Top Notch ActiveTeach DVD-ROM

For Windows:
. lnseft the Top Notch ActiveTeach disc into the DVD-ROM drive of your computer.
On most computers, the ActiveTeach menu will open automatically. On most computers,
the DVD video program will also open automatically (using your default DVD software player).
Close the application you do not want to use.
lÍ ActiveTeach does not begin automatically:
. Open "My Computer."
. Right-click on the TN_F_ActiveTeach icon. Click on Open.
. Double-click on the TN_F_ActiveTeach.exe file to start the application. Do not remove
the DVD-ROM from the DVD-ROM drive while using ActiveTeach,
. On the opening screen, click on the book image to stail ActiveTeach.
¡ To watch the DVD video program, open the default DVD Player software installed on your computer.

For MAC:
o lnseft the Top Notch ActiveTeach disc into the DVD-ROM drive of your computer.
. Double-click on the TN_F_ActiveTeach icon on your desktop.
. Double click on the TN_F_ActiveTeach launch file. Do not remove the DVD-ROM
from the DVD-ROM drive while using ActiveTeach.
. On the opening screen, click on the book image to start ActiveTeach.
o To watch the DVD video program, open the default DVD Player software installed on your computer.
Note: The original Top Notch ActiveTeach disc must be in the DVD-ROM drive when you use
this application. This application cannot be copied or used without the original DVD-ROM.
ON A DVD PLAYER
You can also watch the video program using a DVD player connected to a TV.

ActiveTeach System Requirements

For PG-Compatible Computers For Macintosh Gomputers
Microsoft Windows@ XP, Vista,
Operating System Windows 7
Mac OSX v. 10.4.x

lntel Pentium@ lV 1000MHz or faster PowerPC & lntel processor 500MHz

Processor processor (or equivalent) or faster processor (or equivalent)
RAM 512 MB RAM minimum or higher 512 MB RAM minimum or higher
Microsoft lnternet Explorer@ 7.x or Safari@ 3.x, Mozilla FirefoxrM 3.x,
lnternet Browser or higher
Mozilla FirefoxrM 3.x, or higher
Plug-ins Adobe PDF 8 Adobe PDF 8
Computer DVD-ROM drive, Sound Computer DVD-ROM drive, Sound
card and speakers or headphones. card and speakers or headphones.
Hardware External DVD Player can also be used
External DVD Player can also be used
to watch available video.
!9 waJch available video. _ _
Monitor Resolution 1024x768 1024x768

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TECHNICAL SUPPORT
For lechnical Proctuct Supporl, please visit our support website al www.PearsonLongnranSupport.com. You can search otlr Knowledgebase
for frequently askccJ questions, irrstantly Chat witlr ¿rn available suppod representative. or Submit a TickeVRequest for assistance.
 il
ÍECOHD EDÍTI1oH

Teacheril Edition and

Lesson Planner
with ActÍveTeach

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Top Notch: Englieh for Toda¡/e World Fundamentals, Second Edltion
Teacher/s Edition and Leseon Planner
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Y
o
o
o lnstructlonal levels
o
z Top Notch (together with Summif) is a six-level communicative English course for adults and young adults'

E . Top Notch Fundamentals: for true beginners or very weak false beginners
. Top Notch l: for false beginners or for students who have completedTop Nofcl¡ Fundamentals
@ . Top Notch2: for pre-intermediate students
o . Top NotchS: for intermediate students
o .
I .
Summit l: for high-intermediate students
þ
t¡J
Summit2: for advanced students
The following chart shows the correlation of Top Notch and Summit to International Standards and Tests.
= For detailed correlations to the "Can do" statements of the Common European Framework (CEFR) and to
U.S. federal and state standards, please consult the Top Nofch website at: pearsonlongman.c .

Correlatlon¡ to lnternatlonal Standard¡ and Tc¡t¡

Course Level TOEFL (Paper) TOEFL (¡BT) TOEIC

Top Notch Fundamentals 110 - 250

(true beginner)

Top Notch 1 26-38

380 - 425 2s0 - 380
(false beginner)

Top Notch 2
42s - 475 38-52 380 - 520
(pre-intermediate)

Top Notch 3 52-70

475 - 525 520 -700
(intermediate)

summit 1
700 - 800
(high-intermediate)
525 - 575 70 -90

Summ¡t 2
(advanced)
575 - 600 90 - 100 800 +

CommonEuropean Cambrldge Exams

Course Level Course Level
Framework(CEF) IELTS Exam Level

Top Notch Fundamentals Top Notch Fundamentals

(true beginner) (true beginner)
A1/Breakthrough
Top Notch 1 Top Notch 1

(false beginner) (false beginner) 3.0 KET

A2llevel 1
Top Notch 2
Top Notch 2
(pre-intermediate) (pre-intermediate)
4.0 PET
Top Notch 3 81/Level 2 Top Notch 3
(intermediate) (intermediate)

Summit 1 Summit 1 5.0 FCE

B2lLevel 3 (high-intermediate)
(high-intermediate)

Summit 2 Summit 2 6.0 CAE

C1llevel 4 (advanced)
(advanced)
 Scope
ljach level of thc Top Nolcl¿ course contains enough
¡naterial for 60 to 90 hours of classroom instruction.
Split editions are also available. A wide choice
of supplemetìtary components makes it easy to
tailor Tbp Notcltto the needs of diverse classes a¡rd
programs or to expand tlìe total number of hours.
(For a pictorial presentation of allcomponents of
Ihe Top Notcll course, please see pages ix-xi of the
Student's Book.)
Goal
The goal of the cr¡urse is to make English
unforgettable, enabling learncrs to understand,
speak, read, and write English accurately,
confìdently, and fluently. I'hree key features are
emblematic of the 7bp Notcft course:
. Multiple exposures to new language
. Numerous opportunities to practice it
. Deliberate and intensive recycling
Content
'lbp Notch has a classic sequentialgrammatical
syllabus. Grammar, vocabulary, and social language
are integrated within topical, communicative units.
Offering a balance of practical and informational
topics, the content is designed to be consciously
appealing to the student learning English.
Language and culture
Since English is the primary language of international
communication, the Top Notchcourse goes beyond the
traditional cultural and linguistic fearures of English.
It prepares students to communicate with the diverse
array of English language speakers around the world-
more than two-thirds of whom are not native speakers
of English.
Although the spellings, pronunciation, and usage
in Top Nofcll language models for students are in
standard American English, Top Notch integrates a
variety of regional, national, and non-native accents
throughout the listening texts and in the video
program, Top Notclt TV The first language of speakers
with non-native accents is identified for you and your
students. In addition, the Teacher's Edition contains a
wealth of information, clarifying relevant differences
between American and British usage.
In contrast to a focus on native language culture,
Top Notch emphasizes "cultural fluency." This
ernphasis helps students build the commultication
skills and self-confidence needed to navigate
social, travel, and business situations in unfamiliar
cultural settings.
All spoken language models in Top Notch are
informed by and confirmed with the Longman
Corpus Network, which collects both spoken and 3
written samples of authentic language. Top Notclr m
students can be assured that the language they are {
T
learning is authentic and appropriate. o
0
Ø
ln¡tructlonal deslgn
To¡t Notch is a complete course with a wealth of ¿
supplementary components and a simple integrated
technology, allowing the maximum flexibility for z
all teaching styles, learning settings, and course
ct
@
needs.I'he following is a synopsis of the Top Notch o
Fundamentals instructional design. o
A communlcat¡on goal for each class sesslon. Ilach
x
of tlre three numbered two-page lessons in a Top
Norch Fundamentals unit is designed for one class
session of 45-60 minutes, and has a clearly stated
communication goal.
Three reasons for having a communication goal
are to make each class purposeful, to demonstrate
progress in each class session, and to enable a more
focused evaluation. When teachers and students
are unaware ofthe purpose ofeach lesson, they
often just "go through the motions." Conversely,
when teachers and students know the purpose of
the lesson, they see value in it and are motivated to
achieve a successful outcome.
lntegration of skllls and content. Research has
confirmed that when students encounter new
language only once or twice, they find it difficult
to master or even remember. For that reason, new
vocabulary and grammar are embedded in exercises,
conversation models, pair work activities, listening
comprehension texts, readings, and other activities
to make them unforgettable. In each lesson, new
Ianguage is examined, explained, integrated,
expanded on, and applied so that students receive
multiple exposures to the language as well as
numerous opportunities to practice it in all skill areas.
Confirmatlon of progress. 'Ihe culmination of
each lesson is a carefully constructed, guided
communication activity called Now You Can. Each
olthese is a conversation model and a controlled
conversation or role play in which students
demonstrate their achievement of the goal of the
lesson. Students are motivated by their success, and
in keepingwith the aims of the "Can do" statements of
the Common European Framework, continually see
the practicalvalue of their instruction.
Expllclt presentatlons of vocabulary, grammar, and
soclal language. In order to allow the Top Notch
Stt¡dent's Books to double as both a teaching and
a reviewing tool, language is presented explicitly.
Explicit presentations take the guesswork out
of understanding meaning, form, and use and
provide a concrete reference for students to review.
For those who prefer an inductive presentation of
grammar, there are printable "Inductive Grammar
Charts" on theActiveTeach multimedia disc at
the back of this Teacher's Edition. These charts
provide an alternative (inductive) approach to each
grammar presentation in the Student's Book. ln
addition, Vocabulary Flash Cards on the ActivdTeach
multimedia disc can also be used for an alternative
approach to presenting vocabulary.
A model-ba¡ed goclal language syllabua. Each unit
in Top NotchFundamentals contains three models
ofessential social language in short conversations.
Each of these Conversation Models serves a clear
communicative purpose by embedding key
conversation strategies. A full list ofconversation
strategies can be found in the Learning Objectives
The goal of any communicative language course
should be to enable students to express themselves
confidently, accurately, and fluently in speaking and
writingi to understand spoken and written English
as it is used in the world today; and to function
socially in English in a variety of settings, both
familiar and unfamiliar. Much practice is needed to
reach those goals.
Because the typical student has limited
opportunities to observe and practice English
outside of class, the goal of the classroom must be
to provide rich sources of input for observation as
well as intensive opportunities for controlled and
free practice. In otherwords, the classroom must
become both a microcosm of, as well as a rehearsal
for the "real world." It is the goal of this section
and the goal ofthe Top Notch course to suggest a
methodology which makes that possible.
Permlttlng actlYe observatlon
of language
Although the world is saturated with English
(through the Internet, films, music, and television),
much of it is incomprehensible to beginning and
intermediate students and difficult and frustrating
to learn from. Nevertheless, students should be
encouraged to seek out and observe English outside
of class whenever possible.
On the other hand, students benefit Sreatly
and learn easily from exposure to models
charts on pages iv-vii of the Student's Book. All
of the Conversation Models inTop Notch ate
designed to be changed and personalized by pairs
or groups of students, using the target grammar and
vocabulary. This practice activates and engraves
the language in students' memories, providing
them with "language in their pockets;" in other
words, language that is accessible and ready to use
in real life.
A conslstent progresslon lrom controlled to free
practlce. In addition to controlled personalization
of the Conversation Models, students are offered
opportunities to use the language they have learned
for free expression. Directions in the textbook
prompt students to extend their conversations, using
previously taught social language and vocabulary.
In addition, units end with an Extension page that
ends in a free communication pair- or group-work
activity in which students apply the language they
have learned.
of spoken and written English at their own
productive level or language just above that
level. The level of challenge that benefits
students most is often called "i+1" (Krashen
and Terrell, 1983r') or "comprehensible input."
Comprehensible input is language that contains
some unknown words or structures, but is still
at a level that students can understand. Such
language, especially when it is authentic, is
extremely valuable for student progress. At the
Top Notch Fundamentals level, a small number of
unfamiliar words are integrated into the reading
and listening passages to help students begin
to understand meaning from context. Care has
been taken, however, to avoid over-challenging or
frustrating beginning students.
Although current methodologies often expect
immediate production of target language, we believe
that each class session should provide students with
an opportunityto observe language by reading it
and hearing it as well.
In order to benefit from the observation process,
students should be encouraged to look at and/or
listen to reading and listening material for several
minutes in order for them to process it and to
make connections between what they know
and what is new. Only after students have had
* Krashen, Stephen and Tenell, Tracy D. 1983' Ihe Nalura/
Apøoach: Language Acquisitian in tfr Classroorn' Oxfod:
Pergamon Press.
 ample opportunity to immerse themselves in the
observation process should they begin discussing
the text or answering questions about it. And to
maximize thc value of observation, we strongly
suggest that students support their opinions or
answers by indicating where in an observed text
or listening they got the information they needed
to answer or to form an opinion. In this way,
observation becomes an active process rather than
simply a receptive activity.
Encouraglng repetltlon of
new language
Some people believe that repetition of language is
indicative of an outdated behaviorist audio-lingual
approach. Consequently, recent trends in language
teaching tend to de-emphasize or discourage
repetition of language being learned. However,
we have observed that repeatirìg new language is
valuable as long as it is not overused and does not
interfere with awareness of meaning. Repetit¡on
helps students remember correct pronunciation,
stress, and itìtonation. It is recommended that
students listen and repeat new language being
learned for production.
For this reason, when students are learning new
vocabulary or new social language, they should
be encouraged to listen, or to read and listen,
and then to listen again and repeat. When using
audio materials as models, students appreciate
the opportunity to compare their pronunciation,
stress, and intonation with those of the speakers
on the audio. We recornmend that repetition be a
regular feature of the presentation of vocabulary
and model conversations,
For activities requiring students to listen and
repeat, we suggest having students listen the fìrst
time while looking at the written fonn in their
textbooks. This allows students to link the written
form in the textbook to the sounds they hear. Next,
as students are asked to listen and repeat, have
them do it with their textbooks closed. This serves
to reduce distractions and allows students to focus
exclusively on listening and repeating, rather
than reading. It also reduces the confusing effect
of English spelling on pronunciation. However, if
students find this difficult, allow them to keep their
books open for visual support.
It is always beneficial to vary the method and
sequence oIrepetition. Using alternative approaches
does not diminish the value of repetition; the
approaches add variety and help maintain interest.
For example, it is not necessary to limit repetition
to simply mimicking the words in the textbook,
Occasionally, and within reason, students can
practice by making small changes in conversation
models as they are repeated. For instance, if the
Conversation Model is "How have you been?" m
"Well, actually, I have a headache," students can {
¿
be encouraged to change the model, substituting o
another ailment such as "backache." In this way, the t,
U,
original ¡nodel is heard and used, yet not parroted
mechanically, and still reinforces correct rhythm, .L
intonation, and pronunciation.
It is best to keep the pace of repetition and zg
personalization lively so that the greatest number of
@
students have a chance to participate, maximizing o
their exposure to new language. o
It is also beneficial to vary the number of people x
being asked to repeat. Sometimes it is helpful to
have students repeat individually; at other times
the whole class, half the class, all the males, all the
females, etc. can be asked to repeat as a group. The
goal is always served, no matter how the repetitiotì
is structured.
It is important, however, not to exaggerate
the amount of class time devoted to repetition. A
lively pace and a short time period will achieve the
desired results; then it is time to move on to more
substantive activities.
Ensurlng that students use
learnlng strategles
It is important to provide opportunities for
students to work toward goals, to access prior
knowledge, and to practice strategies such as
planning, self-assessing, predicting, etc. These
strategies have been proven to have positive results
on students' learning. Knowing learning strategies
is not enough, however. Research has shown that
unless students are aware of the value of strategies,
they are unlikely to incorporate them into their
own learning initiatives.*
Working loward goals. At the beginning of each
term, before beginning instruction, probe students'
individual personal goals in learning English.'I'his
discussion can be conducted in English or in the
students' native language, depending on their level.
Common goals could be for their profession, travel,
academic study, etc. Help students become aware
of how their course and/or their textbook will help
them reach those goals; for example, by helping
them learn to understand and communicate in
; The foundational learn¡ng strateg¡es that folllow are an intrins¡c
part of the Top Notch Student's Book. For teachers who would
like to teach aclditional reading, listening, and vocabulary-building
strateg¡es, lhere are numerous printable extens¡on act¡vities on the
Act¡veTeach multimedia d¡sc in the back of this Teacher's Edit¡on.
 spokcÌì an(l writtelt linglish. lt is als<l wortlìwlìilc
to erìcourage stutlcltts to braillsttlrttt :t s¡recifìt' list
Y of what tltcy wattt to bc altle to tlo i¡r l'ìrrglish in
o practical rlr specilìc tc¡'tììs. For cxattt¡lltl:
o llcc<l¡nes valtrallle to tl.rcm. lt is sttr¡rrisirlg lltlrv <ll'tctt
m I ruanl to leurtt llnglish becrtttse I wQttl to:
o o order tneuls itt Q restqttrlttl.
z o g,el dir(,cîit¡tts wltett I trovel.
I o ¡4iut: rlirectiotts to foreig,tr tri.si¡or'.s to ttty cil\'.
U) o t:ltt:t:k itt rtttd out of ltoîttls.
ô o reed acudetnic iottntuls or Qrticles.
o o u,ríte e-ntuils or leïters.
T o r/i.s¿:¿ts.s tteuts attd currcttt euettts.
t- o ltaue social cottttersrtîitttts.
l¡J
o uss tlte Inferttel.
Ilave sturlents look throttgh their tcxtbt¡ok ttl sec if it will
fulfìll any ol'theirgoals. Ask thenl to poilìt otlt lessot'ls or
runits that they look forwarcl to learnitrg frorrt.
Makc goal-settittg or gttal awarencss arl ilìlportallt
¡rart of cach tulit atrcl lcsson. llefore beginnirtg a unit
or lesson, have students look it over atrcl braillstorln
what thcy will be able to do at the etlcl of it. Strch
awa rcrìcss bu i lcls cx¡tectat iot.r of resttlts, ftrcttstls
studettts' attcntio¡t r¡tr the pttt'pose of itrstrtlctitln, atrci
rcsults in greatcr satisl'actiotl rvith each class. Specifìc
techniques lor usitrg tlte g<lals in class are covercd itr
A¡tplierl metlnds: Ilotu Ir¡ teaclt a 'lbp Notch uttit ttt't
pagc'l'xviii.
Observing progress and self-assessing. When a
bricf discussiolt of goals takes plitcc at the beginuirrg
of a class scssiotr, it thcn becotnes easy ftlr stttdetrts
to observc and cotrfirm thcir progress that day. Otte
sirnple way to erìsure this is to ask "Dicl yotr lcarrt
how to give sonteone directionsS" "What clitl yotr
lcarn toclay'l" antl so o¡t. Whelt sttttiettts confìrm that
the lesson's goal has beetr achievccl, they valttc thcir
instructiotì. Sinrilarly, rcgrrlarly revicw ¡lrogress at the
encl of each full unit. IIr general, cumttlative ¡lositivc
reinforccrnent ol'their study motivatcs loarrlers to
I)crsevere. Sce a detailed cxplanatiottit'r Appliul
methods: Ilout to tectch a'l\>y't Notch tl¡i¡ oll page
'l'xviii.
Being aware of the instructional process. Make
students aware tlìat preselÌtati<lns ancl activities in
class, as well as those assigneti ftlr work cltltsitle of
class (hornework, ¡lrojects, laboratory activities), havc
a <,lefìnite purposc it¡rcl are trot rantlotn or acciclcntal'
Iiff'ect ive lesson s offer st udcnts preselìt at ion s :r trcl
activilies that itrtc¡irate target coÌltr:nt. I Iowevcr,
rrrercly offerirtgsrutlents suclì lessons is often not
enough.'l'he lessotr will be nlore effcctive if stttclcrlts
are co¡4rtitiuely autare of the valtre of cat;h section of
the lesso¡r in acltievittg thc lessrln goals.
When finishing tasks, projccts, ancl htlllrer'vork,
take a rtr<lnrctlt ltt revierv thc lartgtragc sttl(l(ìl.lts
rrscrl in tlìe task; for exatn¡tlc, ask "Whcrc tlicl ytltr
usc tlì(Ì l)rescnt cotrtitttttttts ttlclay?" Whcrl sttttlctrts
llcr:r¡rrrc awarc that thcy acttlally ttsctl tllc prt:sctlt
cor.rt i nuotts i Il t hei r convcrsat itltrs, pract it:itr g it
students arc not ¿lwarc of the way ill which activitit:s
hel¡l reittforce rvhat thcy are le arrlir.rg. 'l'hey oftcn
scc a convcrsation ¡rractice sessitltl its is<llatt:tl I'rtltlt
granìrììar or vtlcalrttlal'y colìtclìt, vie wirrg it its jtrst
for f'utr or sorÌìetlìitìg to clo to fìll ti¡nc.
Reflecting on one's learning. A Illttnbcr of httrtllcs
rììust bc overcotlìc irt leartrilrg a lìlreigll tlr st:c<ltrtl
language. OIrc sttcll httrcllc is t:onfttsing tlrc
diffcrcnce betrvcen ttnderstattrlirt¡¡a wortl antl bcirlg
al¡le to trenslete it illto otre's t¡wn (trativc) langttage .
Lcarners irtst inct ively attcll'lllt to tralìslato
evcrything they rcircl tlr hcal', rvtlrd fitr wortl. 'l'his
is futilc for two loasotts. Iìirst, ntl olìe c¿ìr.r ¡rossibly
translate wrlrcl-for-worcì qtrickly et.rottgh t<l fi¡llorv a
s¡reaker speakittg at a ¡ratttral ¡lace. Secotrtl, w<lrcl-
f<¡r-worcl tratrslations are irtl¡rossible fbr idiorlls,
ex¡lressiotrs, ttteta¡rhors, t¡r othcr fìgttrat ivtr litrtgttagc'.
In r¡rder to lluild sttl(l(r¡ìts' ítw¿lre Iìcss <¡l'this
fact, we rììust lìell) thcln re flect oll tlÌc nrealritrg tll'
"unde rstatrcling." I lelp thclrt to see that thcy catt
in fact derive both gerteral and s¡lecifìc tneatring
f'ron'r spoken atrcl writtetl texts that cotrtaitr wortls
they have ItoI heartl or seer] bcfore. Il sttldents
say they clo not unclcrstand thc meatring of'a
new worti bcing learncd, help thcllr to clescribe
its meanitrg, rather than to try to translale it. Iìor
exarnple: iìsstllnt: ytltt havc ¡lre setrtctl thc wt¡rtl
rrglrt (for clothing siz-e) throttgh att illtlstratitlll
depicting a perso¡t i¡l a shirt that is too small.
'l'he ca¡rtion states, "'l'he shirt is tight." Becattsc
sludetrts alrcady kltow the rvorcl sr¡ln//, they ntay [rc
¡ruzz.led at seeing fi¡íl¡f tlsed here, illsteacl tl[-srlr¿1/.
'l'hc natural inrpulse of lcarners is to se arch for a
worrl in their owtr language that Ineans tiglrt. 'l'hey
rvill probably ask "Whar's tighß"'lb hclp sttttlerrts
grasp thc diff'ercttce betrvccn ttrlderstatrtling ancl
translating, ask tht: nì to explairl tÌre tneatlitrg of
"'l'he shirt is tight."'l'hey rvill say "'l'he shirt is
too snlall." Point ottt to sttldellts that they irl fact
clo u¡rderstantl thc Incitt'tittg ol tight atìd that not
bcing able to tratìslate a wtlrd is different frtlnl Ilot
uncìcrstaltclitrg it.
't'his is a ¡trofottncl awarclless otr which evcry
learner of a ¡rew language tlceds to reflcct.'lhis
awarencss creatcs the desire atrcl treecl to clepetrti
on context tr¡ itrfer trreanitlg, pronìotitìg the
clevclo¡rnre trt of otre of t he Irrost irÌìl)orta lìt st rategics
for la rt gua ge lea r ttcrs-tt Itclersta lltl i tt g rtrea n i ng
fr<lrn context.
 Managlng palr, group, and
collaboratlve actlvltles
Collaborative activities, as well as pair and group
work, facilitate interaction in English and are a
hallmark of communicative language teaching.
These activities encourage students to use their own
language resources, which in turn makes the lesson
more personal and meaningful. They also ensure
that students initiate as well as respond in English.
Also, by working together, students get to know each
other faster and become more independent; they
rely on the teacher less for guidance and ultimately
take more responsibility for their own learning. We
recommend the following approaches for activities
featuring pair and group work.
Creatlnga student-centered envlronment. Some
students, particularly those accustonted to teacher-
centered lessons in which teachers spend a lot
of time explaining, may not immediately see the
benefits of working in pairs or groups. Remind
students that workirìg together allows them more
time to practicc their English and allows you to
listen to more students individually. Reassure
students that you will circulate to give them
individual attention ancl that this will make you
aware of any points that need explanation.
Encouraglng cooperatlve learnlng and collaboratlon.
Encourage students to help and learn from each
other; in other words, to create a community of
learners in the classroom. Whenever possible, try to
elicit answers from other students before answering
a question yourself. Ifa student asks a question that
was previously asked by another student, direct him
or her to the person who ñrst asked that question.
Also, before asking students to speak in front of the
class, build their conñdence by having them rehearse
language in pairs, small groups, or chorally as a class.
Students can also collaborate on written exercises
with a partner or group, either by completing the
activity together or by comparing their answers.
Facllltatlng a flexlble seating arrangement. 'Io ensure
that students interact with a variety of partners, have
them sit in a different location for each class. When
dividing the class into pairs or groups, try to match
students of different abilities. One method of forming
groups is to have students count offaccording to the
number of groups needed. The "l"s work together, the
"2"s work together, and so on.
Monltorlng actlvltles. During pair and group work
activities, monitor students by moving around the
room to keep them on task and to provide help as
needed. When possible, avoid participating in pair
work yourself, as this will limit your ability to rnonitor
and offer assistance to the rest ofthe class. Ifyou are
faced with an odd number of students, create a group 3
of three students. The third student can work as a m
helper to encourage eye contact and other socially {
-
appropriate behavior and to correct mistakes. o
Managlng tlme. To keep students on task, it is best to
I
Ø
set time limits for each activity. End activities when
most of the class has finished to avoid "dead time" -
during which students are waiting for others to finish. z
l.'or students who finish a conversation activity early, 0
have them write out the conversation they created. lf @
you use supplementary activities, it is a good idea to o
o
have sorne of those photocopied and on hand.
x
Correctlng errors purposefully
In general, language learners-particularly
adults-like feedback and expect to be corrected
when they make a mistake. However, recent
research (Brown, 2007*) suggests tlìat correcting
errors in students' speech and writing may not be
as effective in promoting correct language use as is
commonly believed. In fact, research indicates that
excessive correction in a communicative course can
embarrass or dishearte¡r students and discourage
them from attempting the experimentation and
practice that is essential for language acquisition.
In view of these findings, we reconìmend striking
a balance between the need for correction and
maintaining feelings of success. The following are
approaches to provide effective and positive feedback.
Promollng accuracy. For activities where accuracy
is the focus, such as controlled conversation pair
work, address mistakes shortly after they occur.
Students need guidance as they attempt to use
new words, phrases, and grammar; immediate
correction is important. Ask students to incorporate
the corrections as they continuc their pair work.
Promoting fluency. For freer and more challenging
activities where fluency and free expression are
the focus (discussions and role plays), refrain
from stopping the fìow of student discussion with
corrections. In these activities, accuracy is less
important than communicating ideas, improvising,
and remembering and using the full range of
language students have learned. Devcloping the
ability to retrieve and use previously learned
language is critical if students are to convert the
English they have learned in the classroom into the
* Brown, t-t. OougËs. ZOIOI . Teaching By Principles:
An lnteractive Approach to Language Pedagogy (3',' ed.).
White Plains: Pearson Education.
 lìnglish thcl' ¡1g.,1 i¡l thcir owtì lives. lltterrtr¡rtirtg
studcrìts wit h corrcct i<lns rl iscr¡u rages t his
Y expcrirncntation. lnstearl, take notes orì con)mo!ì
o stuclcnt rrristakcs atrcl thctr review thosc crt'tlrs with
o tlre eutirc class at the e¡rd of the activity.
d¡
o that you writc thc ittìswet's t-¡tt thc ltr¡ard, as tltis
Encouraging self-correction. If all<¡wed, sttrtlcl'lts
z are often able to corrcct their own rnistakes. Irirst
I let the stuclent finish the thotrght, then i¡rdicate
by souncl ol gesturc that there has beetr a ¡nistake.
Ø 'l'ry to point out whcre the nlistake was to give tltt:
o systernatically select which papr: rs t<t revit-'lv tlttt
o student an opportu¡rity to self'-correct.
I Sornc tcch n ic¡ucs fclr el icit i ng sel [- colrcct ion
þ incluclc countirrg cacll worcl of the ¡thrasc otl yotlr
UJ
fìngcrs and ¡rausing at the rnistake, or repcatirrg the
studcnt's scrìtencc anrl ¡rausing at the Inistakc; f<rr
exarnple, S: "l-te has two child." 't': "l Ie has trvo ....?"
S: "l Ic lras two cltiklre¡t."
A less intrusive mcthocl is to correct the sttlclcl.lt's
rnistake by reforrnulating what the student saitl
without sto¡r¡ling the flow of ct¡trvcrsation; for
t:xanìple, S: "l le have a car."'f: "Oh, he l¡r¿.s a car?"
S: "Yes, lte has a car." Note that thcse tcchnic¡ttes
oftcn ¡rrorn¡rt the stude¡rt to sclf-corrcct.
Being selective. I)o I'lot try to correct every Inistake.
Doing so could discouragc or ovcrwhelttr studetrts.
Instead, locus corrections on the skills that are
bcing taught in that particular lesso¡r or on mistakes
that i nterflere with corn¡rrehensibility.
Providing emotional support. Above all, tle
careful ¡loL to embarrass stuclc¡rts. l]e aware tlìat
studcnts rr.ray be sensitivc to criticistn i¡r front of
their pccrs anrl may pref'er more ¡trivatc fccdback.
Give studcnts cnough time to think before they
arìswer to avoid rnaking thern leel ¡rressltrecl. 'l'here
is nothing rnore effcctivc in ¡lr<lmoting studetÌt
participation tharr reinforcing the ir belief that yott
arc "o¡'l their side."'lb that encì, wc suggest tltat yott
show ap¡rrovaI for studerìt expcriIlctrtation, evetr
when language is inaccttrate. (lorrectiolt can cotlre
later. Expcrimcntation is an essential step o¡r tl.re
road to nìastcry.
Checklng and managing homework. Maximiz.irtg
the arnount of tinre students have to interact
and practicc lrnglish is essential in a classrotttn
environment. It is bcst to lirnit the anrott¡.lt of class
tinre devotccl to checking answers and correctit'rg
honrervork. For exerciscs dclne in class, have
stu(lents check their arìswcrs with a partlter. This
increases itrteractiou tirne, c¡rsures thal errors
gct corrected, and encourages stttclct.lts to correct
thcir owrr mistakes. It also helps stutlcrrts ¿rvoid the
¡rossiblc cmbarrassnrent of giving il.tcorrcct aIìswers
in frt¡nt of the entire class.
Whcn thc class has fìnishecl cottr¡raritrg ¡utswcl-s,
lcviclv the cr¡rrcct arìswers as a class, cithcr lly
cliciting the atrsrvcrs f ronl itrcliviclttal stlrtlerlts or lly
having v<lluntecrs write their atìswcrs tllt t he boartl.
In cl¿rsses with tintc cotìstraitìts, wc rcct¡lnlltetltl
nrcthod is f¿rstct'.
We suggest that yott lbllorv a sillrilar a¡tproaclt
lvith houre',volk by quickly l'cvicrviltg correct
arìswers. Itt lar¡;e classes, yott nìay pre I'er t<t
of'class in olclcr to give inclivitltral l'eeclback arlcl
check ¡rrogrcss. If fìve to tctt papct's are c<¡llcctecl
every sessi<-lu, citch st[tdetlt will I'eceivc irlclividual
feedllack scvcral litììr:s l)ct' tct'ltl.
Actlvely developlng free express¡on
Onc of the greatest challenges itr thc F.nglish
language classroorn is successft¡lly cngaging learncrs
in flcc rliscussions antl role ¡rlays. "l'eachcrs oftel.t
fìnd that studeltts sit silcntly, ¡rrodttce single short
"fossilizccl" utterattccs, or [esort to ttsitrg their first
language. S<-rrre irrr¡reclille¡rls to sttldelìts' sLlccess are
lack of vocabulary, gran'ttlar', subject krtowledge, or
i nterest-ol for gctt i ng previotrsly lca rnccl la ngtrage.
'l'here are psychological atrd psychtlsocial httrtlles
as wcll. Adult ancl young-adttlt stttclcnts havc matry
ideas to express but worry that they will bc judgccl by
both thcir teachers as wcll as their peers.
'Ihe followirtg four tcchniques f'orm part of a
process approaclt to disctlssi<-ltt and are reco¡rltnellded
to nritigatc thc cltallettge of fre e disctrssiotrs ¿rnd role
plays.'l'hey support leartrer conlìdcnce antl itrcrease
quantity, quaIity, at-rtl corn¡rlexity of cxpression.
ldea framing. When studcl-lts are ¡lresented-
ru r.rprepa red-lvith a d iscttssio¡'t t<-rpic, t hey t ypica I ly
a¡rproach it trarrowly; I'or exarrtplc, if yott propost:
a cliscussiot't of vacation preferettccs, str.ttlcuts may
only think about onc particular aspect of vacations.
Worsc, sturlents oftetr rvorry atlottt rvhat yott
consiclcr appr<lpriate to i¡rclude in tlte discttssioll.
I)roviding sturletrts with a stintulus sttch as atr
<tnline or magazitre srtrvey or qttestionttaire cart hel¡l
them frarne thcir idcas by inclircctly sttggesting topics
to be inclucled in thc discttssion to ftrllclw. Survcys
and questiotrtraires you provide alscl rcclt¡cc sttttlclrt
anxicty by clarifying your ex[)ect¿ìtiotrs of lvhat is
appropriate to illcluclc i¡r the discttssiotr.
Notepadding. Cìiving studetrts atì opporttlnity to rvrite
notcs hel¡rs theur consicler how thcy will cxprcss their
iclcas. Here agaitr, sttrclcnts lììay start with a IlÍìrrow
vicrv of rvhat to incluclc in the discttssion, bttt whcn
they arc given ¡tre¡raration tirne beforellancl, thcy rvill
broaclcn their ideas ancl ¡rlan how they rvatìt to exprcss
 them. Notepadding builds confidence and yields
more complex statements than discussion without
preparation does.
Text-mlnlng. Although language textbooks usually
contain readings that provide students with an
opportunity to confront "i+1" comprehensible
language, using these readings solely for reading
comprehension can be a missed opportunity. One
way to make the nlost o[a textbook reading is to ask
students to notice and select language from it ("mining
its text") that they can use in a discussit¡n or role play.
Permit students to circle, underline, or copy "lnined"
language prior to classroom discussions. Text-rnining
greatly enhances students' ability to acquire and use
language slightly above the level they have learned.
Wordposting. Another huge challenge to students
is remembering known language-even reccntly
learned language-and using it in discussions and
role plays. But when students do not use and reuse
learned language, they inevitably forget it.
To ensure that students recycle previously taught
language, we suggest that you (or the students
themselves) make and keep "wordposts"-lists of
relevant recyclable language.* Wordposts can be
written on the board or photocopied and distributed.
To encourage the use ofthe wordposts during
the discussion, you or your students can write a
checkmark, cross out, or circle each worcl or phrase
as it is used. Wordposting is one effective recycling
technique that makes English unforgettable.
Tea_chlng the receptlve skllls: readlng
and llstenlng
Reading and listening are sometimes thought of
as receptive skills. In a communicative classroom,
however, reading and listening activities can greatly
enhance speaking and writing, provide growth
of comprehension, and help students cope with
authentic language containing unk¡rown words and
complex ideas. 'l'he following are suggestions for
approaching reading and listening in order to gain
maximum benefit.
Authentic reading and listening passages will always
contain a quantityof unknown language. We know
that students can understand more language than they
can produce, but they are often frightened to tackle
readings or listening activities that include unknown
language. (See the earlier discussion of the value of "i+1 "
comprehensible input on pages TVi:TVii.)
Readings and listening acrivities should
represent real language. However, it is important
* ln Top Nofch un¡ts, wordposts are listed within a box called
Be sure to recycle this language.
to avoid language that falls significantly above
the comprehensible level. Identifying a zone
of comprehensibility enables readings ancl
{=
listening activities to maximize the building of m
comprehension skills and vocabulary.
¿
As stated earlier, it is important to recognize that o
most language learners instinctively try to translate 0
evcryword as they read and are frustrated by their Ø
inability to create a one-to-one correspondence of .L
the English words to their narive language. Adopting
an approach that respects the amount of challenge a z
reading or listening activity presents, discouraging 0
@
translation, and teaching reading and listening o
skills and strategies can help students read and o
listen successlully, x
Readlng strategles and applled comprehension
skills. Reading skills and strategies that help
students cope with the challenge of foreign- or
second-language reading help prepare them to
confront such readings with confidence. Some are
practiced before, others during, and still others,
aftcr the actual reading.
Before a reading activity, encourage students to
explore their ideas about the topic of the reading.
To pique their interest in the reading, get them to
access any knowledge they already have about the
topic. Another strategy that helps students cope with
a reading is identifying its source; for example, is it
a magazine article, a website, a series of letters, an
advertisement, etc.? These pre-reading strategies will
help students approach a reading with the confidence
that they know what is coming and will discourage
them from focusing on every unknown word.
Some strategies and skills that help students
while they read are skimming, scanning, andfocttsing
on the contexÍ in which unknown words occur,
to help students understand meaning (instead of
trying to translate those words), Encourage students
to quickly read the passage from beginning to end
without stopping for details. One way to teach
skimming is to have students read the first sentence
ofeach paragraph and the first few sentences at the
beginning and the end ofthe passage.
Scanning for specific information is another
helpful skill. Before students read line for line,
they can be asked to find information about dates,
names, ages, times, etc. Such information usually
identifies itself by format-numbers, isolated words,
charts, ancl the like. Keep in mind, though, thar not
all readings lend themselves naturally to skimming
or scanning. Only choose skimming or scanning
wi(h readings that naturally lend themselves to that
sort of examination.
 As stuclents rcad and encotlrtter tlnknowtr words,
help thcm ttl find the context clues that "ex¡llain" the
Y rneaning of those words. ln the following sentence,
o the general meaning of the wortl r/ottsirlg cau be
o runtìerstood frclm the cot)text: "Songkran is a wild
o pr<lductive, and inferetrtial, and should rec¡uire tnore
o and wonderful festival in which people of all ages
z have fun dousingeach othcr with water for three solid
clays." Many studetrts woulcl instinctively reach for
t tlre bilingual dictionary to look up dortsirtgor simply
CN clecide the reading was too h¿rrd. Uut asking them
o to look for the nreaning in the surrounding text (the
o "context," where they will lìnd "with water") helps
xt- build the habit of searching for context clues and
u¡ taking educated guesses.
A good way to help students see the valtte of
searclting for context clucs is to ask thelt't t<l explain
their reasons fbr guessing the meanirtg of a word. Ask
thcm to go into the text to provide support for their
opinions. ln the case above, students would cite "with
water" to support their opinions. Note that a precise
definition or translatio¡r is ltot necessarily the gottl.
Students should ¿rlso be encouraged to guess the
"sense" of a word; for example, whether it is ¡rositive or
negative, male or female, something you eat or wear,
etc. lf this is clo¡re rcgularly, students will develop the
habit of looking for meaning in the context.
After readin g, xtntnutrizing a text is a valuable
applied reading comprehension skill. When
students are able to sulnmarize a reading, it
indicates that they have ide¡rtified the main idea and
can distinguish it from random facts or details that
are included in the article.
One way to provide practice ilt distingtrishing
main ideas frorn details is to ask students to kke notes
as they read and to organize or separate their notes
into categories; for example, in a reading about the
expericnces of a woman with physical challenges,
students can be asked to take notes about her habitual
activities in the mclrning, in the afternoon, and in
the evening. In a reading about healthy eating habits,
students can be asked to jot down information about
foocls that are good for you and those that are not good
for you. Putting notes into categories helps students
perceive the details that sttpport the main ideas of a
reacling and can provide a framcwork for a logical and
articulately expressed sumtnary. Â fttrther way to help
students understand the main idea of <lr the point of
view expressed in a rcading is to ask them to try to
paraphrasewhat the author's idea is. As they read, ask
students to put tlìe autht¡r's words into their own words.
The inpuUtask ratlo. When asking comprehension
questions about a reacling (or a listening activity;
see below) it is helpful tcl keep ilt mind the relative
diffìculty of the text. If a text is very challcnging
a¡rd has a lot of difficult or unfanriliar language aud
cornplex ideas, qucstions attd tasks should be relatively
easy and receptivc, such as dcternrining general or
main ideas. If a text is relativcly easy, the tasks ancl
questions should be commensurately more diffìcult,
critical thinking. I¡r other words, the difficulty of the
task shoulcl be inversely proportional to the clifficulty
of the text. If this ratio is rcspected, even vr: ry diffictrlt
texts can be used by students at lower levels.
L¡stening skills and strategies. Listening is often
frustrating to students becattse of factors such as
specd, accent, backgrortnd iuterference, and the lact
that in the real world, a listener trsually has only one
opportunity to understalld. In contrast, a reading
text-everì if difficult-catr bc cxplored, studied,
and re-read at the lcarner's pacc.
For most learners, understanding spoken
language can be very difficrrlt, especially when the
speaker is not seelt, as during a phonc conversation
or when listening to thc radio, a podcast, or a
classroom audio program. [.istenitrg skills ancl
strategies can helJl reclucc the ¡ratural patlic that
occurs wlìen studetlts listcn to challenging speech.
If we waut students to be able to cope with real
spoken language, it is crucial to expose them to
listening passages recorded at a normal rate of
speed and in a variety clf accents. When students are
presented with unnaturally slow and over-enunciated
listening passages, they may understand them easily
and perform well on colnprehensiotr exercises.
Unfortutrately, however, this apparent success is
misleading because it does ntlt indicate that students
wilt bc able to ultderstand authcntic speech, whiclt
is inevitably faster and less enunciatcd, As language
educators, it is irnportant for us to ask ourselvcs what
the purposc of listening com¡rrehension cxercises is
in a comrnunicative classroom. ls it to get students to
understatrd every word they hear in a conlprehension
exercise or is it to help them learn how to successfully
understand real spoken [,rtglish in the world outside
the classroom? Although we know thc answer is the
latter, we struggle with our own feelings of "failure"
when students are unable to easily understand thc
listening texts we bring to class.
'lb offset our own fears as educators, it is
importatrt to explain to students the value of
challenging listening experiences and to reassure
them that the exercise is not a test of whether or
not they understoocl everythillfl the lìrst time. Ile
sure students understand that the ptlrpose ofthis
practice is to help thcm obtain meaning, even from
sometlìing that is Irot completely understoocl, and
not sinrply ttr answer questions.
 ln ¡rresenting listening corn¡rrehension ¡rractice
i¡r class, be sure studerìts have several opportunities
to listen to each passage. Focus studcnts' attention
by having thern listen for a clifferent purp<-lse each
tirne they listen. Build up thc progression of tasks
frorn easier to nìore challenging oncs. Acld atì extra
listening opportunity again after other tasks in
order to let studcnts chcck their work.
Thc input/task ratio especially applies to
constructing listcning activities in the classrootn. (See
page 1'xii.) If thc listening passage is fast, accetìted,
or othcrwisc difficult, prcse nt a le ss challettgitrg or
receptive task, such as understanding main ideas
or identifying the global purpose. On the other
hand, if thc listcning passage is slow or otherwise
casy, prcscnt morc productive clr diffìcult exercises.
A convcnient way to apply thc input/task ratio to
listening comprehension excrciscs is to compare them
to the reading skills of skimming and scanning: for
nrore difficult listening passages, expect students to
"skim" by listening and getting the main idca, but few
details, inferences, or complexities. For easier listening
passages, expect thern to "scan" for details, make
inferences, and draw co¡rclusiotrs based otr those.
ln all cases, however, rnake sure students realize
that thcsc excrcises art: meant to increase their ability
to cope with natural spokcn speech, not a means to
judge what they can understand on one listening.
lmprovlng wrltten express¡on
Writing tasks perform a number of useful functions
in a comnrunicative classroonr:
. First, they offcr yet anothcr vehicle for students
to rernernber, practice, ancl consolidatc language
they are learning, reinforcing vocabulary ancl
grammatical conventions.
. and look at their own writing critically for clarity of
Sccond, they promclte the develo¡lment of
accuracy bccause students and instructors read
ancl edit the writing; errors are visible and can
be meticulously corrected.
. 'l'hird, they can prepare students for the
realwriting they will clo in their work and
social livcs: lcttcrs, c-mails, reports, articles,
messages, and the like.
o l.'ourth, tasks based on a writing syllabus can
teach studerìts the corìverìtions of standard
written expression, such as sentence and
paragraph cleve lopmcnt, usc of topic sentences,
and writtcn rhetorical device s.'l'hesc cannot be
learned throu¡¡h speaking activities.
Students shotrld have frequent o¡rportunities to
write. ln every class session, they should be offered
grammar, vocabulary, reading, and listening
conrprchensir.¡n exerciscs that require a written
resporìse. Exerciscs should include word atrd
phrase-levcl cloze or fill-in-the-blanks exerciscs;
sentence-leveI exercises that require orìe or several 3
serìterìces; and other controlled writilrg tasks. Such m
+
exercises should be corrected for grammar, usage, I
punctuation, and capitalization errors, cither through o
peer-correction or through self-correction by seeing I
U,
the correct responses otr the board. Alternatively,
excrcises that have written responses can be collected I
arìd corrected periodically. (Sce section on checkitrg
and managing homework on page'l'x.)
z
Students should also be given topics to write
I(D
about. Even beginning-level learners ca¡r write o
short paragraphs based on the topic or theme of o
the textbook u¡rit as long as the gottl is specific; for x
examplc, if beginning-level students have learned the
vocabulary of daily activities, the simple preselìt terìse,
ancl frequency adverbs, a good writing assignment
would be for them to wr¡te about their "typical day."
Expect an increase in both quality and quantity
as students develop their writing skills. Students
should lre reminded ancl encouraged to actively use
the language they have lcarnecl, and they should try
to vary the vocabulary they use and the way they
express themselves. In additio¡-t, they shoulcl always
be encouraged to try and write a little more. If
students share their writing in pairs or grou¡rs, have
other students ask questions atrout information they
want to know more about. I)o the same when you
read students'work.
Writing is a process that begins with ideas.
Encourage students to brainstorm ideas, write lists,
take notes, organize their thoughts, use graphic
organizers, ctc. before they begin writing a first
draft. Encouragc revision as a regular habit in
writing. Students should get feedback from others
ideas.'l'hen they should rewrite to try and improve
what thcy wrote in the first draft.
When you first read your students'writing,
respond to thc icleas they are trying to express,
rather than focusing on errors. Ask questions that
encourage students to say more and clarify what
they are saying. Focus on accr¡racy only after
students have had an opportunity to revisc and
improve the content of their own work.
Intermediate-level and advatrced-level learners
can cope with more challenging assigntnents; for
example, if students have completed a unit in their
textbook on the unreal conditional, government,
politics, and global issucs, they can write an essay
about what they would do about corruption if they
were in government.
At all levels of instructio¡r, however, it is
important to construct a writitrg assigtrrnent that
 stu(lonts aro l)rel)are(l to write atrout. Marry failtrres
in writing occur rvhen stuclcnts trcgin translatittg
v lheir icleas frorn their own langtragc into lÌnglish,
o insteacl ol'rrsing the worcls, e xpl'e ssiolts, atlcl
o grarnÌììar they are familiar with. When assignittg a
c0
o writing task, ask yourself if it will ret¡rrire students
z to use known language or whether tlte sultject is
runrelated to what thcy krrow.
T 'lb help develop studcnls' abilities in the
U) corìventiorìs of writing, it is helpful to link eacl-t
o writing assignnrent tcl a ¡rarticrrlar skill to lre
o
T
F
t.rJ
Onc of a tcaclrer's nlost diffìcult challctrgcs is tt-t
corlslnrct tcsts that fairly evaluatc global student
prof{ross, Without pretendiltg to present an
exhaustivc approach to testirtg and evaluation,
we offcr a few ¡rrinci¡rles. l''irst of all, althotr¡¡h all
teachers acccpt thc principle tlìat "we should test
only what we teach," this is casier said thalt done
in a conrmrrnicativc classroom, where nrore thau
50oá of class tirne is sperìt practicing the oral/aural
skills. If'we were to "test what wc tttttght" this would
rc(luire more than 50% of our test itcttls tcl ev¿rluate
listening and speaking. I lowever, oral tcsts take
a lot of timc bccause each student must be testccl
individually; fcw prograrns provide enough titne for
such testing. Iror this rcÍìson, most programs rely ol-t
tests tlìat are largely written.
We would like to suggest ¡rroccrltrres tlìat atìswer
thc following two questiotìs:
. I low can stuclcnts receive credit for tlteir
Ì)rogress in s¡reaking- thc aspects of latrguage
learning that have receivecl thc most etn¡rhasis
in class? In other words, how can wc ovaluate
speitking?
. Ilow can wc constru¡ct a written test that
¡rermits stucle nts of all ability le vels to
dernonstrate their knowledgc of the language
they've studied and which Ineast¡rcs
their abilities in listerting attd reaclin¡i
cclmprehcnsion as well as writte¡r expressiotr?
Oral tests
As ¡nentioned above, f'ormal oral tests are vcry tinre-
consuming. ln a class of thirty studetrts, aclmitristcring
a five-minutc unit oral tcst to each student woulci
take 150 rnintrtcs (two and a half hours). Altnost no
progranì coulcl cledicate that nrr¡ch time to oral testit'tg
at the end of each textbook t¡nit, so it's only possible
tcl ad¡ninister a few oral tests per tertn. Htlwever,
a¡rplicd, sut:h as con'cct ca¡rititlizati<ltr rlr
¡)trncttration, the usc of c()¡rlttlctiIlg or set¡ttt:ncing
worrls, the itrclusiotr of to¡lic selìtelìce's, atìd
introcluctory atrcl corrclt¡cling statetrte nts, attcl otltt:t'
fcatures of effectivc writing. I¡r this way, stu(lents
practice the langtrage they are leartrin¡¡ as wcll
as the converìtiolrs ex¡rected in Iìnglish writ in¡¡.
l;inally, so that stuclents beconre faltriliar with
the conventions <lf forInaI atrcl itrfortlaIwI'itten
ex¡rression, vary the text types itr assigtrtnc¡rts, frotr.l
e-nlails to forural letters atrcl essays.
teachcrs relx)rt tlìat when thcrc are very few rlral te sts,
stuclcnts tcntl to ¡rertric antl pcrfornr poorly becat¡str
the stakcs arc too high. Ancl a tcst on which stu(lonts
u nder¡rerftrr¡rr clr¡esn't accuratcly assr:ss t hei r progrcss.
A rnore practical and effective way to mcasttrc
students'proÍï'css is to provide an ongoing, less
fornlal, in-class asscsstnerìt of s¡leaking skills.
One a¡rproach is to kcep a recorcl of stttclents'
progrcss in each class scssi<ln. If a class has thirty
studcnts, we suggest focusing otì telì stLtclellts in
each scssir.¡n, rnaking a Incntal n<lte of their spoketr
responses in wh<lle class, stnall group, and pair work
activities. At thc end of the session, trrakc a notatiotl
in your recorcl book in a f'ortn that makcs most sctlse
to you. One simplc notation systenì is to givc each
student you evaluatecl a "plus," a "check," or a "minus"
for that day's oral work. ln the fbllowing class sessiott,
focus on thc next ten students, ancl in the following
session, focus on the final thirtl of thc stl¡dertts. In
tlìat way, str.rdcnts receive creclit for their progre ss
as they begin to rctrieve and use target languagc to
corrrnru¡licate in class. You catt detertnilte the criteria
you wish to use to evalttate your sttldelìts (e.g. fluency,
accuracy, clarity, etc.). Thc ilnportant thing is that you
have a recorcl of each studetrt's ongoing progress.'l'his
set of recrlxls can then lte factored into thc gracle each
studerìt receives f<rr the ntarking periocl, unit, tcr¡n,
ctc.'l'he percerìtage of weight yott wish to give to this
ongoing oral evaluation in relatiotr to the writtelì test is
up to you ancl yottr progranì.
Wrltten tests
Ilow can we colìstl r.lct a writtetl test that enablcs tts
to [airly evaluate thc progress of all stttdents-those
who are gifted as well as those who struggle? All
stuclcnts leartr, though nr¡t at the sal'ue rate, and sonle
learn more frorn a textboclk ttnit or frotn a lecture, etc.
th¿rn othcrs. We suggest that test itetns itr written tests
be weightctì as follows so that all sludents rvho have
 progressed acceptably can demo¡.tstrate tlìat growtlì
on tlle test. (Note that the itern types described below
can be mixed throughout the test.)
We propose that B0% of the test items be receptive
and literal ones. Examples olthese item types would
include such things as true and false, multiple choice,
and cloze sente nccs with word banks from which to
choose ite¡ns. These items should "test" students'
knowledge of thc target vocabulary and grammtrr thcy
studied in the unit. In ternts of diffìculty, these items
should be at a level that all students who have studied
and learned the matcrialcarì arìswer successfully,
In turn, l0olo of test ite¡ns should be items
that require more thotrght a¡td more procluctivc
resporìses than those mentioned above. Examples
of these items woulcl be an answer to a question,
a cornpletion of a conversation response, or cloze
sentences in which students have to complete items
without benefit of a word bank or a set of choices.
These items should "test" students'knowledge and
use of vocabulary and grammar learned in the u¡rit.
Regarding difficulty level, these iterns should target
average and above-level studerìts. While it is possible
that weaker students will correctly complete these
items, it is not probable. It is worth noting that all
students sometimes perform above expcctation, and
that performance should be encouraged,
The final I0% of test items should require
responses of multiple sentences or paragraphs,
etc. that indicate mastery of vocabulary and
grammar and that may require critical thinking,
such as inferential understanding of language
and ideas in context from reading passages. These
items would typically target the strongest students
in the class. Again, it is possible, however unlikely,
that some weaker and average-ability students
might perform well on these items. Any success
should be supportcd.
If a written test is constructed using items
apportioned as above, all students can demonstrate
progress, with the weakest students (who have
worked to their capacity) probably achieving a
potential B0% score, average-ability students
achieving a potential 907o score, and the best
students achieving a potential 100%. Of course, these
percentages are not guaranteed, but they do permit
even the weakest students to see their progress and
the best ones to demonstrate their mastery.
A compelling reason for this approach to 3
constructing written tests is to address teachers' m
{
frequent concern that their students don't "do well on I
the test." Research has shown that teachers often write o
tests that provide iterns weighted on the side of the most o
difficult content taught, under the rationale that "if U'
students can answer these questions, I can assume they
could have answered easier items." The consequence
of this assumption is that many students don't receive z
recognition for the language they have learned becausc
o
tp
they are unable to answer the most difficult and o
productive iterns perfectly. Floweve¡ it is our conte¡rtio¡r o
that the easier content, such as the knowleclge of the x
target vocabulary, is at least as important as the ability
to use the most difficult grammar. We believe that all of
the content should be evaluated.
Once a score on a written test has been determined,
you (or your program) can decide how much weight
to give oral tests or the ongoing oral assessment in
the student's global evaluation. If we are to truly test
what we taught, and the arnourìt of time spent on the
oral/aural skills was 75%, then a case could be made
for "counting" the written test for 25olo of the grade,
although few programs would adopt such a scale, for
reasons of expediency. Our purpose here is to provide
a starting point for discussion to enable programs to
consider what weight to assign the oral and written
tests so that each student's evaluation meets the goals
of the program.
For more information on the topics
in this section, please consult the
ActiveTeach multimedia disc in the back of this
Teacher's Edition and Lesson Planner. You will find
four academic articles written by Ioan Saslow and
Allen Ascher:
. "Making English Unforgettable: Enhancing
Acquisition in the EFL Setting"
. "The Purposeful [)se ofSongs in Language
Instruction"
o "A Process Approach to Discussion: Four
Techniques that Ensure Results"
. "From Awareness to Application: Five Essential
Aids to Learner Training"
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o See pages Txvi-'l'xvii fbr pictorial examples of the
o following lessons.
o silently explorc and familiarize themselves with the
o
z Lessons 1-3
FYI: All parts of these lessons are described below. The
T parts of lessons l-:'1. (Specific suggestions are given
order oJ lhe qgflg may vary from ]9_q9_o¡ to lesson.
Ø in the Lesson Planner.) Ilefore beginning each
o A Goals list at the top right of the ñrst page of each
o
J-
unit announces tlìe communication goals of the
unit, building students' anticipation of what they
]- will learn, Each lesson begins with otte of those
l¡J
communication goals. A section titled "Now You
Can" concludes each ofthese three lessons. In
Now You Can activities, students achieve the
cornmur-licntion goal of the lesson.
We suggcst that the three goals be pointed out at
the beginning <lf the unit and then individually as
each of the three numbered lessons begins. With
beginning students, you may need to help students
understand the goals, ln some cases the use of the
students' native lauguage may help.
The lessotts cotrtain a number of sections
such as Vocabulary, Granìtn¿ìr, Listening
Comprehension, or Pronunciation, with exercises
in each section. All sectio¡rs are necessary for and
contribute toward students' achievement of the
communication goal.'l'hey have been organized to
make full use of the interplay between vocabulary,
grammar, and social language, and to provide
variety from lesson to lesson.'l'he sequencing o[the
internal elements of each lesst¡n was determined
logically, sometimes starting with Vocabulary
and sometimes with Gramtnar. However, teachers
may wish to use a different sequetìce from time
to time. 'I'his is possible because all parts of the
lesson lead to its conclusion, Now You Can. Many
sections ofeach lesson are recorded on the audio' A
megaphone symbol (()))) indicates that the material
is on the audio.
FYI: There are several options for accessing the audio.
lf you are using the Classroom Audio Program audio
CDs, CD and track numbers are listed right above the
audio icon on the Student's Book pages; for example,
4:15 indicates that the recording is on CD 4, on track
15. lf you are using the digital Student's Book on your
ActiveTeach multimedia disc, you can click on the audio
icons (,r)¡ for instant play. Your students can do the
same when using their own digital Student's Book on the
ActiveBook. Alternatively, your students can download
individual MP3 files of each track directly from a folder on
their ActiveBook. These files have the same CD and track
numbers used in the Student's Book.
> Teaching tips llefore beginning the first activity
or presentation, allow a few minutes for students to
content of the lessoll.
Ilelow are general suggestions for tcaching all
lesson, be surc students focus on the goal of the
lesso¡r so that at the eud of it they will appreciate
that they havc achieved it. Students should always
be aware of their goals and their achievement.
Grammar Although grammatical terminology
at the Fundamentals level is kept to the most
basic concepts, suclt as tìoun, verb, singular,
plural, coulìt tìotltr, ¡ìotì-cotlnt noutr, a¡rd the
like, those tenÌìs are introcluced so that Sralììlììar
can be described and understood.'lhe Sramrnar
presentations explain form, meaning, and use in
simple tcrms and with clear examples. F'ollowing
any explanatio¡r of a gram¡nar rttle are one or more
exam¡rles so students can visualize the gramrnar
in actual serìtcnces or in pattertrs. Certain words
and phrases are in bold color type in order to focus
students' attention otr those words within examples
that show the form.
The Grammar boxes in the Student's Book
present grammar deductively so that each one
can serve as a reference for future review or study.
However, for instructors who prefer an inductive
approach to grammar, an alternative inductive
presentatiotr of the grarlìlnar is also available as
a printable extension activity on the student's
ActiveTeach multirnedia disc (click on "lnductive
Grammar Charts"). (See a full explanation of your
ActiveTeach multimedia disc and its contents on
pages'l'xxvii-Txxviii.)
> Teaching tips The Lessott Planner provides
teaching suggestiotrs and guidance for teaching
the grammar in each Grammar box. However, it
is important to remember that although focused
presentations of grammar are essential, actual
use of grammar greatly enha¡rces its learning and
activation.
Each new gramnìar structure is included at
Ieast one time within the Conversation Model (see
Now You Can below) so students always read, hear,
and understaltd the structure in a conversational
corìtext. When you get to the Conversatiolì Model,
you may wish to ask studetrts to identify the
 grammar within the model, Seeing the grammar in
corìversational use will help students remcmber it.
Grammar Practlce (or Integrated Practice) One or
m<¡re individual, pair-, or group-work exercises
always follow Grammar. There are several
types in Top Notch. Gramlnar Practice exercises
provide written or oral practice of the structures
being taught. Some exercises require listening
comprehension of the gratì)n)ar in context. For
general suggestions for teaching listening skills
and strategies, see "t,istening Skills and Strategies
within Methodology for a Communicatiue Classroom
on page Txii. For information on managing
listening comprehension exercises, see "Listening
Comprehension" on page Txx. (So¡ne exercises are
labeled Integrated Practice. Such exercises combine
practice of grammar and vocabulary.)
> Teaching tips You may wish to do the exercises
with the class as a whole or you may prefer that
students cornplete the exercises independently. If
rìecessary, model how to do the first itenr in each
task. ln large groups, you might divide the class so
half of the class is working on those exercises that
require an individual written response and the
other half is working on those that entail pair or
group oral work. With fewer students doing pair or
group work, you willhave lnore time to circulate
to monitor, assist, and correct the pairs and
groups. Afterwards, the groups can change tasks,
allowing you to monitor and assist the oral work of
the other students.
Specific suggestions are offered in the Lesson
Planner for each exercise. When all the practice
exercises are complete, you may wish to review
answers with the whole class or have students
check answers with a partner. Answers are
printed in green type on thc Student's lìo0k page
or are included in the lesson plan on the page
facing the exercise.
If you would like your studerìts to have even
more practice of eaCh grammar Concept, encOurage
them to use their ActiveBook self-study disc, where
they will find numerous additional itìteractive
grammar exercises with instant feedback. Students
will find those by clicking on "Grammar and
Vocabulary Practice." "|he Top Norch Workbook and
the activities in the accompanying Copy & Go also
include more granìmar practice.
Vocabulary Throughout Top Notch, new vocabulary
is explicitly presented through captioned pictures
or in the context ofexarnple phrases or sentences.
'l'he vocabulary presentations in the Student's
Ilook serve to convey clear meaning of each new
vocabulary item and to provide a reference for
self-stucly, especially valuable as students prepare 3
for tests. Vocabulary in'l'op Notch is presented at m
{
- including
word-, phrase-, and sentence-level
-
expressions, idiorns, and collocations. o
> Teaching tips llegin by focusing students' o
U,
attention on the illustrations or example sentences.
An option is to have students cover the words with :E
Þ
a sheet of pa¡rer and look only at the pictures. pairs
can test themselves to check which words and
z
g
phrases they already know. Play the audio progranì @
[r<¡m one of the available sources. (See F'YI on page o
'I'xviii for alter¡rative ways to access Top Notch o
auclio.) If you don't have access to the audio, reacl
the words aloud as a model. Alternatively, or in
^
addition, students can study the words and phrases
individually, using the MP3 audio files from their
ActiveBook self-study disc.
Students should listen and repeat. Note that
in the Vocabulary presentations, singular count
rìouns are generally shown with the indefìnite
article a/ar¡. Students should use the article when
they repeat. Depending on your students' language
background, fhe concept ofcount and non-count
nourìs rnay present a challenge. Using the indefinite
article to contrast singular count nouns with non-
courìt nouns will help reinforce this concept. For
vocabulary that is presented as collocations or in
the context ofsentences, students should repeat the
whole collocation or sentence as well.
If necessary, clarify the meaning of any words
or phrases students have difficulty understanding.
For lower-level students, convey the meaning
physically-through gestures, mime, or reference
to people or objects in the room-or give examples
or a simple deñnition. Specific ideas for each
Vocabulary presentation are in the Lesson Planner.
When possible, personalize the vocabulary or
use the vocabulary to talk about or ask questions
about content familiar to your stude¡ìts. Many of
the activities that immediately follow vocabulary
presentations provide these opportunities.
Vocabulary presentations are usually followed
by one or more exercises that may include
written or oral responses. Often vocabulary
presentations are followed by a listening
cornprehension exercise to reinforce and practice
the new vocabulary. For general suggestions
for teaching listening skills and strategies, see
Methodology for a Contmunicatiue Classroom
section orì page'lVi. F-or information on managing
listening comprehension exercises, see "Listening
Comprehension" on page Txx.
 For review ancl rei¡tlìlrcetììetìt of vocallttlary
or as arÌ alternativc lvay to prcscut it, use tlte
Y "Vocabulary Flash Cards" froln the Ex[ettsiott
o Actiuities scction of your Activil'cach ¡¡lttltittredia
o
o clisc, 'l'hc'l'eaching ldeas found in the "Vocabulary
o Iìlash Cards" folder also contain a wealth of icle as
z for using thc cards. In aclcliti<-l¡1, the lixtensi<-lll
Âctivities section of the Activcrl'each nrultintcclia
disc provides pritttatrle vocabuIary-builcling
CN strategies activity workshccls f<lr tttany of thc
o units. (See the "l.earning Strategies" folclcr on
o peo¡tle doing? if students havc suflìcietrt productive
t
l-
Âctivel'each.) Another opti<.ltt is to ask stlttlcnts to
rrsc the More Practice sectiolr of their Activclìook.
l¡J Many of the activities in the Workbook a¡rcl the
intcractive activities in Copy & Go ¡rrovicie IÌ1ol'e
practice of the vocabulary as wcll.
Vocabulary Booster Following most vocabttlary
presetrtations, an icot't ittdicatcs thal there arc IìÌorr;
captioned photogra¡lhs for addition¿tl vocabulary
on the same topic in the Vocabulary llooster itr
the lrack of the book. I ¡r addition to thc ca¡lt ionecl
photos, a short exercise provides rvrittc¡r practice
of the new vocabulary to hel¡r make it Incnrc¡rable.
'l'he vocallulary itrcluclctl in the Vocatrulary lìtloster
is optional and not includcd on the tests itr thc
Cornplete Assessment Packagc.
> Teaching tips It is suggested that you use the
sarne presentation technic¡ues for the vocabulary
in the Vocabulary Booster as fc¡r vocallulary
¡rresentations within the lesson.
Listening Comprehension Lessons 1,2, and
ll olten contain exercises labeled Listening
Com¡lrehensiotr. These shclrt exercises serve to
practice cornprehetrsion ancl recollection of the
vocabulary or tlìe gralÌtInar. Some exercises provide
¡rractice in simple auditory discriminatiotr, but
in most cases listening tasks requirc very careful
listening for sense and critical thinking. Most
listening comprehension activities contain a
mininlal amount of language at "i = l" level.'l'his
language is carefully chosen to be cotrtprehcnsible
to str.ldcnts through context, i¡rtcuration, atld
sirnilarity to language they alreacly know.
> Teaching tips It is important for students to
learn that it is not necessary to understatrd every
word to understand the selection.'l'o maxilrlize the
effectivencss of these activities, avoid providing
students with cxplanatious of Irew larrguage
tlìat occurs in the listcning passage. Ifa student
specifically asks about a new word, give the
meaning; but it is reco¡n¡nended that you t.tot
spcntl a lot of time on it. E,xposure to receptivc-level
languagc pr'onrotes stttclctrts' languagc tlcvclopnretrt
and rccluccs tlteir ¡ratric in trot ttnclcl'stantling every
worcl.
In general, it is suggested that students listet't
the first tirlre with books closed. In this way,
stuclcrrts can focus on the "big picture" without
tllc distraction of cotrr¡rletitrg an exercise. Rcad out
loud any directio¡rs tltat provide itlfbrmatiolr about
thc speakers, sctting, or sitttation. Alternatively,
y<ltr nright prefcr to ask (after thc fìrst listening):
Wlto's talkittg? Where are the ¡teople? Wltat are the
language to answer tltose qucstions. The value
of th is ¡rractice is to co¡rvince sttldetrts that they
havc, in fact, uudcrstoocl a goocl deal, even ifthey
havc rrot understood everything.'l'his hel¡rs reduce
stuclcnts' fear of listening practice.
Before studetìts listen again ancl complete
the excrcise, have thcln look at thc cxercise first
to foctrs their attelltion otì a specific listenin¡¡
task, such as listening for occupatiolls or tilnes.
Play the audio as tnatry times as tleccssary
for students to cotììpletc thc activity. Do Irot
approach these exercises as "tests." Repeated
cxposrlre to each listening passage has substatrtial
instructiotral value . ltrcreasing students'
exposure to challenging laltguage enhatrces their
comprchension and co¡"tfìdence. Rcview answers
as a class or have stuclctrts check auswcrs with a
partrìer.
Please notc that all listcning passages are
acccssible in thc cligital version of the Student's
Book o¡r the stuclcnt's ActiveBook. lf, to save
tirne, ycnr wish studcnts to listeu individually and
complete the exerciscs on their own, they can do
tlìat out of class. lf an cxercise is in thc forn of pair
wc¡rk or cliscussiort, howcvcr, we recolllllìencl that
it bc cortrpletecl cluring class time.
lf you would like ntore exercises for the
listening passage, there tnay bc a corres¡ronding
listening cotnpreheusion strategy worksheet in
the Extension Actiuities section of your Active'l'each
multimedia disc. (See thc "l.earning Strategics"
fcllder.) If you want evetì ntore listening practice,
the rc are additional listening passages atrd
exercises for every u¡rit, itrcluding dictatiorl
¡rracticc, in the More Practice section of the
student's ActiveBook.
Pronunciatlon liach ul-tit presents and provides
practice of a specific pronuttciation point.
Pronunciation poitrts aucl activities are usually
related to tlìe lcssotì's corìtcnt. Suggestions
for extenditrg this protìutrciatioll ¡rractice are
frcquently givcn in the l.esson Planner as well.
 > Teaching tips Play the aurlio fronr one ol'tlle
sources, or r¡t<lrlcl thc ¡tronunr:iatir¡n yoursell'. IIavc
studcrìts first read antl listen, then listen agairr
anrl rcpeat. After stuclents repeat, havc thent reacl
lhe scrìterìces to thcir parttìers. Onc tcchniquc is
to have students exaggct'ate when thcy practicc
correct intonation, ¡tronunciatiorì, ot' stt.css to
be sure thcy are locuscd o¡r the ¡rronunciation
¡roint. lìcmind thenl, howcvcr, rìot to oxal{flct.atc
the ¡rrrtnunciation ¡t<lirrt whcn they arc rcally
s¡leaking. (lìcrnind stuclcrìts as well to ¡rlacticc the
pronlrnciation ¡roint when they do the pair Work ilt
Now You Can at the end o[ thc lesson.)
lb extend practice of thc pronuncialion point
in a ¡lair work activity, print out the c<lrrcs¡tontling
" Pronrrnciation Activit y " frorn t he llx t ett si on
Ac t i uit ies scction ol you r Active l'each nlult i mcclia
clisc. If you would like do cvetì tììore ¡rronunciatiorr
work, print out tlìe "supplententary Pror-u.ulciation
l.esson"* froln the sarì1c source.
Now You Can [,essons 1,2, and 3 all co¡rclude
with a feature callcd Norv You Can, containing
a Co¡rversatir¡n Moclel, lìhythm ancl lntonation,
Pair Work, and Change I)artncrs. It is here, at thc
end of the lesson, tlìat studcnts dentonstr.atc their
achieve¡nent of the communication goal of the
lesson. As stuclerìts work through the excrcises
in this section, nreaningfully activating the
language of the lesson, they will fccl motivated
by the ir success and see conf irmation of their
cfforts in achieving a goal. lìccnuse each goal
has obvious practical and conununicative
value, stude nts will see thcir English lessons as
worthwhile. Cognitive ¿twaretìess ol progress
is exhilarating for language learners and keeps
them i¡rterested ancl learning.
St¡ that students have ltrore thall one o¡r¡rortunity
tcl personalize the conversation ancl practice
several tirnes, each tirne differcntly, Now You Can
alrnost always directs stu(lcnts to first change roles
and then change partners. With another pat.tner
or role, students access ancl activate evcn ntore
language, ntaking it u nforgettablc,.
> Teaching tips Begin by focusing students
on the titlc of the Now You Can activity. Iìcmi¡tcl
them of or solicit from thc¡l the goalof thc lesso¡l
so thcy al'e aware that thcy are altout to achieve
that goal. Ern¡rhasis has been ¡llaced on btrilding
studcnts' cognitive awiìr'eness of what they are
doing. Research has shown th¿rt arvarcness greatly
contributes to learning. To this eltcl, ask stude nts
to look back at thc vocatrrrlary ancl ¡¡ranrrnar thcy
Supplernenlary Pronunciation Lessons by Berllra Chela-Fbrcs
lcarnecl in this lr:sson ancl encotrrage thcrn t<¡ use it
in the activities that follow.
Conversation Model A kcy elcment of the lb¡.r m
{
Nolr:lr pcclagogy is the Co¡rversatio¡r Model, which
I
inclrrclcs natural social lan¡;uagc ancl conversation o
stratcflies.'l'he nroclels are ap¡rcaIillg to studerìts 0
bccausc their practical valuc'is <lbvious. All U'
(lorlr¡crsation Models ¡lrovide al lcast one extrrnple
<lf'the targct granìnìar and/or vocabulary frortr
r
the lesson.'fhe ai¡n of each (Ì¡¡rvcrsation Model zg
is to ploviclc language studctìts can "carry in their (D
¡lockcts" ancl ca¡r rnake their oln. All Conversation o
Models arc lccorded so stuclents can listen to the o
n¿rttrral strcss and intonati<¡¡r of spokcn tìnglish. i\
> Teaching tips 'l'o builcl awarerìess ancl facilitate
conr¡rrehension, bcgin by asking questiotls ab<lrt
the ¡rhoto, if possiblc. Many questions are provided
in the l.esson Planner, but it's tìot neccssary to
stol) tlìcrc. When you ask questions, however, be
nlindful oIwhat students are capablc of answcring.
Avoid cliciting langrrage or infclrmation that
stt¡rlcnts would rìot ktìow ¡rrior to reading thc
Convcrsation Moclel.
One ¡rresentation tcch¡ric¡ue is to ¡llay the
arrclio ol the Convcrsatio¡r Model or read it aloud
yoursell'with a l'nore confident student while thc
other stuclcrìts read and listen rvith books o¡ren
(or closcd). I'hetr check studerìts' understanding
ol'the conversation by asking comprehension
c¡ucstions. The questions provided in the I.e sson
[)la¡r¡rer hel¡r students focus on the essential
inforrnation in thc coltversation and determi¡te
the rnea¡ring of any new language lrom context.
Ilec¿rr¡sc at lcast one exa nrple of t he lcsson's
gran.ìn1ar ancl/or vocabulary is e rnbeclded in
thc Convelsation Model, thc qucstions willalso
rcinforce the grarnmar.
An alternative prescntation technique, especially
in stronger groups, is to have students listen to
the Conversation Moclel the fìrst time rvith books
closed to build cornprehension and avoid being
distractcd by the rvritten word. Whcn choosing
this <-rption, have students begin by l<loking at the
picture to raise awaretìess of the social situation of
thc conversation.
Rhythm and lntonation 'fhis activity directly
follows the Conversation Model. It contains the
sarne recording of thc Conversation Model, but with
[)auses tretrvecll tlÌe utterarìces so stude¡rts can
fbcus r¡n anrl practice irnitating the pronunciation,
rhythm, stress, and intonation of the speakers
orì lhc auclio.'l'he Conversation Modcls have
 been recorded by native speakers with standard activity cannot be overstated, for it is in producing
American accents who speak naturally but slowly their own language in this controlled activity that
v enough so students can repeat at the same pace. students transfer language to reflect their own
o It is important to make sure that students practice ideas, taking their first steps toward truly free
o
o using socially appropriate pitch and intonation language use.
The gaps in the PairWork activity perform a
o when they imitate the model. The teaching
z suggestions in the Lesson Planner provide specific variety of roles. Some are included specifically
rhythm, stress, and intonation points to pay because they enable students to substitute target
¡ attention to. vocabulary or grammar. Others are there so
CN students can address each other with their own
> Teaching tips Some instructors like to have
o names. Still others are there so students can insert
o students look at the text for support as they repeat.
their own preferences, such as, foods or activities.
-L Some prefer to have students do the rhythm and
t- Finally, others are there simply because students
intonation practice with books closed to avoid
UJ have already learned a number of ways to express a
any interference caused by English spelling. We
particular thought. For instance, following "Thank
= encourage experimentation to see which is more
you," a gap for a response is provided because
effective in your classroom, This exercise can be
students can respond in a number of previously
done chorally, with the whole class participating.
learned ways, such as "You're welcome," "No
Alternatively, or additionally, it can be done by
problem," and "Sure!" Each gap has been tested to
students using their own MP3 audio from their
be sure students have enough language "in their
ActiveBook. pockets" to provide one or more responses.
With books closed, students listen and repeat after
This controlled communication practice makes
each utterance. Encourage students to imitate the
the Conversation Model even more memorable.
rhythm, stress, and intonation of the conversation
Additionally, it is of great value for pronunciation
as closely as possible. Once students are more
and intonation practice. Illustrations and other
familiar with the model, you might want to have
concrete cues are often provided to keep the ideas
them continue practicing by playing a particular role
flowing. Almost all Pair Work activities instruct
in groups or individually; for example, one half of
students to change roles with their partners so
the class can be the first speaker and the other half
each one has an opportunity to make changes to
the second speaker. Finally, have students practice
the model.
the Conversation Model in pairs on their own,
using the words of the original speakers. Correct
Don't Stopl So that students extend the
pronunciation, stress, or intonation where necessary.
conversation, a Don't Stop! box sometimes follows,
In this way students will be thoroughly familiar with
suggesting ways students could move beyond
the model and will be better prepared to change it
the actual Conversation Model. Using language
and make it their own.
they have already learned, students extend the
Another, more dynamic, approach to rhythm
conversation and move toward freer expression.
and intonation practice can be found in the
In some cases, students are asked to continue the
"Speaking Practice" inthe More Practice section
conversation by moving on to another subject that
of the student's ActiveBook. Instruct students to
might naturally follow. Other Don't Stop! act¡vities
go to the Conversation Model for this lesson in
encourage students to ask and answer additional
"speaking Practice" and have them select "Record questions.
and Compare." There theywill be able to repeat
each utterance of the Conversation Model, record Be Sure to Recycle Thls Language. When language
their voice, and compare it with the speaker on the is out of sight it is often out of mind. Therefore,
audio. (See a description olthe ActiueBook on page another feature sometimes included in Now
ix of the Student's Book.) You Can is Be Sure to Recycle This Language.
This helps students recall, and reminds them
Palr Work Pair Work is based on the Conversation
to use, previously taught language. Systematic
Model, but includes gaps for pairs of students to fill
recycling is a major instructional strategy of
with their own information, so they personalize the the Top Nofch course, ensuring that students
model. The gaps have been carefully placed within get multiple opportunities to use previously
the conversation to offer a number of possible
learned language, making it unforgettable. The
choices, based on what the students have learned,
language is listed in the form of "wordposl5"-5ss ¿
so they are largely foolproof. The importance of this
discussion of wordposting in 'Actively Developing
 Free Expression" o¡r page'l'x. 'l'he worclposts are
cumulatively gathered frorn this unit as well as
previous units. No unknown languagc is included.
> Teaching tips
Model the conversation with a
more co¡rfident student to demonstrate that students
should change the Conversation Model by ñlling in
new language from the lesson or fro¡n other sources,
lJe sure students don't think the point of the practice
is to test their "memory" of the original Conversation
Model. The purposc is exactly the opposite. The
point is personalizatio¡r and experimentation. The
most effective way to etÌcourage experimentation
is to show approval when students use imagination
and variety in their "gap fillers." If thc pair work
includes a Don't Stop! box, nlodel how to extend the
convcrsation as well.
Students practice the conversation with a
partner and then change roles. Encourage students
to vary their partners from lesson to lesson. As
students practicc, circulate and offer help and
encouragement as needed, Make sure students are
aware of the social situation of the conversation so
that they use socially appropriate pronunciation
and tone. To encourage active listening and socially
appropriate body language, remind students to
make eye contact during conversations. An option
is to have pairs role-play their conversations for
the class or for each other. Having differenI pairs
of students perform their cclnversations in front of
the class reminds all students of how much social
language they have learned. Specific suggestions
for each Now You Can section are providcd in the
Lesson Planner.
For additional reinforcement in class, direct
students either before or after the Pair Work in Now
You Can to the Speaking Practice section of their
ActiveBook. There they will find every Studenr's
Book Conversation Model in a format that permits
them to "role-play" the conversation, recording their
own voices as either Speaker A or Speaker B and
responding in their own way, which they can play
back as a complete conversation with the actor. This
activity has limitless possibilities and is a lot of fun.
Another option or alternative is to print out and
photocopy the "Conversation Pair Work Cards"
from the Extension Actiuities section of your
ActiveTeach ¡nultimedia disc (see page Txxviii),
assigning Speaker A's role to one studerìt and
Speaker B's role to his or her partner. This allows
you to get students "out of the book" and listening
tc¡ each other actively. Teaching ideas are provided
in your ActiveTeach multimedia disc to maximize
the impact of this practice (See the "Convcrsation
Pair Work Cards" folder). In addition, the Extension
Actiuities section offers some printable activity
worksheets for building conversation strategies (in
the "Learning Strategies" folder). 3
If a Be Sure to Recycle This Language box m
is included, focus students'attention on the {
J.
worclposts and encourage them to look at them o
as they conduct their Pair Work. One option is o
to have students check each one offas it is used. Ø
Alternatively, have students report what language .L
they used after the Pair Work activity is completed.
Give students positive feedback when they use the z
wordposts, and encortrage them to remember and
0
@
r.rse all the language that is, or shoulcl be, in their o
repertoirc. To further elevate the importance of o
the wordposts, ask students to use the Unit Study x
Guides (which can be printed from their ActiveBook
or from your ActiveTeach multimedia disc) for each
Now You Can activity, adding other language tlìey
have used and want to remember. If your class
always rneets in the same classroom, you may
wish to have a permanent "word wall"-wordposts
on large paper displayed on the classroom
walls-that students can consult for support. (See
"Wordposting" on page Txi.)
Change Partners Change Partners provides
students with an opportunity to personalize the
Conversation Model again with another partner
who will change the gaps in a different way,
multiplying the impact and memorability of the
conversation.
> Teaching tips Be sure that students choose a
variety ofpartners from class to class so they practice
with students of differing skill levels. Encourage
students to fill the gaps differently with their new
partner if they can. In this way, more vocabulary will
be reinforced and the social language included in the
Conversation Model will be more memorable.
Extenslon
The Extension page at the end of Top Notch
Fundamentals units contains a series of integrated
skills activities leading to freer communication
practice than Lessons l, 2, or 3.'fhis page always
contains a reading passage and comprehension
questions to begin building reading comprehension
skills. Many comprehension questions require
inference or critical thinking. Following the
comprehension exercises based on the reading
passage, there is a free communication activity in
which pairs or groups activate language learned in the
unit. Ile Sure to Recycle This Language often appears,
reminding students of language they know and can
usc in this activity.
 Beading and Reading Comprehension exercises
Iìcatlings ancl the cxerciscs that follorv thcttr ¡trovitlt:
Y rcirrlirrg ¡rractice irt each 'lbp Notdr l;tttrclanrcnt¿tls
o unit. Many rcatlitrgs arc ltasccl tltt attthc¡rtic sources.
o 'lìl avoicl trustratitrg stu(lctlts at tllis level, we have hacl
c0
o t<l atia¡rt and sirnplify sotrle t¡l'tlte latrgttage fr<¡llt thc
z <lrigittal soulccs, bl¡t lvc have takctr carc to mailttaitr
the authe ntic character ol'the' tnaterial. 'l'he reaciings
:E in each t¡nit arc rclatcd to tlìe cotìtettt and ttl¡rics of
Ø the unit as a rvholc ancl reillt'orce latlgtlage leartrecl
o to help stuclcnts rrse it in the colnttrt¡t.ticatirlrl activity
o that follorvs.
T t hen rcrcacl t lte reacl i trg Ilassage i ttclcpctltlct-tt ly.
> Teaching tips Stutlcnts sh<ltrlcl lte rcluilrtle tl
TIJ
that it's rìot rìe cessat'y to kttorv every rvortl in it
rcading irl rlrtlcr to t¡ntlcrstand it. 'l'hcy shotrltl
bc cnt:ouragccl trl reatl rvithot¡t ltloking tlp cvcry
ncrv rvorrl in the clictionary. Iìenrirld stttclctrts
that rcirtling in a trew languagc ah,vays prcscnts
thc clralle ttgc ol'sotlte tttrknowrl litrtgrtage .
Stuclc¡rts nce rl to learn that thcy can cotn¡rrehctrtl
rnain iclcas, gct s¡lecific infornratiot.r, ancl infcr
inforrnation cverì r,vith<lttt kltowitt¡4 cvttry worcl.
Il'stuclents arc ap¡rrtlltertsive abottt n<lt beirtg ablc
lo "trarìslatc" cvcry worcl irtto thcir orv¡r latrguage
(wh ich st utlcut s solnct i tttes cott f ttsc rv it h
c0rn¡rrehetrsion-scc "'l'eachi ng the rcccpt ivtl
skills: readittg ancl listc¡ling," h Methorlolog¡,
for u ()onrtnttttitntiue Clussroottt on l)age'l'xi for
a cliscr,lssiort <ll'tltis probleln), clìcourage thelìl
to gucss thc ¡ne¿tning of tlew wtlrtls its tnttch
as possiblc or to conìl)rellellcl as Int¡ch as tlìey
can lvithottt u¡rtìct'stantlirtg evcry rvortl. Al'ter
sltrrlents reacl, ask t¡ttcstitttrs or tlse activitics
that leacl thern to figtrlc ottl llìe tneatring <lf ncw
lauguage a¡rcl that ltelp thcm t<t identifY thc
esscntiaI infor¡rtatiotr front thc reading.'l'lle
Lesson Plar.rrrer tttakes specific sttggestiotrs to
hel¡r stuclcnts builcl the skill of untlcrslartclittg
Vr¡cabttlary frotr ct¡lrlext.
l)lease rìote tllat all leatlings are recorclctl on the
(llassr<lonl Autlio Prograttt for o¡ltiottal listert i rtg
'['he reasotr for this is that listenitrg to
¡rractice.
the rcaclings gives excelletìt car traitìing fbr thc
rhythnr, stlcss, ancl itltotration clf nitrrative (as
o¡r¡roscd to colìversational) s¡reech. It also lllrilcls
stuclents' awarcncss ol'collocations (words tlìat "go
togetlter" as phrascs.) Several o¡rtiotral altertlatives
for rrsittg the auclio of the readittgs follow; If yotr
choose to use the auclio clf the readittg, yotl lìlay
¡rlay it as strrdetrts read along for the first titnc, r.¡r
not t¡ntilafter students havc c<-lttt¡lleted all othcr
strictly-rcacling a¡t¡tlicatiolts. Or yott Iììay choosc
to havc thcnr listen lvith books closecl I'or listening
corn¡rlchcnsiotr ¡tract ice. Attothcr a¡r¡rrtlaclt is to ttsc
thc atrrlio, al'ter t'catling c<trtt¡rrche nsi<ltt ¡rritcticc, as
a nrorlcl fìrr reaclitrg itlotttl, rvltich ¡lrtlviclcs ¿ltìotlìe r
lcvcl of'¡rr<lnuncialiolt l)racticc.'l'ltc ¡r<lssilliIitics
arc nunìerotts. Wc cttccltlragc yotl trl ttsc the lcatling
arrdir¡ in a way that Irtatches y<lttr neecls atrcl y<tttr
tcacltitrg philclsophy. AItcl wc cucotlr¿ìge yotr 1o
e x¡rerirncnt and try a varicty ol a¡l¡lroacltcs.
'l'he
l.csson Planncr proviclcs stlggestiolìs ftlr ttsitrg tlte
¿ruclio as an alterrlativc or atlclitiotral activity.
lìor cxcrcises fclllorvitrg tlte reacling, rcatl
the clirccti<lrrs alottcl, or ask voltttrteers to rc¿rcl
thern. I-lavc s(ttdetrts rcacl the exercisc itctns ¿rtrcl
As stu(lcrìts rcacl, thcy carl tttlderlitrc worcls tlr
infilrnration that lvill Itclp tltertt to cotrlplctc thc
exercise. ¡\ll<lrv stttdctìts a scl ¡teriocl of tilne to rcfcr
to the reacli¡rg t<l cotn¡rlctc the exercisc inclivicltrally,
in ¡lairs, or in snrall grottps. Mtlve arott¡ltl the
roonì to offcr hcl¡l as trecdctl. ['lave sttlcletrts check
thcir rvork with ¡t¡rrtther pair or grolll), or revierv
answers as a class. Alternativcly, or to save tillìe,
you nìay rvish to have stttdcnts tlo these exert:ises
as honlework, rcvicrvirtg thc atrslvcrs cltrickly thtr
ncxt clity. Note atry areas of cliffìctrlty ittrcl ¡rrtlvitlc
adclit ional i Itst rttct iorr a ttd ¡lracticc as ll(lcessary.
In acldition to the cxcrcises oll thc page ,
o¡rt ional basic cotnltrehcltsitltl ancl critica I
thinking cxcrcises on thc salne reacliug passage
(lìxtra lìeading Cottt¡trehct'tsiott Questiotls) can be
plinled out frour the sttldettt's Activell<lok (or frotn
tlre É-rfel¡.sion Acriuities section of ytlur Activil'each
rnultinredia disc.)'l'hcre are also cxtra reading
exerciscs lìlr the sauìc passage itr thc Workll<,¡ok.
'lil teach strategies atrcl pre¡rare stttclcnts fot'tcsts,
tllere arc prirttallle activity r,vorkshects fot t'e acling
strategies in thc lrrl¿rl siott Ar:lit¡itie.s sectiotl of ytlur
Act ivril'each Inult i nleri ia clisc (See tlte " I-eartt itlg
Stlatcgies" tblder).
If y<-rtr're looking for evetr tnorc rcatlillg practice ,
therc are adclitiorlal rcadirtg I)assagcs antl excl'ciscs
in the More Practice sccti<ltt ol'the sttrtlcrlt's
Activelloc¡k.
Pair Work or Discussion Thc prl rl)ose of t hese
activities (Pair Work, Group Work, or Discttssiorl)
froltt thc safet-v artd
is to hel¡r stuclents lttrlve
cornfort ol' ttrerely ¡rersottaIizitìg a cont rolled
motlcl ct¡nversatiol.t lo I'reer self- cxpressir¡tr. I'-rce
cliscussiorr presetìts trvt-r special challe Irges to thc
lleginning-level stltclc¡rt. l'irst of all, bcgintrcrs
have very li¡nited languagc f'rotll rvhich to cltoose
irt ex¡rressitrg tlteir idcas. Ântl like forcign- or
sec<lrtcl-language leartrers of itll levels, tltey ottett
lr¿rve dif'fìct¡lty rvith f ree ctll'tlIllttrlicatiotr because
thc conttri tr¿ttiotr ol' gatlteri Itg I htli r t lìoughts alìd
 remernbering the language they know often leads
to silent panic.'l'he co¡nntunicatio¡r activities at the
end <¡fthe Extension page are constructed to soften
the challenges and provide adequate support for
confident expression.
> Teaching tips Read the directions with the
students. Point out any exantples in "speech balloons"
that indicate for the student the expected ¡rature of
the discussion. If helpful, start the discussion yourself
with a more able student. Then as stuclents begin the
activity themselves, circulate to provide support and
encouragement. lf there is a Be Sure to Recycle This
Language box, ask students to include that language
in the activity, perhaps checking off each wordpost
as it is used. Avoid corrccting errors during the active
discussion. You can correct errors more generally at
the end of the activity to avoid inhibiting students
from experimenting with language during the
activity. (See'hctively developing free expression"
in Methodologyfor a communicatiue classroom on
page Tx.)
Grammar Booster For those who wor.rld like more
practice of thc grarnrnar, an optional Grammar
Booster can be fou¡rd in the back of the book. The
Grammar Booster contains extra exerciscs for all
the grammar in the unit.
> Teaching tips We suggest tlìat, even if you
decide not to use the Grammar Booster, students
be made aware that there are extra exercises in the
back of the book. Stronger (or weake r) students may
be encouraged to work through this material, even
if not all students need it or are ready for it.
Revlew
The Review provides an oral and writtcn review of the
unit's content. It consists of a full-page illustration or
a set of photos with instructions to use it as a stimulus
for an oral review and a writing topic that reviews unit
content in written forrn
Full-page plcture The picture provides a clear
visual context for practice and helps bridge the
gap between practice and authentic language use.
Activities on the page prompt students to find
and name items in the picture, ask and answer
questions about the picture, create conversations
between people in the picture, tell stories about the
people or situatiolts in the picture, and more.
> Teaching tips Suggesrions for getting full value
out ofeach illustration are provided in the Lesson
Planner for each of these end-of-unit pictures. And
depending on the focus of the picture(s), the l.esson
Planner indicates responscs yotrr students shoulcl
be able to produce as they follow the directions at 3
thc top of the page.'Ihis information is enclosed m
in a text box on the Lesson Planner page called {
¿
"Possible Responses." o
Iìegin by having students read the directions cl
for each activity. Be sure they review any exarnples U,
to feel confident they know what is expected. You
-
may wish to have all students do each activity
at the same time or, alternatively, you may wisl'r z
to divide the class so that groups of students arc
c'
tp
working on clifferent activities. Put students in o
pairs or small groups. Move around the room and o
offer help as nceded. To encourage risk-takin¡; and x
improvisation, avoid interrupting stude¡rts with
corrections. Instead, take notes on conìnìon stude¡rt
mistakes and review them as a class at the end of
the activity. Encourage students to say as much as
they can and to extend the suggcstecl tasks as much
as possible.
The following are some tcchniques that
teachers have founcl successful with the lìcview.
They may not be applicable to all units, bur are
offered as a menu of possibilities to be used as
appropriate to particular illustrations and to thc
level ofyour class.
. Word Memory Game. Allow studerìts to look
at the picture for one minute. Then have
them close their books and write down all the
vocabulary items they can remember from the
picture. See who remelnbers the most items.
. Groups of Four. In pairs, students write three
true statements and three false statements
about the picture. Regroup students into
groups of four. One pair reads their statemetìts,
in random order, to the other pair, who replies
true or false.
o Chaln Story. One group (or pair) begins by
saying a sentence about the picture, and the
next group follows by saying another serìtence.
Groups that can no longer say anything are
eliminated until only one group (or pair)
remains.
. Content Memory Game. Give students one
minute to study the picture and remember
all they can about it. Then have students
close their books and fonn srnall groups. Ask
questions about the picture and keep a record
of the correct answers. After each question,
allow the groups time to discuss ancl write
down an answer. Review as a class, and see
which group has the most correct answers.
 . "Who Sald lt?" Game. Give each character
in the picture a name. Working in pairs,
students write one line of conversation for
each person in the picture. Then each pair of
students joins another pair. Pairs take turns
reading their lines and guessingwho in the
picture is speaking. Students may answer with
the name of the character, by pointing, or by
describing the character ("the short woman,"
for example).
. the full-page picture are provided in the Lesson
llyetery Characters. Have volunteers act out
one oftheir conversations in front ofthe class.
Students listen and guess which people in the
picture are being portrayed.
r "What Dld They Say?" Game. Have two
volunteers act out their conversation in front
of the class. The class listens and tries to
remember exactly what was said. Working
in pairs, students try to re-create the exact
conversation they heard.
. SpeakingTests, after Unit 7 and Unit 14. Depending
Scrlpt-Scramble. In pairs, students write their
conversation in dialogue form. Each pair
then writes each line of its conversation on a
separate slip of paper, mixes up the order of
the slips, and gives them to another pair. The
other pair must then put the conversation back
in the correct order.
. Thl¡ ls Your Llfe. Have students choose one
person in the picture and write his or her
biography. The details of the person's life
should be based on what is in the picture,
but students will have to make up much of
the information. Have volunteers read their
biographies to a group or to the class and have
students guess who in the picture is being
described.
lUrltlng The writing activity is structured so
students can review the language from the unit in
written form. It always includes an example to get
students started.
> Teaching tips Tell students that the topic
was created in order to make it possible for them
to use language theyhave learned. Discourage
them from expressing themselves with unknown
vocabulary or structures. Be sure to review the
example provided and point out the use of known
language in the example. You maywish to print out
a "Writing Process Worksheet" from the Extensíon
Activíties section of your ActivCTeach multimedia
disc to help students prepare to write and then
check their writing.
Oral Progresg Asees¡ment Instructions for an
optional Oral Progress Assessment based on
Planner.
> Teaching tips The Oral Progress Assessment
is designed to take no more than five minutes
per student in order to make it possible to check
class progress quickly. "Oral Progress Assessment
Charts" can be printed from the ExtensionActiuities
section of yourActiveTeach multimedia disc and
used to guide your assessment. Please note that
the Complete Assessment Package provides two
on class size, you may choose to assess selected
students each week to make the process more
manageable.
Now I Can These check boxes are provided for
students to self-assess and confirm that they
have achieved the communication Soals of the
unit. These same goals appear on the first page of
the unit and then again at the beginning of each
of the three integrated-skills lessons (Lessons
l-3). The check-box format is used in the spirit
of the Common European Framework's "can-
do" statements. Allowing students to check off
each achieved goal is a motivating and success-
conñrming experience.
> Teaching tips Studentscancheckthe goalsoff
at the end of the unit, demonstrating to themselves
how much they've learned. Alternatively, they
can check each one offat the end ofeach ofthe
three lessons. We recommend that time be taken
for informal congratulations to the students for
their progress. One option is to ask students where
and when they imagine they can use their new
communication abilities.
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About the Authors
foan Saslow
foan Saslow has taught in a variety of programs in South America and the United States. She is author
of a number of multi-level integrated-skills courses for adults and young adults: Ready to Co: Longuoge,
Lifeskills, and Civics; Workplace Plus: Living and Working in English; and of Literacy P/us. She is also author of
English in Context: Reoding Comprehension for Science and Technology. Ms. Saslow was the series director
of True Colors and True Voices. She participates in the English Language Specialist Program in the U.S.
Department of State's Bureau of Educational and Cultural Affairs.

