledbetter act? How did the company treat women?). EXERCISE 9 page 245
2. Review the adjectives and adverbs that have the same Time: 5–10 min.
form. Elicit example sentences for fast and late. Answers: 1. finally; 2. equally; 3. hard; 4. slowly;
3. Point out the word order in the examples. Explain that 5. fully; 6. carefully; 7. simply; 8. annually; 9. strongly;
an adverb of manner usually comes after the verb 10. probably; 11. really
or verb phrase, and that the adverb very can come
before other adverbs to indicate a high degree.

problems? Have students share their thoughts in
SKILL PRACTICE: WRITING pairs before asking volunteers to share some ideas
Have students work in pairs to turn the statements with the class.
in Exercise 9 into questions and short answers (e.g.,
1. Did Congress finally pass a new law? Yes, it did.). COMPREHENSION page 248
Review as a class. Time: 10–15 min.
Answers: 1. T; 2. T; 3. F
EXERCISE 10 pages 245–246 THINK ABOUT IT page 248

Answers: 1. constantly; 2. happy; 3. impolite; 4. rudely; Answers will vary.
5. well; 6. late; 7. angry; 8. completely; 9. hard;
10. positive; 11. active; 12. frequently; 13. fluently; CONTEXT NOTE
14. quickly; 15. curious; 16. frequently; 17. good
The term “First Lady” refers to the hostess of the White
House, traditionally the spouse of the President,
g
SKILL PRACTICE: SPEAKING though sometimes, in the absence of one, it has been
in
Have students choose two people who are another family member or close friend. The roles and
rn
opposites to compare. Have them describe these responsibilities of the First Lady are largely traditional
two people to a partner, using Exercise 10 as a and symbolic, and have evolved over the years. The
a
model. Have volunteers share their descriptions main role is to host official ceremonies and events at
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with the class. the White House and attend important functions with
the President or, perhaps, in place of the President.
c
Over the years, First Ladies have used their influence
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EXERCISE 11 page 246 to take up social causes that they are concerned
Time: 10–15 min. about, such as literacy, poverty, healthcare, drug
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Answers: 1. small child; 2. wildly; 3. well; 4. good; awareness, and education. The First Lady often
5. poor; 6. hard; 7. year; 8. clearly; 9. elementary school;
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remains in the public eye even after the President

10. intelligent; 11. sign; 12. quickly; 13. college classes; has left office, and many have been considered
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14. eyesight; 15. completely trendsetters, activists, and icons of American history.
Online search terms: historical pictures of US First

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R E AD I N G 3 10.4
Ladies; roles of the First Lady; Michelle Obama
Michelle Obama page 247 quotes; video Michelle Obama speech 2008 National
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Convention
Time: 5–10 min.
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Ask: Who is this woman? (Michelle Obama) What is she
at

doing? (reading to children, laughing)
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2. Have students read the title and then skim the For more listening practice, have students listen
reading. Ask: What is the reading about? How do you to the audio again. Ask a few comprehension
know? Have students make predictions. questions, such as: Was Michelle Obama born rich?
(no) Where did she meet Barack Obama? (at her
law firm) How long were the Obamas in the White
not know, such as importance, law firm, concerned, and
House? (eight years) Does Michelle Obama believe
high school degree.
that a high school degree alone is a good education?
4. Ask: What are some problems in society that you are
(no) Repeat the audio if necessary.
concerned about? If you had all the time and resources
you needed, what would you do to help solve these
96

Have students analyze the sentences in pairs. Ask:
10.6 Very and Too page 248 How are very, too, and enough used differently? What
Time: 5–10 min. kind of words do we use together with enough?
1. Have students close their books. Write on the board: 2. Have students look at grammar chart 10.7 and check
1. The bus was very full this morning. their answers. Have volunteers read examples aloud.
2. There were too many people! I couldn’t get on. Review the explanations.
Have students analyze the sentences in pairs. Point
out the use of too and very. Ask: Which shows that
Time: 5–10 min.
there’s a problem: too or very? (too)
Answers: 1. determined enough; 2. patient enough;
3. enough time; 4. good enough; 5. enough information;
their answer. Have volunteers read examples aloud.
6. strong enough; 7. enough money; 8. good enough
Review the explanations.
Provide several more examples of much too + adj/adv. SKILL PRACTICE: WRITING
g
Have students work in pairs to write five more
in
sentences about their daily lives using enough. Have
volunteers share their sentences with the class.
rn
Find the lyrics to a song that include the phrase
much too much. Create a cloze exercise, omitting
a
specific words in the lyrics. Play the song in class
Le
several times. As students listen, have them fill Time: 10–15 min.
in the missing words. As a follow-up, have a class Answers will vary.
discussion about the meaning of the phrase and
c
hi
provide additional examples of its use in everyday
English. SUMMARY OF UNIT 10
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Time: 20–30 min.

gr

ADJECTIVES AND ADVERBS
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Time: 5–10 min.

Have students close their books. On the board, write:
Answers: 1. very; 2. too/very; 3. very; 4. too/very; 5. very;
patient
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6. very; 7. very; 8. too; 9. very

beautiful
good
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SKILL PRACTICE: WRITING late

Have students work in pairs to write five more unfortunate
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sentences about their daily lives using very or too. Say: Write ten sentences with these words. Use each word
Have volunteers share their sentences with the class.
at
as an adjective and as an adverb. Then have students

compare their sentences with the ones in the chart.
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10.7 Enough page 249 10.1 Adjectives and Adverbs of Manner (page 237)
Time: 5–10 min. 10.2 Adjectives (page 238)
1. Have students close their books. Write on the board: 10.4 Adverbs (page 243)
1. The bus was very full this morning. 10.5 Spelling of -ly Adverbs (page 244)
2. There were too many people! I couldn’t get on.
3. Because of this, I didn’t have enough time to get
to work.
4. I didn’t feel rested enough this morning, and so I
was stressed.

ADJECTIVE MODIFIERS AND NOUN MODIFIERS REVIEW
Have students close their books. Create an exercise on the
board. Write: Time: 15 min.
hard Answers: 1. too old; 2. year; 3. health problems;
tire 4. paintbrush; 5. oil paintings; 6. very; 7. too old;
good 8. foreign language; 9. English class; 10. very; 11. quickly;
college 12. fast; 13. classmates; 14. hardly; 15. busy; 16. old
enough; 17. proud; 18. very; 19. history degree;
7-year-old
20. very; 21. probably; 22. late; 23. hard; 24. hard;
factory
25. very; 26. certainly; 27. good
new
eye
expensive FROM GRAMMAR TO WRITING
young
Then write the following in two columns:
g
Adjective Modifier Noun Modifier
in
Time: 10–15 min.
a _____ job a _____ job
rn
a _____ company a _____ company PART 2 EDITING PRACTICE
_____ sight _____ sight
a
Time: 10–15 min.
_____ tuition _____ tuition Answers: 1. really; 2. C; 3. married; 4. adult; 5. old
Le
a _______child a_______ child enough; 6. computer programming; 7. too/much too;
Say: Fill in each blank with an appropriate word. Then have 8. C; 9. flower shop; 10. very interesting job; 11. nice;
students compare the sentences on the board with the
c
12. C; 13. kindly; 14. C; 15. C; 16. English quickly;
hi
ones in the chart. 17. well; 18. C
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If necessary, have students review: WRITING TIP

10.2 Adjectives (page 238)
gr
Time: 5–10 min.

10.3 Noun Modifiers (page 241) Before going over the tip, ask: Where do we usually get
eo
information from? (the Internet) Is it OK to take information

VERY, TOO, AND ENOUGH from someone else and use it as your own? (no) Read the
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Have students close their books. Create an exercise on the tip. Suggest ways to cite sources, such as providing the
board. title of the article, the author, and date. Depending on
Write:
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students’ academic contexts, you might introduce APA

Lilly Ledbetter was brave. and/or MLA citations.
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She worked hard.

You’re never old to learn something new. PART 3 WRITE
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Some workers work slowly. Time: 30–40 min.

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Ledbetter was brave to fight for her rights. 1. For the first prompt, give your own example of a
Visitors to the Vietnam Veterans Memorial move slowly person you know that accomplished something great
to read all the names. at an older age or with disabilities. Have students help
Ledbetter didn’t make money. you write the beginning of a paragraph as an example
Say: Add very, too, or enough to these sentences. Then on the board. Then have students choose someone
have students compare the sentences on the board with to write about and do some research online. They
the ones in the chart. should record their sources. Have them write their
paragraphs individually. Remind them to include any
If necessary, have students review: useful and relevant vocabulary from this unit on great
10.6 Very and Too (page 248) women and to double-check their use of adjectives,
10.7 Enough (page 249)
98

adverbs, and noun modifiers. Have them exchange
paragraphsf or peer feedback.
2. For the second prompt, have students think of a
woman they admire and make a list of things they
could write about that woman. Have them tell a
partner about the person they are thinking of. Say:
You can write about anyone whom you admire—the
woman can be famous or just someone you know. Then
have them write their paragraphs individually. Collect
for assessment and/or have students present their
paragraphs to a group.
PART 4 EDIT
Time: 15–20 min.
g
in
1. Have students watch the movie The Miracle
rn
Worker. Alternatively, show some clips of the
a
movie in class, such as the scene when Helen
Le
Keller makes a connection between water and
language and realizes that Anne Sullivan has
been trying to teach her. Have them write a
short summary of the movie or clip. c
hi
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information about the following women. They

should write a brief report about who they are
gr
and what extraordinary things they did.

a. Maya Angelou
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b. Patsy Mink
c. Susan La Flesche Picotte
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d. Melissa Stockwell
3. Have students look up the American Sign
na
Language fingerspelling alphabet and find out

how to spell their names. Have them draw the
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hand symbols and then present their drawings

at
and name in sign language to the class.

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UNIT
11 AMERICAN EXPERIENCES
GRAMMAR CHARTS
Other distinctive American experiences include road
11.1 Comparatives and Superlatives—An Overview (page 257)
trips on Route 66, visits to historic places (such as
11.2 Some Common Comparatives and Superlatives national parks, monuments, trailheads), rodeos, Las
(page 258)
Vegas, and the jazz scene of New Orleans. Each one
11.3 Short Adjectives and Adverbs—Spelling of of these experiences embodies an important side of
Comparatives and Superlatives (page 259)
American history, society, and culture.
11.4 Using Superlatives (page 260)
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ABOUT THE QUOTE
11.5 Word Order with Superlatives (page 262)
in
Oscar Wilde was an Irish author, playwright,
11.6 Using Comparatives (page 264) and poet. He was one of London’s most popular
rn
11.7 Word Order with Comparatives (page 266) playwrights, known for his flamboyant personality
a
and quick wit, which he used in comedies such as
UNIT OPENER
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The Importance of Being Earnest, A Trivial Comedy
Have students look at the photo and read the caption. for Serious People, a play that made satire out of
Ask: How would you describe what you see in the photo? social obligations and institutions. He was also an
(It looks like there is half a man in a box and other fun
c
accomplished author. His most famous novel was
hi
attractions.) Where is this? (at the State Fair of Texas) Have The Picture of Dorian Gray, a story of a vain young
ap
students read the quotation. Ask: Do you agree with the man named Dorian Gray who wished for his portrait
quote? Why or why not? For more discussion questions, to age while he remained young and beautiful, so he
gr
open the activity on the Classroom Presentation Tool. could continue living his decadent lifestyle.
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CONTEXT NOTE
American culture is characterized by individuality, R E AD I N G 1 11.1
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strength, and a desire to seek out success and fulfill

one’s dreams while having adventures along the Climbing Denali page 256
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way. No matter how far one’s dreams take them from Time: 5–10 min.
home, Americans often look back to their hometown 1. Have students look at the photo and read the caption.
io
with a sense of pride and nostalgia. Those who don’t Ask: What is this a photo of? (a mountain ranger on
at
leave their home state still discover a world of local Denali, in Alaska) Have students study the chart. Ask:
adventures and experiences unique to the local area. What two things does the chart compare? (Denali and
N
One local American tradition is the county fair or Everest)

the larger state fair. These events, held outdoors in 2. Have students read the title and then skim the
late summer or early fall, date back to the country’s reading. Ask: What is the reading about? How do you
agricultural society. They were traditionally a way know? Have students make predictions.
for farmers to show off their best livestock, crops, 3. Pre-teach any vocabulary words your students may
and homemade products in a competitive, yet fun, not know, such as base, thin, busy, and deadly.
social gathering. Over the years, these events started
4. Ask: What is the tallest mountain you know about in
to include carnival rides, games, and all sorts of
the world? Are you interested in climbing to the top of
entertainment, as well as celebratory food served
these mountains? What is one challenging thing you
from booths or trucks, often fried and greasy but
want to do before you die? Have volunteers share their
also a proud representation of local flavors.
100

Time: 10–15 min. 11.1 Comparatives and
Answers: 1. F; 2. F; 3. F Superlatives—An
Overview page 257
Answers: 1. Have students close their books. Make two lists side-
1. Possible answer: Because they love climbing and by-side on the board:
it’s a challenge. Comparatives
2. Answers will vary. 1. The new smartphone is more expensive than the
older smartphone.
CONTEXT NOTE 2. China has more people than the United States.
The name Denali is a word borrowed from the Superlatives
Koyukon people, an indigenous Alaskan group. The 1. This new smartphone is the most expensive cell
g
word means “the high one” in Koyukon. Beginning in phone in the whole store.
in
1986, the mountain was known as Mount McKinley, 2. China is the most populated country in the world.
a name first given by a gold prospector and then
rn
Have students analyze the sentences. Ask: How are
officially established by the U.S. government to comparatives and superlatives different? How many
a
recognize President William McKinley. In 1975, the things do each compare?
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Alaskan legislature changed the name to Denali 2. Have students look at grammar chart 11.1 and
and requested the federal government to follow compare their ideas. Have volunteers read the
suit. However, it wasn’t until August 2015 that
the Secretary of the Interior and President Barack c examples aloud. Review the explanations.
hi
Obama announced the name would be changed to
SKILL PRACTICE: READING
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Denali in all federal documents. Although officially

changed, the name of the mountain is still under Have students go back to the reading Climbing
gr
public scrutiny and dispute. Denali and decide which of the words in boldface
are comparatives and which are superlatives. Ask
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Online search terms: photos of Mount Denali and volunteers to name the adjectives in the phrases,
the Northern Lights; maps of Mount Denali trails; and ask them to explain how they identified them
lG
photos of famous Denali mountain climbers; videos as a comparative or superlative (e.g., The highest
of people climbing Denali; Koyukon culture mountain in the world—there are many mountains
na
in the world, not just two, so it’s a superlative.).

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SKILL PRACTICE: LISTENING EXERCISE 1 page 257 11.2

at
For extra listening practice, have students listen Time: 5–10 min.
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Answers: 1. F; 2. NS; 3. T
questions, such as: What state is Denali in? (Alaska)
Why is Denali so difficult to climb? (It’s closer to EXERCISE 2 pages 257–258 11.2
the North Pole than other tall mountains.) When Time: 5–10 min.
did the first group of climbers reach the top? (in Answers: 1. most populated, more populated; 2. biggest,
1909) What is the busiest month for climbers? bigger; 3. largest, larger; 4. highest, higher; 5. tallest,
(June) When was the deadliest season? (May 1992) more famous; 6. most populated, more; 7. largest, larger;
How many climbers died? (11) Repeat the audio if 8. most, least; 9. oldest, newest
necessary.
Unit 11 American Experiences 101

Have students read the statements in Exercise 2 Have students get in pairs or small groups with
aloud in pairs and discuss whether or not they classmates from the same country, if applicable. Have
already knew that fact. Then have students discuss them write five sentences comparing important
the one place they most want to visit in the United places, people, or dates in their country. Suggest
States and why. they use Exercise 3 as a model. Then put students in
pairs or small groups with classmates from a different
country. If desired, give students time to pull up
photos of the places and people on their phones as
11.2 Some Common Comparatives they share information about their country.
and Superlatives page 258
Time: 10–15 min. EXERCISE 4 pages 259–260
1. Have students look at grammar chart 11.2. Go over Time: 10–15 min.
g
the examples and form(s) of each kind of adjective. Answers: 1. more interesting, the most interesting;
in
2. Ask: What is different about simple and quiet? Explain 2. younger, the youngest; 3. more beautiful, the most
beautiful; 4. better, the best; 5. more quiet/quieter, the
rn
that some two-syllable adjectives have two forms. Go
over the comparatives with two forms in the Grammar most quiet/the quietest; 6. thinner, the thinnest; 7. more
a
in Use box. carefully, the most carefully; 8. prettier/more pretty,
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3. Go over the irregular comparatives and superlatives, the prettiest/the most pretty; 9. worse, the worst;
as well as the quantity words. Give example sentences 10. more famous, the most famous; 11. luckier, the
luckiest; 12. simpler/more simple, the simplest/the most
as needed.
c
simple; 13. higher, the highest; 14. more important,
hi
4. Assign each student one of the adjectives in the
chart. Instruct students to write three sentences each the most important; 15. farther, the farthest; 16. more
ap
using the different forms (e.g., The building is tall. My foolishly, the most foolishly
apartment building is taller than this school. The Burj
gr
Kahlifa in Dubai is the tallest building in the world.). SKILL PRACTICE: WRITING
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Have students share their sentences in pairs. Have students choose three of the words from
Exercise 4 and use them to write sentences with
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EXERCISE 3 page 259 comparatives or superlatives about their personal