Allen A¡cher
Allen Ascher has been a teacher and a teacher trainer in China and the United States and taught in
the TESOL Certificate Program at the New School in New York. He was also academic director of
the lnternational English Language lnstitute at Hunter College. Mr. Ascher is author of the "Teaching
Speaking" module oÍ Teacher Development lnteractive, an online multimedia teacher-training program,
and of Think obout Editing: A Crammar Editing Guide for ESL.
Both Ms. Saslow and Mr. Ascher are frequent and popular speakers at professional conferences and
international gatherings of EFL and ESL teachers.

Authors' Acknowled¡lments
The authors are indebted to these reviewers who provided extensive and detailed feedback and suggestions for
the second edition of Top Notch as well as the hundreds of teachers who participated in surveys and focus groups.
Manuel Agullar Dlaz, El Cultural Trujillo,
Peru o M¡n¡l Al fordl, Expression Training
Company, Kuwait ¡ foré Lulr Amer
Portocarero, El Cultural Arequipa, Peru
Vane¡s¡ de Andrade, CCBEU lnter
Americano, Curitiba, Brazil . Ro¡s¡na Aragón
Cartro, ICPNA Cusco, ps¡rl o fennlfer
Ballerteror, Universidad del Valle de México,
Campus Tlalpan, Mexico Cit¡ Mexico o Brad
Bawtlnhelmer, PROULEX, Guadalalara,
Mexico r C¡rollna Bermeo, Universidad
Central, Bogotá, Colombia . Zulma Bultrago,
Universidad Pedagógica Nacional, Bogotá,
Colombia . fablola R. Cabello, ldiomas
Católica, Lima, Peru . Emmr Campo
Collante, Universidad Central Bogotá,
Colombia ¡ Vlvlane de Cá¡¡la Santo3
Carllnl, Spectrum Line, Pouso Alegre, Brazil r
Fanny Cartelo, ICPNA Cusco, Peru . foré
Lul¡ Ca¡tro iloreno, Universidad de León,
Mexico ¡ Mel Chla-Hong, Southern Taiwan
University (STUT), Taiwan . Guven Clftcl,
Faith Universit¡ Turkey . Freddy Correa
Montenegro, Centro Colombo Americano,
Cali, Colombia . Allcla Cr¡man de
Carmand, ldiomas Católica, Lima, Peru .
fe¡ú¡ G. Dfaz Oslo, Florida National College,
Miami, USA. Ruth Domfnguez, Universidad
Central Bogotá, Colombia . Rolana Echave,
El Cultural Arequipa, Peru . Angéllc¡ E¡cobar
Chávez, Universidad de León, Mex¡co . fohn
Fleldeld¡ College of Engineering, Nihon
University, Aizuwakamatsu-shi, lapan .
Herllnda Florer, Centro de ldiomas
Universidad Veracruzana, Mexico . Claudla
Iranco, Universidad Pedagógica Nacional,
Colombia . Andrea fredrlckr, Embassy CES,
San Francisco, USA ¡ Chen-Chen fu, National
Kaoshiung First Science Technology University,
Taiwan . Marfa lrma Gallegor Peláez,
Universidad del Valle de México. Mexico City,
. Mexico . Carollna Garcla Carbalal, El
Cultural Arequipa, Peru . Claudla Gavancho
Terrazas, ICPNA Cusco, Peru . Adrlan¡
Gómez, Centro Colombo Americano, Bogotá,
Colombia . Raphaël Goorsenl, ICPNA Cusco,
Peru . Carlo Granados, Universidad Central,
Bogotá, Colombia . Ralph Grayron, ldiomas
Católica, Lima, Peru . Murtt Gultekln, Faith
University, Turkey . Monlk¡ Hennesse¡
ICPNA Chiclayo, Peru o Lldla Hernández
Medlna, Universidad del Valle de México,
Mexico City, Mexico ¡ fese Huang, National
Central University, Taiwan . Erlc Charle¡
fones, Seoul University of Technolog¡ South
¡e¡s¿ o fun-Chen Kuo, Tajen University,
Taiwan . Suran Krleger, Embassy CES, San
Francisco, USA . Robert Labelle, Centre for
Training and Development, Dawson College,
Canada . Erln Lemal¡tre, Chung-Ang
University, South Korea . Eleanor S. Leu,
Soochow University, Taiwan . Ylhul tl
(Stclla tl), Fooyin University, Taiwan r
Chln-F¡n Lln, Shih Hsin Universit¡ Taiwan
. Llnda Lln, Tatung lnst¡tute of Technology,
Taiwan . l(rl¡ten Llndblom, Embassy CES,
San Francisco, USA . Rlcardo López,
PROULEX. Cuadalajara, Mexico . Nell
Macleod, Kansai Caidai University, Osaka,
lapan . Robyn McMurray, Pusan National
University, South Korea . Paul¡ Medlna,
London Language lnstitute, Canada . M¡rla
Terc¡a Meléndez de Elorreaga, ICPNA
Chiclayo, Peru . Sandr¡ Ceclll¡ Mor¡
Espelo, Universidad del Valle de México,
Campus Tlalpan, Mexico City, Mexico .
Rlcardo Nausa, Centro Colombo Americano,
Bogotá, Colombia . Tlm Newflelds, Tokyo
University Faculty of Economics, Tokyo, lapan o
Mónlca Nomberto, ICPNA Chiclayo, Peru .
tcarlett Ostollc, ldiomas Católica. Lima, Peru
o An¡ Cd¡tlna Ochoa, CCBEU lnter
Americano, Curitiba, Brazil . Doralba Pérez,
Universidad Pedagógica Nacional, Bogotá,
Colombia ¡ Davld Pere¡ Montalvo, ICPNA
Cusco, Peru . W¡hren¡ Ellzabeth Pfelrter,
University of Suwon, South Korea . Wayne
Allen Pfelcter, University of Suwon. South
Korea. Cecllla Ponce de León, ICPNA
Cusco, Peru. Andrea Rebonato, CCBEU
lnter Americano, Curitiba, Brazil o Ellzabeth
Rodríguez López, El Cultural Trujillo, Peru r
Olga Rodríguer Romero, El Cultural Trujillo,
Peru . Tlmothy Samuelron, BridgeEnglish,
Denver, USA. Enrlque Sánchez Guzmán,
PROULÊX, Cuadalajara, Mexico ¡ Letlcl¡
Stnto¡, ICBEU lb¡á, Brazil . Lynd¡¡y
Shaeffer, Embassy CES, San Francisco, USA
o fohn Erlc Sherman, Hong lk University,
South Korea foão Vltor Soares, NACC,
o
São Paulo, Brazil . EIen¡ Sudakova, English
Language Center, Kiev. Ukraine. Rlchard
Swlngle, Kansai Caidai College. Osaka,
lapan . Sanddne Tlng, St. lohn's University,
Taiwan . Shu-Plng Tsal, Fooyin Universit¡
Ta¡wan .losé Luls Urblna Hurtado,
Universidad de León, Mexico . Monlca
Urtcaga, ldiomas Católica, Lima, Peru .
luan Carlor Vlllafucrte, ICPNA Cusco, Peru
. D¿ Wen-h¡len Yang, National Kaohsiung
Hospital¡ty College. Kaohsiung, Taiwan o
Holger Zâmora, ICPNA Cusco, Peru.

ilt
 Top Notch Fundomentols is designed for true beginning students or for
Learning Objectives students needing the support of a very low-level beginning course, No prior
knowledge of English is assumed or necessary.

o Tell a classmate your occupation . Occupat¡ons ¡ Verb t¡e:

I .
.
ldentify your classmates
Spell names
. The alphabet " Singular and plural statements, contractions
" Ye¡ / nq questions and short answers
Names and ' Common errors
o Subiect pronouns
Occupations o Articlesa/Ân
pa$e 4
. Nouns:
.Singular and plural / Common and proper

@liú"practice
. lntroduce people . Relationships (non-family) o Possessive nouns and adjectives
e . Tell someone your first and last . Titles . Be from / Questions with Where, common errors
name ¡ First and last names . Verb þg: information questions with What
About People o Get someone's contact . Numbers 0-20
pa{e 12
information
@practice

o Talk about locations . Places in the neighborhood . Verb he: questions with Where
3 r Discuss how to get places . Locations . Subiect pronoun i!
. Discuss transportat¡on . ways to get places ¡ The imperative
Places and How . Means of transportation . B¡¡ to express means of transportation

to Get There Pract¡ce

pa¡le 20

.
ffi@t-
. .
ldentify people in your family Family relationships Verb þe:
+ .
¡
Describe your relatives
Talk about your family
. Adiectives to describe
people
. Questions with Who and common errors
. With adiectives
Family . Numbers 2l-101 . Quest¡ons with How old
¡ Adverbs verv and so
page 28 ¡ Verb have / has: affirmative statements

practice

. Confirm that you're on t¡me . What time is it? . Verb þe: guestions about t¡me
5 o Talk about the time of an event . Early. on time, lale . Prepositions in, OO and ¿l for dates and times
r Ask about birthdays o Events o Common errors
Events and . Days of the week
. Ordinal numbers Wpract¡ce
Times ¡ Months of the year
page 36

. Give and accept a compliment . Clothes . Demonstratives this. that. these- those
6 o Ask for colors and sizes ¡ Colors and sizes . The simple present tens€: [þ wanL need. and have:
. Describe clothes . Opposite adiectives to . Affirmative and negat¡ve statements
Clothes describe clothes " Questions and short answers

pdge M
ffinþ .
.
' Spelling rules and contractions
Adiective placement and common errors
One and ones

@Practice
Talk about morning and evening . Daily activities at home . The simple present tense:
7 activities . Leisure activit¡es . Third-person singular spelling rules
Describe what you do in your . Household chores " Questions with When and What time
Activities free time o Questions with How often. time expressions
Discuss household chores . Questions with Who as subiect, common errors
pa$e 52 . Frequency adverbs and time expressions:
Units 1-7 Review " Usage, placement, and common errors
pa¡le 60
Wrâpractice
lv
 Use And you? to show interest in another
person
Use Excuse me to initiate a conversation
Use Excuse me? to ¡ndicate you haven't heard
or didn't understand
Use Thanksl to acknowledge someone's
complying with a request
Llrtcnlng tark: Rcadlng Tcxt:
¡ Circle the letter you hear . Simple forms and business cards
o ldentify correct spelling of
names Wrltlng Tark:
. Write the name you hear spelled . Write affirmative and negative
r ldentify the correct occupat¡on statementi about people in a picture
¡ Write the missing information: names and
occupat¡ont
Pronuncl¡tlon:
. Syllables

ldentify someone's relationship to you when Llrtenlng tark: Rcadlng Text:

making an introduction . Complete statements about relationships
a Use too to rec¡procate a greeting o Circle the correct information
Begin a question with And to indicate you . F¡ll in names, phone numbers, and e-mail
want additional information addresses you hear
a Repeat part of a question to clarify Pronuncl¡tlon:
Repeat information to confirm o Stress ¡n two-word pairs
. Short descriptions of famous people,
thelr occupations, and countries of
origin
Wrltlng Tark:
. Write sentences about your relationships

Use You're welcome to formally acknowledge Llrtcnlng tark: Rcadlng Tertt:

thanks . Wr¡te the places you hear
Use OK to acknowledoe advice r Write the directions you hear, using affirmative
a Use What about you? to show interest in and negative imperatives
another person . Circle the means of transportation
o Write by phrases, check destinations you hear
Pronuncl¡tlon:
e Falling intonation for questions with Where
. Simple maps and diagrams
r lntroductions of people, their
relationships and occupations, where
they live, and how they get to work
Wrltlng Tark:
o Write questions and answers about the
places in a complex picture

Use Well.... to ind¡cate one is deciding how Llrtenlng tark: Readlng Tertr:
to begin a response o ldentig the picture of a relative being . A family tree
Use And how about...? to ask for more described . A magazine article about famous actors
information . Choose the adlective that descr¡bes the people and their families
Use Really? to show ¡nterest or mild surprise mentioned in a conversation Wrltlng Tark:
Pronuncl¡tlon¡ o Write a description of the people in
. Number contrasts your family

Use Uh-oh to ¡nd¡cate you may have made a Llstcnlng tark: ßcadlng Textt:
mistake r ldentify events and circle the correct times ¡ A world map with time zones
Use Look to focus someone's attent¡on on o Write the events you hear in a date book ¡ Events posters
something . Circle the dates you hear . Conversations
a Use Creat! to show enthusiasm for an idea
Pronunclatlon: . A zodiac calendar
a Offer someone best wishes on his or her
. Sentence rhythm Wrltlng Tark:
birthday . Wr¡te about events at your school or in
your city

. Acknowledge a compliment with Thank you Llrtcnlng tark: Rcadlng Tcxt:

. Apologize w¡th l'm sorry when expressing
disappointing information
o Use That's too bad to express disappo¡ntment
¡ Use What about you? to ask for someone's
opin¡on
. Use Well to soften a strong opinion
. Conf¡rm details about clothes . A sales llyer from a department store
¡ Determine colors of garments Wrltlng Task:
Pronuncl¡tlon: o Write sentences about the clothes you
. Plural endings have, need, want, and like

. Say Me? to give yourself time to think of a Llrtcnlng tark: Rcadlng Text:
personal response o Match chores to the people who performed . A review of housekeeping robots
. Use Well to introduce a lengthy response them Wrltlng Tarkr:
. Use 5e to introduce a conversation topic Pronúnclrtlon: r Write five sentences about robots
. Use How about you? to ask for parallel information . Third-person singular verb end¡ngs . Describe your Çpical week, using
. Say Sure to ¡nd¡cate a willingness to answer
adverbs of frequency and time
. Eegin a response to an unexpected question expressions
with Qh
 I r Describe your neighborhood
. Ask about someone's home
o Talk about furniture and
. Types of buildings
. Places in the neighborhood
. Rooms
¡ turniture and appliances
.
r
The simple present tense:
. Questions with Where, prepositions of place
There is and there are:
. Statements and )æ5 / ne questions
Home and appliances

Neighborhood
page 64 ffi vocabulary
.
. Contractions and common errors
Questions with How many

t þractlce

I . Describe today's weather

r Ask about people's activities
¡ Discuss plans
.
.
Weather expressions
Present and future time
. The present continuous:
" Statements: form and usage

ffi
expressions . Yes / ne quest¡ons
Activities . lnformation questions
. For future plans
and Plans r The present participle: spelling rules
pa{e 72 practice

Discuss ingredients for a recipe . Foods and drinks . Count nouns and non-count nouns;
t0 Offer and ask for foods
lnv¡te someone to ioin you at the
. Places to keep food in
kitchen
a
.
. Meaning, form, and common errors
Count nouns: Hgly.@any / Are there any
Food table . Containers and quantities . Non-count nouns: How much / ls there any
¡ verbs o The simple present tense and the present

ffi*@;"::î"
Cooking
pa$e 80

il Tell someone about a past event

Describe past activ¡ties
Talk about outdoor act¡vities
.
.
Past-t¡me expressions
Outdoor activ¡ties
.
.
The past tense of be:
" Statements, quest¡ons, and contractions
The simple past tense
. Regular verbs, irregular verbs
Past Events
" Statements, questions, and short answers
page 88
practice

. o Describing people with þ and have

Describe appearance Adiectives to describe hair
.
IE Show concern about an inlury
Suggest a remedy
.
.
The face
Parts of the body
Should + base form for advice

practice
Appearance o Accidents and inluries
. Ailments, remedies
and Health
page 96 @
/. More parts of the body
o Can and can't for ability
Express a wish Abilities
t3 Politely decline an invitation
Ask for and agree to do a favor
Adverbs well and badly
Reasons for not doing
.
.
Too + adjective, common errors
Polite requests with Could you + base form
Abilities and something

Requests
Favors Wpractice
pa¡le 104

t+:
Life Events and
a
Cet to know someone's life story
Discuss plans
Express wishes for the future
.
.
.
.
Some life events
Academic subjects
Leisure activities
Life cycle events
. Be

.
going to + base form
o Would like + infinitive:
Statements
. Questions

Plans j"-tr'..r'rr,.ocontractrons
pa$e ll2 ': M:::il::i.:r:ïTilï.'
Units 8-14 Review
ryûapractice
pa¡le 120

Countries and nationalities/ Numbers 100 to 1,000,000,000 / lrregular verbs / Pronunciation table....page 125

vt
 . Use Really? to ¡ntroduce contradictory Ll¡tcnlng tôrk: Readlng Textr:
information . Determ¡ne the best house or apartment for o House and apartment rental listings
¡ Respond positively to a description with clients of a real estate company . Descriptions of people and their homes
Sounds nice! . Complete statements about locations of Wrltlng Task:
. Use Actually to introduce an op¡nion that furniture and appliances . Compare and contrast your home with
might surprise Pronuncl¡tlon:
o Say I don't know. l'm not sure to avoid making homes in a complex illustration
o Linking sounds
a direct negative statement

. Use Hi and Hey to greet people informally Llrtenlng t.rk: Readlng Textr:
. Say No kidding! to show surprise o Determine weather and temperatures in cities . A daily planner
o Answer the phone with Hello? in a weather report o A newspaper column about activit¡es in
. ldentify yourself with Th¡s is _ on the phone . Complete statements about people's activities, a town
. Use Well. actually to begin an excuse using the present continuous
. Wrltlng Tark:
Say Oh. l'm sorry after interrupting .
. Pronunclatlon: Write about plans for the week, using
Say Talk toyou later to indicate the end of a . Rising and falling intonation of yet / nq and the present cont¡nuous
phone conversation
info¡mation quest¡ons

.
Say l'll check to indicate you'll get Llrtenlng task: Readlng Texts:
information for someone o ldentify the foods discussed in conversations o Recipe cards
r
Decline an offer politely with No. thanks Pronunclatlon: . A weekly schedule
.
Use Please pass the .., to ask for someth¡ng at ¡ Vowel sounds: lil, ltl, let/, l¿1, læl Wrltlng Tark:
.
the table . Wr¡te about what you eat in a typical
Say Here you go as you offer someth¡ng
. day
Say Nice to see you to greet someone you
already know
o Use You too to repeat a greeting politely

. Ask why? to ask for a clearer explanation Llrtenlng tark: Readlng Text:
. Use What about _? to ask for more ¡ Circle the year you hear . A blog in which people describe what
information o lnfer the correct day or month they did the prev¡ous weekend
. Use iUSl to minimize the ¡mportance of an action . Choose activ¡ties mentioned in conversations
. Wrltlng Taskr:
Use a double question to clarify o Write about the activities of two people,
. Pronunclatlon:
.
Say Let me think to gain t¡me to answer . Simple past tense regular verb endings based on a complex picture
Say Oh veah to indicate you iust remembered
. Wr¡te about your weekend and what
something
you did

. Use Oh to indicate you've understood Llrtcnlng tark: Readlng Text:

. Say l'm sorry to hear that, Oh. no. and o ldentify the people described in conversations . A magaz¡ne article about two celebrities
That's too bad to express sympathy . Complete statements about iniuries Wrltlng Task:
. Use What's wrong? to ask about an illness . ldentify the ailments and remedies suggested ¡
. Write a description of someone you
Use really to intensify advice with should in conversations
. know
Respond to good advice with Good idea
. Pronuncl¡tlon
Say I hope you feel better when someone feels ¡ More vowel sounds
sick

¡ Use I wish I could. . . to express a wish Llrtenlng tark: f,eadlng Text:

o Use But to introduce contrasting information . Complete requests for favors . A iournal article about infant-toddler
. Suggest a shared course of action with Let,s
Pronuncl¡tlon development
. Politely decline a suggestion with l'm really o fusimilation of sounds: Could you Wrltlng Tark:
.
sorry but and a reason ¡ Describe things people can and can't
Accept a refusal with Maybe some other time
. do when they get old
Use Sure and No problem to agree to
someonc's rcquest for a favor

. Use Not really to soften a negat¡ve response
. Ask What do you mean? to request clarification
. Use Well to explain or clarify
. Wrltlng Tark:
Use emphatic stress on and to indicate two
answers
Llstcnlng tark: Readlng Text:
. Choose correct statements . A short biography of Harry Houdini
o Circle correct words or phrases
. Complete statements about activities, using the ¡ Write your own illustrated life story
present continuous including plans and wishes for the
o lnfer people's wishes for the future and complete future
statements, using would like
Pronunclatlon
. Diphthongs

Active&ook Self-Study Dísk ........... lnside back cover

vil
 What isTop Notch?
Top Notch is a six-level* communicative course that prepares adults and young adults to
interact successfully and confidently with both native and non-native speakers of English.

The goal of the Top Notch course is to make English unforgettable through:
> Multiple exposures to new language
> Numerous opportunities to practice it
> Deliberate and intensive recycling
The lop Notch course has two beginning levels: Top Notch Fundamentals for
true beginners and Top Notch 1 for false beginners.

Each fufl levelof Top Notch contains enough materialfor 60 to 90 hours of classroom
instruction. A wide choice of supplementary components makes it easy to tailor
Top Notch to the needs of your classes.
.summit 1 and Summlt 2 are the titles of the f¡fth and sixth levels of the rop Notch course.
All Student's Books are available in split editions with bound'in workboola.

The Top Notch instructional desi$n

Daily confirmation of progress
Each easy-to-follow two-page lesson begins with a
clearly stated communication goal. All lesson activities
are integrated with the goal and systematically build
toward a final speaking activity in which students
demonstrate achievement of the goal. "Can-do"
statements in each unit ensure students' awareness
of the continuum of their progress.
A purposeful conversation syllabus
Memorable conversation models provide essential
and practical social language that students can
carry "in their pockets" for use in real life. Guided
conversation pair work enables students to modify,
personalize, and extend each model so they can use
it to communicate their own thoughts and needs.
Free discussion activities are carefully crafted so
students can continually retrieve and use the language
from the models. All conversation models are informed
by the Longman Corpus of Spoken American English.
lntensive vocabulary develoPment
Students actively work with a rich vocabulary
of high-frequency words, collocations, and
expressions in all units of the Student's Book.
Clear illustrations and definitions clarify meaning
and provide support for independent study,
review, and test preparation. Systematic recycling
promotes smooth and continued acquisition of
vocabulary from the beginning to the advanced
levels of the course.
A dynamic approach to grammar
An explicit grammar syllabus is supported by
charts containing clear grammar rules, relevant
examples, and explanations of meaning and use.
Numerous grammar exercises provide focused
practice, and grammar usage is continually
activated in communication exercises that
illustrate the grammar being learned.

An emphasis on cultural fluency A dedicated pronunciation syllabus

Recognizing that English is a global language,
Top Notch actively equips students to interact
socially with people from a variety of cultures and
deliberately prepares them to understand accented
speakers from diverse language backgrounds.
Focused pronunciation, rhythm, and intonation
practice is included in each unit, providing
application of each pronunciation point to the
target language of the unit and facilitating
comprehensible pronunciation.

vill
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 lncludes:
I
A bound-in Methods Handbook for professionaldevelopment
l
Detailed lesson plans with suggested teaching times
|l
Language, culture, and corpus notes
¡l Student! Book and Workbook answer keys
ì Audioscripts
- Top Notch fVteaching notes

A hilarious situation comedy, authentic

unrehearsed on-the-street interviews,
and Top Notch Pop karaoke.

. Writing process worksheets

. Vocabulary flashcards
. Learning strategies
oÑÊ:--'- . Graphic organizers
,|.rirfet--'-'--- . Pronunciation activities
Wortrho't
Wrlilng Præerl . Video act¡vity worksheets
Unlt O' e'gc
51) À
(Acqomprnlo¡ and more, .
i+ .

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 Cornplrtr Amrrmrnt Prclrgr
rûfrbHMd![. totÞu.

Full-Course
PlacementTests
,rs¡ø.Ak'¡tr
å

m,*Êlt¡dcs a variety of
uslgnments that r'ÙtÈhcntlc
regiona I and
non-natlve accents.

"*"-,::**fu

'bord grmcs, role plays,

lnform¡tlon gaps, and
ïnd someone who. .."
for *ery lesson.

m*-tf-"f""g!þ!¡39 ohfine leamlng tool wlth:

TopNotch Workbook
þ ü' qÚ'þn'' Spcrklng end wrltlng act¡vities
ü¡ co¡ræl ¡g¡ 'Fopupgnmmar help
ndtod5e.-'TlÊtcld
-- Stdcnt's 8rc,ok Grammar Booster exercises
Top ì,lotch 7V wlth extensive viewing activitles
Automatlcally-gnded achievement tests
Easy course manatement and record-keeplng
 Welcome to Top Notch!
l{ow to plan a Top Notch lesson
The Welcome Unit provides a short introduction
to basic language for greeting and saying good'bye to
people. After that, beginning with Unit l, page 4, the
teaching suggestions for each two'page lesson add up to
a total teaching time of 45-60 minutes. To plan a class
of approximately 45 minutes, use the shorter estimated
teaching times when a range is shown. To plan a class of
at least 60 minutes, use the longer estimated times. Your
actual teaching time will vary from the times suggested
according to your needs, your schedule, and the needs of
your class.
Activities labeled Optìonare additional to the
45-60 minutes, and the estimated teaching time for
each is noted with the activity.
In addition, you will see other optional extensions
to the material on the Student's Book page. These of
course will also increase the time allotted to the lesson:
An extension activity from the
ActiveTeach Multimedia Disc in the
back of this Teacher's Edition
@An optional feature at the
end of the Student's Book
@An optional feature at the end
of the Student's Book
Available supplementary
components to support the lesson.
These optional activities can be assigned as
homework or class work. They come from the Workbook,
Copy & Go, Top Notch TV, and the Complete Assessment
Package.
Oral Progres¡ A¡sessment
At the end ofeach unit, there is also an optional
oral progress assessment based on the picture on the
last page of the unit. Time for this activity depends on
the size ofyour class.
The Top Notch authors strongly encourage
you to view these lesson plans and accompanying
options and extensions as a menu of possibilities in
creating the best lesson plan for you. You may wish to
construct your lesson entirelywithout the options and
extensions, or to extend the lesson to do all possible
activities. The suggested teaching times are provided to
help you do that.
1 (,)) Conversation model
f s"gge"ed - 4 -l- votr, a;t"at
time: mlnutes teachlng time:
Llgq.jjng I I
. Bcfore students listen, write your lìrst trame on the
lroard. Say LIi. I'nt IMs. I:ranklittl. Repcat as needed'
T1
. To i¡rtroduce the class, have each student repeat the
modcl Hi. I'm IRol¡ert]. Then indicate various students
and ask the class to say their llames.
. Flave students listen to the cotrversation as you hold up
the book and point to the characters as each speaks.
FYI:'l'he two people shake ha¡rds as they say Nice to meet
you.
2 ('l) nnytn- and lntonation
. I lave students re¡teat each line cl.rorally. Make sure
studetìts:
. use falling intonation f<lr Nice to meet yot¿ and Nice to
meet yot¿, too.
o stress
lou and too in Nice to nteet yott, loo.
o pronounce the language chunks Ni<:e lo meel you and
GIad to nrcet yott as a sitlgle rvortl.
o pause slightly betwee¡r Hi, Martitt and I'nt Ben.
Option: [+5 mlnutesl tror aclclitional practice, divicle the
class into two groups. Group I says Martin's lines chorally.
Group 2 says Ben's lines ch<lrally.'Lhen they switch roles.
Longuøge and culture' \
.ln most English-speaking countries, people greet each ' '
other with Hi and address each other with first names, no
matter the employment or social relationships'
.ln English-speaking countries, the order for names is first
name (your given name), middle name, and then last
name (your surname or family name).
. Hello is slightly more formal than Hi. lt's o pleosure to meet
you is slightly more formal than Nrce to meet you, Glod to
meet you.
t s"""esten -S-f o--f- Vour actual
I teA¡!iõ!t!i-.--Tlry!9t I teachins time: '
. Have studetrts listen to the greetings and responses in
the boxes and rePeat chorallY.
. Model the conversation, approaching various students,
using the different greetings and responses written on
the boarcl. Make sure the students stand witlì you, so
you can shake hands more naturally.
. Ilave students walk arr.¡und the rot¡m and greet at least
fìve people and shake their hands'
. Conversation Pair Work Cards
-l
'l,anguage and culttlre notcs are provicled tt¡ offcr studen¡s
cnrich¡ne¡rt or rnore informatio¡r abottt language and / or
culture.'l'hcir use is optional.
 Welcome to Top Notchl

f i"l C0NVERSAT¡0N MoDEL Read and tisten.

A: Hi. l'm Martin. A: Nice to meet you, Ben.

B: Hi, Martin. l'm Ben. B: Nice to meet you, too.

ii,l nttfttuf AND INToNATIoN Listen again and repeat. Then practice the conversation Model
with a partner.

NOW YOU CAt{

PAIR WORK Now introduce yourself to your classmates.

(,)) Response,

(r)) Greetlngs Ëi¡ii:i!åií3ï

gr,";'üàíäi"",yo,.
Hi.
Hello.
l'm [Lisa].
1 (,)) C0NVERSATION M0DEL Read and listen.

A: Hi, Len. How are you?

B: Fine, thanks. And you?
A: l'm fine.
l:0t
2 (D) RHYTHM AND INTONATION Listen again and
repeat. Then practice the Conversation Model

3 ii,) v0cABUtAR y o More greetings Read and

listen. Then listen again and repeat.

NOW YOU CAN

PAIR W0RK Now greet your classmates.

Tù cr""tingt
[31i'!"ffi0r
iläwiitgoingt

Welcome
 (D) Gonversatlon model . Write on tlìe board:
1
lls 1:00 en.
lfs 7:00 p.n t-
. Point
It's ?:00 a.m m
to the man in the photo and say 'l'ltis is Len. . Say each time and have students say the appropriate
Ø
U,
FYI: t.en sot¡¡'rds like Ber¡. greeting. (Good afternoon, (ìood evening, Goocl o
. Have students read and listen. I'lave stude¡rts listen as
often as necessary.
morning,) z
0ptlon: [+5 m¡nutêsl F'or additional practice, have stt¡cle¡rrs
!
2 (Ð) Rhythm and lntonatlon
work in pairs. Student A writes three tinìes on a piece of
pa¡rcr. Studerlt B says the matching greeting for each.
r
l--suggested I s -f actual youyour
Longuoge ond culture
z
L!Ceg!!!SjqLS, minutes I teaching tlme: \
. Times can be said in different ways in English, 6:00 p.r,¿. L
. Have students repeat each line chorally. Make sure can be said six o'clock, six Lv., six, six in the evening. e.v.
students: means before noon. p.M. indicates time between noon and
" use fallirrg intonation for How are ye¡¡! midnight.
. stress r¡re in Ílow are you? . Good evening is a greeting and means Hello. Good night
" use rising into¡ration for And y6¡17 means Good-bya At the end of a workday, many people in
" stressf¿¡g and tøl in Fine, thanks. And you? North America will say Good night even if it is only 5:00 in
Option: [+5 m¡nutes] Divide the class into ttvo groups. the afternoon.
Group I chorally repeats A's lincs. (ìroup 2 chorally
repeats B's lir.re. 'Ihen students switch roles. . Vocabulary Flash Cards
Longuoge ond culture \
e ln the U.5., people usually say How ore you? to say Hello.(
It is not expected that you describe or give details about .Ngn, Y-gq_c+N
how you are feeling. l'm Íineis sufficient. lf someone
wants to continue the conversat¡on or wants to hear more
1 {D) Palr work
personal information about you, he or she may add Sq Suggested , S-rO I
I teaching Vouïactuãt
how is everything? o¡ How ore things goingT f tlnle: _- mlnutes I teach¡ng time:

.Shaking hands is considered the accepted greeting in
international business s¡tuations. lt is also a common
greeting in social situations. ln general, when shaking
hands in English-speaking countries, look at the person,s
eyes and smile. Shake hands briefly, but firmly.
. Have students listen to the greetings ancl responses in
the boxes. Then have students repeat chorally.
. Model the conversation. Approach various students and
use the different greetings and responses. I:or example:
l' : Horu's e ue r y llt i ng?
'

S: Not bad. And you?

'l': I:ine, thanks.
3 (D) vocabutary
' Have strr(lents walk around the roorn and say hello to fìve
-sr.,ss.rt"d-- 5 -l
|I teachiqg time:_ m¡nutes I
Your
teaching
actual
time:
I
¡leople. Tell them to talk to peo¡rle they haven't talked ro
I
yet.
' Make sure that students understarrd the abbreviations in
' F,ncourage students to try to use all ofthe greetings and
the pictures:
responses presentcd in this unit.
¡,n. = in tlrc nnrning
p.rrr.
. Encourage stude¡¡ts to pay attention to their rhythm and
= irr the afternoon or in the evening
into¡ration.
' If your students are not fanliliar with telling tinre this
way, you ntay rvant to co¡ìvert the tintes to 24-hour style ' Ask va rious st udents to role-play one of t hei r
to clarify. Write on the board: conversations in front ofthe class.
6:00 am. 0800 Longuoge ond culture
L00 p.m. 1900 . How's everything? and How's it going? are more
6:00 en.. 1800
informal than How ore you?
' Have students listen and study the greetings and the .The customary response to How ote youT is Fine, ll you
time ofday each greeting can be used. are not doing well, you can say Not bod o¡ So-so. Many
' Then have stude¡ìts re¡reat each greeting chorally. people, however, always say fine no matter how badly
they feel.

. Conversation Pair Work Cards

T2
 (,)) conversatlon model Oral Progress Asse$ment
Suggested 3 Your actual The followlng can be used as a revlewof the materlal ln
teachlnq time: mlnutes teachlno tlme:
the Welcome Unlt. It ls deslgned for use wlth the whole

',7z
0-
. Before students listen, model waving with your hand and
saying good-bye. The palm ofthe hand faces out and the
hand moves side to side. In the photos, people's hands
clase.
o Introduce yourselfto several studentg. For example:
T: Hella.
Lin tþIr,-fuCerÊl.
s.Hl,Lfu[Nsrs]lÊ|.
z are at chest and shoulder height because they are close
to each other. Ifyou were far away from a person, you T: Itb a pleasure to meet you.
o
Ø would probably wave your hand higher up in the air. You S: Nlce to meetyou, too,
v, may want to ask students to wave to a classmate! . Greet several students. For example:
UJ . Have students read and listen. Have students listen as Tz Hl, [Pttl]. How are you?
J often as necessary. S: I'mfine, Andyou?
T: I'mgreat.
2 {,¡) nlyttrm and lntonatlon . Say good-bye to several students. Use dlfferent
forms, Encourage students to answer with dlfferent
Suggested 5 Your actual
teachlno tlme: mlnutes teachlnq tlme: responses. For example:
T:Good-We [Nøme].
. Have students repeat each line chorally. Make sure
Sz Seeyoulater.
students:
. use falling intonation for all of the sentences. Evaluate students on intelltglbillry fluency, correct uoe
of target grammar, and approprlate uee of vocabulary.
" stress -bl¿ in Good-bye.
o stross lifef in tomorrow.
. 0ral ProgressAssessment Charts
" stress the c in OKand sgein See you!
optlon: [+5 mlnute¡] Extend the activ¡ty by dividing the
class into two groups. Have the groups stand up and
face each other. Group I repeats Emily's lines in the
conversation. Group 2 repeats Charlotte's lines. Encourage
students to wave good-bye. Then have students switch
roles.

.rowYou'
Palr work
Suggested 5-10 Your åctual
terchlno t¡me: mlnutês teechlno tlme:

. Have students listen to the ways to say good-byeinthe

box. Then have students repeat chorally.
. Ask students to walk around the room and say good-bye
to five different people. Have them use the gesture of
waving as they walk away.
. Encourage students to pay attention to rhythm and
intonation.

. Conversation PairWork Cards

T3
 (,)) C0NVERSATION MODEL Read and tisten.
A: Good-bye, Charlotte.
B: Good-bye, Emily.
A: See you tomorrow.
B: OK. Seeyoul
l:12
(l) nnvfnm AND ll{T01,¡ATl0lrl Listen again
and repeat. Then practice the Conversation
Modelwith a partner.

NOW,
PAIR WORK Now say good-bye to your classmates.
 Names and Occupations

LESSON 1

GOAL

iil VOCASULARY o lccupatíons Read and listen. Then listen again and repeat.

an architect 4 an actor 5 an athlete

lì
,4?
':*ù

6 a musician 7 an artist 8 a banker 9 a singer 10 a flight attendant

More occupotio¡5 o p. 126

PAIR W0RK Say the name of an occupation. Your partner points (r ', ) to the picture.

GRAMMAR o Verb be: singular statements / Contractions

Artlcles a / a¡
a teacher
Aff lrmatlve slatements / Gontractlons ilegatlve statemsnts / Contractlons an actor
I am Ann. / I'm Ann. I am nolJen. / I'm notJen.
You a¡e an architect. / You're an architect. You are not an artist. / You're not an artist. / You aren'l an artist,

He is a teacher. / He's a teacher. He is not a student. / He's nol a student. / He isn'l a student.
She is a singer. / She's a singer. She is not a banker. / She's not a banker. / She isn'l a banker.

UNIT 1
 t-
Names and Occupations m
@
(t
Invite volunteers to the board to write the contractio¡ts o
for you are, he is, and sl¡e is. (You're. He's. She's.) z
Have students repeat the contractions chorally. Make a
!
t (,tl Vocabulary
pulling gesture with your hands to indicate the length of
the vowel is l¡e's and she's.
r
4-S Your actual Direct attention to the negative statements and have z
tlme: mlnutes students study the examples.
' I.'irst listening: Have students study the words as they Write on the board I om o singer. Point to yourself and
listen. say I am not a singer. Write the word no, after anl on the
board: I om not o singer.
' Second listening: Have students repeat chorally.
Show students that not is placed after the verb be.
gptlon: M(+5-10 minutes)
Call attention to the two negative contracted forms.
Longuoge ønd culture Have students repeat them chorally.
Direct attention to the box with articles.
tsÜ F.oln the Longman Corpus: lt ls becoming
increasingly common, in both spoken and written Write on the board:
English, to use octor rather than octreis to refer to females. vowels: o, e. i, o. u
However, octress is used about three tlmes more often for consononls: b. d, f, g, h, j, k l. m. . . . Gtc.)
girls and women. Direct students'attention to the way that a and an are
presented in Exercise L Ask them to say the occupations
. vocabutary Ftash cards that begin with vowel sounds in Exercise l. (architect,
Q|üffi@ actor, athlete, art¡st) Say the rule Use gpbeþre a vowel.
Ask students to say the occupations beginning with
2 Pal,¡ work consonant sounds, (teacher, student, musician, banker,
Suggested 4-5 Your actual singe¡ flight attendant) Say the rule Use 4beþre a
teachlno tlmê: minutes teachlno tlme: consonant.
. Model the activity. Say the name of an occupation and . You may want to write the two rules on the board.
have all students point to the corresponding photo.
0ption: [+5 m¡nute¡¡ For additional practice, write on the
Move around the room to check their responses.
board I om o teocher. He is o sìnger. She is on ocior. Ask
' If some pairs finish the activity quickly, have them students to make contractions. (l'm, He's, She's) Then
reverse the activity. Student A covers the words and have them make all possible negative forms. (l am not /
points to a picture, and Student B says the name of the I'm not, He is not / He's not/ He isn't, She is not / She's
occupation. not / She isn't)
Longuoge ond culture
3 Grammar . The rule lor o I an is based on sound, not on spelllng.
Suggested | 10-15 Your actual
ln some English words, the initial letter h ls not
tlme: I mlnutes chlno tlme:
pronounced; for example, hour, so we say on hour. Alsq
' Direct attention to the affirmat¡ve statements and have somet¡mes the initial u in English words ls pronounced as a
students study the examples. consonant sound, lyl; for example, university.ln that case
. Say I am a teacher. Indicate a student and say You qre a we say o univers¡ty,
student. Point to photo 5 in Exercise I and say He is an
athlete. Point to photo B and say She ds abanker.
. Write the following on the board and have students
gjfiffi| . tnductive Grammar charts

repeat each one chorally:

I om you ore he is she ìs
. Direct attention to the contractions and have students
study the examples.
' Show students how to form the contraction. On the
board, erase the letter a in am and write an apostrophe
(') where the r? was to help students see that I am = I'm
and that the apostrophe replaces the missing letter.

T4
 . Wlitc the fblkrwing (¡rcstions on thc board. II¿rve
4 Grammar practice
sturlcnts rel)()at ()aclì (lucstiorì ch<lrally using falling
Suggested I
I teachingtime: I Your actual I
irrtonat ion.
I m¡n9!91 | !e ç¡']rjlliqgi _
z
i
Whot do you do?'Whot's your job? 'V/hat's your
' llcvicrv thc ansrvers.'l'hcn havc students repeat tlìe occupotion?
correct ¡rhrases (articlc + occupatiorì) chorally.
o- ' Write orì tlìc boar(l:
Option: [+5 minutesl ljor rnorc practicc, have studc¡rts do The mon is o The womon ís on
z a ¡rail rvork activitv with ljxerclse I <-rn pagc 4. Stucle¡rt A
' -. atrrl listcll, ask for-.tlte attswers.
After stuclents reatl
o s.rys a¡r occu¡raliort l'rorn lìxercisc I lvithout tlte article.
Sltrtkllt lJ says tlrc ocr:tr¡ralion lvilh the correct articl(f ; for
(llanker. Architect.)
Ø
C') exartr¡rlc, Sturlcllt t\: aclor Str¡rlcllt lt: an actor. Longuoge ond culture
lU \_
Oplion: [+5 m¡nutesì lirr a challenge, rvrite on the troartl tsÜ rroln the Longman Corpus: ln spoken English
eiglrt oct'u¡rations frorlr thc IJ¡rit I V<lr:allulary lìoostnr, ¡lagc Whot do you do? is more common than Whot's your
126..Àsk slu(lcrìts to adcl tlle corrr)ct articlc frlr each word. occupotion? Learners typically use occupation in statements
rather than quest¡ons to talk about, for example, choos¡ng
5 Pair work an occupation.

suggested 3-5 j Your actual

I teachingtime: minutes I teachingtime:
' In ¡rairs, Sturlent A ¡roints to tlre ¡rhotos, covering
tht: worrl lìlr r::rt:h ()ccul)ali()n. Slrrtlent ll nanres the
occr.rl)at iorì.'l'hen tlrcy srvitch roles.
0ption: [+5 m¡nutes] Ilave stuclcr.rts do the sanìe activity
rvith the Vocabulary llooster ¡rhotos on page 126.
I
2 and ¡ntonat¡on
' IIave stu(lents rel)eat each lirte chorally. Make st¡re
students:
,' rrse falling intonatiotr for What do yott do?
,, stress the sec<lr¡d tlt¿in Wltat do you clo?

6 lntegrated practice '' trse risirrg intonation and strcss yottinAnd you?
I Suggested 5-7 | Your actual
3
I

i !iry'": mllqtgl l !9q!!!!slirn!:

ls¡çlilg Pair work
' I)oint to the fìrst ¡ricture antl say Matt Dannn.'llten iussiitãd sr
I teaching
rcvicrv thc cxarrr¡rkr. IIave sturlents repeal chorally. I timq _ Flqules
. 'lil support students in this activity, brainstorm all the
' Motlel lhe ¡rronunci:rtion <¡f the other three celebrities.
occul)ation words they know. Write a list on the board.
' l)oirìt out thal you can usc any of thc occu¡ration words
. Model the co¡ìversatio¡r with a more confìdent stude¡rt.
to rvrite a negativc statcnìcnt; for cxarn¡rlc, He's ttot a
leaclter. Iíe's not a doctor. l)lay lìole B. Tlren nrr¡del the conversation with another
. stutlent. Play lìole A.
lìcvicrv a¡ìswcrs by calling <l¡r three vohtrìteers to
write their serìtcrìces on the lx)ar(1. Make necessary . IJc surc to rcinforce the use ofthe conversation strategy;
cr¡rrcctiolls ancl rcvielv the sentellces anrl lhe for exarn¡rlc, to de¡nonslrate showing irìterest in a¡'¡other
corìtriìcliorìs rvith thc class. persorì, Iravc a stuclent ask you Wlta! do you ¿/oiAnswer
I'm att Ertglislt teacher. And you?
Longuoge ond culture . 'lb ¡lrovidc fce'dback, rnove arot¡nd the r<¡onr and listen
Matt Damon from the U.5. His films include
is an actor
irì as stude¡rts practice. t,ncourage stttclents to use the
Soving Privote Ryan, Ihe Bourne series, and Invictus.
correct rhythnr and into¡ration.
Carlos Vives is a singer, songwriter, and TV actor from
Colombia. He has recorded '13 albums. . conversation
Hee-Young Lim is an accomplished class¡cal mus¡c¡an from
@lüüü&t Pair work cards

South Korea. She plays the cello and performs all over the
world.
4 Change partners
I srgg"st"d 5 [-%irrä.trul
Constantina Tomescu long distance runner from
- I!þ!!es- | teaching timej
is a
Romania. ln the 2008 Olympics, she won the women's
I leqç¡1¡gllrngi _ * ___l
' 'lb review, ask a fcrv students What does votff partner
marathon at age 38.
r/o?Yot¡r students carì say, for exarnple, He's an architect.
Slte's a stutlent.
NOW YOU CA.N

1 (,)) Conver¡ation model

Suggested 4-5 I Your actual . Workbook: Exercises 1-3
teach¡ng time: m¡nutes teaching time: I
I
. Copy & Go: Activity 1
'l'his convcrsation stratcgy is irnplicit in thc nlodcl:
' [Jsc And you? tt¡ shrlrv illtcrcst in anothcr person.

T5
4 GRAMMAR PRACTICE Write the article a or an for each occupation.
1 .. .q1... architect 3 ...1. banker 5.l.singer
2 ...?.... student 4 ...?.... musician 6 ...q1... athlete

PAIR WORK Point to the people on page 4. Say He's or

She's -
-.
INTEGRATED PRACTICE Read the names and occupations.
Write affirmative and negative statements.

¡li cnnros
'.. ''t VIVES
Negative answers will vary.
1 Matt Damon ç.3 .s n ç!e.r... ç.!t .tet.e.q .q rçh|tç c!.
t1 .e . t1 . 3 H ee-yo un g Li m 9r.'9.'9. 3. fn.q9i9!?n. 9tt9.'9 ft gl .?. þil f.qf.
2 Carlos V¡ves !-.19.'9.I :iwgr:.119:9.î91 .?.t9?9ll9r: 4 Constantina Tomescu thgþ gn.g!þ!ç!9.. 8t¡9.'ç nqt an actor.

NOW YOU CAN

1 ())) COìIVERSATION M00EL Read and listen.

A: What do you do?

B: l'm an architect. And you?
A: l'm a banker.
2 {,)) RHYTHM AND INTONATIOI{ Listen
again and repeat. Then practice the
Conversation Modelwith a partner.

3 PAIR W0RK Personalize the

conversation. Use your own
occupations.
A: What do you do?
B: l'm And you?
A: l'm
CHANGE PARTNERS Tell another
classmate your occupation.
 LESSON 2

t ii,i V0CABULAR Y o More occupations Read and listen. Then listen again and repeat.

3 She's a manager.
1 She's a chef. 4 She's a scientist.

l 1-
{

Het a doctor. She's an engineer. 7 He's a photographer. 8 He's a pilot.

2 GRAMMAR. Singular and plural nouns / Be: plural statements

Subject pronouns
Singular nouns Pluralnouns Slngular Plural
a chef 2 chefs lwe
an athlete 3 athletes
you you
he they
she
Afllrmatlve slalom0nls / Contractlons l{egatlve slatomonts / Contraclions
We are photographers. / We're photographers. We are nol chefs, / We're not chefs. / We aren't chefs.
You are scient¡sts. / You're scientists. You are not pilots. / You're not pilots. / You aren'l pilots.
They are writers. / They're writers. They are not artists. / They're not artists. / They aren'l artists.

GRAMMAR PRACTICE Complete each statement w¡th a singular or plural form of be.
1 l.ln./?\ awriter. g we.1r.9.1319. doctors. 5 we lrql.919 managers.
2 She . lç{.¡P... nota pilot. 4 They .'.r9.la!9.. not scientists.

4 INTEGRATED PRACTICE €¡ËÌòtne correct word or words to complete each statement.

I Iam (q¡l!¡Ð/ artists / artist). 3 She is (banker /(a bãnt<er)¡ bankers).
2 We are (a flight attendant lln¡g¡t attendãnt)/ 4 They are (a writer /twriteri// writer).
flight attendant).

UNIT 1
 We are not arti.sl.s. (We're not artists. Wc arcrì't artists.)
'l'hey are not l¡ankers. ('l'lrey're not bankcrs. 'l'hcy
a rcn't
1 (D) vocabulary ba r¡ kers.) rm
[suggested--3-4 I yor¡ractual I
You arc trol cheJs. (You'rc not chcfs. Yor¡ aren't chefs.)
L_E!Oþ9!I"'_-_Iq4{_ teachins ttme: | |
Option: [+1o mlnutes] tor a challenge, play thc garnc
Ø
Ø
' I;irst listening: llave stuclents poirrt to each sente¡tce as Charadcs. Ask i ll<l ividr¡¡r I st udcnts to use ln i rlre-lìrcia I o
.
thcy listen. expressions, nìovenìenl, ancl gestures-to show an
occtrpation in the ¡lictures. The class grresses wlrich onc
z
Second listening: Havc stutlents rcpeat the sentences
it is. Model thc fìrst onc; for example, rnirne lrolclirrg ir !
chorally.'Ihen call on individual studcnts to say
canìera to your eye arrd rnovirrg yotrr fìngcr as if you were
t-
zÞ
rlifferent serìlences. For cxarnple:
'f'. lNamcl, tltree. takirrg pictures. Stuclents say You're a photogra¡ther.
S: .Sl¡e's ¿ ne,rltier. Longuoge ond culture
'l': INarnel, eigltt.
oPoint out that you ore can be singular or plural. lndicate
\
S: I[e's n pilot. -
one student and say You ore o student, Then indicate the
Option: [+5 minutes] lly<lu haven't already introduced entire class and say You ore students.
the occupations i¡r the Unit I Vocabr¡lary IJoostcr, page .Contractions are often used in spoken English. ln wr¡tten
126, you rìlay warìt to tlo so now. Ask str¡tlenls to listen English, especially in business and other formal contexts,
and study the words. 'l'hen ask tlìcnì to repeat the words full forms are preferred.
chorally. o ln American Ênglish, the forms he's (she's) not, we,re not,

. Vocabulary Flash Cards you're not, and they're not are more common than he (she)
. Learning Strategies isn't, we oren't, you oren't, and they oren't. The form isn,t is
more common in British English than in American English.

2 Grammar
- srggested s-lo
I time:
vour actual
time:-
| Gfrffi. tnductive Grammar charts

-¡I
teaching minutes teachlng I

. llircct attention to thc singular and plural nouns and

3 Grammar pract¡ce
have students sttrdy the examples.
Suggested vôuiaãiu¡
' Write the words that follow o¡l the board. l)oirìt out tlìe rchlno time:
s¡lelling pattcrn: ¡rlural nouns are usually forrned by . l)o the fìrst item togethcr with the class. Poilìt out that
adding -s.
stude¡rls cítn use the full (utìconlracted) fornr or the
2 scientists 1 pilots 5 doctors
co¡¡tracted lbrnr for each itern.
. Ifyou have used the Vocabulary Booster, you can . Review the answcrs by having students writc thern on
demonstrate another spelling pattern. Wrile secretory
the br¡ard and having the class chcck tlrern.
on tlìe board. [.lse thc eraser and erase tlre -y. 'l'hen
write/add -i and then write/add -es. 'l'he worcl t¡n the 0ption: [+2 minutesl For extra practice, have studertrs
bnarrl is trow secretor¡es. repcat each correct sentencc chorally.
. Direct attentiorì to thc affìrmative statements. poitìt out
that the plural forrn of üe is are. Have stutlerrts re¡reat lntegrated
each sentence clrorally. Suggested 3 Your actual
minutes Itime: ____l
' ,Askstudents to study the contracted forms in the
(irammar box. . L)o thc first ite¡n together with thc class.
' Direct attet)tion to the negative state¡ììents and have . lleview lhe answers by calling on intlividual stu(letìts to
students study the examples. rcad tlreir se¡ltenccs aloud. Make necessary corrections.
' lb check comprehension, write on the board I om o piloì Oplion: f+to m¡nuresl 'fo provide more praclice witll
We ore pilots. the verb be, do a substitr¡tion drill. Say a sentence, give
. Ask students to rtrake lhe sente¡lces negative. (l am no! rt a prompt, and have indiviclual students conr¡rlete thc
pilot. We are rtot pilots.) senlence. I.'or exam¡rle:
'fe¡¡cher: Student:
' Iinrphasize that ,¡o, is placed after the verb in both
I'mabanker.He... IIeis/He'sal¡anker.
singrrlar and ¡rlu ral statentcnts.
You're a pilot.'l'|rcy. . . They are /'l'hey're ¡tilors.
' Callattcntion to the two contracted forms.
neg¿ìtive We're not teachers. Slle . . . She is not / Sltc's ,rot a
I lave studerrts repeat thern chorally.
leeclrer.
0ption: [+5 minutest 'lb ¡rrovide additional practice with 'l'hey're not scienlists. L . . I am not / I'm not e scientist.
contractions, say statements using the full negativc fornr. Make sure students use the prompt, eithcr the singular
I lave students say the two corresponding contracted forr¡¡ with a / an or the plural fr¡rm, and the correct forrn
f<rrrns. I;or example: ol I¡e.

T6
 5 Grammar I Pair work
Suggested 5-10 Your actual
teachlno tlme: mlnutes teachlno tlmê:
z . Direct attention to theyes / no questions in the (ìramlnar . I lave several pairs ¡rerform their conversations in fro¡rt

J box and have students study the examples. of tl're class.

o- . Demonstrate how to formyes / no questions. Write the
z following statelncnts on the boarcl and change them into
qrrestions. Show that the subject aru) be invert (change
.NOW YOU CAN
o
U) places) a¡rd ¿re and is move to the begintring. 1 ())) Conversatlon mode¡
Ø You ore Liso. à Are you Liso? Suggest€d 3 Your actual
l¡J He is o monoger. à ls he o monoger? te¡chlno tlme: mlnutes teachlno t¡me:
J . Point out that yes / no questions are answered with short
--
linì*.onu"rration straiegy is implicir in tfte t"oUef ' I
answers. Long or full answers are unnatural. .
| tlse E,xcuse me to initiate a conversatiolì. l
. Ilavestudents lookat the Becareful! box. English
. After students read and listen, point to the picture and
learners commonly make these nristakes. Point out that
tlìerì point to the woman in the blue sweater and ask
affirmative short answers do not get contracted and the
words Yes ancl No are followed by a comma. tlrcse questions: Is she Marie? (No, she's not.) Is she
Laura? (Yes, she is.) Where is Mari¿l (She's over there.)
. Practice the question and a¡rswer format. Ë,ncourage stude¡rts to use corìtractions.
. Ask questions and have students Sive you short answers.
[Joel, are you a manager? (Yes, I am. / No, I'm not.) /s 2 {,)) Rhythm and lntonation
[Annal a¡t engineer? (Yes, she is.)
Suggested 3 Your actual
. Indicate a group of students in front ofyou and ask them t€achlno tlme: mlnutes teachlno t¡mê:
Are you tloctors? (Yes, we are. / No, we're not.) lndicate . Have students repeat each line chorally. Make sure
a grou¡) of students and ask the class Are they scie¡ttists?
stude¡ìts:
(Yes, they are. / No, they're not.)
. " use rising intonatio¡r for Are you Marie?
You may want to model the intonation (the melody) of o put stress on That's itt'l'hat's Marie.
yes / no questions and short answers. The voice goes
trp at the end of yes / no questions and falls (goes down)
at the end of the short answers. Write the following
3 Palr work
Sugg6ted 5 Your actu¡l
examples on the board: teechlno llme:
teâchlno t¡me: mlnutes

Are you Louro? u"r. t L. t t'^ it.

rrlo.
I conversations. Encourage students to use the correct
. Have students chorally repeat the questions and a¡lswers
in the box.
Option: [+5 minutes] 'lb extend the activity, have
students form groups offour and take turns askingyes /
no questions using the occupations on pages 4 and 6.
Write the following model conversation on the board.
Encourage students to use the correct intonation.
ls he / she o ? Yes. he / she is.
No. he's not. Hds o / on [occupotionl.
. lnductive Grammar Gharts
. Move around the room and listen in on student
rhythm and int<¡natiotr.
. If students are uncertain about each other's names, have
each student wear a name tag in large print during this
activity.
. If students know each other's na¡nes well, write each
student's na¡ne on a card and distribute the cards
to students randolnly. As students practice their
conversations, have them ask for the person on the card.
-t'he
partner in the conversation must reply by gesturing
to the student by that name.

@üffi@. conversation Pairwo¡k cards

6 Grammar pract¡ce
5u99e5¡ÊO 3 Your rctual 4 Change partners
teachlno tlmel mlnutes teachlno tlme: 5üggesEo 5 Your actu¡l
têâchlno t¡me: mlnutes teachlno llrne:
. Read the example aloud with a student volunteer.
. . I lave students stand up and find a new partner and then
Review answers and make necessary corrections.
practice the conversation again.
7 Pair work
Suggested ¡f-5 Yoür ach¡rl
teach¡nq t¡m€: mlnutes teechlno tlme:

. . Workbook: Exercises 4-'10

Have students role-play the corrected conversations.
. Copy & Go: ActiviÇ 2
Encourage students to use the correct intonation.
. Have students switch roles.

T7
5 GRAMMAR o 9E:: y3Ê / np questions and short answers

Yc¡ / no quosllons thoil an¡ron

Are I
you Yæ,lam. No, I'm not.
ls he I an archihct?
ls Tanya J væ,{!f,,}r'.
Are you I
",{lf,,i}.*
Are they I' musicians? v",{ilTy}.".
Are Ted and Jane J ",{lilåiP,,}'" ge caráïutl
Yes,lam.', NOT
Yes, shç is.
NOT
GRAMMAR PRACTICE Complete the conversations. Use Ygs,weare. NOT
contractions when possible.
I A: . .Arg.. they Abby and lonah? R: ...4r.q.Y99... a chef?
B: Yes, ......tf9Y.-a.rg...... . B: Yes, L...91T.... .
2 A: .....1:.. .. . she Hanna? A: . ....19. .. .. he Evan?
B: No, ......9f'.qþ.l9l..... . .. 91.'.q':... Eila. B: No, ...f'.qþ... not. He'.....9..... Michael.
3 A: ...41p.... you Rachel and Philip? A: ts....1"'.q.... Tm?
B: No, we'..19.Lq1.. . .wSÏ.q.. fudith and lack. g: ....ry.9...., he'...ì.l9.t.. . He's Louis.

7 PAIR WORK Practice the conversations from Exercise 6.

I PAIR W0RK Ask your partner

two questions. Answer your
partner's questions.

NOW YOU
1 (,)) C0llVERSATlOi¡ M0DEL Read and tisten.
A: Excuse me. Are you Marie?
B: Nq l'm not. l'm laura. That's Marie.
A: Where?
B: Right over there.
A: Thankyou.
B: You're welcome.
l¡19

2 ())) RHYTHM AitD ll{T0ilATl0N Listen again and repeat.

Then practice the Conversation Modelwith a partner.

3 PAIR W0RK Personalize the conversation. Use real names.

Then change roles.
A: you ...
Excuse me. Are
B: No, l'm not. l'm ........ . That's
A: Where?
B: Right over there.
A: Thankyou.
B: You're welcome.
4 CHANGE PARTNERS tdentify other classmates.
 iil VOC¡$ULARY o The atphabet Read and listen. Then listen again and repeat.

2 í') LISTENING CoMPREHENSI0N Listen. Circle the letter you hear.