Time: 5–10 min. preferences. Have students share their sentences
Answers: 1. C; 2. C; 3. S; 4. C; 5. C; 6. C; 7. S; 8. S
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in pairs.
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11.3 Short Adjectives and

11.4 Using Superlatives page 260
at
Adverbs—Spelling
N
Time: 10–15 min.

of Comparatives and 1. Have students look at grammar chart 11.4. Have
Superlatives page 259 volunteers read examples aloud.
2. Have students underline the prepositional phrases
Time: 10–15 min.
in the examples and circle the preposition in the
Have students look at grammar chart 11.3. Review
phrases. Further explain the form and function of a
the rules and examples, providing more examples as
prepositional phrase as necessary.
necessary. Remind students that some forms are irregular
3. Direct students’ attention to the Note. Review
and need to be memorized. Refer them back to the
possessive adjectives if necessary and provide
second to last row of grammar chart 11.2 for reference.
additional examples.
Elicit more examples as needed.
102

them study the examples and identify the parts of
SKILL PRACTICE: SPEAKING speech and notice the word order.
Do a class brainstorm of feeling adjectives (e.g., 2. Have students compare their observations with the
happy, sad, relaxed, stressed, busy, annoyed, explanations in the chart. Go over each sentence on the
joyful). Write them on the board. Then, write the board and label the parts of speech above the words.
following sentence starter on the board: Point out and label the prepositional phrases, too.
The I’ve ever been in my life
was when … Have students share their life EXERCISE 7 page 262
experiences in pairs using the superlative forms Time: 5–10 min.
of the adjectives and this sentence starter. Have Answers: 1. the smallest state; 2. The biggest lake;
volunteers share their experiences with the class. 3. The largest population; 4. the most diverse population;
5. is increasing the fastest; 6. the youngest minority
group; 7. the coldest weather; 8. walk the most;
EXERCISE 5 page 261 9. The oldest trees; 10. is growing the most rapidly
Time: 5–10 min.
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Answers: 1. the largest; 2. The biggest; 3. The longest;
in
4. The highest; 5. the most popular; 6. the most SKILL PRACTICE: READING
Have students go back to the reading Climbing
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expensive; 7. the most beautiful; 8. the best; 9. the worst;
10. the oldest; 11. The most recent; 12. the farthest Denali. Have them underline all the superlative
a
phrases in the reading and circle the nouns they
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describe. Have students compare notes in pairs.
Have students discuss in pairs which statements
from Exercise 5 they already knew and which facts
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R E AD I N G 2 11.3
hi
are new for them.
Doing Things Differently page 263
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Time: 5–10 min.

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Time: 5–10 min.
Ask: What do you see in the picture? (people looking
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Answers will vary.

over the Grand Canyon)
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SKILL PRACTICE: WRITING AND SPEAKING reading. Ask: What is the reading about? How do you
Have students work in pairs to create a tourist know? Have students make predictions.
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brochure or poster for the community or city they 3. Pre-teach any vocabulary words your students may
currently live in. Have them include items 1, 2, 3, not know, such as portion, plain, sales tax, and rude.
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and 8 from Exercise 6. Give them time to research 4. Ask: What are some things you noticed were very
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additional facts about the city. Remind them different when you first arrived to the United States?
the brochure must use superlatives and be as What are some things Americans do that surprise you?
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attractive as possible. Have each pair present their Have pairs discuss their experiences together. Have
brochures or posters to the class. volunteers share their knowledge and personal
experiences.
11.5 Word Order with COMPREHENSION page 264

Time: 10–15 min.
Superlatives page 262 Answers: 1. T; 2. T; 3. F
Time: 10–15 min.
1. Copy the sentences from the chart on the board. THINK ABOUT IT page 264
Before students look at grammar chart 11.5, have Time: 5–10 min.

1. Because it would be expensive to change to the
metric system, and people would be resistant to 11.6 Using Comparatives page 264
changing. Time: 10–15 min.
2. Because restaurants want to satisfy the hungriest 1. Have students look at grammar chart 11.6. Have
customers, and people also expect to get large sizes. volunteers read the examples aloud. Review the
explanations. Review noncount and count nouns and
CONTEXT NOTES auxiliary verbs if necessary.
Sometimes Americans are surprised to find 2. Go over the Grammar in Use box. Elicit additional
unrefrigerated eggs in foreign supermarkets, even examples of the use of an object pronoun after than
though that is more common throughout the world. and the corresponding use of the subject pronoun
Eggs in the United States are washed, which makes followed by an auxiliary verb.
them require refrigeration, as opposed to eggs in
most countries, which are unwashed but have a EXERCISE 8 pages 264–265
natural layer of protection. Time: 5–10 min.
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Answers: 1. higher, than; 2. more difficult than; 3. older
While lunch is the biggest meal of the day in many
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than; 4. thinner than; 5. more colorful than; 6. more
countries, it tends to be smaller and quicker in the
expensive than; 7. worse than; 8. more slowly than;
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United States. Americans may have a sandwich,
9. farther than
paired with fruit or chips, or a salad with some kind
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of protein. However, many Americans eat an early
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dinner compared to other countries, between 5:00
Time: 5–10 min.
and 7:00 p.m. This is often a more relaxed and filling
Answers: 1. larger than; 2. wealthier than; 3. bigger than;
meal than lunch.
c
4. more expensive than; 5. cheaper than; 6. worse than;
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Americans like having personal space, much more 7. cooler than; 8. more pleasant than; 9. higher
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than some cultures. If someone gets too close in a

conversation, Americans will move away. It can be ABOUT YOU page 266
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helpful to imagine a round bubble of personal space Time: 10–15 min.

around people in public and to keep a distance of Answers will vary.
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about 60 centimeters during a friendly conversation.
Online search terms: food portions in the United

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States; history of U.S. currency; history of sales tax Have students write a paragraph comparing two
in the U.S.; American behaviors considered rude in
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cities in pairs. If possible, have students from

other countries; American culture the same country or region (South America, for
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example) compare towns and cities.

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to the audio again. Ask a few comprehension 11.7 Word Order with
questions, such as: How is money in the US different Comparatives page 266
from other countries? (It is plainer and not colorful.)
Time: 10–15 min.
Why is the number on the price tag less than what
1. Have students close their books. Make a matching
you actually pay in a store? (It doesn’t include sales
exercise on the board:
tax.) Why do some people think Americans are rude?
1. Houses in San Francisco are more expensive than
(They talk louder and laugh more frequently.)
houses in Chicago.
2. It rains less in San Francisco than in Chicago.
3. The Asian population is growing more quickly
than the Latino population.
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4.San Francisco has more sunshine than Chicago. ABOUT YOU page 269
a.Put more, less, better, and worse after a verb. Time: 5–10 min.
b.Put comparative adjectives after the verb be. Answers will vary.
c.
Put more, less, fewer, better, and worse before a
noun. SKILL PRACTICE: SPEAKING
d. Put comparative adverbs after the verb.
Do a class survey. Have students share their
Have volunteers match the examples with the
answers to 1, 4, 5, 6, 7, and 8 from the About You
explanations on the board. (Answers: 1. b; 2. a;
Exercise. Do students in the class have similar or
3. d; 4. c)
different ideas?
compare their answers. Review explanations.
Time: 10–15 min.
SKILL PRACTICE: READING Answers will vary.
Have students go back to the reading Doing
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Things Differently. Have them underline all the
SUMMARY OF UNIT 11
in
comparative phrases in the reading. Have students
compare notes in pairs and point out the two
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Time: 20–30 min.
things being compared.
COMPARATIVES AND SUPERLATIVES
a
WITH ADJECTIVES
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EXERCISE 10 page 267 Have students close their books. Say: Write a sentence
Time: 5–10 min. with big as a simple adjective, as a comparative, and as a
Answers: 1. longer; 2. hotter; 3. more rainy; 4. less
c
superlative. Do the same with happy and with populated.
hi
expensive; 5. smaller; 6. higher; 7. more people; Then have students compare their sentences with those
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8. growing faster in the chart.

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ABOUT YOU pages 267–268

11.1 Comparatives and Superlatives—An Overview
Time: 5–10 min.
(page 257)
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Answers will vary.

11.2 Some Common Comparatives and Superlatives
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(page 258)
11.3 Short Adjectives and Adverbs—Spelling of
Time: 10–15 min.
Comparatives and Superlatives (page 259)
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Answers: 1. much bigger than; 2. easier; 3. less traffic;

4. less time; 5. more expensive; 6. much farther; 7. more COMPARATIVES AND SUPERLATIVES
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exercise; 8. better public transportation than; 9. friendlier WITH ADVERBS

than; 10. safer than; 11. more activities; 12. more money Have students close their books. Say: Write a sentence
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than; 13. more quickly; 14. less equipment; 15. fewer with fast as a simple adverb, as a comparative, and as a
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workers; 16. much more comfortable; 17. much more superlative. Do the same with rapidly. Then have students
relaxed; 18. quieter/more quiet than compare their sentences with those in the chart.