' lolTÏ_l l@l ? l@Ttl r0 IOTG I 13 l@Tc

¿lu ]

2 [@[E s [tlØ-l B lclTd rr [-.loil i4 l@TÏ-l

3IMlOl 6 [rT@l g [tTOl 12 [@T¡ ls I P lct

PAIB WORK Read 10 letters aloud to your partner. 4ö LlsrENlNc C0MPREHENSI0N Listen. circle the
Point to the letters you hear. correct spelling. Then spell each name aloud.

L wv G s 1

2
3
Green
feiqD
R-afiãr'rnÐ
@@
Lee
Katherine
Crin
L¡

Catharine

J G I Yo {,)) IISTENING C0MPREHENS¡ON Listen to the

conversations. Write the names.

P x B K H I
2
9*el'
.. .... ...c|¡gtig
3
R M u o ìt
grpwnç

E T A D z
6 GRAMMAR o Proper nouns and common nouns Capital letters
ABC
Lowercase letters
Ploper nouns abc
Tho namos of people and places aro propor noun$. Use a capltal letter to bogin a pr0psr noun.
Melanie Pepper ilew Delhi Ìlicaragua

Common nouns
Qlhel nouns ats c¡mn¡n no¡n3. Use a lowercase lotlel to begln a Ggmmgn noun.
morning doctor student
 CONVERSATION 3
F: Hello. I'm Katharine Kane.
1<Ù Vocabulary M: Excuso me? |-
a-t F: Katharine Kane. m
- (rßr l+:+ -. .*JQuf lc-ntC
É.fi#åffH' ñtnl¡?fl t¡dÈhlna dine: M: ls that Katharine with a C? v,
.
F: No, with a K. And an A in the middle. o
Have students po¡nt at each letter as they hear its name. M: Could you spell that, please? o
Then they listen and repeat. F: Sure! K-A-T-H-A-R-|-N-E. 2
Longuage ond culture
5 (,1 Llstenlng comprehens¡on
!
. ln American English, the letter z ls pronounced lzil.ln
ç
Br¡t¡sh English, it is pronounced lzedl, 5Ugge$co
teachlno tlme:
5
mlnutes
Your ¡ctual
teachlnq t¡me¡ z
OptlOn: [+5 m¡nuteil Write a few students' names on the . Have students listen and write each name as they hear it
board and ask the class to say the letters in each name. spelled, Remind students that the first letter of a name is
ca¡ritalized.
2 (r)) t¡stenlng comprehenslon
Sugge$ed 5-t Your ¡ctu¡l
teachlno tlme: mlnutes teachlnq tlme: ^uDtoscatPt
CONVERSATION I
F: My name's Sarah.
' Have students listen and circle their answers. Then have
M: Sarah? ls that S-A-R-A-H?
them listen again and check their answers. F: Yes, that's right. Thanks.
. Ask students which letter pairs were difficult and have
CONVERSATION 2
students practice choral repetition ofthose pairs. il: How do you spell Cherie?
F: C-H-E-R-|-E.
ÀuDtoscn'pt M: Excuse me. Did you say S-H-E-R-|-E?
1A 2B 3N 40 SZ 6C 7F 8X 9V 10J rlN 12K F: No. lt's C-H-E-R-l-E.
13D 14H 15E M: Oh, sorry.
F: No problem.

3 Palr work CONVERSATION 3

Fl: Ms. Browne?
Suggêsted a1 Your actual F2: Yes.
teachlno tlm€: mlnutês teachlno tlme: Fl: ls that Brown with an E or w¡thoul an E?
. Student A says a letter and Student B points to it. Then F2: With. B-R-O-W-N-E.
Fl: Thanks.
they switch roles.
' Ifyour students are ready, present the following: I m
sorry. Couldyou repeat that? 6 Grammar
Suggested 5 Your acü¡al
4 (')) Llsten¡ng comprehenslon teechlno tlme: mlnutcs teachlno tlme:

Suggested 3-5 Your acturl

. Have students study the examples.
teachlno tlme: mlnutes têach¡nq tlme: . Point to the capital letters in the examples in the box and
. Before students listen, have them read the answer say These are capital letters. Point to the lowercase letters
choices. Point out that the pronunciation of the names and say These are lowercase letters.
in items 1,2 and 3 is the same-even though the spelling . To check comprehension, write the following on the
is different. board:
' 'fo review answers, call on individual students to spell bob smith ortist poris Photogropher
the name they circled. Ask volunteers to make corrections where necessary.
(Bob Smith, artist, Paris, photographer)
Option: [+5 mlnuteil For further practice, have students
^uDroscmPt
CONVERSATION I write a proper noun that is an example of a country, a
M: Hi. I'm Leonard Greene. city, a man, a woman, a restaurant, an actor, a singer, an
F: Green. G-R-E-E-N?
athlete, a musician (or print out the graphic organizer).
M: No. G-R-E-E-N-E.
F: Thank you, Mr. Greene. . Graphic Organizers
. lnduct¡ve Grammar Charb
CONVERSATION 2
M: Your name, please?
F: Sure. I'm Karen Leigh. Longuage ond cu,ture
M: ls that L-E-E? .A common noun names a class or group of people,
F: No. lt's L-E-l-c-H. places, or things. A proper noun names a partlcular
individual within that class.
oArticles and prepositions in a proper name are oe!
capitalized; for example, the United States of Amerlca.

T8
 7 Grammar practlce .NOW YOU CATI
)ug9e3rêo 3-5 ìburrctull L':,ri,.;
t€rchlno tlme: mlñutå3 r¡*flln¿'¿nili: l ¡,¡ i.J¡14.'fJf¿l 1 ())) Gonversatlon modet
. Model the activity. Write on the board:
morning Aorie Florìdo muslcíon
. Ask /s morninga common noun or a proper noun? (A These conversation strategies are implicit in the model:
. Use F¿cuse-mc? to indicate you haven't heard or
z common noun.) Then underline it. Continuewith the
other three, underlining the common nouns and circling didn't understand.
o
v, the proper nouns. . Use Thanks! to acknowledge someone's complying
cn with a
0ption: [+2 mlnutesl For additional practice, have students
t¡t return to the Conversation Model on page 7 and identify . Write the following questions on the board:
J
the three instances ofproper nouns. l/åot is his nome? How do yott spell lhol?
. After students read and listen, ask for the answers.
I Grammar pract¡Ge
Longuoge ond cutturc
sugge3reo 3-5 Your tcu¡ll.
teachlno tlme¡ inlnutos r¿¡drl¡rotlnÈ!' ¡S r.oln thc Longmrn Cor¡rsl'
. Model the fìrst two items. English use Hí much mole fr,equcltüy
much mo¡e common ¡mong Engllrh
. Have students compare their answers in pairs' Write the
corrected proper nouns on the board so students can
check their work (3 Sarah Browne, and 5 Canada). 2 {'})) Rhythm and lntonatlon
Option: [+5-1o mlnute¡] As an alternative, write sentences
on the board using the vocabulary ofthis unit and have
students come up and capitalize the proper nouns. . Have students repeat each line chorally. Make sure students:
" use rising intonation for Excuse me?
I {')) Pronunciatlon . use falling intonat¡on for How do you spell that?
Your { ,)i o pronounce each letter separately as they spell.
tlnìc: I mlnute¡
. First listening:Have students listen and read. Then 3 Pa¡r work
illustrate by saying the words and clapping or tapping
out the number of syllables.
. Second listening: Have the class clap or tap out the
Don't stop! Extend the conversation. Write on the
syllables as they repeat the words chorally. board: Whol do you do? I'm o Review the words for

. Pronunciation Aclivities
occupations. -.
. Model the conversation with a more confident student.
Play Role A. Prompt students to extend the conversation
10 {))) Pair work by asking the question What do you do?
. Be sure to reinforce the use of the conversation strategies'
For example, to reinforce the meaning of Excuse me?, cup
. your ear when a student says something andsay Excuse ne?
Play the first item. Ask students how many syllables they
hear in the word teacher. . Convenatlon PairWoû Gards
. Review answers by having students say each word and
then the number of syllables.
Option: [+5 m¡nuteil For further pract¡ce, draw the 4 Change partners
following graphic organizer on the board (without
the words) or print out the graphic organizer from the
ActiveTeach Multimedia Disc. Form pairs. Ask students . If students are now confident spelling their own names,
to write at least two words for each column. Tell students encourage them to be more playful and introduce
they can look anywhere in the book to find words. themselves as their favorite celebrities'

I Syllable 2 Syllables 3 Syllables 4 Syllables

chef leocher Conodo phologropher

noun wriler ñonoger informolion
. Worlbook: Exerclses I l-14
nome doctor scienlìsl occuValion
. Copy & Go: Actlvlty 3
closs sinqer musicictn exercises

. Graphic Organizers

T9
 7 GRAMMAR PRAOTIOE @òÛr" proper nouns. underline the common nouns.
I çMary Chase) 3 name 5 partners
2 let_ter 4 ¡Fran-e) 6 alphabet
8 GRAMMAR PRACTICE Check Ef the common nouns. Capitalize the proper nouns.
14 SBC
L) 1 ytarie U3sarahþrowne [5Þanada Øl letter
Ef 2 partner Ø4 teacher Ø6 noun ø8 grammar

9 {,)) PRoNUNCIATIoN o Syttables Read and listen. Then listen again and repeat.
I syllable 2 syllables 3 syllables 4 syllables
chef bank. er ar ¡ chi o tect pho o tog o ¡¿ . pher

10 Ïi,lpnln WORK First, take turns saying each word. Write the number of syllables.
Then listen to check your work.
I teacher ... ? . 3 vocabulary . Þ.... 5 occupation ...4..
2 students ... ? 4 alphabet ...9.... 6 they're ....1 ...

1 ())) CONVERSATI0N MODEL Read and tisten.

A: Hello. l'm John Bello.
B: Excuse me?
A: lohn Bello.
B: How do you spell that?
A: B-E-L-L-O.
B: Thanks!
lt27

{,¡) nHyfHm AND |NT0NAT|0¡¡

Listen again and repeat. Then
practice the Conversation
Modelwith a partner.

PAIR WORK Personalize the

conversation. Use your own
name. Then change roles.

A: Hello. l'm
B: Excuse me?

A:
B: How do you spell that?
A:
B: tir^lrl
Don't stopl
Ask about occupations.

4 CHANGE PARTNERS Personalize the conversation again.

 grammar vocabulary . listening
l:2E reading speaking . pronunciation
1 (,)) LISTENING C0MPREHENSION Listen to the conversations. Write the
number of the conversation in the boxes.

Z l;) LISTENING COMPREHENSTON Listen to the conversations. Complete the information.

PAIR WORK Choose a famous person. Write

that person's information on the form. Then
ffi+ 1{orld Language
Lorrainc
I ns tit ute
Clarc

engrirn[--iõãõFõr--
l-8tn'555-ó788

play the role of that person and ¡ntroduce

"yourself" to your partner.

f f Hi. l'm Sean Penn.

l'm an actor. And you? !!

II,ITEGRATED PRACTICE Answer the questions about four famous

people. Use subject pronouns and contractions.

Extra proctice o p.l 36

1 ls DenzelWashington
an actor or a singer?
liç.'t. g.q.ç.ç!er,
4
2 What's Tania Libertad's
occupation?
shqlç e 9it99.r,

PERSO],¡A[ RESPONSES Write responses with real information.

I "Hi. l'm Art Potter." 3 "What do you do?"

@ @
2 "Are you a teacher?" 4 "Îh ank you."
@ @
10 UNIT 1
 CONVERSATION 3
M: Excusc me. Are you the English leaclrer?
1 (')) listenlng comprehens¡on F: Yes, I am. I'rn Lorraine Clare.
5 I Your actual M: Nice to rÌìeel you, Ms. Clare, l'rl Paul Sato, m
minutês I teachlnq tlme: F: lt's a pleasure to nìeel you, Mr, Salo. U)
. ßelbre students listc¡r, U,
have tlrern look at tlre ¡ricturcs o
arttl identify the occu¡rations in each one.
. First listeni¡rg:
3 Palr work
'l your
z
lave students listen ar¡d write the
I
| --suggesteo 3-5 actual ,
T'
nurnber ofeach conversatio¡r in thc box. I teaching time: minutes I teaching time: I

' Second listcning: Ilave students listcn to confìrm thcir . brainstorr¡r the na¡nes ol'celcltrities. Write
atìswers.
As a class,
solnc of students' suggestio¡ìs on tlìe board, so tlre y lravc z
a ¡noclel of the correct s¡rclling.
AUD'OSCRIPI
CONVERSATION I
M: Are they f¡ight attendants?
4 lntegrated practice
F: Yes, they are. j suggeired , r-s i voui actuat
I teaching t¡me: . I teaching time:
mlnutes
CONVERSATION 2 . Flave students look at thc ¡rictures of thc cclellrities.
M: So, what do you do?
F: Me? l'm a photographer. Model the ¡rrorrrrnciation of each celebrity's narrtc.
M: A photographer? That's great! . Have students answer the questions inclivirltrally arr<l
F: Yes, it is.
then colrt¡rare a¡ìswers witlr a ¡rartner.
CONVERSATION 3
Ml: ls Marianne a scientist? Longuoge ond culture ì
M2: No wayl She's a chef. Denzel Washlngton is a U.S. Academy Award-winning
film and TV actor. His films include 6lory (1989), Molcolm X -
CONVERSATION ¿ (1992), and The Creot Deboters (2007).
F: What do you do?
M: Us? We're sc¡entists, Tania Libertad is a Peruvian singer who has lived in Mexico
F¡ You're scienlists? Really? since 1978. Her music is very emotional and often moves
M: Yes, we are. her audience to tears. She has performed all over the world.
Se Rl Pak is a Korean-American golfer. She surprised the
world in 1998 by winning two major golf tournaments and
at 20, becoming the youngest player ever to w¡n the U.S.
Open.
. Before studer¡ts listen, direct attention to the cards. Gabrlel García Márquez is considered one of the world,s
Point to the ernpty s¡race on each card. f)emonstrate greatest writers. He is called Goboin his homeland of
writing sornething into the empty space; for exarnple, Colombia. He first won international fame with his novel
copy the first card on the board. Point to the em¡rty One Hundred Yeors of Solitude (1967).

space arrd say occupatior¡. Write bonker in the blank.

. [.'irst listening: Have students listen and write the Personal responses
infor¡nation. -i,our.¿ctuat
I suggãsted 3-5 I
' Second l istening: l lave students confirm t hei r answers. Iteachingtime: ryllllll_lgachingtime:
. To review atìswers, ask students to cotnpare their . Flave students work individually to com¡rlete thc
informatiotr with a partner. Then write t he answers on conversalions with their own infornration.
the board and have students check their spelling.
optiOn: [+5 minuresl 'ftr extend rhc acliviry, pair studerìrs.
IJave each pair choose one co¡ìversatio¡r and perfrlrm it in
AUD'OSCR'PÍ
front of the class.
CONVERSATION I
F: Are you Alan Porter?
Ml Yes, lam.
F: Could you spell that, please?
M: Sure. lt's A-L-A-N. Porter is P-O-B-T-E-R
F: Thanks. And what's your occupat¡on?
M: I'm a singer.

CONVERSATION 2
M: Hello. I'm John Davidson.
F: Davidson. How do you spell Daviclson?
Mr D-A-V-|-D-S-O-N.
F: Thanks. And what do you do?
M: I'm a pilot.

T10
 Before the first actlvlty, glve students a few minutes of sllent
tlme to explore the plcture and become familiarwlth lt'
Polnt
(Reception desk/hotel manager and artist)
A: Hello. I'm [Rose]. B: Excuse me? A: [Rose Peters].
B: How do you spell lhal? A: [R-O-S-E P-E T-E-R-SI.
B: Thanks. A: You're welcome.

I teaching tiqei . nIfll!9{!g1c-h¡ng!Itte' _- J -l (Two men talk¡ng on the left)

. I lold up your book ancl poitrt to the person identifìed i¡r the
exanr¡rtc. Have stu(lents rc¡reat the sente¡rce.Sl¡e's r¿rl nrli.s/.
. Pair work. Students
take turns identifying the
occupations of the people in the picture. litrcourage
students to use cont¡rlcte senlences.'l'hcy slloultl not
forrn questions.
deterlrtine the occu¡ration of every
FYI: It's not possitrle to
l)erson in the picturc. any reasonable answer for
thcse people. ^cccpt
optiOn: [+5 m¡nutesì lìor a different approach, Iroltl up the
book arrd point to various people. Ask Wl¡al is his / her
occupatiort? Students say, for example, IIe is an architect.
Palr work I _
I teachingt¡me:,_n4Clq__l_lgaclùn9li1¡g__
' Role-play the example with a more confitlent studetrt.
' In pairs, studettts write yes / rto questions and lhc¡l ask
and answer thcir questions with another pair.
. Iincourage sludents to add follow-up infornration; for
exanrple, Az Is he a ¡tilot? Bz No, he's not. He's an Qrchitect.
'l'he pilot is (right) ouer there.
Possíble responses...*
A: ls Marie a pilot? B: Yes, she is. A: Are Tim and Mart¡n
architects? B: No, they aren't. Tim is a banker. Martin is a
musician. A: ls he Ben? B: Yes, he is. A: Are you Emily?
B: No, I'm not, Emily is over there.
Palr work 2
@ãciuat
@ach¡ngt¡me:i-.
A: ls that Ben? B: No. That's Tim. That's Ben A: Where?
B: Right over there. A: Thank you. B: You're welcome.
(Two men and one woman talking in the center)
A: What do you do Marie? B: l'm a pilot. A: Excuse me?
B: I'm a pilot. AncJ you? A: I'm a banker. What do you do,
Martin? G: l'rn a musician,
(Two women shaking hands)
A: Hi. / Hello. / Good morning. / Good afternoon. / Good
evening, I'm Ann. B: Hi, Ann. l'm Emily. A: Nice to meet you.
/ Glad to meet you. / lt's a pleasure to meet you, Emily.
B: Nice to meet you (too). A: What do you do, Emily? B: I'm
a / an [occupation]. And you? A: I'm a / an loccupation].
Wrltlng
fsrigdted-7-to
L teachlng time: i mlnutes
. Have students work individually to write at least four
senlences about lhc ¡reople in the picture.
|
. Have slude¡ìts reacl their se¡ltences to a partner.
. (lollect the sentelrces to rnake necessary corrections.
. writins Process worksheets
Q[ütffiüt
Opüon: Oral Progret¡ A¡seisment
Use the illustration on page ll for an oral test.
. Tell the student thatyou're golng to 3ay dlfferent
occupations and that the student should polnt to
the correct picture; for example, Slre's ø pllot. Heb a
busínessman, She's an artßt,
. Ask the student to choose a sltuatlon and start a
conversation. For example, for the two women
-l shaking hands: S¡ lli. I'm [Ann Post]. Nlce to meet
you. Tt Hi. I'm [Emlly Brown] . Nlce to meet you, too'
I

SzAreyou a banker?
. With more confìdent student, model the conversation
a
Evaluate students on intelligibiliry fluency, correct use
prornpted in the book. Iror cxample:
of target grammar, and appropriate use of vocabulary.
Elizabeth: IIi. I'ttt Elizabetlt.
Maria: Hi, F.lizabellt. I'm Maria.
. 0ral Progress Assessment Charts
Elizabeth: Nice to meet you, Maria.
Maria: Nice to rneetyou, roo.
. Pair work. Students choose different people and option: ffi(+25minutes)
situations in the picture and create conversatiolìs.
. Encor¡rage students to ask as r¡ìany types of qttestions as
they can.'l'hey should als<,r pay attention to their rhythm
and intonation. . Workbook: fust for Fun
0ption: cltallenge, have pairs role-play
minutesl l:or a
. Complete Assessment Package
f+5
. Weblinks for Teachers: pearsonlongman'co
one of their corìversations for the class. Have stttdents
listen anrl guess which pcople irr the picttrre their And on your ActiveTeach Multimedla Disc:
classm¡rtes â re present iIì9. Top Notch Pop Song Activitles
Top Notch TV Video Program and Activity Worksheets
Supplementary Pronunclation Lessons
'lIere and t hrottghottt this'l'e achcr's Iìd il ion, ¡rossiblc rcsl)olìses
Audioscripts
providc a sanrple of t he quant ity antl quality of re sp<,lnsc stt¡delìts
Unit study Guides
havc hccll pre¡rared for. Actt¡al rcsptlnses rvill vary.

T11
P0l1{T Name the occupations in the
pictures. For example:
Shett an arlisL
PAIR WORK
I Ask and answer questions about the
people. For example:
Is John a photographer? Yes, he is.
2 Create conversations for the people. For
example:
lli. I'^-.
WRlTlllG Write affirmative and negative
\
statements about the people in the picture.
For example:
\
tii.

Ro¡e i¡ an a*irt. Shett qol a¡l

NOW I CAN...

E
tr
tr
 About People

t (,tl VQCABULARY o ßelationsfips nead and listen. Then listen again and repeat.

a classmate a friend

More relotionships . p. 127

4 a boss a colleague

2 GRAMMAR o Possessive nouns and adjectives

Possesslvo nouns Po¡¡ssslYo adlectlves SubJect possesslve

pronouns
Al Smith is Kate's boss. He is hor boss. adJectives
Larry's colleague is Teresa. Teresa is hls colleague. I .¡mI
We are Sara and Todd's neighbors. We are thelr neighbors.
you Ð your
I am Ms.Tan's student. She is my teacher.
Ms. Ellis is Joe's teacher. he t his
We are Marty's classmates. Marty is out classmate.
Joe is her student. she Ð her
we Ð our
they Ð thelr
3 GRAMMAR PBACTICE Circle the correct word or words to complete each sentence.
I Mr. Thomas ¡r (@l l) boss. 6 He's @¡ U colleague.
2 ls Mrs. Cory (you l@ teacher? 7 Mr. Bello is lntec /@) neighbor.
S @/ her) Dr. Kim?
ts I fake is (Ms. Rot" /(MiRosÐ student.
4 Are @/ their) Connie and Sam? I @/ His) an architect.
5 Are (your /@ Barry's friend? tO @l Kyle's) and Ray's new classmate is Cail.

PAIR W0BK Tell a classmate about at least three

ff ¡erry is my classmate. Ted and
of your relationships. Use the Vocabulary. jan t<eyeíare my neighbors. ! !
UNIT 2
 t-
About People m
CN
Ø
FYI: ln the lìrst three examples, the ¡rossessive adjcctivcs o
lrcr, his, a¡rd tl¡eircorres¡lontl to the possessivc n<¡uns ilt
the serrte¡rces on the left. I¡r the last lwo exarn¡rles, thc
z
possessive adjectives rryand or¿rcorrespond with lhc !
t {,ll vocabutary subject pronourìs in the scntenccs on tlìe r¡glìt. t-
fsuggestø z-l--f-voùractt¡af - -l . Review contractions with l¡¿ to nìake sure strrdetìts (lorì't z
I teaching time: , minutes I teaching time: I
co¡rfr¡se a corìtractiorì with the ¡rossessive.

' 'l'o check corn¡rrehension, ask Is

lMartlutl your classntate? ' Write the following scrìterìccs olr the boartl:
Is sht: your nciglrlnr? Are': lCharlie and lilktrtl your friends? She's John's feocher.
Art: tlrey your clnss¡¡tu|t,s? A¡tt I your ltoss? Attt I your He's Clork's teocher.
colleague? I)oint to each phrase wilh an a¡rostro¡lhe anrl ask /.s ll¡is r¿
corüracliort? Circle the cro¡rtractio¡ìs (() tlist ingu ish t he rn
0ption: M(+5minutes) frorn the ¡rossessive nouns.
. Vocabulary Flash Cards
. Learning Strategies
Longuoge ond culture \
.ln with two or more people, the last prop., L
possessives
noun receives the 3; for examplg Pete ond lone's oddress.
2 Grammar ¡ Learners often make the mistake of writing they're when
7-10 Your actual they mean their, or you'rewhen they mean your.
minutes

' lntrodt¡ce ¡rossessive rìourìs. . lnductive Grammar Charts

. l)oint to a slr¡<lerrl and the str¡dent's book and say
lnamel's ltook Write the ¡lhrase on the lroard. (ìive rnore
exaln¡rles, inrlicating ¡tossession as you ¡toint to various 3 Grammar practice
studcnts antl their books. Be sure to give exanrples wilh ffituat time:
ì

a fe¡nalc student, a rtrale student, two fcmale studeltts, I teaching tlme: i minutes I teaching _ l
and two rnale students to illustrate that the ¡rossessive is
' Before students begin, indicate a student arxl say Are yut
docs¡ì't change. lJeIflT Point to an object the student has a¡rtl say /s lfti.s
[leocher's nome]'s book your lpenl? Remind sttrdents that yorrr slrows posscssion.
[Peter]'s book
[L¡ndo]'s book ' l)o ite m l togcthcr with thc class.
[Poul ond Br¡on]'s book
. Review arìswcrs by calling on different studctìts.
[Corol ond Jone]'s book Option: [+5 minutes] Iror additional ¡rractice, havc
' I)oinl lo the exanìJ)les of possessive nouns r¡n the studenls role-play a short conversatio¡r frrr iterns 2-l-r. Ir<¡r
l¡oard and say thern.'[hen walk arou¡rd lhe classroorn exaln¡rle:
arrd itlentify sevcral objects belonging to stutlents; for Student A: Is iMrs. Coreyl your teaclrcr?
example, lNtutcyl's tlesk, lJi¡nl's pen. Student B: Yes, slte is. / No, she's not. lMr. Slernl is nty
teacher.
' Introduce ¡rossessive adjectives.
. Poirrt to one of your books a¡rrl sity nty book. Indicate
posscssion as you point to bor_¡ks belonging to different
4 Pair work
students and say yorrr åook, ltis book, lrcr book, our book,
their ltooks.
. Write on the boar(l _ îs my _.
' Wrile the possessivc adjectives on the boartl:
mY Your ' Model the activity. Say lMr. Petersl is tny collurytrc. lMs.
h¡s our I:ernanclezl is nty boss. [Mrs. Barkerl is rnyfriend.
her their
option: 'lb extend the activity, havc str¡tlents
[+5 m¡nuresl
' f)irect attentio¡ì lo the sentences i¡r the box and have write dow¡r the nanres their ¡rartner mentions.'l'hen
str¡dents sttrdy the examples. Iìead each example alotrd. have stt¡<lents report to the class. Str¡de¡rts cansay lJackl
is ltis I her classnrate. ll¡tttrtl is ltis / Iu:r friend. lKarenl is
ltis I lter neighbor.

T12
 5 <))) Listening comprehension l't'lr"*"
.
corìvorsatiolì stratr:git:s are inr¡rlicit in thc model:
|
ltlclrtify sonìeorì(ì's relationshi¡r to you when making
I an introdtrction.
z . lìr:fìrrc studcnts listcn, havc thcm read the sentence
I

|
. llse too to rcci¡lnrcate a greeting.

J st a r tcrs. . I)oint to tlìc photo. Point to the woman and say Thls is
o- . Iìcvicw arìswcrs by saying each scntence starter and Paula.ltoint to the man on the right and say 'I'his is'l'om.
z having stt¡dcnts givc the answer chorally. FYI: Makc surc students r¡nderstand lhal ltaula's in Paula's
o
CD AUD'OSCN,PÍ
ttty clussnrutc is Iìot a possessive ttoun.

Ø CONVERSATION ì and intonation

UJ F: Hi, Steve. This is Bruce. Bruce
J M1: Nicc to rrìeet you, Bruce.
is my classmatc

M2: Nice lo mcct you, Stcvc,

. l lavc students repeat each line chorally. Make sure
CONVERSATION 2
M: I lclr;n. Ihi:; is; Patty. stude¡rts:
o pausc afler'l'omin'kn¡t, [¡sausel tltis is ltaula.
Fl: H¡, Patty,
F2: lli, lblen. ,, trsc the corìtracti()rì fis)-not the full form-i¡l Paula's
M: t)atty's nry rrcigtrbor, nry classntute.

CONVERSATION 3
" stress meel in Nice to rneetyott.
F: Mario, this is rny boss, Mr. Grant.
o stress too in Nice to meet you, too.
Ml: Hello, Mr. Grant. Nice to meel you.
M2: Nice to meet you, Mario. 3 Group work
CONVERSATION 4 Í-teaching tim_q:
M: ls Rob your classmate? I i minutes I teachlng tlme: | |

F: No, hc isn't. He's nry colleague.

Don't stop! Iìxtcnd the co¡rversiìti<¡n. Give students a
CONVERSATION 5 few mint¡tes to skinr the wordposts (language in the
Ml: Mary, lhis is rny friond, Carlos. Recycle box). Iìor ¡nore information on wordposting, see
F: Hi, Carlos. Nice to meet you.
M2: Nice to nÉ,'et you, Mary. theActively Developing F'ree lixpression section of the
Introdt¡ction. Ask various students Where are yotrfrom?
Whut clo you do?
6 Grammar . You may also wish to add these questions:.And you? Are
yott tt stutlertl? Are you frorn lnarne of nearby cityl?
' Iìorrn pairs.'l'hen have lhe pairs walk around the room
' Writc on tlìc l)oard l'm from Say I'm front lyour honte and introduce their partners to other students.
-.
cilyl. Ask Ír ¡rìore coll fidcnt student Where are you frorn? . lf stutle¡rts still do not know each others' names, have
. I)irecl atlc¡ltioll l() thc sentcrìccs in thc box and have everyorì(Ì wcar ¡ìanle tags. Iincourage students to use
stu(lonts stutly the exam¡;lcs. the questions in thc llecycle box and on the board. Ask
ral stt¡dents Where are yotrfrom? vari<-rus stude¡ìts Where is your partner from? What dt¡es
' Ask se ve
your pûrtner do?
' Write <rrt thc board She's from He's from
-. Where is
Irrrlicate studcrìts a¡rd ask thc class -. FYI: If students are all frorn the same city, encourage them
to talk abotrt what part of town they're from.
' Wrlte rrn lhe boarrl Where ts fNtck] -front?
from? l'.rasa the i in is
an<l insert an apostrol)he. Iìead lhc question aloud. Ilavc . Conversalion PairlVork Cards
llre class repeat chorally.

. lnductive Grammar Charts 4 Change partners

Sugg€sted
time:
7 Grammar pract¡ce
. I.isten in on student conversatio¡ts. lìncourage students
süs-sested s l-vour¿ctu¡-T_----
I teqchlng I
t¡!!ìe! . . minute_s _l teaching time: I to pay attention to rhythm and intonatiorì.
I I

Option: [+5 minutesl Âs a challenge, give the class an oral

' lìcview the answers orally. Be sure stu(lents use
quiz. lndicate various studcnts and ask What's his / her
corìtractions in all items except in 2A and 44.
nantel Where is he / she from?

rygw Ygy çlll

1 (,)) Conversation model
I Your actual
I teaching time: r _-l . Workbook: Exercises l-7
. Copy & Go: ActiviÇ 4

T13
5ö LISTENING CoMPREHENSI0N Listen to the conversations. Write the relationships.

I Bruceisher.....9l?.qif9t.q......3 Mr.Grantisher........P.q:: s carlosishis friend

2 Patty is his ... .19¡qf q9l .. . 4 Rob is her . ..99!19?.sY9 ... .

6 GRAMMAR o Be from / Questions with Where

Are you lrom Paraguay? Yes, I am. / No, I'm not.

ls she from Moscow? Yes, she is. / No, she's not. Contractions
Where are you from? We're flom Bangkok.
Where is à Where's
Where's she from? She's lrom Canada. Where are NOT

Be carelull Are you from Spain?

Yes, lam. NOT Yes, ++from.

7 GRAMMAR PRACTICE Complete the conversations with be from. Use contractions when possible.

I A: . .Wh.çr.ei.... your neighbor . ...l'91..... Z n: ...w1t9f9,?... your boss .....11T.....1

's.tlgT.
B: She . ..... Canada. B: He .. . .:.t19T....... Fortaleza.
2 A: .. .w!'gl:.319 they lçn ...U A: .... .w.lç19.319..... you and your friend .. . ..ltot..... z
B: . IllgY fg llgT . Paris. B: .. .......w9.1q.!lgT.... ..... pusan.

NOW YOU CAN

O) CONVERSAIIOil M0DEL Read and listen.

A: Tom, this is Paula. Paula's my classmate.
B: Hi, Paula.
C: Hi, Tom. Nice to meet you.
B: Nice to meet you, too.
l:t5
(,t) nnYfnm Al,¡D lNT0NATl0frl Listen again and
repeat. Then practice the Conversation Model
with a partner.

GB0UP W0RK Personalize the conversation.

lntroduce classmates. Use your own names.
Then change roles.
A:
B:
C: Hi, ........ . Nice to meet you.
B: Nice to meet you, too.

* ¡ut€ to rccycle thls language.

I
Don't stop! Where are you from?
What do you do?
Ask questions.

4 CHANGE PARTNERS tntroduce

other classmates.
 LESSON 2

1 {,)) VQCABULARY c Titles and names Read and listen. Then listen again and repeat.
More titles o p. 127

Titles
I Mr.
m
1,/
+( m
c/
m Be careful!

2 Mrs. (' cl ffitr#såffii:"

NOTM'qJliy¡an
3 Miss G/
4Ms. ( ø (,/
) ¡"1r. Ç¡¿71¿ç Lee l4¡r. Vivian Lee
5 first name 6 last name

2 PAIR W0RK lntroduce yourself to a classmate. Use a title and your last name.

3 <,)) LISTENING COMPREHENSION Listen. Circle the correct information.

Then listen again and check your answers.

,,
m@)
2 D trtrs.
Elr'r'. !
E Miss -
Ftunk
f,r.t n",',. last name
EMrs. 6-¡ËÐ D mr. ! t¡s.
lJ Miss ¡¡51 ¡¿¡1s !Mrs.
f] trts.

*Dmi,,;ffi=--R-

flmr.
El Mrs.
@b*tà 5
fl tu¡ss fìrst name last name
[]ms. E
E trtr. t¿r.

D trtrs.
Ftcd
flMrs. @)
[J rvriss ¡nr, *r" L-J Miss first name
E trts. E t"ts.

14 UNIT 2
 2 Pair work
suggestËd 3-s I vour actrøf -l
1 <,)) Vocabulary I
l_çlchlng time: minutes I teaching time: | rm
sJsscste¿ s-lo -l
I teac!!¡gllrne: |
--
vou¡ aètual
. Model thc activity. lntroduce yourself using a title; for
I _ mlnutes I teachlng time: i U'
. 'lir itrtroduce titles, direct students'atterìtiorì to the four example, l'm Ms. Ilast Ntunel. v,
o
colt¡rnns in the chart beforc they listen. poi¡rt to each
cateßory heading and describc it; for exantple, a single
0ption: minures] For a different a¡r¡rroach, divide
[+1o
students into grou¡rs of five or six and have thern clo a
z
tttaìt, a single utonmn, a ntorried ntun, a married tuontan. chain activity. Studcnt r\ introduces hinrself / herself !
. Poirìt to tlre photogra¡rh. Say 'l'his is Clrurles Lee
rvhatever way he / she wants (fìrst nanre only, fìrsl arrd t-
and tltis
is Viuian Lee.
last narne, with a title or without). Sttrdent IJ introduces
himself / herself a¡rd Student Student C introduces
z
. Aftcr sturlents listen, ask questions about the Lees. Ask hin.rself / herself and Student ^.
lJ, ctc. Hncouragc studerìts
What is /rislirst nanrc? (Charles) Wltat is ltis last natne? to rrse differetìt ways to introduce thelnselves. you may
(l,ee) What is her Jirst name? lVivian) want to write the following model on the boarcl. Make
. Dircct attentiorì to the Be careful! box. Say /t's ttot OK n sure to adcl real nalnes.
use a title utith a person's first nante. (ìive exarnplcs. Write Student A: l'm Jonet Corlson.
on the boarrl the follorving versio¡rs of the Lees' tlanìes. Student B: /4y first nome is Tom. Ay losl name is
For eaclr or¡e ask Is tltis correct? Will¡oms. And she's Jonet Corlson.
/4r. Chorles Sludent C: Ay nome ¡s /rs. Greene. H¡s f¡rst nome is
Ar. Chorles Lee Tom. His |osl nome ¡s W¡lliams. And she's
Ar. lee Jonet Corlson.
/.rs. Lee Studenl D: l'm Ar. Brown. Th¡s ¡s /rs. Greene.
r'4.rs. Vivion
l'rs, Vivion lee 3 {,)) Listening comprehens¡on
. To clreck conrprehension, ask What's your lirst nanrc?
Wlnf 's your last nanrc?'l'lten have students introduce
the¡rrselvcs with a titlc; for example, I'nt Mr. [Al Jonesl. . Before studerrts listen, have theln look at the pictures
I'm Ms lKate Bondl.
and read each person's title and narne aloud; for
0ption: M(+5minutes) example, Mr. Alex Dauis.
. To rcview answers, ask the questions from the
Lønguoge ond culture atrdioscript; for example, ask What's his !ìrst name?
.lnEnglish-speaking countries, Mr. is used for a male Students answer in full sentences. (l¿is first rtatne is
regardless of marital status. Mri. is used only for married Alex.)
women. Míss is used for single women. ln the U.S. and
OptiOn: [+5 mlnutesl l¡or a different approach, place
Canada, Ms. is used for both married and single women
students in pairs. Have them take turns asking and
and is quite common.
answering questio¡rs about the pictures. Model both
.ln English, a first name is also called a given nome and a
affìrmative and negative responses. I.-or example:
last name is also called a fomily name ot surnome.ln most
Is his first narnc Alex? Yes, il is.
Western cultures, the family name comes after the given
/s l¡is /r¡st nanrc Sulliva¡t? No, it isn'r. His last ¡tante is
name. ln most Eastern cultures, the family name (or last
Dauis.
name) comes first.
tsÜ Frorn the Longman Corpus: Among speakers of ÀUD'OSCR'P7
American English, first nome is preferred ovec gíven nome 1 What's his first name? Circle his first name. \
and /osf nome is preferred ovet surnome..Surnome is used 2 What's her last name? Circle her last name.
with some frequency in written English such as legal 3 What's his litle and his last name? Circle his tiile and his last
documents and forms. name.
4 What's the¡r last name? Circle their lasl names.
5 What's her f¡rst name? Circle her first name.
. Vocabulary Flash Cards 6 What's her title? Circle her title,

T14
 A: Wlmt's 1,ç¡¿r last name, please?
4 Vocabulary practice
lJ'. Prestott.
I teaching
sug-çstea s-lo Fvouracruat ì
- minutes - ì tt: Iloru do yott spell that?
I time: I teaching time: i I

z . 'l'o show stt¡dents how to complete -

the three forms, fill
Il: P-R-É-.S-7:O-N.
A: And your first name?
J out the fìrst fortn witlr information abottt yourself. Point B: Myfirst name? Atúta.
o- to and read the heading, Your nanrc, before writing the h: What clo yott do, Ms. Preston?
inforrrratiorr. l)emonstrate by making ít checkmark (/) in
z he check box.
ß: I'nt a studettt.
A: And where are you from?
o t

. I lave a student write his / her completed for¡ns on the B: Chicago.

Ø A: Thank you, Ms. Prestott.
CN board. Circtrlate ¡rnd t¡rake sttre that students have used
IJJ correct information i¡r each form. R: You're welcome.
J . Move around the rootn artcl make sure students are ttsing
the qucstions in the lìecYcle box.
. Call on a fcw stt¡dents to introduce their partner to the
1 (t)) Conversation modet class.
-
I suggested s [ teachingtime:
vot¡racttral
4 Change partners
I teachingllm!.___rnIgll_l I

fsulgestea s-7 J vour actual ,-

|
'f n"r" convcrsation srrategies are implicìi irl the model: L !gq!!Iglþ., minutes Ltçq9¡Iglj¡19l-'--- I I

. Ilegin a question with Artd to indicate you wallt .

|
Have studetìts change partlìers and write down thcir
I additional i¡rformation.
partner's itrformation, trut this time otl a separate paper.
.
| nup"o, part ofa (luestioÌì to clarify.
. 'lb review, callon a few students to introduce their
. After studcnts read and listen, ask What's llrc matt's partrìer to the class.
nante? (Bob liava) What's l¡í.s ¡irle? (Mr.) . Conversalion Pair Work Cards
Lønguoge ond culture \
. Learning Strategies
.ln English-speaking countries, people usually respond toq
Thank you. Some common responses a¡e You're welcome,
No problem, or My pleosure,

. Workbook: Exercises 8-9

2 (,)) Rhythm and lntonat¡on . Copy & Go: ActivitY 5
You¡ actual
for Page T16.
^UOþSCRTPI
. I-lave studetrts repeat each lirte chorally. Make sure CONVERSATION I
M: Ms. Peterson, what's your first name?
students: F: Valerie.
. use fallirrg intonation [or Wlnt's yottr lctsl nante, please? M: That's V-A-L-E-R-l-E?
o trse rising itrto¡ration lor And your lirst nanre? and My F: That's right.
first name? M: And what's your Phone number?
o st ress fì rst in ,4rrzl yo ur F: 257-0843
tìrst name? M: Thank you. And how about your e-mail address?
F: lt's peterson five at hipnet dot com.
3 Pa¡r work
CONVERSATION 2
M: Last name?
F: Elyakin.
Explain tlìat students will be doing two tasks: practicing M: How do you spell that?
F: E-L-Y-A-K-l-N
the corìversation and fìlling out the form with their
Ml Thank you. And your Phone number?
part ner's i nformation. F: 301 -555-4500
Don't stop! Ilxtend the cor)versation. Review the
CONVERSATION 3
language in the Recycle box. Ask various students Éloø F: Mr. Quinn, What's your phone numbor?
do you spell yourfirst nante? What do yon do? Where are M: My phone number? lt's 338-2257.
you from? Call on different students to respond. For F: And your f¡rst name ¡s James?
extra support, you rnay wish to write thc questions from M: Yes, it is.
F: J"A-M-E-S. Oh, and what's your e-mail address?
the Recycle box on the board:
M: lt's quinn 1B at hipnet dot com.
How do you spell lhof? F: Thankyou, N/r. Quinn.
What do you do?
Where ore you from? CONVERSATION 4
F: So your last name is Park, correct?
. Model the conversation with a more confident student. M: That's right. P-A-R-K,
'take Role A s<¡ that you calt model extending the F: Thank you. And your phone number, Mr. Park?
conversati<¡n with qucstions from the Recycle box' M: 011-99-33-67

T15
4 V0CABULARY PRACTICE Fill out the forms. Check or circle the correct titles.

You: A classmate:

I trxre. II trHteelI ExE. ì trvr.F

D Mrø.
flrst nome tost nom€ A Mbø
D vø.
laøt,name
Your teacher:

I Mr. ! Mrs. D Miss E us.

NOW YOU CAN

1 (,)) C0NVERSATI0N MODEI Read and tisten.

A: What's your last name, please? A: Thank you, Mr. Fava.

B: Fava. B: You're welcome.
A: And your first name?
B: My first name? Bob.
lr39
(,1 RnVf¡m AND INT0NATION tisten again and repeat.
Then practice the Conversation Modelwith a partner.

PAIR W0RK Personalize the conversation. Use your own names.

Write your partner's information on the form. Then change roles. Mrs.
Miss ü¡et nane lagt nane
A: What's your last name, please? Ms.
B: ....... . .
A: And your first name? ture to recycle thls language.
B: My first name? S ""
Don't stop! How do you spell that?
A: Thank you, .. , , .... What do you do?
Ask more questions. Where are you from?
B: You're welcome.

4 CHANGE PARTNERS personalize the conversation again.

15
 (,)) VOCABULARY o Numbers 0 - 20 Read 2 PAIR WORK Read a number aloud from the picture.
and listen. Then listen again and repeat. Your partner writes the number on a separate sheet
of paper.

0 seven 741 fourteen

I I eight 15 fifteen
2 I nine f@ s¡xteen

sJ three 1l o ten 1lT seventeen

4 four I 1t eleven 1E eighteen

5 five Iz twelve 1t9 nineteen

@ 1 I thirteen 2@ twenty
3 GRAMMAR o 8e; information quest¡ons with Wþal

Whal's his name? (Mark Crandall.)

Whal's his last name? (Crandall.)
Whal's Ellen's address? (18 Maln Street.)
What's her e-mail address? (Doverl 4@hipnet.com.) Hgw to say e-mail addresses
What's their phone numbor? (835-555-0037.) and phone numbers:
Say"dover fourteen at hipnet dot cop."
What are their first names? (Luis and Samuel.)
ïay "oh" for zero; 0037 = "oh'oh-three'seven."

l:al
4 {,)) PR0NU¡¡C|AT|0N o Sfress in two-word pa¡rs Read and listen. Then listen again and repeat.

ao O.. O...
first name phone num ber e-mail address

(,1 L¡STEUNG C0MPREHENSI0N Listen to the conversations. Write the

information. Then listen again and check your work.

1 Volerie Peterson 2 5 7 _0I4 3 petersonS 6 hipnet.com

2 Adlhtlda Elyakin 3 0 1-5 g 5-4 5 0 0

3 Qulnn 338. 2257 quinnl S 6 hipnet.com

4 Joseph Park 011-99-33

16 UNIT2
 Optlon: [+t0 mlnutesl For basic practice, have students
form groups of three and take turns. Student A asks
1 {,)) Vocabulary Student B for some contact information: What's your t-
Sugrgcsted 3-5 I YÖurrcturl [phone number, address, etc.]?Thenstudent C asks m
ürchlno,flmcr dtlñi¡üf il, ffi lÍñtlütïh-' ;a r'il1.l:ni':
Student A What\ his I her_? and Student A repeats rhe
8i;ll.
r

. Point out that for the word information. Encourage students to write the information
twenty, native speakers often
they hear. Q
drop the second /t/ sound and say /'twrni/. z'
0ptlon: [+s mlnutes¡ For additional practice, have
students do a pair work activity, Student A says a page
Languoge ond culturc
o ln spoken English, when saylng an e-mall addnss, say
lt
number and Student B turns to that page. Make it clear ot for @ and dot for a perlod; for example, Dan23tO F
that students should use only pages l-20 in this activity. starlink.com is Don tweng.hree gl, storllnk dpt ænt. 2
Model an example with the class. Say page four. Check
that students turn to page 4.
. lnducüve Grammar Charts
0ption: l+5 mlnute¡l As an alternative, dictate the
following years (as two separate numbers) and have
students write the numbers on a separate piece of paper: 4 {,)) Pronunclatlon
1513, 1812, 1914,2011. Then write the years on the board 'Z+l . ',Your áth¡cl
suggGrtcd
and have students check their answers. þachlnd dmc: mlnrl}a. tc¡chlno üme¡

Longuoge ond culture . Point out that each example consists of two words and
. ln English, years are often pronounced as two separåte that the first word or syllable receives the stronger stress.
numbers; for example, 1917 ls sald nlnetæn sø/entaen, . To provide more practice, write the following word pairs
rln British English, noughtls often used forzero. on the board and have students practice:
.ln spoken American English, zero is usually pronounced home oddress work number
as oh when saying years, phone numbers, credlt card trovel ogent flight otlendont
numbers, etc. For example, the year 1905 ls sald nlneteen
Opllon: l+s mlnuteil Call on various students ro say their
oh five; the phone number 876-8005 ls sald etght suen
ñrst and last names; for example, Myfrrslname ís [Karen].
six, eight oh oh f¡ve.
My lßslname is [Brown].

. Vocabulary Flash Cards . Pronunciaüon Activiües

2 Pal¡ work 5 {¡)) t¡stenlng comprehenslon

Suggêstcd 3-5 Your actu¡l $uggltûtld 7-10 . , Yo.r¡¡,tcû¡¡l
tcachlnq tlme: mlnutês te¡chlno tlme: teachlno tlmè: nilnu'tti¡' i¡irhlira rfln¡i '

. Have students check the numbers they hear. . Before students listen, read the names on the form
. If students have difficulty, ask them to do the exercise aloud to help familiarize students with their sound.
again with a new partner. Mathilda = /ma't¡lda/; Quinn = /ku¡¡/
. Review the answers with the class by asking four
3 Grammar students to wr¡te answers on the board. Make necessary
corrections.
Suggc$ed 5-7 Your actual
terchlno tlme: mlnutes teachlno tlme: AUDíOACBTPT See page T15.
. Direct attention to the questions and have students
study the examples. 0ptlon: l+5 mlnutesl Pair work. To practice using
. Call on individual students to read each question and information questions withWhat, have students role-
play short conversations using their own information or
answer.
created information. For example:
FYI :Question s w ith What are called informat ion q uestion s Student A: What's your name?
because they require an answer that gives details Student B: [Eric Price].
(information). Yes / no questions require onlyyes or no for Student A: What's your phone number?
an answer. Student B: [555-6793].
. Direct attention to the contraction What's. Student A: What's your e-maíl address?
Student B: [Erícfourteen atfastmail dot com].
' Write on the board Whot is your nome? Ask a student to
come up and make the contraction. (What's)
. Point out that what is can be contracted but what are
cannot.

T16
 . Be sure to reinforce the use of the conversation
6 lntegrated practlce strategy. For example, say the phone number two
:Sultgi¡çg '" 5' -YoOtr-ctuil
m¡èliläË'fifltl'. lai¿H¡f.toftnåt ways to demonstrate the different intonations used for
'irhlr{fili¡h. '
giving information (falling intonation) and confirming
. Review the example fi rst. information (rising intonation).
. Point out the street sign for item 3. Make sure students . Move around the classroom and remind students to use
understand that Sf. is the abbreviation for street Write on the language from the Recycle box. Have students check
the board Donk 5t. ' Bonk Slreet. each word or Phrase as they use it.
. To review, have pairs read the conversations for the class. work Gards
Make sure phone numbers and e-mail addresses are sa¡d
correctly.
düffi@ : ffl'äff[ili'ir
Change partners
Suggostcd ) Your tch¡rl
têachhto tlme¡ ñrlil¡tås ter¿hlnotimè:
{,)) converratlon modet Have students stand up, walk around the room, and
suCgó¡t d 5 I 'YÖ0?aßtu!l have the conversation with another partner.
tËlclilrrd üdrå: i dtlñurËt I t¡¡chlnu üm¿¡

This conversation strategy is implicit in the model:

i,ri
t,. . who . Workbook: Exerclses 10-13
As students listen, point to the person in the photo
L
. Copy 6r Go: ActlvltY 6
is speaking. (The woman is A and the man is B).
. Point out how the speaker pauses between the two sets
ofnumbers 523 and 6620.

2 (')) Rhyth- and lntonatlon

1.5 'Youråch¡¡l
$uggeltâü
tår¿hlii'd ümâ: ,mlniitls .r¿r.tilå¿i flñrá!

. Have students repeat each line chorally. Make sure

students:
. usefalling intonation lor What's your nøme? and And
what's your phone number?
o say telephone numbers in chunks: 5-2-3 lpøuse] 6-6
[pause] 2-0.
o use rising intonation for 523-6620?

Palr work
sl¡itgêltËdl , ' 'vÔl¡r ætl¡ltl
,têrdrlñô'0rfi.ì its¡olrlno'tlmc: ,

Don't stop! Extend the conversation. Review the

language from Units I and 2 in the Recycle box. Ask
various students questions, such as What'syour first
name? What's your last name? What's your øddress?
What's your e-mail øddressl Call on different students to
respond.
. You may want to write a list of created (not real)
information on the board for students who do not want
to g¡ve out their personal information.
. Role-play the conversation with a more confident
student. Take Role A so that you can model extending the
conversation by using phrases from the Recycle box.

T17
6 INTEGRATED PRACTICE Complete the questions.

1A: Wb.ql.\.h.ir..... address? 2 A: . .Wll?l'9.1ì9t' . phone 3 A: .W.î?!.q t¡.9it address?

B: 11 Main Street. number?
B: 18 Bank Street.
B: 22-63-140.

4A: W!?l.q.f,.q phone 5 A: . w!lgl'9..191 e-ma¡t 6 A: .Wî9!t tlgit phone

number? address? number?
B: 878-456-0055. B: lt's sgast@mp.net. B: 44-78-35.

NOW YOU

1 (,)) COÍ{VERSATI0I{ MODEL Read and tisten.

A: What's your name?

B: Dave Mitchell.
A: And what's your phone number?
B: 523-6620.
A: 523-6620?
B: That's right.

(,t) RXVfnm AND lNTOt{ATl0N Listen again and repeat.

Then practice the Conversation Model with a partner.

PAIR WORK Personalize the conversation. Write your

partner's answers on a separate sheet of paper.
Then change roles.
Bc ¡ure to rccyclc thls languagc.
A: What's your . .......? first name / last name
B: ........ . address / e-mail address
Don't stop!
Thank you.
A: And what's your phone number? Continue the conversation.
You're welcome.
Ask more questions.
B: ....... . Nice to meet you.
Good-bye.
A: ........ ?
B: That's right.

CHANGE PARTI'IERS Get other classmates' contact information.

17
 grammar vocabulary listening
reading speaking . pronunciation
1 (')) READING Read about six famous people. Where are they from?

2 PAIR WORK Ask and answer questions about people in the Reading. Use the verb be.

On your ActiveBook Self-Study Disc:

ff ls Maria Sharaoova from Extra Readlng Comprehenslon Questlons
ff ls Frank Gehry a doctor? I I !
the United Staies? !

Éú Where's Mr. Travolta from? ïI

SPEAKII,¡G Point to the people in the photos. Ask your

partner questions about their contact information.

Extro proctìce o p.l 37

I t2 Bankst. I 33-ss-0078 t 34-67-9899

[9 rhale@ccc.com E nchin@hipnet.com I l¡ Quinn St.

UN¡T 2
 fohn Travolta starred in the movies Soturdoy Night Fever
(1977) and Pulp Fiction (1994).
1 {,)) Reading
Angéllque Kldlo is a pop singer from Benin who mixes Latin
[-'- suggested m
I lgqgblng t¡me: m¡nutes I teachj¡g tjme: l
and African music. Ø
. l)rc-rca<ling:'lb practice the stratcgy 0fscanning, Banana Yoshlmoto is a popular writer in lapan. She wrote U,
ask o
studcnts to reacl tlìc tcxt (quickly) a¡rcl rrn<lerlinc tltc
countrics the people arc fro¡n. (|.'rank (iehry: Canada;
Kitchen and Goodbye Tsugumi.
z
Paco rle l.ucía: S¡rain; Maria Slrarapova: Iìr¡ssia; fohn
2 Pair work
1l
'l'ravolta: the tI.S.; Angélir¡uc Kidjo:
stõ - I your actuat
lìenirr; IJan¿r rra
j' suggestea -
.
Yoshirnoto: Japan)
Ltejrching time: Bl!!!!f l._teaching time: _ I
z
If there is a worl<l rnap ilr thc roo¡n, poirrt out t he
corr nt ries.
' Model the exarnple questions and have sturlents rel)eat.
Make sure they use rising intonation at thc end of the
. 'l'hcn have studetìts read tl'rc tcxt silently.
yes I tto questious and falling intonatiolt at tlìc crì(l ol'tlìc
. (lheck com¡rrelrension. Âsk the foll<lwing questiolìs: inforlnation question.
ls l:rank Geltryfrom tlte IJnited Staf¿s? (No, he's not. (iive stt.¡dents
' a few rninutes to write questiorìs to ask
I-lc's froltr (lanarla.) thcir ¡rartner.
Is l:rank Gehry an architect'! (yes, he is.)
Where's Paco dc Lut:ío ti'ont? (l-le's from S¡rain.) ' I'lttcottrage strrdents to ask both ),cs / lro qrrcstir¡¡rs allrl
qucstions withWhat.
Is Paco de Lucía an ar<:hitect? (No, he's not.)
Is Maria Sharapoua aflight attendnnl? (No, shc's not.) Possible responses.,.
Is Mario Sharapowt fronl Rr¡ssial (yes, she is.) ls Mr. Travolta a writer? (No, he isn'1. He's an actor ancl a
Is John'liauolra a pilot? (Yes, he is.) pitol.)
Where's Atrgéliquc Kidjolron¡? (Shc's frr¡nr llenin.) What does Frank Gehry do? (He's an arch¡tect.)
Wlml's Ranana Yoshimoîo's occupatiotr? (She's a write r.)
Option: [+2 mlnutesl If you wish to include the auclio, have
students read silcntly as they listen to the descriptions.
0ption: [+lo-15 m¡nures] 'l'o turn this reading into a
listening activity, draw tlte following gra¡rhic organizer on
the board (without the answers) or print oul tJìe graplric
organizer from the Activil'cach Multimedia Disc. Then
Q[üffiffi1. Extra Readins Comprehension Quesrions

have students listen to thc audio twice. l"irst listening:

With books closed, stude¡ìts listen for and rvrite tlowr.r 3 Speaklng
the co¡.tntry each person is fronr. I lel¡l lvith any spelling t Suggested- 5-lO Your actual
qucstions. Sccontl listening: Sturlents listcr¡ for tlte i teaching !'mur - mJnutes te!eh!ng tim.e:
occupation ofcach pelsotì.'l'hen they rcad the text to . Erìcourage stt¡dents to use tlte ¡rossessive adject ives: hi.s,
co¡rfi rm their ansrvers. lrcr, their.
' As students ask questionswith Wll¿¿t's', rvalk aror¡nd tl¡e
room and encourage tlìe1n to use the corrcct rhythrn
and intonation.
'
Paco de Lucía

Maria Sharapova
You nìay warrt to rnake a list of itenls stuclents have
difficulty witlr for review at the end of this unit; for 'qh
example, questiolì formation, ¡rronunciation, etc.

Possìble responser...
What's [Norma]'s phone number? (Her phone nurnber is
[33-ss-00781.)
What's [Ryan]'s e-ma¡l address? (His e-rnail adclress is
. [r-hale at c-c-c dot com].)
Graphic Organizers What's IFran and Bill]'s address? (Their acldress is [13 Quinn
Streetl.)
Languøge ond culture I
What's [Ryan]'s last name? (His last name is [Hate])
Frank Gehry is the architect of many famous buildings L What's [Ms. Chin]'s first name? (Her first name is INormal,)
around the world, including the Guggenheim Museum in
Bilbao and The Walt Disney Concert Hall in Los Angeles.
Paco de Lucía is a guitar player. He plays traditional Spanish
music.
Maria Sharapova is a world tennis champion.

T18
 Before the first actlvlty, glve students a few mlnutes of Possible responses...
sllent tlme to explore the photos and become famlllar Linda ¡s my friend. Her last name is Morin. She's a banker
wlth them. She's from Denver. Her address is 16 lriain Street. Her
phone number is 303-555-4848. Her e-mail address ìs
LindaM@pop.com.
Palr work 1

I suggested | 5-lo I Youractual

. Writing Process Worksheets
I teCçhln!!!nr!i] Ilnutes I teachingtime:
. Have students look at the fìrst ¡rhotograph. Say 'I'ltis nta¡t
is askirtg this tuonnn for her personal inþrmation' What Opton: Oral ProgreÍs Assessment
questions is he asking?With the class, orally brainstorm
the possible questions. f)o not write the questiotìs on the Use one ofthe photos on page l9 for an oral test. Have
board. the student point to the people in the photographs and
create stories about them. For example, the student
Optlon: [+10 m¡nutesl 'lb provide nìore srlpport for this might point to the woman in the top photograph and
activity, lìave students ctlmplete the informatiolr box say Her first name ís PatriciL. Her løst name is Wells.
fìrst, write out the r¡uestiotts, and then role-play the She's from England, She's an athlete.
conversation.
Evaluate students on intelligibility, fluency, correct use
of target grammar, and appropriate use of vocabulary.
A: Good morning. B: Hello. A: What's your first name
please? B: [Angela]. A: And your last name? B: My last . oral Progress Assessment Charts
name? [Thompson]. A: How do you spell lhat?
B: T-H-O-M-P-S-O-N. A: Thanks. B: What's your address?
A: My address? [18 Bank Streetl. B: And your phone Option: ffi(+2ominutes)
number? A: lvly phone number is 93-580-05-12. B: 93-
580-05-12? A: That's right, B: What's your email address?
A: Anoela dot thomoson at hipnet dot com B: Thank you.
A: You're welcome.
. Workbook: lust for Fun
. Complete Assessment Package
Palr work 2 . Webllnks for Teachers: pearsonlongman'com/t
Suggested l0 Your actual
teachlnq tlme: mlnutes teachino tlme: And on your ActiveTeach Multimedia Disc:
Top Notch Pop Song Activities
. Have students look at the second photograpl't. Say IIe is Top Notch TV Vldeo Program and Actlvity Worksheets
introducing the ttuo tuomen. What is lrc sayíng? Supplementary Pronunciation Lessons
. I lave students work in groups of three to create the Audioscripts
conversatiou. Unit Study Guldes
. Call on volu¡rteers to role-play one of their conversatiolìs
for the class.
Optionl [+10 minutes] 'lb provide extra support, allow
students to write the conversation before they act it otrt.

A: Alice, this is Emily. Emily's my friend. Alice is my

colleague. B: Hi, Emily. C: Hi, Alice. Nice to meet you.
B: Nice to meet you, 1oo. C: Where are you from? B: I'm
from California. And you? C: I'm from Florida. B: And what
do you do? C: I'm a doctor. And you? Are you atr architect,
too? B: Yes, I am.

Wrltlng
I Suggested I fO I Your actual
I teaching t¡me! I ¡!nq!es__[lgQ!!9_!!Ít!. _.

. Model the activity. Write about sorlìcolìe ilìlportant to

you. For exam¡rle, write on the board:
Francisco Aeso ¡s my friend. He's from Spoin He's o
leocher. His oddress îs l0 Quinn Street.
. 'l'hen erase the tnodcl and have stuclellts write their owtr
sentences.

T19
PAIR WORK
I Create a conversation for the people
in the first picture. Complete the form with your
partner's information. Start like this:
Whal's you,
-? for the people in the
2 Create a conversation
second picture. lntroduce the two women. Start
like this:
fhiç ir _. She'ç my _.
For example:

Nancy Lee iç my friená. She" lro- Vancouver.

.-aã.-râ--^+,<rÈ-Ã*+.-Ê A :

t0
 Places and How to GetTherc

t (r¡) V0CABULARY o Places in the neighborhood Read and listen. Then

listen again and repeat.

5 a newsstand
More ploces c p. 127
())) LISTENING G0MPREHENSI0N Listen. write the places you hear.

1 ..........s.9eL\ 3 ........q pl:'.etrepy.......

4 .. ... . 3.999f9!9le . .. . .

3 PAIR WORK Say the name of a place. Your partner writes the word.
I rlto

4 (,)) VOCABULARY o Locatlons Read and listen. Then listen again and repeat.

T1 3
N
4 on the left

1 across 2 down 3 around 6 nexttothe bank 7 between the bookstore

the street the street the corner and the bank

UNIT 3
 rm
Places and How to Get There În
(t
Palr work o
Suggested
teadrlna tlme:
3-5
mlnùtês
Your acturl z
tcrchlnq tlmc:
. Student Á, dictates
!
|-
a word and Student B writes it down.
Þ
Suggesæd 3-5 Your actual
tôrhlnd tlm..
. Student
item.
A checks the spelling before dictating the next z
te¡chlno tlmel mlnutes
. After three words, Students A and B switch roles.
' To focus students' attent¡on on word stress, clap or tap
out each syllable as they lísten the first time. Then have
them listen and repeat. 4 {r)) vocaburary
Suggestcd 5-7 Yourad¡al
0ption: mlnutcsl For more practice, say the places
f+3 teachlno tlme: mlnutes teachlno tlmer
in random order and lìave students point to the correct
photos. . Before students listen, demonstrate some of the
vocabulary. Stand in front ofthe class and turn your
0ptlon: M(+S-to minutes) back to the students. Say /e/r and right and use your
hands and arms to point in the correct direction. Sta¡rd
Longuage ond culture
close to a student and say next to. Stand between two
. Another word for phormocy ls drugstore, ln Brltish
students and say between.
English the word for pharmacy ls chemist. . Have students listen and study the phrases and the
.Scl¡oo/ means a place where people learn in classes. Both
pictures.
children and adults go to school, but each klnd of school
. To check comprehension, demonstrate the vocabulary
has a special name. An elementory school ls for young
children. A high school ls for teenage chlldren. A univenlty and have students tell you the correct word. For
is for people who have finished hlgh rchool. example:
T: gestures to the right Class: rigår
T: gestures to the left Class: /e/r
Qtruffi @:l::ililf 3'il,i,"'* T: faces a student Class: across
T: stands next to a student Class: next to
T: stands between two students Class:. between
{r)) L¡sten¡ng comprehenslon
suggêsted
Opllon: l+5 mlnutesl For a challenge, ask students to name
5 Your actual
teachlno tlme: mlnutes t€achlno tlme: places near your school. Make a list on the board. Then
have students make sentences describing the location of
. First listening: Have students write the words they hear.
the places; for example, A pharmacy is around the corner.
Students can refer to the words in Exercise I to guide A bookstore is next to our schooL
their spelling.
. Second listening: Have students confirm their answers. . Vocabulary Flash Cards
. Call on students for the answers. Ask them to spell the
word aloud.

ÀuDroScatPf
1 a bank
2 a school
3 a pharmacy
4 a bookstore

T20
 work r,tglv",Ig1r ç11{"
ested 3-5 I Your actual
tlme: m¡nutes I teachinq time: 1 {D) Conversatlon mode¡
z
' I

. Iìcfore students do the activity, have thcnr identify the F-suõgãste¿ , z-¿ l- %uractual
I teaching time: . nrytes -L_!999!!!9!qçL
J buildings in the pictures.
'l'his conversation stratcgy is implicit in this modcl:
o. 0ption: f+5 m¡nutesl t-or a different approach, have
. [Jsc You're welce!ìe to fornrally acknowleclge thanks.
z Student A describe a picture and Student l3 point to the
o picture. The¡r havc tÌrern switch rolcs. . 'l'o prepare slu(lr:rìts for thc activity, point to the people
Ø 0ption: [+5 m¡nutesl As an alternative, havc students wrilr: in the pictrrrc.say 'l'\rc ntott and utotttan are here. Where
Ø orìe sentence abortt cach ¡riclure and then compare their is tlte bank?
l¡J
J senlences in pairs. . After stutle¡ìts read and listen to the cotlversati()n, ask
Wlrcrtis tlrc bt¿nk? (Arot¡ntl the corlrer.)
6 Grammar
I suggested T-vour actual I 2 (,)) Rhythm and Intonation
LtCa!'!gJq"'_ m¡nutes I teaching t¡me: J Z--l I actuai
I Suggested I Your l

' Havc students study the examples. I teachingtime: : -Dlltges__l_lgg9¡lltgtMg' ___ _ ,J

' 'lir dc¡nonstrate that Whereis used to ask allout ¡rlaccs, . I Iavc studcnts re¡real each line chorally. Make sttre
ask qucstions with Wl¡ere and some of the places studeÌìts:
students learned on page 20. Say Where's thc pharmacy? ,' usc fallirrg intoniìtiorì for Excuse nteantlWhere's the
Where's the resteurent? Where's the bank? bank?
. 'l'o dc¡nonstrate tlìat it can refer to a place, write o¡r the " usc risirrg intonati<ttt lor'l'he bank?
board:
The bonk ís ocross the street.' lt ¡s ocross lhe street. 3 Palr work
. Direct atterìtiorì to tlìc snìall box and review how to forlrt Suggested I S-7
contractions. Write on the board Where is and lf is and
ask two slude¡rts to corne u¡r and forrn the contractions. . I)oint out the two figures on the map. AskWhat are the
(Where's, lt's) places on tlrc map? Students should ttse the article ô in
. Ask several students about ¡rlaces near your class; fr¡r their answe rs. (A restauratrt, a bookstore, ¿r school, a
example, Where's the lMain Street Pharntacyl? It's lacn¡ss plrarrnacy, a newsstar¡d, a bank.)
the streetl. . Ask yes / no questiotrs abor¡t thc locations of thc
Longuoge and culture builtlings in thc picttrre. For exaln¡rle:
oln Where is the bookstore?, the definite article the is \- ts the school next to the bank? (No, it isn't.)
Is tht: restaurarìt around lhc corner atrd down the
used because the question is about a specific place-both
street? (Ycs, it is.)
speakers know there is a bookstore.
ls the ¡rharrnacy down the strect alld oIr the right? (Yes,
. Down the street and up the street are often used
it is.)
interchangeably and don't necessarily have any
. Moclel the conversation with a ¡nore c<¡nlìder¡t stt¡dent.
relationship to north or south, east or west. Down the
stree¿ is more common, I'lay lìole A.
. Listen in on student conversatiolls. Encottrage students
lnductive Grammar Charts to usc tlìe correct rhythrn atrd intonation.
'
. Conversation Pair Work Cards
7 (,)) Pronunciatlon
f -iuggesleã : 2-4 | Youractual 4 change partners
Lteqçhing t¡me' |
minutes ,._ __t
. Iìe nrind students that ye.s / rro questiorìs have a rising
intonation.
. 'l'o rcmind stude¡rts of all the questions they carr ask and
' Write the followin¡; i¡rformati<¡n questiotr and, as yotl say
arrswcr with their new partncrs, write on the boartl:
ir, mark it with a falling arrow: bonk phormocy bookslore
Where ore you from? newsslond school restouront
' llavc students listen and re¡reat chorally.'t'hen call olr
individual students to say a <¡uestiolr witl¡ the correct
intonation.

. Pronunciation Activities . Workbook: Exercises l-4

. Copy & Go: Activity 7

T21
5 PAIR WORK Take turns making statements about
( (lhe bank is across the street. !!
the location of the places.

lhô

a.
Ð ffi
w
rü
6 GRAMMAR o Be: questions with Where / (,1 pR0tlUtlClATlON o Fatting intonation for
Subject pronoun i! questions with Where Read and listen.
Then listen again and repeat.
.'_\
Ask queslions wilh Where for locallons. Contractions 1 Where is it? .\
Where's the restaurant? Where is I Where's
2 Where's the bank?
It is + lt's
Use it to replace the names of places. 3 Where's the school?
ll's down the street, (lt = the restaurant)
4 Where's the newsstand?

{,)) CONVERSATI0N M0DEL Read and tisten. PAIR W0RK Find the people on the map. Talk about
the location of places on the map. Then change roles.
A: Excuse me. Where's the bank?
B: The bank? lt's around the corner. A: Excuse me. Where's the .... .... ?
A: Thanks! B: ........? lt's
B: You're welcome. A: Thanks!
l:51 B: You're welcome.
<,)) RHYTHM AND INTONATI0N Listen again
and repeat. Then practice the Conversation CHANGE PARïNERS Ask about other locations.
Modelwith a partner.

Pharmacy

bookstore
restaurAfìt
SSìÓ"
newSstand

. _r'

21
 LESSON 2

l:5,4

1 (D) V0CABULARY . Ways to get places Read and listen. Then listen again and repeat.

1 walk 2 drive 3 take a taxi 4 take the train 5 take the bus

2 GRAMMAR. The imperative

Use lmpemllyss to glys instructlon¡ and dlrocllons.

Aflirmatlve lmperatlves ìlsgatlvo lmperatlves
Drive [to the bank]. Don't walk.
Take the bus [to the pharmacy]. Don't taÍe the train.

3 INTEGRATED PRACTICE Follow the directions. -ô.

Partner A: Read a direction.
,afüt
Partner B: Say the letter of the correct picture. E
1 Walk to the bookstore. j

2 Don't drive to the restaurant.

3 Take the bus to the bank.
4 Don't walk to the pharmacy.
5 Drive down the street. e
Partner B: Read a direction.
d

ffi
r

Partner A: Say the letter of the correct picture.

6 Take the bus down the street.

7 Don't take the bus to the bank. ¡

8 Walk to the bank. f @E

9 Take a taxi to the restaurant. a
10 Drive to the pharmacy. h

g ,,ER
EEÐ

22 UNIT 3
,E]t]
 FYI: l'hcsc vcrbs arc introtlrrccd in thc irrr¡lcrativc fonll.
Str¡<lcnts havc not ycl lrccn tarrgltt thc sirn¡tlr: ¡)t'cscrìt ot-
1 {,)) Vocabulary thc ¡rre scrrt continuous.'l'he rclìl'c, it is tìot arlvisablc to
I suggested 3-5 | your actual ask qtrcstions or to cxl)cct sttrclents t0 ¡tr()rltrcc lirngtragrr m
teaching time: m¡nutes I teachrng time: trsing thcsc fornrs. Ø
Ch
. lrilst listcning: IIavc students stucly tlrc ¡rlrotos antl thc . l)ircct attotìtion to thc st:tìtcnces. I Iavt: slt.l(Lìrìts rcl)c¿tt o
r'vr¡rtls. thcnr ch<lrally. z
' Scconrl listcnirr¡¡: I l¿rvt: strrclents rol)r-.at tlìo rvor(ls ' Shorv sttrdcnts horv to forl¡l thc rìcgati\¡o irnpcrirtivr'.
!
r:horaIly. Write wolk on tlìt: l)oar(1.'l'hcn lvritc Do not bcforc
urr¡lÅ'.'l'hen e lasc tlre oin nü allcl draw an a¡tostrollhc
0ption: [+5 m¡nutesl 'lir extcntl thc activiry, lìave stu(lctìts
t¿rkt: trrrns saying a vocabtrlary lvold as a partrrur listens
all<lve t lle crììl)ly sl)ace. I lavc sttrdcnts rcl)cat t hc phrasc z
chorally.
anrl ¡roints to thc l)ictrtrc.
Option: [+5 minutesl If'yotr havcn'l alrcady inlrorlrrcctl
' Ilooks ckrscrl. Sav an affirrnative irtrpcrativc a¡rd ask
strr<lt:¡rtslo r¡rakc it nt:gativc rrsing r/oll'l. lkrr cxanr¡rlc:
tlrc ¡rlaccs in thc ncighlrorllootl ill thc tJnit lì Vot:abul:rry 'l': Wulk. S: I)ott't u,ulk-
lÌlr¡slt:r, pagc 127, you rììav warìt to do so norv. Ask 'l':'lLtke u ¡¿¡-ri. S: I)ott't take u taxi.
studcrìts to listcn arì(l stu(ly thc n'orcls.'l'hclt ask tllcln to 'l': I)riue. S: l)ott'1 rlriue.
rcl)cat wtlr(ls chorally.

Longuoge ond culture

oA loxlcan also be called a cob. There is no difference in
Q!lË1!$t. lnductive Grammar charts

meaning.
. When a person says Toke the åus, he or she is talking about 3 lntegrated practice
the specif ic bus that goes to a specific destination; the i srgg"rt.d s-to l Your actual
' time: minutes. I time:
I

teaching teaching
def inite article the must be used. However, when a person I

says Toke a toxi, lhe person is talking about ony taxi. The
indefinite article o must be used. At the Fundamentals
level, it is not advisable to explain this difference unless a
student asks.
. Vocabulary Flash Cards
2 Grammar
sùggested i-to I vour acruat -
I teachingtime:
i m¡nutes I tç¡4Utglþç' ,__-
. 'lellstudcnts tlìat itìlpcrativcs are rrserl to give
rlircctions. Say l4ln/,(', artd thcn (letììonstratc lvalk. Say
l)t¡n'I uutlk,:rnrl sto¡r rvalkirrg. Ask thc class to stand. Say
Walklivt<l llave studcnts take a couple of stc¡rs.'l'lrerr
siry I)otit r¡rr¿lÅ-/ lìepcat tltes(i two instructions scvcral
tinles, so thal studcnts untlcrstand that irn¡teratives are
inst rtrct ir¡lls.
' Mr¡tlcl thc fìrst ilcrtr [or the class. Ask a str¡(lctìt tu read
itcnr I ¿rku¡rl t() you. (Walk to thc bookst<lrc.) I)()itìt to
caclì l)ictrrrc :rrrrl s:ry l4¡alk to tlte l¡ookstore? Say No. trntil
y<rrr reach tlre very last o¡rtion (j).'l'hcn say Walk to tlrc
Itookstore? Sity Yes! I .al tcr j.
' I lave sturlcnts do thc activity in pairs. Move arou¡rd tllt:
roorn ancì listcn in.
. 'l'o rcvicrv the ansrvc'rs, say each inr¡rerative sctìt(:tìcn
and havc individual students res¡lonrl rvith tltc letter. |or
ì
cxanrplc:
j 'I': Walk to Ilrc bookstore.
S: Letter j.

T22
 4 1,,) Llta"r¡ng comprehenslon -
-su-gçstei,- io T -vour'¿ctu¡ - Yo*actual-i-- ì

teachlnq tlme: I
l
tçqchlng time: I mlnute I

z 'tell students that they will listen to the directions and . Have the class look at the photographs of places and
J write one affir¡native and one negative irnperative verb identify each one. (Pharmacy, restaura¡¡t, batìk,
o- for each item. newsstand, bookstore, and school.)

z I:irst listening: Stop the audio after each itenr. Have
o
Ø
students liste¡r to each sente¡rce, rcpeat the verbs they
hear, and then write the two itnperative sentences. [Jse
Ø gestures to clarify the ¡rrocedure: liste¡r, repeat, write.
uJ
J FYI: Ify<lu do not use the audio, be sure to say the
sentences using natural s¡reech. Your students nray walìt
you to say each word separately, brrt they need to practice
tunclersta¡¡ding chunks. Let theln listen multiple tilnes but
do not brcak the sentences down wortl by word.
. Seconcl listenlng: Flave studerìts confìrm their a¡tswcrs.
. 'lb review answers, write the setìtcrìces on the board and
have students correct their answers.
AUD'OSCN'Pf
1 Don't drive to the restauranl. Take the bus.
2 Drive to the bank. Don't walk.
3 Walk to the school. Don't take lhe bus.
4 Don't take tho bus to the bookstore. Take a taxi.
5 Take the bus to the pharmacy. Don't drive.
.r:gw':r,ousrn
1 (,)) Gonversatlon model
Suggestedl 3-5 | Your
time: I minutes
This conversation strategy is implicit in the model:
i:_Vl: OX to acknowleclge advice.-
I
Don't stop! Extencl tlìe corìversation. To review the
language in the Recycle box, ask various str,rdents Wllere
is tlrc pharmacy? or Wlrcre is the restauranf ?, ctc., an(l
have them tell you where each place is located.
. With the
class, brainstornr differetrt ways to get to places
and write thenr otr the board. [Ise thc Vocabulary front
page22.
. Model the co¡rversation with a ¡ttore confidcnt student.
Play Role A so that you can model extending the
conversatiotr by using the language in the Recycle lrox to
ask about locatio¡rs.
T', Ccttt I walk to the bank?
S:The bank? Sure.
T: And tultat abortt lhe plmrmacy?
S: The plmrntacy? Don't walk. 'lhke the bus.
T: OK.'l'hanks!
T'. Cr¿tt I walk to the bøtk?
S: The bank? Sure.
T: Where is it?
S: /t's r¡e¡¡ to the bookstore.
. Encourage students to use as much language from the
Ilecycle box as possible. Have students check off the
phrases in the Recycle box as they use theIn. Make note
of the students who were able to use the most phrases
from the Recycle box ilt the Pair Work activity.
. reinforce the use ofthe conversat¡on strategy.
Be surc to
Make sure students say OK. 'l'hanks!like they mean it!

' Point to the photo. Point to the wot¡ran and say She isÁ. . Conversation Pair Work Cards
Point to the man and say IIe is B.
FYI: Only Can I walk .. . ? is taught in this practicc.
Stt¡dents should not be expected to produce Can she walk,
4 Change partners
Can you walk, Can he dríue, erc.
suggestel t-T-Yo.Jractrtl--l
t teachlng tlme: minutes teaching time: I
I

t
I I

. Iìncourage students to take turns asking about the places

2 {D) Rhythm and intonatlon
in the pictures: the phartnacy, the restaura¡ìt, the bank,
t teaching
susgesred-T-- ã-s-f---yoüaã¿tuailT--
the ncwsstand, the bookstore, and the school.
I time: I I
minutes teac!þg time: .

. Move around the room a¡rd ¡nake sure students are ttsing
. Have students repeat each line chorally, Make sure
the language in the RecYcle box.
students:
o use 0ption: [+5 minutesl
'lb extend the activity, have several
rising intonation for Can I walk to the bookstore?
. use falling intonation for And what about the schoolz. pairs role-play one of their conversatiotìs in front of the
" include a short pause betwee¡ Don't walk and Driue. class.
" use rising intonation for'I'he bookstore? The school?

. Workbook: Exercises 5-9

. Copy & Go: Activity 8

T23
 l¡33
4 (,1 LISTEN ING C0 MPREHENSI0l'¡ Listen. Write the directions. Use an affirmative and a negative imperative.
sample
answers
1 Tc.ke th s .Þ y.t. . D e rl!. |.r.i:t ç ;. g . .. Wgl{, ..
og.ll.lgfg JF.Pg.l:. .
S rake the bus. Don'r drive.
2. Drive. Don't walk.
4 I9f9 q t3Ti Pgt'ltqle lfq qy"

NOW YOU

1ö c0ilvERsATt0t{ itoDEL Read and tisten.

A: Can lwalk to the booktore?
B: The booktore? Sure.
A: And what about the school?
B: The school? Don't walk. Drive.
A: OK. Thankl
125,

2 (Ù RHYTHM AND lt{TOilATloN Listen again and repeat.

Then practice the Conversation Modelwith a partner.

3 PAIR WORK Change the model. Use the photos below.

Ask how to get to places in the neighborhood. Then
change roles.
A: Can I walk to the ........ ?

B: The ........?
A: And what about the .,...... ?

B: The ........? Don't .

A: oK' Thanks!
Don,t stop!
Ask about locations.
8c ¡ure to rec¡tcle thh language.
Where is it?
í across the street.
I down the street.
It's I around the corner.
I next to the
I between the -. and the
- -.

4 CHANGE PARTNERS Discuss more places.

23
 LESSON 3

l:5E

1 ())) VOCABULARY o Means of transportafion Read and listen. Then listen again and repeat.

3 a moped

Also remember:
a bus
a train
a taxi

4 a subway 5 a motorcycle

2 PAIR WORK Take turns. Spell a Vocabulary word aloud. Your partner writes the word.

3 GRAMMAR o futÙ express means

by tui
Å
by bicycle
d*
by motorcycle

iil f¡Sf¡nlNG C0MPREHENSI0N Listen. Circle the means of transportation you hear.

UNIT 3
 3 Grammar
1 <,)) Vocabulary suggerted .s I yourãAual
Ii teaching time: minutes teaching time:
I _ _
ì

Suggested 3-5 | your actual . l)oirìt to each ¡ricture

l
m
teaching t¡me: minutes I teaching t¡me: and say the ca¡rtion alou<i.'l hcn Ø
I

¡roint and ask t he class to repcat. U)

' Af'tcr listclìing arrd rc¡lcating, fot;rrs on syllalllcs anrl
. Say othcr nlciurs ol'tra¡rsportatiorì fronr thc Vocallrrlary o
strcss irr rnulti-syllaltic rv<lrds.'l'llis rviII help students'
pronuncriltion.'l'a¡t rlr cla¡l out thc syllalllcs as you s¿rv anrl havc studerìts trse the word in a Ir1. ¡rhrase.
z
eirclr rvorrl. Ilr tllc nltrlti-syllabic rvorrls, r:la¡r or ral) tììorc
'1".
Moped. tl
Iotr<ll1' e¡¡ th(' str(ìssc(l sl,llablc. Iìrlr cxanr¡rlc: S: Iì1' ¡¡¡¡¡¡¡rr¡.
c¡t r: I
. z
Illcycle:ll
lVlO¡rcrl:2
Q|tËthdt tnductive Grammar charrs

StJIìway,: 2
rVlOtorcycle :4
4 (')) Listening comprehens¡on
' Suggesied 5-7 [ vour actuat
Longuoge ond culture ' teach¡ng t¡me: minutes I teaching time:
I

\<
. A troin goes in and out of cities, but subwoy is used for . Ilcfort: stu(lerìts listen, Ilavc thern irlcntify all tlrc rnodes
a tra¡n that travels underground. Many cities have special of trarrsporlation il'r thc ¡rictures.
names for their subway systems; for example: Washington
D.C. has lhe Metro and San Francisco the BART (or Boy
' I;irst listelting: Flave students listen and circle the
corftrcl ite nr.
Areo Ropid Tronsit).ln London the subway is called the
tube or underground. ' Secontl listcning: Ilave stutle¡tts confìrrn their answcrs.

AUD'OSCNIPT
3.ll::l:{' i; rÐ. Vocabutary Ftash Cards
1 I go by nlotorcycle lo the restaurant.
2 I go lty taxi to the pharmacy.
3 I qo by rnopecl to the bookstore,
Pair work 4 | go by bus to the Morton School,
Suggested s i youractual 5 I go by lrain lo New York,
teaching time: minutes I teaching time: l

Moclcl the activity. S¡lell a word alou(l anrl have. str¡rleltts

rvritc it dorv¡r.
Iìrtcorrrage students to inclucle sonlc n'rlr<is frr¡ln tlre
vocalrrrlary lcssons o¡t pages 20 ittxl 22.
0ption: [+5 m¡nutesl l;or a rliffercnt a¡r¡troar:h, havc
stu(lents participate in a spelling [rcc in ¡rairs. Stt¡clcnt A
calls out a llew vocalltrlary rvortl and Stutlent IÌ s¡rclls it
akrucl. Aftcr three rvords, have thcrn slvilch rolcs.

T24
 S (,1 Vocabulary 2 (Ð) Rhythm and Intonatlon
- suggested - -
3 -J= votrr aëtuai I I Suggested 2-5 [ vour actual
_-l
|
L telcttljls_!¡mti__rn!ryles I t,ggçhlngime: - I teaching time: minutes I teaching t¡me: I

z
|

. Point out that there is no fo in go l¡on¡¿. Write on the . Have students repeat each line chorally. Make sure
J lroard 9o to home and then cross otlt to' students:
. rrse falling irrtonation lor llout do you go to scltool? atxl
o- . Point out tlìere is no definite article flle in lhesc
What about you?
z expressions. Write on the board: go to the scåoo/ atld
', use rising intotìatiotì lor Me?
o lhen cross out fhe.
CN FYI: In the VocaÌrtrlary, rtnly go + lplacel is taught i¡r this
Ø Pair work
lesso¡r.'l'he simple presetìt tcnse is taught in [rnit 7, so at
UJ
J this ¡roint students should tìot be expected to proclttce lte sugsãsiô¿ lo I teaching_time:
Vouiaiti¡al
teaching time: minutes I
¡¡oes, sftegoes, etc.
Don't stop! lixtc¡ttl the cotrvcrsation. Moclel the
. Vocabulary Flash Cards corìversat iorl rvith a Inore col'tfìtlent student by askittg
about other ¡rlaces. For cxarnple:
A'. I low do ),ou go lo tuork?
6 (')) L¡sten¡ng comprehension l\: By car. Wlmt about you?
-suggested 5-10 -f vouractual
f- Itl. Me? I utttlk.
I teaching tlme:_ minutes I teachi¡gtime:
I

_ I
B', Ilotu do yott go ltonte?
. I)o the example logellìcr as a class. A: ByDls.
. Play the audio twr¡ tinres for each item, First listening: . IJrainstonlt with the class other ¡rlaccs arouud town
havc students check ruork, ltonte, or scltool. Secoud stutterrts catì mentiotl itr the cotrversation, and write
listcning: Have students write the phrase with l¡.y. thern otr the boartl. I:or exanrple:
the supermorkel the pharmocy the bonk
FYI: Itenrs 3 and 5 use the verb fnke + lntode r¡f
Move arotttrd the roonr antl listen in as studelrts practice
transportationl. Students ¡reed to write dorvn b1' + ¡n.tud"
oftrans¡rortation l(3 by train, 5 by btts) their convcrsations.

option: [+5 minutest l:or a challenge, have sttldents usc tlìe

information in the chart to write cotn¡rlete sentences; for 4 Change partners
exarnple, I go lrcme by car. I go tn work by sultuttty. I g,o to Suggested 5 vouracrual , ---l
I teachingtime:_
scltool by train.
teach¡nglime: minutes. I '
. 'l'o review, ask several studelrts Llotu tlo yott go to school?
--l
ÂuoroscnrPÌ How do you go to work? Hotu tlo yott go lrcnte?
1 I go home by car. Optlon: [+15 m¡nutes] Extend the activity by drawing the
2 I go to work by subway.
following bar graph organizer on the board, r.¡r print it
3 I take the train to school
4 I go to work by motorcycle. oul from the Activil'each Multi¡¡redia Disc antl distribute
5 I take the bus home. to studcnts. I lave students survey the class, or other
6 I go to school by taxi. studerìts in the school, on how they go to school. Students
shade in one b<lx for cach respo¡ìse.

INO* YOU CAN

1 (D) Gonversatlon model
-
f--Suggested 2-5 I teach¡ngt¡me: vour acttrat I
I teachingtlmer -. mln-utes I I

|
'r'nir.u^,.i.ation strategy is irnpticit in the modcl: I

| . Use What about vou? to show ilrtercst in another

I

t...........,.-....-----...................--
'_ person.
. Ask various students Hotu do you go to school? St udetrts
can answer by lsubwayÌ or I utalk.
tYl I utalk is taught for this praclice only. Students should
not be expecled to produce other sirnple prcsent forlns of
. Graphic Organizers
. Conversation Pair Work Cards
walkyet.
Longuoge ond culture
. I wolk is more common than I go by foot in spoken
English.
. Workbook: Exercises l0-1 1
. Copy 6r Go: Actlvity 9

"r25
{D) V0GABUIARY o Destinations Read and listen. Then listen again and repeat.

1 go to work 2 go home 3 go to school

(,)) LISTENING COMPBEHENSION Listen. Use a þy phrase to write the means of

e
transportation. Then check the box for work, home, or school.

by car J -! J
by subway 4 J J
by train
J IJ {J
by motorcycle
4 rJ J
by bus J 4 J
by taxi
J J 4

NOW YOU

1 ())) C0llVERSATl0l{ M0DEL Read and tisren.

A: How do you go to school?
B: By subway. What about you?
A: Me? lwalk.
(,)) RHYTHM AilD lt{T0ilATt0t{ Listen again
and repeat. Then practice the Conversation
Modelwith a partner.

PAIR WORK Personalize the conversation.

Ask about work, school, and home . Answer
|/'.,/.
with a þy phrase. Then change roles.
A: Howdoyou go ........?
'/l
B: ........ . What about you?
A: Me? L....... .

Don't stop!
Ask about other places.

CHANGE PARTI{ERS personatize the

conversation again.
 grammar vocabulary . listening
l:óa reading sPeak¡ng . pronunciation
1 (,)) READING Read about how peoþle go to work and school.

Ú- lil- LÐt'rn (',t1"..1" g*k) 'm a doctor. @un¿

an engineer. l'm lucky.
I can walk to work. My
office is around the
corner from my home.
writer from New name is lasper White. my teacher, Ms. Clark. l'm
this is a
l'm a
York. I go to work by I go to work by train, student. My school is right next to
subway. I take the and I go home by car my home. lwalk to school with my
with my colleague, Dr. friends. We walk home together,
subway home, too,
Randall Marshall. He's too.
a neighbor down the (F H!! ¡át-Cfã rll r m Katie's
street from my home. teacher, but my home is not next
to our school. Can lwalk to school?
Definitely not! I take the
bus to school, and I go
home by train.

2 PAIR WORK Ask and answer the questions. On your ActiveBook Self-Study Disc:
Extra Readlng Comprehenslon Questlons

1 ls Jasper White a doctor? Yes, he is.

2 ls Randall Marshall Dr. White's friend or his colleague? He's his colleague.
3 ls Dr. Marshall Dr. White's neighbor? Yes, he is
4 ls Katie Simpson a teacher? No, she's not. She's a studenl.
5 What is Katie's teacher's name? Hillary Clark.
Extro proctice c p. 1 38
6 ls their school next to Ms. Clark's home? No, it isn't. lt's next to Katie Simpson's home
7 Where is Kim Lee's office? lt's around the corner from her home.
8 Your own question: . ?

GR0UP W0RK On the board, make a map Bo sure to reglcle thls language.
of places near your school. Write the names
of the places. Then take turns describing the Where's the lpharmacy]? Walk / Don't [drive].
It's Co by bus.
locations of the places.
Can-.
I [walk] to the [restaurant]? Don't go by train.
Take / Don't take the [bus].

26 UNIT 3
 O¡frn: þrc tnhuh!¡ For a dtfre¡ent approactr, dtvtù the
class lnto to¡ms and qulz tlrcm on the reading Each team
{Ð re¡¿lng ha¡ l5 seconds to åncrer you¡ guoEtlon. Allow ¡tudents to
lookfbrthe ansrveru lnthe bool. Ack the questlonctn the
book ¡d tblo addltlonal querdonrl:
. P¡e-retdl¡rg:To practlceecannln6 acketudente to read Wrtct? k Katle Slmryn's ho¡net (Nert to the ¡dhool)
the teßt (qukklg and underltne ths transpottatton e¡ch ß len tts M a tæihsr? (No,she's not l
person us€s (vealk, aubway, tr¡ln, ca¡, r,vall¡, bl¡s, traln). ß I*Is. Læ ø daør? (Nq eheb not.)
. Have ctudent¡ rcad the temt Btlently. thên have them ß tls. Clat* a wltæ? (Íæ, oho tsJ
Whøt ts laspcrlll}dæ's ætt4tlort? (Heb a doctor.)
cloee tlælr books, On the board, write lûn l'¡¡t Jrr¡r¡,t
What ls IaiW Whlæ's ttdglthdsmn¡s? (Randell
M, -h+ç ltlbr¿lGfle Srrgrqe Hilrerr Cla'*. Marshall)
. Pïonounce each name and hare enrdmte repcat Ttren k lbtlo Slmryn ø stuùffit? le.)
çYea, che
road the bllillngE€ntencæ. Have ctu&ntc tdentlfy ß letutfß fu*b ffiæ ìt¡l;t tu hq hom¿? No,it ten'r.)
rvhoeach pereon ts.
She's an engbtø. ßim L€s.) Oilar: @(+l5mlnutes)
@llryua (Iacper White.)
IIe ß Dn ì&¡slløll's
net$bn (Iasper Whtte.)
He ß Dr. lûaælløll's . Erü¡RdlO ø¡rpt¡mfn 0ucüom
$hc ls IQdc Stmryn's tudtst (Hltlary Clarl")
Sllr ls a unlter. Oennle Bec&.)
IIeb a dæw, Oasper Whlte.) Group uod3
h Hlrlaty Clar*b *ud¿nr. (thtta Slmpaon)
Srß

Opücu ¡+tonhf,blt Ib use thtc rcadtngbr

pronunclatlon practlce, hflrs studonts read ollently ac
the¡r lleæn to the audlo tlave studente cl¡cle wordo they
want to precdße. Âfter each reading cegment, stop the
audlo, ack sn¡d€nts br thetr ctrcled worde, model the
ptonunclatton of the¡e wordr q¡s.þy-one, and hcvc
student8 r€pc¡t c,horally.
. If there ts enough board opaca, have groupc of Etu&nts
draw thelr own maps on the board. tf the board epace ts
llmlted, draw one map wfth student lnput.
. To cncourage snr&nts to add detall to thelr mapsr
aek queetiono¡ furexamplq Wheie ls lúr phamwy I
supemæløt I tlrlrtnstand I rcønant I ùoolcrørrel ?

. Lrttlne ffiCos ' Bevis|lv the Reqtcle bo!ß b€fore students start thetr
conpr¡atlona You may want to hare stud€nts repeff
each ltne chorally.
2lA¡rolt . Clrsr¡l¡te and llcten ln on ¡tudert conw¡catlons.
Wtren students' convertatlons clowdown, polnt to a
new quectlon ln the Recyde box that they can as& om
. Re¡d the model abud wlth a studënr. another.
. Glvr str¡dents afuru mlnuteeto ûnd the ancwen to the 0püa¡: þ3 mlnu¡rûl For a dlfrerent approac,h, make true
and f¡lse stetement¡ aboutthc nelghborhood map on
queetlone ln the tert.
the bosrd. Haw snrdentc erywtrether ]rour stetomcnt ls
. Then haw str¡dento ask and an¡wer the quecttonr tn
tn¡e or ûrlse end then cor¡ect your Íalce atatenents. For
pah. ennmple:
. b rwlew ansÌuen, call on two stude¡rs br esch ltem. T Tlv neunstand b nú þ tho plumæy.
Strdent leads the quectlon, and StudcntB g;lrec an S: klsa llp tpunstand ls t ú þ ütc hnk-
tnEwEr.

rzc
 Revlew
llefore the fìrst activlt¡ glve students a few minr¡tes of (The twti people at the bus stclp,)
silent tlme to explore the picture and become familiar A: Excuse nre. Where is ltìe school? B: The school? lt's
wlth lt. down lhe street, A: Can I walk 10 the school? B: Yes. lt's
over there. A: Thank you. B: You're welcome.
Contest (The two people at the bookstore)
A: Excuse nre, Where's the bank? B: The bank? lt's across
I suggested 5-lO I Your actual the street. lt's next to the restaurant. lt's on the right. A: On
j teaching time: minutes I !q!¡!!g !!q!9i I
the right? B: Yes. A: Thank yotr. B: You're welcome.
. l)ividc thc class into snrall leanls. (ìivc tlìc sttt(letlts onc
l¡rinutc to stutly the picture.'l'ellthc tcanìs to close thc
Wrltlng
io -l
book. -
. l lavc te arns take tttilrs tnaking olìe statelììe¡lt abtlttl thc I suésested vou¡ãiGl
l1q9!r!49 timg¡ minutes I teaçfri¡g tjqç1 _l
¡ricttrle. Iror ex:rrttple:
'l'lte scltool is ilouttt !lrc strect. . IIavc sturlenls work individually olì tlìeir qucsliolìs alì(l
'l'lte plutrtnac¡, i.s n¿.rf 10 llrc reslauranl. arìswers. lìeview answers as a class. Write qucstiotts atrd
. (ìivc eat:h teanì otìe ¡toint for cach setttence it nlakes that arìslvers ott tllc boarcì as sttl(lelìts give therll.

is c<¡rrect in lloth f<lnlt attd tncaniug.

Where is the bank? The bank is next to the restaurant,
Where is the subway? The subway is across the street.
The bank is next to the restaurant. Where is the school? lt's down the streel.
The pharrnacy is arourrd the corner
Where is the pharrnacy? lt's on the right.
The tlookstore is across the street, Where is the bookstore? lt's across the street.
The school is down the streel. ls the newssland next to the bank? No, it isn't.
The newsstanci is on the lelt. ls the pharnìâcy next to the restaurant? Yes, it is.
The subway is on the right. ls the t¡ank around the corner? Yes, il is.
ls the rìewsstand across the street? No, it isn't.
0ption: [+5-10 m¡nutesl As an alter¡rative, ask the teatlts ls the bookstore on the left? Yes, it is.
t¡r.rcstions. (ìive each teant orìe point for cach qrtesti<-rlt it ls the bank between tlìe restaurant and the pharmacy? No,
arìsrvcrs corleclly in 30 secontls. lf a tcaln calt't alrswer thc it ¡sn't.
qucstion, thc rrext tea¡r1 tries to answcr thc salrle qtlesliotì.
For cxarn¡rle: . Writing Process Worksheets
Wlte re is tlte ltank? ('Ihe bank is next to thc restattraltt.)
Is tlrc trcrusstand ttext to tlrc plnrilnc,yl (No, it isn't.)
f l)oirrt to tlre pharrnacy ancl say You are at tlte ¡thartnncy.l Optlon: Oral Progress Assessment
Is tlte battk arowttl llte corner? (Ycs, it is.)
Use the illustration on page 27 for an oral test. Tell the
student that you are going to do a role play and create a
Pair work
conversation together. Point to the two people talking
Suggested in front of the bookstore. Ask Where ís thebank?Have
teaching time:
the student respond. Ask other questions about the
l)oint to tlìe trvo ¡reople by the school. Model the locations ofplaces in the picture.
cxanr¡rlc conversation with a slurlt:llt.'l'hcn cxtclttl the Evaluate students on intelliSibility, fluency, correct use
corìversatiorì by asking more (luestiorls; for cxarnple: of target grammar, and appropriate use of vocabulary.
I low do yott go to scltot¡l? I'lout rlo you go lnntc?

. Ilave studctìts work in pairs to create cotìve rsatiolls. . oral ProgressAssessment Charts
. (lall on volttnteers to r<llc-¡llay olte tlf theit'cotìvcrsíttiolìs
fr¡r the class. option: ffi(+15minutes)
option: [+5 mlnutesl
'lb provide extra su¡r¡tort, allow
stuclcnts to write tlìe conversalioll ltcforc tlìcv act it otlt.

Possìble responses.,,
(The two people in front of the school.) . Workbook: fust for Fun
A: How do you go to work? B: By bus. What âbotrt yotr? . Complete Assessment Package
A: Me? By car, How do you go to school? B: By subway. . Web¡Inks for Teachers: peA¡pnlgogman cqrn^opnalchl
And you? A: I walk,
And on your ActiveTeach Multimedia Disc:
(The two people al the newsstand.)
Top Notch Pop Song Activities
A: Carr I walk to the supermarket? B: The sr-rpernrarkel? Top Notch TV Video Program and Activity Worksheets
Don't walk. ïake a taxi.
Supplementary Pronunciation Lessons
A: OK. ïhanks!
Audioscripts
Unit Study Guides

T27
 CONTEST Study the picture for one
minute. Then close your books. Who can
remember all of the locations? For example:
-Íhe
school iç àown rhe çfreel.
PAIR WORK Create conversations for the
people. For example:
At How ào you go fo work?
B' By bvs.

WRITING Write five questions and answers

about the places in the picture. For example:

Where" lhe reslauranì?

Il" acrott The çlreef.

27
 Family

l2 granddaughter

ffi'.\

{,L ..

\ n .lS sister 16

'one chlld / two chlldren ¿a"'t*

2 PAIR W0RK Point to two people in the family. Describe their relationship. ff She's his daughter. ! I
3 {,) LISTENING COMPREHENSI0N Listen to a man identify people in his family. Check the correct photo.

ffi
Æ
28
 Family m
U,
Ø
2 Pair work o
Le¡son I Fslsõeiieã
I teaching time:
z
!
t (,ll Vocabulary
. Model the activity. Point to the l¡tother on the lÌrrtrily rrce t-
arrrl tlrerr point to thc daughtcr. Say.Slle is her rlaug]tter.
I Suggested 7-1O I your acrual l Poi¡rt t<.r the grandrnother a¡rd then point to t hc z
I teaching timej minutes L tgaÞ!!91!!tf!- I clarrghter. Say Slle is lrcr g,randdaughter. Say the folkrrvin¡¡
' (;ivt: stu(lt: nts a rninutc to look at tht: lìrnrilytree beforc serìterìces ¿¡nd have students ¡toint to thc ¡lict trre s of t he
listcrrirrg. lVrite o¡r thc board: man womon boy gîrl.lroint pcoplc in the relationshi¡r.
to pcople irì tlìe I)ictures in the fanrily tree and ask lsslle .Sl¡c's fti.s .si.sl¿r.
a wotnan! Is /rrra Doy?Sttrde¡ìts carì arìswerJrr.Tor r¡o. He's lrcr l¡rotlrcr.
. Aftcr strrrlcrrts listen tlvicc, ask tlout rrttttry Slrc's t lrc i r gra nd d a ugl tt er.
syllables ure i¡t
Ile's her ltusbatrl.
eat:lt tuord?Sity cach word again and have sturlents say
'l' hey're the i r clt ild re n.
the nunrbc'r of syllables.
. Writc thc rvortls on the board a¡rd drarv rlots above FYI: Sonlc studcnts rnay struggle with a ferlrini¡re
cach syllable (see ¡rage 16 of the Studetìt's Rook tbr an possessive adjective lrefore a nrasculine word (for
exarn¡rlc). I)rarv a larger clot abovc the fìrst syllable of cxarn¡rlc, l¡is si.ç¡¿r) or a rnasculi¡re possessive atljectivc
all thc nlulti-syllabic wolds. Say T7relrul slllaltle hos lreforc a ferrrinine lvord (for exarn¡rle, lter brotlter). ht
ttt ore il re ss ; fo r exan ple, G Il A N D t tt ot lrcr ( ì Il A N I )littlrcr
t
[:nglish, thc posscssive adjective is detentìincd [)y thr:
MO'l'Her I;A'l'ller. posscssor (shc or he), n<lt the ¡rerson possesscd.'lb clarify
. this ¡roint for students, ¡roint to the ¡ricture of thc ntother
Flavc stu(le¡tts chrlrally ¡rracticc each rvrlrtl rvitlt thc
[5| ancl say lrer and then ¡roint to t he ¡ricture of t he sr¡n I9]
pr()pcr st ress.
and say.sorr. llcpeat rvith a few other colnbinatirlns (llis
' 'lb cl¡eck cont¡rrehcnsion, ask Is a grarrclsort a boy or girl? utife, his daugltter, lrcr l¡rotltcr, llis si.rfcr his grattddaughter,
(^ l)oy.) Is a rlaugltter a boy or a girl? (A girl.) ls a l¡rotlrcr a lrcr father, his ntorlrcr).
lny or girl? (A boy.) ls n grnndnrotlter a ntan or a utot¡tan? . Move around the room as stt¡dents are talking a¡rcl rnakc
(A wornan.) Is a ltusl¡and a ntan or e utotnan? (Â nlan.) Ls
sure tlìey are usirrg the strbject pronour)s and possessive
a wife a nten or a utottta¡t? (A lvornan.) Is a grandfailrcr
adlectives correctly.
a nuut or e unntatt? (Â lllan.) Is r¿ sis/er¿r boy or a girl? (ft
g,irl.) Is a Jutlrcr e ntatt or a twnnan? (A ntan.) Is n son a
Itoy or a girl? (A boy) Is a nnther o men or e ruonmn! (A 3 (D) Listening comprehension
rvrrnran.) Is a granddaugltter a boy or a girl? (A girl.)
0ption: [+5 minutesl 'lir review subjcct ¡rronouns and
the vcrtr De, have stu(lerìts rvork in I)airs to say or ' Irirst listening: IIave students look at the ¡ticturcs antl
rvritc sentc¡rccs about the peo¡rle in tlìe pictures; lbr check the correcl ¡ricture.
cxarrr¡rlc, Slrc's a grundtnother. l7e's a gratulfrttlrer'. 7'he¡ir¿ . Second listening: Ileview arìswers by asking studellts
grartdparettrs. to identify the corrcct picturc; for exarnplc,'l'eachcr:
N utttber one. Studerrt: I,icl u re I ut\.
Longuoge ond culture
. Yorr rnay wanl stu(letìts to listen again to revicw the
.lnspoken informal English, these words are often
con'ect illforr¡lat i()n.
used, especially within a family: (grandmother) Grondmo;
(grandfather) Grondpo, Gronddod; (mother) Mom, Mo, 0ption: [+5 m¡nutest lior a challcngc, givc stutlents a
Mommy (by young children); (fathe) Dad, Daddy (by dictation. Say each senterìce from thc audio twice. Ask
young children). ln informal English, many people use the sttttlents to write the sentence. 'lb rcvicrv anslvers, ask
expressions my boby sister or my boby brotherfo¡ a younger variotrs sttrdents to write orìe serìtcnce otì the board.
sister or brother and my big sister or my big brother lor an (Ìrrrect any rnistakes. 'l'hen ask studcnts to re¡reat cach
older sister or brother. selìterìce chorally.
o ln British English, Mum or Mummy (by young children) are

often used for mother and Dod is often used for father. AUD'OSCN'PT
'l The boy? He's my grirndson.
. Vocabulary Flash Cards 2 She's my wife.
ût 3 Tlrey're rny sisters.
4 Hc's my brother.
5 Slre's my dauglìter.
6 The girls? They're nry granddaughters,

T28
 4 Grammar 2 (t)) Rhythm and intonation
suggested 8-lo I Your actual I
teaching time: minutes I teachlngtime: . I
z . l)irect atlentiol¡ to the (ìranrrnar box and have stt¡clents . Have stude¡rts repeat each line chorally. Make sure
J st udy tlte exattr¡rles. sturlents:
o- . Write orì tlìe board: . use falling intonation Tor Wlto's tltat? and Attcl utho are
z I ¡s she? She's my sister. they?
" stress tl¡¿¡ and lftey in the two questio¡ts.
o ?
t
¡s he? He's my brother.
ore fhey? They're my porenls.
Ø
Ø . Point to cach blankand ask lVl¡o orWltal? (Who.) l:ill 3 Pa¡r work
UJ -
in the lrlanks and say We use wlrc lo ask quesliotts abottt Your actual
-
people. tegchiJrglllel
-
. l)irect attentiorì to the corrl ractions and have students FYI: Stuclents nray usc ¡rhotos oftheir fanrily that they have
repeat tlìenì after you. on their cell ¡rhones. Students rvho clo not have family
. I)oirìt to yor¡r questions on the board. Ask /.s a contractiott photos or cell ¡rhotre pictures carl clraw a fantily tree on ir
OK itt questiol l ? (Yes.) Is rt cotttracliott OK itt qucstion 2? piece of pape'r and lvrite in the nat¡res of farnily t¡tetnbers.
(Ycs.) ls a co,ttraction OK itt c¡uestiorr .?3 (No.) Write in the Don't stop! Extend the conversation. Ilefore students
corìtractions on the board rvhere ¡rossible and cross ottt lrcgin their conversatiotìs, tell tl.retn to ask additional
the urìcontracted forms. (Who's she. Who's he.) questions from the llecycle box.
' I)oirrt out tlìat the fbrnr Wlto are cannot be co¡ìtractcd. . Model the convers¿rtion with a Ìììore confident studetrt.
. lndicate one student and ask Wl¡¿¡ isslre? (She's I:or example:
'l': Who's rl¡r¿rl lpointi¡ìg to a picture the student is
lParnclal.) Indicate trvo or thlee stu(lents and ask Wl¡o
are tlrcy? ('l'hcy're lour classmatesl.) Say a s¡tecific rratrtc holdingl
a¡rd ask Wlto's'l'ont? (He's Inly / ourclass¡natel.) S: 7]rr¿¡'s tny brctlrcr.
. 'l' Wlnt's ltis ¡tante?
Point out tlìat qucstiorìs with Wl¡o cart be ansrvered with
jr¡st a rìanìe or a relationship; for cxarnple, Wlto is he? My S: His ttattte is Sa¿¡.
'l': Hout tlo you spell that?
ilud. Wln are tlrcy? My sisters.
S:S-A-M.
Option: [+5 minutes] Ilxtend the activity by showing photos 'l': ls your brother a student?
of celebrities. Ilave studer¡ts work with a partncr to ask S: No, he isn't. IIe's a hanker.
anci answer qtrestions with Wlto. 'l'. And tulto's thatT

güffi@. lnductive Grammar charts

S: 77r¿f 's trty rnotlrcr.
'l': Wlvtt's lrcr occupatiotr?
. Ile sure to reinforce the use ofthe cotrversation strategy;
Grammar pract¡ce for exanrplc, point to someone the student is Irot talking
Suggested 3-5
teqg!þgltfn9i _ I!Þg!e!
--l abot¡t irr lris or lrer photo and ask.,1r¡rl wlto's that? to sltift
the topic.

Iìead the exarn¡lle aloud. . Conversation Pair Work Cards

Iìernind stt¡(lents to nrake contractiotts when possible.
(ltems 4 and 6 cannot be contractecl.)
'lkl rcview, have studcnts conìpare answers in pairs.'l'hen 4 Change partners
call on ¡rairs to reacl the conversati()ns aloucl to the class. I suggisted----l I -Yo'rac
I:.ncouragc stuclents to be ex¡rressive as they read aloud. l ¡gqc[,nSt¡me: .__minutes I
teaching tl

. 'l'o rcview, ask sttrdents about their ¡rartner's pictures.

.no*You cAI{
1 (,)) Gonversation modet
'
Suggested 2-3 | Your altual . Workbook: Exercises 1-5
teach¡ng time: minutes I teaching time:
I

I
. Copy & Go: Activity 10
'l'his conversation strategy is inrplicit in tlre nrodel:
. tlse A_uL:? to shift the to¡ric. I

Point to thc photo alburn a¡rtl llre rvonran on the left and
siry 'l'ltese arc ¡tltotos of lter thntily.
'fo check cornprchcrrsion aftcr stude ¡rts listen, ask Wl¡r¡
tre Ilu: ¡teople in the plrctos? (Her f athcl arrd her sisters.)

T29
4 GRAMMAR o Be: questions with Who

Who is he? (He's my dad.') Who are they? (They're my sisters.)

Contraction
Who's Louise? (She's my mom..) Who are Nina and Jan? (They're my daughters.)
Who is å Who's
* Be careful!
rno¡ .rnd çi¡lcl = informal for nrother and father
Who are NOT Who're

5 GRAMMAR PRACTICE Write questions. Use Who's or Whq_AIe and he, she, or they.

1 A: \l.q'llç ? 4 A: Wllo ¡yo lllcy 7

B: He's my grandfather. B: They're Pat's grandparents.

2 A: Wf 1.:, :,lr(l ? 5A: Wllo s sllc ?

B: She's my mother. B: She's Ed's wife.

3 A: Wlr<r ^.; lrc ? 6 A: Who 1ç tl¡cy 7

B: He's Mr. Fine's grandson. B: They're my brother and sister.

1 {D) C0NVERSATI0N M0DEL Read and tisren.

A: Who's that?
B: That's my father.
A: And who are they?
B: They're my sisters, Mindy and Jen.

z iil RHYTHM AND TNToNATToN Listen again and repeat.

Then practice the Conversation Modelwith a partner.

3 PAIR W0RK Bring in family photos.

(Or write the names of people in your
family.) Personalize the conversation
with names of your family members.
Then change roles.

A: Who's that?
B: That's
A: And . .?
8:... Don't stop!
Talk about occupations.
,Ð Be sure to recycle Ask more questions.

this language.

I He's / She's [an engineer].

They're Iarchitects].
I What's his / her name?
I What are their names?
¡
T.
How do you spell that?

CHANGE PARTNERS Personalize the

conversation again.
 LESSON 2

GOAL
1ö v0GABULAR Y o Adjectives to descriþe
peopte More odjective5. p, 128
Read and listen. Then listen again and repeat.

pretty handsome

3 good-looking
4 cute 5 short 6 tall 7 old 8 young

2 GRAMMAR o Be with adjectives / Adverbs veLy and so 3 PAIR W0RK Use the Vocabulary to
describe two people in your class.

Descrlbe poopls wlth a lorm of be and an adloctlys.

pretty. ff Cina and Deborah
She's They're good-looking. are very pretty. t!
He's handsome. Your children are cute.

The adverbs verv and s0 mako adlectlves strongsr.

They're very good-looking. She's so pretty!
He's very handsome. Your children are so cule!

2tol

4 (,)) LISTENING COMPREHENSION Listen to the conversations.

Circle the adjective that describes each person.
I Her husband ¡r 6!¡4¡qqÐ/ tall / old). 4 His son it (Ðl good-looking / short).
2 His daughter is (talli good-looking /@tÐ. 5 Her father is (tall / old /(s!qr).
3 Her brothers are (tall / good-looking /foun$). 6 His sisters are (tall /fgõõdlõõkinÐ/ short).
INTEGRATED PBACT¡CE Look at the pictures. Complete each sentence with
a form of be and an adjective.

3 Our grandfather
very ......91q.
2 Your daughter .....r9,. ,.
so .. .99!9 /. yPt .lg .t

30 UNIT4
 (')) t¡sten¡ng comprehension
1 (D) vocabulary Suggested l0-15 | Your actual
teðching time: minutes I teach¡ng time: f-
Suggested 3 i iour actuat m
teaching time: minut!! i !uu.!!¡9!!!19,
I

I
Ilavc stude nts listt:tì antl circle tlre atljective fol caclr Ø
persorì.'l'hc¡r havc thenl listen to corrlìrrtr thcir anslvcrs. U,
Show that good-lookitrg is trse<l f<¡r both rlrales arrcl o
fcnralcs. Poillt to the ¡rictures of the lnan a¡rd woruan. FYI: Itcnrs I and 6 on tlìe au(lio are rliflclent fro¡r.r lhc
lvolds on thc ¡ragc, lltrt thcy havc tl¡e sarne nrearrirrg.
z
Say Shcis gonrl-looking. Lle's good- lookitrg.'l'lrey're gootl-
Iookirtg. (l gootl-looking - handsorne; 6 ¡lretty = t{oo(l-lo()kirìt{.) !
0ption: M(+5minutes) . lb levicrv thc answcrs, ask indivitlual stu(lerìts to say

Longuøge and culture

tlre cornplete scrìtcrìccs; for cxarn¡rle, Nutttber ont'. I ler z
It u sl¡u t t tl i s lt a n d so ¡ttc.
\
. Pretty is generally not used for men. Cute lor children L
means adorable. Cufe for adults means ottroctive in ÂUD'OSCRIPf
informal spoken English. ln most English-speaking CONVERSATION I
countries, it can be rude to refer to someone directly as Fl: What's your husband's name?
old. F2: Renaldo,
F1: ls he good-lookinç¡?
F2: Yes, lìe is.
. Vocabulary Flash Cards CONVERSATION 2
F: Who's that?
M: Oh, that's rrty dauglrter, She's twclvc.
Grammar F: She's so cutel
M: Thank you.
suggested 7-1o I vouracruat'--
teaching time: minutes I teachi¡g time:
|

I
CONVERSATION 3
M: Arc tlrose your brothers?
Dircct attelltion to tlìc fìrst part of the Glartrnrar box and F: Yup.
havc sturlents read tlrc exarn¡rles. M: Oh, they're so young!
'lil clreck corn¡rrchcnsiorr, F: Yeah, Mike's sixteen. And Don'.s only twclve.
¡loint to the ¡ricture's in the
[arnily tree or] pagc 2B anrl rnake statcrncnts. llave CONVERSATION 4
sturlenls corrcct your false slatenìents. l:or cxarnple: F: Who's that?
M: Tlìat's rny son. Fleis eighteen,
f l)ointing to ¡ricture 2l Slte's yorutg. (No, slle's nol. Slìe's
F: He 's very tall!
<¡ltl.) M: Yes, he is.
IPointing 1o ¡ricture 5l Slle's ltantlsonte. (No, she's not. CONVERSATION 5
She's pletty.l M: Who's that?
IPointing to ¡ricture l4l I le's p,"¡t.y. (No, hc's nor. Ile's F: Oh, that's nry falher, He's an architect.
lrarrdsonrc. I
M: Really?
lPointing to l)icf ure l6l //e'scr¡¡¿. (Ycs, he is.) F: Yes. And he's very short. Like rne.
CONVERSATION ó
Dircct attcntion tu the bottor'¡r ¡lart of the box and havc
F: Who are they?
studcnts strrtly t he ex¡rlanation arr<l exarnples with very M: They're my sislers.
and so. F: Oh, they're so prettyl
Sltolv sturlerrts that rcry anrl so colne before the M: I think so, too.
adiective. Point out tlrat rrrrryantl Jc, arc strcssed. IIave
stu<lerrts say the exaln¡lles chorally. . Learnins strategies
'lb plactice thc ncrv adjectivcs, havc studcnts itlentif y Q[itdül
farnotrs pcoplc r,vl¡o fìt the adjcctivcs. Say /.cl is talk about
uctors anrl r¿tltleles. Wlto is uery lttuttlsottte? Who is uer), 5 lntegrated practice
--
tall? Who is uer¡, ¡trcuy? Wlto is so cute! Who's uery old? Suggested 4 I Your actual
i teaching
Wlto's uery yourtg? I t¡me: !1r!utg! I !Cqç!!¡S qnel
. 'lb wanrì u¡r, havc str.tdents look i¡t the
¡ricturcs, listen to
. lnductive Grammar Charts your qucstions, arrcl l)oirìt to the corresponding ¡lcOple
irr tlrc ¡ricttrres. Wlto's pretryi (Picture l, Picturc 4, arrtl
Pictttrc 5.) Wlto's l,oungi (Picture 2 an(l I)icturc 1ì.) W/ro's
Pair work o1¿l? (l)icturc 3 ancl Picture 5.) Wlto's t:ute? (l)icture 2 ancl
suggãsted 1-l I - i*r uttuur Picttrrc'3.\ Wlto's slto¡'/? (Picture 4 arì(l l)icturc 6.) Who's
teqç!t!!g_ti!tf9: minqç¡_l_¡9_qcf!¡9 tlme:
¡al/? (l)icturc 4 arìd I)icture (ì.)
lìr:arl the ln<¡dcl aloud to the class. l'hcn givc an exarn¡lle ' Âftcr stu(lerìts conr¡rlete the exercises, ask illdivitlual
froln votrr orvlr class. stuclents to rearl their sentenccs aloud to tlìe class.
Option: [+5 minutes] t,xtcncl the activity by lravin¡g
stutlents write aclditional scntcnccs allorrt the peo¡rlc in
the ¡rictrrres.

T30
 lavt: sttrdcnts rvrite tlleir relativtrs ¿tlttl rvt¡rtls to tlescribe
lntegrated practice I
thcrn. Mt¡del this stcp. Write on tllc boarcl:
suggested ' 4-5 | Your actual
teach¡ng time: m¡lqlgf I teachìng time:
I
sister: foll. athlete
z
I

mofher: doctor. short

Model the activity. Write a few setrtettccs otì tlìc boar(l grandfother: old, short
J about your farnily. F'or exatnple: Say My.si.ster i s uery tall. S|rc's an athlete and a sludent. M),
(L Ay husbond îs very hondsome. He's toll. ,notlrcr is a ¿/orl¿rr. Slteiç slrcrt. My grandþtlrcr is uery old.
Ay children ore young. They'.e so cute.
z Erase your sentences l¡eforc stttclctrts begirr to rvrite their
Ile's short.

o own sentences.
Don't stop! I:xtcnd the cotìvcrsation. Braittstt¡rIn
U) additional questions stttdents catr ask their partners to
U) Have volunteeLs lvrite otrc of their setìtetìces otì tlìe corìtinue tlre conversation. Ask the class Wlmt are ntore
ul board. qucstiotts eboul your classntate's fttnúly? W rite stt¡detrts'
J
ideas on the board. Students can say:
Wltere is he / she front?
.NOW YOU CAN
Is he / slrc a lstudentl?
1 (,)) Conversation modet Is lte I slrc good-looking?
suggeiteá 3 I võuiãtuãi Is lrc I she tall?
teaching time: _..
minutes I teaching time: . Mode I the cor¡vcrsatiort rvith a rtìorc confìdetrt stttdent.
'l'hese conversatiotì strategics are implicit irt the Inodel: Play lìole A so that yott can ask tllole qttestions. For
. LJse l'elI me atlout . . . to invitc sor]ìeone to talk about a example:
'l':'lþll
ttte nltottt yorrr Jimrily.
tr-rpic.
. Use Well.... to indicate you are cleciding ltorv to begirt S: Well, ,tty ntother is e [eeclrcr. Slrc's uerJ' tall.
a resporìse.
'l':. ls she pretty?
. lJse An<l hr¡wal¡out...? to ask fbr rnore i¡rfortnation. S: Y¿s, slt¿is uerv pretîv!
'l':
And how al¡out ¡ro¡¡¡ frr¡¡,or2
Al'ter stu(lents read and listen, check cont¡trchctrsion. 'lb provide feedllack as stttdellts practicc tlìeir
Ask Wlrnlis her farlter's occupatiott? (l Ie's a doctor.)
'
conversations, nìove arotlll(l thc rootn and listen in.
Wlnl's her ntolhcr's occtq)ation? (She's a scic¡rtist.) Is lle¡ Hncourage sttldetìts to ask atlditional qttestions frotlt
Jitther slrcrt? (No, he's lìot. He's very tall.) Is her motlter the board. Tell stude ltts to ¡nake a list of the additional
pretty? (Yes, she is. Shc's vcry pretty.)
qucstions they ask ilt their conversatiolìs.

(,)) Rhythm and intonation 0ption: [+5 m¡nutesl l:or a differerrt ap¡lroach, bring to
class rrtagazitìes, newsl)apers, or other pritlt lnaterials
Suggested ' 2 | Youractual that have ¡rictures rrf peo¡>lc. Have stt¡dents create
teach¡ng time: minutes I teaching time:
conversat iolìs clescribi rtg t hcm.
I-lave students repeat each linc chorally. Make sure
sttrclents: . Conversation Pair Work Cards

' usc falling intonat ion l<tr 'lÞil tne about yottr latlrcr ancl
Attd ltotu aboul your nrotlter?
o pronou rìce t he la rrguage chunk 7þll rtte abottt your as a 4 Change partners
single worcl. i suggested 5 | You, actual I

o
l)ause slightly af.rcr Well . . . I tre¡ching t!me: m¡nutes I teaching.time:| _ I

. To review, ask stu(lents abotrt their l)artner's fantily. Say

3 Pair work Tell ¡ne about his I her farttily. Yotlr sttlde¡ìts catr say, for
Suggested S-lO I Your actual l
exarrr¡rle, She hus a daughter. Slte's uery curc. Her husl¡and
tggq¡l!g!!M: . minutes I teactingtime: i is frcm He's tall ond Imndsonte. I le's an engineer'

Review tlrc words fbr lamily relationships. Say 'lÞll nre

-.
all the utords for relatiues. Write students' ideas on the
boarcl:
grondporenls: grondmother / grondfother . Workbook: Exercises 6S
porenls: mother / folher . €opy & Go: Activity 1l
children: doughter / son
grondchildren: grondson / gronddoughter
wife / husbond
sisler / brother

T31
 4 His girlfriend . 19
5 Hiswife ..ig.. so,Yg.qlgL. ! 6 Your brother . ,.,.r9. .. so
veiy- iuì! u sógJ-tóor.i'''s pretty / good-
tall. And his colleaque
looking
.ig very ..:t]gñ.....
6 INTEGRATED PRACTICE Write three sentences about people
in your family. Use adlectives and the adverbs very or so to My brolher is very lall.
describe the people.

1 (,)) C0NVERSATION MODEI Read and tisten.

A: Tell me about your father.
B: Well, he's a doctor. And he's very tall.
A: And how about your mother?
B: She's a scientist. She's very pretty.
L@
(,)) RHYTHM AND INTONAT|ON Listen
again and repeat. Then practice the
Conversation Modelwith a partner.

PAIR W0RK Personalize the

conversation. Describe your
relatives. Then change roles.

A: Tell me about your ,,

B: Well, And ...
A: And how about your ...?
B: . ..... .

Don't stop!
Ask about other people
family.
l: ï1tt. lartnert
CHANGE PARTNERS AsK about other
classmates' relatives.

31
 LESSON 3

GRAMMAB . Verb have / has: affirmative statements

I have one son
and one daughter.

rl
il,t"' I nrrr. brother.
!f;, ]
n.r three sisters.
They J

2 GRAMMAR PRACTICE Complete the sentences. Use have or has. Then complete the sentence
about your own family.
I Mark ... hgP.... two brothers. 5 Carl and Anna . l'p.yç... two children.
2 My grandmother ....hq1... five grandsons. 6 She ....r.'?.q. . five sisters.
3 They . .fgVç.. a granddaughter. 7 They ...hgyç... no brothers or sisters.
4 We . lgVç... twelve grandchildren. @r
2rl0

3 (,)) VOCABULARY o Numþers 2l-l0l Read and listen. Then listen again and repeat.

40 I forty 80 I eighty
Jt*"nv-on" .|ltwenty-nve Atwenty-n¡ne ¿ ¿

30 I th¡rty s0 I fìfty e0 I ninety

Atwenty-two -|ltwenty-six
-a -l60 I -a
jrtwenty-three
J thirty-one sixty 1001 one hundred

g g
SJtwenty-seven

24 l,*"n,u+or' 28 lt*"ntu-u¡ot't 32 I thirty-two

-l -l one hundred one

¿
-l¿
<,)) PRONUNCIATION . lVumäers Listen PAIR WORK Take turns saying a number from
and repeat. Then practice saying the the chart. Your partner circles the number.
numbers on your own.

13 30
. '|.7 .7O 9
4t'
18

89)
14. 4O 18 .80
-60 99\,
15.50 19.9O
16.60

32 UNIT 4
 sr¡r'nc nur¡tbers orì tllo ltoartl :rnrl havc sturle¡rls idcntify
Ihcrn.
1 Grammar
' llavc studetìts l'c'peat tlìe nur'¡¡bers chorally as they
Suggested Ie I Your vóui actual
ictual I
I iste¡t. m
time: min.u.tes
teaching t¡me:
teach¡ng minutes I teach¡ng time:
time: Ø
l
. After listening: Check cornprehension. Dictate strings of
Ø
[)ircct attte
t-rrrcct .rttentiorì
rìtlorì lo
to llìe scntctìce in the s¡rcech
sllcecll llalloon.
ball nvo or three ¡rumbers a¡rcl have sturlents write thern as o
lìcad it aloud to the class. tlave sturlents str.¡dvy the
exarn¡rlcs irr thc box.
ntrmerals; for cxanrple, 29, 40,64.lnclude nu¡nbcrs tìor z
¡rresented orì tlìis ¡tage; f<rr exarnplc, .3.3, 45, 52, etc. Write -o
. 'lb clarify thc rncanirrg <>f ltauc, talk abotrt classroom
objects antl things (not ¡leo¡rlc). I Ioltl u¡r a llook anrl say
thc nr¡nrbers orì tlìe board for students to check their
a Iìswers.
r
I luwe a l,rooÀ'. lnrlicatc a stu(lerìt anrl say lsreuel lms two
ùr¡o[-s. Walk art¡urrd the roorn and say senlenccs to point Longuoge ond culture
z
or¡t rlif tþrent olljects strrderìts lìave. . For the numbers I 01, 1 02, etc. people also say one
hundred ond one, etc.
' 'fil rlenronstrate the use of ll¿r,r, to talk atlorrt fanrily
rncr¡rl¡ers, lvrite lìrmily vocabulary otì the board: sisler.
0ption: f+l0 mlnutesl lror a challenge, intro<lucc I he
brother, wife. husbond. dough+er, son.
language of addition a¡rd do nìath problenls lvith the
' Make statclììe nts about your orvn fantily; lbr cxarn¡tle, / stt¡derrts. Write the ¡rltrs sign antl say ¡rlrr.s. Write the
Itaue lotte sislerl. I ltaue ltuxt daughtersl. eqtrals sign anrl siry equals. Write exam¡rles olì tlìc l)oard:
. (lall on vari<lt¡s sttrdc¡tts lo t¡se ll¿¡ue to makc a staterne¡ìt (plu) Gquols)
about thcir farnily. You nray tvarìt to rvrite their 23' 10. )3
sentences otì tlìe board. 15 , ¿12.57
Option: [+5 minutes] Iìor basic practice, tlo a substitution
6I, 16. 60
Make surc the totals tlo not add ul) to over t00. Say tuenty-
drillwith the class. Iirr exam¡rle: 'l'eacher.: I haue a book.
three plus tcn er¡uals tltirty-three. 'l'l¡en ask students to
Atnonrlo. Stt¡rle¡rt Â: Atttattda has a lx¡ok. 'l'cacller: (irr¿¡:e
work in pairs to say the other cquations.
anrl Dennis. Stt¡rlent ll: Grace and Dennis haue a l¡ook.
. Vocabulary Flash Cards
. lnductive Grammar Charts

2 Grammar Practice 4 {,)) Pronunciation

-your
J sugõeste¿ 2-4 I youiactuat i suggested 2-4 i actua r

I teachingt¡me: minutes I teachingtime:.__-

I
I teachingtime: minutes _l teachlngt¡me: _ _ I
I

. Do the first itern with the class. ' I:irst listening: Ask students to listen and notice the
st ress for each ¡ru lnber.
. Ilave studcnls conll)are their a¡rswers in
¡rairs. ' Seconcl listenitrg: IIave students listen and repeat
. Call on irrcliviciual students to reatl thcir
¡rersonal chorally, paying particular attet¡(ion to where they place
sctìtcrìce to the class. the stress in each rvord.
0ptiOn: l+5 minutesl FoI a different a¡t¡rroach, lvrite on the
bo¡rrd a f'ew correct a¡rd incrlrrect sctìtelìces lvith l¡at¡e. . Pronunciation Activities
Iìrlr example:
l'm hove o brolher.
You hove two
sisters. 5 Palr work
She's hos lhree grondch¡ldren. I Suggested 2-4
He hove one son. I teaching time: m¡nute5
_-t
They hoves fwo doughlers. . Moclel the activity rvith the class. Say a nurnber and
I)oint to cach scntence and ask the class Is if OK? If the have everyone circle it. Make srlre everyorìe circled the
class says r¡o, invite a strrdent voluntcer to conte up to tlìe crrrrect numtrer.
l¡oard a¡rd correct the scntence.
0ption: [+5 m¡nutes] As an alter¡rative, ask various
Languoge ond culture stuclents to say l$'o of their circletl nurntrers alld have the
.ln \ class writc the ¡rulnerals down. Then have them lvrite the
spoken English, it is common to say / hove no brothersa
or sisters and I hove no children (instead of I don,t have ony correct ¡rurnbers on the board for stt¡clents to check.
brothers or sisters and I don't hove ony children). Option: [+5 mlnuresl l:or additional ¡rractice, have stt¡dents
takc tu.r¡ìs in grou¡ts to count backrvards from 100; for
exarrr¡rle, Sttrrlent A: Otrc ltundrerl; Studcnt B: Ninetv-nine;
3 (,)) vocabutary Studcnr C,: Ninely-eight, etc.
¡ Suggested 3-5 i Your actual -'
I teaching time: minutes I teaching time: I

. Befbre listenirrg: Revierv ¡rumbers 0-20 (l.Jnit 2) by

asking students to count aloud. you r¡ìay warìt to tvrite

T32
 6 Grammar 3 Palr work
Your actual I Suggested Llo I
I !e¡g!þLtt4g, m¡nutes teaching time:
I -voulaaual
z . Direct attention to the Grammar box. Don't stopl Extend the conversation. Prepare students
-|
J . Call on individual students to read the questions and to co¡rtinue the conversation by reviewing the questions
o- answers to the class. Make sure they pronounce the in the box with the¡n. Model each question in the box
and trave stt¡detrts repeat chorally.
z contractions correctly.
.
o
Ø
. Write the following
L
on the board:
is she? Sheis my sister
To ¡rractice the qucstions, ask variot¡s students What's
your father's name? or What's his occupationT or Tell me
Ø 2. is her nome? Her nome is Jone. about your grandparents.llave students a¡rswer with
l¡J ore they? Theyre 16 ønd 17. their persotral informat ion.
J t.
. Model the conversation with a more ct.¡nfident stude¡rt.
. Point to each blank and ask What, Who, or How old?
-
(1. Who, 2. What, 3. How old) Play Rr-rle B so that you can Inodel how to extend the
-
. Point conversatiotr using additioltal qttestiotls from thc I)ou't
- out that the qr¡estion words and verbs, How old is stop! box. l:or examPle:
and How old are, cannot be contracted.
S', I haue one brother.
Lønguoge ond culture \ T: Really? Horu old is your brother?
.ln English-speaking cultures, it can be rude to ask adults- S: He's 24.
their age directly. T: What's his ¡ta¡ne?
.The question How old is sheT may be answered She is S: Jerry.

twenty years old, She ¡s twenty, or Twenty; all are correct Ti What's his occupatiort?
answers. S: He'satt engineer.
.ln rapid speech (but not in writing), the adjective old and 1':Really? Is he an engineer here?
the verb beare often contracted when used with nouns S: No. He isn't. He's in Sydney, Australía'
and proper nouns in the quest¡on How old is . . . 7; lor . Be sure to reinforce the conversation strategy listed
example, How old's your sisterT ln writing, use the full form. with the Conversatiotr Model. F,ncourage students ttl say
Really? with genuine irìterest.
. lnductive Grammar charts 'lb provide feedback on student conversations' move
Qfttffiffi) '
around the room and listen in. Make sure each student
asks at least one additional question from the Don't
7 Grammar Practlce stopl box. Have students make a checkmark (/) next to
the question(s) they use.
FYI: Students can use real or imaginary information about
. Model the first item for the class. their family.
. To review, call on individual students to read the
. conversation
questions aloud. Q[üffiffit Pair work cards

.NOWYOU C t 4 Change partners

I suooesteã 5 f Yot,r actt¡al ì ------l
1 {,)) Conversatlon model Lfçeçtlñllte- mltutelLlgaghlngtime: | |

Your actual
I
Inir **"rr"tionitrut"gy i, irnpti.it i,t ttt" -u.l"t'
L r.¡q" Bgatlg-to show intãiest or qlq ryIplle.
. After students listen and re ad, ask How old ß his brother?
(Twenty.) How old are hissrbters? (Eighteen and twenty-two.)
. Have pairs ofstudents volunteer to present their
conversation to the class. After the conversatio¡r, ask the
I
class comprehension questiolts, such as How old is lher
I
sisterl? What's [her] ocatpatio¡t? What's [herl name?

2 (,tl Rhythm and lntonatlon . Workbook: Exerclses9-12

. Copy & Go: Activlty 12

' Have students repeat each line chorally. Make sure

students:
. use slightly rising intonationfor one brother and fallittg
intonation for and two sisters.
o use falling intonation for How old is your brother?
o use rising intonation for ReallyT and And your sisters?
o use rising intonation lor Eighteen and falling into¡lation
lor twenty-two.

T33
6 GRAMMAR . 83: questions with How old

I nez He's nineteen years old.

How old is .l she? She's thirty-three.
I vour sister? She's tweng.

How otd urc -'- f tnevz They're twenty-nine.

They're fifty and fitty-two.
|
Vour Parents?

7 GRAMMAR PRAOTI0E complete the questions. use How old is or How old are,
1 .. ftqwqloil . your sister? 4 . .. ttqW qlo j: Helen's husband?
2 .Hp.w qtg qfq. Matt's parents? S . l-low 9.1Ç.q19 her children?
3 . . .Hgw qtg. i: your grandfather? 6 Lqw qll is his son?

2tl2
1 (,)) C0NVERSATI0N MODEL Read and tisten.
A: I have one brother and two sisters.
B: Really? How old is your brother?
A: Twenty.
B: And your sisters?
A: Eighteen and twenty-two.
2rll
{))) RHYTHM AND INT0NAT|ON Listen again
and repeat. Then practice the Conversation
Modelwith a partner. \
PAIR W0RK Personalize the conversation.
Talk about your own family. Then
-lß,
change roles.

A: I have
B: Really? How old ......?
A: ...., .

B: And your ... ?

A: ..... .

Don't stop! Ask more questions. ,

Tell me about your [mother].

And your lfather]?
How about your [grandparents]?
What's his / her name?
What are their names?
What's his / her occupation?
What are their occupations?

CHANGE PARTNERS
Personalize the conversation again.

'H

-r4^
 9rammar vocabulary . l¡sten¡ng
read¡ng speaking . pronunciation

1 ï,) READING Read about some famous actors and their families and friends.

2 READING COMPREHENSI0I,¡ Read about the people again. Complete the sentences.

1 lackie Chan is JC Chan's ........r3!l'9.1 5 Gael García Bernalis Diego

2 ...../9.qF!9. Çþ.en... is Lin Feng-liao's husband.
3 Abigail Breslin's .......Þlg!fg.r....... is an actor.
4 Miss Breslin is Lynn Blecker's ..9.renq9.?ygntqf..
PAIR WORK lnterview your partner. Complete the notepad with
information about your partner's family.
Luna's ...... fr!ç.19.
6 Patricia Bernal, losé Ángel García, and
Diego Luna are .qç!9(ç./ f.rqm.Me¡iço
.
Qn your Active&ool Self-Study Discl
Extra Readlnq Comprehenslon Questlons

Relatlve's name I Age

Relatlonshlp Occupatlon
I
DescrlPtlon

Dovg b¡olher I ltt stuàe¡l I tlet verylall.

I
Relatlve's name Relatlonshlp Age Occupatlon Descrlptlon

Extra proctice. p. 1
j8

4 GR0UP W0RK Now tell your classmates about ff Oouo is Laura's brother.
your partner's family. .))
t¡e's'14. . .

UNIT 4 "Tell Me All About lt"

 Extenslonl 2 Reading comprehenslon
1 (D) Reading Suggested !-4 I your actual
teaching t¡me: .. minutes I teaching time:
I suggested g-12 | your acrual I
. 'lb revicw the answers, callon ilrrlividtralstude¡ìts to m
I teachlng time:_ mlnutes I teach¡ng time: i U)
read tllc setìterìces. Make nccessary correctio¡-ts. Ø
' Pre-reading: 'lir practicc scannir-rg, ask studetìts
to rcad o
tlìe text quickly and undcrline the occupations of (ìael
(ìarcía Bernal, Diego Luna, Abigail Breslin, and lackie
. Extra Reading Comprehension Questions z
Chan. (All arc actors.) T'
. 'l'hcn have students read thc tcxt silently. 3 Pair work
' On the board, write y'lr. Bernol. Ar. Luna. //rs. Breslin. Suggested 5-7 I YÑr actuat
teaching time: ' minutes I teac.hing time:
z
itt'rd Ar. Chon.
- . l)ronouncc cach ofthe rìanìes antl have stu(letìts repcat. l-lave sturlents look at the notepad. Poi¡rt to each t:olt¡ntn
I'he¡l have studorts read thc dcscriptions agairr.'l"o arrd ask lUlnî are tlte questions? Studelrts citrì sa)¡ 'litll nrc
check comprehension, ask the following questions. about your fanriþ and ask:
Iìncourage studerìts t<t fìnd and read tlre a¡rswcrs from What's ltis / lu:r nanrc?
tlìe text: I Iout old is lte / slte?

Who is from the llnited Stafes? (Ms. Breslin.) Wlml's ltis / lrcr occupatiott?
Wlro isfrom llong Kong? (Mr. Chan.) Attd ltow al¡out . . .?
Wlto has tuo brothers? (Mr. Bernal antl Ms. Urcslin.) Write the questio¡ts on the board.
Wlto has a sot¡? (Mr. (lhan.) Modcl the activity witlì a nìore co¡rfìrlent stude¡tt. (iopy
Who is very yourrg? (Ms. flreslin.) the notepad categories on the boarrl and ask tlìe studerìt
Wlto is handsome? (Mr.lìernal and Mr. I.trna.) r¡uestions altout his or her fantily. Completc tlre notc¡ratl
Wlto is uery ct¿lei (Ms. llreslin.) on tlìe board with information altout the studcrlt's
'Âsk sttrdents to identify cach person: family.
I lis tuiþ is e¡t ctctress. (Mr. Chan.) Writc clarifying r¡uestions on the boarcl to help studcrìts
Ílis parents are aclors. (Mr. Bernal.) cornrnunicate with their partners. For cxanr¡rle:
IIer brother is an actor. (Ms. Breslin.) How do you spell thotQ
Option: [+5 minutesl 'l'o use the reading Whoi?
for ¡rronunciation
practice, play the audio for the description of Abigail ls she / he your ...?
Breslin as str¡dents read. Pause after each se¡rtence and
have students repeat, imitating the pronurrciation ancl
int<lnation. Your actual
teaching time:
option: f+10-15 minutesl 'l'o turn this reading into I
a
listcning activity, drarv thc foll<_rwing gra¡thic organizcr on ' Have students work ir.r groups of three or four.
the board (witlìout the answers) or ¡rrint or¡t the graphic
organizer frorn the Activilþach Multirnedia t)isc. l.'irst
' lìave studerìts take turns describing their partner's
fanrily to tlte grou¡t. Iìncourage stude¡rts tr¡ usc the'ir
listening: H¡vc sturlents listen for and write dorvlt the rìoles.
countries peo¡rle are froln with books closed. Flelp rvitlr
any spelling questions. Sccotxl listcning: Ilave studcnts OptiOn: [+5 m¡nutes] As an alternative, havc students !vrite
listen for and write dolvn the occu¡ration and fìrnrily of
each person.'l'hen have students read the text to corìfìrrn
their ¡rnsrvers.
six to cight serìtences about their l)artner's fanrily trsing
their notes from their intcrvierv. .h

Longuoge ond culture

. Abigail Breslin's grandfather's name is Lynn. lt is a
name for both women and men.

. Graphic organizers
. Learning Strategies

T34
 Revlew
Before the first activity, glve students a few nri¡rutes Wrltlng
of silent tlme to explore the photographs a¡rd become
-
Suggested 8-10 | Your actual
fa¡nlllarwith them. i teaching time: minutes _ l_teaching tj¡q _ |

. individually to writc tlìcir sentetìcos.

Palr work 1
Suggested 7-10 Fvoirãctual
teaching.time: minutes I teaching time:
Say tlre tt¡ttlrcs of cach persotì in thc photol¡ra¡llts attd
have str¡dents re peat.
l-lave two studerìts reatl the cotrvcrsation alotrtl. Ask
Wlto's Nleg? Ilave thenr l)oirtt to the ¡ricttrre of Mcg.
Move around thc roonr to listetl itr antl tnake sttrc
sturlents arc fìlrttritrg (ltlest iotÌs correctly.
Possible responses ... _
A: Who's Pia? B: She's Amy ancl Mike's ciar.rgliter. A: ls Pia
old? B: No, she isn't. A: How old is she? B: Shc's aboul 3
or 4. A: ls Pia Eddie's sister? B: Yes, she is. A: ls Pia Beth's
dâughter? B: No, she isn't, She's Beth's granddaughter.
A: ls Pia handso¡ne? B: No, she isn't, She's cute.
Palr work 2
'
I iuõæltà¿ s-7 | Vãur actual
I teaching time: m¡nutes I teaching time:
. Ilave studerìts ¡roint to Mike in the ¡rictttrc. Iìeatl thc
cxarnple to the class.
. Point to two other ¡reo¡rlc in the picttrres and call otr
students to ¡nake setìtctìces with /lr¡s <tr l¡ntr¿r.
option: [+5-7 m¡nutes] As art altcrltative, Iìave stuclcllts
work logethcr to write staterììetìts insteatl <;[ rttaking therrl
orally.
I-lave sturlctrts rvork
. lrr ¡rairs havc students read thcir sentetìce s alotttl to a
ì
partner alld trtake ally llcccssary correctiolrs lreftlrc
subnritting their writittg to yotl.
Possible responses...
My grandparents arc olcl. Tlrey are 82. They're from Chicago
Their narnes are Jim and Sara Parker, My parents are
doctors. lvly nrother's name is Sandra Allen. My father's
nanre is Jules Parker. My mother is very short. My father rs
very tall, My mother is fror'rr New York. I have two brothers
They are 20 and 17 years old. Their narnes are Jules and
Jirnrry. Tlrey are students.
. Wriling Process Worksheets
0ption: [+5 minutes] ¡-or a diffcrent approach, orgatlize a
stuclent dictation. ln grttu¡rs of three, havc stttdents takc
turns sayittg two statemelìts abottt their fanrilies. Othcr
students lvritc what they hear.
Option: Oral progress check
Use the illustrat¡on on Page 35.
. Test listening comprehension: Say PoÍnt to the
correct person'for example, say I am Beth. She ís my
daughter. (Student points to Amy.) Say They are my
grandchildren (Student points to Eddie and Pia')
SayHe is myhusband. (Student points to Sam.)
. Test speaking: Point at one ofthe photos. Say Tell me
about the family.

0ption: [+5 minutes] l'or ciift'erent a¡l¡lroach, fornl ¡1rott¡rs

a Evaluate students on intelligibility, fluency, correct use
r¡f three ancl ltave studcnts play a gtressillg galìre. Sttrderlt of target grammar, and appropriate use of vocabulary.
A describes a l)ersotì in one of the ¡rictttrcs. Sttrtlelrts Il arld
(ì try to identify thc ¡terson. Then slt¡dcllts slvitch rt¡les. . 0ral Progress Assessment Charts

_Possibleresponses... - ffi(+2ominutes)
a 0ption:
I Hern is a grandfather. / His wife rs Meg. / Hc has /
|

I daughter, / Her namc is Sue. / Herb has two grandchrlclren

I fneir names are Dora and Ca(ler. / His grandchilclren are
|

I very cute. I

. Workbook: lust for Fun

Descriptlon . Complete Assessment Package
. Weblinks for Teachers: pearsonlqngman.com/topnotch/
Suggested 5 I -voJiactuat
teaching time: qr¡llgJ I teaching time: And on your ActiveTeach Multimedia Disc:
Top Notch Pop Song Activities
Ilcvielv the adjectives students ltave leartlcd in this trrtit.
Top Notch TV Video Program and Actlvity Worksheets
Studcnts can clo this activity irt pails as a s¡lcaking Supplementary Pronunciation Lessons
activity or individually as a r'r'riting activitv. Audioscripts
Unit Study Guides
Possible responses. .. _
She's pretty. / He's handsome. / She's cute. / He's tall. /
She's short. / He's old. / They're old. / They're good-
looking, / She's young, / He's [16]. / She's [76].

0ption: f+5 m¡nutesl Have sttt<let¡ts cotttpcte itl leat¡ts of

tlìree to lvrite as Iììany setìtelìces as possiblc abt¡ttt olle
person irr tlre photos. Set a lìve-¡llitìLltc tilìle linlit.'l'hcn
have leatììs takc tttrtrs reatling selìtctìces ft'onl tllcir list
alortrl tO thc class. lìve r¡'t:orrtlt:t sctllclìcc gets lt ¡toittt

T3s
PAIR WORK
I Ask and answer questions about the
people. For example:
A: Who'ç 14eo?
l):She\ ive'tn^oth.r.
A:ls Dora lYreg's àavghter?
B: No, the', not
2 Take turns making statements about
the fam¡ly relationships. For example:
înike haç lwo chilàren. Pia iç
hir àavghlen
DESCRIPTI0N choose a photo.
Use adjectives to describe the people
in the family. For example:
Pia ir very cvfe.

WRlTlilG Write ten sentences to

describe the people in vour family.
For example:

I
y granàparen tt are very gooà-looking.
iL" I
I
l

I
t
¡
i

I
{I
I
I
I

n
fI
tr
 Events and T¡mes

t {,t) VQCABULARY o Whattime is if? Read and listen. Then listen again and repeat.

t lt's one o'clock. 2 Itt one fifteen. It's one twenty. It's one thirty.
It',s a quarter after one. Itt twenty after one. It's half past one.

5 lt's one forty. 6 lt's one forty-five. 7 ltt noon. 8 lt's midnight.
,*"n,t to two. lt's a quarter to two.
,,,r'aa
(,) pnOfUnClATl0N o Sentence rhythm Read and listen'
Then listen again and repeat.
I lt's TEN after FIVE. 2 lt's TWENty to ONE. 3 lt's a QUARter to TWO'

PR0t'luNclATloN PRACTICE Read the rimes in the Vocabulary aloud again.

Pay attention to sentence rhythm.

PAIR WORK Look at the

map. Ask your partner €
about times around
the world. Say each London
5:40PM
time two ways.

Los Angeles . New York I

ff W¡rat time is it 9:404M 12:40pu I
Tokyo I
in Vancouver? ! I Mex¡co City Ca¡acas
2:40AM ¡

'11:¡10^M 1:10PM
ff lt's nine fortv ¡.r'¡. Honolulu I
7:¡10¡rr¡ I Bogotá
It's twenty tó ten. !! l2:40PM

Lima
12:40PM Såo Paulo I
3:40e¡¡ I
Sant¡ago ¡
Euenos Aires I caoetown I
zi¿oeu I
3:a0em
J

36 UNIT 5
 Events and T¡mes rn
U)
Ø
t 1,1) Prorunc¡at¡on o
z
.
T
FIave studcnts listen a¡tcl l)ay attentio¡t to tlìc sentence
1 (r)) vocabulary
I suggested to-15 | your actual I
rhyt hnt.
. 'flren have thc¡n listen again irnd repeat chorally.
zÞ
' teachingtime: __minutes I teachjqgtim,e: _

. 'lcr revierv ntr¡nbers for tirnes, Itave tlre

class count Lønguoge ond culture I
togetlter fronl l-60. . Words stressed in a sentence are usually content words,
for example, nouns, verbs, and adjectives. They provide -
' IIave studcnts listen once.'l'hen explain sonre special
l'eatr¡res about telling tirne i¡r Hnglish: the most important information in a sentence. Words such
,, Point out tll¿rt o'clockis used only rvhen itlentifying as pronouns, prepositions, and articles are called f unction
the exact hour. Write some digital clock tirnes on the words and are not usually stressed.
boar<1. For exarnllle:
6:00 6:15 Say It:$.,ì,r r.¡t'lock NO't' It's six lìlteen o'clock.
?:00 2:?0 Say If 3 rtuoo'clock NO'f 1¡:s tuto rwenty
3 (,)) Pronunc¡at¡on practice
'
o'clock. I suggested I Your actual ,
I teach¡nglime: minutes I teaching time:
. Iìxplain Â.\1. âtìd r,.rr. Write
:
i
on the boartl: E:00 aa.
. (lall on inrlividual stucle¡tts to rcad the sentences aloud.
6:00 p.m. Say,r.,v. is fntm îwelue ntidttigltt tt¡ t I:59 in the
tnonúrrg. t'.ttt. is for I welue noon Io I I :Sg at night. Eight ,t.t t.
. Write adclitional tinìc scrìletìcr)s on lhe boarcl. Iìead each
is eigltt in rlrc ntonti¡tg. Iìight t'.t r. is eigltt itt the euening. one alourl and invitc studc¡rts to corne up and draw a dot
' I)oint ot¡t tllat tìoon or nridnight call tre statecl as,lf 's over the two strcsscd syllables. Iror exanrplc:
twelue o'clock.
ll, tZn o'ctåck.
. After listening and repcating, check corn¡rrchc¡rsion.
Writc the follorving timcs on the board, a¡rd ask stu(lenls It's niine ttiirty.
to say thern in as ntany rvays as possiblc: aa
It's holf post one.
3:00 (lt's three o'clock.)
3:15 (lt's three fbrty-fìvc. It's a quartcr to four.) lÌ's o qiorter +o f¡'ve.
l:30 (lt's four thirty. It's half past tbur.)
5:15 (lt's fìve fìftcen. lt's a (luarter pasr fìvc.)
It's ¡hiee f¡ftJen
6:20 (lt's six twenty. lt's twenty after six.)
. Pronunciation Activities
710 (lt's seven forty. It's twenty to eighr.)
Option: I+5 m¡nutesl 'lb practice thc tir¡tes, have studcnts
take turns dictating dilferent tirnes to a partner and 4 Paa¡ work
rvriting therrr. Student A says: It's eigltt (o'clock) in tlrc
nrortring. Studerìt Il rvrites: I:00,r.r'1.

Longuoge ond culture
.Telling time digitally (saying the exact numbers on
the clock: lt's eleven fortyJíve) is more common than
the traditional way (using expressions like a quorter to:
It's a quorter to twelve). However, encourage students to
understand and be able to tell time both ways.
. English speakers use oh and NOT zero to tell time. They say
eight oh three fo¡ 8:03 and ten oh five fot 10:05.
¡ ln the U.K., the 24-hour clock is normally used instead of
n.v. / p.r.r. for train, bus, and air timetables. The 12-hour
clock is normally used in the U.S., Canada, and Australia.
. Vocabulary Flash Cards
' Model the correct pronunciation of ¡.,v. alrd r,.¡r. I'et tml
and (/'pi em/).
' Ilolcl up your book and point to tlìe ntap. Point to
Ltrrrclorr arrcl ask WImt tinrc is it in Intulon î (lt's live
tbrty r'.rnr.) Havc students rel)eíìl t he <¡uestion anrl tlte
anslver chorally.
. Ask students a few rnore t¡trestions about ti¡nes around
tlre rvorld; for exarnple, Wlta! tinte is it itt tscijitrg? (lt's
l:40 ¡.v.) Wltat time is it in Caracas? (lt's l:10 r,.rr.)
' Âs students lvork in pairs, ntove arorrnd lhe roorn antl
listen in. Ask students to provide thc alternativc way to
say a tirne, rvlrenever possible; for cxarn¡lle, otrc Ien itn<l
tcn pasl one.
0ption: f+5 mlnutesl l:or additional ¡rractice, have stt¡dents
take turns saying a tinìc arìd then rvhich city rnatches that
tinre; for exarn¡rlc, Sfudent A: /lis 4:40¡.rt. Where ant I?
Sttttlerrt Il: Yotre itt S1,tl¡¡¿1,. Student A'. Oorrect!

T36
 5( D) Vocabulary 3 Pa¡r work
Suggest€d 3-5 I teach¡ng t¡me: mlnutes
7-1o T-vo-uractuàl--l--___l
I teaching time:
teaçll¡rg1lme _ _Ol!!!9! I ' I

z .
I ¡

Have students liste¡r and study the words and the clocks
-sugæsted
. Prepare students for the conversat¡otì. Say Nour it's 2:15.
J in the pictures. . Model the conversation with a more confident student.
o- . Ask questions to nrake sure students understand the Play Role A to emphasize the intonation and expression

z context of each picture. AskWhat tinte does Englisl¡ class possible in tl'tis conversatio¡t.

o
v)
srarf? (9:00.) Wlmt time is it in picture l? (B:45.) Wlmt
time is it irt picture 2? (B:57.) What tinte is it ítt picture 3?
CN (9:20.)
lrJ . After studcnts listen, check comprehension by asking
J A:2:15?
questions about students in your class. Itt our class, tulto's
on time? Who's late? Who's early? Students can respond
to each question by raising their hands.
Languoge ond culture
o Different cultures have different bellefs about the
appropriate time to arrive for an event. ln most English-
speaking countries, ¡t is important to arrive on time or
even somewhat early for both informal and formal events.
It is also polite to call and let someone know if you're
going to be late.
. vocabulary Flash cards
Uü@
A: What time is the class?
B:2:15.
A: Ult-olt. Atn I late?
B: No, you're not, It's 2:15.
B: That's right. You're ott time.
. Be sure to reinforce the use ofthe conversation strategy
listed with the Conversation Model; for exatnple, to
indicate you made a mistake, say Uh-oh with co¡rcern.
. As students work in pairs, move around the room
listening in on their conversations. Remind students to
use different ways to say the time (Tiuo /Tluo o'clock; Tlao
fifteen / A quarter past two; Two-thirty I Half past ttuo.)
Also remind students to switch roles and practice using a
different prompt. Encourage students to use the correct
rhythm and into¡ration.
. Conversation Pair Work Cards

.NgYyo.u,câT;' Change partnerg

1 (¡)) Conversat¡on model ested I 5-6 Your actual
tlme: J mlnutet chlnq tlme:

. Write a new time on the board and some new event times
'l'hir.onuersation strategy is implicit in the moclel: so students can continue to practice with their new
|
. partrìers. For example:
r|
Use Uh-oh to indicate you rnay have made a mistake.
It's 1:25
. Direct attention to the picture insert. Say 'fltis is a Closs ís ot Lt:30.