11.2 Some Common Comparatives and Superlatives
Time: 5–10 min.
(page 258)
Answers: 1. hotter than; 2. the coldest; 3. warmer than;
11.3 Short Adjectives and Adverbs—Spelling of Compara-
4. the biggest; 5. the farthest; 6. more crowded than;
tives and Superlatives (page 259)
7. the most popular; 8. the most beautiful; 9. The tallest;
10. The most expensive COMPARISONS WITH LESS AND FEWER
Display images of Los Angeles and Seattle. Have students
discuss in pairs what they know about the two cities.
Write students’ ideas on the board. If necessary, give

students time to conduct online research. Then, have PART 3 WRITE
students write at least 5 sentences using less and fewer to Time: 30–40 min.
compare the two cities. Have students share in pairs and 1. For the first prompt, do a class brainstorm about
then compare their sentences with those in the chart. points of comparison between cities. Write class ideas
If necessary, have students review: on the board. Then have students write a paragraph
11.6 Using Comparatives (page 264) comparing two cities they know well, following the
model in the book. Remind them to include any
11.7 Word Order with Comparatives (page 266)
useful and relevant vocabulary from this unit on
WORD ORDER IN COMPARISON American experiences and to double-check their use
Have students close their books. Write the sentences from of comparatives and superlatives.
the three charts in this section on the board, but scramble 2. For the second prompt, do a class brainstorm of
the order of the words. Have students unscramble the important things to consider when choosing where
sentences and compare their sentences with the ones in to live. Write class ideas on the board. Have students
the charts. tell a partner about the most important things for
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them. Encourage students to organize their ideas
in
before writing. Then have them write their paragraphs
11.5 Word Order with Superlatives (page 262) individually.
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11.7 Word Order with Comparatives (page 266)
PART 4 EDIT
a
REVIEW
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Time: 15–20 min.
Time: 15 min.
Answers: 1. the most beautiful cities; 2. bigger than;
c
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3. the tallest buildings; 4. much farther; 5. better weather 1. Write on the board: living in the United States/
than; 6. the worst month; 7. much bigger than; 8. the living in your home country and living in big
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largest lakes; 9. much sunnier than; 10. best architects; cities/small towns. Elicit ideas for these two
11. much more expensive than; 12. safer; 13. more crime topics and write them on the board. Then
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than; 14. the most interesting cities have students choose one topic to write a
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comparison paragraph about.

2. Have students interview somebody who has
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lived in the United States their whole life.

Have students create questions and follow-up
questions around relevant topics, such as:
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Time: 10–15 min. a. good cars (e.g., Which cars are better
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than others? Why?)

PART 2 EDITING PRACTICE b. good presidents in the last 25 years
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Time: 10–15 min. c. beautiful U.S. cities

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Answers: 1. C; 2. bigger; 3. one of the biggest cities; d. popular singers in the United States
4. the largest; 5. C; 6. prettier; 7. than; 8. more interesting e. the best U.S. university (e.g., What do you
than; 9. more pollution than; 10. My oldest; 11. C; 12. the think is the best university in the United
most crowded subway; 13. C States? Why?)
f. the best movie of all time
WRITING TIP
g. the worst tragedy in American history
Time: 5–10 min.
h. the biggest problem in the United States
Read the tip. Brainstorm some factors about the city you
today
are in and another city that students know well. Write
three sentences as a class, following the guidelines. For Have students take notes as they interview,
each factor, write a comparative statement and then compile their results, and write a short
another statement that gives more detail. summary.
106

3. Have students use the Internet to find out
about the city where you (the teacher) grew
up. Have them find out:
a. the name of the mayor
b. the population
c. the annual rainfall
d. the coldest month
e. interesting places to visit
Have them write a short summary. As a follow-
up activity, have students do the same for their
hometown.
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in
arn
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c
hi
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UNIT
12 PEOPLE ON THE MOVE

GRAMMAR CHARTS
for tourism and to study at world-renowned American
12.1 Verb Review—Uses (pages 277–278)
universities. The United States welcomes the most
12.2 Verb Review—Forms (pages 281–282) international students in the world, with 1.1 million
12.3 Auxiliary Verbs with Too and Either (page 288) counted in 2017, even though that year marked the
12.4 Auxiliary Verbs in Tag Questions (page 290) beginning of a decline in international enrollments.
ABOUT THE QUOTE
UNIT OPENER
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Walt Disney was an American animator, film
in
Have students look at the photo and read the caption. producer, and entrepreneur. He is regarded as an
Ask: What is the man in the photo doing? (leading camels) American cultural icon for his work in the animation
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Where is he? (in the desert) Have students read the industry during the twentieth century. He founded
quotation. Ask: Do you agree with the quote? Why or why
a
the Walt Disney Company and created characters,
not? For more discussion questions, open the activity on
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such as Mickey Mouse, Donald Duck, and Goofy,
the Classroom Presentation Tool. which are famous worldwide. He died in 1966 from
lung cancer.
CONTEXT NOTE
c
hi
Americans are known for being on the move, both
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domestically and internationally. Since the early R E AD I N G 1 12.1

twentieth century, automobiles and road travel
Barrington Irving: Flying
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have allowed Americans to explore their nation.

During the mid-1900s, air travel further contributed
to Inspire page 276
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to exploration within the vast United States, not

only for Americans but also for international visitors. Time: 5–10 min.
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Americans travel abroad, as well, for both tourism 1. Have students look at the photo and read the caption.
and business. There are more opportunities overseas Ask: Who is this man? (Barrington Irving) What is his
na
for businesspeople, journalists, and teachers job? (pilot)

than ever before. Finally, there are somewhere 2. Have students read the title and then skim the
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between 3 and 6 million Americans who relocate, reading. Ask: What is the reading about? How do you
at
either temporarily or permanently, to foreign know? Have students make predictions.

countries. Immigration into the United States 3. Pre-teach any vocabulary words your students may
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is another mobility phenomenon that not only not know, such as inspire, dream, generation, and
lends to population growth but also continues to confidence.
shape cultural change in the United States. When
4. Ask: Have you ever dreamed of being a pilot? What
strict bans were lifted in the 1960s, immigration
is your dream job? Have volunteers share their
quadrupled. The 2018 Current Population Survey
counted 28 percent of the country’s population as
immigrants and their US-born children. That’s
89.4 million people. International visitors also come
Time: 10–15 min.
108

Time: 5–10 min. 12.1 Verb Review—Uses pages 277–278
Answers will vary. Possible answers: Time: 20–25 min.
1. He means that students need to experience and do 1. Have students close their books. Ask: What verb tenses
things in the classroom that they will experience and did we study? Write students’ ideas on the board.
do in the real world. (should have simple present tense, present continuous
2. An educational program that uses Barrington Irving’s tense, future tense, and simple past tense) Ask: What
travels around the world to promote real-life learning other verbs did we study? Write students’ ideas on the
experiences in classrooms. board. (should have the verb be, modals, and infinitives)
2. Have students return to the reading Barrington Irving:
CONTEXT NOTE Flying to Inspire and find two examples for each verb
STEM (science, technology, engineering, math) tense, as well as two examples of the verb be, modals,
is a field of study that is being implemented into and infinitives. Have volunteers share their examples
educational curricula for students, some as young with the class.
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as toddlers. This is done mainly through play 3. Have students open their books to grammar chart
in
and experimentation, as well as through project- 12.1. Divide the class into pairs or small groups.
based learning. Many schools and libraries have Assign each pair or small group one of the verb
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STEM clubs or maker spaces for young people to charts. Give them 5 minutes to review the information
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explore their interests and build skills in a hands- in their specific chart. Then have each pair or small
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on way. Some programs add an A for arts, making group present their verb chart to the class, reading
the acronym STEAM. This approach to education the examples aloud and reviewing the explanations.
thrives in community, as people of different ages Remind students they are responsible for knowing
and skill levels work together and learn from c the answer if a question comes up.
hi
each other.
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Online Search terms: photos of Barrington
Time: 5–10 min.
Irving and planes; video National Geographic Live!
gr
interview Barrington Irving; Experience Aviation Answers: 1. wanted, simple past; 2. believed, simple past;
3. likes, simple present; 4. to inspire, infinitive; 5. are going
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YouTube channel; video super car Build and Soar

2013; interactive flight tracker map from The Flying to grow, future; 6. are learning, present continuous; 7. will
continue, future; 8. should, modal; 9. to learn, infinitive
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Classroom
SKILL PRACTICE: READING AND WRITING