,neetiilg. - The troin is ot ¿l:l,5.

. After students read and listen, askWhat time is it? (lt's The bus is ot 5:00.
five to ten.) What tíme is the meeting? (10:00.) Is the man
late? (No, he's early.)
. Point out that the man says I'Tue fo ren?with rising
intonation to confìrm the tinre he heard. . Workbook: Exerclses 1-3
. Copy 6r Go: Actlvity 13
2 (,)) Rhythm and lntonatlon
Suggested 3-i I
-
minutes I -Vor¡'actnã¡
I |
teachino time: lgc!!!g-!me :,_l_______l
. Have students re¡reat each linc chorally. Make sure
students:
. t¡se falling intonation for Wlmt tinte is the meetittg?
n use rising intonation for Am I late? and Fiue to ten?
o stress No and ,¡ot in No, you're not.
. clo not stress /o ín l:iue to ten?
. 'lb foct¡s stt¡dents or-¡ the stress in each sentence, have
them listen a thir<l time and place a large dot over the
stressecl syllables in each se¡ìterìce. (Stressed syllables:
'I-lME, MEETing, TEN, LA'l'Ë, No, NO'll F'lVE, TEN, FIVE,
I'EN, RIGIìT, EARly.)

T37
5 (Ð) vocABuLARy . EaIly, on time, and tate Read and listen. Then listen again and repear.

I Shel early. 2 They're on time. He's late.

NOW YOU
1 ())) Gol¡vERSATtoil i,l0DEL Read and tisten.

A: What time is the meeting?

B: 10:00.
A: Uh-oh. Am I late? ,1, r
B: No, you're not. lt's f¡ve to ten. llr ffi
A: Five to ten?
8: Thatt right. You're early.
{))) RHYTHM A]{D lNT0l{ATt0t{ Listen
again and repeat. Then practice the
lt ilr
)"
.::.r1

Conversation Modelwith a partner.

PAIR WORK lt's 2:15 p.v. now. Change

the model. Use the pictures. Then
change roles.

A: What time is the ........ ?

B: ........ .
A: Uh-oh. Am I late?
B: . .... ... . lt's
A: ........ ?

B: That's right. You're

f class: 2:15 p.r'r.

4 CHANGE PARTNERS Change the modet again.

37
 LESSON 2

GOAL
2122

1 ())) VOCABULARY . Events Read and listen. Then listen again and repeat.

3 a game

5 a movie

(')) LISTENING CoMPREHENSIoN Listen to the conversations about events.

Write the event and circle the time.
. (7:15 Ñ,qgl 99.T9 .. .. (12:00 ¡r.r¡. /Q¿aa_r¡D)
2 ...9ençs (8:oo lCtp_ù r9yi9 @С g,so)
3 eeneert (¡llõ)t ¡:rs) .Pqf1v (¿ pq¡¡)l 12:oo r.vr.)

3 <,)) V0CABULARY o Days of the wee( Read and listen. Then listen again and repeat.
WEEKDAYS THE WEEKEND

ffiTMIIIffiII

4 GRAMMAR o 8e; questions aþout time / Prepositions a'l and on

Whal time is it? (lt's) five twenty.

Whal lime's the party? (lt's) at nine thirty. Contractions
What day is the concert? (lt's) on Saturday. Whatt¡meis Ð Whattime's
When is å When's
[(lt's) at ten o'clock.
When's the dance? Be careful!
lllt's¡ on Friday at 10:00 p.¡¡.
What time is it? NoT What timeb it?
When is it? NOT Whens it?

38 UNIT 5
 3 {')) vocabulary
1 {,)) voc bulary I teaching
suggestea
- s I vour aciüar I

I time:_ minutes teaching timej

_ I .
I Suggested 3-4 I your actual
I
m
l_. teachlng time: __minuteJ I teachi¡g tlme: FYI: 'l'tre o in Monday an(l tlìe r¡ in Surrr/ay are ¡rronounced u,
. I lave studc¡rts sturly the rvords an<l the sarne as thc sound l¡l it't but. Ø
ltictures as they listen. o
. I lave students work in pairs. Sturlerrt A points to the . Introduce the days of the week. I-lave stu(lerìts
the rvords as they lister'¡ an<l repeat.
l)oir.tt to z
¡rhotos, covering the word for cach event. Studcnt IJ 'tt
rìames thè event.'l'hen they switcl¡ roles. ' Practice tlrc fl¡ sou¡rrl lQl in'l'lutrsday.
t-
option: [+2-3 minures] Iìxtend the activity by having ' I)oint out tlìat the days of the week are always
sttrderrts talk about their favorite events, Sity A !dancel is capitalized in lìnglish. z
nutnber I lor nrc. Wltat is nuntber I pryorr? Studerìts carì . Ilave studenls take tt¡rns saying the days of the week; for
siry A lgartrcl is nunil¡cr I for nre. exarrr¡rle, Studcnt l: Morulay, Stude¡rt 2: Tuesday, Stu(lent
!:l: Wednesday.
Longuoge ond culture
. lb chcck corn¡rrchension, say true and false setìtelìces
o ln British English, a movie is called a film.
:rnd have studc¡rts correct you. For exarnple:
. Vocabulary Flash Cards Montlay is ott tltc weekend. (No. Monday is a wccktlay.)
. Learning Strategies Wednexlay is a weekduy (Yes.)
Soturday is on tlrc uteekend. (Yes.)
Sttttday is a u,eekda),. (No. Sunday is on the wcckcnd.)
(')) Llsten¡ng comprehenslon
0ption: f+5 m¡nutesl To extend the activity, writc
i suggested 6-s - I youractuaf- abbleviations for the tlays in rando¡n order on the llt¡artl,
I teaching.t¡me: min_utes I teachilgtimei I
and have students say the full name. Sotììe comr.¡loll
. First listening; I{avc stude¡ìts rvritc the na¡ne of thc event. abtrreviations are Aon.. Tues., Wed., Thurs.. Fri., Sof.. Sun,
'Ihen h¿rvc students write tlre abbreviatio¡rs in thc correct
' Second listening: I lave students circle the tilne.
. 'lhirtl listening: Ilavc students confìrrn their answers. ortler on a scparate piece ofpaper.
. Review answers by asking t¡uestions; for example, l4llraf . Vocabulary Flash Cards
titne is the ldin nerl? (Scven forty fivc. Or A quarter ro cight.)

ÀUDTOSCR'PI 4 Grammar
CONVERSATION I
I suggested 5+--f Yow uctrl
M: What time's the dinner? I teaching time: minutg! l teqç!!!g !!¡ry
F: A quarter to eight.
M: A quarler to e¡ght? Thanks. . Dircct attention to tlìe questio¡rs and ansrvers abot¡t
tirncs arrrl days and have studer¡ts study tlìe ex:rmples.
CONVERSATION 2
Fl: What time's the dance? Eight o'clock? . Moclel the three ways to answer the second (¡lestiorì:
F2: Eight? No. lt's at rrine o'clock. What tirrre's tlìe party? Nine thirty. At nine rhirty. It's at
Fll Oh, OK, Thanks. nitte thirty.
CONVERSATION 3 ' Point out tlìat the answer to a question with W¡,en
F: What time's the concerl? carr lre a day or a tinre. l4l/¡el's tlrc dance? (On l:riday.
M: lt's at hall past three. Ar l0:00.)
Fl Half past lhree? Are we late? . Direct attention
M: No. lt's only three o'clock, to the inforrDation about contractiorìs.
tjse the board and the eraser to show how the
CONVERSATION ¿ contractions are forrncd. lìrase the i i¡r is both tirucs and
Ml: What time's the garle? add alt apostroplte (') to nrake fime's a¡rcl when's.
M2: At noon, Don't be late.
M1: OK. See you at noon. Option: [+5 minutesl For sonre basic practice, ask
c¡rrestiorrs about your own class. Wltett is our clnss? WInt
CONVERSATION 5
clny is the class? Wltat tinte's the class ort !'fuesrlayl?, etc.
M: What time's the movie?
F: A quarter after nine, FYI: 'l'hc prepositions for tclling dates antl nronths are
M: A quader atler nine? Thanks. See you there. presented on page 41.
CONVERSATION ó
F: What time's the pady? . lnductive Grammar Charls
M: At midnight,
Fl lrlidnight? Wow.

. Learning Strategies

T38
 5 Grammar practice I'l'hesc (ìorìvcrsatiorì strittogics artt ilrr¡rlit:it itt tltel tnr¡tlcl:
. tlsc [.ook to focr¡s s()tììcotìc's att(ìlltiolì ott sollttltltittl¡.
Suggested 3-4 | Your actual
teaching time: minutes I teaching time: ' tlsc (ìrcat! to sl¡rx,v ctìtlìtlsiasttl for atr itlca.
z . I)oint out eaclr trlank linc is for one word only. . After students read a¡rd listelr, ask W/¡erl is tlrc døx:e?
. 'lil rc.vicrv arìswcrs, ltave ¡tairs of sttl(lelìts takc tttrtls (10:.30.) lUlrcre's tlte dance? (At Pat's llcslatlralìt.)
o- rcacling thc dialogs to thc class. . I)(ìint out to slu(letìts tlìat they calì tlsc tlìe pl'el)()sitiorì ¿tl

z rvith ¡rlaccs.
o
U)
6 {r)) tistening <omprehension Longuoge ond culture
I Suggested 7-1O I Your actual . lett is the contraction lor let us and is used often in
U) teach¡ng time: minutes teach¡nq time:
I
IU spoken English to make a suggestion.
. I)rc¡rare strrtlcrrts for tllc activity.Siry I.istut to the
ÍeatJrcrs. ú!hat nre tlrc cuents tltis unek?
' Ilavc str¡dents klok at thc agctrtla arrtl i<lentify thc days of 2 {r) Rhythm and ¡ntonat¡on
thc r,veek antl tintes for cach tlay. 2-! j Your actual
I suggestedminutes
. \'<ltr rnal' choose l() J)ausc aftcr each event to allow I teaching üme: I teaching time:
sttrdcnts rn<¡re titttt: tr¡ r,vritc. ' Ilave stu(letìts rcpcat cach linc chtlrally. Makc sttrt:
. stu(lerì ts:
I Iavc sttrdcnts conll)are atìslvcrs.
say (ìrcrttl
rvith erlt htrsiastn.
' 'lir vicrv ¿ìtìswers, say a day of thc lveek and have
re ,ì pause slightly itfrcr Or¿:nt!
inrliviclual students say the correct evetrt antl titrle for ,' use fallirrg intonatiotl for Wltol litne?
that day itr a complete selltence; for cxample,'feacher: . trse risitrg intonation for lleally?
It[onday. Stuclent: 'l'he ganrc is on Monday al 6:30.
0ption: +5 minutesl For a cltallengc, havc sttldettts listen
f 3 Pair work
agairr.'l'lten ask nrorc cletailetl cotn¡rrehctlsioll (ltlesliolìs.
lìxarrr¡rles: Wltctis tlrc nteeting? (Orr'l'hursclay at sevetì.)
I suõõàste¿
[ 81!h¡n9,t¡rng]_
t-
lllto's tlte dintrcr for? ('l'he sttttle¡tts .\ Wlto's [he sirtgr aI tlrc . IIavc studelìts look at the irllì¡rlllatiorl lbr the tliff'ere¡rt
t:t¡ncert? (Maya l)ctcrs.) Who's itt tlrc ¡nouie? (lackie Chan.)
everìts. ÍtskWl:lr.t day is rlrc basketball g,anrc? (Saturtlay.)
Wlmt time is tltt concert? (8:00.) Wl¡er¡ is llte ntouie?
AUD'OSCN,PT
F: Oh good. Yor¡ have your calendar. (On'l'htrrsrlay at 9:00.) Wlrcn is tltc scltool tlittr¡er? (On
M: Yeah. So wtìat events are there lhis week? Saturday at 8:00.)
F: Let's see... Well, on Thursday, there's a school meeting at . Model the conversation with a tlìore confìdent studcnt'
seven.
M: Meeting . . . at seven o'clock.
I)lay Role A. Iror exant¡lle:
F: AncJ this weekencl there's a ¡rarty. A: l.ook.'l-ltere's a buskethall g,anre on Saturday.
M: A party? That sounds good. When is it? ll: Great!What tinrc?
F: Saturday at six th¡r1y, A: I0:00. At Atltlete Cettlral.
M: At half past six? That's early. Oh, look. On Friday there's a B: Really? l.ct's ttrcel 0l 9:45.
dinner,
F: A clinncr?
. Iìe sure to rei¡rforce thc use olthc conversatiorl strategies;
M: Yes. For lhe students. for exarnple, l)oitìt to the evettt in tllc book as you si¡y
F: Oh, right. What tinte? err t lrrrsiast ica lly Look.' I' I rc re's a I c o nce r I I o n I r^ r i d ay l.
M: At seven o'clock.
. t,isten itì as stt¡(letìts work
F: OK. Fricjay . . . cj¡nner at seven. ls lhere a game on Friday? il't pairs. Makc sttre stttdents
M: No. There's a game on Monday, At five thirty. are ex¡rrcssive rvhett thcy say Inok, (ìreat!, and lleally?
F: Five thirty. OK. You know, there's also a concert this week,
Option: [+10 minutes] I;or a <;hallctrge, tnake t:o¡ties ttf a
Maya Peters, the singer.
M: Nice! When is it? local listirrg of cr,ctrts l'rolll the ll)tcl'llet or a lìewsp¿ì[)er.
F: Wednesday at a quârler âfler seven. I-lave students ttrake Iììore cotìvcrsatiolls.
Ml Al severr fifteen?
F: Right. . Conversation Pair Work Cards
M: llow about a movie? ls there a rnovie this week?
F: Yes, thcre is. There's a Jackie Chan rrtovie otr Tuesday at six

M:
thirty.
Jackic Chan? Great, Tuesday . . . half past six, So .
4 Change partners
that's it? I sugg"tt"d 4-5 I Your actual
F: That'.s it. Sounds like a good week, I time: minutes I teaching t¡me:
teaching

. T<lrcvicw, invile a fcrv ¡rairs lt¡ act ottt thcir

corìversatiolls in frotrt of the class.
.NOt[r cAN
"ou
1 (rl) Conversatlon model
j Suggested 3-4 | Your actual
j
I

teaching time: minutes I teachingtime: l

. Workbook: Exercises 4-9
. Copy & Co: Activity 14

T39
5 GRAMMAR PRACTICE Complete the questions and answers.

I A: When .'9.1.¡9.. theparty? 3 A: What . .l¡n.q. . is the concert? 5 A: . wf g,rl.. is the dance?
B: ltt . ...al . . 11:00 p.ru. ,. . qt. . 8:30.
B: lt's B: lt's ,. . 91. . Friday at 9:00.
2A: .wf.ol. day is the game? 4 A: What ...99Y . is the dinner? 6 A: What ...l¡nq.. is the class?
B: It's,. 9n.... Saturday. B: lt's .. .. ol . Tuesday. B: ]t's .... el.... noon.
2:25

6 {D) LISTENING COMPREHENSION Listen to the conversation. Write the events on the calendar.

NOW YOU CAN

2t26

<r) COl'lVERSATl0l{ M0DEL Read and lisren.

A: Look. There's a dance on Wednesday.

B: Creat! What time?
A: 10:30. At Pat's Restaurant.
B: Really? Let's meet at 10:15.
2t2l
{,))RHYTHM AtìlD lNTOÌ{ATION Listen
again and repeat. Then practice the
Conversation Modelwith a partner.

PAIR W0RK Change the model. Ask your

partner about an event. Use these events
or your own events. Then change roles.

A: Look. There's a .....,. on

B: Greatl What time?
A: Ar ....... .

B: Really? Let's meet at ..

Ba¡kettail Game
SaturdaY
I O:OO n.u
; At Athletq
Centrar

4 CHANGE PARTNERS Talk about different events.

39
 2t2E

1 ())) VOCABULARY o ùrdinal numbers Read and listen. Then listen again and repeat.

-lrt
znd 3rd ryh
fourth
5rh
f¡fth
first second third

6th 7"h Bth gth -1

Orh
sixth seventh eighth ninth tenth

-1
1-fh 1zth
eleventh twelfth
13rh
thirteenth
141h
fourteenth fifteenth
5th

16rh 17th lgrh 'N grh 20rh

sixteenth seventeenth eighteenth nineteenth twent¡eth

21't ?.2"d 30th 40th 50th

twenty-first twenty-second thirtieth fortieth f¡ftieth

PAIR WORK Say a number. Your partner

says the ordinal number.

(,r) VOCABULARY . Months of the fêâr Read and listen.

Then listen again and repeat.

gtiTwTFS gTTWTFS SltTwTFS gÌtTwTFS sitTwTFS 8¡tTWTFS

1234 1 r z s@s
1 123 234567
5 6 7 I 910'11 2345678 2345678 6 7 I 910'l'l 4 5 6 7I910 8 9 101',t121314
12 1s 14 ts @rz ra 9 10 1'f 12 13 14 ',t' e 10 i1 rz rs@rs t3 14 15 16 17 18 19 11 12 13 14 15 15 16 17 18 19 20 2'.1
1S 20 21 22 23 24 25 16 17 18 1S 20 21 22 16 17 18 19 20 2',1 2't 22 23 24 25 26 18 19 20 21 22 23 24 23 24 25 26 27 28
26 27 28 29 30 31 2s 24 25 ze zt@ 23 24 25 26 27 28 29 27 28 29 30 25 26 27 28 29 30 31
30 31

SMTWTFs STTWTFg sfÍTwTFS 9ilTWTFS sftTwTFS STTWTFS

123 4 5 12 't23456 1234 r@¡ 4 5 6
1

6 7 I 9101112 3456789 7 I 9 to rr@rs 5 6 7 I I 1011 2345678 78910111213

13 t4 15 16 17 18 19 'to 11 12 13 14 l5 16 14 15 16 17 l8 19 12 13 14 15 16 17 18 s ro@ rz't314 rs 14 15 16 17 18 19
zo z't zz@zt zs za 17 18 19 20 21 22 23 21 22 23 24 25 26 27 n zo@zz zt zt t6 t7 't8 19 20 21 22 21 22 23 24 25 26 27
27 28 2S 30 31 24 25 26 27 28 2S 30 28 29 30 26 27 28 29 30 31 23 24 25 26 27 28 29 28 29 30 31

30

i,ll r-¡sren¡Nc coMpREHENsroN Listen to 5 PAIR W0RK Say a date from the calendar.
the dates. Circle the dates on the calendar. Your partner writes the date.

(3¡uty thirty-first ! I Jvly 3L"

40 UNIT 5
 option: [+5 minutesl l:or a tliffercnt al)l)roaclì, writc tht:
folkrrving abtrrcviations ftrr nronths of thc year irt rantkrr¡l
1 {,)) vocabulary order on the board, a¡rd ltave students say the ft¡ll rrar¡re : t-
Suggested 7-1O I youractual:'
I teaching I
Jon.. Feb- Aor.. Apr.. Aug.. Sept" Oct.. Nov- Dec. m
I time: .. m¡nutes I teaching time: __
_
- l
0ption:
CN
f+5 mlnutesl As an alternative, say â series ot'folrr v,
' Irirst listcllilrg: Il;rve studcnts sturly thc nurnbers and tllc rìrorìths, llut clap in place of one rno¡rth; for exirrìplc, say o
worcls. Marclt, April, Iclapl, Jr¿r¡e. Flave slurlents say the rnissing
nrontlì. (May.) Ilave stu(lents take tt¡r¡rs leading thc
z
' llcllvee¡ì thc lìrst antl second listc'ning, have studeltts
ar:tivity in srnall groups. T'
tunderline the last t\,vo lettcrs i¡r cach word in the
v<lcabulary excrcise; lìrr exanr¡tlc, fìrst, second, thir<1, . Vocabulary Flash Cards
t-
fburth. I)oirìt out that those arc also the two lcttcrs ltext
to the tìulììerals.
. Learning Strategies z
' Second Iistening: llave slt¡dents rcl)eat chorally.
4 (t)) t¡sten¡ng comprehens¡on
lìncourage stu(lcrìts lo l)roltourìcc the elld of cach n,orrl
t:lea rly. I suggãsteo s-t | --youractuat I i

'lb help stu(lents

I teachinallme: minutes I teachilg time: _ I

' l)rorìoulìce thc /0i soun<1, slrorv l¡r¡w . I:irst listerri¡rg: Model thc fìrst itent rvitlt thc class. play
vour torìgue rests l)ctween your teetlì as you lrlow air.
thc audio, ¡tause it, and thcn circle the date on thc
Some str¡dents rnay lte elrrtrarrassed to show thcir
calcndar. (lorrtintre playingand have studetìts ¡nark the
torìgues, il¡ which case lhey can shicld their mouths with
dates on the calendar.
tlreir ¡ra¡rcrs or hands until tlìey arc nìore cornfortaltle.
'lb help stu(letìts identily ancl . Sccond listening: Pause after each tlatc, have students
' ¡rronounce all the syllables leJ)cat, an<l then confìrrn their ansrvers.
in the ordinal nunlbcrs tlvelìtieth, thirtieth, fortieth,
lìftieth, rvrite these rvortls o¡r thc ltoarrl and have (hern
tlraw dots abovc cach syllable. lilr cxarnple: AUDtOSCntPT
F: January s¡xteenttì
aaa O oo a .. oo o
M: April fourth
twen tictlì thir ti cth for ti eth fifti etl¡ F: November eleventh
0ption: [+5 minutesl Iklr atltlitional ¡lractice, havc M: October twenty-first
stu(lerìts take turns dictatirr¡¡ ra¡rdo¡n ortlinal nunrllers F: Àrlay seventeenth
(lst, 22nd, 41lrd, etc.) to a parttìer'.'l'he partrìer lvrites the M: December second
F: February twenty-e¡ghth
carrlirral fonn ( l, 22, 43, etc.). M: March fourieenth
F: June first
Longuøge ond culture \ M: August thirly-first
. Use ordinal numbers to say dates; for example, F: September lwelflh
lanuaryL-
lifteenth. ln formal writing, use cardinal numbers; for Mr July twenty-third
example, lanuory 15. lt ¡s common to use ordinal numbers
in informal wr¡ting.
5 Pa¡r work
. Vocabulary Flash Cards I suggeltid 3-a I iõur actrral I
time: minutes I teaching time: _ _
l_ teachirìg |

. Model the activity with the st¡rde¡rts. Say lanuary ISth,

'l'hcn l¡ave stt¡clents write Ianuary l5tlì.
2 Pair work
-f your actual ' I Iave stucie¡rts fìrst write a list of thc dates they will read
I Suggested 3 ì
l. teaching time: minutes I teach¡ng t¡me: I
to theil paltrìcrs, so that they can check their parttìer's
. Morlel the ar:tivitywith atìswers,
stt¡dent. Write two colu¡nns
a
on the board: o¡ìe tvith cardinal llunrllers and the other Longuage ond culture
lvith thc corres¡ronding ordinal nurnl¡ers. o ln British English, when dates are written giving the
. Call out a cardinal nr¡lnbcr and point to the month as a word, the number may precede or follow the
corrcs¡rontling ordinal nurnber to pronìpt thc stutlent to month: lonuory l5 or 15 Jonuory. ln American English, the
sav il. Repeat with another student. number always follows the month.

3 (,)) Vocabutary
I Suggested 3 i- your actuat i

I time: minutes l. teach¡ng time:

teach¡ng
]

' Play the audio tr-l introduce tlre rnoltths of the ycar.
' IIavc students point to the rvords as they listcn and
repeat.
. I)t¡int out t1ìat the r¡lonths of tlre year are always
ca¡ritalize<l in Hnglish.

T40
 . Have students practice saying Happy birthday! an<)
6 Grammar
Thank yott! with enthusiasm.
5u9g€sted 7-'10 Your actu¡l
teachlno tlme: mlnute3 teâchlno tlme:

z 2 (rl) nhythm and lntonatlon

f
o.
. Direct attention to the prepositions

.
students study the examples.
Have students repeat chorally. Point out that we use in
of time and have

.
Suggestod
telchlno tlme:
2
mlnutes
Your rctual
têrchlnd tlm!:

Have students repeat each line chorally. Make sure

z with months, on for days and dates, and ¿twith times'
students:
o
Ø
. Write three categories on the board with the headings:
in on at
o use falling intonation lor When's your birthday? ant)
When's yours?
CN .
UJ
Say the following time phrases and then point to the o pronounce the s in the contractions Whenb and
J three categories: the euening, Friday, night, Sunday, the birthday's.
afternoon, lanuary, March 10th, midnight, three o'clock. o pronounce the ordinal numbers¡ffreenth arrd
Have students indicate the category where each phrase thirteenth with stress on teenth.
belongs. (Alternatively, print out the graphic organizer.)

. Graphic 0rganizers
3 Palr work
Suggested 5-7 Your actual
teachlno tlme: mlnutes teâchlno tlme:
Option: [+5 m¡nutesl To check comprehension, ask
students for information about your class. Examples: Don't stop! Review the list of people in the Don't
What time is our class? (AtB.00.) When is our class? (ln the stop! chart. Tell students to ask questions in their
Imorningl. On lT[esdayl.) conversation about the people in the chart and write
down their birthdays.
.lnductive Grammar charts .
Qljruffi@ Model the conversation with a more confident student.
Play Role A to illustrate how to ask for and write down
the information in the Don't stop! chart.
7 Grammar practlce A; When's your bírthday?
Suggested i 3-4 B'. On [september \th]. When's yours?
tlme: I mlnut€s I teachlnq tlmet
A: My birthday's in lMarchl. On the [I0th]' when's your
. Do item I together as a class. brother's birthday?
. Have students compare answers in pairs. B: It's on April22nd.
A: How about your sister's bírthdaY?
. Learning Strategies Bt I haue no sisters.
Ãt OK. Andyour mother's birthdaY?
B: It's in February. On the 2nd.
. in pairs, move around the room
.NOW YOU CAT As students work
listening in on their conversations. Remind students to
t 1,1) Conver¡atlon model use different ways to say their birthdays. (OnAugust Ist.
Suggested ,f-5 YOUr actuat or In August. or On the Isr.) Also, remind students to ask
tcachlno tlme: mlnutes teachlno tlme:
about the family members listed in the Don't stop! box
and write down the dates theY hear.
This conversation strategy is implicit in the model:
. Offer someone best wishes on his or her birthday. . Students may find the phrase l don't remember useful in
. Respond to a person's birthday wishes. these conversations.

. Introduce the word birthday.Say My birthday is on [May

24thl.Draw abirthday cake with candles (or another $trffiffi) . Conversalion PairWork Cards

such symbol of a birthday) to illustrate the meaning of

birthday. 4 Change paranert
. After students read and listen, askWhen's her bírthday? Suggested 3-5 Your actuâl
teachlno tlme: mlnutes teâchlno tlme:
(November l3th.) Wl¡enb his birthday? (luly lSth.)
. Point out that the birthdays are given in two different Option: [+5 mlnutest Give out cards with different months
ways in the conversation: of the year. Have students ask each other questions to find
It's on lmonthl ldatel. Example: It's on July líth. a student whose birthday is in the month on his or her
It's in lmonthl. On the ldate]. Example: It's in card and then ask about the birthdays of family members.
November. On the 13th.
. Ask several students When's your bírthday?
. Call attention to the box showing how to give and
respond to a birthday wish, and play the audio. . Workbook: Exerclses 10-14
. Copy 6¡ Go: Actlvlty 15

T41
6 GRAMMAR o Prepositions in, on, and g! for dates and times: summary

When's the party? ln January.

Be careful!
When's the meeting? 0n Tuesday.
When's the dance? in the mornino l
0n January 15'h.
When's the dinner? in the afternoõn !
0n the 12rh.
ln the evenino I
What time's the movie? Al noon. 8UT at night - I

What time's the dance? At 8:30. I

GRAMMAR PBACTICE Complete the sentences. Use þ eD or at.

I is .9t July 14,h ..q! 3:00 il. the afternoon.
The concert ,

2 The dinner ¡s ..il December .ol... the 6th.

3 The party is . 91.. midnight . 91.. Saturday.
4 The movie is .ol November 1', ?1... g:30 p.v.
5 The game is . oll.. Wednesday ?!.. noon.
6 The meeting is at the State Bank .e!.. 11:00 ...i1 the morning 9L. July 18th

1ö C0NVERSAT¡0I¡ MoDEL Read and tisten.

A: When's your birthday?

B: On July 15th. When's yours?
A: My birthday's in November. On the 13th.

{,1 nUVfnm AND lNT0l{ATtOtrt Listen

again and repeat. Then practice the t-Fl
Conversation Model with a partner.

PAIR W0RK Personalize the

conversation with your own birthdays.

A: When's your birthday?

B: ..... .. . When's yours?
A: My birthday's
Don't stop!
Ask questions to
complete the chart.

brother's birthday:
sister's birthday:
mother's birthday:
father's birthday:
grandmother's birthday:
grandfather's birthday:

2:¡l
CHANGE PARTNERS Ask about other
{,1 On someone's blrthday say:
people's birthdays.
( f nappy birthdayl ! I f I lhank youl) )
41
 grammar vocabulary .
l¡stening
2:¡4 reading sPeak¡ng . pronunc¡ation
I {,)) READING Read the conversations. What are the events?

A: Hey, it's Alec's birthday on A: There's a dance tomorrow

June lst. at 10:30.
B: Really? That's on Friday. B: Hey, let's go! Where is it?
A: That's right. And there's a party. A: At Casey's Restaurant.
B: Great!Where? B: Is that next to the
A: At the New School, right around bookstore?
the corner. A: That's right.
B: What time?
A: I l:30.

A: There's a movie tonight at 8:00. A: Where is the meeting?

B: Really? What movie? B: At United Bank.
A: The Party, with Peter Sellers. A: Can we walk there?
B: The English actor? B: No, let's go by taxi.
A: Right. A: Are we late?
B: That's an old movie! B: No. The meeting's at 10:00.
A: Yes, but it's good. Let's go. OK? It's only 9:30.

2 INTEGRATED PRACTICE Correct all the mistakes. Use the information in the Reading.
Casev's Restauranl
I The dance is at half pastJffe. 6 The dance is attheåíeskstere
United Bank
2 The movie is at 8:00i#. 7 The meetino is
" attffi.
the New School
3 The meeting ¡, ut+ut+p"Jf&-
' 11:30
I Alec's oartv is at{Jriiteel-8anlt
The Ndw Sôhool
4 The birthday party ¡sJ3lftCnighe. 9 {ffietBanlc is around the corner.
actor
5 Alec's birthday is inþ¡ l0 Peter Sellers is an English i€g€É
On your Active&ook Self-Study Disc:
GR0UP WORK Ask about classmates' birthdays. Complete the chart. Extra Readlnq Comprehenslon Questlons

Extro proct¡ce . p. I 39

Ø
Capricorn Aquarius Pisces Aries Taurus
Dec.2?-lan.20 /an.2l-Feb. l9 Feb.20 - Ma¡.20 Mar.2l - Apr.20 Apr. 2l- May 2l

I¡ÐI¡UItrEIlgE¡ÐI
@
Sagittarius Gemini
May 22 - fun. 2l
Nov.22 - Dec.2l

@
Scorpio
Oct.23 - Nov.2l
@ Libra
p.23 - Oct. i
@@
Virgo
Aug.24 - Sep.22
Leo
ful.23 - Aug.23
Cancer
lun.22 - lul.22

42 UNIT 5 Ord r;ia -*,p - .\

\ æ Date"
"Let's Make a Lvrics o, 147 I
 2 lntegrated practlce
{r)) Readlng l@-*urãctuarl
teachlng time: ; mlnutes
I
I

I lg1c¡iryllngi_ | _
Suggested | 7-12 | Your actual
. Ask students to scan the conversations to lìnd the
|
m
tlme: I mlnutes tlme: Ø
. Pre-reading: correct information for each item. Have students Ø
To practice the reading strategy of
underline the necessary information in the text and o
scanning, have students read quickly and underline the
dates and the times ofthe events.
then correct the sentences. z
. Review answers by having students read the corrcctetl Ît
. Then havestudents read the texts silently.
sentences aloud. t-
. To check comprehension, ask the following questions:
When is Alec's birthday? Extra Readins comprehension euestions z
What day is tlrc party? What tíme? Q)ÆffiffiÐ.
When is tlrc dance?
Where is Casey's Restaurant? 3 Group work
What time is tlrc mouie tonight? I 4-6--f-y",,rr.tr.t ; ---_l
tlme:I minutes I teachingllnEi,
suggdsted
What mouie is it? I teachlng I

WIto is i¡t the mouie?

What time is the neeting?
' Flave studerìts repeat the name of each sign chorally.
. Model tlre range of dates for each sign. tlse the full
Wltat time is it ttow? Are the mcm and wontan late?
names for the abbreviati<¡ns of the months: Capricorn:
Option: [+10 mlnutesl 'lb extend the activíty, have students December twenty-second to ltrrtuary truent ieth.
listen to the conversations and note tlìe rhythm ofthe . Call out each sign and call on different students to
sentences. Have them underline the words and syllables
provide the range ofdates: T: Aquaríus. S: January
the speakers stress; for exa mple, Hey. it's Alec's birthday on
twenty-frrst to February nineteenth. 'I': Pisces. S: F'ebruary
Iunefrrst. ßeglly? That\ on E¡iday. Have volunteers read
twentieth to March lwentieth.
the conversations aloud with the correct intonation.
. Provide a model for completing tlìe chart with your own
Option: [+10-15 mlnutes] To turn this reading into a
irrforrnation. Say My birthday is May lBtlt. I'm a Taurus.
listening activity, draw the following graphic organizer on
Write on board: Na¡n¿: r'4.s. Jockson Birlhdoy: r'4roy lE
the board (without the answers) or print out the graphic
Zod¡oc sign: Tourus. Choose various students and ask
organizer from the zlcriueTeach Multimedia Disc. Then
When's your birthday? What's your sigtr?
have students listen to the audio twice. First listening:
With books closed, have students listen for and write
. Have students walk around, ask one another about their
down the event. Second listening: Have students listen birthdays, and complete the chart.
for and write down the day or date, time, and place of ' Move around the room. Listen in on student
the event. Then have them read the text to confirm their conversations and assist students in pronouncing the
answers. names of the signs.
0ption: [+5 mlnutes] To extend the activity, take a poll. Ask
Conversation What When Where students to raise their hands as you call out each zodiac
1 (btr I h,ict,y) at11 10 on Nc* School sign when they hear their own sign. Write the nu¡nber of
por ty Fndoy. students for each sign on the board.
0pllon: [+5 mlnut€il As an alternative, say the dates and
2 donc c fomorrow Cosey s
have students tell you the sign. Teacher: September 23rd
ot l0 )0 Rcslourc¡nl to October 22n¿l. Students: Libra,This activity rnay also be
done in pairs.
3 movto tontght al
800 Longuage ond culture
4 mcc ttng ot l0 00 Un,ted Bonk .The astrology zodiac is made up of twelve signs that
correspond to a range of dates based on the system used
by the Greeks as early as 600 ¡c¡. Many people enjoy
.
Qfiüffiffi) Graphic organizers
studying the zodiac for fun, and most people know their
own sign.
option: [+15 mlnuresl For more practice, have pairs
compose their own version ofone ofthe conversations,
changing some of the facts (event, date and time,
location). I-lave each pair act out (or read aloud) their new
conversation as the rest of the class listens and completes
information in the graphic organizer.

. Learnlng Strategies

T42
 Revlew
Before the fìrst acf lvlty, glve students a few mlnutes of silenl . when str.rdents carì't rclììclrìber atìy t¡ìorc, havc tltcnl
t¡me to explore the picture and become famlllar wlth lt. ol)crì tlìeir trot¡ks to fìnd the i¡lfor¡natiou.
. Pri¡rt out the graphic organizer to help studetlts
Palr work I rcconstrucl the informatitln.
I SuggestedT- lo-l-- vouractuat
I teachingtime: : minutes I teaching tlm_e: _t . Graphic 0rganizers
. Ilrainstorn'r t¡uestiotts about the day, tlate, and tinre of
events, Write thern o¡r the board. For exatn¡rle: Wrltlng
What time is the concert?
I suggested 5-l 0 Your actual
When is the dinner?
Vlhot doy is the porty?
I teachingtime: minutes teaching !,¡!!e: l
. Brainstornr with thc class evellts itr yoltr contlrlttulty.
' Moclel a conversation abottt events with a Inote
Write the ideas olr the board. I:or exaurple:
confìrlent studcnt. F'or exanrple:
donce: Solurdoy night o+ 10, April ¿l
Ã: Look.'l'here's a basketball gatne ott Sutttlny.
gome: Sundoy nn. April 5
ll: Ileally'? What tinrc?, etc.
. Option: [+10 minutesl lìor atltlitiortal practice, have
I Iave studerìts ¡rractice conversatiotìs about the eve¡ìts.
studerìts write as ¡nally sentences as they can abotlt the
lìncourage tlìenì to trse clifferent questions f<rr asking
ever)ts on page 43.'lb review, call on intlividual students t<r
about the day and time of eveltts.
say tlìeir sentences. Listen for students to tlse prepositions
Option: [+5 minutesl l:or a challenge, have students plan of time correctly. Make necessary corrections.
a rveekentl. Provide copies of a weekend list of cttltural
events. (lfa listing ofreal events is not available, create
a list of f<¡ur to fìve events.) 'Ihen have students work in [There'sa [concert /dinner / dance/garne/ movie/party]
pairs to discuss the cvents and decide what to do during on [Thursday, June lBth], at [B:30 in the evening].
the rveekend.'l'ell sttrdents tt¡ use Leris.

Q[ütret . writins Process worksheets

A: Look. There's a party for students on Saturday. B: Really?

What time is it? A:9:30 in the evening. B: OK. Let's meet at Optlon: Oral Progrest AsseJsment
9;30. A: Great! Use the illustration on page 43. Encourage students
A: When ¡s the concert? B: lt's on May 24t', A: What time? to use the language practiced in this unit as well as
B: At 10:30 p.t'¡. previous units. Ask the student questions about the
information in the illustration; for example, T: When Ís
the concert? Si lt's on Tbesdøy, May 24th'T: At what time?
Pair work 2 S: 10:30 p.u.
I Sussested 10 Your actual --] Evaluate students on intelligibility, fluency, correct use
I tgachlnatime: m¡nutes teaching,tirì'!e:
of target grammar, and appropriate use of vocabulary.
. Model a conversalion with a lnore coufident student in
which you confìrm that you are orÌ tinìe for a¡¡ event. ["or . 0ral Progress Assessment Charts
exarn¡rle:
'l' Wltat tinte's the dinner?
S: Br30 r,.,v. option: ffi(+lominutes)
'l': Illt-oh. Ant I late?, etc.
. For the confìrrnit'tg conversations, set a new time for
e¿rch eve¡rt. I:or example:
ßasketball game: Notu it's 12:15 ort Suttday, Mcty 22'¿' . Workbook: lust for Fun
Concert: Notu it's I0:00 on Tlresclay, May 24ù'. . Complete Assessment Package
Party: Noru it's g:30 on Seturday, May 28il'. . Weblinks for Teachers: peaöqnlongman.com/toP

Possible responses... And on your ActiveTeach Multimedia Disc:

I A: When is the concert? B: 10:30. A: Uh-oh. Am I late? Top Notch Pop Song Activities

I B:WBilsh!!t9:"il1 Top Notch TV Video Program and Activity Worksheets

Supplementary Pronunciation Lessons
Audioscripts
Contest unit study Guides

. (ìive students one mint¡le to study the picture.

. Tell sttrclents to close their b<l<lks. Ask Ëlol¿r ttrtny etrcttls
ore \here? Wlnt are tlte evenîs? Wlten are the¡'? ¡urr'|r
expect studcnts to rt:construct all the itrforntatio¡r.
T43
PAIR W0RK Create convercations for the C0Í{TESI Study the events for one
people. minute. Then close your books. Who
I Talk about the events. For example: can remember all the tinies, dates, and
Look.There"a locatlons? For example:

2 Confirm that you -,..

are on time for an
The¡e"a o^ of
event. For example: tTBlTlilG
- - -.
Write five sentences about ev.ents
Whottime'sthe at your schoql o¡ in yoúr clù.f, F,oi efalnple: ,,-
-?
There" a concerl on friÅay at ...

NO$r I

!
tr
!
 Clothes

LESSON 1

GOAL
More clothes o p. 129
t (,1) VOCABULARY o Clothes Read and listen. Then listen again and repeat.

I
I
a shirt a sweater 3 atie

4 ajacket 6 shoes 7 a dress 8 a sult

2,rB ' Pants is a plural noun. Use qlg, not þ with pants.
{))) PR0ilUtlClATlQt{ o Plurals Read and listen. Then listen again and repeat.

1@ shlrts = shirt/s/ 2@shoes=shoe/z/ 3@ blouses = blouse/rzl

jackets = jacket/s/ sweaters = sweater/z/ dresses = dressirzl

3 GRAMMAR o Demonstratives tþlg that, gt-Qse., those

lhis sweater
þñ
that sweater these ties
rn those ties

4 GRAMMAR PRACIICE Look at the pictures. Write thj5 lh¿t these, or those and the name of the clothes.

kmffi Ëäw
't llsr igçxglt
U UNIT 6
 rm
Clothes Ø
Ø
3 Grammar o
I Suggested 5- -l --vour
actuat z
t!e@,
I

r!
I

. Direcl attetìtiotì to tltc (;ranìnt¿rr llox altd have stu<lents

1 (,)) vo.ubutary stutly the exarnples.
j suggesteo 4-5 | you, actuat ì . 'lb dcrììorìstratc and t/rru, pick up a book. I-lold it
fr¡¡s
z
I teaching t¡me: . minutes I t.l!¡jryltq.qi I
close to you and say T7ri.s l¡ooÀ'.'l'hen ¡toirrt to ¿r l¡¡rok on
. I'lavc stu(l(Ìtìts listen and ¡roint to the rvorrls.'l'he¡t havc a rlesk far front you and say 'l'ltnt book.lìe¡reat with lllcsc
thern listelt and re¡reat tlrc n'ords chorally. Make sure lroolr's arr<l tltose ltooks.
stutle¡rts say the indefìnite articlc ¿ with each rvord,
except ¡rr¡r¡¡.s a¡ltl .sllocs. Poirìt out that /rr¿rrl.s alì(l slro{?s
' Poi¡rt out that thc words fl¡¿s¿ and ,l¡o.se have tl'rc s¿rnte
/z/ sound studerìts were practici¡rg irr Activity 2 witlr
are ¡rlural.
.sl¡rxrs and su,eaters.
' Ilave studcrìts k¡ok around thc roorn anrl say the itents of
clothing thcy see. gI¡üüffiÐ. rnductive Grammar charts

. Vocabulary Flash Cards

4 Grammar practice
0ption: AlÍ?flifElitZ(+5-t 0 minures)

Longuoge ond culture 'lìr help students intelprct thc distance betrveen thc
'
oShirt refers to both men's and women's clothes. objects ancl the pictures, ¡roint to caclì l)icture and ask /s
c Blouse is used for women's clothes only. Ite / slte ,rc-yt to tlrc clotlrcs? (I. No. 2. Yes. 3. Yes. 4. No.
o Ponts is used in American English for both men's and 5. Yes.6. Yes. 7. Ycs. B. No.)
women's clothes. Pontsis grammatically plural even . 'lb review arìswers, call on individual students to say the
though the word refers to one ¡tem, a pair of pants. ln
conrplete arìswer. Make any corrections, and have the
British English, this article of clothing is called trousers,
class repeat the correct a¡ìswers chorally.
0ption: f+5 m¡nutesl For additional practicc, have
2 {,)) pronunciation sttrde¡¡ts take turrrs saying tltis, that, tlrcse, ancl tltose to
t suggesteil- 3-s--f-your".tr;l------_l
time: minuteil !gat¡l!gj'm!! _
identify clolhes or obiects in the room.
I teaching

. Ilefore studcnts listell, tell thel¡r to ¡tut their hands on

their throats and say lsl, lzl , and lv.l . With the latter
two sourlds, thcy will feel a vitrration corning fronr their
throat.
. First listeni¡tg: I lave students liste¡l atrcl study the words.
' Second listening: Make st¡re sttrdents are clcarly
¡rronouncing three different sounds for thc plural
errd ings.

Languøge ond culture

. Add -s to most nouns to make them plural. Add -es
to nouns ending in -ch, ,sh, -i, -ss/ or -x; for example,
beaches, dishes, buses, dresses, boxes. There are two rules
for nouns ending in -y. lf there vowel before the -y,
is a
add -s (keys). lf there is a consonant before the -y, change
the -y to -i and add -es (baby-bobies).

. Pronunciation Aclivities

T4
 5 Grammar like, wa¡¡t, need, and have. Then atìotlìer student repeats
the inforrnation using the third-person singular. Student
fsussestedf@ l
A: I like music. Student B: She likes music. StudentB:. I want
Iteachlng t¡me: I
mlnutes I teachlng tlme: |
z
|

tlrcse shoes. Student C: He wants those sht¡es,

fÀ . Direct attention to the examples of Jike, want,

have on the left. Say each sentence and have students
repeat.
need, and

.row You cAl

. Direct attention
z to the forms on the top right and have t .¡,1) GonYersatlon modet
o
cn
students study the examples. Say each sentence and
have students repeat chorally.
Suggested
hlñ^ rtñô.
i
I
2-4
tlme: I minr rt
minutes
Your âctual
ch¡nq tlm€:
U' . Direct attention to the third-person singular forms.
l¡J
J . Point to the group of third-person singular subjects on Ifni. strategy is implicit in the model:
"onu"rsation
ncknowledge a compliment with Thank you.
I

the bottom right and to the added to each verb. Iìave

-s a [_. _ |

student read aloud the note on the far right, bottom. ' Write on the board: Thank you'Tþonks.
. Point to the examples on tlìe left again and read the
Longuoge ond culture
examples aloud. Write on the board she hoves. Cross out
.ln most English-speaking countries, it ¡s common to
hoves and replace it with åos.
give another person a compliment on his or her clothes.
. I;or practice, clo a substitution drill; for example, T: I like.
You. S: You like.T: He. S: He líkes. 'I: l{e. S: We Iíke.T: She.
S: Sl¡e likes. Repeat with the verbs want, need, and haue. 2 {,)) Rhythm and lntonatlon
. Check comprehension. Ask students to talk about things
they have, want, like, and need; for example, I haue a
bicycle. I want a car. I like my classes. I need work. . Have students repeat each line chorally. Make sure they:
FYI: Page 46 offers more practice with /ike, want, need, and " stress likeand dress in I like that dress.
hauein the simple present tense. " stress Thank in Thank yott.
" stress wel- in welcome.
. lnductive Grammar Charts . I lave students practice the rhythm and intonation of
I like + that / those + lclothing iteml. Brainstorm with
0ption: mlnute¡l F'or additional practice, have students
l+5 students the names of other clothes and write their ideas
do a substitution drill. Form groups offour. The teacher on the board. Elicit the vocabulary from page 44.
starts with an affirmative statement and gives a pronoun
for a new sentence. A student in each group uses the 3 Pair worlr
pronoun to create a new sentence; for example,Sl:. I haue Suggested 5-10 Your
shoes. You. 32: You want shoes. She. 53: She likes shoes. time: I minutes tlme:
They, 54: They need shoes. Write other sentences on the . Flave students look around the classroom and notice the
board that students can transform. For example:
clothes their classmates are wearitrg.
He needs ponts. / We l¡ke those blouses. / I hove two
suils.
. Model the conversation with a more conñdent student
and then switch roles; for example:. A: I like that shirt.
B; Thank you. A: You're welcome. B: I like those shoes, etc.
6 Grammar practlce
. Be sure toreinforce the use ofthe conversation strategy;
Suggested 5 Your actual
te¡chlno tlme: mlnules teachlno tlme: for example, make sure students acknowledge the
compliment by saying Thankyou with enthusiasm.
. Do the first item together with the class.
. If students have difficulty determining the form needed Conversation PairWork Cards
in each sentence, ask them to substitute the subject in Q[úüffi).
the sentence with a pronoun from the board. This should
help them to determine when the verb needs an -s; for Change partners
example: 2. my fríends = they 3. Janet = She 4. Peter = He Suggested 5 Your actual
6. Sue and Tara = They teachlno t¡me: mlnutes teachlnq tlme:
. To review answers, call on different students to read the Have students stand up and find another partner. Make
complete sentences. Make any necessary corrections. sure they switch roles so that they practice both giving
Optlon: [+5-lo mlnutesl Extend the activity by bringing to and accepting compliments.
class pictures ofdifferent clothes. Pair students. Ask them
to identify the clothes they see. Ask students to create
sentences with I like ; for example, I like that shirt. I like
these shoes. . Workbook: Exerclses 1-5
0ption: mlnutesl For additional practice, have students
[+5 . Copy & Go: Actlvlty 16
form groups of three. Students take turns saying what they

T45
 5.
ruf
5 GRAMMAR o The simple present tense: affirmative statements with like, want. need. and have

f?
Tina likes these shoes.
ME
Lisa wants that shirt.
-ïfiJI|}h'|'
s.o ,nJ lf# | trave J
ne I l¡tes I
**,swearers

She I wants I
^_:l;: i
_:_;: I those sweaters, too.
uasste I neeos I

å,ffi-A Rob needs a book. Now he has a book.

Nan lnas )
For þg she. and !¡, add :s
to the base form.
likeÐ likes
want Ð wants
need Ð needs
BUT: have Ð has

NOW YOU
I ())) C0Í{UERSATIO]{ M0DEL Read and listen.

A: I like that dress.

B: Thankyou.
A: You're welcome.
2:,41,

2 (,)) RHYTHIII AilD lt{T01{ATl01l Listen again and repeat.

Then practice the Conversation Modelwith a partner.

3 PAIR WORK Personalize the conversation. Compliment

your classmates on their clothes and shoes. Then change roles.

A: I like
B: ........ . :

A: You're welcome.

4 CHANGE PARTI¡ERS Compliment other classmates, clothes.

 LESSON 2

1 (,)) VQCABULARY o Colors and sizes Read and listen. Then listen again and repeat.

4-
t,
1¿
{¿
t.
-z.

'r¡r{^¡t tilt ...a4I

a

trf
medium
1 white 2 black 3 red 4 orange 5 yellow

13 large

8 purple 9 gray 10 brown 14 extra large

( (w shoes are brown.

PAIR WORK Make two statements about My shirt is medium. I I
your clothes.

GRAMMAR o The simple present tense: negative statements and

ypg / no questions w¡th !!tÊ, wan!, 1-eed, and have

l,legatlve statements
Contractions
I I don'l wanl ., I doesn't like
do not à don't
You 'l don't need extra large. !f"'l ooesn't need red shirts. does not Ð doesn't
They L don't have """ I doesn'l have

Yes / no quost¡on$
- - wanl
o' tiniij in rarse? Vrr, I lr. do. l'l.,1 ln,, don'r.
il:ii 'n'suit L they L tney
. . like
ng
ooes .l h.e I neeo those shoes in black? v,,, does. no.I
'Lsne doesn't.
L she J have { lf;e

4 GRAMMAR PRACT¡CE Complete the sentences with the correct form of the verb. Use contractions.

1 A: . . Dp your children h,ll: . sweaters for 4 A: . .P.o you 'ifu that green
school? shirt?
B: My daughter .. .àoes. ., but my son à.ee.s.l.t . . B: Actually, no, I .
dol'J... .

2 A: Dqql . , your husband

i,|:Î .. a black tie? 5 A: We ..9.q1.'!.1¡!te
tr¡rr [,
the clothes in this store.
B: No, ¡. dogsll! . He . two black ties. B: Really, that's too bad. We . .9g .. .
,!.îÌ
3 A: I . ne9g..
ìr r'(
I I
a blue suit for work. .P.9 you 6 A: .. Do you l9,Y: this black iacket in
. .l9qd. . one too? size 34?
tlr'r,l
B:Yes,l. 90.. B: No, l'm sorry. we . .d9n.!. ,

UNIT 6
 . Writc tlìcso ¡)rotììpts orì thc boanl.'l'hen ask sturlents to
ntakc thcln into ycs / rro r¡trcstions. lrrtr exanr¡rlc:
1 (,)) vocabulary you/need/osweoter rm
suggested r-s I vouiactua¡ I
II teâch¡ng Do yott ¡teed a sutearcr?
t¡me: I minutes t€ach¡ng time: r
I I /
they like / the shoes Ø
Do they like the shoes? Ø
' Ilavc studcnts listcn and repeat tlìc cok¡rs a¡rd siz.cs
/ o
chorally. [Jennifer] / hove
I
o yellow jocket
)oes lJennifcrl haue u yellotu jacket?
z
' (lall out cokrrs and have students point to sonretlring in
lhe classrool¡r wilh that color.
[Ar. Aotlhews] / won] / more sludents !
Dot:s lMr. Matthewsl uten! tnore studcntsT t-
Option: I+5 m¡nutesl l:or a different a¡r¡rroach, descrillc tht: You rnay wish to writc str¡dents'r¡uestions on the lroard.
clr¡thes a sludent is wearing a¡rd have tlre class identify
' I)irect str¡dcnts'attt.l¡ìtion to thc exarn¡rles of allswers.
z
tlìe stu(lerìt. lror exam¡rle:
'l': ßroutn pants. A uiltite . Write Yel after each <¡uestion on the troard. Ask
shirt. An extra large jacket.
sturlerrts to- corn¡rlcte the answers. (Ycs, lll do. yes, lthcyl
SS: Attdreut!
do. Yes, lshel docs. Ye-s, lhel tloes.)
Longuoge ond culture \ ' Write No, aftcr cach r¡uestion otì the board, and havc
.lnEnglish, you can use an indefinite article before a s¡ze!- -
stu(lents com¡rlcte the arrswers. (No, I don't. No, they
but it is not necessary; for example, My shirt is medium, My dol¡'t. No, lshel docsn't. No, lhel docs¡r't.)
shirt is o medium. Both are coÍrect. . Ask studcnts ycs I no (luestions and have them res¡rond.
Wrile <rn the board the two responses Yes. I do. No. I
. Vocabulary Flash Cards don'f. Ijor exarnple:
Do you like IMiamil? (Yes, I do. / No. I don'r.)
I)o you like lJohn'llauoltol? (Yes, I do. / No, I don'r)
2 Pair work Do yott like nty shoesT (Yes, I do. / No, I don't.)
I Suggested 5 -_I-- youractual-- | I)o yott like tlrc color rerl? (Yes, I do. / No. I don't.)
Iteaching time: minutes I teaching time: I
Option: [+to m¡nutes¡ For nrore practice, have students
' Model thc activity. Say My shoes are lbrownl. My pnnts I ra nsfornì affì rnlat ive sentenccs i nto negat ivc se¡ìterìccs.
are lblackl. My shirt is llnrgel. Dictate thc following affìrrnative scntences. Have
' Allow students two lr¡inutes to write down a few strrdents rcwrite the sentcnces in the negative a¡rd thcn
serìtences before they talk in pairs. work in pairs to check and correct their w<¡rk.
. Ask students to report back or¡e oftheir parlner's I like this sweater
I Ie likes that suit.
sentences; fbr exalnple, His shoes are whitc.
Slrc needs shoes.
. We need tlrat suit in black.
Learning Strategies
You u,art[ a cer.
LIe wants a l¡lt¿e lie.
3 Grammar She has tltis rcd sltirt.
'l'lrcy Itaue sntall and nrcdiut¡t sizes.
suggested , to-ll -l_ yorrractüiT-
I teachlng
I time: ' mlnutes
_ I teachlng time: I
Option: I+10 m¡nutesl lirr a challenge, dictate thc
serìlences in tlre o¡rtion above. Flave studenls rewrite each
' Direct attc¡ìtion to tlìc negative stateltìents arìd have
senterìce as tr yes / tto tluestion and then work in ¡rairs to
slt¡de¡rts study the cxam¡rles.
check and correct tlreir work.
' Write the following aflìrmative sentence orì the board:
I need extra /orge. 'l'lren insert don'f into the serìtence. Longuøge ond culturc
Repeat this proccss usir.rg scrrtcnces with yorr, lhey, itntl You may want to review the pronunciation of the vowel
we. sounds in do ldul; does ldvzl; don't ldountl; and
' Write the following affìrn¡ative serìtcrìce on the board: doesn't ldu3antl.
She wonts red shoes.'l'her¡ insert doesn't int<; the
scnlence. lìepeat this process using a sctìt(:tìce with l¡¿. . lnductive Grammar Charts
' (lall atterìtiotr to the ttox on co¡rtractio¡rs. On the ltoartl,
show how do nof becor¡res don'f.'l'herr l¡ave a student
come to the board and show how does not becolnes 4 Grammar pract¡ce
doesn't. suggested-f 3-a--f-voüractuat l---l
I te¡çlUgltn¡q_:__¡¡¡rtel
' I)oirrt out that don'| or doesn 'f always co¡ncs bcfrlre the I I t"..¡¡ng ti."' I

base form of the verb. . 'lb review answers, have

¡rairs of students read the
' Direct attentiotì to theyes / rloquestions and answers corìvcrsalions to tlìe class. Make sure they use rising
and have volulrteers read the exanrples aloud to the intorratiotr [<>r yes I r¡o qucstiotìs, falling for responscs.
class. Lønguoge ond culture I
. Actuolly is used to emphasize an opinion or give new r-\
information.
 . l)oint to lhc wonrittt irt thc plrolo alltl say ll¡i.s i.s ¡l. l)oirlt
5 (D) Listening comprehenslon 1{) tlìr: rììil¡l atttl say 7'hi.s i.s ll.
suggested 7-1o I Your actual
. Aftcr strrtlcnts rcatl alttl listt:rt, ask l'Vllr¡f does slte utttttl?
teaching timei minutes I teach¡ng tirqe:
z
I

(Shc wants tltc slvcatct'itt grectr atrtl the slrirt in largc.)

. lÌcfr¡rc stu(lerìts listcn, hitvc theltt rcatl tlttl setltctlccs atrtl Do thcy hauc lhe vueoter itr grcen? (Ytrs.) /)¡r tltey lmve tlrtt
J identil'y thc colors. sltirl itt /ar¡¡c? (No.)
À . t:irst listcniltg: Ilave sttttlt:ltts listcn atrtl ntark if cach
z st:rtorìr(jrìt is tt tte or lrtlsc. 2 ())) Rhythm and intonation
o . Scc<¡¡trl listening: Ilavc slttdcttts listctr arttl circlc thc 2 | Your actual
I Suggestedm¡nutes i

U) coklrs. I teach¡ñltime' I teaching ttme: ]

U) . 'l'ltiltl listcninl¡: Il¡tvt: stt¡dcllts c<lnfi¡'tlt tlltrir attswct's'

ul . Ilave stutlcnts re¡rc:tt caclt litre t:ltorally. Makc strrc thcy:
. 'li¡ rcvicw ansrvcls, ask sturlcttts to say /r'tr(f ory'¡l.s¿ antl ,, trst:risitrg intorlatiolt f<tr l)tt ¡uttt lmuc tltis sruealcr iil
givc thc corrcct illfirrtllatiott for falstl sti¡tolllclìts. grr,r,rrlanrl I)oluttt ltaue lltttl sltirt itt larg,c?
(2 Ilc ncetls it swcítt1Ìr. 5 Shc trcctls lho srvoatcr itl largc tlr ,, l)rorìourì(:rì tltc lattgttagtr clttrtrk 1)o.yott lvtutt ¿ts it singltr
cxtla large. 6'l'hcy havc Ilis size.) word.
., say (irt'nl rvitll ctrthttsi¡tstll.
AUD'OSCN'PT . I Iavc str¡tlcnts l)ractice thc rlrythrrl atrcl intollatitl¡t t¡l'/)o
CONVERSATION I you ltaue Itltis shirtl in lredl? I lavc stttdetrts clt¡sc tlrtrir
Ft: I really like thal bluc drcss. books an<l llraitlstorltt the lvtlrcls lìlr colors atr<l sizcs.
F2: I do, too. I)ronlpl stu(lotìts lìlr thc coklrs antl sizes tlrtry learrretl otl
CONVERSATION 2 pagc 46 art<l lvritc tltettr ott thc lloartl.
F: Do you need shoes? . Writc otì tlìc lt()ar(l Do you hove ¡n ?I lavc
M: No, actually I dorì't. But I need a browrì sweâtet studcrìts ¡rlat:1ir:c tltis t¡ttcstiort in- ¡rairs,- ttsitrg wortls
CONVERSATION 3 fro¡n thc bo¿tr<1. li¡r cxattt¡tle:
M: Does lr¡latt ntx,.ri a blue sr¡it for work? I)o you I IAVIì tltis'l'lll itt (ìllEIìN'l
F: Yes, he does. Do you IIAVIì tlrcsc SIIOIiS i¡t lllllE'l

CONVERSATION 4
M1: I'nr sorry, sir. You need a tie in this restauranl. 3 Pair work
M2: Well, I dorì'l have one.
Ml: No problem. We havc a n¡ce red tie here for you.
I suggested 7-g I voui actual
I teaching time: m¡nutes I teachingtime: ___
M2: That's goor1. Thanks.
' I-lave students idcntiiy tht: clothcs ilr the ¡lictttrcs ttsing
CONVERSATION 5 ¡l¡is anrl fr,(,.s? (tlìcsc pants, this tic, this suit, llìis sweatcr,
F: I likc this sweater. But it's a small.
M: What size do you need, rna'am? thcse shoes, this jacket alì(l tlìis skirt or this stlit)
F: Actually, I need a large or an cxtra large, . Modcl thc convr:rsation with a tììorc confìtlent sttl(lelìt.
M: No problem. What color? I)lay Ilolc Â. l:or ttxa ttr¡tlc:
F: Gray, please.
Ìt: I)o you haue the sc ¡tttttts in ltlack?
CONVERSATION ó ll:. Yes, ute do.
M: I don't th¡nk this store has my size. I need something very It: orcat. Attrl ttty dattghler neuls a sweoter Do yott lmue
large, lltel swealer itt snmll?
F: What size do you need'¿ ll'. No, I'nt sorry. We dort't.
M: A 46,
A:'l'ltar's too bad.
F: Well, that lS large, But look over here. These black shoes
are a 46.
M: Hmm. And I like them. Grcatl 4 Change partners
I Your actual
I teaching time:

' Whcll studctrts chartgc partners, ctìcoltragc thelìì to

1 (,)) Conversat¡on model extcnd their col¡vt:rsations by asking abot¡t othcr clothes
' - (sr¡ch as blousc, skirt, jacket, <lrcss) and trlcrrtionin¡¡ a
suggested 3-5 l- You¡ actual
teach¡ng time: minutes I te_qgt!!Sltm9. variety ofcolors a¡tcl sizcs.
'l'hcse conversaliorì strategics are im¡tlicit in thc nrotlel: . Conversation Pair Work Gards
| ' Apologiz,e with llr¡ sorry wlrctr expressirtg
I disappoirrting inforntatiorr.
| ' tJse 'l'hat's tr¡o l¡gtl to cxprcss tlisa¡l¡roitrtrrtcrlt.

. Workbook: Exercises 6-8

. Copy 6t Go: Activity 17

T47
5 (D) LISTENING COMPREHENSI0N Listen to the conversations about clothes. For each
statement, circle T (true) or E (false). Then listen again and circle the color.

or r rhevrikethedress.Ollt or ¿ Heneedsatie.
I Ot
tG)zHeneedsshoes' ; ÌO r@s sheneedstt"r*"ut*lrr"'r6t :..i
Or g Mattneedsasuitfor*orr..O t Ì T@6 Theydon,thavehisrir".
O * f
NOW YOU

t cot{vEnsATtoil M0DEI Read and tisten.

i1,11 Great. And my husband needs a shirt.
Do you have that shirt in large?
A: Do you have this sweater in green?
B: Yes, we do.
B: No, l'm sorry. We don't.
A: That's too bad.

2 {,)) RHYTHM Al{D lNT0l'¡ATl0N Listen again and

repeat. Then practice the Conversation Modelwith a partner.

PAIR WORK Now change the model. Ask for colors

and sizes of clothes for you and a member of your family.
Use the pictures. Then change roles.

A:
B:
A: And my
ooVol have..
B:
A:

CHAI{GE PARTNERS practice the

conversation again. Ask about other clothes.
 1ö VoCABULARY o }pposite adjectives to desuibe ctothes Read and listen. Then listen again and repeat.

9cb I new 2 old

10 short

2 GRAMMAR. Adiective placement 3 PAIR W0RK Look at your classmates. Take

turns describing their clothes.

Adlectlves como boloro lhe nouns thoy descrlbo.

a long skirtlight shoes
a red and black tie

Adlectlves don'l chango.

a clean shirt / clean shirts NOT eleans shirts.

Be careful!
It's a long skitl. NOT lt's a sk+rÈ[eng.

The ... .....919.qç... .... is .....9r.P9î9.ry.9....

Ir',s . ... gl.ç¡p.qll¡y.q.9lgt:. .... .

'ã-T[!,',;..u|ou],;¡':*,1Î".o.:'
¿18 UNIT 6
 3 Pair work

I teachlng time: I mtq,ltçt l t"tg!!!gj!rg, -._ |

t-
actual . Write the two m
rtlme: sentence structures on the board: cn
Allen has new shoes. AlleÅs shoes are new. Ø
' (iivc stucle¡rts a t¡ìinute to study the picturcs tletore they
Joe hos on old jocket Joás jocket ìs old. o
listcn to the audio.
. Ilave students pracl ice both sentence types. (ìive the
z
Option: [+5 mlnutes] Tr¡ practicc the words, have stude¡rts class the following pro¡npts and have students use thcnì !
take turrìs covering the adjectives in their books, pointing to f<rrm both sentcnce ty¡res: t-
to a picture, and saying the adjective; for exarnple, À: a tigltt shirr (Michael has a righr shirt. His shirt is tight.)
(points to picture #2) ll: Old. clean pants (Melissa has clea¡r pants. Her pants are z
Longuoge ond culture clcan.)
. The adiective cute (Unit 4) can also be used to describe e trcru su)ealer (l have a new sweater, My sweater is
new.)
clothes.
. l,istcrì i¡r as students talk about each other's clothcs.
Writc down any incorrect sente¡ìces you hear. At thc end
. Vocabulary Flash Cards
of the ¡rair work time, write the i¡rcorrect serìtences orì
the board and lrave the class correct the errors.
2 Grammar Option: [+10 m¡nutesl For additional practice, have
students write down three true or false statelnents
I Suggistedr-10 m
l__.1çlchlng time: I mtnutes I teactrlrlg trmli_ l
abotrt their classmates' clothes. Âsk them to rcad their
. Direct attctìtio¡ì sentences aloud to the class.'l'he class listens a¡rd decides
to the firsl rule. Flave students read the
ifeach state¡nent is true or falsc and corrects the false
rule and study the exarn¡rles.
slatcnìeÌìts. I:rlr exarnple:
. On the board, write a l¡st that sltows the patter¡t of Sl: Lee lra.s new shoes.
acljective ¡rlacenrent. lror exa mple: Class: ?i¡¿e.
odjeclive + ñoun 52:'l'lte teacher has short pants.
a red sh¡r+ Class: l.hl.ce. She has long pants.
on old dress
long ponts
4 Grammar pract¡ce
new shoes
. Direct attention to the second rule. Flave students read Suggestedl 3-4 | Youractual
t¡me: ] mlnutes I teachlnq tlme:
the rule ancl study the examples.
'tellstudents that adjectives do not have plural forms. ' Read the examples aloud.
' .
I)oint out that the nt¡t¡n becomes plural but the adjective I'lave studenls cornplete the scnte¡¡ces and then
re¡nains unchanged. Writc o¡r the board: conìpare answers.
o red sh¡r+ red sh¡r+s . Iìeview answers by dividing the class into two groups.
o blue cool blue cools (ìroup A says the fìrst sentence The blouses are clean.
(lircle the plural nouns. LJnderline the adjcctives to Group B responds 'l'hey're clean blouses.
ernphasize that they clo rìot clìarìge.
. T<¡ check conr¡rrehension, ask studetìts to describe the
clothes ir.r Activity l. I-'or exantple:
I trctu shoes
2 old slrces
3 dirty clothes
4 clean clotltes
5 a loose shirt
6 tttigltt shirt
7 a clrcap suit
B an expensiue uüt
9 a long, skirt
lO a short skirt

. lnduclive Grammar Charts

T¡18
 'lir
5 Grammar ' ¡rrc¡rirrc stutlctlts, l)oitì1 to tltc ¡lictttrc. l\sk Wlrcre ore
llrcy? (ln 11 storc). ls llrut lris jnckrrll ( Ntl, it's rìot . )
._t . Al'tcr strrrlcnts liste n ¡ttttl rcatl, ask ¡)o¿'.s.sl¡e likc tltc
z (lallono¡re studenl to read each qucstiott, atìolher to
jrtt:ket? (Ycs, she tloes.) /)oc.s ltc Iike tlte jacl-rrl ? ( Ycs, hc
tkrcs, but it's a littlc tight.)
J rcad each arìswer.
È ' I)oint or.rt that tlre a¡rswers to inforlnatiotr t¡tttrst iotts
2 ('l) nnythm and intonation
z give detai ls (lnore i It filrtrlat ion). ((lotnp¿t re : A tl slvcrs

o
U)
t<l ycs / r¡o (lur:stiorts arc)¡c.s or l¡r¡ with tltl a<ltlitiottal
irr f<¡rrnat ion. )
Ø . Write the folkrwing lists on the troartl: I Iavc studcnts rcl)cât cach line t:horally. Makc strre tl ìey:
¡¡J ' usc lalling inlrrrtatiolt ï<tr Wltat fut yott think ofthis
who choice
jacket? and Wlmî ultottt ytxt?
what tíme
, pausc
whîch ht:twccn Well, it's rlit:¿', and bttt it's a littlt'tig,lt f.
people
when things
*hy becouse 3 Pair work
Ask stutlents to match t he Wh- wortl to its answt:r. (Who suggested 7-1o I vou, actuãl
= peoplc, urllr¿f = thiltgs, ulticlt = clroice, uy'¡tlt = tirllc, teaching time: minutes I teaching time:
rrrfty = þeçx1¡r..¡ . Writc orr thc lloarrl thc selrle tlctt I +h¡nk ¡t's nice. bul i1.'s
' Ask students to study the word ordcr of the i¡rftrrtltatiotr o l¡+tle . Writc thc lìrllOrving l)rorììl)ts otr tl'tc lloard.
t¡ucstions irr the box. -.
llave sttrtlents l)ractice lluilding tltc sctìtr:rtce with the
' Write on the board: pronìpts. Iilr cxaIn¡rle:
V/h- word, do/ does, subject + bose form sh¡rt / loose (l tlti,tk il's nice, but it's a little
\¡lhot/Andreo/wonf Ioose.)
Whot/you/won! skîrt / shorl (l tltink il's ttit:c, Itut it's a littlc
Which / sweoter / you / like sltort.)
Which/suit/she/like jockel / expensîve (l lltittk it's nicc, Itut it'sa little
Why / you / l¡ke / those shoes e-rpt:ttsiuc.)
. Ask sludents to work in pairs antl t¡takc ilrforlnation ponts / long (l tlti,tktlrcy're nice, bul îhey're rt
Iittle lottg.)
qucstions with the scranrblerl i¡tfortrtation; filr exanl¡lle,
shoes / tigh+ (l thittk tlrcy're nicc, ltuî they're a
What does lAndreal u'øtt? Which lsweater I do yotr likt?
little tiglrt.)
Wlty do you like lthose slnesl?
. . Model llre cr¡nversation with ¿ì t¡ìorc confidcnt stttdent.
Point out thal information questions have falling
I)lay lìole A so that yotl can nto<lcl ttsitrg langttage frtlm
i¡rto¡ralio¡r at the crìd. Say the questions in thc llox with
thc llccycle tlt¡x. I:or exanr¡tle:
lìrlling intonation a¡rd havc stutlents rel)cat (:horally.
lt: What do you lhink ot tlris slúrt?
. lnductive Grammar Charts lJ: I tlúnk it's nicc. Wlnt altortl ytttr?
A: Well, iî's nice, l¡ut it's a lillle ex¡tttnsiuc.
lJ: Lel's keep looking,.
Grammar pract¡(e lt Wltat altoul tlrcse parlrs?, etc.
'[ actual . IIavc slrrclcnts check off thc w<¡rds itl the lìecycltl lrox as
I srggested Your
time:
ì

I teaching tlmq: _ --4-t

m!lq!S!__[ teaching I
they usc thcnr.
I)o itcnr I together. (Which skirl do¿ts sltc u,ant?)'l'ell
/ studcnts Your anvuers can be diffi:rertl; for cxatnple, I 4 Change partners
ca¡ì say 'l'lte uiltite one or'l'lt<: large on(t. Wltil is tt¡tttlltt:r i srgg.tt"d 5 | Your actual
time: minutes I teaching time:
I

answer? I teaching l

I lave studcnts corn¡rlete the activity intlependcntly. . 'l'o rcvicw, ask a ft:rv l)airs of sttl(l(ìrìts lo act otlt llìcir
llave stt¡tlenls oorlìl)arc thcir answcrs in pairs artd convcrsati<lrrs f()r thc class.
practice the ir differcnt cotìversatiotìs. Movt: artluntl the
rot¡m antl check answcrs. . Conversation Pair Work Cards

.NOW YOU CAN

1 (')) converrat¡on model . Workbook: Exercises 9-12
I suggested I-- z-¡ | Youractual . Copy & Go: Activity 18
I teachi¡gtþq_l minutes I teachingtime:
'l'hese conversation stratcgies are inrplicit irl the t¡rtltlel:
' tJse What about yo!t? to ask for soltreonc's ol)itìi()rì.
. tJse Well lo soflcn ir strorìg opiniotr.

T49
5 GRAMMAR. The simple present tense: questions with ltthat, W, and Which / ùne and ones
Use a question word and do or does to ask informalion questions in lhe slmple presenl lense.
what do you need? (A blue and white tie.)
what does she want? (New shoes.)
Use because lo answer quesllons with Whv.
Why do they wanl that suit? (Because it's nice.) Why does he like this tie? (Because it's green.)

Use Which to ask about choice. Answer wlth one 0r ones.

Which sweater do you want? (The blue one.)
Which shoes does she tike? (The black ones.)

GRAMMAR PRACTICE Complete the conversations. Answer each question in your own words.
Then practice the conversations with a partner. Arrswers will vary but may include the following:
1 A: Which skirt ... . . dgql .qttg y/g!! .. .. . ? 4 A: Why .4e rel,1:il new shoes?
The ...wÌli!9... one.
B: B: .. ... qçqe.q:s.rly.tf.g9.q.qr9 !ig¡,!.. . ..

2 A: What .. ...qqç,q.ygy{ f.rlgng ¡.e9d . .? s A: Which shirts .. ..,4p y.qy lillg. ... . . ?

B: ... ,, He needs a new suit. B: rhe Þlqe ;#i:

3 A: What color shoes 9.cyc!'liKe. .....? 6 A: What size shoes . ..Qq Yqq.îg.qq.. . ?
B: I like browrr shoes.
B:

NOW VOU CAN

{,1 COHVERSATI0I,¡ MODEL Read and tisten.

A: What do you think of this jacket?

B: I think it's nice. What about you?
A: Well, it's nice, but it's a little tight.
B: Let's keep looking.
2117

(,))RHYTHM AND INT0NATION Listen again and repeat.

Then.practice the Conversation Model with a partner.

PAIR W0RK Now change the model. Use different

clothes. Use different problems. Then change roles.

A: What do you think of .......?

think ........ nice. What about you?
B: I

A: Well, ... .. nice, but .. ... a little

B: Let's keep looking.

@ t. sure to recycle thlr language.

:,fit"' skirt
II sweater panrs I
Problems
expensive
tight
I d'e"
I

iact<et loose
shoes long
short
u I

4 CHANGE PARTNERS Talk about different clothes and problems.

49
 9rammar vocabulary . listening
reading sPeaking . pronunciation

1 READING Read the advertisement from today's newspaper.

{,))
Which clothes do you like?

TODAY ONLY! Low, Low Prices!

1/2 Price Sale MEN'S & WOMEN'S CLOTHES

Blue at King Streot store only. Whlte not available at

South Street Statlon locatlon.

O,ther sole ltems todeyr Chlldren'sfackct¡ ond shoos

STORE TOCANONS¡ 62 KING STREEÍ, IHE UPTOII'N MATI., AND SOtfI}I STREET STANON.

2 READING C0MPREHENSION Read the statements about the advertisement. Check True or False.
True False True False

1 The sale is every day this week. ! ø 5 All locations have blue sweaters. n ø
2 The store has three locations. ø n 6 The Emporium doesn't have ¡ ø
3 The Emporium is a clothes store. Ø n children's shoes.

4 White blouses are on sale at ø n On your Active&ook Self-Study Disc:

two locations. Extra Readlng Comprehenslon Quest¡ont

3 PAIR WORK Discuss the sale at the Emporium. Use the advertisement.

Be ¡ure to rec¡rcle thls language.

Do you want ?
-
Do you like this / that ?
Do you need [a grayl -
-?
What do you need / like / want /
have?
Which do you ?
-
Why do you -
these / those ?
- -

Extro proctice c p. 1 40

50 UNIT 6
 3 Palr work
1 {,r) ¡s¿¿¡r, Suggertcd
teachlno tlmc:
s-7
mlnÍl¡.
Your rcturl
teachlno tlme: f-
, .suooG5t d
qiffåilñìhrhlff . /-lt¿ Your ach¡al
. m
'.tfûnfir¡¡: utn'lnatmåi. Review the language in the Recycle box before students Ø
. start their conversations. Ø
To prepare students, have them look at the ad and say
which clothes they like, need, or want.
. Role-play the example with a more confident student. o
z
. Extend the conversation with some language from the
To practice the reading strategy of scanning, ask
students to tell you what they know about the
Recycle box. For example: !
Emporium. (lt has clothes for men, women, and
A; What do you need? |-
B; l need a white blousefor work, and my children need
children. It has a sale today. It's open until midnight. It
has three locations.)
shoes for school. Let's go to the Emporium. They haue
z
a great sale.
. Have students read the text silently. A: [Pointing to the blue blouse.l Do you like this blouse?
. Check comprehension. Ask the following questions: B: Yes, I do. What aboutyou?
What is on sale? (Sweaters, blouses, shoes, and Az I think ít's nice. Do you need a blue blouse?
children's jackets and shoes.) B: No, I don't. I need a white one for work.
What colors are the sweaters? (Green, red, and blue.) . You may want to provide more questions students can
Do they have more than three styles ofsåoesl (yes, they ask in the Pair Work. Write the following questions on
do.) the board: Whot do your children needl Does your
Do they haue whíte blouses at South Street Station husbond need new shoes? Do you wont new sh,oes? Vlhy
locatíon? (No, they don't.) do you like thot sweater? Which shoes do you like?
0ptlon: l+10 mlnutest If you wish to include the audio, . Move around the room and encourage students to use
have students read silently while they listen to the ad. the questions in the Recycle box and on the board. Ask
0ptlon: l+smlnutesl For additional practice, have various students, What does your partner need? What
students take turns describing the items they see in the does your partner like? What does your partner's [wiþ /
ad. Encourage them to use the vocabulary and structures husbandl want? What do their children want?
they learned in this unit and previous units; for example, ' 'fo encourage students to use as much language from
It's a blue sweater. That sweater ís blue. Those shoes are the Recycle box as possible, have them number the
nice. expressions in the Recycle box in the order they hear
their partner use them.
2 Readlng comprehenrlon Optlon: [+5 m¡nutes] Extend the act¡v¡ty by asking various
''i :l luúC$Fll l-,.f. Yóuttctüd students to tell the class about what their partner (and
-'¡6ièhlhú
tlftTdi rhliiubs tèáchhrir ürúe: his or her family) likes / doesn't like, wants, and needs /
. Review answers by having students take turns reading doesn't need, Examples; [Ben's] children need new clothes.
the statements. Have them correct the false statements. His wiþ wants red shoes.
(l The sale is today only. 5 Blue sweaters are at the King
Street store only. 6 The Emporium has children's shoes.)
. Extra Reading Comprehension Ouest¡ons
. Learnlng Strategles

T50
 Before the first activity, give students a few minutes
of silent time to explore the picture and become
familiar with it.
Game
I suggested L. I Your actual
I teaching time: m44gs I teaching time:
' Morlcl the activity. [)cscribc the clothes a ¡rersotl itr tlrc
picture is we aritrg atrcl have the class ¡r<littt to tltc persolì
in the ¡rictrrrc. l:or cxarnple:
'f': Sl¡¿ lr¡¡.s ¿ loose purple sltirt and black pnnts.
Possîble responses...
He has a black jacket, a whrte shirt, ancl brown pants, She
llas a l¡lue suìt arìd a white shirt / blouse. Stìe lìas a red drcss.
She has a pink shirt / blouse. lle has a yellow shirt ancl blLre
pants
Option: [+5 m¡nute3l For a clifferent a¡t¡rroaclt, havc
stuclcnts do a chain activity in thc forln of a "slro¡r¡rirrg
tri¡r." Form groups of six tr¡ eight students. Stt¡dellt A: I
necrl shoes. Stt¡<lent B'. I need sltocs and a blue sltirt. Studcnt
C: I need sltoes, a ltlue slúrl, and a black ia¿:f,'ef. Iiach
stude nt a<ltls an itel¡t atrcl repcats the ¡rreviotts itettts.
Palr work I . Writing Process Worksheets
I Suggested 710 -l-Yöur actual
I teaching time: m¡nutes I teaching time:
.
Moclel tlrc corìvcrsation. Flave a more cotrlìdcttt stttclent
;rsk you tlre exartr¡rlc t¡uestiotr. Iìeply and ask anothcr
t¡rrcstiorr; f<rr exarnple : A: Do yort Iike tlrcse slrcc.s? ll: Ics,
do. Do yott like tlmt dress?A: No I do¡it.
_Possible responses.,.
I Do yoL¡ like this swcalcr? Do you rìeed these ties? Do yotr
have that shirt in srnall? Do you want those pants in black?
I Examples: It's Saturday, April Sth. There's a sale today.
Palr work 2
. I)oint out that thcre
l0-12
m¡nutes I
are fìve conversati<llts in thc ¡rictttre.
' Ilave studetrts work ilt ¡rairs to crcate a conversatiolt for
each sitr¡ation in thc ¡lictttrc.
Option: [+1o m¡nutesl F'or a tlifferent ap¡troach, allorv
studcnts to write the conversatiort ltcforc tlìcy act it or,rt.
Possible responses...
The man and woman need shoes,
A: Look. There's a sale, B: Great. I need shoes. A: Actually,
I need shoes, too. Wh¡ch ones do you like? B: I like those
shoes, Wlrat about you? A: I like these shoes. ll's a good salc.
The man and woman are in the storo now.
A: What do you th¡nk of these shoes? B: I lhink they're nice.
What about you? A: Well, they're nice, but they're a little
expensive. B: Lookl Do you like those shoes? A: Yes, I rlo. Do
they have those slìoes in size 44'/
The mother and son are also in the store, He needs pants.
A: Do you like these pants? B: No. I clon't. They're trrown.
want blue pants. A: You clon't need blue pants. You have blue
pânts. Do you want black pants? B: OK. Do lhey lìave nly
size? Ar No they clon't. t-ct's keep looking,
T51
The woman wants a new dress.
A: What clo you think of this dress? B: I think it's beautiful.
Whât atlout you? A: Well, ¡t's beautiful, but it's a little tight. Do
.10?
you have this dress in size B: No, we don't, A: That's too
bad. B: We have a blue dress in size 10. A: Great,
The man needs a sweater. He's in the store with his wife.
A: Which sweater do you like? B: I like this one. I like green.
I
A: Well, it's nice, bLrt it's a little expensive. B: Let's keep
looking.
0ption: [+10 minutes] I:or challertge, Irave stttdenls role-
a
in thc storc. Iitrcotrragc
¡rlay a custonre r irtrd a sales¡rersotr
thenr lo nr¡rkc thc coltversalion as long as ¡rossilllc by
talkirrg about cvcrythin¡¡ in the ¡rictttrc.
Wrltlng
' I)rcwritilr¡¡: ln pairs, Iìave sttlde¡ìts discttss thcse
qucstior'¡s: Wltat clotltes do you lnue'? What clothes do
you neul? Wlmt tlotlrcs do yort like? Whnt clotltes do you
want?
. IIavc stu(le rìls writc at lcast six st tìtetìccs about clothcs
they have anrl clothcs they neetl, likc, and want.
I
I
Optlon: Oral Progrets Asiessment
Use the illustrat¡on on page 51. Encourage students
/ to use the language practiced in this unit as well as in
previous units.
Listening comprehension: Tell the student that you're
going to identify different things and information
in the picture and the student should point to them.
The [brown] pants. The [green] sweater.
Role-playl Start a conversation and ask the student to
cont¡nue. Example: T; There's a sale tod'øy. Whøt do you
need? ORT: Do you like these shoes? Do you líke those
ties?
Evaluate students on intelligibility, fluency, correct use
of target grammar, and appropriate use of vocabulary.
. Oral Progress Assessment Chads
option: ffi(+lominutes)
. Workbook: fust for Fun
. Complete Assessment Package
. Webl n ks f o r Teach e rs : peafsQnle
i n gma n. eOmltop no-lCl|l
And on your ActiveTeach Multimedia Disc:
Top Notch Pop Song Activities
I Top Notch TV Video Program and Activity Worksheets
Supplementary Pronunciation Lessons
Audioscripts
Unit Study cuides
GAME Describe people's clothes. Your partner points to the
picture. For example:
t1e haç a yellow shirL
PAIR WORK
1 Point and ask and answer questions about the picture. Use this /
that / these / those and like, want, need, and have. For example:
Do yov l¡ke lheçe shoeç?
2 Create conversations for the people. For example:
At Do you wantlhere pants?
l): No,.'I àon'f.

WRITING Write about clothes you need, you want, you like, and
clothes you have or don't have. For example:

L\eeà a while blouçe. My olÁ blovte is a

^ew
little tight.I wa¡t reÅ çhoet anà a long skirt. ..

NOW I CAN...

!
¡
¡
 Activities

LESSON 1

<Ð) V0CABULARY . Daily activities at home Read and listen. Then listen again and repeat.

get dressed 3 brush my teeth

ffi
4 comb / brush my hair

6 puton makeup come home 10 study

l3 takeashower/abath 14 gotobed

2 PAIR W0RK Tell your partner about your daily activities. ff I eat lunch at 12:0O.1) il}
""",,
breakfast
3 GRAMMAR o The simple present tense: spelling rules with he, gþp, and il lunch
dinner
Remember:
Add -e to ths base lom of most Yerb¡ doÐdoes
gets shaves combs go Ð goes
have å has,
Add <s to volbs that end ln -€, {h, {h, or -1. study't studies
brushes watches

52 UNIT 7
 Activities
3 Grammar
Suggested 7-10 Your lctual
teachlno tlme: mlnutes teâchlno tlme!
. Have students read the spelling rules for the third
(¡)) vocabulary
person singular forms of the simple present tense and
suggested 4-5 Your acturl study the examples.
teachlno tlme: mlnutes teåchlno t¡me:
. Point out that these rules are for the third person
. Review telling time. Write a few clock times on the board singular: the verb forms used with he, she, it.
and ask What time is if? I.'or example: . Point out the second rule and write on the board:5åe
6:00 What time is it? (lt's six o'clock.)
wotches TV of+er d¡nner. He brushes h¡s +eeth ot 10:00.
7:30 What time is it? (lt's seven thirty. lt's half pasr
Underline the -es endings.
seven.)
. Direct attention to the Remember note.'l'ell students
E20 What tíme is ir? (lt's eight twenty. It's twenty after
eight.) that some verbs are irregular, and they will need to
. memorize those verbs. Say the verbs and have students
Give students a minute to look at the pictures. point to
repeat chorally.
items Z B, and g and ask What time is it? Is it the morning
. Show students that verbs ending in a consonant + y
or the evening?
follow a rule. Write on the board sfudy. Then erase the
' First listening: Have students listen and point to each
letter -y and write -ies.
phrase.
. Have students practice the forms. Use verbs from
. Second listening: Have students listen and repeat.
Exercise l. At this point, avoid verbs that end in -cå or -sl¡
Option: [+5 mlnutêil For additional practice, act our (watch or brushl. Write on the board:
the daily activities in front of the class while students She / take o shower / ot 7:00
keep their books closed. Encourage students to say the She / put on moke-up / ¡n the mornlng
complete phrase; for example, brush your hair, take a He / moke dinner / in the evening
shower. Call on various students to say the sentences. (She takes
a shower at 7:00. She puts on makeup in the mornìng. He

atrffi @ : l::tl'i';i,iti,'J* makes dínner in the euening.) You may want to write the
sentences on the board and underline the -s,
. Check understanding. Write
2 Pal¡ work sentences on the board,
some with correct spelling and some with incorrect
Suggested 3-4 Your actutl spelling. Have students identify the incorrect verbs. For
teachlnq dme; mlnutes te¡chlno tlme:
example:
. Have students listen to and repeat the vocabulary for She brush her hoìr. (brushes)
meals. He gets dressed.
. Model the activity. Read the example and then add other She gos lo work. (goes)
times and activities; for example, say I get up at 6:00. I He hoves lwo doughters. (has)
eat breakfast at 6:30. He shaves in the morning.
She studys ol night. (studies)
' You may want to g¡ve students a minute to write out
some sentences before they meet in pairs to talk about
. lnductive Grammar Charts
their daily activities.

T52
 4 Grammar practice
I Suggest€d 3-4 j
I teaching time: minutes I
z . Do the fìrst ilenl with
Longuoge ond culture
Your actual . A morning person is someone who gets up early and
teaching time:
doesn't mind it. An evening person is someone who likes to
the class. stay up late into the night.

J . ltsk I low tlo you spell goes in irent 5? ((;-o-E-S)

À (,1) nnyt¡m and lntonatlon
z 5 Grammar ' Suggested 2-3 | iour actual -

--t
o
Ø
| a-¿ - I Your actual
time:
I
teaching t¡me: mln_utes I teaching time:
ltcesli¡ilre; minutes I teaching j
. I lavc stuclcnts repeat each line chorally.
U) . Ask volt¡nteer str¡rlenls tr¡ rcad lhe cxatn¡rles alotrtì. Point
UJ . Make surc students:
J out-suggested
tlìat questions with ¡¿rllel¡ catr be attswcrcd with a " use risirrg intonatir.¡n lor a rnorninS¡, ¡rersorr antl falling
general tinre of day; for exanr¡rle, Wltctt does lrc stutly? At intonation for or r¿n euenirtg persorr?
rrr'glrr. Qucstions with uìnt 1inrc require a rnore specifìc o stress deJinitelyin I'nr definitcly an eueningperson.
t¡rììe arìswcr; for cxanr¡rlc, Wlmt tinrc dt¡es lte gt lo uorkT
Ileþre 7:00.
. Writc two colullrns o¡r tlìc board witll the hcatlings
Before 7:00 and After 7:00. C,all out cliffererrt titnes atrcl
l¡ave studcrrts dccidc if each time is betbre or after 7:00.
. Ask studcnts to think abot¡t activities tltey do every day
. Ask students to study the word order of the infbr¡nation
or cvery rveck, ancl rnake a list on thc lloard.
(lr¡estio¡ìs in the llox.
. Write o¡¡ the board: Don't stop! Iìxtend tlìc conve rsation. Tellstuderìts to
\¡lhen/you/sludy ask additional questions from the lìecycle lrox in their
conversat ions.
Vlhot time / she / eot lunch
Whot time / they / come home . Modcl tlìe convelsation with a r'¡ìorc colrfìde¡rt studc¡¡t.
When / he / go lo bed I:or cxarn¡rlc:
. Ask st(rdents to work in pairs ancl nlake questiolts with S'. Arc you tt tnonúng persor, or art eucning person?

tlre prorrrpts on the board; for exarn¡rle, When do you 'l': Me? l'm definitely a tnorrtittg persott.
study? What tinrc does slrc eat lunch? Wltat tinrc do they S: Wlry do you say tlm!?
come lnnrc? When does he gt to bedT 'l': Well, I get up at 5:30 in tlrc nrcrttirtg,. And I ltaue
breakfast at 6:00. Wlnt ebou! you?
. lnductive Grammar Charts S: I'm also a morning person. I get up at 6:00. And I go to
I¡ed at 9:00.
'l' Wlmt tinrc do you eat breakfnst?
6 Grammar pra<t¡ce
. Conversation Pair Work Cards
_l
. lleview the sentences in Ëxercisc 4. l{ave studerìts take
turns rcading the scntenccs aloud.
4 Change partners
3-5 | -t
. Give str¡dents several r¡linutes to write their fìve questions. I Suggestedminutes j
Your actual
I teqçl!!nlt!rn9. teachingtime:
. 'lb review, ask a few students Is your parîtrcr a ntorrtittg
person or en euening person? Wltat 1inrc does lslrcl get up?
What tinte does lshel go to bed?
1 (r)) conversat¡on model
-'l 5
Suggested 3-s -l--Yourãctu¡---- class rurvey
t9!!þ!n9!!r9i minutes I teaching t¡me: l suggested 2-3-f-- Vóu¡actuat -
I

'l'tr"r. corìversatiolì strategies are irnplicit in the nlotlel: !q!¡!!Atlrng: rìllllel I t"_utÞ!ng_!l.u' ______l
|
. . Ask the class. Wl¡o is a ntonúttg ¡tersott? Wlto is att
| Say Me? to givc you rsclf t inre to t h in k of a persona I
I r"rpnt*". eueningpersor¡l Flave students raise their lrancls.
' tJse Well to introducc a lengthy resporìse. . Write the total rrullrbers o¡ì tlìe board. Say lMl studetús
'
L_
Llsc What about yor¡? to ask fbr parallel infbrrnatiolr. are euettirrg ¡teople und fl01 are morning people. Point out
that the ¡llural forrn ol person is ¡teople.
. After slurlents listen, check c<lrn¡rrel¡ensiol¡. I)oitrt to the
wonran orì t he right a¡rtl ask /.ç .sl¡e ¡¡ rtrtrnirtg pcrsoil ? (No,
she's n<rt. Sl¡e's an evening ¡rerson.) Wlmt litttc docs slrc get
up? (After tert lin the rnornirtgl.) Wlutt linrc docs sltc go to
bed? (Afrcr trvo lirr tlre rrrorningl.) Poir¡t to the wotnan o¡r . Workbook: Exercises l-5
t he left a nd ask /.s .slle r¡ nutrning persor¡ I (Ycs, shc is.) W/lr¡f . Copy 6¡ Go: Activity 19
lirtredoes slte ¡4(.f rrlrl (lìefor(Ì 6:00 [in tltc rttornitrgl.)

T53
4 GRAMMAR PRACTICE

to bed at 10:00 p.v., but

to bed at 11:00.
breakfast aI7:30 n.u., but Kate dinner on weekdays, and
breakfast at 6:30. Tom dinner on weekends.
After breakfast, Tom . elîi:e., and Kate Tom a shower in the morning, but

i|lq " on makeuP. Kate a bath.

Tom and Kate W9!9r1 .. W in the evening. their teeth in the morning

5 GRAMMAR o The s¡mple present tense: quest¡ons with when and what time

When do you tako a shower? (ln the morning.)

What time does she get up? (Before 7:00 n.m.)

GRAMMAR PRACTICE On a separate sheet of paper, Whailime àoeç Kate gel vp t

write five questions about Tom and Kate in Exercise 4.
Then listen to and answer a classmate's questions aloud.

NOW YOU
1 {,)) COÎ{UERSATIO]{ MODEL Read and tisten.

A: Are you a morning person or an evening person?

B: Me? l'm definitely an evening person.
A: And why do you say that?
B: Well, I get up after
ten in the morning. And I go
to bed after two. What about you?
A: l'm a morning person. I get up before six.
3:05
(,) RHYTHM AÎ{D lNT0ilATl0lrl Listen again and
repeat. Then practice the Conversation Modelwith
a partner.

PAIR WORK Personalize the conversation.

Use your own information.
A: Are you a morning person or an evening person?
B: Me?l'm definitely Don't stopl
A: And why do you say that? Ask more questions.
B: Well,I ........ *nu,.ubout you?
A: l'm ........ . I :
When do you ?

CHANGE PARTNERS personatize the

-
What time do you ?
-
What about your [parents]?
conversation again.

CLASS SURVEY Find out how many students are

morning people and how many are evening people.
 LESSON 2

1 (,)) VOCABULARY o Leisure activities Read and listen. Then listen again and repeat.

>¡
I ,r/
\'¿¿

1 exercise 2 take a nap 3 listen to music

6 check e-mail 7 go out for dinner

8 go to the movies

INTEGRATED PRACTICE Write six questions for a

classmate about his or her leisure activities. Use
When or What time and the simple present tense. I Whe¡ ào yov vßit frieaàs?
Answers will vary but may include the following:
I

I
,l when do you read? 4 What time do you exercise?
I
When do you go out for dinner? 5 What tirne do yor-r check e-ntail?
l,
ó What time do you take a trap?
-L:-yl:::::::ïï::'l
3 GBAMMAR o The simple present tense: frequency adverbs

I always play soccer on Saturday. Be careful!

Place the frequency adverb before
I usually check e-mail in the evening.
the verb in the simple present tense.
I sometimes go dancing on weekends.
Don't say: I play¿lways soccer.
I never take a nap in the afternoon. He eheelstsualþ e-ma il.

PAIR WORK Now use your guest¡ons from Exercise 2 to ask

your partner about leisure activities. Use frequency adverbs
and time expressions in your answers.

UNIT 7
 . l)ircct stu(lelìts'attctìtiotì t() thc Ile carcful! l¡ox.
. (lallo¡r a stu(lent to rcad thc rulealoucl. llavc stu(letìts
1 {,)) Vocabulary reacl thc exarnple s. rm
I Suggested 3-5 j Vour actuat . Write correct and incorrect se¡ltences on the board. Ask
i teaching t¡me: minutes I teach¡ng t¡me: _ Ø
I

Ø
I
voh¡ntcer str¡rlents to co¡tìe up to the board ancl corrcct
' Say Orr tltc weeken¡l I ltaue free t inrc. On the urcekend I do the incorrcct setìtences. For exarn¡rlc: o
ttltot I wail. Lttisurc tinte is Ihc satne asfree tinte. He never ploys soccer. (corrcct) z
' I-lavc studerìts look at each illustratit¡n before they listen She checks her e-mail olwoys. (She alrvays cltccks her
!
to tlìc au(lio. e-rnail.)
They eot breokfasl usuolly. ('l'lrey ustrally eat
' l:irst listening: llave stu(lerìts listen antl study thc rvords
and ¡rhrases. brcakfast. )
He sometimes reods. (correct)
z
' Sccon<l listening: Ilave studerrts listen and rc¡reat
I loke usuolly o nop. (l usually takc a nap.)
chorally.
. Ask various stu(lents cluestiorìs usirrg advclbs; lbr.
' lb check corn¡trelrerrsir-¡lt, ask sturlents about their owrr
exarrr¡rlc, Do you ahunys take tlrc train to school? Do you
leisrrrc activitics; for exarnple, Do you reatl, lDattiell?
uamlly eat lunclt at ttoott? Do yott sotttttimes p¡o to the
When rl¡ yç¡¡ e.r¿¡rci.se, IJt,ssica]?
tttouies on a wcektlay? Wltat is sotrtctltittgyou neuer do?
Longuoge ond culture Ertcotrragc stu(le1ìts lo anslver in corn¡tlete senteltces.
\ (l)ossible arìsÌvers: Yes, I always takc the trairì to schclol.
.ln American English, the game most of the world calls <
footboll is called soccer. Football in the U.S. is a different No, I don't. I usually eat lunch at orìe or trvo o'clock. yes, I
sport. ln British English, socceris called footboll. solneti¡rìes go to the t¡rt¡vies on a wcckday. I rrever take a
nap tlecausc I don't l¡ave tirne!)
Option: [+3-5 minutesl l.'ol basic l)ractice, havc sturlents
rvork in ¡rairs.'l'hcy r:over thc rvor<ls ¡rn<l ¡rhr.ases of a
Longuøge ond culturc \
group of piclrrres ar¡<l takt¡ turns poirrling to a ¡ricture and
o Frequency adverbs come af ter the simple present u.rb L
be; for example, Tom is olwoys lote for dinner.
saying tlre activity.
A: (¡roints to picturc (i) Option: [+5 minutes] l:or a different apploaclì, forrn grou¡rs
ll: cltcck e-mail of four. ilave stuclents take tunrs saying things their
fanlilies anrl friends do ar¡d how often; lbr cxarnplc, M1,
. Vocabulary Flash Cards
sister alwoys goes to bed at l0;00. Ilncotrragc stu(lents to
use all four frer¡ucncy adverlts an<l to t¡se the verbs fronl
this and other units.
2 lntegrated practlce
I s-ggested 4-5 I you, acruul I . lnductive Grammar Charts
I teaching time; minutes I teaching time: I

' (live studcrrts several rninutes to wt itc their rltrestior-rs.

' Ilavc studcnts conll)aro anrl correcl tlreir t¡uestions in
4 Pa¡r work
¡rairs. Âs they work in ¡lairs, movc arot¡lld thc classrooln ír. teaching
fyssestea .
s- | - vour actual
t¡me: rn¡nutes
_ Iteaching time:__ I
ancl hclp with corrcclions as needed. _ _l

' Model the question-and-answer activity. I lave a n¡ore

3 Grammar confìclent student irsk you questions. Model how to
elaboratc orì a¡ìsrvers. F'or exarn¡rlc:
I Suggested 7-1O I Vour actuat
teach¡ng time: m¡nutes I teaching time: S'. Wlrcn do you play soccer?
I

]
'l': I usually
. I)irect attctìtion to the box antl ¡tloy soc(:er o,t l;riday. I sotttetintes play on
havc strrdents sttrcly the Sundny. Wltat about you? Wlmt tinu: do you check
examplcs. your e-ntail?
' Direct attentiorì to the four frequcncy adverbs and have S'. I sontetit¡tes clteck nty e-rnail itt tlte ntouúng.
students look at thc arrow and tlìc l)ercentagcs. I alutays clt<:t:k nty e-ntail at 5:00 p.¡t.
.'l'ell sttrde¡rts thal llìe¿ìrìs how rilany tirnes we . Make strre str¡dents take notes on their partner's
frer¡uenc.y
do sometlring. arìslr¡crs in preparatio¡r for lìxercise 5.
' I)<rirrt out tlìat tl.srln//y and sottu.!inrcs have differcnt
trtea rt i ngs: tt s u o I \, nteatìs nlore often t ha n .soll¡¿f illles.

T54
 5 Grammar practlce Don't stop! lìxtencl thc conversatiort. Iìcviclv the list of'
I suggested s I Your actual tirne cxpressions in the lìecycle l¡ox.'l'cll stttdelrts to
!9sc¡!!g!!mg! m¡nutes l..teqch¡ngtime: l
ask ¡rrore qucstions antl ttse tilnc expressions itr thcir
z . Write scrìtcnccs on the board from the conversation you conversatiorì; for exam¡rle, What's your typical euenitry,
J rrrodclcd in the previous activity. I:or exarnple: Iike? Whnt do yott tlo on Saturda¡,?
È [Alex] someiimes checks hîs e-moîl in lhe morning. He . Model thc conversation rvith a Inore confìtlent sttttlcltt.
olwoys checks h¡s e-moil øl 5:00 P.m.
z Be sure to use additio¡ral tinte expressions fronr the
o ' After sturlents fìnish rvriting, have theru read their
sentences alottrl to a paÍtlìer.
Rccycle box. For exaltr¡tlc:
'l' Wltal's your typical day like?
Ø
Ø ' Have each student lvrite otre setìte¡ìce on the board S: Well, I usually go to work at B:00 nnd co¡tte ltonrc nI
]U I:00. I¡t lhc afternotstr I gtt rc class. Wltat about )'ott?
J abortl tlreir parttìer. I{ave stttdents read lheir se¡ìtctìce to
'l': I go to utork at 1:00 itt tlrc afternoott. I conrc lnttte at
t he class.
t):00 in tlrc evettirt¿¡. tlttd utltat do ytttt tltt itt yourfree
ti,trc?
S: Well, I rtsttrtlly exercisc itt tlrc eue¡titrg. I sotrtelitrtes gtt
out for dinne,'and visit friends. Wlmt altout ¡'ttrt?
1 (rl) conver3at¡on modet '1". I alunys exercise in tlrc ntorttittg. I listett Io tttusit: tttt¡l

suggested 4-5 I Your actual
I I
i timel _ m¡lules I te¡t$llgllrngi
teaching
read. What's your typical weekend Iike?
I
S'. I usuall¡, go dancing,ott Saturrlay. Ott Surtdcty rtrorrtirtg

I sleep!
j't'hese conversatiolì strategies are inrplicit i¡t tllc ntoclel: . Re sure to reinf<rrce the usc of the conversatitll't
.
| Use Well to irrtroducc a lengthy respotìse. strategics; for exattt¡tle, ¡rattse alter yott say Mrl/
| . Use What about yotr? to ask fbr parallel i¡tfortnatiou.
to dernonstrate lhat you arc abottt to give a lolll¡
. Point out tlìe ¡lhrase typical r/ny in the cotìversatiotì. Say ex¡llatratiou.
M),typi<nl rlay is trty usual day. M¡'typical day: I get up at . Move arouncl tlre roont arld listcn itr .ts sttl(lettts work in
17:001. I go to un¡rk aI IB:001, rutd I cot¡te lnnrc at 7:00. ¡ra i rs.
' Aftcr stu<lents listen, check cornprehensi<¡n. Ask Wl¡al's
. Conversalion Pair Work Cards
Itis typical day /ili¿? (l Ie gocs to work at 9:00 antl he
cornes ho¡ne at ô:00. I le sol¡tctilrtes reacls or tvatches'l'V.)
Wlmt's lrcr t¡,pical doy /itcl (Prctty ntuch the sanre.)
4 change partners
Longuoge ond culture |
-
suggested 4-5 | Youractual
. Pretty much the some a, o/most
means ¡r¡osame.
at,-¡ct the The ,,..
cnmar^. usc
\- I teachingtime: minutes | . teach¡ng time:
i

of pretty as an intensifier is very frequent in spoken . lìernincl studerìts that cach cotìversatioll is diffcrellt. Say
English, and rare in written English. Ask different queslio,ts itt lltis tttttu cottuersatio,t.

2 {,)) Rhythm and lntonation Group work

Suggested 2-3 I iou, actual 4-5 ¡ Your actual
I suggestedminutes
I teaching t¡me:
I
I
i teachingtime: minutes I teaching time:_ |
I teaching t¡me:
. IIave students repcat eaclì line ch<lrally. Make surc they: . (ìivc str¡dents a cou¡rle of nrillt¡tcs to rvrite clowtr rvhat
,. use fallirr¡¡ into¡ratio¡r for What's yortr typical dny like?, thcy learne<l about their partner.
Anrl wlnt clo you do in your fi'ee tinrc?, and WIrct abottt . I Iave the pairs f<rrttr grottps of f<rtrr. Students report to
y0tt? the group one intercstitrg tlting thcy learncd about their
., pause itîter Well in Well, I usually go . . .
l)artrìers; tbr exatn¡rlc, Hc gets up al 5::10 itt the tnttrttirtg!
0ption: [+10minutesl To extend thc activity, have students
3 Pair work cornpare thcir daily activities. ltt grortps o[fottr, have
7-12 I You¡ actual
I suggestedm¡nutes students fìnd out il they do sinlilar activities ancl ilthey
l. teacling t¡me:
I

i teachin¡ime: I do thenr olt thc same tlay. (ìallort inclivi<lttal sttt(lelìts to

. Ilave students write tinrcs a¡rd activities otì the tìotepad. report about tlteir group tt¡ thc class.
Model tlrc fìrst ctrtry. OIr the boartl, writc On weekends.
Bt-.low that, rvrite l:00 p¡l antl to the right of that, go fo
work.
. Workbook: Exercises 6{
. Copy & Go: Activity 20

T55
5 GRAMMAR PRACTICE Write sentences about your partner from Exercise 4 on a
separate sheet of paper.

|tt S.ot+ urually visits frienàs on Safuràay I

NOW YOU
1 (,)) COflUERSATl0l{ it0DEt Read and tisten.
}:
A: What's your typical day like? i
B: Well, I usually go to work at 9:00 and å
come home at 6:00.
A: And what do you do in your free time?
B: lsometimes read or watch W. What
about you?
A: Pretty much the same.
i:0t
(,))ßHYTHM AÍ{0 lf{T0ilATt0t{ Listen again
and repeat. Then practice the Conversation
Modelwith a partner.

PAIR W0RK Write your typicat daity activities

on the notepad. Then personalize the
conversation with your own information.

A: What's your typical day like?

B:

A: And what do you do in your free time?

B: What about you?
A:

;iïï:t,*, I
lo ¡u¡r to rccycle thls lañgE
Time expressions
in the morning at night
in the afternoon on [Friday]
in the evening

CHAI{GE PARTT{ERS personatize the

conversation again.

GR0UP WORK Tell the class about your

partner's activities.

55
 LESSON 3

GOAL
l:09
More household chores . p.
I (,)) VOCABULARY o Household chores Read and listen. Then listen again and repeat.

Iffi
I
1 wash the dishes 3 do the laundry 5 go shopping

2 clean the house 4 take out the garbage

2 GRAMMAR ¡ The s¡mpte present tense: questions with How often / 0ther time expressions

How often do you take out the garbage? MTWTF

I take out the garbage every day. r l/ l/ l/ l/ l,/ l/
MTWT F Also
How often does she go shopping? . OnCe a Year

She goes shopping on Salurdays.

. twice a day
¡ three times a month
Other tlme expressions r €v€r! weekend
once a week . every Friday
twice a week
three limes a week

3 PAIR WORK Ask and answer questions about how often you do
household chores.
3:10
(,)) PRONUNCIATION o Third-person singular verb endings Read and listen. Then listen again and repeat.

1s 2i 3tt
takes = take cleans = clean , washes = wash r,'
'
checks = check : does = doe ,' practices = practice t1

makes = make : plays = play t exercises = exercise 1/

INTEGRATED PRACTICE Tell your class how often your partner from Exercise 3
ff ¡otrn goes shopping
does household chores. Practice pronunciation of third-person verb endings' twiceaweek.!!
GRAMMAR o The simple present tense: questions with Who as subject

who washes the dishes in vour ramirv?

{ lf¡lyrr:;ilåÍJp'å,rno oo.

Be carelul!
Always use a lhird-percon singular verb when who is the subiect.
Don't say: Who elean the house?
Don'l use do or does when who ls the subiect.
Don't say: Who dees+lean the house?

56 UNIT 7
 3 Pair work
j suggested 3-4 | Your actual
1 {,)) vocabulary I teaching time: minutes I teaching t¡me: t-
. lJrai¡ìstor¡¡ì Ilotu m
¡ Suggested 3-5 I you actual ot'ten questiorìs with the class. Iìor Ø
i teaching time: m¡ry]lq:Llqching time: exarnple: Ø
' I lout often do you rlo !lte laundr¡,? o
Iìxplairr householtl chores. Say llouselnld cltores rte the
unrk ¡'}tt tlo itt Your lrcme. I lout often do you waslt tlrc disltes?, etc. z
. (ìive studctrls a mint¡te to look at the pictures befclre Write several of tlresc questions on the ltoard to providc
1'
thcy listen to tlìc au(lio.
supl)ort as students do thc activity. t-
' 'lb check corn¡rrehension, ask students
about their orvn
activities; for exanrple, Do yott take out tlrc gorltagl
option: [+10 mlnutesl l]xtend the activity by having
studc¡rls write senterìces about their partners after they
z
conìplete their conversation. (lall on individtral stude¡rts
lMonicnl? Wlrctt do you tlo tlrc launrlry, lsteuel?
to read their sentences to tlìc class.
Languoge qnd culture
$[ rrorn the Longman Corpus: Many English learners L 4 {D) Pronunclatlon
make the mistake of saying do shopping instead of go I suggested 3
shopping. ln informal English, do the shopping is Íairly ' teaching.t¡me: m!n!!es ][ [our actual
teaching time:
common.
Longuoge ond culture
0ption; M(+5minutes) ¡ The third-person singular ending /vl is pronounced as
. Vocabulary Flash Cards an extra syllable after the sounds /s/, lzl, Ul, lSl, lff
, and
. Learning Strategies ldSl.The ending /s/ follows voiceless consonants like lpl,
Itl, lkl, lÍ1. The ending lzl tollows voiced sounds like lgl,
lll,lml,lrl.
2 Grammar
. First listening: Ilave students liste¡r a¡rd study the verbs.
- '-- -
-
| -suggestea s-7 | -your actuat |
. Shorv students how the ending lvl itrJds another syllable
,. teaching time:__ ming!ç!_l lgìching time: __ I

to the wor(l; for cxanr¡rle, l¿ld.,;ll (l syllable), wctslrcs

' lntroduce the meaning ol I lout often. Write o¡r the lroard:
How oflen do you go shopping? Say I go shoppingeuery
r/n¡ Ask tlre class Do you go sltopping euery rlay? Do you
go shop¡tingone doy a week?
. Direct atlentio¡r to the box and have stutlents study the
examples.
. llevielv the abllreviations in the chart for thc days of the
wcek. (M - Monday, T ='li¡esday, W = Wednesday,
'l'= Thursclay, lr- Friday, S Saturday, S Sunday)
= =
. Pr-¡i¡rt out tlìat euery Saturday and ol Sa/¡nln]rs havc the
same meaning.
(2 syllables).
. Second listetring: Ilave students listcn and repeat chorally.
0ption: [+5 minutes] For additional practice, have students
do a ¡rair work exercise. Write on the board: l¡ke need
wont go do brush wotch. Ask students to form ttre third-
persorì singular ancl then put cach verb in thc correct
sound grou¡r. (/s/: likes, warìts; /z-i: needs, gocs, does; /rzl:
brushes, watches)
gjtütftt . pronunciation Activities

' Ask stude¡rts What do you do euery day? (l brush rny teeth
every day.) Whttt do you rlo on Saturdays? (l go to soccer 5 lntegrated practlce
garnes o¡t Satr¡rdays.)
ISuggested3Iiouractuat-I
' Direct attentiort rc the Other tinrc expressior¡.s, and have I teachingtime: minglgr__rL!çg.ch¡ngtime: ___. l
stuclents sttrdy the expressions anrl the chart. ' I'ell stude¡rts to look at their notes fronì lìxercise 3. Ask
' Iìxplairr that once a l¿reel< lneans one tinte Iinl a week and Ilotu often does your parîner [wttsh tlrc disltes]?
ttuice a rueel'nte¡¡ns two |imes [in] a uteek. ' Have students take tt¡rns reporting what they learned
' Ask student s Wltat do you tlo once a week? (l go to the about their pa rt ners. Pay special attent ion to thei r correct
movies once a week. I do the laundry once a week.) pronunciation of the third-person singular endings.
Repeat with the phrase I.uice a u,eek.
. Slrow students thal once, tuice, tlÍec, tinr¿s, etc., can be 6 Grammar
used with day, weck, montlì, or year; for exanr¡rle, / uisit
tny grandmotlw îwice e month. l

' Àsk sttrdents Wlrttl do you do once or ttuice a month? ' Write the fbllowing questiotìs on the board: l. How often
Wlmt do yott do once o year? does she wash the d¡shes? 2. Who woshes lhe d¡shes?
. Point to the verbs in each <¡uestion: docs tuoslt, washes.
. lnductive Grammar Charts Ask Wl¡al's tltc clifference betuteen questions I and 2?
. Direct atterìtion to the Be carefull box.

. lnductive Grammar Charts

T56
 Al'tcr str¡tlcrrts rc¿rrl i¡lltl listcllt, irsk I Itttt, tÚ'lett tlt¡es ltt'
7 (t)) t¡stening comprehenslon tk¡ tlte laundrt'i (Àllttrlt t\\'i('c ít rvcck.) l/ottr ry''l¿'tt dttes
Suggested s-7 |I Your actual sl te do t l t c l rt r u tt l r ¡'i' ( Ncvcr. ) \U l t tt <' lca t t s ltcr' /torr.sc í' ( l lcr
time: minutes
teaching teaching time:
z ' Stttp the autlio it[1er each ct-¡ltvers¿ttiotl atì(l havc stt¡tle tlts
llr'<¡tht'r'.)

Longuoge and culture

choosc tltcir iulsrvcrs.'l llclt ltave slt¡tletlts listett ttl
o- ./ob in this conversation means one's responsib¡lity.
cort li rtll íuìs\\'0rs.

z . 'lì¡ r't:vicrv, ¿rsk stttdents t<l sity cttttt¡rlctc scltltcttt:t:s alltlttt

o cirt'lr ¡rcrsott; for cxa rtr¡rlc, .S/lc clc¿¿ll.s llte ltottse. I Ior
Itusltattrl ¿r,r¿.s,hr,.s tlrc disltes. I Ier sott . . .
t 1'l) Rhythm and lntonation
U) Suggested 2-t I Your actual
U) time: minutes I
teach¡ng teaching time:
I,IJ Longuoge ond culture
J . Of course!is a way to say yeJ very strongly. IIavc stu(lclrts rcl)eat cach lillc chorally. Makc sttrc thcy:
rrsc falling itttotratiott rvitlt /lotu often do ¡'tttt tlo tlte
Itttrndry? I lotu altouî 1'ou I a rltl Wltn cleatts !ltt' ltttttst'i'
AUDTOSCATPf ' rrsc risirrg itrtotratiott rvitll (.Ìrrll¿/ I rtsk ttttotlrer t¡ttttstit¡tt'?
CONVERSATION I " slrcss ¡¡¡'¡r1t¡il-1 I ttt'vcr tlo tlte ktuttdr¡'.
M: So, who does the household chores rrl your farrlily?
F: Wer ¿rll rkr. My husbancl washes the dishes. My son rjoes the
laurrdry. My ciaughter trlakes clinner. And I clearr the hotlsc. 3 Pair work
CONVERSATION 2 I Suggested 4-6 | Your actual

F: Who cJoes the chores in your family? I teaching time: minutes I teaching lime:

M: Well, I waslr the dishes. And rlly brother cloes the laundry, Don't stop! lixtentl tlìc colìversatiotl. IJrainsttlrlìì othcr
F: And what about yolrr sister?
(lucstions stu(lt:tìts call ask. I:or exattrplc:
M: Olr, slre never does chores.
t¡/ho [woshes the d¡shes]?
CONVERSATION 3 How ollen do you [+oke out the gorbogel?
Ml Who usually cloes lhe chores? You or yottr husband? I. Whu, do yo, tgo shopVingl?. etc.
Fl Me. I do everything.
M: Really? . lvtodel arìd cxtcrxl thc cottversation rvith a lÌìorr:
F: I get up. He doesn't. I nrake breakfast, I clo the launc1ry. corrfirlcttt sttttlcnt. I)lay Iìolc A. Iror cx:tltt¡llc:
M: Really? A: So, l¡rr¡rr oft('n d0 y()¡r S() sllopPlts? Bt About o,tctr
F: Ancl irr the evening, I cortre hotre. I make clinner. And lre
tt llcck. I loiu nlxtttt Vou? A: Mc? I go.slro¡4rirrg laricc
watches TV.
r¡ r{)('('k. I grr s/ro¡Trirrg o,t SÌtttrdÌVs turd Wttlrrtsdnr¡s.
CONVERSATION 4 Cttuld I6.sk rTott 0ttotlu:r quÆtiott? I]: Sr¡rc. A: Wlro
F: Do you do household chores? clcøts tltt'ltousa? l\: Oh, tlttt's nry jolr.
M: Of course! Actually. we âll do irr my family. .
F: Thatis great! Wlro does what? Iìrrcoura¡¡e stt¡tlcltts to Llse qtlcsti(llls I'roltr the board in
M: Well. my wife usually rìlakes dinner ancj I wash the dishes. On thcit cotrvers¿rt ions.
weekencls, I do the laundry and she clearrs the house. And
our son washes the d¡shes on weekdays. . Conversation Pair Work Cards

I Grammar pract¡(e 4 change partnerr

' Suggested 4 |
.teaching time: minutes I
Your actual
teaching time: I suggested 3-5 | Your actual
l
I teaching time: minutes I teaching time: I

. I lave nvo stuclcnts rcatl the t¡lo<lcl alottd. . 'l'ell strrdcnts to takc llotcs olì tlreir ¡rarttrcr's rcsl)olìscs
. lvlove arot¡rrrl tllc roonr as stutlertls tlo this activity. I)aY in tlris convcrsaliott to hclp ¡rreparc thctll for I'lxcrcise 5'
spccial attcntiotì to thcir l4llo tltlestiolls.
5 Group work
.
now cAN I Suggested 3-4 i
Your actual
"ou teach¡ng time: minutes L

teaching t¡me:
1 (')) Con"ersatlon model . Ilavc ¡rairs lbrtrt flrorlps <¡f lbur. Ilach sttttlent explains
Suggested 3-4 | Your actual
n,hat househ<.rld chorcs his tlr her ¡lartner cloes.
teaching time: minutes I teaching time:
0ption: [+10 minutesl As att altcrtrative, havc stttdents tally
'l'hese convcrsation strategies arc iltrplicit in the lllodcl:
the kinds of chore s that thc peo¡rle ill tlteir group do altd
. tlse Sq to irrtt'otluce a cìotìversalion to¡lic. tlrerr re¡rrrrt lrack to the class; for exattt¡rlc, lNlicltcllcl atd
. (Ise I Igllv about )'otr? to ask for parallcl itrfìlrn'ration. !l:ruttkl do llte laundt'v. l'l'ott)tl goes slro¡t¡ting, ctc.
. Sav IvJc'i to give -vourselltittte to thitìk of a persottal
ICSI)OrìSC.
. Say Srrrc to intlicatc a willirtgncss to allswer.
' Iìcgin a rcspo¡lsc to alt tltìexl)cctccl (ltlcstiotì rvith ()h.
. Workbook: Exercises 9-12
. IIavc sttrrlcrrts look at tlìe J)lìoto. Ask ¡lrr¡ tltey tteig,ltlnrs'! . Copy & Go: Activity 2l
\'V ltnt ltt¡useltr¡ld cltores rloes lte do? ( I lc tl<les thc latrrldry')

T57
 {')) LISTENING COMPREHEI,¡SI0N Listen to the conversations and the questions with Who.
Check the chores each person does.

( (/ ( ( (
(/ ( ( ( (
( ( (/ ( (
( ( ( (/ (
(,/ ( ( ( (
( ( (/ ( (
( ( ( ( (/
( ( (/ (/ (
( ( ( ( (rt
(/ ( (/ ( (
( (/ ( (/ (
(/ ( ( ( (

I GRAMMAR PRACTICE With a partner, ask and answer

questions about the people in Exercise Z.

NOW YOU
1 ())) CO]{VERSATIO]{ MODEL Read and tisten.
A: 5o how often do you do the laundry?
B: About twice a week. How about you?
A: Me? I never do the laundry. Could I ask another question?
B: Sure.
A: Who cleans the house?
B: Oh, that's my brother's job.
3:13

2 ())) RHYTHM AND lNTOl{ATl0ll Listen again and repeat.

Then practice the Conversation Model with a partner.
Then change roles.

3 PAIR W0RK Personalize the conversation.

A: So how often do you ........?

.Howaboutyou?
B:....... 4 CHAI,¡GE PARTNERS Ask another classmate
A: Me? Could I ask another question? about household chores.
B: ..... .. .
A: Who ...... ..?
Don't stop! i GBOUP WORK Tellyour classmates about your
partner's household chores.
B: Oh, that's .. 's job. ïi.*i".:l'-^ï--r
57
 grammar vocabulary . listening
reading speak¡ng pronunciation

1 {,)) READII'IG Read the article. Do you like housework?

ff o* often do you clean your house? Once a week?

Ilf*i". a month? Never? Well, these two robots clean the house
for you. The iRobot Roomba turns right or left, and vacuums while
you watch TV or exercise. Take a nap, and the house is clean
when you get up. And if you want to wash the floor,
the iRobot Scooba washes the floor for you. The Scooba moves
around corners and washes the floor whilc you listen to music or
check your e-mail. Now that's help with household chores!

'7
Lt A nd who is this? Meet ASIMO, a robot from the
.A gon¿u Motor Company. ASIMO doesn't clean the
house, It doesn't wash dishes or take out the garbage.
But ASIMO walks and carries things. Say "turn left" or
"turn right," and ASIMO turns.

I To one wants to mow the lawn. But the L200 Evolution lawn
I\ rno*", mows the lawn for you. Tell the robot what time you
want to mow. How about midnight, after you go to bed? It mows
the lawn while you sleep. How about in the afternoon? It mows the
lawn while you go out for lunch or go shopping'

On your Active&ook Self-Study Disc:

2 READING COMPREHENSI0l'¡ Complete each statement. Extra Readlnq Comprehenslon Questlons
Circle the correct verb.
I The Roomba (washes /@/mows). 4 The 1200 Evolution (washes /@õws)l cleans).
2 The Scooba (@/ vacuums / mows). 5 ASIMO (washes / mows /(@).
3 The Roomba and the Scooba (wash /Gþan)/ vacuum).

INTEGRATED PRACTICE on a separate sheet of paper, write five

sentences about the robots. Use the simple present tense.

DISCUSSI0N Which robots do you like? ff I want the Roomba because Extro proct¡ce o p. 140
Do you want any of them? WhY? it cleans the house. !I

58 UNIT 7
fopÑotcn nþ
"On the Weekend" Lyrics p. 147
 .
1 (r)) Readtng Extra Reading Comprehension 0uestions

I sugqesteä lo-15 I your actual m

I teaching t¡me: _ m¡nutes l_ teaching time: . I 3 lntegrated practlce U)
. U)
Ask strrtlerrts Do you like lnusework? I lave stt¡clerìts raisc i lugg"st"d - 4-6 | YouJ ac-tual I

o
their hands in rcs¡ronse.'l'ally the nuntber of .yes
respotìses.
ar.¡d r¡o I teacniñftime: minutes I t.r.n-iãgirn'Ji
. Ijrìcourage youl students
z
to rvritc one sentcnce witlr 'tt
. Iroctrs attention on the titlc. I)oint out tllat the titlc Dott,t dot'stt'!.
like ltousehokl dlorc.s? is askilrg the rcaclcr to confìrnt . l-lavc str¡denls cotììl)are their sentc¡¡ces in ¡rairs as you
tllat he or she <locs¡r't like t<¡ do houselvork. movc aroun<l the roor¡r anrl look at the ir work. lÌlcus z
' Introrluce the rvord rn&of. point lo eaclì ofthe thrce your fecdltack orì tlìc correct use of thc sirl¡rlc prcscnt
¡rhot<rs arrd say
'l'ltis is ¡t rubo¡. Intrr¡rltrce Dnw lelìse.
llrc lauttt.
Point to tlìc photo of the L200. I)oilìt to thc law¡r ancl say . Ilave cach strr<lent rvrite one serìterìcc ()n tlìe l)oar(1.
Ihi.s i.sn latun.Moty rrrdr¡rrscut. (iesture with your fìngers Iìevielv tlìc sentences rvitl¡ lhe class.
to dcr¡lonstratc (Ì¡tf. Irìtro(ltrcc thc lvr¡ruls rrr¡cl¿tll¡ and
floor. lt<tint to ¡ricture 2 olì Jrage 56 anrl say 'l'lttt tuunan
t]ocuuttts !lte lnuse.l)oint tO the ¡ricture of the Scooba on
4 Discussion
page 58. Poirrt to tlre floor antl say ?'lri.s is o
tloor. i tg¡c!þg1lme:
susseìiea
. l)re-rearling:'l'o ¡rracticc scanning, have students I
reacl
r¡uickly anrl underlinc thc ltalnes of tlìe robots arr<l thc ' Writc the following se¡rterìces orì tlìe l)oal.d:
activities eaclt robol can dr¡. Callon various strrclents to I wont the becouse it
read the sentelìces fro¡n the text thal describe rvhat each I don'l wont- lhe -.
becouse
robot does. . -
Have strrlents corn¡rlete tltc sente¡rces and then nreet in
. Havc students read thc article silently. groul)s to talk allout their prefcrences.
. (lheck corn¡rrehension. Ask thc following questions: ' lìncorrragc students to usc /iÈ'¡r, neetl, and ttld¡¡f irì their.
Does tlrc illobot lloonil¡e uecuunt d iscussions.
tlre floors? (yes, it
does.) . Survey tlre class. Ask Wfto uents the illoltot lloontlta?
Wltat tloes the iRobot St:t¡oba dol (lt washes the floor.) (lou¡rt tlre students who raise their hancls. Ask Wlü, flo
Does ASIMO clean the house? (No, it docsn,t.) Does it you u)ant tlrc iRoltot lloo,¡Dr¡3Then ask about tlre <¡thcr
Iake out tlrc garbage? (No, it doesn't.) robots.
Wltat does ASIMO do? (lt walks ancl carries t hings.)
What does tlte 1.200 do? (lt lnows the lawn.)
opliOn: l+10 minutesl To extcncl the activity, have studetìts
listen to thc audio as tlìey rcad. pausc after each sertrerìce
in the seconcl paragraph a¡rd have students repeat,
imitating the pronunciatiotì an(l intorìation. Make sure
stt¡dents pay attention to grou¡)s of words (collocations)
that go together,

. Learning Strategies

2 Readlng comprehens¡on
suggested 4-s l -- vouractuãl
j teachingtim_e.i I

I teaching t¡me: _minutes ,

. Review answers by having studctìts take trrrns reading

the statements.
OptiOn: l+2 minutesl l:or further revier,t, say false
sentences about the roltots. Havc strrdents correct thet¡ì.
Iìor example:
'l'he Scooba walks and
carries things. ('l'he Scooba lvashes
the fìoor.)
ASIMO cleans rlrc lrcuse. (ASIMO walks and carries
things.)
'l'hc Roontba does the laundry. ('l'lre
Roonrlta cleans tlle
house. OR'l'he Roornlta vacuultìs the floor.)
'l'he 1.200 makcs dinnet: ('l'he
I_200 r¡lows the lalvn.)

T58
 Revlew
Before the fìrst actlvlty, glve students a few minrttes of True or false?
sllent time to explore the photos and become familiar ' Suggested 5-7 | Your actual I

with them. teachiñf time: _ minutes I teachingtime: i

. Ask tlvo sturlents to reatl the exaln¡lle selìtenccs lo tlìc

Contest class. Morle I a t'crv Itrore possibilities. lilr exitllr¡lle :
I Suggested 5 I Your actual Jack clrccks c-tntil itt llrc nJ'rernootr. (l:alsr:. lle c:het:ks
time: time; I

I teaching minutes I teaching I

e-nrailat night.)
. studcnts have bect¡ntc falnilial with tlìc l)llotos, Jack unshes tlre dislrcs aJ'ter rlittttt:r' ('l'rttc.)
^ftcr close their llooks. Say 'lþll ntc ubottt lack's day.
lravc tlrcrrr
Possìble responses .. .
Dorì't expect stu(letìls lo recotìstrttct all thc ilrforl¡ratiotr.
Jack usually exercises irr the rnornirrg, (Falsc. lle usttally
' Whcn strrde rrls can't rcntetnl)cr atly nttlrc, ltave thclll cxercises in tlre cvettìng.)
o¡rcrr thcir books to find itrforlnatiort tlttry l¡tissctl. Jack usually eats breâkfast at 7:45. (True.)
Jack usr.rally rnakes lutrch. (False. lle usually makes clinrrer.)
Possible responses .., Jack is a student, (False. He goes to work.)
Jack gets up at 7:00 ,r.¡¡. He takes a shower at 7:10. lle Jack Lrsually takes thc garbage out at B:15. (True.)
always eals breakfast. lle takes oL¡Î tl'ìe garbage after Jack usually comes home at 6:00. (TrLre.)
breakfast. []e goes to work at B:30. Hc corles honle at 6:00 .lack usually walches TV af ter dirrrter. (True,)
p.¡¡, l-le exercises before dinner. He makes ciinner at 7:00. He Jack usually goes to bed at 10:00. (False. He usually goes to
washes the clishes after dinner. l-le watches TV. He checks becl at 11:0O.)
lris e-mail at 10:15. He goes to bed al 11:00.

optiOn: [+5 minutes] Iior a <lifferent a¡l¡rroach, tlo a pair Wrltlng

rvork activity. Students take lurtls saying a titne antl suggested 8-lo I actual :

I teachinq time: minutes I

Your
rnaking serìterìces about lack's daily activities. Sttl(lerìt I teaching time:

It: B:00 ¡,.¡r. Strrclerrt ll: I Ie watcl¡es'l'V al B:00 p.¡t. or I It:
doesn'r tnake rliturcr at B:00 p.trt. Ilc watclrcs'l'V.
0ption: f+l0 minutesl (ìhallenge yottr stttdcnts lly havittg
the¡n writc the story of Jack's'fypical I)ay. lìrtcotrlage
students to use frcquency adverbs: always, ttsually,
sottttlimes, neuer. Aft.er studerìts fìnish writing, have thet¡l
rearl their storics in ¡rairs or strrall groups.
. Sturlellts can use llte ttotcs they r,vrtlte dowtl oll ¡lagc 55.
. fvlodel the activity.'l'alk al¡otrt yotrl typical week.'l'hen
lvritc several scntenctÌs olì tlìc boar(1. lìtlr exattr¡lle:
On weekdays I get up early ond I go to work. I sometimes
do chores in the evening. I go shoppîng or '..
. Writing Process Worksheets

Palr work 0ptlon: Oral Progress Assessment

-srgg"""d -5:-7 actuat . Use the illustration on Page 59.
f teaching time: mlnule¡
| vour
time: Ì

L I teaching I
. Question and answer: Tell the student you are going
. I Iavc stuclents review tlre Cotlvcrsatiolt Motlels otì l)agcs to ask questions about Jack; for example, Tz What does
Í¡3, 55r, ancl 57. Jack do on a typícal morning? S: He usually gets up at
' Ilavc studcnts work in pairs ancl ltavc thcln cre¿tte a seven o'clock, He takes a shower. He gets dressed. He
colìversatiorì. Otre student itr eacl¡ ¡rair ¡rretencls to be eats breakfast. He takes out the garbage. And he goes to
Iack. work.T; What does he do in the evening? S; He comes
home at six o'clock. He exercises at 6:30. He makes
Possible responies... dinner and waslres the dishes.
Student: Jack, are yo, o r'lro^ng p"oo;
""
person? Jack: Me? I'm an evenitrg person."tStudent: Why"*;"g Evaluate students on intelligibility, fluency, correct use
do you say lhat? Jack: Well I get up at 7:00 in the mortritrg of target grammar, and appropriate use of vocabulary.
And I go to bed at 11 :00. Student: What lirne do you leat
dinnerl? Jack: At about 7:.15, Student: Wherì do yoLr . oral Progress Assessment Charts
exercise? Jack: ln tlre evening.

Student: What's your typical day like? Jack: Well, I usually

get up at 7:00. I go to work at B:30 and I come horre al
0ption: ffi(+2ominutes)
6:00. Student: And what do you do in your free time? Jack:
Well, I exercise ¡n tlìe evening. I watch TV. I clreck e-mail.

Student: Whal's your typical morning like? Jack: Well, I get

up at 7:00. I take a shower. I get dressed. I eât breakfast. I
. Workbook: lust for Fun
lake out the garbage. At B:30 I go to work. . Complete Assessment Package
Student: So, how ofterl do you wash the dishes? Jack: . Weblinks forTeachers: p-earsa@
I wash the dishes every night, Student: Oould I ask you And on your ActiveTeach Multimedia Disc:
another question? Jack: Sure. Student: Wlren do yotl Top Notch Pop Song Activit¡es
exercise? Jack: Oh, I exercise in the evening before dinrrer.
Top Notch TV Video Program and Activity Worksheets
Supplementary Pronunciation Lessons
Audioscripts
Unit Study Guides
T59
 COI{TEST Study the photos for one minute. Then close your
books. Who remembers all Jack's activities?

PAIR W0RK Create a conversation for lack and a friend.

Start like this:

)1ck,7re yov a morning ?.e6o^ or an evening p.rson? OR

Whal'ç your lypical àay like?
IRUE 0R FALSE? Make statements about fack,s activities.
Your partner says True or False. Take turns. tor example:

l.i
A: Ja.ck usvally lake, a ShoWer in the eve^tng.
B, Falçe. lle lákeç a thower in lhe morning.
\l
and time expressions. For example:

exe rcire eve rv w eeke nà.

!t-åJ
¡}:r ql

.ì : lt' i1 NOW I CAN.,.

¡
tr
¡
 iil r-¡sçuilG cggp¡E¡Ellslgil Listen to the conversations. check each
(false). Then listen again and check your work.
statement T (EUO or F

TF TF
! ø 1She'samanager. a ø 4 He'sastudent.
ø a 2 He'sadoctor. ø Z 5 They'reartists.
¡ ø 3 She's an architect. ! ø 6 She's his neighbor.
2 PAIR WOBK Ask and answer questions about places on the maps.
f lwhere's If f trs
-?r, -.r,

h
:t

3 GRAMMAR PRACTIGE Complete each sentence with D qD or at.

I The movie is ...9L.. Friday ...?!... 8:00. 3 The party is .. 91... Saturday ...?!... midnight'
4 The dinner is ...in... April.

irF
2 The meet¡ng is ...9L .. June 6th .. i.n. . . the
morning. 5 The dance is ...?!... 8:00 p.r¡. ..9L.. Friday.
4 GRAMMAB PRACTICE Complete the sentences with !ß lh¿l these, or those.

I I want .. !þ.q99 2 r tike .. !þ.qç9. 3 I like 4 I want ..

pants. jackets.

PAIR WORK
Partner A: Ask these questions. Partner B: Read the Partner B: Ask these questions. Partner A: Read the
correct response to each quest¡on aloud. correct response to each question aloud.

I Does he have grandchildren? 4 When's the dance?

aYes, he has two sons. @on Saturday.
@Yes, he does. b At the school.
2 Where's the pharmacy? 5 Qo you like this suit?
a Don't walk. Take the bus. Q)Yes, ldo.
@tt's around the corner. b Yes, it is.
3 Are we late? 6 How do you go to work?
q you're early.
Yes, @lwalk.
Q)Yes. lt's 10:00. b Walk.

60 Units 1-7 Review

 Review m
Ø
Ø
o
A: Where's the pharrnacy? B: lt's across the street. lt's next
to tl¡e newsstanci. A: Where's the rìewssland? B: lt's across z
the street, lt's next to the pharmacy. -o
A: Where's the newsstand? B: lt's down tlre street orì the lelt.
1 (')) t¡stening comprehension A: Where's the restaurânt? B: lt's down the streel on tlrc right

I
Suggested
t¡me:
5-ìO I
minutes
your actual I
z
teach¡ng I teach¡ng t¡me:
3 Grammar pract¡(e
'l'lris :rct ivity rcviews: subjcct l)rotì()u l.ts; occu¡rations
trrìil
Suggested 5 ]
I' teach¡ng Your acrual
( l ). t¡me: q{rlltel I teach¡ng time: ..
. lleftrre listcnirrg, have sttrclents reir<l thc sctìtetìcos. 'l'his activity rcvicrvs:
¡tre¡rositious ir¡, on, ¿rnrl a¡ for (lates
' Ilavc studcnts listen and cllcck thc corrcct colurrrrr a¡¡airr anrl tinres (LJnit 5).
lo confìrnr tlteir ansrvers. . lìeview atìswors lly having studurts rea<l thc sctìlerìccs
alourì.
AUDIOSCRTPI
0ption:
[+10 minutesl'lb rcvier,r' prr:¡rositions of ti¡nc, rvritc
CONVERSATION I
Ml Your name, please? thc follorving list r-¡linlbrnlation oll the t¡oard: noon, the
F: Jennifer Ancierson. morning, Jonuory. ¿l:00, +he weekend. Aorch lLth.
M: Good rnorning, Ms. Anrjerson. Your occupation? 'l'hcn draw the tliagrartr lrclolv on thc lloartl and
har,e
F: l'rl a teaclrer. studcnts nlatch tht.r <lates ancl tinrcs lvith thc corrcct
CONVERSATION 2 ¡rrc¡rosition. (at : noon, 4 :00; on: tþc'"vceke¡¿, Ma.ch I 2tll;
F: So tell me about your father. What cloes he clo? in: thc rnorning, Iarruary)
M: My father? Otl. he's a cloctor.
CONVERSATION 3
M: Who's that? ls she your sister?
F: Yes. That's nìy sister, Nancy.
Mr ls she arr artist?
F: Yes, she ìs.
CONVERSATION 4
F: ls your brother a student?
M: Actually, hes a teacher rrow.
F: Really!

CONVERSATION 5 .lilI'",,',,..1,,,,.Ð . Graphic Organizers

M: So tell me about your grandparenls.
F: Well, my ç¡rancJfather's an artist, ancl my granrJrìothcr is, too,
CONVERSATION ó 4 Grammar pract¡ce
F: Who's that ¡n the photo? Suggested i I Youractual
M: That's my neighbor. teaching time: m¡nutes I teachinglime:
F: She's very pretty. 'l'his activity reviervs: denronstratives (lrtìit
M: Yes. She is. 6).
. llcvielv allswers by having stuclelrts read thc selìtrìtìccs
alourl.
2 Paar work
0ption: [+1o minutesl arltlitir-rnal ¡rractice, have stu(lents
[;<.¡r
Suggested 5 i your actual ì

teaching t¡me: m¡nutes teaching t¡me: I

'l'his activity rcvicls: locations (Unit
3).
' Revicrv the examplc. I)oirrt out thc cotìtracti(.¡¡rs. lìcrnind
students to ilrcludc thc article in thcir question.
Possible responses...
A: Where's the school? B: ll's arouncl the corner on the lcft.
A: Where's the bank? B: lt's arouncj tlre corner on the right.
A: Where's tlìe bank? B: lt's l¡etweerì the bookstore and the
restaurant. A: Where's the bookstore? B: lt's on the lêft. lt,s
nexl to thc bank, A: Wherc's the restaurant? B: lt's ciown Üre
street, on thc left. lt's next to the ttank.
use ¡llis, tlmf , ilrcse,ll¡¿r.sc t0 give cont¡rlirnellts about the
clothes theirclassl¡rates ¿rre rvearing; for cxarnple, Str.¡rlent
It: I like îlrcse slnes. Stt¡tletrt Il'.'l-lrnk you.
5 Pa¡r work
I suggesied 5-10 | Your actuat
I t"u.Ãffiii.ä .inri.' |
".iñi""gï'iäi
'l'his act ivity reviervs:1e.s / lo quest iotìs ancl short ans\rycrs
(tJnit l); t¡trestions witl't Wlrcre (tr¡tit 2); sutrjcct I)rorìoun
¡/ (trrìi1lì); rvays to gct ¡tlaccs (trlìit:l); ilnperative (Unit 3);
early, 6¡¡ /illc, and /r¡¡e (tJnit 5); sirrr¡lle l)resctìt teltse rvitl.¡
/iÂ'c (t.lnit 6);questions lvirh W/l¿r¡ (t jnit S ancl tJnit 7).

' lr,lo<lel the first itcllr rvitlr a lÌìore cr¡nfidcnt stu(lerìt.

T60
 6 Pair work 8 Conversation pract¡Ge
Suggested 10 Your actual Suggested 5-10 i Your actual ì

teaching time: m¡nutes teach¡ng time: teaching t¡me: minutes I teaching time:

z 'l'lr is act ivity rcvicls: int r'orlt¡r:t ions (Wclconrc tJttit); 'l his activity revicrvs: I't¿ìrìles atttl occtt¡latiolìs (tJnit l);
<rcctr¡rati<rrrs (t.lnit l); titlcs ancl t¡arllcs (tJtrit 2)iverb ltuue fhntilv rclationshi¡rs; adjectives to tlcscribc people (tlnit
fL (t.lnit 4); What time l.r l/? (LJtìit 5); qucstions rvith W/l¿'rl 4); lrc rvith adicctivcs (l.rrìit 4); qrlcstiolìs witlt Itotu olrl
(tJnit 5r anrl tJnit 7). (trrìil 4).
z ' . Writc tllc filul topics i¡t tltc lrleas lrox otl the lroard alltl
o
U)
If possitllc, ¡rair stutlcttls rvitlt ¡rartltcrs they hitve Itot
rvolkctl rvith a krt bcforc. tlrt:n orally lrrainslor¡n (lucstiotìs sttttleltts catt ask atr<ì
U) lirnguagc tltcy cart tlsc. I;or cxaln¡rle:
lU
' l:ncotrra¡¡c str¡rlcnls to offcr c'xtra ilrforltr¿ttittlt itlttl ask
lbl lorv-rrp (¡¡est iolìs. Nomes: llthul's ),our lsisterl's ttatne?
Ages: I.lotu ttlrl is I'ttur ll¡¡'otlter12
Possible responses... O c c u po f ions: lry I t ( t t's Jn u r I fo r I rc r l's ot: t: u pa ti ott ?
1 A: Hi, l'nr John. B: Nice to nleet yoLt. I'nr Sanr. A: Nice to Describe people: Sltc's lall atttl prelly.
rncOt you, too.
2 A: What's your last rrame? B: Burlon. A: l-low do you spell tï',fi:i;::l;å1;;;,,
3
ttìat? B: B-U-R-T-O-N. And wllat's yoLrr last trat]le? A: Lee.
A: Do yor-: lrave chilclrcn? B: Yes, I do. I have two
a,,,e? B: vunny n, uow oro is l
ht-.?B: He is 19 years olri. A: Wlrat's his occupation? B: He's
claughters. Whal atror¡l yoLr? A: I have a son.
a slLrclent. A: Really? Where? B: Oity University. A: Tcll rnc
I

4 A: What time is it? B: /:45, Are we late? B: No. we're early.

aboL¡t h¡m. B: Well, he's tall ancl h¿lncJsorlre. A: Really?
I

'[tle
concert is at B:00, l

5 A: When's your birthday? B: lt's in Jurte. On the 16th.

Wlren's yours? A: On October 2nci.
6 A: What do you cto? B: I'rn a nrusic¡atì. And you? A: I'rrl an
actor.

0ptiOn: [+lo m¡nutesl 'lir ¡rrovitle rììoro ])racticc ilt askirlg

:rncl ansrvcrin[4 thc (luestiorrs in this cxercisc, have
strrdcnts rvalk alountl the roo¡rt a¡ltl talk to tliff'crent
classrnatcs.'lir revier,v, ask variot¡s slttclcttts to ilrlrotlt¡ce
nvo ¡rco¡rle they spoke to art<l say ottc thitrg tlrcy learnetl
alrorrt caclr l)crsorì; lbr exantllle: Stutlcrlt Â: Tllis is Jolttt.
l/i.s l¿¡.s¡ ¡atne is Brouttt. lolt¡ l'las Itttto] cltildrar.

7 Grammar pract¡ce
Suggested 5 I Your actual
teaching time: minutes teaching time: I

'l'his activity r-eviervs: tlte ittt¡tcrativc (t.lltit 3);tvays t() llct

l)laccs ([Jnit.ì).
. I)irect attcrìtiolì to itcrn 4 aurl rentiltrl sttttletlts that this
is a svrnbol f<tr dott't.
. 'lb revielv arìs!\'ers, call ott inclividual sttttletlts. 'l'hen
have stu(lerìts re¡reat cach correctetl itnperative cltorall-v.
option: [+5 m¡nutesl Clrallertge sludcrìts to acld a setìlerìctr
to cacll itcrn. lìt¡r cxarnplc:
I Walk to thc bank. I)on't rlrivc a car. 2'l'akc thc ttairr
to rvork. l)<¡n't rvalk to rvork. 3'lirkc thc lttts to tlrc
pharrnacy. l)on't take tlre lrain.4 I)olì't rvalk to the
rcstÍrurarìt.'l'ake a taxi. 5 I)()n't rlrivc to school.'lÌrke the
bus to school.6l)on't take the traitì to tlrc bookstore.
Walk to thc lrookslore.

T61
 PAIR WORK Write your own response to each person. Then practice
your conversations with a partner.

meeï yov

e--
7 GRAMMAR PRACTICE Look at the pictures. Write an imperative for each.

â FF
W.e.lk to the bank. Ietg t¡9 !f?!n to work. 3 -rel1ç lhe Þy: to the pharmacy.

Ð
4 Don't walk . o91'!. Ç1iye to 6 Dgl'l l?.\9.lhgllgit ro the bookstore.
school.

C0NVERSATION PRACTICE Wíth a partner, exchange real

information about your families. Start like this:

Itlell me about your family. !!

ldeas
Ask about names. Ask about occupations.
Ask about ages. Describe people.

61
 {,)) LlSTEl,¡lNG COMPBEHENSI0N Listen to the conversations. Answer the questions.
Then listen again and check your work.

I What's her phone number? rÌ'c8458228 00 I

2 What's his last name? It,s-:Lonsen.
3 How old is hls son? Hè,s ü yêai5 old.
4 What's the address? It's 1 2 West 12th Street.
5 What time is lt? It's2:4 5.
10 GRAMMAR PRACTICE Circle the correct word or words to complete each statement or question.
I @/ you) husband?
ls he 4 (@/ We) birthdays are in May.
2 ls she @/ they) granddaughter? 5 How do you spell (h-eì/ she) name?
3 (Her /@ name is Mr. Grant. 6 l'm (Ms. Bell/(Ms"Bell,} student.
11 INTEGRATED PRACTICE Write a question for each response.

t R: t:. p.hç. n !9?9.h9.r. ... .. ... .... .? 5A: ?

B: No. She's a student. B: It's 34 Bank Street.

6A: Where's the newsstand

z n: wl:e!':.y9yr.g99qPqltql ........?
B: l'm an architect. B: The newsstand is around the corner.
z n: Whsllg vggr Þlnþq?v... ..........?
B: The bank is across the street. B: My birthday? ln February.

4 A: Wfsq!iTg.i9.'t ........... ..? 8 A: wþe.?r9.lh.qv. ... . ....?

B: lt's 9:45. B: They're my sisters.

12 PAIR WORK
Partner A: Ask these questions. Partner B: Read the Partner B: Ask these questions. Partner A: Read the
correct response to each question aloud. correct response to each question aloud.
1 Does Jack have a large family? 4 Does she like red shoes?
a Yes, I do. @No, she doesn't.
@Yes, he does. b Yes, I do.

2 Does her father shave every morning? 5 Does he need a new tie?
a Yes, he is. @Yes, he does.
@t¡o, he doesn't. b Yes, I do.
3 ls Ms. Wang his English teacher? 6 Does she always clean the house on Sunday?
a Yes, he is. aYes, she is.
@Yes, she is. @Yes, she does.

13 GRAMMAR PRACTICE Circle the correct verb to complete each sentence.

I We (am /6-È) friends. 4 (Do /@ she @ãnù/ wants) new shoes?
2 They (fras /@ two children. 5 Why (@/ does¡ they 6eeð)/ needs) new shoes?

3 who (@/ have¡ a blue suit? 6 (ls /@ we on time?

62 Units 1-7 Review

 11 lntegrated pract¡ce
9 listenlng comprehension I Suggested 5-10 | vouraèiuãl
I teaching time: m¡nutes I t¡me:
teaching
I

t-
Suggested 10 I -- Yor¡ractr¡al
j
i I
m
r_lsacling time: nlnutel_l_lg3!¡llgllmg' I
1'his activity reviews: yes / r¡o questioÌrs w ith l¡e ( ttnit t ); U'
'l'his act ivity reviews: questions withWhat, Where, When, and Wllo (Unirs 2, 3, Ø
questions wit h l¡e (Unit
yes / rro
4, and 5). o
l) ; the alphabet (trnit
numbcrs ( tJnit 2); infOrmatio¡r
I );
r¡rrestiorrs with Wl¡r¿l (t.lnit 2); (luestiorìs wiüt llotu old ' Iìirsl have students write the questions.
z
(Unit 4); What titttc ¡.s ¡r3 (Unir 5). ' Review the questions by having pairs of students read !
. l-lave studcnts reacl the questions before they listen to the corrversalions alouri. Note that students rnay havc t-
the convcrsations. sonre differerìt responses fbr item l. Irol itenr 2,l{hat do
you do? is also correct.
z
. F'irst listening: Students write their aÌìswers.
. Second lisletring: Stutlents confìrrtr their answers.
12
5
AUD'OSCN'PÍ minutes
CONVERSATION I
'l'h is act ivit y rev iews: yes / r,o quest ¡ons rvit h ùe atxl haue
M: What's your phone nurnber?
F: lt's 845 82 28 009. and the sirnple l)resent tense (Unit l, Unit 4 and tJnit 6).
Mr 845 82 28 009. ls that right?
F: Thal's right. ' Model the fìrst itenr with a nìore confìdent studerìt irì tlìe
class.
CONVERSATION 2 . To review, have pairs ofstudcnts read the convcrsations
F: Please spell your narne.
alotrd.
M: My first naÍìe or last name?
F: Last. 0ption: f+5-1o m¡nuresl l:or a clrallenge, l.¡ave students
M: Sure. lt's Jonsen. J-O-N-S-E-N. write qucstions for the u¡tused a¡ìswer option.'l'here are
CONVERSATION 3 rnany possiÌrlc questiorìs students can write. For exanrple:
F: ls that your son? I a Do you warìt a new dress? (Yes, I do.)
M: Yes, 2 a ls he a pilot? (Yes, he is.)
F: How old is he? 3 a ls he handsome? (Yes, he is.)
M: He's five,
4 b Do you like the red shoes? (Yes, I do.)
F: He's so cute!
5 b Do you need a ¡rew coat? (Yes, I do.)
CONVERSATION 4 6 a ls she young? (Yes, she is.)
M: Excuse me. Where's the Corner School?
F: The Corner School? lt's around the corner.
M: Around lhe corner? 13 Grammar pract¡ce
F: Yes. The address is 12 Wesl 12th Street. tWYouractuat
teaching tlme: ' minutes time: j
ì

I I teaching
CONVERSATION 5
M: Excuse me. What time is it? This activity reviews: statenìerìts and questions with lre
F: lt's a quarler to lhree. (Unit I); verb lmue ( t.lnit 4); yes / no questions with ruar¡f
M: A quarter to three? an¡J need (tJnit 6); questiorìs with Wfty (Urrit 6); questions
F: That's right. with Wlro (LJnit 7).

' Have students read their iìnswers alot¡d to the class.

10 Grammar pract¡ce
5 I - yow actuat
l-teaching time: minutes ì

' -suggestua i teach¡ng t¡me: I

'fhis activity reviews: possessive nouns arrd adjectives

(Unit 2).
' (iall on individual students to say the correct serìtence.

T62
 . Move around the room and make sure students extend
14 Grammar practlce
their conversations with the language in the lìecycle
Suggerted 5
box. Have students make a check mark next to the
z This activity reviews: daily activities, leisure activities,
expressions and phrases in the Recycle box that they use
in their conversations.
5 and household chores (Unit 7); frequency adverbs (Unit 7), . Have various pairs role-play some of their conversations
o- . Have students read their answers aloud to the class. in front of the class.
z Make sure they pronounce the third person -s in items
o
U'
1,3, 5, and 6. Also make sure they spell goes correctly in
item 5. A: There's a movie on Thursday at 6:00. B: Really? What
(Í, movie? A: About a Boy, with Hugh Grant. B: Great! Let's gol
lrJ 15 lntegrated practlce A: When is the school dance? B: lt's on Wednesday at
J 10130 p.m. A: Let's gol Where is it? B: Pat's Restaurant. lt's
Suggested 5-10 around the corner. A: Let's meet at 10:15. B: Good idea.
time: I mlnutes
A: Look! There's a basketball game on Saturday. B: Great!
This activity reviews: daily activities and leisure activities Let's go! What time? A: B:30 p.M. Lel's meet at 8.
(Unit 7)i frequency adverbs (Unit 7); time expressions
(Un¡t 7).
. Review answers by having each student write one
sample answer on the board.
. Workbook: Exerclses l-5;
Oplion: [+10 mlnutesl For additional practice, brainstorm
Vocabulary Booster Activltles l-7
more questions with the class that students can answer in . Complete Assessment Package
writing. For example: . Revlew Test 1, Speaklng Test I
What do you do on Mondays?
What do you do at night after dinner?
What clo you do on weekdays?

16 Conversat¡on pract¡ce
Suggested: 5-10 | Your
tlme: I tlme:

This activity reviews: event times and locations (Unit 5);

places in the neighborhood (Unit 3); locations (Unit 3).
. Give students a few minutes to look at the information in
the event announcements.
. Model the conversation with a more confident student.
F-or example:
A: Look! There's a concert on Sunday.
B: Really? What tíme?
Ai lt's at 3:30 in the afternoon.
B: Great! Let's go!