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SKILL PRACTICE: LISTENING Have students choose a favorite reading from the
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For extra listening practice, have students listen book and write seven sentences about it. Each
to the audio again. Ask a few comprehension sentence should contain a verb tense or type of
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questions, such as: Where is Barrington Irving from? verb represented in chart 12.1. Have volunteers
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(He was born in Jamaica and grew up in Miami, read their sentences aloud to the class. As they
Florida.) What was his first job when he was 15? read, have the rest of the class write the verb tense
(working in his parents’ bookstore) How did he earn and/or type of verb used in each sentence.
money for flight school? (washing airplanes) At what
age did he become the youngest person to fly around
EXERCISE 2 page 279
the world? (23 years old) How many days did it take
Time: 10–15 min.
him to fly around the world? (97 days) Repeat the
Answers: 1. to graduate; 2. go; 3. told; 4. should; 5. had
audio if necessary.
to; 6. received; 7. moving; 8. am taking; 9. I’m gaining;
Unit 12 People on the Move 109

10. know; 11. go; 12. I’ll have; 13. I have; 14. graduated;
15. She’s planning; 16. become; 17. she finishes; CONTEXT NOTE
18. It’ll be / It’s going to be; 19. to find; 20. there; 21. like; National Geographic’s Genographic Project seeks
22. have; 23. went; 24. go; 25. have; 26. There’s; 27. wear; to build a map of human migration based on study
28. to look; 29. think; 30. do of the genes in people today. It is estimated that
humans started to leave Africa 60,000 to 70,000 years
ago, likely because of a major change in the Earth’s
SKILL PRACTICE: WRITING climate. In addition to paleontology, the study of
Have students write a paragraph about their genes in people living today helps piece together
experience as a student. Have them include what more of the story of our origins and our journey.
it was like when they arrived at the school, how it
Online search terms: Out of Eden walk photos
is now, and what their plans are when they finish.
and videos; Salopek journey milestones; Out of
Have students read their paragraphs aloud in pairs
Eden Walk map; Paul Salopek’s Google Hangout
and share their experiences.
excerpts 2014
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in
Time: 10–15 min. SKILL PRACTICE: LISTENING
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Answers will vary.
a
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R E AD I N G 2 12.3 questions, such as: Why is Paul Salopek walking
1 Man, 7 Years, 21,000 Miles across the world? (to understand human migration)
c
How many people are moving across the planet
hi
page 280 today? (nearly a billion people) How does he record
his journey? (interviews local people, shares his
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Time: 5–10 min.

journey in real time) Repeat the audio if necessary.
1. Have students look at the photo and map. Ask: What
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is this a photo of? (a man standing near a camp fire)

What is this a map of? (a route between Herto Bouri,
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Ethiopia and Tierra del Fuego, Chile) 12.2 Verb Review—Forms

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pages 281–282
know? Have students make predictions. Time: 20–25 min.
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3. Pre-teach any vocabulary words your students may 1. Have students look at grammar chart 12.2. Give them
not know, such as journalist, ancestor, to interview, 10 minutes to read the examples aloud in pairs.
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and mule. 2. Have students share in pairs one thing they are good
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4. Ask: How many times have you moved to another city or at (e.g., dancing, cooking, English, parenting, playing
country? What’s the best journey or trip you’ve ever been video games). Assign one chart to each pair and have
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on? Why? Have volunteers share their knowledge and them write one sentence or question about their
personal experiences. chosen topic for each pattern represented in the chart
(e.g., simple present:
COMPREHENSION page 281 1. I cook dinner every night. 2. My wife doesn’t cook
Time: 10–15 min. dinner for the family. I do. 3. Do you cook dinner every
Answers: 1. T; 2. T; 3. F night? 4. Yes, I do. 5. What do you cook for dinner?
6. What ingredients don’t you like to use when you cook?
THINK ABOUT IT page 281 7. Who cooks dinner for your family?). Have students
Time: 5–10 min. share their sentences in pairs.
Answers will vary. 3. Review sentences as a class and correct any mistakes
together.
110

EXERCISE 3 pages 282–283 5. How can teachers inspire students?
Time: 5–10 min. 6. Why didn’t Irving believe in himself at first?
Answers: 1. isn’t/is not/’s not; 2. didn’t start/did not 7. Why is Salopek going to walk to Tierra del Fuego?
start; 3. won’t finish/will not finish; 4. isn’t walking/is not 8. How many years is Salopek’s trip going to take?
walking/’s not walking; 5. isn’t going to walk/is not going 9. When will Salopek finish his walk?
to walk/’s not going to walk; 6. didn’t ride/did not ride;
7. doesn’t send/does not send; 8. isn’t/is not/’s not;
9. shouldn’t be/should not be SKILL PRACTICE: WRITING AND SPEAKING
Have students work with a partner form another
country. Have them write five to ten yes/no and
wh- questions they have about their partner’s
Have students choose one important person in
home country (e.g., Is it cold in the winter? How
their lives to write about. Have them write three
many people live there? What kinds of food are
affirmative and 3 negative statements about this
common to eat for breakfast?). Then have students
person using Exercise 3 as a model. Have students
interview each other in pairs. Encourage them to
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share their sentences in pairs.
ask follow-up questions.
in
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EXERCISE 4 page 283 EXERCISE 6 page 284 12.4
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Answers:
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Answers: 1. T; 2. F; 3. F
1. Is (Barrington) Irving brave? Yes, he is.
2. Does (Barrington) Irving like to teach children? Yes, EXERCISE 7 page 285 12.4
he does.
c
hi Time: 10–15 min.
3. Is (Barrington) Irving walking around the world? No, Answers: 1. ’m; 2. hear; 3. never call; 4. don’t have;
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he isn’t./No, he’s not. 5. don’t you have; 6. went; 7. drove; 8. took; 9. Are you
4. Did (Barrington) Irving name his project the Out of getting; 10. cooks; 11. ’m learning; 12. Are you;
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Eden Walk? No, he didn’t. 13. cooked; 14. cook; 15. invite; 16. ’s; 17. told;
5. Did (Paul) Salopek fly solo around the world? No, he 18. comes; 19. remember; 20. ’s your job; 21. Do you like;
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didn’t. 22. ’m learning; 23. Do you have; 24. spent;

6. Is (Barrington) Irving sharing his knowledge with 25. needed to buy; 26. Can you come; 27. ’ll pay;
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schoolchildren? Yes, he is. 28. have; 29. Will you call; 30. have; 31. will call
7. Does (Paul) Salopek know a lot about the world?
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Yes, he does. SKILL PRACTICE: SPEAKING

8. Can (Paul) Salopek teach children about the world?
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Have students read the conversation from

Yes, he can. Exercise 7 aloud in pairs. Have volunteers role-play
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9. Will (Paul) Salopek meet many people around the the conversation in front of the class.
world through his project?
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Yes, he will.
10. Will (Barrington) Irving finish his project after seven ABOUT YOU page 286
years? No, he won’t. Time: 10–15 min.
Answers will vary.
EXERCISE 5 page 284
Answers to the questions will vary. Have volunteers share their opinions about school,
1. What kind of learning experiences do kids need? jobs, and family from the About You exercise
2. What kind of project are Irving’s students working on? with the class. Take a class survey to learn which
3. Why did Irving wash airplanes when he was young? students share similar experiences and opinions.
4. Who created the organization Experience Aviation?

EXERCISE 8 page 286
Time: 5–10 min. CONTEXT NOTE
Answers will vary. Possible answers: We usually think about migration as something
Barrington Irving people do to improve their lives, which it often is.
1. Why do you like your job? However, throughout history, some migration has
2. Were your parents happy you became a pilot? been involuntary, caused by things like war and
ethnic cleansing, as well as human trafficking and
3. Where will you fly to next?
enslavement. According to the UN Refugee Agency,
4. What is your favorite thing to do when you’re not
there are currently 70.8 million people around the
flying?
world who have been involuntarily displaced from
Paul Salopek
their home, among which are 25.9 million refugees
5. Are you tired of walking?
who have sought safety in another country. There
6. What do you think about while you’re walking? are also millions of stateless people whose status
7. What is something interesting you learned? often denies them basic human rights.
8. What will you do when you finish your walk?
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Online search terms: refugee resettlement process
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diagram; graphs refugee settlement populations
R E AD I N G 3 12.5
over time; organizations helping refugees; applying
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Chimene Ntakarutimana: to law school in the U.S.; immigration law
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From Africa to America page 287
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Time: 5–10 min.
1. Have students look at the photo and read the title.
c
hi
Ask: Who is the young woman in the photo? (Chimene For extra listening practice, have students listen
Ntakarutimana) to the audio again. Ask a few comprehension
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2. Have students skim the reading. Ask: What is the questions, such as: Where was Chimene
reading about? How do you know? Have students make Ntakarutimana born? (Burundi) How many children
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predictions. are in Chimene’s family? (four) Why did her family leave
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3. Pre-teach any vocabulary words your students may Africa? (They were in great danger.) What is Chimene’s
not know, such as danger, fluently, and optimist. major? (psychology) What is Chimene preparing for
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4. Ask: Have you ever immigrated to another country? now? (law school) Repeat the audio if necessary.
Why? What was the experience like? Who were some
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people who helped you when you moved? Have

volunteers share their knowledge and personal
12.3 Auxiliary Verbs with Too
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experiences.
and Either page 288
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Time: 10–15 min.
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Time: 10–15 min.