T63
14 GRAMMAR PRACTICE Complete the statements with verbs in the simple present tense.
I I usually v"q!t;!r TV in the evening, but my brother ltgtt¡1ts to music.
2 We sometimes 9]o1tt the house and d9 the laundry in the morning.
3 After dinner, I always "';,tsll the dishes and my wife talc: out the garbage.
4 My neighbors never .rlo shopping on weekdays.
5 My sister always (¡o()s to bed before 10:00 n.v., but I usually cl¡ecf .. .. e-mail at 1O:OO.
6 My grandfather always l,¡ktls a nap in the afternoon.
15 INTEGRATED PRACTICE On a separate sheet of paper, answer the questions. Use frequency
adverbs or time expressions. Then tell your classmates about your activities.
I weekends?
What do you do on
2 what do you do after breakfast? |
t I

I usually 9o sho77tn9 oa tteekenàÇ'

,

3 What do you do after work or school?

4 What do you do at night before you go to bed?

16 CONVERSATI0N PRACTICE Wirh a parrner,

talk about the times of events. Use the
pictures or your own ideas. Start like this:

There's a

Ð t.sure to recycte this language.

Really?
What time?
Let's go!
Cood idea.
across the street
down the street
around the corrrer

w Tun Torvo Srruxcs

Bö
Alout a Other events
a meeting
a party
a
a
dance
dinner
your own idea
måiií.n,
tllUl80Ay,6100

63
 Home and Nei$hborhood

LESSON 1

t {,1) V0CABULARY o Buildings Read and listen. Then listen again and repeat.

2 an apartment building 3 an office building

2 GRAMMAR o The simpte present tense: questions with Where / Prepositions of place

0uestlons wlth Whore

wnereoo{f|T,.or,r*J,,rrr whereaoes{f8r,,otnr,}*ork?

Preposltlons of place
ln at on
She lives in an apartment. Street.
I live at 50 Main Her house is on Bank Street.
They live in ahoûse. He works at the bookstore. We go to school qn Avenue.
-94"
I wdrk in an office. They study at the new English School. I work on the tenth floor.

GRAMMAR PRACTICE Complete the conversations. Use prepositions

of place and the verb be or the simple present tense.
I A: Where ...1ì... your sister's apartment? 3 A: .P.99.q. your neighbor .W.9lf.1t/.i1. a bank?
B: Her apartment ...i9.9!.. . Creen Street. B: No. She works g! /.ll a bookstore.

2 A: Where ..99. .. you ..9l9gy.. . English? 4 A: Where ..99... your parents .....liVg ..... Z

B: We study ...q!... the school around the corner. B: They live ...?1.. 58 Gray Street.

4 (,)) PRONUNCIATI0ìl o Linking sounds Read and listen. Then listen and repeat.

1 lt's¡on First Avenue. 3 He lives_in an apartment.

2 She works_at home. 4 My friend studies_at home.

UNIT 8
 t-
Home and Neighborhood m
cn
@
Tell students that in, at, and on are words that show
o
where someone or something is; for example, Where
does she liue? She líves lryan apartment. Where does he
z
work? He works at the bank. Where do they live? They liue !
1 {,)) vocabulary sp the third floor. t-
Suggested 5 Your actual
Write the following questions on the board:
Where do you live?
z
teachlno tlme: mlnutes teachlnq tlme:
. Where do you work?
Give students a minute to look at all the illustrations.
Ask students to give answers for each question, using in,
Point to each building in the book and say its name: ¿
at, and on. You may want to write on the board sample
house, an apartment buildíng, an ffice building.
answers for the ñrst question.
. Play the audio and have students listen. Then have I l¡ve ¡n on oportment.
students listen and repeat chorally. I lìve ot 3 Jones Street.
. Check comprehension; ask: I l¡ve on Jones Slreet.
How manyfloors are in the office buílding? (Three.)
How manytloors are in the house? (TWo.)
Longuoge ond culture \
Does the apartment buildinghaue an eleuator? (No,it
.The preposition in is used for inside a buildlng (in on \,
doesn't.) oportmenç in o house, in on office). Át ls used for a specific
Does the house haue a garaget (Yes, it does.)
location (ot home, ot 50 Main Street) or a place wlth a
Does the apartment building have balconies? (Yes, it does.)
definite article (ot the bookstore, ot the new English School).
On is used with street names (on Bonk Street, on 34th
Does the house haue balconi¿s? (No, it doesn't.)
Avenue) and for floors (on the tenth floor).
Longuoge ond culture \
.ln many countrles there ls a ground Íloor and then ,t l-
first flooris above the ground floor. ln the U.S., lhe ground" Q|jftffi). tnducttve Grammar charts

f/oor is also called the fìrst floor.

r ln British English, an elevator is called a lift, and an 3 Grammar practlce
apartment is called a flot.
Suggested 4-5 Your actual
teachlnq time: mlnutes teachlno tlme:

$iffi ru):l::tiiili,åî,T,"..' . Remind students that they can use the verb åe or the
simple present tense.
. Write on the board:
Grammar
Where do vou l¡ve? Where ¡s your house?
7-10 Your actual
tlme: chlnq tlme: Where does vour Where is your mother's
mother l¡y91? house?
. Direct attention to the top half of the Grammar box,
Po¡nt out that do and does are used in questions with
Questions withWhere, and have students study the verbs in the simple present tense, but not in questions
examples. with the verb be.
' Write on the board: Where do _ l¡ve? Point to the . To review have pairs ofstudents read the dialogues
blank and add the subjectyou. (Where do you live?) Say aloud to the class.
I liue in [Chícago]. Now point to the blank and add the
subject øe. (Where do we live?) Say We live ín [the I]nited
Statesl.
4 Pronunclatlon
Write on the board: Where does _ l¡ve? Point to the
Suggestedl 3-4 | Your
' tlme: I mlnutes tlme:
blank and add the subject slz¿. (Where does she live?)
Say Såe liues in lTorontol. Point to the blank and add
. Write on the board: lt's on First Avenue. Have students
the subject l¡e. (Where does he live?) Say He liues in repeat "lts on" as if it's one word.
lCanadal. . Play the audio and have students listen. Then have
. Direct attention to in, at, and on in the bottom half of the students listen and repeat chorally.
Grammar box and have students study the examples. . Call on a few individual students to pronounce the
. Remind students that in previous units they studied sentences.
on and ¿f to talk about location and time; for example,
. pronunciation Activities
Where's the bank? It's on the ríght. When is the game? It's
at seuen o'clock.
At[üffi@

T64
 . Aftcr rrrlcnts listett, prlint trt t lrtr tllit tt olì tlìc riSht Ítlì(l
5 lntegrated practice- ask
st
Irc liue far frotn lrcrc? (No, hc tlocsn't.) /.ç lli.s
/)r.¡c.s
| 3uggested 5; Your actual
| teaching t¡me: _
;
trcig]tborhoorlr¡iccl (Ycs, it is,) I)oint to the trìatì otì tlìe
I t"qS!þg !i4e, minutes i . r

lcft and ¿tskWlrcre does lte liue? (Ncar an airport.)

z . IJrainstonn wilh stt¡dents variotts qtlestio¡rs tlley catl
J ask. (Do not write tlte qttestions on lhe l)oard.) fror (')) nhythm and intonation
fL exarnple: Where does your fatlrcr work?,Wlrcre tloes your
t¡totlrcr work?,Where do yort work?,Wlrcre tlo yotr liue?, I Suggested 2-4 | Your actual

z Where does your family liueT,Where do yttrtt' I¡nttdparettls

I teachingtime: minutes I teaching t¡me:

o Iiue?,Wlrcre does your sisler liue?

. Have stu(lclrts rc¡reat each linc chorally. Makc sttrc thcv:
U)
. (ìive students two nrinutcs .trse risittg itrtonat iort for Do ¡'ttrt lirrc far front lure?, Attd
U) to write qtlesti(ltìs they wattt
is tlre neig,hborlnod ttice?, antl Rr:nll.y?
t¡J to ask. Move arountl the rool'¡r to check whcther their .. cnrlrlrasize M.y a¡rd airporr irt My apartntettt is tte-tt lo att
questiorìs are correct.
airport!
. Flave students ask and answer their <¡uestiorrs itr ¡rairs.
. 'l'o review, ask studenls to tcll the class about their 3 Pair work
partlìcr's family.
I Suggesteã 7-10 | Your actual
Longuoge ond culture I teaching time: m¡nutes I teachjng t¡me:

.ln the example (He works gl o bonk), bonk has the Revicw places arotttrcl tolvtr; tbr cxattr¡llc, ask W/rr¡l
meaning of a business location. He works in o bonk conveys places are near ott scltool? (Pt-¡ssilllc rcs¡rotlses: A
the meaning of being inside a building. ¡rharrnacy, a scltool, a bank, a restatlralìt, a botlkstore, a
nervsstand.)
Revierv folrns of tratlspol'tatio¡t (Lltìit :l); for cxanl¡rlc, ask
6 <')) Vocabutary stucletrts Horu rlo l,rttt g,ct to scltool? (I)ossiblc lcspollses:
| 4-s T Your ãcìuat - By car, by taxi, by bicycle, by brrs, llv train.)
I teaching t¡me:
|

L !e!e!!!gl!me: minutes I

. Give -suggeste¿ Don't stop! lì,xtclld the cotlvcrsation. Iìevielv the

students o¡ìe milìute to look at thc photos and
questiorrs irt the l)on't stop! box. lJrainslort¡¡ t¡rorc
words.'Ihen ¡llay thc atrdio and havc strtdents listell antl
questions withWhere tlìat sttldeltts can ask, a¡ltl writc
thcr.r listen again and repeat.
students' ideas on the board. For c'xalnple:
. Call on individual students to pronou¡ìcc the wortls. Where do you exercise?
For exalnple: 'l': Nwnber 4. S: A park"l' Nuntber 7. S: Att Where do you go oul for lunch?
0irport. Where do you wotch [soccer] gomes?
. Play the audio for the Preposition ne(tr. (live further Where do you go doncing?
exirmples of nertr. Talk about what is near thc school; for . Modcl tlre conversation with a ttlot'c conlìtlelr( sttl(lelìt.
example, l'l'he stadiuntl is near our scltool' I)lay tltc role r¡[ Stttdclrt A. For exarlr¡rle:
0ption: f+3-5 minutesl ljor aclditional practice, have A: Do yott live far frorn lrcre?
students do a ¡rair work activity. I{ave thc'm cover tlìc IJ: No. About tu,ent),ntinttles lty car.
words of a grou¡r of picttlres and then take tttrns pointitlg A: A¡td is the neighborltood ttice!
to a picture and saying the word. Â: (¡roints to itet¡r 2)'ll: A Il: No, il istit. My apartme,ú is trc.Ít to Q ltrtspital.
trai¡t statio¡t. A: Ileally? My neigltltorhuxl doestt't haue a ltospit¿¡l" ctt:.
. Make surc studetrts ask adclitional qttestious abotrt their

Qflütffit . Vocaburary Frash cards

partlìer's nciglrborlrood. Enc:ottrafae thcln to ask thc
questiorìs orì tlìe l)oard or frotn tltc I)on't sto¡rlbox.

. Conversation Pair Work Cards

1 (,)) conversat¡on model

I teaching
srgôestu¿-+-s i vour act-.uãi 4 Change partners
I time: minutes I teaching time: I Suggested 4.,6 | Your actual I

I teachìng time: minutes I teaching time: I

'l'hese conversatiotì strategies are irnplicit ill the model:

. . 'lb revierv, have several pairs of sttl(le¡ìts act otlt tlìeir
| Begin a question with Axd to indicate yotl want
conversatiotì i¡r front ofthe class.
I addirional itrformation.
[. Use Reallyl to introdt¡ce contradictory itrfortnatiol't'
. Introduce the Itew vocabularyfan Say /Tllc traitt statio¡tl
is ttot neer our school. It's fo þottt our scltool.
. Workbook: Exe¡cises l-4
. Copy & Go: Activity 22

T65
5 INTEGRATED PRACTICE Ask and answer questions
with Where about your partner's relatives.
Practice linking sounds in your answers.
3:21

6 (D) VoCABUTARY o Places in the neighborhood Read and tisten. Then

listen again and repeat.

a bus station a stadium

4 a park 5 a mall 8 a hospital

1 {,)) C0]{VERSATI0il M0DEI Read and tisten.

A: Do you live far from here?

B: No. About fifteen minutes by bus.
A: And is the neighborhood nice?
B: Yes, it is. My apartment is near a park and a mall.
A: Really? My apartment is next to an airport!

ii nr,yrxm 4il0 tf{TounTtotrt Listen again and repeat.

Then practice the Conversation Modelwith a partner.
..
PAIR WORK Personalize the conversation.

A: Do you ..... ... far from here?

A: And is the neighborhood nice?

B: . ...... ,, it My ... . is ... ....
Don't stop!
A: Really? My ....... is .
Describe more places in your neighborhood.
Ask questions with Where.
CHANGE PARTNERS Ask about another Where do you [go shoppingl?
classmate's neighborhood. Where do you [go out for dínner]?
 LESSON 2

(D) V0CABULARY o Rooms Read and listen. Then listen again and repeat.

, "rr-,-
is\.tor",
| ) ooo.
' 6 a bedroom

2 downstairs
7 a living room

l.'
9 a kitchen
1O a window
I a dining room

l Sly''y apartment has one large

2 PAIR WORK Tellyour partner about the rooms in your home. ¡é¿róom and two small bõdrooms. I I

3 GRAMMAR o There is and there are / Questions with How many

there is + there's
There ls and There are BUTthereare NOT there+e
Use there ls wllh singular nouns. Use there are with plural nouns.
There's a small bedroom downstairs. There are three large bedrooms upstairs.
I
r
There's a large closet and two windows. There are two windows and a large closet.
I
There's no kitchen. There are no elevators.
Be careful!

rs rhere a barcony? Are rhere crosets? Yes, there is.

{lî:',1l:î:,,1î,, {il::',üllf;* , NOT Yes, there3.

How manv
Ask questions aboul quantlty wlth How manv. Always use a plutal noun with How manv.
How many bathrooms are lhere? (There are two.)
How many bedrooms do you have? (We have three.)

4 GRAMMAR PRACTICE Complete the sentences. Use there's, there are, is there, or are there'

1 How many closets ..qt9.the.rç. .. in the house? 5 ...T¡,9f9.9 a garden next to her house.
Z .. .r¡efç19... . a small bedroom downstairs. 6 ..If'91q.9!'9. .. two bedrooms upstairs.
3 .. .19. !¡.çl'9 . . .. a balcony on the second floor? 7 .. .Tl1qf9:9 .. a park near my apartment,
¿ .. Ilîqfçl9 . .. an elevator and two stairways. 8 How many windows ,. , .. ?re JhPI9. . .. . ?

66 UNIT 8
 . Slr<lrvt lìitt t lìo vt:rb r¡sctl rvit h l/rcrc is si rrgrr lir r. i l' t llc lì r.st
noull lhat fì¡llor,r,s it is singular; thc vcr'lr is ¡rlril'irl il thc
1 (,)) vocabutary fìrst noun that f<tllorvs it is lllrrral. Writc:
Suggested 4-5 your actual There is a bafhroom ond o bedroom upstoirs. m
i teaching time: minutes i teaching time: There is a door and two windows in the bedroom. U)
. (ìivc strrdcnts one tììint.ttc There ore two wíndows ond o door in the be.droom. Ø
t<¡ l<lok at tlìc (liaÍlr.atìì.
lirr eaclr scrìtcrìcr), ítsk stu(lcnts Is tltc uerb sittgtrlar or o
. Ilavc stutlcnts listcn arrcl ¡ltrirrt.'l'herr Itavc therD listc¡r
¡tlural itr tltis scttlttttt:t:? I)oi¡lt to thc noul'r that lì¡llorvs
z
iurrl re¡reirt choral ly. .0
caclr ve lb; ask /.J lltc ttotttt sitt¡4ttltrr or plttrttli'
' Ohe ck corn¡rnrlrcnsi<ln of rr¡.r.s/nirr (íuì\, f lool. allovt:) . (l¿rll attcnti<)n to tlìc srnall ltox otì thc ul)l)cr ri¡¡lrt, \Vr.ite
ittxl rlou¡¡tslairu (anv f kror llcklrv). Ask Wl¡i¿J¡ rtx¡ttts in
tlte lr¡usc nrc u¡tstairs? Wltich root¡ts are tlt¡tuttilairs? ß
fhere is ilrxllhere ore on thc lloartl. Shorvstrrclcnts tltat
tltere is carì be corìtr¿rctcd lo f/l¡rrurls, [x¡t r.h¿tt tlterc ure
z
a¡t¡rro¡rriirte, say /?rflll ttout ury'rc ut tlrc scltool. ll/ltat's carìrì()t [)e corìt ractc(1.
t t ¡tst a i rs? l,V It n t's rl ottt ttsI t ti rs?
' (lall attenliorr tt¡ thc llc carcfrrl! llox on thc right. Ilirvt'
. Vocabulary Flash Cards varior¡s stu(le tìts rca(l alou(l the't¡rrcstions alrd shr¡r.t
irrìswe rs lvit lt ,/lcre i.s and tl¡¿,r'c ¿lr: to t llc lel't t¡f' t he llc
carcful!lrox, Point ot.tt that thc ncgativc firr'¡ns r¡f'thc
2 Pair work rcsl)olìscs can lle co¡rtractcd (there isn'l ittttl Ilterc uretlt),
I but thc affìrnrativtr fìlllns cannot ltc contrat:terl.
Suggested 3 | your actual
teaching time: minutes I teach¡ng time: . l)irect atterìtioll to tlrc nrle for Ilout rrtr¿,]/atì(l tlì('
cxanìl)lcs.
' lvlodeI the activity; for exarn¡rlc, say 77ri.s is tttl, ltouçc.
My ltoust: ltas I ruo floors. Upstairs I ltauc a l¡erlrornn anrl ' I)oint oul that you usc Ilout nn,t), to ask ab<n¡t (luarìtitv
a batltroottt. I)t¡u,ttstairs I ltuue a liuittg nnnt, a diníttg, (a nr¡nrber).
root¡t, attd u kilclten. . '[i¡ check conìpl'clìctìsion, ask ¡rb<xrt thc lrousr: i¡t tllc
. ln ¡rairs, havc strrrlcnts rlcsclibc tlrc roonts in thcir Vocabula ry:
hontes. I lout ¡ttatty bedroonß ore ¡l¡¡:rcl (One.)

. Move alotrncl thc roonr antl nlake sut.e stu(letìts Ilottt tnany Íloors arc tltere? ('l'wo.)
Iloru ntany roonts are t/rcrc? (Five.)
l)ronorrltcc tlìc tìanìes ofthc ro0l¡ls correctlv.
I Iout t¡tutt), batltrootns are ll¡cnr? (Onc.)
Longuoge ond culture
. Home is the place a person lives. lt can refer to either . lnductive Grammar Charts
a house or an apartment.

4 Grammar pract¡Ge
3 Grammar Suggested 3-4 j Your actual
iI suggested 7-10 ¡ your actual teaching time: minutes j teaching time:
teaching time: minutes I teaching time: I

Ilcvielv the exartr¡rlc rvith the class.

. l)ircct attcntiotì to tlìc (;riuìuìtar box anrl have studcltts Ilelìrre sttrdcrrts rvrite, h¿rve therlr look at thc tìr)uns tlìat
strrdy the rule lbr tlrcrc is / !lterc r¡rc antl thc cxarn¡rlcs. fìrllorv the blanks and s¡r),rvhethe r thcy arc singtrlar
' lVrite solìte pronì[)ts on thc [roard; h¡r cxaln¡rlc: rlr plural. (Singular: a srnall [rerlrooru, a Ìralcony, arr
five rooms clevator', a gardcrì, a ¡lirrk; plural: tlvo bcdroorns,
o bathroom rvindorvs.)
fwo floors Ilavc stuclcrìts ('()lìtl)¿r¡'t: atìswct's in ¡ririrs.
lhree windows 'lo rcr¡iclv atìs\t'ers, call orì indivi<lrral stutlctrts lr¡ reacl
lwo doors
thcir corrr¡llete serìterìccs. Âs they saY tlìe scntctìces
o living room
(lallon various stutlents to rnakc selìtences rvith tlle aloud, ¡roirrt or.lt that thc -.ç in /llør,iç links w'ith the a in
thc follorving worcl. li)r cxant¡rlc:
¡)rorì'rpts and ¡/¡¿,n: i.s ¿rntl f/l¿rz ¿rr,; ftrr exarn¡rlc, 'l'lure tr¿'
2'l ht:rc's a snrall bcdroorn; 3 l'ht:re 's a balc<lny;
titut rooms.'l'ltcre is otte baîltroottt.
4'l'ltere's an elevator; 5 I'hcrc's a gartlen;
7 l'ltere's a 1tark.

T66
 5 Grammar practice
. Learning Strategies
suggesied 7-1o I Your actual
teachirijtime: minutes I teaching t¡me:
]
j

z . M<ldel thc activity. Write exam¡rle setìterìces on tlìe

NOW YOU CÂf{
J board about your honre. .
o- 1 (')) conversat¡on model
'
z There are six rooms tn rny house. lhere's a lârge kitchen, a
Ij suggested
time:
3-4 Your actual i

o living room, and a small dining room downstairs. There are

two bedroor.rìs upstairs, The bedroonrs lrave large closets.
teaching minutes teaching time:

Ø The large bedroom is nexl to a small bathroom. A battrroom 'l'hesc conversatiotì strategies are irrl¡llicit in the lnodcl:
Ø is downstairs next to the kitchen. There is a sta¡rway in my . LJsc Well... to indicatc you are dcciding how to lregin a
]U
J living roorn. There are two windows ¡n my kitchen, There is a
sñìâll garden rìexl to the house. Tlrere ¡s also a garage.
response.
j . Ilcspontl positivcly to a tlescri¡rtion wilh Sottlrds Irice!

. Âfter strrde¡rls read alttl listett,

6 (')) listen¡ng comprehens¡on (Yes.)
ask ls lrcr apartnrcrlt large?

iùgieståã s-7 , vou-c1uat

' time: minutes I teachlng time:
teaching
2 ('l) nnythm and intonation
I

' llctbre stt¡derìts listctr, have them reacl thc tlamcs

suggested 2 I Your actual
of the cit ies and the dcscriptions of the houses and I
I time: minutes I tç"çt'iag¡1q
teach¡ng
apart ¡Derìts.
Ilave studerìts repeat each line chorally. Makc surc thcy:
' Have stt¡dents listen and check each lrest choicc.
llevierv .ìnswers by asking stude¡tts to read thc correct ' use rising into¡ration for ir¡ r¡ l¡ol¡.se alld falling
irìtorìatiorì for or ntt apartrttettl?
descri¡rtion fr¡r each itcln. . trsc falling ir.ttotratiolt for Wltttt's it Iike'l
Option: [+5 minutes] To ¡rrovidc additional stlpf)ort, reviclv
thc i¡rforrnation rvith studetìts lrcfore they listen. Ask /)o¿rs
llrc one-betlroo,n eparlnwtl in Paris lmue a ltig kitchen?
3 Palr work
Does the ltouse in Motúreal lmue a g,arde,t?, elc.
suggested 7-1o I
{ teaching_time: Your actual
m¡nutes _ | teaching t¡me: - ;

AUD'OSCRIPÍ
Don't stop! Hxtencl the cottversation. Brainstorn¡
CONVERSATION I questions that begirr with Is there Are tltere:
M: I need a house or aparlment in Paris in April. anrl IIow nm¡ry-?Write stuclents' -7,icleas ol¡ the -1,
board.
F: April in Parisl Nice, Hmmm . , . Well, we have a small one-
bedroom apartment near a park. F'or exatn¡rle: ls lhere o garoge in your oportmenl
M: What about the kitchen? My wife wants a large kitchen. buitding? Are there large closels? How mony floors ore
F: A large k¡tchen? Hmm . . . Oh OK. We have a lwo-bedroorn lhere in your house?
lrouse with a large kitchen. ls that OK? . Model the cotrvcrsation with a lììore confìdent str¡dent.
M: Great.
Play Role A so that yotl can nrodcl asking manv tlifferer¡t
CONVERSATION 2 questions frr¡¡n thc IJo¡l't stop! box.
F3 We need a lrouse in Buenos Aires in February, What's . Be sure to reinforce thc use ofthe cotrvcrsation strategies
available?
M: We have two houses available lhen. How rnany bedrooms do listed with the Co¡rversation Modcl; for exanl¡rle, rnake
you need? surc students say Sotords rlicel with ctìtlìtlsiasllì.
F: We need a second bedroom for our son, . Conversation Pair Work Cards
M: I have a nice two-bedrootn house with two bathrooms. ls that . Learning Strategies
OK?
F: Perfect.

CONVERSATION 3 4 change partners

M: Do you have an apâr1tÌlent available ¡n Tokyo in September? I suggested 4-5 | - Your actual
F: ls a one-bedroom OK? [ time: minutes I teaching time:
leaching
M: Yes. That's fine. . 'fr-¡
F: Well, I have two one-bedroorns available, Do you need a revierv, ask a f'erv studclrts VL/ltttt is 1,our ¡)nrtner's
large kitchen? honte like?
M: Not really. But what about closets?
Option: [+lo m¡nutesl Challerrgc sttttletrts lry having tlrerl
F: Well, I have orre with a large closet. But it has a small k¡tchen
M: That's fine. dcscribe their drcatn house.

CONVERSATION 4
F: What's available in Montreal in July?
M: We lrave a two-bedroorrì apartrnenl with a balcony,
F: Actually, we wanl a house. . Workbook: Exercises 5-8
M: OK, lel's see. Oh, we also have a two-bedroom house, And it . Copy & Go: Activity 23
has a small garderr,
F: That souncls great!

T67
GRAMMAR PRACTICE On a separate sheet of paper, write ten sentences
about your house or apartment. Use There is and There are.
ldeas
. number of rooms
fu'rt mallbathroom nexlfo -y beÅ
::)
. size of rooms
. location of rooms

rrsr¡ulNc coMpREHENstoN Listen to the conversations.

i',11
Check the best house or apartment for each person.

[hnprnrww,troneawa¡rorntrorne,<om I

-.

t. Paris t.Tokyo
Ø A two-bedroom houæ with a large kitchen E A one-hdroom apailment with a large kitchen

n A one-bedroom apailment with a small kitchen Z A one-bedroom aparlment with a large closet

z. BuenosAires t.Montreal
I R two-¡edroom house wilh lhræ bathrooms Ø R two-¡eOroom house with a small garden

Ø A two-bedroom house with two bathrooms fl R two-Uedroom apailment wilh a balcony

NOW YOU CAN

{,)) COilVERSATl0l{ M0DEL Read and tisten.

A: Do you live in a house or an apartment?

B: An apartment.
A: What's it like?
B: Well, there are three large bedrooms,
and it has a large kitchen.
A: Sounds nice!
¡:28

{,1) nnVffm AND llr¡TOÎ{ATlON Listen again

and repeat. Then practice the Conversation
Modelwith a partner.

PAIR WORK Personalize the conversation.

Describe your house or apartment to your
partner. Then change roles.

A: Do you live in a house or an apartment?

B: . ..... .
Don't stop!
A: What's it like? Ask more questions.
B: Well, ls there ?
Are there - ?
A: Sounds nice! How many - ?

-
CHANGE PARTNERS Talk about another
classmate's home.

67
 1 (,))
VQCABULARY o Furnlture and appliancgs First write the name of each room (a-f).
Then read and listen. Listen again and repeat.

More home and office vocobulory o p,

t:10
(ù l¡Sf¡HING CoMPREHENSIoN Listen to the comments about furniture
and appliances. Look at the pictures in the Vocabulary. Write the correct room.
I tt,s in the . ..\itç1.'.e1. 4 lt's in the . Þe!l'r.çP.ry1

2 lt's in the . .. .gÍi.qç 5 lt's in the ..filcf'.q1..

68 UNIT 8
 2 (')) L¡rten¡ng comprehens¡on
1 {,)) vocabutary l-suõgeste¿ 9-u-fYorrractual I
t-
I teachingtime: , minutes I teachingtime:_l_ _
I suggestea i - e-l.z I youraëtuat m
I

time:
I
. Play the audio for (lonversatiorì L Do the fìrst item cn
L !e¡S!!!9_!!m9i_l__rnl!C!9f_lteaching I

together with the class, demonstratirìg the location of Ø

. Have slt¡dc¡rts look at all the rooms and then write o
the narne of each roorn in the space provided. lleview
the stove in the picttrre ofthe kitchen. Be sure students
runderstancl that they have to fìnd each itc¡n rììetìtiorìed
z
str¡rlerrls'alìswers bcforc they liste¡r to the audio.
in the conversations in order to answer corrcctly. T'
. I:irst listeniltg: Havc studer¡ts liste¡r a¡rd point to the t-
itelns in the illustrations.
' Flave stt¡rlents listen and write thcir
::,r*::::""rg: z
. Secorrd listening: Have str¡de¡rts listen and repeat
chorally. Make sure studerrts pronor¡nce the indefinite
' Second listening: l-lave students listcn to confìrrn their
atìslvers.
articles (a / on) clearly.
. (;ive stu(lents a fewrninutes to practice pronouncing
' To review answers, call on ir-rdividtral studcnts to say the
sentences.
the worcls on their own.'l'hcn ask stude¡rts if there are
any iterns they would likc to ¡rractice ltrrther with you.
AUD'OSCNlPÌ
Have students identif y the nunrber of the worrl for you
to nrodel the ¡rrontrnciation. lìor exarnple: Student A: CONVERSATION I
M: ls that stove r'ìew?
Nu¡nber 1J.'feacher: Toile¡. Sttrdcnt A:'foilet. str¡rlent Il: F: No. lt's about five years old.
Nu¡túter 19. 'l'eacher: Refrigerator. Student B: Refrigerator. M: But it looks new.
Option: [+5 minutesl F'or additional practice, have stucle¡rts F: Really?

identify all the ft¡rnitrrre and appliances in each roortr of CONVERSATION 2

thc house in the illustration on Student's Rook page 66; for F: That's an old computerl
cxarrr¡rle, In lhe bedroo¡n tlrcre's a bed. There's o lrurtp next M: I know. I need a new one.
to the bed. 'l'ltere's also a dresser.
CONVERSATION 3
0ptiOn: [+5 mlnutesl Âs an alterlrative, have studerrts do M: Do you like my green sofa?
a pair work activity. Orìe studelìt describes a roorn i¡t one F: Well. ., lt'sOK I guess.
of the illt¡strations on pagc 68. I'he partner listelts and
CONVERSATION 4
identilìes the roorn; for exarn¡rle, A: There are f¡uo sir¡t's F: I need to brush my hair. Do you have a mirror?
attd Ituo mirrors o¡t tlrc left. Tltere's o sltotuer and bathtul¡ M: Yeah, Just go upstairs and turn left.
on tlrc right.B:'l'he batlroor¡. Tlren they switch roles.
CONVERSAÏION 5
Option: M(+10-15 minutes) M: Whore's your microwave?
F: Over lhere, on the counter,
Lønguoge ond culture M: Thanks.

. An applionce is a piece of electrical or fuel-operated CONVERSATION ó

equipment (a refrigerator, a stove) for a house or F: Where's Susan's phone number?
apartment. A rug covers part of a floor but d carpet coveß M: lt's on the table downstairs. Near the chairs next to the
window.
the whole floor. A small table next to a bed is called o
F: Thanks,
night toble. A low table in front of a sofa is called a coflee
toble. Another word for sofois couch. A miqowove ovenis
usually referred to as a microwove,
. Refrigerotor and f ridge have the same meaning (fridge is
formal). Some students Íind refrigerotor difficult to
less
pronounce. Model the pronunciation and give special
emphasis to the second syllable: reFRlGerator,
. ln British English, sofo is iettee and stoye is a cooket.

. Vocabulary Flash Cards

. Learning Strategies

T68
 ', crrr¡rlrasizr: Inautifulin / l/rlnl'' it's Ituttttifttl.
3 Pair work ,
I)rolrouncc tlrc lan¡¡ua¡¡c chtl¡k Wll¿rf do yott |ltitrk? "irs
suggested 8-lo ' Your actual singlc rvortl."
time: time: a
I

teach¡ng minutes I teaching

z
I

. Model tlìcsc staterìrents and have sttttlcnts rel)cat

' (ìivc studcnts trvo rnirrutes lo think abottt thcir hollrcs
chorally. Make sure the stress falls on thc acljcctive:
J antl write dow¡r tlre frrr¡riture in eaclt rooltr. Move
I tlti,rk ii's ttice. I tltittk it's awful.
o- aror¡¡rrl the rc¡onl:rntl ltelp stttdetrts with vocabulary.
I tltittk it's g,reot. I tltink it's terriblt¡.
. Iìrainslornl
z t¡tresliolrs slu(lents call ask otìc arìotlìer. I tltitrk it's ug,ly
o Writc stu(lents' itlcas orì tlìc l)oard. l;or exatnple:
a
U)
Whafs in your kilchen?
Do you hove o dining room? Whofs in ît?
3 Pair work
1Il ls lhere on offrce? Whafs in if? suggested 8-12 |
i teaching Your actual I

. i time: !!'!yt€! |
- teaching time:_ j

If you lìave l)rescrìtcd thc words from the Unit {J

. Ilcview tlre vocabulary for the pictttres lly having
Vocabulary lloostcr', pagc ìlì0, encourage stu(lertts to Llsc
thcrn in this cxcrcisc. stutlents say tlìc worcls. (Chair', clrair laltt¡1, sttftt, t'ttg,
stclve. )
0ption: f +5 m¡nutesl 1:or a diffcrcnt a¡r¡rroach, have . Direct attenlitlrt to thc lìecycle br¡x. llave sttttlcnts usc
slurlcnls rnakt: se¡rtenccs rvith ltaue, want, an(l ,¡ee.r/ al)()ut
the plrrases to givc their opinion abotlt tlte fttrniture arrtl
Irrrrritrrrc in thcil holne ; fol e xarn¡rle, We ltatte tltree'l'Vs itt
ap¡rlialrces irt tlrc ¡tictttres.
our aparlnørt. I ttccd a trcru co,nprtler in nty o[li<:e.
Don't stop! Extcnd the conversation. Flavc stu(lerìts
continuc thcir conversations lly talking abottt <¡tltrtr
frrrn itt¡rc and ap¡rliances.
. Morlel llìe corìvcrsatit¡n with a nìore coltfìdcrtt stu(leltt.
1 (rl) Conversat¡on model
Play lìole IÌ. lìor cxatnple :
Suggested 4-s I Your actual I

A: 7ï¡i.ç is a nice cluti¡'. Wlutt rlo you tltittk?

teaching time: minutes I teaching time:
lì'. Actuelly, I tltink it's pretty ttrttJitl.
'l'hcse convcrsati()rì strategies are inr¡rlicit ilt the tììodel: A: Rutlly? Attd uilvtt abr¡ut lhal chair?
' IJsc Âctually to introduce arr o¡rinion that rrtigltt ll: I thittk it's nice! What ultortt you?
surprise. A: I dott't kttout. l'nt ttlt sure.
' Say I clon't knolv. I'rn not sttre to avoitl rnakirtg a clircct . Move arourrtl tlte rootn and listen irt as sttt(lents woÌk
rìcgat ivc statcnìerìt. in ¡rairs. lìncortragc stuclcnts to use tlre lart¡itrage in the
llccycle br¡x, and thc positivc and negative adjectives,
Write on the'l¡oard: Does she l¡ke lhe sofo? Does she l¡ke
to give their opirtions aÌrout other f ttrnitttre and
the lamp?
a¡r¡rliances. Make sure students are expressive when
After sttr<lerrtsrea<l alltl listert, ask for ansrvcrs. (She likes they give their o¡linions.
the sofa. She rkresn'l like tlre larrr¡r.)
Dircct atterìtion to the box rvith ¡rosilive an<l rtegativc . Conversation Pair Work Cards
adjectivcs. [)oint to the snriling lìrce antl sity,'l'ltese are
¡tositiuc adjecfirres. Point to the frowning face antl say
'l'lrcsa are ,rcgariue adjeclirres. l)lay the aurlio antl lravc 4 Change partners
str¡clcnts rc¡rcat ch<-rlaIly. suggested 4-5 | vour aitual
t¡me: time:
I

' tgachjng minutes I teaching ]

Longuoge ønd culture

. lb review, ask a ferv students Wlticlt furnitttre cloes your
. Whot do you think? = Whot do you think of the soto? = parlner Iike?
Do you like the sofo?
.ln some cultures, people live by the saying, "lf you can't
say anything good, don't say anything at all." ln those
cultures, it is more appropriate for a person lo say I don't
know. l'm not sure rather than express a negat¡ve opinion . Workbook: Exercises 9-12
of something. ln other cultures, it is more acceptable to . Copy 6¡ Go: Activity 24
give a direct opinion, in which case a person could say
I think it's ugly.

2 (rl) nnythm and intonation

Suggested l-4 j Your actual
teaching time: m¡nutes I teach¡ng time:

' I'lave stu(lcrìts repeat cach linc chorally. IVlake sttre thtly:
" trsc falling intorration tor lUltut tlo yott tltittk? atì(l Ártrl
ultar about this latnp?

T69
3 PAIR W0RK Ask your partner about the furniture
and appliances in his or her home.

NOW
1 (,)) C0I{UERSATIOI¡ MODEL Read and listen.

A: This is a nice sofa. What do you think?

B: Actually, I think it's þp.a.u.t[fy[
ïD posittve and
A: And what about this lamp? negativeadlectives
8: ldon't know. l,m not sure. flS¡V,ifyt j#",
2 {,1 nnvnu AilD rl{ToilATror{ !|':'.. ;;;;iú"
Listen again and repeat. Then practice
the Conversation Modelwith a partner.

PAIR W0RK Change the model. Ask your

partner's opinion about the furniture and
appliances in the pictures. (Or use your
own pictures.) Then change roles.

A: This is a nice What do you think?

B: Actually, I think it's ........ .
A: And what about this ........ ?
B:
Don't stop!
Ask about other furniture
and appliances.

Bc ¡ure to rec¡rcle thll hä¡iuãgõ.

I like this .
-
I don't like this .
-

4 CHAIIGE PARTNERS Practice the conversation again.

69
 grammar . vocabulary listening
reading speaking . pronunciation

1ö READING Read about where people live. Who lives in a house?

Who lives in an apartment?

My name is Ana Karina Espinel. I
live in Cumbaya, Ecuador. Myfamily
has a very nice house with a two-car
garage. lt has a big, beautiful garden.
Downstairs there is a large living
room, a dining room, and a large
kitchen. Upstairs there are four
bedrooms. And we have a lot of
bathrooms-five in all!
My mother also has an office
upstairs. We love our house.
l'm Cem Korcan and I'm from
Turkey. I live in a three-bedroom
apartment in lstanbul. The building
has a garage and a big garden.
I have one bathroom, a big living
room, and a small kitchen. There's no
dining room. lt's a small apartment, but
that's 0K.
My favorite room is the living room.
It has a beautiful view of lstanbul and
the sea.
l'm Soon-Ju Cho, from Korea. l'm a
bank assistant. I live in a small house
with my husband, Sun-Yoon Jong, We
have three floors and a garage. There
are two bedrooms, a small l¡ving
room, a small kitchen, a dining room,
and one bathroom.
My favorite room is the living room
because it has a W! I really want a
garden, but unfortunately, we dont
have one.

2 READING COMPREHEI'|S|0N Check the descriptions that match each person's home.

four bedrooms Á J I
five bathrooms d I J
a small kitchen I Á Á
no dining room _J Á -J
no garden J I ú
a garage A ú Á
an office Á J I
3 PAIR W0RK Compare your home with the homes in the Reading. On your ActiveEoo* Self-Study Disc:
Extra Readlng Comprehenslon Questlons
fI I like Ms. Espinel's house. There's a big
garden. My house doesn't have a garden. !!

Í3ty'rr. Korcan lives in an apartment. I live in an apartment, too. Extrc proctice o p. l4l
His apartment has one bathroom, but my apartment has two. !!

(Dr* No.ch Pop

70 UNIT 8
 2 Readlng comprehenslon
Suggested 5 Your actual
1 {r)) neadtng teachlno t¡me: m¡nutes teachlno tlme: t-
Suggested I 10-t5 Your actual .
m
t¡me: I minutês Ume: Have students read the information in the left column of CN
the chart.'I'hen have them scan the article again for the Ø
. Pre-reading:'Io practice scanning, have students read o
quickly and underline the information that tells what
answers.
. Ask students to underline the sentence in the text z
kind ofhome each person has.
. 'l'hen have students read the text silently.
that supports each answer. For example, Ana Karina T
llspinel has five bathrooms. The supporting sentence is t-
' Check
Who
comprehension. Ask the following questions:
liues in a house? (Ms. Espinel and Ms. Cho.)
in paragraph 2 (the last sentence): ^,4¿ d we haue a lot of
bathrooms-liue in all! z
Who liues in an apartment? (Mr. Korcan,)
' Have students compare their answers and supporting
Who liues in Turkey? (Mr. Korcan.) information.
Where does Ms. Espinel liue? (She lives in Cumbaya,
Ecuador.) ' Review answers by asking individual students to say
which information should be checked for each person in
Does Ms. Cho liue inTurkey? (No she doesn't. She lives
the reading.
in Korea.)
IIow many bedrooms does Ms. Espinel hauel (F'our.) .uest¡ons
How many bathrooms does Mr. Korcan haue? (One.)
Who has a biglivingroomi (Ms. Espinel and Mr.
Atru@ : .-ffi fii"lH,,f;,p"n'n''on
Korcan.) 3 Palr work
How manyfloors are in Ms. Cho's house? (Three.)
Suggested ¿l-5 YOUr actual
Who has a big garage? (Ms. Espinel.) teachlno tlmel m¡nutes têachfno tlme:
Option: f+10-15 m¡nutesl To turn this reading into a . Call on individual students to read the example
listening activity, draw the following graphic organizer on
sentences aloud to the class.
the board (without the answers) or print out the graphic
organizer from the ÂctiveTeach Mult imedia Disc. Have ' As students talk, move around the room to listen in on
students read the questions before they listen. Play the audio their conversations. Answer any questions as needed.
twice for students to answer the questions in the chart. Then Option: [+5 m¡nuterl For a different approach, do a group
have them read the text to confirm their answers. activity. Have students say why they like the house or
apartment they live in; for example, I like my apartment.
Ms. Espinel Mr. Korcan Ms. Cho The rooms are uery bigand there are many windows.
Where? Cumbaya. I slonbul. Koreo
Ecuador Tu.key Ms. Cho lives in a house. I live in a house, too.
House or an house oportment house Mr. Korcan's apartment building has a big garden. My
apartment? apartment building has a small garden.
Ms. Espinel's house has five bathroomsl My apartment has
How many lwo one lhree two bathrooms.
floors?
How many four lhree two
bedrooms?
How many frve onc onc
bathrooms?
Garden? Yc5 Ye5 no
Carage? YCS Yes Yes
Small or large lorge smoll smoll
kitchen?
Small or large large lorge smoll
living room?
Office? Y(:5 no no

Ujfiffii| . Graph ic orsanizers

T70
 Revlew
lnfo Gap 'l'htrc's u big,ltookcase. B: l¡xtintirtg, to tlttt littittg rtxtt¡t in

Suggested 7-1o actuai I\trner Iì's ¡ticture I Olt!'l'his lirtirry, roortr.

I I
I teaching time: m¡nutes I t!g!¡i!g l|!gl J
. l)air work. I)irect atlention -Your
to the two different ¡rictures
Wrltlng
(l)arllì(:rA's l)i(:luro ilnrl I)artncr ll's l)icturc) and tell cach I suggested ]-v.r, "ctual l

pair to <k:t:itkr which ¡ricture cach ¡rartner will use. I teaching tlme:-s-to
F!ry!es_l_l9e!¡'nglrng!_ __ _ l

. lìeviurv the exarrt¡rlcs. I;.ncorrrage studcrrts to trse

tliffe rent ty¡rcs of qrrestions durirrg thc activity; for
cxa rn¡rlc, I lotu tttturl, are tlrcrc? Does tlrc haue
Is lltcrc a _! - _?
Arc thcrc - -?
. You lnay want students to covcr up the picturc their
l)artncr is using cluring tlìc activity so tlìcy carr'l see it.
How rlirny lredrorlrns are there? ls the c]ìa¡r rìear the table?
Does tlìe bâthroofil have lwo sinks? How nlany rooms are
there? Where ¡s the table? ls there a dining room? ls therc a
rL¡g? How many windows are there?
0ption: [+1o minutesl As an altcrnative, do a guessin¡;
garnc. Studcnt says whcrc an itern is withotrt saying
^ ll asksyes/rro questions. A: It's in the
tlrc rrarrrc. Studcnt
I¡erlroont. ll: Is it large or smnll? A: It's snnll.ll: Is il nexl to
tlrc bed? ft: Ye.ç, it i.s. ll ls it the table?
. Use students' nanles t() write cxarnplcs with b¿¿l anrl ,oo
orr tlre lroar<l; lìrr exant¡tlc: [Aork] lives in on aporfmenl.
but [V¡cky] lives in o house. [L¡ndo] lives în an oporlment
[Garyl lives in on oporlment, too.
. l)oint out the use of conlnlas with both but ittxl loo.
Option: l+5 m¡nutêsl 'lb extcnd thc activity, havc stutlents
rcacl their senlences aloutl ilr slnall grot¡ps or in fnlnt of thc
class.
My bedroom has two beds, and this bedroom has two becls
too. There are windows in this bathroom, but in my horne
lhere are no windows in the bathroom. This house has a
garage for orÌe car, bul rlly house has a garage for two cars,
This living roonì lìas a large bookcase. My living room has
a large bookcase, too. This l¡ving room doesn'l have a TV,
t¡ut I have a TV in my l¡ving room. There is old furnitt¡rc in lhis
house, but there is new lurniture in my house.

0ption: [+10 minutesl Iirr a diffcrcnt a¡r¡rroach, have

stu(l()nts wr¡rk in slnall grou¡rs to rilake al¡rhalletical lists of
. Writing Process Worksheets
lht: furnitt¡rc antl a¡r¡rliarrces in cach ¡ricture; for cxarn¡rle,
for the letter ll: l¡athtub, bed, bookcase, ctc. 0ption: Oral progress asiesiment
Use the illustration on page 71. Encourage students
Pair work I to use the language practiced in this unit as well as
Suggested 4-5 | Your actual
I teaching previous units.
I time: minule¡ | !glj!i1Lt!mg: _ I

Create a conversation together. Point to one ofthe two

' (ìivc stt¡dents a few rninutcs of silcnt tinre to explore the
¡ricturcs and formulatc o¡rinions about the itelns itr eaclt
horrsc.
. In pairs, havc str¡dents l)oint to furniturc and ap¡rliances
:rnrl ex¡lrcss thcir o¡liniorts.
A: What do you think of this table / lamp / bed / balhroom /
house / kitchen / stove? B: Actually, I think it's beautift¡|. And
what about this sofa / desk / bookcase? A: I don't know. l'fiì
not sure. B: Really? I think it's pretty ugly,
pictures and say Thís is your house. Ask questions about
the student's house. The student should answer based
on the picture; for example, Do you live in an apørtment
or a house? How many rooms øre there in your house? Do
you haue a garden? Does your bedroom have ø bookcase?
What do you need in your house?
Evaluate students on intelligibility, fluency, correct use
of target grammar, and appropriate use of vocabulary.
. Oral ProgressAssessment Charts

Option: [+10 minutes] ljor a challcnge, have stt¡tlents

rcdccoratc onc ofthc lrouses. On the board, review the option: ffi(+2ominutes)
lrhrascs studcnts will nccd; for cxarnple, Let's put nexl
to the I wont o in lhe We need o - don't
We
hove o -. but we need- one. - -.
-, . Workbook: lust for Fun
Pair work 2 . Complete Assessment Package
I suggested 7-1o I Your actual ì
. Weblinks for Teachers: pearsonlonoman.com/t
I teaching time: minutes I teaching time: I
And on your ActiveTeach Multimedia Disc:
. Model the activity: I lave a stu(lent rea<l lhe exarnple Top Notch Pop Song Activities
alot¡rl as yott draw what you hear on the board. Top Notch TV Video Program and Activity Worksheets
Supplementary Pronunciation Lessons
Option: [+1o minutesl Âs an alternativc, have stuclents take Audioscripts
turns dcscribing a roorn orì pagc 71.'l'heir partner listerrs Unit Study Guides
arrd idcntifies tlrc roorn; for exarn¡rlc, A:'l'here's a sofa awl
a cltair.'l'here's a vtmll table witlt rt lant¡t next lo llte cltair.

T71
'Y f:â lNFO GAP Find everything that's different in the two
wu pictures. Ask questions. For example:
How many are fhere'/ Iç there
Doeç lhe - have -?
Are there
PAIR WORK
- -? -?
I Express your opinions about the houses, the furniture,
and the appliances. For example:
A: Whal ðo you lhink ol ?
l),I t¡¡nk il'r really ¡ice. Whal abouf yov?
2 Your partner closes his or her book. You describe
one of the houses. Your partner draws a picture of
the house. For example:
Upsfairr,lhere are lwo çmall beàroo-t anà a
small balhroom.

WRlTll,lG Compare your home with one of the

houses on this page. For example:

lrur, uour" haç lwo beàroomt upslairs,

I

my houte hat . . .
lbut .4r'\ -'., 4 -.
-#f

71
 Activities and Plans
LESSON 1

t (,r) VOCABULARY o Weather expressions Read and listen. Then listen again and repeat.

HOW,S THE WEATHER?

I ltt sunny. Wffi 6 lt's hot. 7 lt's cold,

l:18
4 lt's raining.
I lt's warm.
IH 9 ltl cool.

(,)) USTENING COMPREHENSION

Listen to the weather reports. Check
the correct word for each city. Then 1 Call
listen again and write the temperatures.
2 Madrld
Finally, listen again and describe the
weather. 3 Seoul

4 Dubal ,/
5 Montreal

3 GRAMMAR o The present continuous: statements

The present contlnuous oryrossos actlons ln progress now. Use a fom of be and a presenl partlclple.
Afllmatlvs llegatlve
Present participles
I'm studying. I'm not oatlng. wearÐ wearing
You'ro shaulng. You'ro not maHng lunch. [0R You a¡en'l maklng lunch.] study+ studying
She's laklng a bath. Shet not takln0 a shower. [0R She lsn't laklng a shower.] exercise å exercislng
It's ralnlng. lt's not snowlng. [0R lt lsn't snowing.] Some others:
W.
We're watchlng We're not roadlng. [0R We aren't reading.] doing, listening, reading,
They're ererclslng. They're nol taklng a nap. [0R They aren'l taking a nap.l working, meeting, getting

72
 t-
Activities and Plans m
U'
Ø
AUD'OSCN'PÍ o
REPORT I z
M: Goo<i morning, Cali. This is your English language weather
!
1 {,)) vocabulary
forecasl for today, The weather ¡s great today, if you tike il
hotl The ternperalure r¡ghl now is 35 degrees, and ¡t's nice r
f Géestø
time:-s-z
- l vóuractrral
minutes I teaching time: '
I
and sunny.
z
I tea_ching
] REPORT 2
. I)irect attc¡ìtion F: Hello from Madrid in lhe heart of Spain. Today's weather is a
to pictures l-5 in the b<¡ok. (ìivc nice and warm 30 degrees. Bul ¡t's a little windy this morning
stu(lerìts a lninute tr¡ krok at the illustrations and read so take a light sweater wrth you. Tune in again this atlernoorr
the sentenccs. for your lvladrid weather update.

' I:irst listenirrg: I lave students liste¡t and rcad along.
. Sec<-¡ndlistening: I Iave studcnts listen and re¡reat.
' Direct attention to picturcs 6-9 and tlìe te¡llperatures.
. lntroduce I¡ls llnf and Ilic colrl with a¡r¡rropriate gestur.es.
Mimc putting on a jacket to introdt¡cc If is c¡rol. Mime
takirrg off the jacket to i¡ttrodr¡ce lt's warnt.
. Hx¡rlain the meaning of (,'and lion the thermontcters.
Poi¡rt tr¡ a temperature on the left sidc of the
tlrerrrror¡reter and say l3l>l Celsius is lgSl l:altrenheit.
' lntrodr¡ce the words tentperature and dep¡rees. Writc on
the board: Vlhot's the temperolure? ll's _ degrees.
l)oirìt to each illustration 6-9 and ask What's the
temperature? (lt's [35] degrees. or lt's [95] degrees., etc.)
. Introdt¡ce the symbol " for degrees. Write on the board:
It's t35l degrees. Ilrase the word degrees a¡td write in ..
REPORT 3
M: This is Tin Sellers with today's Seoul weather report. The
wealher in Seoul is unusually cool lor th¡s time of the year.
lhe temperature is l0 degrees, but it's sunny.
REPORT 4
F: Good afternoon from Dubai in the United Arâb Emirates.
This is your lwo o'clock weather report. lt's a hot and
uncomfortable 33 degrees at this hour in Dubai, and it's
raining.
REPORT 5
F: Hello again. Michaela Soros here with today's Montreal
weather. The weather every day this week is cold. lt's
snowing hard right now, and the temperature ¡s a cold j
degree. A tip for Montrealers: Don't clrive today. We suggest
public transportat¡on, and reports are that tra¡ns and buses
are running normally.

0ption: M(+5-10 minutes) 3 Grammar

l---lusõãsteã- LrW l
Longuoge ond culture [_teaching time: minutes lqça-ctri¡g--tA{
.The Celsius scale is used in most countries. The \_ . l)irect attention to the affirmative state¡nents and
I

have
Fahrenheit scale is used in the United States. Many people students study the rules and examples.
in the U.S. are not familiar with the Celsius scale.
. Writc o¡ì tlìe board: lt roìns every doy. lt's roining now.
. Vocabulary Flash Cards Say ??re.se.sen tences are different. Sentence I is ahout euery
. Learning Strategies day. It is in tlrc simple presenl tense. Sentence 2 is about
right rtotu. It is irt the present co,tti,tuous.

, <'l) t¡tt.nlng comprehenslon ' I)irect attentiorì to the negative statements a¡rd havc
students study the examples. Point out tlìat no, comcs
lsffi
I t¡me: m¡nutes I
after Ûe and before the present participle.
teaching teaching time: _ l
' Point out tlìc two forms f<rr negative contractiotìs.'Io
' Before students listen, have thern study the chart.
review the formation of contractio¡ts, use an eraser
Point to each city ¡rame and pronou¡ìce it so they can
and the board. Write /f is, erase the -1, and draw in an
reco¡¡nize it in the audio. If a world ma¡r is available,
point out the fìve cities. apostrophe.'l'hen write lt ¡s not, erase the -o, and tlraw
in an a¡rostrophe. Continue with other examples in the
. llave students read the direction line. Tell them thar they preserìt cot¡tinuous.
will listen to the weather report three times, o¡tce for each
task in the directions. ' Direct attention to the sntall box atrout prescnt
¡rartici¡rles on the right. l)cnìonstrate with thc eraser otì
' Reviewanswers by askingstrrdents to describe the thc boarrl thal the last -e in exerci.se disappears when you
weather and temperature i¡r ei¡ch city, trsing complete add -ing.
sentences; for exantple, Il's warm in Madrid today.
FYI:There are rrrore s¡lelling rules ft.¡r forrning the prcsent
participle on Student's lìook page 74.

. lnductive Grammar Charts

T72
 Grammar '(')) nhythm and lntonatlon
f - sugôóstã¿ Suggested 2-3 | Youractuai"- -
ILsq.!þe!!!!., I I _ minutes I
teaching time: teaching time:
z . I)ircct attc¡rtiorì to the qt¡estions a¡td atìswers atrcl have . Have stt¡derrts rc¡rcat each line chorally. Make strre they:
J students study the examples. " use falling intonation lor Iiottt's llrc rueatlter there in São
o- . Showstudents how the presenl cotìtitìtlottsy¿s/tlo Itrtukt?
,, use rising intorraliotl lor'l'oday?
z question is formed. Write thc formula olt the board and
o
U'
several example (p¡estiotìs. I:or exarnple:
be 'subjecl , verb / -ing ? 3 Palr work
U' Are you sludying English?
, Suggested 7-1o I Your actual
l¡J ls she wolking to school? I !glQqg!4 , minutes .l teach¡ngt¡me:
J . Remind studelrts tlìat contractions are nol used i¡t
Don't stop! Iixtcnd the cotrversation. l)irect attclltiorì to
affir¡¡lative short answers. Correcl: Yes, / ¡¡¿1. NO'l'
the Do¡r't sto¡r! lrox. Ask Wlr¿l is Molly wearing,? (^ coat
correct: Ycs, I'm.
and scarf.) What is lonutltan wearittg? (A shirt.) Ilavc
. Callattention to tlìc two forrns for negative colìtractiolìs str¡dcnts rcview the nanlcs of clothing itetns lhcy knorv
in short answers. ar¡d rvritc tlrcur <¡n tho board: scarf, stttt:rtler, ia(:ker, coat,
. lb check cornprehension, ask questions; for exam¡rlc, .slroe.s, slrirr, t ie, dress, s tti t, Itlou se, pa n t s, ski r I. I I y<lu have
Are you studying ling,lish rig,hntotu? (Yes, I a¡n.) Are you assigned the Vocabulary lìooster, inclt¡tle llttlse w<¡rcls as
runtcltittgTV righn¡or¿? (No, I'm not.) Is IRyan] ualkittg,? well: trarlrirrgsuit /stuintvtil, barltrobe, bottts, lrtt!, jurlas,
(No, lhe'sl not.) Ls IMichellel listening? (Yes, Ishel is.) triglttg,oum, raintx¡at, ttntbrelkt, satulals, ¡xtiartttts,'l"sltirt,
.sllor¡s, soc/"'s, pantylrcse, u¡rclerutettr.l Iave studenls say
0ption: [+10 minutesl For ¡nore ¡rractice, nrake a list o¡r
what they are ¡tnd are ltot wearitrg.
tlre board of verbs stude¡rts know; for example, eot. toke,
roin, wolk, exercise. wolch. shove. sfudy. Have sttldents
. I lave studcnts brai¡'tstorltì diff'erent cities in this country

lake turns asking and answeri¡tg,yes / no questiorls in or around the workl and think abottt the weather there.
the present continuous; for exalnple, A: Are you studyirtg, Makc a weather cltart otr thc lrt¡ard. For exaltt¡rle:
Ertglish?B: Yes, I ot¡t.B: Is lLarryl watchingTV? A: No, lrc's Coiro, Egyp+ It's hot ond sunny
ìtot. Calgory. Conado lt's cold ond it's snowing.
. Motlel the conversatit¡n with a tììore confìclent stttclent.
. lnduclive Grammar Charts Play Role A to show how to ex¡rand the conversation altcl
talk about clothes, too.
A: IIi, INickl. lEmily].
5 Grammar pract¡ce I\: I ley, Iìmily. Wlrcre are You'?
Suggested i 4-5 Your actual A'.I'm callitrg,from IMoscoru]. I-lottis tlrc uteatlrcr tlrcre in
tlme: I minute¡ t¡me:
ICaracasl?
' Have students work indepenclently to conrplete the B; Today? 'lþrrible! It's raining and cool.
exercise and then compare their a¡rswers in pairs. A,: No kidding! It's warnt aucl sunny lrcre! I'm wearing

. When reviewing answers, make sure students s¡relled slwrts ancl sandals!

making, exercisittg, and fakilgcorrectly. Point out the

. Be sure to reinforcc the use of the co¡rversatio¡t
two possible ways to express the negative respotrse itr strategies; fi;r exanrple, Inake sttre students express
items 3 and 6. sur¡rrise when they say, No kiddíng!
. Iìncourage stuclents to use tlìe acljectives to tlescribe the

.now you crn ¡

weathcr. Ëncourage studetrts to talk abot¡t the clothing
they "are wearing" in the different locations.
t ¡'l) co.rersatlon model
3-4 | Your actual
I Suggested I m¡nutes Change partners
I
*f-vow
I teaching tlme: I I teaching t¡mg: - . I
I suggeltea 4-s actuul I

í 'l'lr"r" conversation l¡ggþl¡gtjqe: m¡rylgs I tearÞlng_t¡Inei ___ i

strarcgie-s a-rehnplicit in the ntodel:

inforlnally.
¡
. I lave stuclents sta¡ìd ul) and fìnd another ¡rartner. Make
' LJse Hi and Hey to greet people I

. Sav No kiddinsl to"show srlrorise. I

sure they clescribe thc wcather in other places around
the world.
. lf necessary, point out Vancouver and São Paulo otr a
map. . Conversation Pair Work Cards
. After students read and listen, ask Horu's the ueatlrcr in
Vancouuer todayl (lt's hot atrd sunny.) Htstu's llrc weatlrcr
itt StTo Paulo? (lt's rairring and cold.)

. Workbook: Exercises l-4

. Copy 6t Go: Activity 25

T73
4 GRAMMAR . The present continuous: yeS / no questions

Are you eating right now? Yes, I am. / No, I'm not.
ls she taking the bus? Yes, she is. / No, she's not. [0R No, she isn't.]
ls it raining? Yes, it is. / No, it's not. [0R No, it isn't.]
Are they walking? Yes, they are. / N0, they're not. [0R No, they aren't.]

GRAMMAR PRACTICE Complete each statement, question, or short answer with the present
continuous. Use contractions.
I 9 9¡19w¡¡g noq and .
I.t
!''l wq?llrlg a nice, warm sweater.
2 .. ls lrc sluclyrrrg. ? yes, he .r9 . . .IC.S.rgqg¡lçJ his textbook,
3 QClp¡tq!¡¡r.qN¡r¡g/isntnrakrngdinnerrightnow. Hg.'p.Wqr.lli.ng. .. ,.lateattheoffice.
4 Jqr.oll:lc g txorcrsuìg , and . . Arl¡ S. tqhrllg. . a shower.

5 .l.tre children arcr.ì.!.W¿]lÇhr¡g TV. . . fhey,(q.llçterrrng to music.

6 . . . . . ls it rainirrg this morning? No. lt's cloudy and windy, but it . . . . ls rìa.1. / ¡snlt
:

7 .. Arc lhey neçlifg in the office right now? yes, . they a¡e

1 {,)) C0NVERSATION MODEL Read and listen. bad@

A: Hi, Molly. Jonathan. awful
iér'ríole
B: Hey, Jonathan. Where are you? goodO
A: l'm calling from Vancouver. nice
How's the weather there in São Paulo? 9reat
beautiful
B: Today? AWfyl. lt's raining and cold.
A: No kidding! lt's hot and sunny here.
l:¡10

{D) RHYTHM AND INTONATION Listen again

and repeat. Then practice the Conversation
Modelwith a partner.

PAIR WORK Change the model. Choose two

cities. Role-play a conversation about the weather
there. (Option: Find the weather report in the
newspaper. Or log onto'.,,\'.,,ì, \.1.'(,,rllr, , , ,rrr.)
Then change roles.

A: Hi,
B: . . ... , ... . Where are you?
A: l'm calling from
How's the weather there in ?

B: Today? lt's .

A: No kidding! lt's . .. here. Don,t stop!

Tell your partner what you're wearing.
CHANGE PARTNERS Describe the
I'm wearing
weather in other places. -.
I'm not wearing
-.
 LESSON 2

1 GRAMMAR o The present continuous: information questions

What is she wearing? (A long black skirt.) What are you doing? (We're checking e-mail.)
Where is he driving? (To work.) Where are they going? (They're going to the movies.)

BUt t{ote lhe dlllerent word order when who ls the subiecl.
Who is working? (Ben.)

PAIR W0RK Ask and answer quest¡ons about Mike and Patty.
Use the present continuous and What, Where, and Who.

<))) PRONUNCIAT¡ON o Bising and tall¡ng intonation Use rising intonation for yeg / no questions.
Use falling intonation for information questions. Read and listen. Then listen again and repeat.

Yes/no questions lnformation questions

,a{
Are you eating? What are you eating?
_l - r,
ls he walking? Where is he walking?
l-\
Are they watching a movie? Who's watching a movie?
..1 {
ls her family at home? Where is her family?
_l - -l'
Are you a teacher? What do you do?

4 GRAMMAR o The present participle: spelling rules

base lorm prssont partlclple base form prcsent parl¡Glpls

talk + lalking make + making
read + teading tak0 + taking
watch + watching comø + coming

Romembsl:
shop) shopping get+ gelting put ) putling

UNIT9
 t 1,1) Pronun(¡at¡on
Grammar
rm
. I)irect attent¡on to the box and have students stu(ly thc Ø
t¡uestions and the arrows. Ø
' l)irect attentiotì to the infr¡rrtration questions and
. First listc¡rirrg: o
answers and have stude¡rts study tlìe examples. lave stu(lents listen and focus on the
I
into¡ration at tlìe end of each t¡uestion.
z
' Writc Who is weoring o coot? on the lloarrl. (lircle the
verb i.ç and the -ingcndirry,.S.ry'|he prcsent cotrtinuous . Point out that y¿.s/r¡o questions have rising intr¡¡r:rtion !
always ustts I¡p and the presc,tt participle in the jggfitrm. and infor¡uation questions have falling intorìat iorì.
t-
. Say Wlro is the subject itt tltis question. l)raw a circle ' Second listening: I lave str¡dents listen and repcat z
arorurd Who antl write S above it. Write Wåot ¡s chorally. Per¡nit students to ex¡¡ggerate their into¡tation
Jonolhon weoring? Say tol\tl¿ll4 is the sultjct:t in lhis to emphasize thc differcnt iltlonatio¡rs.
setttetrce. I)raw a circlc arountl Jonatlv¿n and write 5 Lønguoge ond culture
Languoge culture \
above it. Say When Wlrc is the subject of the questittrt, îhe
wt¡rcl oruler is subject + uerl¡. Wlten Who ís not the subject
o ln American English, fomily alwaystakes a singula, uerb.(
British English fomily can sometimes take a plural verb.
of the: questiot¿, tlrc worrl order is uerlt + subject.

. lnductive Grammar Charts . Pronunciation Activities

2 Palr work 4 Grammar

I suggested ?-toT you;a¿luã----l I su99;$e--'---T---l- your actuat -_l
I teachingtlme: minutes..l teachir¡g!!¡ne:._ | I _ minutes I teaching time:
teaching time: _ _ ]

' Ask stu(lents to study thc picturcs. Ileview tlre cxanrplc . Have students sludy the examples in lhe Grarn¡¡lar box
with the class. in thcir book.
. Re¡nind stude¡¡ts to t¡se infornration (lr¡estions using . You may want 1o say thc cxarn¡rles and havc stu(lents
llre present conlinuorrs; for cxarn¡rle, Who's nnking rcpeat chorally.
breakfast? (Mike is.) Whttt's l\ttty doing al B:50? (She's
Option: [+5 m¡nutesl I;or an in<.luctive approach, ask tlle
washing thc dishes.) What are Patry and Mike doittgnt
stutlents to rìotice what happens at the elrcl of the vcrlt.
7:30? (They'rc getting up.)
'l'he chart l¡elow st¡mmarizes spelling rules for fornring
' Bncourage students to use conlractions. lincourage
the prcsent part ic¡ple.
them to help each other correct mistakcs.
. Ask pairs lo role-play their t¡trestions alld alrswers. End of verb Spelling rule Examples

0ptiOn: [+3 m¡nutesl As an alternative, give studelrts a few .;r.,r"^."a r* drop thc -e and add .ing make-making
minutes to write their questions before they work together take-taking
in pairs to talk about the pictures. one vowel + double the consonant and sit- -sitting
one consonanl add -ing' shop- -shopping
two vowels ârìd add -ing; do not double the rain-raining
7:30 r.u. one consonant consonant read-readinq
What's Mike doing? (He's gett¡ng up.) twÕ consonant5 add -ing; do not double the brush-brushing
What's Patty doing? (She's getting up, too.) consonant work--working
What are they wearing? (Pajamas.)
'Exception: Do not double -w, -x, and -y: snow-snowing; fix-fixingi
8:00 ¡,m. say-. .saying
What's Mike making? (tle's making coffee.)
What's Patly doing? (She's taking a shower.) 0ption: [+5 minutesl l:or ad<-litional ¡rract ice, havc
8:20 r.u. studcnts brainstorm verbs they know. Write the verbs on
What's Mike doing? (He's eating breakfast.) the lroard.'l'hen have students writc thc l)resent ¡rarticiple
What's Patty doing? (She's eating breakfast, too. She's ofeach verb.
reading the newspaper.)
8:50 r.m.
. lnductive Grammar Charts
Where's Mike reading the newspaper? (ln the kitchen.)
Who's washing the dishes? (Patty is.)
Who's lislening to music? (Mike and Patty are.)
Who's watching Patty? (The cat.)

Tt4
 . Aftcr students read and listen, ask Wll¿¡ is cttlling?
5 Grammar practlce (lessica is calling (ìrace.) What is Grace doittg? (She's
f suggested-T- 2-3 [ votrractuat ¡
doing the laundry.)
I teachlng tlme: I mlnutes I teaching time: I I

z . Have students compare answers with a partner.

2 (')) Rhythm and lntonatlon
J . 'lb review answers, have students write tlre participles
Suggested 2-3 Your actual
o- on the board. Makc necessary corrections. teachino t¡me: mlnutes teachino t¡me:

z 6 (t)) tlstenlng comprehenslon

. Have studetrts repeat each line chorally. Make sure they:
o
ct)
.trse rising intonation for HelloT and Shonld I call you
Suggested 7-10 Your actual back later?
U' teachinq time: mlnutes teach¡no tlme: . usefalling intonation for What are you doing?
l¡J
J . Prepare students by saying People are talking on the o pause after WeIl, and actuallY.
phone.
. First listeni¡tg: Students listen and cornplete each itetn. 3 Pa¡r work
. Second listening: Students listen and confirm their
answers.
. 'lb review answers, students say the sentcnces.
. Ilave students look at the pictures of the people talking
on the phone. llave them say the present continuous
AUD'OSCEIPI verb phrase for the other action in each one. (Watching
a ¡novie. Eatingdinner / lunch. WatchingTV. Making
CONVERSATION I
F1: Hello? di¡rner / lunch.)
F2: Hi, Sara. lt's me. Are you working? . Model tlìe conversation with a more confìdent student.
Fl: Working? No way. lt's Saturday. I'm watching TV. For example:
CONVERSATION 2 A: Hello?
Ml: Hello? B: Hi, lMattl. T'his is lKr¿tiel. Whøt are you doittg?
M2: Hi, Dan. lt's Bret. What's up? A: WeIl, actually, I'm watching, a movie right now.
Ml: Not much. I'm just washing the dishes. B: Oh, t'm sorry. Shoukl I call you back later?
M2: Want to go to the movies later? A: Yes, thanks. Talk to ytttr later. Bye.
CONVERSATION 3 B: Bye.
Fl; Eval What are you doing here? . Be sure to reinforce the use ofthe conversation
F2: Me? I'm going shopping. I need a sweater. What about you? strategies; for example, in the role-play, pause slightly
Fl: Just meeting my mom.
after each word when you say Well, actually, to indicate
CONVERSATION 4 you are giving an excuse not to talk right now
Ml: Hello? . Move around the room and listen in as students work.
M2: Hi, Paul. Can you talk?
Ml: Sure. I'm just reading. Make sure students change roles, so everyolìe carì
practice both roles.
CONVERSATION 5
F: Hello. Marla here.
M: Marla? Ben. Are you in the car? 4 Change partners
F: Yes. I'm driving home. I can't talk right now. Suggested 4 Your actual
M: No problem. Call me when you're home, OK? teach¡no t¡me: mlnutes teachino t¡me:
F: Sure.
. Write other activities on the board so students can
practice tìew conversations. For example:
l'm toking o nop.
.NOW YOU CTIN
l'm exercising.
1 ('l) converrat¡on model l'm studying English.
l'm driving.
I teachlng tlme: ; minutes I teaching t¡me: i I

. Conversation PairlVork Cards

Tli".".o,lu"rsatinn stiàtegies are implic¡t in ttt" model:
. Ânswcr the ohone with Hello?
. ldentify yourself with 'l'his is on the phone.
. Llse Well. actually. to llegin an- excuse.
. Say Oh, I'm sorry after interrupting.
. Workbook: Exercises 5-7
. Say'lhlk to you later to indicate the end of a phone
. Copy & Go: Activity 26
conversation
. Prepare studenls by pointing to the photrl and asking
What's she doingi (Shc's talking on the phone.)

Tt5
5 GRAMMAR PRACTICE Write the present participle of each base form.
I .. Igq9.itg
read . 3 wash .. W?9|.ìif g 5 drive ... ...9tlyils
2 write y{ilitg 4 go g9.illg.. ... 6 get up ...Sgt.til.S.VP
6 <')) LISTENING CoMPREHENSIoN Listen. Complere each staremenr in the presenr
continuous.
I Sara's .ry.qlçn'.t]g.IY 4 Paul's .rgqP.ing .

2 Dan's ryq9li.tg ltre olq¡e:. .. . 5 Marla,s . ...d.r¡¡r¡¡.9.1¡9m9

3 Eva,s gorng shgqqrlg

NOW YOU CAN

(,)) C0NVERSATION M0DEI Read and tisten.

A: Hello?
B: Hi, Grace. This is Jessica. What are you doing?
A: Well, actually, l'm doing the laundry right now
B: Oh, l'm sorry. Should I callyou back later?
A: Yes, thanks. Talk to you later. Bye.
B: 8ye.
3:,1,1

(,)) RHYTHM AND lt{ToNATtoN Lisren again

and repeat. Then practice the Conversation Model
with a partner.

PAIR W0RK Role-play a telephone call. Use your

own names. Use the pictures or use your own
activities. Then change roles.

A: Hello?
B: Hi, . This is What are you doing?
A: Well, actually, I ........ right now.
B: Oh, l'm sorry. Should I callyou back later?
A: Yes, thanks. Talk to you later. Bye.
B: ....... .

\/t

4 CHANGE PARTNERS Ask and talk about other activities.

75
 r,l5
. More time expressions Read and listen. Then listen again and repeat.
3

1 {,)) VOCABULARY

F todafl f-morrowì

2 this morning

3 this afternoon

4 this evening / tonight

2 GRAMMAR. The present continuous with present and future time expressions

Actlons ln the presenl Future plans

Are you watching TV rlght now? I'm buying shoes lomorow.
I'm not studying English lhls year. They're cleaning the house on Friday, not today.
She's working at home thls week. Janet's moeting Bill at 5:00 thls afternoon.

GRAMMAR PRACTICE Read Marissa Miller's date book for this week.
Then complete the paragraph. Use the present continuous.

Today is Monday, February 12rh. Marissa ..i!.A.1r?.ti.19..

her mom at the mall, and she ....;L

Tomorrow, she ........ iq.Wqtltil9.

!y:llt;f
......
2
g... .

., and at
.
ttffi ---
go lo Chiltese' ¿loss tào
FEBRUARY

5:30,' she ......1:.tlpSlilg....... Sandy atthe mee¡ James dr (¿Dssini,s R¿rlaurorrt

ffi
.1

City Bookstore. The day after tomorrow, she

¡.q.*grfil.g... .. and she ., ... ¡.q.qelling.. . ..
trF@-
5:1O meet 9aody at the CtYÍbokstore
6:00 lokc lhe bqs To C.olít's housc
maUe áiîne(with Colin
5 (,

her Dad at 1:00. Then, on Thursday morning,

she . ... !:.9.qilg. !ltç.tey.19.v... .. At 3:30, she

7
cIi!]99.9.çl?:.9. . ., and tater, she
F
callDad atwk
(Atz-8s76)
ttOO
sþo exercise¡nfieia*ñ,
7Ð0 go to lÍ¡,e con¿ert wtlh S¿ot¡

. . . i:.gg¡.1g. !9.
¡l

....... her brother iames at

æ
¿leaî lhe ktcheîl

Rossini's Restaurant. On Friday, Marissa

. . . .i:. yglÍil-s. . . . . . from 9:00 to l2:00. After work, she

ri) '
.. ' . . . . i9.!e!tinq !l'g .9y.q. . to Colin's house. Colin
ì |

and Marissa - . ....ef9.T9.\ilg. .... dinnertogether. Finally, theweekendlOn Saturday, Marissa !: p¡çlç¡:i't9 ¡n
t) "
the park with Sarah. That evening, she ..... !:.9-9119 ..... to a concert with Scott. On Sunday, she . .. . ¡l 9gilg .. two
.
t,,
clearting .. . the kitchen.
important thingsl She .,, ... il.lltigViLV ... ... for her driving test, and after that she .....is

76 UNIT 9
 Pair work go lo closs cleon lhe aPortment
study English go to the movies
Your actual
teachlnq tlme: mee| [Alysso] work
z . Iror the/eslrto questions, encourage students to
coll
do the
tKylel
loundry
go shopPíng
exercise
J forrnulate sonìe qtrestions that will require their ¡rartner . 'l'ell students to write only the tilne phrase ancl the
o- to say rìo and then give follow-up informatio¡r; for
verb phrase in the date book. Say On Monday euening
exanrple, A: Is she ¡neeting, Sandy otr Tuesclay rnorrùrtg?
z ll: Nn, s/¡e isn'1. S/reb nrcetingSe,tcly in rhe euerúng.
et seuen, l'm doing nty lawtdry, but writc otì tlìe board:
o
Ø . (ìive students a few ¡rlintttes to write dowll some .
7:00 pm. do laundry.
H,ncourage students to ittvetìt infornratio¡l if they don't
U) questions to ask their parttters.
have real plans.
ul . Move around the rooln a¡rd Inake sure studellts are
J . Walk around and provide help as needed.
using pr<lper c¡uestion intolration: rising intonation for
yes / no c¡uestions and falling intonation for informalion
questi<lns. 4 Paa¡ work
Yo,xactua-=-l
Fsuggeste¡-: 7-10 f teachlng
I teaching time: mlnutes I time: ; I

Where is Marissa meeting Sandy? (At the City Bookstore.)

Who is exercising with Marissa on Saturday? (Sarah.) I Don't stop! F.xtend the conversation. lleview the tinre
What is Marissa doing on Saturday evening? (She's going to I ex¡rressions in the llecycle box. Write the following
a concert.) i qucstion on the board: Vlhot ore you doing Have
ls Marissa meeting her mom at the mall on Wednesday? (No -? the time
I students practice creating new questions using
she isn't. She's meeling her mom on Monday.)
I expressitrns in the Recycle box; for example, WInt are
When is Marissa doing the laundry? (On Thursday.)
I you doittg ott l;riday? What are you ttoirtg this afternoon?
Are Marissa and Colin making dinner together on Friday
evening? (Yes, they are.) . Model the conversation with a nìore confìdent stttdent.
Iìx¡rand the conversation with language from the
Iìecycle box, For exalnple:
rygw Yqq çq Ai So tuhat are you doing ntt Wednesday?
flt I't¡t workittg. What abottt yott?
1 {rl) converrat¡on model A: Well, on Wednesday, íf it's sunny, I'm playingsoccer'
s"ggested
-- ¡:t I Youractt,al -l
f teachina¡lme:_ B: Do yott tuant to g,et together Wednesday euening? I'nt
I m¡nutes teachlng time: ,
I I
not doing anything sPec ial.
A: Gootl iden! Call rne'lircsday night.
fnir.orruutratiorì strategy is implicit in the model:
I
. Use $g to introduce a conversationjgplc. . Be sure to reinforce the use oftlre co¡¡versatiolì strategy
|
listed with the Conversation Model; for example, tnake
. Prepare students for the activity by directing their sure students accept the ilrvitation with erlthusiasm by
attention to the photo. Say /t's Fridøy eueningafter work' saying Surel as if they really ntean it.
'l'hey're talking about tlrcir weekencl ¡tlans.
. Have students check off each word or phrase in the
' After sttrclents read and listen, point to lhe wo¡nan in Iìecycle box as they use it i¡r their conversation.
tlrc plroto and ask What ís slrc doingon Saturday? (She's
option: [+1o mlnutesl lror a different ap¡rroach, bring
rneeting Pam in the park.) I)oitrt to both persons in the
('l'hcy're to class listings of l<lcal cultural or sports eveuts. Pair
¡rlroto arrd ask l4ll¡al ure they doing on Surtday?
getting together.) students and ask them to identify the evellts. Make a
list on the troard. Then lrave students nrake plans and
practice their conversatiolls, strbstitr'rting these cvetrts.
2 (rl) Rnyttm and intonation
5 Change partners

' Have students repeat each line chorally. Make sure they:
" use falling inlonation for So wltat are you doing this . when students changc partners, ellcourage theln to
weekend? ¿tnd What about you?
exte¡ìd their c<¡¡rversatiolìs by asking about other times
" use rising intt¡natio¡¡ lor Do yott tuant lo get tog,etlrcr orr of the week.
Sunday?
o pause after saying l4lell.
. say Surø/ with enthusiasnr.
güüffit . conversation Pair work cards

Plan your Gonversat¡on

f suqgested 5-6 l-Yóuractual |--- ì

I teaching time: minutes I teach¡ng time: _J . Workbook: ExercisesS-l 1

. Brainstornr with students their plans for the week. Write . Copy & Go: ActivitY 27
their i<leas on the board to inspire ll¡etn as they fìll in the
date book. For exatn¡rlc:

T77
4 PAIR W0RK Ask your partner three p¡ / no questions and
f f ls Marissa exercising on Tuesday? t !
three information questions about Marissa's schedule. Use
the present continuous. Answer your partner's questions.
fI Where is she making dinner on triday? I )

+) CO]{UEBSATI0il MODEI Read and listen.

A: 5o what are you doing this weekend?

B: l'm not sure. What about you?
A: Well, on Saturday, if the weather is good, l'm
meeting Pam in the park.
B: Do you want to get together on Sunday?
l'm not doing anything special.
A: Surel Call me Sunday morning.
tta,
(,r) nfVfnm AilD ltT0t{ATl0ll Listen again
and repeat. Then practice the Conversation
Modelwith a partner.

3 PtAl{ YOUR cOilVERSATl0t{ Fi[ in the

date book for this week. Write your activities
and the times.

4 PAIR WORK Use the date book to personalize

the conversation with real information. Then
change roles.

A: So what are you doing ........?

B: ........ . What about you?
A: Well, on ........ .
B: Do you want to get together. ..... . .?
Rdoy l'm not doing anything special.
A: ........ ! Call me ........ .
Don't stopl
Ask about plans for other
days ofthe week
Bc ¡uru to ncyclc thlr languago.
Time expresslons Ways to agree
on [Friday] Sure!
¡raining
this [afternoon] I snowrng oK!
in the [evening] if it's I hot / cold Good idea!
tomorrow lwindy
the day after tomorrow L sunnY

5 CHAÌ'IGE PARTI'IERS Discuss other plans.

 grammar . vocabulary . listenlng
reading . speaking . pronunciation

1 ii,) READIÎì|G Read the newspaper column.

vvvvvvvvvvvvvvvvvvvvvvvvvvvvvv!vvvvv v! ! v\- ! vv \

What's going on in Compton Beach?

Around Town with Samantha Keyes
Sing., Luncheonette is
singing all this week at the
Cadillac Cafe Restaurant
and Concert Space. She
has some great new songs,
so run, don't walk, to
the Cadillac Cafe ifyou
want a seat for one of the
weekend shows.
Samantha Keyes
The French movie 1 Have Nolife is playing Friday
and Saturday at the Seymour Movie theater on Old
Town Road, next to the Town Square Shopping Center.
There are two shows: the early show starts at 8:20, and
the late show is at I l:45.
Snnt Oon't tell anyone, but the Elegance Hair Salon is
having a special event this weekend at the Templeton
Mall. Elegance usually washes and cuts hair at their
salon in the Plaza Hotel, but this weekend only, they're
having a halÊprice sale for the fint 100 customers at the
Templeton Mall.
"S,
On Saturday moming, Vin Blackwell, who usually
teaches exercise classes for Hollywood movie stars, is
speaking about exercises you can do at work, school,
and the mall. Blackwell isn't very young, but he
exercises morning, noon, and night. Whether you're a
morning person or an evening person, he has something
right for you.

2 READII'IG COMPREHEilSI0il Check the statements that are true. Correct the statements that are not true.

EI Samantha Keyes is a singer. writer / reporter

Ø 2 t Hove No Life is playing at the Town Square Shopping Center.
Ø 3 Elegance Hair Salon's usual address is the Plaza Hotel.
¡ 4 Vin Blackwell is a mevie+ta+. teacher On your Active&ook Self-Study Disc:
Extra Readlng Comprehenslon Questlon¡
! 5 Mr. Blackwell @. exercises morning, noon,
and night
3 GAME Team 1 mimes an activity. Team 2 asks questions. Use the activities from the box.

comb your hair goto bed checke-mail

drive brush your teeth l¡sten to music
exercise wash the dishes put on makeup
talk on the phone take out the garbage
get dressed
take a shower
read
watchTV

Extrc proct¡ce. p.l42

78
Extensl
. Graphic Organizers
FYI:'l hc (,haratlcs (ìa¡¡lt: (l:xelcisc lì) rtray rnakc this . Learning Strategies
It:ssorr rlil'f icrrlt to corrr¡lk:tc irr 45, rlr cvcn (ì0, Ininutcs.
m
ll'yort havc orrly a 4l-r-rninulc ¡luriocl, tlvo o¡rtions arc
2 Reading comprehens¡on Ø
sl.tggcstc(l: 'Youractual Ø
1. l)lay tltc girrne its a warrìì-ul) for anothcr lessolr. ] Suggested t- I o
2. Ilavc slu(lclìts l)rcparc thc lVriting cxcrcisc oll
I teaching time: mifrllSl I teaching t¡me:
z
. Ask stu(lcrìts trl read llìl] statcnt(:nts antl thcn st:an thc
¡lagt' 7f) trs lrr¡l¡rt'rvork.
lcatlirrg again. T'
.
1 (,)) Reading IIavc stu(lcnts cllcck tlìc stat(Ìtìtents tlìat arc trrrc. ¡\sk
z
thcrn to unclcrlinc thc infornration irr tltc tcxt tlì¿tt
Suggested 10-15 j your actuat sill)ports t lrci r a nswcl's.
teaching time: minutes teaching time:
I

'lir ' llavc sttrrlcnts corììl)aro ans\'vcrs.

' ¡rract ict: t lrt' reatlirrg st ratcgY 0f st:ir rr rr ing, ask . 'lil lcvicrv ¿rns\.vcrs,
stu(l(ìnts lUltut ac!iuities arc lta¡tpettitt¡4 itt (Ìttn¡ttott ask slrrtlt:nts to say n'hich statetrìc¡ìts
Ilearlt?Giva sturlr:llts a ler,r'ntintrtcs to s(:ír¡'t [or their' are tt uc.
il lì slvc t's. . l:rìcorlraflc strrtk:nts lo l)o¡tìt orrt thc infrlrnlation fìollr
'l'hen havc slurlcrrts lcad thc tcxt silt:ntly. tlìt: tcxt that shorvs tllal a staternerìt is tnlc r¡r firlsc.
'
' (llrcck sturlt:nts' corn¡trchcnsion. Ask thc tìlllorving . Extra Reading Comprehension Questions
(lr.rcst iorìs:
Wltere is Lutx:Ittotx'tIt'sirt¿;itrg? (At tlrc (latliIlac (jafé
llestarrrant alltl (,o¡lcclt S¡racc.) 3 Game
\,!ltat is sltc sitrgirr¿¡? (S<lrnc grcat tìew sorrgs.)
I Suggested lO-15 I Your actual
\Ulte tt is Ilte I:rettclt ttttn'ia plaJ,itt!:i'(Orr l:r.irlay ancl teôch¡ng time: minutes , teaching t¡me:
Satur(la),.)
. I'cll studorts tlìcy arc goin¡¡ to ítct out thc vcrbs ill the
Wlto is hauittg a sule? (lrlcgancc t Iair S¿rkrn.)
lrox. l)crrronstratc wlìat ect oul trì(ìatìs. \Nt'ilc comb your
lV lt o i s ¿4e t t i t t¡4 I t n ('- p r i ce lt u i r ttt t s? ('l'hc f i r.st I 00
hoir t¡n thc lloar<1. Usr: gestrrres and lìrcial cx¡lrcssions to
t: t¡ st r¡ ttrcrs. )
act tlìis activity orrt.
Wlro is trtlkitt¡i ebout $arcise? (Vin Illackrvell.)
Wlrctt is ltc git,irtg ltis tulk? (On Saturrlav rrrorrring.) ' I;onìì teanrs. (lreate several slnall tcartrs or divirlc thc
class inttl l$¡o tealììs. Sturlcnts on'l'canr I takc tur-ns
0ption: [+to m¡nures] 'lÌl usc this lìeatling for.
acting or.lt a verll in the ¡rresent corìtitìuous. Stt¡dents on
¡rrontrnciatiolt practicc, have sttrrlents reacl thc. rìervsl)al)er 'l'caltr 2 askl,¡r / rl9 t¡ttestiotrs. l:or cxarrt¡tlc:
colurn¡l rvlrile thcy listcn to thc recorrling <¡f it. I)ausc aftcr 'l'canl I Sltrrlent: (acts or¡t e.rcrt'isirrg)
cach evcnt antl h¿rr,r'srnall grotr¡rs <lf sttrtlcnts rel)eat, 'l'canr 2 Str¡<lent: tlre you g,erritrgrlrz.s.scrl? (rising
irnitatirrg t lrc ¡llorrtrnciation ¿rntl int<¡natir¡n.
il¡ton¿rtio¡r)
Option: [+to-15 minutesl 'lir trrrn this rr:arling into a 'lìranr I Sturlcrrt: Nt¡, I'ttt rrol. (cotìtilìuos actinfl out
listenirr¡¡ activitv, rlr¿rrv tllc lìrlkrrving gra¡rlrit: or.¡4anizcr orr e.relr:isir¡g)
the boarrl (witllrul tllc allsn'crs), or ¡>rirrt out tllc gr.aphic 'l'canr 2 Stutlcnt: tlre
¡,uu exercisitrg,? (risirrg intonatiorr)
organizcl fronl tllc Ar:Iivril'each l\,,lultitncrlia I)isc. Iiirst 'lþanr I Sturlcnt: l'cs, I ant.
listening: Ilar¡c strrrlc¡lts liste n rvith llooks c:losetl antl . Model thc cxarnplc. by acting orrt e-rcn'isirrg. Ilavc
lvritc tlolvn thc t'r,r:nts. llelp r,vitlr arry s¡relling (lt,rcstions. sturlcnts gucss rvlrat you are rloin¡¡ lry asking
Sccond listcrring: I Iar,e stutlctrts listt:n ¿rnrl r,r'ritc tllcr
yes / tro (lucstiorìs as in tlle t:xanr¡lle.
Iocatiorr of tllc e vcrrts. 'l'lliltl listcnirrg; IIave stutlcnts
. lìcnlind sturlenls to use proper intonation n'itlr.ycslrrn
Iisten a ncl lt'ritc t ltc t inlcs of t hc' cv(:nt s. I l avc st rrdcnts
(lucstio|rs:'l'lle v0ice goes r¡p at tlìc cll(l.
reacl thc tcxt to t:ol¡f ìl'llr thci¡'¿uìsrv(.rrs.
' IIírve tlìe teanls srvitch rolcs and lc¡;cat thu ganre.
What's going on? Where is it?
0ption: [+5 minutesl lixterìd the ganre by rvriting other
ve[b ¡rhrascs orì tlìL'l)oar(l for sturlerrts ttl act out:do fåe
laundry. cleon lhe aportment. gef up in lhe morning. loke
o bus, go shopping. ploy soccer, go fo lhe movies. antl foke
a ndP.

T78
 Revlew
Before the first activity, give students a few minutes 0ptlon: Oral Progrest Assessment
of silent time to look at the photos and become
Use the first photo on page 79. Encourage the student
familiar with them. Ask Wlto's Snnt? Who's DebbÍe?
to use the language practiced in this u¡rit as well as i¡r
(Students can point ln response.)
previous units.

Pair work Create a conversatiou together, Tell the student, /'rn

I Sa m I an d you' re I Debbi e ]. l'nt calli ng yo u. Make a
Suggested l0-15 I Your actual phone ringing sound to prompt the studelìt to say
teaching time: minutesI teaching time:
Hello? For example:
. lkrlc-play thc ¡norlel rvith a tlrorc confìtleltt sttltle¡rt.
A,: Hello?Br fli, [Debbie]. 'tltis is [Sant]. Wlnt are you
. llavc studcnts rvork in ¡lairs. Stttdct'tts will creitle a phone doirtg? Az Oh, hi, Sam! Iln watchingTV.BzWhat are yort
convcrsation f'or caclt sct of ¡rhottls. doing this u,eekend? A. I'm not doing anytltíttg special.
. (lall on various ¡rairs to rolc-¡rlay otrc t¡f their Do you want to get together?B| S¡rrejA: How about
convclsations in front oftltc class. Saturday euertíttg?B: Good idea!'I'here's a mouie at the
m¡nutesl lior a rliffercnt a¡t¡troach, alkrlv mouie theater. ÃzWhat time?B: B:00 p.u' At OK. Let's
0ption: [+10
meet there at 7:30.
stu<lt:nts to tvlitc the colìvers.ttitl¡l [rcfot'c thtly act it <lttt.
'l'his rvill givc tltenr extra sttl)l)ort as tltcy acl tlttt thc Evaluate students on intelligibility, fluency, correct use
(:orìvcrsat iotì. oftarget granrmar, and appropriate use ofvocabulary.
Possible responses ...
. oral Progress Assessment Charrs
Thursday, May 5, 1:20 e.n.
A: Hi, Sarl, This is Debbie, What are you doing? B: Well, @[ffit
actually I'm making lunctì right now, A: Oh, I'm sorry. Shoulcl
I call you back later? B: No, it's OK. So what are you doing
option: ffi(+l5minutes)
tomorrow evening? A: I'rr not cloing anything spec¡al.
Do you want to get logether? B: St¡rel Call me tomorrow
af ternoon after work. A: OK. Talk to you later, Bye. B: Bye.

Saturday, May 7,6:30 e.lt,

A: lli, Sarn. This is Debbie. B: Hey, Debbie, Where are you? . Workbook: lust for Fun
A: l'rn calling frorn [New York], B: How's the wealhcr there in . Complete Assessment Package
New York? A: Toclay? lt's beautiful. lt's warm and sunny, . Weblinks for Teachers: pearso@
A: No kidclingl lt's awful here! lt's raining and ¡t's cool. And on your ActiveTeach Multimedia Disc:
Top Notch Pop Song Activities
Top Notch TV Video Program and Activity Worksheets
Wrltlng Supplementary Pronunciation Lessons
I srgg"ttud lo I Your actual I Audioscripts
teaching time: minutes I teaching time: I

Unit Study Cuides

' I)rervritir"t¡1: Ask stt¡dellts to l-nake noles abtlut rvhat
thcy'r'e ¡rlanrring t() do tìcxt weck.
. Modcl thc activity by briefly talking abottt your ¡llatrs
for ncxt rvcck antl then writing a few sentences r¡tl thc
board. l:or exarl¡rle:
I'm doing the loundry on Aondoy.
|m going to o concert on Thursdoy nìght.
On Fridoy evening, |m hoving dinner wilh friends from
school.
. lvlake sure sludents understantl they need to ttse the
present contitìuor,ls for future actio¡rs in thcir rvrititrg.
Iìemintl thenì to use a titììe ex¡rressiott in cach setttence.
Option: [+10 m¡nutes] To extend thc activity, have students
work in ¡rairs or small grott¡ts to share their writing and
conìpale plar-rs. Ask thenì to fitrd ottt il'anyorte has the
sanìc activit ies plart nerl.

. Writing Process Worksheets

T79
 /'\
()
PAIR W0RK Create telephone conversations for \./
Sam and Debbie on Thursday and on Saturday. Ask
about activities and plans. Ask about the weather.
For example:

l1i, Sa-.-Ihtç iç Debbie. 7'm cal)to9 {ro- . ..

WRITING Write five sentences about your plans for

next week. Use the present continuous. For example:

I'm gotng oul for àinner on SalurÀay

 Food

LESSON 1

GOAL
t (,1) VQCABUTARY o Foods: count nouns Read and listen. Then listen again and repeat.

1
-JC an egg

2 an onion
3 an apple
n
4 an orange
6 a banana

1 I peas

9 a pepper 'l 32
More vegetobles and fruits. p.
8 a potato l0 beans
li,ll usr¡HING G0MPREHENSI0N Listen to the conversations. check the
foods you hear in each conversation.

1 ,/ / /
2

4
5

3 PAIR WORK Which foods do you like? Tellyour partner.

ff I don't like bananas, but
Compare your likes and dislikes. !!
I really like apples.

4 GRAMMAR . How many / Are there any

Use How manv and Are lhere anv wlth plural n0un8.
How many onions are there? (Ten or twelve.)
How many apples are there in the refrigerator? (l'm not sure. Maybe two.)
Are there any lemons? (Yes, there are. 0R Yes. There are three.)
(No, there aren't. 0R No. There aren't any.)

80 UNIT 10
 m
U)
CN
o
lesson I Ml: What are you mak¡ng?
M2: Nothing special. Jr.rst some eggs,
Ml: That's all?
z
!
1 {,)) vocabulary M2: Well, actually, l'rn rnaking some potatoes, too. t-
I' suggestéa 5 | your actual
teach¡ng t¡me:__- m¡nutes I teaching time:
CONVERSATION 4
M: I really want bananas for breakfast tomorrow.
z
F: Well, the bananas are right over there,
FYI:Count ltourrs and rìorì-col.uìt nourìs ar.e ¡rrcserrletl in M: Where?
Iìxercise 3 on page tì2. F: Next to the apples.
' 'l'efl studcrrts f.ir¡¡lf ,touns ere |hittgs ute can count.To CONVERSATION 5
(lernorìstrate, cor¡t-tt out thc nur¡rber t¡f lrea¡rs in
¡riclure F: Excuse me. Where are the onions?
l0 (night.). Y<rr¡ can clraw tlrree a¡rples on thc board a¡rrl M: Onions? They're on the right ... next to the oranges and
lemons.
c<,ltrnt thenr out, t()o.
F: Oh! And I need some peas, too,
. First listcning: I Iar,e studorts Iisten and point to the items. M: Peas are between the potatoes and the onions.
. Seco¡ld listening: Have stu(lents listen and repeat Fr Thanks!
chorally.
Option: [+3 mlnuresl Âs an alternative, after studerìts listen 3 Pa¡r work
and re¡reat each ito¡r, ask them to sav the plural fornt. I sugglstea 5 | Your actuì[ -
(You nray warlt to have slr¡deltts review the pronunciation I teachingtime: minutes I teachi¡g1ime:
of plural fi.¡rms on page 44 of Unit 6.) I:or example: . Model the activity. Writc the follorving sentence on thc
lzl eggs, onions, ap¡rles, lemons, ba¡la¡las, lornatoes, boar<l:
potatoes, peppcrs, beans, peas I don't l¡ke but I reolly l¡ke
/rzl oranges 'l'alk ab<-¡ut you
-, r food ¡rrcferences;-.for example, / r/orr ?
/s/ None of the food items on pagc B0 have this final like onions, but I really likc to,ttanes. The¡r have a studenl
sound in the plural. In the Vocabulary Booster., read the example to the class.
the follorving ph.rral forms havc this fìnalsound:
grapefruits, grapes, apricots, dares.
4 Grammar
0ption: M G7-10 minutes) I iuggested --i--t- Your actuai-
| ¡eaç[i¡ g_t!qe,:__î_¡n utes l
. Vocabulary Flash Cards
' Direct atle¡ìlion to the questions and ansrvers in the
(irarnnrar box. I lave studetrts read the rule and stu(ly the
(')) Llsten¡ng comprehenslon cxarn¡rles.

j suggested s-to f youractuät --

- ' Write on the board:
time:
:
How mony ore fhere?
I tea.c.hing minutes I teaching¡ime_: _ i
-
Are there ony
' Ilefore stuclents listen, have thcnr look at the ansrvcr
' Poirrt out that the-?
answer lo ltout manyis a number.
choices (the pictures) and say each fc¡od itenr shown.
. 'lb chcck com¡rrehension, ask various stuclents qucstions
' First listening: Stop the audio after iteln I and review the
with Horu nnny: f<;r exarnple, Hotu nnny students are in
example.'l'ell students tlìat sorne conversatio¡rs will have
lltis class? I lout ,tretl"y ntontlts are in a year? I lout nnny
more tharì one answer.'l'hen contint¡e.
rlays are in a wee:k?
. Second listenirrg: Have stude¡rts listen to conlìrm their
¿l Iì s\vers,
' Write on the board Are lhere ony
'l'o revielv ¿lnswers, have stuclents say the foods ' -?
Rernind studcnts that a question beginning lvith Are
' that
tlrcre . .. is a"ye.s /no question.
should be checked for each cotìvcrsatiorì.
' Writc thc follorving responses on the board:
AUD'OSCRIPT Yes, there ore.There ore [number].
CONVERSATION I No lhere aren't.
Fl: Let's see, I have oranges, lernons, bananas. What do you . 'lb check cornprehension, ask ¡lre tltere atty t:ottt¡tulers in
I¡Ke?
lltis roont? Ar¿: rlu:re anJ, desks in ¡l¡is room? Are tlrcre any
F2: Hmm. I really like oranges. I guess l'¡l have an orange.
utittdotus itt lltis rootn?
CONVERSATION 2
M: Where are you going? . lnductive Grammar Charts
F: To lhe superrnarket. We need onions.
M: Actually, we need potatoes, too,
Ft Oh yeah, I forgot. Thanksl
T80
 5 (,)) vocabulary 3 Palr work
Your a(tual Suggested 5-lO I Your actual
lyggestea .3-5 , teaching
time: m¡nutes t¡me: ;
I teaching time: minutes I tetcling time:
ì

teaching I ]

z
,

. lllustratc the new word, Àre¡;. Ask Wlrcre do you kee¡t ytur
. Ilevierv the nanres ol'the recipcs atrd the ingredietrts
neerled. Ask conrprehettsiotr qttcstions; for exalrtplc, Arc
food? Do yort keep vour ftxttl in llrc stoue? l)o you ket:p your
o- lhere any ottions itt llte lo\mto potalo sottP? (Yes, there
food irt flre rJcrsrrt? Say I kec¡t my food in the fridge. Wlrcre
arc.) 21rc there any egg,s itt tlrc stuffed peppers? (No, there
z tlo 1'tt¡¡ ¡rtrt,t yntr food?
arclr't.) I'ltnu ntany ingretlients ilre llrcre itt tlrc Poîato
o ' l:irst listenin¡¡: Stuclents listcn atrcl pay s¡tccial attclltio¡l
pnttcakes? ('l'herc are three ingredicnts.)
Ø to the prel)ositions of ¡rlace: in atrtl orl.
(¡) Don't stop! lìead the instructions irt the l)on't stopl
' Secontl lislenirtg: Stttdctìts listen atrtl repeat chorally.
UJ box. Ilcview the lattguagc in the Recycle box. (iive sor¡rc
0ption: [+5 minutesl For additional ¡rractice, rlo the cxarrrples: I like stuffed peppers. We haue tontatoes and
following exercise irt grolt¡rs of thrce. Write trvo colulnns oniotts. We need peppers. Dtt 1,ç¡¡ utaìtt fruil salad?, ctc.
orì tlìe boar(1. L Keep in lhe frîdge an<l 2. Don'l keep in llave str¡<ler¡ts l)ractice Inakirtg statellìents ancl asking
lhe fridge. I Iave studctìts categorize the ltlrlds in Ëxcrcise questir.rrrs using this languagc.
l, using the nvo catcgorics. Af'tel a lerv nli¡trttcs rvritc . Moclel the cr¡nversation with a r'¡ìorc confìclent studcnt.
stu(le1ìts' idcas orr thc Ìroartl.
Play tlre rr,¡le of Stucle¡rt A so tltat you can nroclcl
. Vocabulary Flash Cards expantling tlìc corìversalio¡¡ with qttestions abottt rvhat
you need, lvar)t, have, and likc. lirr exarlr¡rle:
A'. I lotu ttl¡out some frrtit salnd?
6 Palr work l\: I:ruit salad?'lhaî souttds deliciotts! I loue fruit solrull
A'.Are tlrcre any a¡1¡116 itt tlrc fridge?
Suggested 5 I Your actual
teaching time: minutes .] teachingtime: l
B: Yes, tlrcre are.
A: Attd do rue luwe atty oranges?
' Modcl atr exatnple with lJotu llr¿rly. . . lAsk Horu nratty B: I'm not sure. I'll clteck. . . . No tltere ar¿nt'1.
tontatocs are tlrcre oil tlte cottttter? ('l'hcrc are tr,vo.) A'. Wc trced ora,tg,es.
. ln pairs, have stutlcnts take turns asking atrd ansrvering . lJe sure to rcinforce the use ofthe conversatio¡t strategy;
quest ions vtilh Llotu tttarry. . . ? antl Are îltere atty . . .?, lbr exarn¡;lc, Inake sttre students pattse after I'll check
using the photos fronr txercise 5. and rninle looking in the fridge.
'l'o provitle feeclback otì stu(lent co¡rversations, Ilìove
'
.NOW YOU CAN arouncl the root¡r and listen in. Iìtrcottrage studelìts to
ask abot¡t all of thc ingreclients necdcd for the rcci¡re.
1 (,)) conversat¡on model Make sure studc¡rts ttse lartgttage frolrl the lìecycle box.
- si,giestea I Your actual
|j 5
teaching time: minutes I teaching time: ì
. Conversation Pair Work Cards

' lrrt rocluce t he rv<¡rds recipe and ittg,rediettîs. Poil¡t to thc

recipes and their ingredicnts atrd say'l'lrcse are reci¡tcs
Change partners
for lunch and dittner. Iiaclr recipe ltas ittgredie:ttts; for
e-rample, the ingrulietts for g,reut l¡ean salod are l¡eatts,
' Suggested 5 | Your actual
teaching time: minutes I teaching. time:
peas, and ortions.
. Whcn all ¡rairs are lìnishcd with their co¡lversaliotìs, ask

r 'l'his co¡rversatiorì strategy is intplicit itr tlte Inotlel:

. Say I'll check to intiicate you'll get information lbr'
solneo¡le.
I

l
Wlmt recipe do ¡,ou like? Whm ingreclients do
Wltat irryrediettts do you trced?
¡'11u l¡a¡t¿7

. 'lb ¡rrepare studcl.tts fbr this coltversâtiotì, say'litto ¡teo¡tle

ore in tlteir lrctnc.'l'lrcv are talkitryaltoul luttclt.
. After stu(lents listen, ask .rlrc there atty l¡eans i¡t llte . Workbook: Exercises 1-3
Jiidge? (Yes, tl¡ere arc.) Are tlrcre anv ottior¡.sl ('l'he pcrsoll . Copy & Go: Activity 28
is not sttre.)

2 {'l) nnythm and lntonatlon

I Suggested 2-3 ] Your actual
I teach¡ng t¡me: m¡nutes teaching time: I

. Ilave studc¡rts repeat each line chorally. Make sure they:

. use fallirrg intonati<-ln f<¡r IIou, al¡ottl sotrrc green l-teatt
salad?
,' trsc rising intonation 1<¡r Green bcan salad?, Are llter¿:
any beatts in the li'idg¡:?, itttcl Atttl do we ltave utty
onions?
" say'17taf sot¡ tttls delit:iottslrvith cntlrttsiaslrr.
T81
u ii, VOCABULAR Y o Places to keep tood in a kitchen Read and tisten. Then tisten again and repear.

1 in the fridge (in the refrigerator) 2 on the shelf 3 on the counter

6 PAIR WORK Ask and answer questions about the Vocabulary ((tlow many potatoes are there
on the shelf ? ,, a I
pictures. Use How man¡4 and Are therg any.
ff There are three. I!

w
ãr¿en B¿on Solod
1 {,)) C0NVERSATI0N M0DEL Read and tisten. Ingr?d¡cnt3:
i
b¿on5 I

A: How about some green bean salad? peos i

I
onions
B: Creen bean salad? That sounds deliciousl I love green beans.
A: Are there any beans in the fridge?
Fruit Solod
B: Yes, there are.
A: And do we have any onions? l¡gredienfs¡
opples
B: l'm not sure. l'll check. 6ononos
orongos
(,))
RHYTHM AND INTONATI0N Listen again and repeat.
Then practice the Conversation Model with a partner.

PAIR WORK Change the model. Use the recipes.

Then change roles. Start like this:

3
A: How about some .. 7
Ingr€dients:
lomôlo€s
B: .. ?Thatsoundsdelicious! Ilove Pototoes
A: Are there any ?
onio¡rs

B:
Potofo poncokes
Continue with the other ingredients in the recipe.
-.-+'¡¿--.*-
lngredients;
pololoes

@ t" sure to recycle thlr language. onions

eg{ts
We need We don't have .
Don't stop! -.
I like I don't like -
.

Talkabout what you need, -. -

want, have, and like. What do you think? ,..-.. Stuffed PePPers
Sounds great.
fngred¡¿n1sr
peppefs

4 CHANGE PARTNERS Discuss another recipe.

lomotoeS
onions

81
 LESSON 2

1 {,)) VQCABULARY o Drinks and îoods: non-count nouns Read and listen. Then listen again and repeat.
Drlnk¡

2 coffee 3 tea 4 juice 5 milk 6 soda

Food¡æ

-@ Bpas,a
túFÉt 9
7 bread rice chicken

13 fish 14 oil 15 butter 16 sugar l7 salt 18 pepper

2 GROUP WORK Which foods from the Vocabulary

do you like? Discuss with your classmates.

3 GRAMMAR o Count nouns and non-count nouns

Gount nouns name things you can counl. l{on-counl nouns namo thlngs you can nol
They can be slngular or plural. count. They are nol singular or plural.
I want an apple. I don't eat sugar, Be careful!
I like bananas. is good
Rice rù
nruc uvuu for yuu'
rvr you. ¡ Use sinoular verbs with
We have three tomatoes on the shelf. Cheese is my favorite food. ;;-;;;;;;;;;.
non-count nouns..
Rice is good for you.
NOT Ricear.e good for you.
¡ Don't use -s or a / an with
non-count nouns.
water NOT awater
NOT waters

82 UNIT 10
 3 Grammar
1 (¡)) vocabulary 5Ug9e$ed
teachlno tlme:
5-10
mlnillô.
Your actual
teachlnq tlme: t-
Suggestcd 5 YouÍ actual
. Direct attention to the Grammar box and have students m
tcrchlno tlmo: mlnutcs teachlno tlmc: U,
study the rules and examples. U,
. Tell students Non-count nouns are things we can't count,
. Explain the difference between count and non-count o
For example, we can't count warer, We can't say one water,
two waler. nouns.
z
. Point out that aor en is not used with non-count nouns, . Write on the board: !
counl nouns: egg, opple.banona t-
. First listening: Have students listen, look at the pictures,
and study the words.
non-count nouns: butter, milk, meot
Say one egg, two eggs, three eggs. Then do the same with
z
. Second listening: Have students listen, point, and repeat apple and banana. Then shake your head as you say
chorally. Don't say one butten two butters.
FYI: Containers and quantities are presented on page 83. . Write on the board:
0ptlon: t+5 mlnutest For additional practice, have
I wont
students take turns covering the words and saying the I l¡ke -.
name of a food or drink and pointing to the picture of it. I neeà-.
Student A: Coffee.Student B: (points to coffee). -. to complete the sentences with count
. Ask students
nouns from Exercise I on page 80. Tell students to use an
Longuoge and culture article, the plural form, or a number; lor example, I want
oOther words for soda are sofrdrlnk and (sodø) pop. an apple. I like bananas. I need two lemons.
' Then ask students to complete the same sentences on
(pj[@. vocabutary Ftash Gards the board with non-count nouns from Exercise I on
page 82. Tell students not to use articles, plural forms,
or numbers; for example, I want butter. I like tea. I need
2 Group work breød.
34 I Youractual . Direct attention to the Be careful!box. Read the first rule
mlnutes I teachlno tlme:
and examples. Write on the board ?osto is good for you.
. Write the following model on the board to guide Circle is and say Non-count nouns use singular uerbs. A,sk
students in their conversations: Is milk goodfor youT Model the answer Milk is goodfor
A: I l¡ke you. Ask the same question with other non-count nouns.
B: /4e ìool-. is my fovorite food. Call on students to answer.
C: Not me. I-really don't like . Read the second rule and examples in the Be careful!
. Call on three students to read -.
the example in the book box. Read aloud the sentences with no¡t-count nourìs.
aloud to the class. For each sentence, emphasize the form ofthe noun; for
Optlon: l+5 mlnuteil To extend the activity, take a poll to example, say I don't eat sugar. We don't say "I don't eat a
see how many students like the drinks and foods on this sugar" or "l don't eat sugars."
page. Ask How many people líke [coffee] ? Keep track on the OptlOn: f+5 mlnutesl To review count and non-count
board of the number ofyes responses. For example: nouns, do the following exercise with students, books
closed. Say or write vocabulary from this page and page
How mony people lìke B0 and ask students to say if each word is a count noun or
c offe ¿? Lt a non-count noun. \
leo / t0 Longuoge ond culture I
lulce t9 .The word pepperisa count noun when it refers tothe \
non-count noun when it ¡efers to the
Call on various students to summarize the survey results;
for example, Student A: Four people like coffee. Student B:
Ten people líke tea.
. lnductivs Grammar Charts

T82
 4 Grammar practice .NOW YOU CAN
Suggested 3-4 | Your actuál
teaching time: .. minutes I teaching time.: 1 (,)) conversatlon model
z . After students cont¡rletc the chart, have thelrl take ttlrlls Suggested 4-5- Youractual
' teaching time: minules II teaching time: _ _ I

J talking about what thcy eat or drink.

fL option: 'lb extend the activity, havc sttttletrts
[+5 mlnutesl
'l'hcse conversatiotì strateflies are inrplicit in thc tlrotlel:
. Decline an offer p<llitely lvith Nr¡. thanks.
z take tt¡rns askittg altottt what the'ir l)arttìcrs cat or dritlk.
. Use Plcasc pass the , .. to ask tbr sornething at the
o Strr(lent ft. Do you ¿af f¡s/l?Sttt(lent B: No, I dott'|. Do yotr
tablc.
Ø drink soda? Stttdctrt A: I loue sotla!
.
U) Sav I-lcre vou r.lo as yott offer sonìctlìil)9.
t¡J
J 5 Grammar . After students read atrd listen, ask Wltrtt is she drittking?
i - sir-ôiãste¿
'-'-
s:7 I iour actual ((ìoffee.) Dot:s slrc rrrnrlf sttS¿lr? (No.)
time: I

I teaching time: minutes I te_ach¡ng I . l)cnìonstr¡rt e I lere y6¡¡ gçby offering sonìethillg.
. Direct atterìtiotì to tlìe Gramtttar llox and lrave slttdettts culture
Languoge ond
stutly tlre rulc atrd exaurples. \
.Would you like and Do you wont have the same meaning,-
. Direct attr:rìtiolì to thc llenretrtl¡er llox. lleacl the rtlle ancl bul Would you fike is more formal.
exam¡lles alottd.
' 'lb check corrr¡rrehcnsiott oÍ lltttu tttttclt vs. Hottt rttatty,
rvrite the following questiotrs on llìe l)oard: 2 (D) Rhythm and lntonatlon
l. How many ore lhere? ' suggestäd 2-3-T Your actual :- ì

-
7. Are there ony in lhe frídge? . telching time: . minutes | .teqlhing time: . I

3. How much - fhere?

ìs . I l¡rvc studc'rlts repeat each li¡re chorally. Make sr'rre they:
-
9. ls there ony on the shelf? " trsc rising intonation for Wortld yorr líke coffee antl
'l'hen tell studerrts
- to complete each qttcstiotr lvith an falling intonatiotì witlì c,r fer¡?
appro¡rriatc cor.rrìt or nor-t-cou lìt tìou Iì. . rrse rising intonatio¡r for Atul tuould you like sugur?

. lnductive Grammar Charts

3 Palr work
- Suggested 17 | àctual
i vour ì

U 1'l) vocabulary I teaching time: minutes I teachingtime: ---._ - .l

Suggested 4-5 | Your actual I

Don't stop! Extend thc corrversatioll.'l'ell stutlents
teachingqime: m¡nutes lte_a_ch¡ngtime: _l to talk about atlditiorlal foods on l)agc 82 in their I

. Point out that each iter¡r has an article (a). cortversat i<-¡ns. I

. I)oint or-lt that the stress is olt the lìotltls; for cxaln¡rle, n
. Model thc corìvcrsation rvith a more cotrfìdetrt stttdetrt
BOX of PASta, a LOAF of ItttEAD. As yr;u s¡rcak, miltre the Sesttlres for rlfferirrg food- ljor
. Point out tlìat containers and quatrtitics example:
¿tt'e cot¡lìt 'l': Would you like ittit:e or .uater?
nouns. Write the plural f<-rrrns of thc otrcs in tl.ris activity
S: I'tl like juice, please.'l'lmnks.
on the l)oard. l"'or example: 'l' I lere you go. . . . Atul tuottld yort Iike clrcese?
boxes. looves. bottles. cons. bogs
S: Íes, p/cra.se.
[+5 minutes] As alt alteruative, havc sttldents tllink 'l': I lere you g,o.

I 0ption:
allout clifferent foods and drinks tlrev knorv and the tvpes
of containers they cotnc in. Make a list o¡t thc boarcl.
. Vocabulary Flash Cards .
S: i"/lr¿rllc.s.
'l': Pleose pass tlrc nteaî, elc.
IJc sure to reinforcc the use tlf thc conversatiotì str¡ltegies
. Learning Strategies rvhcn nrodeli¡ìg tlìc cotrversatiolì.

. Conversation Pair Work Cards

Grammar pract¡ce
I suõgested 4-s I Your actual
I teaching time: m¡nutes I teaching time: I
4 Change partners
. Revielv how to choose l¡etr,vcen lrl¡rJ¡ atttl ¿lnrt.y. Write suggested 5
I time: minutes I
Your actual
o¡ì tlìe board: I teaching I
te?_ching time:

l. How bogs of rice do you need? . Re¡rrind sttrdents to create nelv convcrsations.
?. How - rice do you need?
Ask 1s rice- e couttn¡ol¡rll (No.) Do I rurile mucl¡.ot'tnanyl
(Much.) Is þllgu r:ount noun? (\'es.) Do I wrile tnuclt or
ntany? lMany.)
. Workbook: Exercises 4-l 1

. Copy 6¡ Go: Activity 29

T83
 GRAMMAR PRACTICE Complete the chart. Be careful!
I eat
Make the count nouns plural. Then compare with a partner.

GRAMMAR . How much / ls there any

Use How much to ask aùout non-count nouns.

How much bread does she want? (N0T Hew+any bread does she want?) Remember:
How much milk is there? (NOT +lew+any milk is there?) Use How many with plural count nouns.
ls there any butter? Yes, there is. / No, there isn't. 0R No. There isn't any. How many apples are there?
NOTFlewæueh apples are there?
4:08

6 {,)) VOCABULARY o Containers and quant¡ties Read and listen. Then listen again and repeat.

dP Ê
1 a box of pasta 2 a loaf of bread 3 a bottle of juice 4 a can of soda 5 a bag of onions
7 GRAMMAR PRACTICE Complete each question with How much or How many.
I Hpw.nely. loaves of bread do you need? 5 . HgW.ll9ly. . eggs are there for the
2 .. H,gw.neny . bags of potatoes do we have? potato pancakes?
3 . Hgw
'Iqq¡ . cheese is there in the fridge? 6 .. .IgW.rlqly . cans of tomatoes are there
4 IgW my.çir.. sugar do you want in your tea?
on the shelf?

NOW YOU CAN

1 ())) C0ilVERSATION MODEI Read and tisten.

A: Would you like coffee or tea?

B: l'd like coffee, please. Thanks.
A: And would you like sugar?
B: No, thanks.
A: Please pass the butter.
B: Here you go.

(D) RHYTHM AND INTONATION

Listen again and repeat. Then practice
the Conversation Modelwith a partner.

PAIR W0RK Change the model. Use other

foods and drinks. Then change roles.

A: Would you like , ..... or ........?

B: l'd like .... , ..., please. Thanks.
A: And would you like .... ..?
B: ..,. .
Don't stop!
Offer other foods and
A: Please pass the drinks.
B: Here you go.

4 CHANGE PARTNERS Change the model again.

83
 1 GRAMMAR o The simple present tense and the present continuous

Remember: Uso the slmple present tense Use the present conllnuous for acllon¡ ln
progross rlght now.
wlth verbs !avo, wanl, need, and llke.
We'le making dinner now.
I like coffee. NOT lm+K+ng cotfee.
She's studying English this Year.
Use ths slmole Drosont l0ns0 l0 descrlbo
habltual actlons and wlth ftequency adverbs. Be carefull
I cook dinner every day. Don't say: We èeek dinner now.
I never eat eggs for breakfast, Don't say: I am<eoking dinner every day.

2 GRAMMAR PRACTICE Complete each statement or question

with the simple present tense or the present continuous.
1 Who .. !1.9.q!i19.
t"t (
. . lunch in the kitchen right now?
2 Where . ..99ç¡. .. he usually ,îît .... lunch-at
home or at the office? 7
3 ' They g,gl'.'t likg ..... a lot of sugar in their tea.
¡ rr,l lrLr'
I
4 we ..gl.qqn
lr',r¡ r
.. the kitchen every day. I
5 Elaine and Joe aren't here. They .'Le I 9r.: 9riyiLg.. 10
to work.

3 GRAMMAR PRACTICE Look at Suzanne and her weekly schedule. On a separate sheet of paper, write about
Suzanne. What is she doing right now? What does she do at other times? Use the present continuous and the
simple present tense.

'fea ch English (.i

nte r me Åi olef Wo¡k al home 8:00-72:00
aÌ Li agv ate c: 70 :00 4.11. Teach Englßh fbeginningl at ßa nk
Sl¡eel School: I :00 -G:00

Friday t4
11 Tuesday Slvày Chiaese
Wo¡k aÌ home 8:00-72:00
feach English tbegianingJ at l)ank
Sl¡eet School: I :00 -G:00

l2 Wednesday
Tea ch Englis h t¡,\le t me àialeJ
al Li a9u ate c: 10 :00 A.în. Sunday t6
CookÇo¡ lY.om anÀ Daà

Suzanne is lislening lo mutic righl now. She teacheç English on Monàays anà. ..

4 PAIR WORK Ask and answer questions about Suzanne's activities'

Use the simple present tense and the present continuous.

84 UNIT 10
 l. we / proclîce English / every doy (Wc ¡rracticr:
linglislr every day.)
1 (r)) Grammar 2. I / never / go ouf for d¡nner (l trever go out for
I suggeited 6-10 | your actuat dinne r.) m
I teaching time: m!!!!ej L !9S9!!IIS !!qtg:
I

l 3. we / cook / oll our meals / ot home / th¡s month(We U>

U,
alc cooking all our nrcals at lìonrc this rrrorrt h.)
' llavc stutlents stutly thc fìrst rrrle allout the sirtr¡lle o
I)rcsctìt lense antl tlre cxarn¡tlcs. Shor'¡ that we trse ltr¡r,rt,
¿1.
I / need / milk / for my coffee(l nccd rnilk fìlrrtry
col'fee. )
z
wanî, nced, and /i[-e rvith the sinrple prcsclìt terìsc (rìot
rvitlr thc prcserìt corìtitìuous). Writc [^/¿ are needing o 5. you / wotch / TV / every evening (Yotr rvatch'l'V !
box of posto. (lross otrl are needing and writc n¿ed.
cvery everring.)
6. I / eal / only / fruit and vegetobles / todoy (l'lt
' Ask stutlents to study the secontl rule about the sinrplc
cating only fruit and vcgctablcs toclay.)
z
l)resent tensc and the exirrn¡rles. 7. they / usuolly / work / on Soturdoys ('l'hey usually
' l'}oint out tlìat thc sirrrple l)resent tcnse is used to talk rvork on Saturdays.)
allorrt actions a pcrsotì <loes as a habit (again ancl again);
for exarrr¡rle, Slrc takes tlrc lnts euery ntorning. LIe sîudies
Etrglislt on nrcsdays.
3 Grammar pract¡ce
. Ask stutlents if tltcy rcrrrtrrnl¡er the lbur lì'cr¡ucncy I S-uggested 5-7 | Your actual
I teach¡ng t¡me: minutes I
teaching time:
r

arlverbs they studied in trrìit 7.

. 'l'ell studcnts to look at tlìe plìoto and rearl the date llook.
' Ask stt¡dents to stucly the rr¡le about tlre prcscnt 'l'lrcrr rcad thc cxarn¡rlc. Ask Wl¡al is Suzcuttte doing right
cont i nuot¡s a¡rd tllc exarrr¡rles. nout? Wltat does slrc do euery weck? Wltat is slte doirtg this
. I)oint out tlìat the l)resent cotìtirìuous is used to talk HreeÀ'? (Ânsrvcrs nìay vary, lltrt it is inr¡rortant to de cidt:
about actions that are happening now. which activitics are hatritual and which ones ¿rre not, so
. Have students identily the tir'¡rc cx¡rrcssions in these sttrclcnts can write corrcct sentcnccs.)
scntcrìces. (Norv. /'l'his year.) . lirìcourage slrrdents to rvrite as nìatìy serìtenccs as they
' I-lave students practice distinguishing between the can using thc sinrple l)resent tense ancl the plcsent
sinr¡rle pre'serìt lense and thc ¡)rese¡tt colìtirìuous. cont irìr.lor.rs.
. 'lb review, ask stu<lents tr-¡ work in srrrall grou¡rs and
' Write orì the board:
simple presenl tense presenl conlinuous check each other's sentences. Then have stude¡rts
l.You sfudy English. 1. You ore sludying English
subrnit their writing to you lbr correction.
2. They eot breokfost. 1. They ore eoting breokfost . Call on variotrs students to rcad orìc or nvo sentcrìccs to
. Ilave studcnts work in pairs to aclcl frequency adverbs the class. Make necessary correctiorìs.
to serìtences I and 2; for exarnple, oltuoys, usually.l-lave
Possìble responses...
students add tinrc ex¡rressions to sctìtcrìces.3 and 4; for
Prsssnt continuous
exanrplc, nou, today, tltis rueek. Suzanne ¡s listen¡ng to music. She's eating an apple. She's
' Ask studer¡ts for their answcrs and ¡nake necessary checking her e-mail. She's sitting in a chair. On Sunday she
corrections. (Possible arìswers: I Always / usually / is cookrng for her morn and dad,
sorneti¡¡¡es / never. 2 Ahvays / usually / sonretimes / Simple present tense
ncvcr.3 Now / this lycarl/ltonrorrowl morning. Suzanne teaches on Mondays, Tuesdays, Wednesdays, anrt
Thursdays, She works at lìome on Tuesdays and Thursdays.
4 Norv / i¡r the morning i on Il;ridayl).
She studies Chinese on Fridays. She does the launclry and
goes shopfring on Saturdays,
. lnductive Grammar Charts
\
4 Pa¡r work
2 Grammar pract¡ce Suggested 4-5 i Your actual
Suggested teaching time: _ pi¡_u_1gs_ | teaching time:
t;teaching time:
I

I
' Iìead throtrgh all the exercise items rvith the class. I;or
eaclr orre, ask 1s /l¡/s lta¡tpening now? Does this Imppen
euery day? ls tlrc uerl¡ lJgue, u,an|, ,teed, orlike?'l'hen havc
stu(lerìts corn¡rlcte the exercises.
. 'lb review arìslversr ask studerìts to say thc cornpleled
setìtences.
0ption: [+10 minutesl Iior additional pracrice, rvrite
scrìtcrìce l)rornpls on the board and have slutlents
corn¡rlete tlìe sentences. I;or exarn¡rle:
. Iìrìcou rage st udent s tcr write.yes / I¿r ancl i n forln¿rt ion
queslions anrl to rrse both the sintple prescrìt le¡rse and
tlte ¡rresent contirìuous; lbr example, lUltat docs Suzanne
do on Motttlays and Wetlnestloys af l0:00? Is Suzanne
eati,tg, ot lrcr desk? Does Suzorttte speak Cltinesc?
'fo revierv, you nìay lvarìt to havc studcnts exchangc
'
papers and identify rnistakes. lìncourage str¡dents to
fc¡cus on verb lblnl ancl verb tcnsc.
0ption: [+5 minutesl As an alternative, ¡rlay this ganrc.
Set a tirnc lirnit of tlvo lninutes and h¿¡ve str¡tlents rvritc
as nìarìV qucstiorìs as they can.'l'llen have stutlents rcad
their r¡ucstions aloud to tlìc class. lìach grarnrtratically
con'ect (ìucstiorì rcceives orìe l)oitì1.

T84
 5 Pronunclatlon 2 (,1) nnythm and lntonatlon
-

z
I
. Point
suggested 3-5 I
I teaching
--Vouraciual
time: ¡!!!9! l Eqg! 9 i-_l
to each colum¡r and clearly pronounce each vowel .
I
I feachlng
suggoted
t¡me:
2-3 | Your actual
mlnutg¡ teaching tlme:
I ,

Have students repeat each line chorally. Make sure they:

_l
J souncl. Ask students to study tl're chart. " use rising intonation for Do yott come here often? and
o- . Have students listen and focus oIr the vowel sound Wottltlyott like to join me?
falli¡rg intonation îor What are you drinking?
z represented in each group. " use
o pause after Sure in What are you clrinking?
o
U)
. FYI: For the sounds /i/ and /eI/, the tongrte is tensed. For
the sounds ltl , ltl, and /æ/, the tongue is relaxed. Make
St¿re.

U) sure students open their rnouths wide for the sound /æ/. 3 Palr work
lrJ
. I lave students listen again and repeat chorally. l-su-ggested s-to l@
I teaching_t¡me: mlnut€s I teachlngtime: _- I

Option: [+5 mlnutes] For a challenge, call out the following

. Write orr the board Would you l¡ke Ask students
worcls in rando¡¡r order and have students listen and
identify which vowel category each word belongs to. For -?question. Write
what they cor.rld say to complete the
example: their ideas on the board and then practice the exchange;
/i/ cheese, peas, meat for exarnple, A: Would you like [socla]?B: No thanks.
/r/ chicken, fridge, milk . To prepare students, have them think about clifferent
/er/ game, tornato, rain language they can use during the conversation. Have
/¿/ shell egg, bread them identify the drinks and foods they see in the
/æ/ class, practice, bank ¡rhotos at the bottonr ofthe page. (Coffee, fruit salad,
soda, stuffed peppers.) For example:

$jfiffiffi) . Pronunciation Activities What are you drínking,? Soda.

What are you eating? r-ruit salad.
Don't stop! Ëxtend the conversation.'tell studetrts to use
6 Palr work
from the Recycle box in their conversations.
I

|
- srggest€d -5-_l Youractu¡ l--
I language I

I teaching time: m¡nutes I teach¡ng time: | -l |

. Model the conversation with a more confident student.
Be sure to ask additional questions usingWould yott
. Model the activity.'I'ell student to choose a word from
a
like . . .?. For example:
the Pronu¡rciation box and read it aloud as you write it
T: Hi, [Paul]. Níce to see you!
on the board.
S: Yo¡¿ too, [Ms. Williams]. Do yotr come here often?
. Have students work in pairs saying and writing words. T: Yes, I do. Would you like to join me?
. After a few minutes, have students compare the words S: Sure. What are you eating?
tlìey wrote with the words in the Pronunciation box. Ask T: Stufþd peppers.
the class Wlticlt words were dfficult? Write tl'rose words S: Mnun. Sorutds g,ood.
on the board and practice again, T: Would you like some green bean salad?
S: No, rft¿n,tc.

. gY t?]r.,:ftI Anüffi@ . conversation Pairwork cards

1 (tl) conversatlon model

suegãståã s l--vouiãctul
I teaching 4 Change partners
I time: t_lgqc¡llgllllgi
_m¡nu,te!_
-l I

. Encourage students to talk about the different foods

written o¡r the board from your brainstorming session in
Exercise 3.
. Make sure students switch roles so that each stude¡rt has
. After students read and listen, ask Whctt is Rita drinking? a chance to practice inviting someone to ioin hirn or her
(l,enronade.) at the table.
. Tell students that would you like to join me? means
Wottld you like to Isítl tuith me?

. Workbook: Exercises 12-13

. Copy & Go: Activity 30

T85
s ii,l PRoNUNCIAT ION o Vowel sounds Read and lísten. Then tisten again and repeat.

1 2t 3,t 4t 5 ,r,

5ee six late pepper apple

tea fish potato red jacket
street this train lemon has

6 PAIR WORK Read a word from Pronunciation aloud. On a separate

sheet of paper, your partner writes the word.

| (,)) CONVERSATION M0DEL Read and

lísten.

A: Hi, Alison. Nice to see you!

B: You too, Rita. Do you come here
often?
A: Yes, I do. Would you like to join
me?
B: Sure. What are you drinking? ilI
A: Lemonade.
B: Mmm. Sounds good.
4r1l

<,)) RHYTHM Al{D lt{TONATlOll Listen

again and repeat. Then practice the
Conversation Model with a partner.

PAIR WORK Change the model. Use

your own name and your own foods
or drinks or use the pictures. Then
change roles. .1

A: Hi, Nice to see you!

/-*-
B: You too, . . Do you come
here often?
A: Yes, I do. Would you like to
join me?
B: ... . What are you ?

A:. . ....
B: Mmm. Sounds good.

Don't stop!
Offer other foods and drinks

@*rureffi
I woutO you like ?
-
LT:',]:i:--'
CHANGE PARTiIERS tnvite another
classmate to ioin you.

85
 grammar vocabulary listening
reading speak¡ng . pronunciation
1 (,)) READING Read a recipe with only three ingredients.
Hungarian Gabbage \ 4 rl5

and Noodles (,1

lngredients
t t"rg" head of green cabbage
1t2 cuP unsalted butter
i'i*n.". (7oO grams) of
egg noodles
into small slices'
1 . Cut the cabbage
add salt'
inro a large bowl and
2. Put the cabbage overnight'
into the refrigerator
3. Put the cabbage
O. tn" next daY,
drain the cabbage'
a large Pan: . . .
5. Melt the butter in
until it is light brown
ã. äutìå rn" cabbage
" ;il;"ry soft (30-40 minutes)'
ano.!r1in
7. cook the noodles |n¡l}::::l
noo lots of black PePPer'
;ilï"caouáse'
(New York: Viking' 1997)
from Recipes t'2-3 byRozanne Gold
Source: Adapted

READING COMPREHENSI0N Answer the questions.

I How many ingredients does the recipe have? fhree )

t.
2 What are the ingredients? (Cabbage, butter, noodles.)
3 ls there any butter or oil in the recipe? (Yes. There's bLrtter)
4.16
()))LISTENING COMPREHENSION Listen to the radio cooking program.
Write the correct quantity next to each ingredient. Then listen again and
number the pictures in the correct order. Listen again and check your work.

Pasta with Garlic\

¡l
t/4

;::'ïT"" I
)
4 cloves of garlic
6 tablespoons of
olive oil ""**"*,rffi"""
(.a/- tr
1 box of pasta -\
--'' ', \

þJ/
o;ffi.t l,/l
4"-

SPEAKING PRACTICE Tell a partner

€n

u ,-,'

what you eat for each meal. Extro proctìce o p. I 43

( I My favorite food for
breakfast is eggs. II
(9 * Notch Pop
"Fruit Salad, Baby" lyrics p. 1a8 )
86 UNIT 1O
Extension Listening comprehension
1 (,)) I Suggested 5 | Your actual
Reading I t¡me: minutes I
teaching teaching t¡me: t-
I' Suggested 5-lO I Your actual m
. Pre-teach the lbllowing vocabulary by asking stu<lents
teach¡ngtime: -j!!!9r llgqlhirlgqmqi
to ¡roint to tlìo itenìs in the ¡rictures anrl read tlrc
'U)
U)
. l)ircct attention to the rcci¡rc. c¿ì¡)tiorìs: clovcs of garlic, olive oil, tables¡roorr. I)Oillt t() o
. lrttr'o(hrcc thc following vocabulary by pointing to the tlre ¡ricturcs of ¡;ot and boutl and say lhesc wrlrcls. z
iter¡rs in the ¡rictules. . 'l'o ¡rrcparc for thc listening activity, give stu<lents 1t
head ofcabbage scveral rninutcs to look at the ilh¡strations. Ask thern to t-
I /2 cu¡r
cgg noodles
guess what is happening in cach picture. ((ìut the garlic,
put the pasta in a bowl, sauté / cook the garlic, cook the
z
pan pasta, <lrain the pasta.)
black ¡rcp¡rcr . l)lay the audio once a¡rd have studeuls rnark their
lf rtecessary, rnake sirn¡rlc drawings on the boar<l lbr
resporìses. I Iave stt¡delrts listen a second tirnc to
l/2 cu¡t arrd ¡;nl.
confì rm t heir ansrvers.
. I)lay the audio of the cookirrg vertrs and have stt¡dents . Ask students which ol'the trvo recipes orì tlìis ¡rage they
the nurnbcrcd ¡ricturcs.
Io<rk at
warìt to try. Ask why.
. l)re-reading: 'l'o practice thc reading strategy of
scanning, have students read quickly ancl t¡nderlinc AUO'OSCA'PT
all the cooking verbs in the reci¡re. ((ìut, put, arkl, ptrt,
F: Good morning, This is Alexis Allen with loday's radio recipe.
rlrain, rnelt, sautó, cook, drain, mix, add.) Do you have your pencils ready? OK, let's begin.
. 'l'hen lrave stuclerrts reatl the article silently. Today's recipe ¡s for pasta with garlic and olive oil.
(jheck conrprehension. Ask the fbllowing questiolìs: These are the ingredients: 4 cloves of garlic, 6 tablespoons of
' olive oil, and 1 box of pasta.
After you cur tlrc cabbdge, ruhat do yotr ¿/o? (^dd salt.) Here are lhe steps:
Where do you put îhe cablrage oueuúg,ltt? (ln thc 1 Cook the pasta ¡n a large pot of water.
refrigerator.) 2 Dra¡n the pasta into the sink.
What do you sauté ilrc cabbag,e ruirl¡? (Butter.) 3 Cut the garlic into small slices.
4 Cook the garlic in oil.
What do you tttix tuitlt the noodles? ('l'he cabbage.)
5 Put the pasta and the garlic in a bowl. Add salt ând pepper
Wltat is the last ingrerlient you add? (lllack ¡re¡rpcr.) if you like.

Oplion: I+10 m¡nutesl 'lb extend tlìe activity, have stude¡rts Enjoy! Tomonow l'll have another delicious recipe for you.
listen to the at¡clio as tl.rey rcad. Pause after each step This is Alexis Allen with your radio rec¡pe for today,
and have students repeat, irnitating the iltton¡rtion and
pronunciation.
4 Speaking practlce
Option: [+5 m¡nutesl Iìor aclclitional practicc, have
I suggested 3-5 | Your actual
timg: ![!!!gl time:
I

str¡dents work in pairs. As one student reads stc¡rs I-7, the I teaching _[ teaching ]
otlrcr studcnt acts out the i¡ìstnlctions witl'r imaginary . lJrainstor¡n with students all the words fr¡r foorls ancl
kitcl-rerr tools. Iror exarnple:
A: Cut tlrc cablng: into snnll slices.
drinks thcy havc learrred frorn this unit. Write the words
orì tlìc l)oard. I:or cxarn¡rle:
lJ: lActs or,lt cr,¡ttint{ { cabbage head into snrall slices.l
apple f ish peos coffee \
. Learning Strategies bonono lemon pepper juice
beons
bread
meot
oil
pofoto
rice
m¡lk
sodø
\h
2 Reading comprehenslon butter onion solt teo
I suggested 3-5 | Your actual cheese oronge sugor woter
i .¡-n,i"' | ¡eqlnì"s
"¡s¡1üG tì'ï' I
chicken posto tomoto
. Ask students lo scan tlìc text agaitì to fìrrcl the .ìnswer to egg

eaclr <¡uesti<,rn. . Writc tlle r¡leals of the day on the l;o¡rrtl. Ask stu(lerìts
. Review arlswers by asking the r¡uestior-rs and ltaving WImt do you like to eat for ltreukfrtst? For lunch? i:or
students say tlìc a¡ìswcr. dinner? I-lave studerìts answer the question in pairs.
. Have studc¡rts read the lext one ¡nore tirne to confirrtr ' Ask stt¡rlents to tell the class abot¡t one food their
the correct arìswers. partner likes.
0ption: [+1o m¡nutesl lior a challenge, ask studcnts to
. Extra Reading Comprehension Questions describe a dish they like by naming thc ingredients.

T86
 Revlew
Before the first actlvit¡ give students a few mlnutes of Description
silent tlme to explore the pictures and become famlliar 5 actual
I Suggested I Your i

with them. I teach¡ng t¡me: .iluto I teaching time: I

Ilcrninrl stu(lerìts to r¡sc tlìc prcse tìt cotrtinttotts ttl

Memory game describe rvhat thc ¡rco¡rlc arc doitrg llow atrtl thc sinrplc
suggested 5 Your actual
| teaching present lo givc infornìation al)()ut hallitt¡¿rl actions.
time: I

teaching minutes I time:

. (ìive sturlcnts one rninute to stucly the top picture.
. Sct iì t!vo-nìinute tinrt: linlit for strrdcnts to lvritc the
fr¡ods. lìncouragc tlrern to clcscribe thc containers; for
cxarrr¡rle, In.rcs of ¡tastn, a Inttle of juice.
. On Friday, Sylvia arid lvlichael are eating clinner. Sylvia rs
Ilavc stu(lcrìts conìparc tlleir lists in pairs or srnall
groul)s.'l'hur Ilavc tlrcnr o¡rcn their books to check tlleir
lists ancl add r'vords thcy forgot.
Option: [+5 minutesl I:r¡r nìore ])ractice, tcll students
to rvrite serìt()rìc-cs about thc ¡ricturc rvith 7'l¡e¡z is a¡xl
!lutrc are. . . and to indicatc thc location of the itenls; lìrr
exanr¡rlc, 'l'ltcre is a Ing,of apples ott tlte couttter. T'lx:re are
eggs itr tlte fridgc. 'l'ltue is a Inttle of oliue oil on tlrc she[.
Possìble responses...
On Monrlay in the picture, Michael is cioing thc laundry,
Sylvia is putt¡ng foocl in lhe rcfragerator. Orr Tuesday, Michael
is readirrg a recipe ancl cooking. lle's making soup. Sylviit is
taking out the garbage. Michael cooks dinner on Tuesday.
saying Would you like peas? Michael is saying yes, p/case.
lrlichael does tlìe laundry once a week. He cloes the launclry
on Monday. Sylvia cooks clinner ancJ goes shoppiÌtg threc
days a week, on Monclay, Wednesday, and Friday, Michael
goes slropping ancj cooks dinner tlrree days a week, on
'IhrrrscJay,
Tr,resciay, and Saturclay, Sylv¡a takes out the
garbage three tirìles a week, on Tuesday. Thursday, ancl
Sattrrriay. Michael and Sylvia cjon't hâve clìores or'ì Sunrlay.

Wrltlng
(a boltle of ) olive oil, (a bottle of) apple juice, (cans of) soda,
I suggiste¿ 7-1o I Your actual
(cans of ) torratoes, (cans of ) coffee, (a lrag of) onions,
potatoes, torlratoes, (a bag of) apples, (a loaf of) bread, I t.u.ffiiit", 'ninriut I t"*rting tì'nà, I

(boxes of) pâsta, (a box of) rice, (a box of) rnilk, eggs, butter, . Renlind stuclcnts to rtse the sirttple prcscttt tetrse filr
clreese. chicken, meat hal¡itualactiorìs st¡clt as tlrings yotr do otr a ty¡lical day.
. Conìplele the exaril¡rlc with stu(letìts; for exatn¡rle, wlite
Palr work I For breokfost. I eot eggs ond breod ond drink coffee.
' suggested 7-1o I
i teaching t¡me: minutes I
Your actual
teaching time: _l . Writing Process Worksheets

' Writc thc qucstion rvords on the board:

How monv t- ? How much ? Optlon: Oral progresÍ astessment
. frol¡¡ tht: ¡ricturcs and have students tell
Say a few ite l¡ls Use the illustration on page 87. Encourage the student
you rvlrich question they can ask about that itcm; for to use the language practiced in this unit as well as
exa rrr¡rle, 'l': cans of soda S: Ílotu nmny catts of sotla are
previous units.
tlrcre?'l': oliue oil S: I lout ntuclt oliuc oil is there?
Description: Ask the student to describe different
' ln pairs, have stt¡dents take turns askirrg attd artswcritlg things the two people in the pictures are doing or
questions abot¡t the iterns in the ¡ricturcs.'l'hell have do every week, according to their list of chores; for
thcm switch rolcs. example, Michael ís doing the laundry. Syluia goes
shoppirtgon Monday.
Pair work 2
Evaluate students on intelligibility, fluency, correct use
II suggested 5 I Your actual of target grammar, and appropriate use of vocabulary.
teaching time: minutes I teach¡ng t¡me: l

' Iìncottra¡¡e stu(lenls lo inr:lurle follow-u¡t qltcstiolìs. . 0ral Progress Assessment Charts
Possible responses...
M!¡gay Option: ffi(+lominutes)
Sylvia: What are you doing, Michael? Michael: I'nì doing
the laundry. Are you making dinner tonight? Sylvia: Yes,
I arn. Michael: What are you rnaking? Sylvia: il/eat and
potatoes. Michael:'l.hal sounds goocl.
Tuesday . Workbook: lust for Fun
Sylvia: What are yorr rnaking? Michael: Tonrato polato . Complete Assessment Package
soup. Sylvia: Mrnm. That sounds deliciol¡s. I love soup. . WebIinks for Teachers: pea¡gq¡lqrlgman çqmlþpnqleh
What are the ingredients?
Friclay And on your ActiveTeach Multimedia Disc:
Sylvia: Would you like peas? Michael: Please. I lovc peas, Top Notch Pop Song Activities
Sylvia: Here you go. Michael: Thanks, Ancl pleasc pass the Top Notch TV Video Program and Activity Worksheets
salt. Sylvia: Here you go. Woulcl you likc tcrrratot:s? Supplementary Pronunciation Lessons
Audioscripts
Unit Study Guides
T87
 MEMORY GAME Look at the pictures for one
minute. Then close your books and say all the foods
and drinla you remember. Use count and non-count
nouns correctly.
PAIR WORK
1 Æk and answer questions about the pictures. Use
How many and How much. Answer with There is
and There are. tor example:
A: How ma^\/ boxe, oî pasto are there
on lhe counfer?
[):fhere are fl,to.
2 Create conversat¡ons for Michael and Sylvia
in the three pictures. For example:
A: Wovlà yov like p"or?
B:Yes, ylease. Anà please pass the rah.
DESCRIPTI0I{ Describe the activities and habitual
actions. Use the present continuous and the simple
present tense. For example:
Il's fuesàay. îf'ichael is cooking àinner. Sylvia
cookt àinner on Monàay.
WRlTll{G Write about what you eat in a typical day.
Start like this:
Forbreak{açlI eaf.

*rør%_
 Past Events

LESSON 1

GOAt
f iö VOCABULARY o Describing times before today Readand listen. Then listen again and repeat.

I week

3tur,l
I ,nonttt
4
liä, l
two{ laoo
I months I -
,".,
Iruesoay l'""' )
{,1) years, O:11"r,
{))) LISTENING COMPREHENSI0N Listen and cenrurtes
and circle the year you hear.
1900
= ¡i
1 is13 /(l9lo) s ('ts67)/ 1s76
z (vuÒt zooo 4 2oo1 tãozt)
PAIR WORK Choose five of the following years. Say
a yeil to your partner. Your partner circles the year.
,ü,.q_,,#ffin,v,en
2008 r9r4 t9t0 t1sqql
1998
tuEl tlgl¡_J rtoirl
4 GRAMMAR o The past tense of þe

at schoorvesterdav' n0"
!f;, {i::,.',} #L {i:I:'',} "
It was cloudy yesterday.
Thsre was a concert last night.
ïhere were two movies last weekend.

Was he at work yesterday? Were they students in the eighties?

Where was lhe party last night? Where were lhey last weekend?
When was she in ltaly? When were you at the bookstore?

BUT: Whsn who ls the sublect:

Who was at the party? (Adam was.)

UNIT 11
 Past Events m
Ø
'lÌr nrodcl this activity, say ¿r yeal'anrl havc Ít nì()re Ø
o
Lesson I cr¡nfìclcnt stu(lcrìt cirr:kr it.
. Walk around arrrl lvhich nr¡nlbcrs arc clil'fìcult
¡r<¡tice
fbr studcnts. I)o a quick review of the activity by having
z
-o
1 (D) vo.ubutary sttrclcnts say tlìc nr.rrnbcrs aloutl as ¿r cl:rss.

iI Suggested 5-7 | Your actual ,

2O0Íl tuto tltousattd cig,h f, l9l4 ttinttteen Jintrteett, z
teaching time: m¡nutes I teaching time: l9l0 tti¡teteen ¡{r¡, lB09 ciglttecn olt nine,
l9'¡5 nincleen lifty-tiue, l8O0 eigltteett ltutulrerl,
FYI: I'r'cscnt tlrc vot::rllrrlarv irr tlvo l)arts: tlìc titìtr! Ml)ll rrinef(f(.r rti n et ¡,-¿ig¡¡¡, lfll{ ei glttcctt four teett,
ex¡rressions (itclns l-4) ¿rntl thc ycars, dccadcs, antl l(ìl lr .rrr teerr/y'|eett,Z}lb twenty si.uteett,
t:c¡tturics (in thc ycllrrw llox). l\122 t i t t e I t' t: t t I t u ot I y - I wo, 2t)12 I utc t ute e.
t ìtt ), I u

' IIavc sttrtlcnts listcn to the tirne cxprcssiorrs anrl stutly

Option: [+5 m¡nutesl (lhoosc fìvc ycars tlìat arc not l)rirìto(l
lltenr on thc ¡lage.
in the llook. Say each ycar two tirncs altd lìave stu(lcrìts
.'l'hcu havc tlrt:nr listerr again and rc¡tcat r;horally. rvrite the nrrnrbers. Choosc studerìts 1o writc orì tlìc l)oar(1.
. 'lir clrcck t:orn¡rlchcnsion, ask Wltat dav is toda¡t?Wr.itc
t¡tt tlrc lrr¡irrtl yesterdoy / the doy before yesterdoy. 4 Grammar
l)oint to t:¿rt:h rvor<l or ¡rhrasc arrcl say 'l't'll nrc f lrc da¡,. Suggested 8-lO I Your actual
'f'lrcn ask Wltut nnntlti.s if I t¡me: | teaching time:.
ì

nolrlWrite on tlìe board /osf I teach¡ng minutes_ j

month / two monfhs ogo. I)oirrt lo c:tch ¡rlrrasc and say . Ilcvicw thc sirn¡rle l)rese rìt r¡f l;e. Write on the lroarrl:
'li,ll t¡te tlte tnonth.
I ¡, class right now.
. Ilave sludents listcn to the ¡rronunciation of thc ycars, - nol in closs now.
[Dona]
rkrcarlcs, a¡rd centurics irr the yellorv box. They - very tired *oday.
' 'l'hc¡r havc thcln listen again and rc¡rcat chorally. -
Âsk sturlents to conr¡rlete the serrtenccs with i.s, r¿ll, or
. 'lir chcck cont¡lrchelrsion, ask Wltttt yenr is if nor¿,,3Write ¿rc. (An¡, is, are.)
tltc lroarrl losl yeor / lwo yeors o9o. Point to each
orr ' I lave stt¡dents sttrdy the examplc serìtcnces with l¿r¿¿.s
'lþll tna rlte year. 'l'hen ask Wltat century antl r¿ere at the top part of the (ìram¡nar box. Ask
¡rlrrasc arrrl say
i.s il rtor¡rl Write <¡n thc boarcl /osf century.l)oint to tlrc stu(lents to underline'the ti¡ne ex¡rressiorrs irr the
'lÞll tttc Iltc t:tttttrtry. exam¡rles that signal thc past. (Yestcrday, ycster(lay, last
¡rlrrase irrrrl say
rr ight, Iast weekcntl.)

2 {')) t¡stening comprehension . I)ircct attcrìtion to tlìc corìtraclions in the snrall box.
, Suggested 2 J Your actual ' Write thc follorving orì tlìe boar(l:
time: i

i teach¡ng minutes I teaching time: l l. I ot o soccer gome lwo days ogo.

. I'lavc studerìts fìrst read tlrc years silently anrl tlren listcrr ?. He - ot school yesierday.
arrd circlc thc ¡,ear they hcar. 1. We -hoÐ
ol lhe pdrk
lost Sundoy.
Ll. They- por\ lost night
hof) ot lhe
Longuoge ond culture 'lb check- com¡rrehcnsion, ask studcrrts to fìll in the
.ln English, the convention- :- to -^..
is +^ say years as two two-
\-
blanks r,vith rrr¿ls an' wcrc.lincoulagc students to usc
digit numbers; for example, '1955 is nineteen lifty-five; corìtractio¡ìs in 2 ancl 4 (ancl cross out ,ro¡ whcrc
1809 is eighteen oh nine; and 201 0 is twenty ten. But there co¡rtractir-¡ns arc uscd). (Was, rvasn't, wcrc,4 werctì't)
are exceptions such as 2QQ1 two thousond one; 2OOB two
. I-lave students sttrcly the cxarn¡rlcs at the t)o[onì ¡rart of
thousond eight;1600 s¡xteen hundred; and 1800 eighteen
thc box.
hundred.
. Speakers of British English may say Tuesdoy lost instead of ' Writc tlre following orì tlìe boar(l:
Iost Tuesday. Yes / no questions Mos / werel , subject
lnformotion quesfíons Queslion word * [wos / were] ,
sub¡ecf
AUD'OSCN,Pf O.uesiions with V/ho os the subject Who , [wos / were]
1 M:
nineteen thirly
2 F: lwenty sixtecrr ' I Iave slu(lents re¡reat tlre <¡uestions chorally.
3 M: nineteen sixty-seven
' Ask various students qucstions with lre irì tlìe l)ast telìsc.
4 F: twenty twerìty-one Iìrrr:otrlagc sttrclcnts to trse short arìslvcrs and to off'er
folltrrv-trp infìlrrnat ion. l;or cxarn¡rle:
3 Pair work l{ers y¡¡¡¿ itt t:lass yestenlr¿y? (No, I wasn't. I lvas at rvork.)
lUltere were you lttst I:ridtt¡, rtight? (l was at a restaularrt.)
' Suggested 5-8 Your actual
t¡me: minutes
teaching
;

teach¡ng time: l,Vlut tuls noî lrcre Montlr¡.yl ([)atrland Lisa lrcrelt't hcrc.)

. lnductive Grammar Charts Tgg

 Grammar pract¡ce .
NOW YOU CAN
I Suggested 3-5 | Your actual
I teaching tlme: minutes I teach¡ng time: 1 (')) conversat¡on model
z Iìeview ordinal nt¡mbers lst-30th witlt the class. Say
J cach nt¡mber and havc studcnts repeat chorally. 'l'hcn
o- have the class cou¡tt out lst to 30th, with eacll student ilr
l'l'hir.,,nu"rr¿rtiorì strategy is irnplicit in the model:
turn calling out orìc ¡rur-ntrer.
z . f)irect attentiorì to the calend¿rr orì page B9 and identify | ' nst< wUg to ask f t¡r a clearcr cx¡rlanatit.lt't.

o
U' the date of A¡lril20. lf you llave a curretrt calelrdar
. Afte r stuclents listetr, chcck cotn¡rrehetrsitttl. Ask l4/ll¿r¡
uuts tltc pot'|y? (l-ast night.) Wlrcre twts tlte ¡nrty? (At
U) available, str¡dents can look at that instead.
t¡J (lclia's lrotrse.) W:re l¡otlt tuontett ru tlte ¡nrly? (No.)
. Model thc question and a¡rswer wilh a studeltt. Point
J
out that the answer is a complete selìtelìce with the ¡rast
forr¡r of b¿. 2 (tl) nnythm and intonation
I Suggested 3 I Vour actual
time: Ì

I teach¡;dtime: minutes teaching i

(These answers are based on the calendar on page 89.) . Ilave studerrts repeat cach linc chorally. Makc sure they:
1 Yesterday was April 191h. 2 April l4th was six days
ago. 3 March 20th was one month ago. 4 The day belore
. usc falling irrtonatiort for \Ultere tuere you Iust niglrt?,
yesterday was April 18th. 5 The dates of last Saturday and lU lt a t t i nt e?, crrrl W hy?
Sunday were April l3th and 14th. 6 Two monlhs ago it was " usc risirrg ilrtonatiotr for'l'here uns?
February 20th.

Longuoge ond culturc

3 Pa¡r work
t Suggested 7-8 j Your actual
. Ordinal numbers are always used to say dates; for
Iteach¡ng time: minutes teaching time: I

example, April twentieth.lt is common to use ordinal

. I'lave strrclents look at the ¡rictttres and say the wortls
numbers in informal writing: April 20th. However, in
formal writing, cardinal numbers are often used: April 20. fbl eve¡lts to use in their c<lt¡vcrsatiotìs; fbr exaln¡rlc, n
ttt}uie, a g,attte, a cottccrl.
. lJrainstt¡rrn diffcrcnt past time ex¡rrcssions stttclctlts catr
1,,) [¡ra".¡ng comprehenslon in the cr)rìversation atrtl lvritc stttclcnts' itleas otr thc
tusc
{ Suggested 5-7 | Your actual boartl. For exant¡tlc:
i teacling time: i minutes I teaching time: lost week lwo doys ago
. Make sure students understand that for cach conversation yesterdoy the doy before yesterdoy
they need to pay attention to which day or ntonth to starl Iost Sundoy
with and tl're¡r listen for the time infortnation so that they . Model the cr¡nversation lvith a tìlore cottfidctrt sttt<lettt.
can figure out the correct answer. I;or exanr¡rle:
'lb prepare, lrave studcnts listen and write dow¡r thc titne S: Wltere utere y,u ttuo days ago?
' 'l' Whnt tittte?
inforrr¡ation for each conversation. Then havc thcln rcad
the sentences and answer choices. S: At til¡r¡ut 3:00.
'1". I utas at lrcnre. Wlty'l

S: Recause there was a g¡cat Satne at scltool.