1. Write on the board: be, do, does, did, modals (can,
Answers: 1. F; 2. F; 3. T
could, will, etc.). Say: These verbs are all auxiliary verbs.
Ask: What does an auxiliary verb do? (help the main
verb) Elicit examples of sentences with auxiliary verbs.
Time: 5–10 min.
Write students’ ideas on the board.
Answers:
2. Have students go back to the reading Chimene
Ntakarutimana: From Africa to America and circle
2. Possible answer: She will have an understanding
the words too and either. Have students analyze the
of what the immigrants she works with are
sentences from the reading using too and either. Ask:
experiencing; she can offer good advice based on
What is the word order when we use too or either with
experience to the immigrants she will help.
auxiliary verbs? Write students’ ideas on the board.
112

3. Have students look at grammar chart 12.3. Explain
that auxiliary verbs with too and either are used to SKILL PRACTICE: SPEAKING
show similarity and avoid repetition. Have volunteers Have students read the conversation from Exercise
read the examples aloud. Review the explanations. 12 aloud in pairs. Have volunteers role-play the
Point out that opposite statements are often conversation in front of the class.
connected with the word but. Provide additional
examples (e.g., I got 100 percent on the test, but my
friend didn’t.).
4. Go over the Grammar In Use box. Emphasize that 12.4 Auxiliary Verbs in Tag
me, too and me, neither are used informally. Say a few Questions page 290
statements that you think students will relate to, such
Time: 10–15 min.
as, I like chocolate or I don’t like taking tests. Have them
1. Have students take out a blank sheet of paper. Do a
respond informally.
short dictation. Read the following questions aloud.
As you do, have students write them exactly as you
EXERCISE 9 page 288
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say them.
in
Time: 5–10 min.
1. It’s hot outside, isn’t it?
Answers: 1. was, too; 2. do, too; 3. did, too; 4. can, too;
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2. You weren’t born in the United States, were you?
5. are, too; 6. were, too
3. I’m speaking English well, aren’t I?
a
Have volunteers write the questions from the dictation
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on the board. Correct any spelling mistakes. Then, have
Time: 5–10 min.
students ask and answer the questions in pairs.
Answers: 1. can’t, either; 2. isn’t, either; 3. weren’t, either;
4. didn’t, either; 5. doesn’t, either; 6. don’t, either
c
2. Circle the tag questions in the sentences on the
hi
board. Have students analyze the sentences in pairs.
EXERCISE 11 page 289 Ask: What is the purpose of these short questions at the
ap
Time: 5–10 min.

end of the sentence? Have volunteers share their ideas.
Answers: 1. don’t; 2. does; 3. isn’t; 4. doesn’t; 5. isn’t; 3. Have students look at grammar chart 12.4 and
gr
6. weren’t compare their ideas. Have volunteers read the

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examples aloud. Carefully review the explanations.

Provide a short review of subject pronouns if
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necessary.
Do a class brainstorm of basic questions the 4. Direct students’ attention to the Grammar in Use box.
students can ask each other (e.g., How old are you? Provide additional examples for students to practice
na
What languages do you speak? Where do you live? agreeing and disagreeing with.
Where have you traveled?). Write these questions
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on the board. Have students mingle and ask each EXERCISE 13 page 291
at
other these questions. As they do, they should Time: 5–10 min.
record the information on a sheet of paper. Then, Answers: 1. do you; 2. weren’t we; 3. didn’t we;
N
have students make comparative statements 4. didn’t she; 5. isn’t it; 6. didn’t you; 7. is she; 8. didn’t
about their classmates using auxiliary verbs and she; 9. didn’t you; 10. isn’t it; 11. aren’t there
too and either (e.g., Marta is 19 years old, and Harry
is, too. Ahmed speaks Arabic and French, but Vincent
doesn’t. Vincent speaks Spanish.). SKILL PRACTICE: SPEAKING AND WRITING
Have students read the conversation from Exercise
13 aloud in pairs. Then have students write their
EXERCISE 12 pages 289–290 own conversation between two people at a party.
Time: 5–10 min. Have volunteers role-play their conversations in
Answers: 1. ’m not; 2. does; 3. doesn’t; 4. does, too; front of the class.
5. do, too; 6. either; 7. doesn’t; 8. neither

FUN WITH GRAMMAR page 291 PART 2
Time: 10–15 min. 1. wasn’t/was not; 2. isn’t/is not/’s not; 3. didn’t speak/
Answers will vary. did not speak; 4. didn’t have/did not have; 5. doesn’t live/
does not live; 6. can’t imagine/cannot imagine; 7. isn’t
preparing/is not preparing/’s not preparing; 8. doesn’t
SUMMARY OF UNIT 12
know/does not know; 9. doesn’t have to complete/does
Time: 20–30 min. not have to complete; 10. won’t start/will not start
VERB REVIEW PART 3

Copy the sentences from the summary chart on the board, 1. is he/is Paul Salopek; 2. Will he travel/Will Salopek
but leave blanks for students to fill in with the correct verb. travel, won’t; 3. did he work; 4. is he writing/’s he writing;
Write the base form of the verbs needed in parentheses at 5. Is he going to walk, isn’t/is not/’s not; 6. won’t he walk;
the end of each blank. Have volunteers come to the board to 7. will he be; 8. did it start/did human migration start;
complete the sentences. Then have the students compare 9. Is he sharing, is; 10. can he learn
the sentences on the board to the ones in the summary PART 4
g
chart. Review the explanations and address any questions. 1. does, too; 2. is, too; 3. will, too; 4. isn’t; 5. weren’t;
in
If necessary, have students review: 6. didn’t, either; 7. doesn’t, either; 8. does; 9. doesn’t;
rn
12.1 Verb Review—Uses (pages 277–278) 10. should, too
12.2 Verb Review—Forms (pages 281–282) PART 5
a
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1. isn’t he?; 2. didn’t he?; 3. is he?; 4. will he?; 5. isn’t
AUXILIARY VERBS there?; 6. doesn’t he?; 7. didn’t they?; 8. did they?;
Have students close their books. On the board, create an
9. wasn’t it?; 10. shouldn’t we?
exercise from the chart. Have students fill in the blanks.
c
hi
Affirmative + too
Irving likes adventures. Salopek ___________. FROM GRAMMAR TO WRITING
ap
Negative + either
2. I wasn’t born here. You ___________.
gr
Avoid repetition.
Time: 10–15 min.
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3. Chimene can’t remember her native language, but

her older sister___________.
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Review as a class. Then, write the following exercises on

Time: 10–15 min.
the board. As a class, complete the following Negative
Answers: 1. C; 2. live; 3. don’t live, do not live; 4. don’t
and Affirmative Tags. Have students compare their
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you live; 5. C; 6. found; 7. moved; 8. did you move; 9. C;

answers with the sentences in the summary chart.
10. C; 11. didn’t realize/did not realize; 12. I’m lonely/I am
1. Irving helps kids, __________?
io
lonely; 13. calls; 14. C; 15. I know; 16. C; 17. C; 18. to be;
2. Salopek won’t stop in France, __________?
19. does your family live; 20. C; 21. want to visit; 22. save;
at
If necessary, have students review: 23. C; 24. have; 25. I’ll have/will have; 26. will they stay;
N
12.3 Auxiliary Verbs with Too and Either (page 288) 27. will stay; 28. C; 29. C; 30. to talk; 31. C
12.4 Auxiliary Verbs in Tag Questions (page 290)
WRITING TIP
Time: 5–10 min.
REVIEW Before going over the tip, ask: When you write, do you
expect to get everything correct on the first try? Are
Time: 15 min.
there errors that you don’t see, even after reading what
Answers: you wrote? Explain that it’s normal to have errors, and to
PART 1 miss them even after checking. Read the tip. Encourage
1. was born; 2. was, met; 3. became; 4. loves; 5. flew; students to help each other notice things that the other
6. wants, to inspire; 7. are working; 8. are gaining; one doesn’t.
9. to fly; 10. he flies, he’ll share
114

PART 3 WRITE
Time: 30–40 min.
1. For the first prompt, give students a personal example
of when your life was on the move and how it affected
your life trajectory. Write specific before and after
example sentences on the board. Have students
discuss their own experiences in pairs. Encourage
them to organize their ideas before writing, then have
students write their own paragraph. Remind them to
include any useful and relevant vocabulary from this
unit on migration and mobility. Address any questions
students have about verbs as they write.
2. For the second prompt, have students think of the
most unusual person they have ever met. Have them
g
describe this person to a partner. If students can’t
in
think of anyone, allow them time to research online
for more ideas. Then have them write their paragraphs
rn
individually.
a
PART 4 EDIT
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Time: 15–20 min.
SKILL PRACTICE: WRITING c

hi
1. Have students work with a partner to write six
ap
to ten statements with tag questions on what

they think they know about the United States
gr
and Americans. Have them ask and answer the

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questions in front of the class.

2. Have students make a time line of the events
lG
after their arrival in the United States (or other

country of study), including details about who
helped them and where each event took place.
na
Then, have students write a one-paragraph

summary of these events.
io
3. If applicable, set up a visit to a local immigrant

at
or refugee organization. Have students prepare

N
questions about immigration and refugee

resettlement before going. Be sure each student
asks at least one question while at the site. Have
students write a brief summary of the trip.

GRAMMAR IN CONTEXT 1, SEVENTH EDITION
AUDIO SCRIPTS FOR EXERCISES
Unit 1 B: It’s free.
A: Really? Nothing’s free! All the museums in my city charge
EXERCISES 1 and 2 pages 5–6 1.2 money. Why don’t they charge any money in Washington
My name is Rolando Lopez. I am from Guatemala. I am a museums?
student at a community college. My major is engineering. My B: We pay with our taxes.
engineering classes are at night, and my English class is on
Saturdays.
My wife, Susana, is a student here, too. Susana is in the Unit 3
nursing program. Her classes are in the morning. She is home EXERCISES 1 and 2 page 68 3.2
with our children in the evening. They are in school during
the day. Maybe you rent an apartment now, but in the future you plan
g
to own a house. You probably have a lot of questions. For
The students in my ESL class are from nine different countries.
in
example, what is better, a house or a condo? Here are some
Some students are in their forties or fifties, but some are in things to consider.
their twenties. I am 35 years old.
rn
Do you want control over all your decisions? Then a condo
probably isn’t for you. Condos are part of an association. The
Unit 2
a
association has a lot of rules. For example, some associations
don’t allow dogs.
Le
EXERCISES 1 and 2 pages 35–36 2.2
Are you very busy? Do you have time to shovel the snow
For my vacation next month, I plan to go to Washington, DC, in the winter or take care of the lawn in the summer?
with my family. Washington has many interesting museums Homeowners have a lot of responsibilities. If you don’t have
and government buildings. We want to visit the National
c
time for these activities, then home ownership is probably
hi
Museum of the American Indian. My son has a school project. not right for you. If you own a condo, the association pays
He needs to know more about American Indian culture and someone to do these jobs, but you pay a maintenance fee
ap
history. The museum is big. It has four levels. We need about each month.
three or four hours to see everything.
Do you have kids? Maybe you want a yard where they can
gr
We also want to visit the Air and Space Museum. I have some play and a garage for their bicycles and toys. Then a house is
information about this museum. It’s one of the most popular a better choice.
museums in the world! About 7 million people visit each year.
eo
The museum shows the history of space exploration.

We also plan to visit the zoo. The zoo has giant pandas. My EXERCISES 11 and 12 pages 79–80 3.6
lG
daughter loves pandas. A: I have a problem in my apartment.

B: What’s the problem?
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EXERCISE 14 page 48 2.5 A: The landlord doesn’t provide enough heat. I have to wear a
A: Where do you plan to go on your next vacation? sweater all the time in the apartment.
B: Why don’t you talk to the building manager? Maybe the
io
B: We want to go to Washington, DC.

heat doesn’t work.
A: What do you want to see and do there?
at
A: Maybe. There’s one more problem. I have a neighbor who

B: We want to visit the government buildings, of course, and has a small dog. The dog makes a lot of noise. We share a
the museums. We plan to go to the National Museum of
N
wall, and I can hear the dog through the wall.

the American Indian.
B: I don’t have problems like that. We have a very nice
A: What kind of exhibits do they have there? building manager. If there’s a problem, I send an email, and
B: Some exhibits show the history of the American Indian. she takes care of it right away.
Others show their life and culture. They also have a theater.
A: What do they show in the theater?
Unit 4
B: Different things like the storytelling, dance, and music of
American Indians. EXERCISE 1 pages 91–92 4.2
A: It sounds like a big museum. How big is it? My name is William Henry White. My nickname is Bill. My
wife’s name is Elizabeth White. Her nickname is Lizzy. Her
B: It has four levels.
name is almost the same as her grandmother’s name.
A: Wow! That’s big. How long does it take to see everything? Grandma’s name is Elsbeth. Some married women use only
B: At least two hours. their husband’s last name, but Lizzy uses both her own name
A: How much does it cost? and my name. Our son’s name is Charles. His friends call him
“Charley.” Charles’s teachers prefer to call him by his real name.
116
116-122_GIC1_TE_40338_AS_ptg01.indd 116 05/12/19 2:36 PM

I like to hear about people’s names. The meanings of names example, more and more stores are offering self-service
are so interesting. For example, the meaning of my name is checkout. What will this mean for cashiers? Many people will
“protector.” And the meaning of my son’s name is “man.” Do soon be without a job. Many factors will affect jobs of the
you know your name’s meaning? future. The Bureau of Labor Statistics tries to let us know what
the future will be for workers 10 years from now.
Unit 5
EXERCISES 6 and 7 page 142 6.4
A: There’s going to be a program about artificial intelligence
A: I’m watching an interesting show. Do you want to watch, on TV tonight.
too?
B: What time is it going to be on?
B: I’m not doing much now. Maybe. What is it about?
A: At 9:00 p.m. But I’m not going to watch it tonight. I’m
A: It’s about parrots. These parrots are living in the wild in going to watch it later.
Africa. A scientist, Steve Boyes, is studying Cape parrots
of South Africa. Boyes and other scientists are trying to B: Why aren’t you going to watch it tonight?
protect the land where these parrots live. People are A: I have a biology test tomorrow. A friend and I are going to
cutting down forests. Parrots are losing places to make go to the library to study. Do you want to watch it with me
their nests. They’re looking for food, but they can’t find this weekend? I think I’m going to watch it on Friday night.
enough. So many of them are dying. Boyes is working with Are you going to be free then?
g
local people on a project to plant trees. He’s trying to give B: Sorry. My brother is going to be in town this weekend, so
in
these parrots a place to make their nests. we have a lot of plans.
A: When are you going to be free?
rn
EXERCISES 6 and 7 page 124 5.4 B: Next weekend.
Many animals are losing their places to live. Humans are A: I think I’ll watch it this weekend. I’m going to write an essay
a
taking land from animals. Which animals are suffering about Ray Kurzweil for my computer class next week.
Le
because of humans? Big cats, such as lions, tigers, snow B: Who’s he?
leopards, and cheetahs, are. The population of these animals
is going down quickly. Only about 4,000 tigers remain in the A: A “futurist.” He thinks technology is going to help people
wild. What are we doing to protect big cats?
c live forever.
hi
Luke Dollar, a National Geographic Emerging Explorer, is B: He sounds a little crazy to me.
a scientist who is working on the Big Cats Initiative. This
ap
program is helping people learn about the problems that big

cats are having. People need education about endangered
Unit 7
animals. Many people don’t know that these animals are in EXERCISES 2 and 3 page 156 7.2
gr
danger and that we don’t have much time left to save them. December 17, 2003, was the 100th anniversary of the Wright
“Do we want to live in a world without lions in the wild?” asks brothers’ first flight. There was a six-day celebration at Kitty
eo
Luke Dollar. Hawk, North Carolina, the location of the first flight. A crowd
of 35,000 people came to see the flight of a model of the first
lG
airplane. The audience included some famous people, such

as Neil Armstrong and Buzz Aldrin. They were the first men to
Some people think that climate change is nothing new on walk on the moon.
na
Earth. They often say that warming and cooling happen

It cost $1.2 million to make a copy of the original plane.
all the time. This is true. But these people don’t realize one
People hoped to see the Flyer go up in the air. The weather
important thing: humans are causing climate change now by
was bad that day. It rained hard. The crowd waited with
io
our activities. Scientists say we need to make changes now to

excitement in the rain. But the Flyer failed to fly. A wing hit
stop it. Some companies understand the danger of climate
the ground, and the plane stopped. Mechanics repaired the
at
change and our part in it. They are starting to make changes.
engine and wing. The crowd waited again for a second try.
But some companies don’t want to make these changes. It
The plane needed wind to lift off, but the winds were very
N
costs money to make changes. Some companies care more

calm that day. The Flyer flew for 12 seconds in 1903. It never
about money than the environment.
got off the ground at all in 2003.
Some activities of modern life are hurting our planet. What
are we doing about it? Some scientists say, “Not enough and
not fast enough.” Unit 8
EXERCISES 1 and 2 page 185 8.2
Unit 6 Businesses use several strategies to get customers. One
strategy is giving samples. Shoppers like to try a new product
before buying it. Stores want you to buy the product, so they
Jobs in the future will be different from the jobs of today. give you a sample.
As people change jobs or retire, companies will need to
Many stores have special offers each week. They know that if
replace workers. New technology also affects jobs. More
you are already in the store for the sale item, it’s convenient
people are shopping online, so store workers will find fewer
for you to buy other items there, too.
job opportunities. Business practices are changing, too. For
Audio Scripts for Exercises 117

Another way to get a customer’s attention is with good
service. A salesperson may ask you, “Do you want me to
Unit 10
take this to your car for you?” There’s no extra charge for this EXERCISES 1 and 2 page 237 10.2
service. It isn’t necessary to tip this person for the service. A popular site in Washington, DC, is the Vietnam Veterans
There is so much competition between businesses. They Memorial. Four million people visit it annually. It is simple
need to use all kinds of strategies to get our attention and and beautiful with the names of dead soldiers from the war
encourage us to shop at their store. carved into black stone. Who created this beautiful memorial?
Was it a famous artist? No. It was Maya Lin, a 21-year-old
student at Yale University.
In 1980, there was a national contest to create a memorial. Lin
Manufacturers often send coupons to shoppers to encourage went to Washington to study the space carefully. She wanted
them to buy a new product. If you receive a coupon for a visitors to a war memorial to look at death honestly. A
new kind of toothpaste, you might want to try it. Coupons committee looked at almost 1,500 applications and thought
have an expiration date. You should pay attention to this date Lin’s design was perfect. She won.
because you can’t use the coupon after this date.
Some war veterans protested strongly against her unusual
Stores have weekly specials, but there’s usually a limit. You design. They wanted a more traditional design: statues of
can’t buy more than the limit. If you see a sign that says, “3 for soldiers with an American flag. But Lin’s design became a
$5,” you don’t have to buy three items to get the special price. reality. In 1982, the memorial was finished.
You can buy just one or two.
g
What should you do if a store has a special, but you can’t find
Unit 11
in
the item on the shelf? If the item is sold out, you can go to the
customer service desk and ask for a “rain check.” A rain check EXERCISES 1 and 2 pages 257–258
rn
11.2
allows you to buy this item at the sale price even after the
sale is over. A rain check has an expiration date. You must use 1. The most populated city in the United States is New
a
the rain check by this date. York. It has about 8.5 million people. It is more populated
than Los Angeles.
Le
If you see a sign that says “rebate,” this means that you can
get money back from the manufacturer. You have to mail the 2. In population, the United States is the third biggest
receipt to the manufacturer. Also, you have to fill out a small country in the world. Only China and India are bigger.
form. It may take 6 to 8 weeks to get your money. You should
c
3. In area, the United States is also the third largest country
in the world. Only Russia and Canada are larger.
hi
keep a copy of the receipt.
4. San Jose, California, has the highest cost of living in the
ap
United States. But the cost of living in Singapore is much

Unit 9 higher.
EXERCISES 1 and 2 pages 213–214 9.2 5. The tallest waterfall in the United States is Yosemite Falls
gr
Packaged foods at the supermarket have a lot of nutrition in California. But Niagara Falls is more famous.
facts. This information can help you make healthy choices. 6. California is the most populated state. It has about 40
eo
But it can also be confusing. Let’s look at some of the million people. There are more people in California than
categories on a package of food. in New York State.
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• Serving size. If the package says “serving size: ½ cup” and 7. Alaska is the largest state in area. Alaska is even larger
you use a whole cup, double the calories. than Texas.
• Calories. This section also shows the number of calories 8. Phoenix, Arizona, gets the most sunshine. Bellingham,
na
from fat. Washington, gets the least sunshine.

• Fat. Not all fats are the same. The fat in nuts, olive oil, and 9. The oldest state is Delaware. The newest state is Hawaii.
io
avocados is healthy. Many cookies, potato chips, and

other snacks contain unhealthy fats.
Unit 12
at
• Sodium. Limit your intake of salt. It can raise your blood

pressure. EXERCISE 1 page 278
N
12.2
• Carbohydrates. Carbs give us energy. But there are 1. Irving wanted to become a pilot.
good carbs and bad carbs. Healthy carbs come from
2. Someone believed in him.
beans, vegetables, fruits, and whole grains. Brown rice is
healthier than white rice. Avoid bread and pasta made 3. He likes to help young people.
from white flour. Sugar is a bad carb. It provides empty 4. He wants to inspire young people.
calories and can lead to type 2 diabetes. Fruit also has 5. Jobs in science and engineering are going to grow.
sugar, but it has vitamins and minerals, too.
6. Young people are learning from Irving.
• Protein. Fish, chicken, eggs, and beans are healthy
sources of protein. Limit red meat. 7. Irving will continue to fly.
8. Teachers should empower students.
9. It’s interesting to learn about Irving’s life.
118 Grammar in Context 1, Seventh Edition

A: Hi, Mom. This is Lena.
B: Hi, Lena. I’m happy to hear your voice. You never call. You
just send short text messages.
A: I’m sorry, Mom. I don’t have much time.
B: Why don’t you have time?
A: I have to work, go to classes, and participate in activities all
day. Last weekend, we went to Virginia.
B: Who drove?
A: No one. We took the subway. Public transportation is really
good here.
B: Are you getting enough to eat this summer? Who cooks for
you?
A: I’m learning to cook this summer. Are you surprised?
B: Yes, I am. When you were home, you never cooked.
A: Nicole and I often cook and invite our friends for dinner on
g
the weekends.
in
B: Who’s Nicole?
A: I told you about Nicole in my text yesterday. She’s my
rn
roommate. She comes from California.
B: Oh, yes. Now I remember. How’s your job? Do you like it?
a
A: It’s great! I’m learning so much this summer.
Le
B: Do you have enough money?
A: No, I don’t. I spent most of my money. I needed to buy
professional clothes when I arrived.
c
hi
B: Can you come home for a weekend? We’ll pay for your
ticket.
ap
A: I can’t, Mom. We sometimes have activities on weekends,

too.
gr
B: Will you call again next week?

A: If I have time, I will call you.
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lG
na
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at
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Audio Scripts for Exercises 119

NOTES
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NOTES
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gr
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lG
na
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at
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NOTES
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Bringing the world to the classroom

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Student’s Book 9780357140253

Student’s Book Split Edition A 9780357140307

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Australia • Brazil • Mexico • Singapore • United Kingdom • United States

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National Geographic Learning, © 2021 Cengage Learning, Inc.

Development Editor: Lisl Bove

Visit our corporate website at www.cengage.com

Printed in the United States of America

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SAMPLE COPY, NOT FOR DISTRIBUTION

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Teaching these essential items gives students a basic

Answers for every student book activity, as well as

complement the comprehension questions and check questions.

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time at the beginning of the next class or once a week to

4. Set time limits for each fill-in-the-blank exercise.

times are given in this Teacher’s Guide. Students can

teaching suggestions on how to present and teach

5. Assign audio-based exercises for lab time.

with a listening icon ) to do during computer lab time,

or assign them as homework.

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along silently. Encourage students to read for key ideas

students’ basic understanding of the reading. If you have

in pairs or small groups before sharing ideas as a class.

as a class) to correct each one, and provide a rule or

the Editing Advice in the book to compare their answers.

complete the Editing Practice. For any items they have

Use the variety of presentation approaches in this relevant grammar chart(s).

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celebrating their graduation) Have students read the

not? For more discussion questions, open the activity on

1. Have students look at the photo. Ask: What is this

The United States has a long history of public and

public school education was established after the

American Revolution, and soon after states began

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001-011_GIC1_TE_40338_U01_ptg01.indd 1 05/12/19 2:51 PM

EXERCISE 1 page 5 1.2

b. classification or definition of subject

1. Have students close their books or cover grammar

is, are; 2) several subjects from the readings on

colleges, degree, student, they, it, the schedule). Have

the verb be with each subject. Write students’ ideas

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001-011_GIC1_TE_40338_U01_ptg01.indd 2 05/12/19 2:51 PM

SKILL PRACTICE: WRITING

ten mixed-up sentences (with subject + be +

read each other’s. Encourage them to help each

1.3 Subject Pronouns and

Nouns page 8 1.4 Contractions with Be page 10

Time: 10–15 min. Time: 10–15 min.

two paragraphs of the reading Community College the board: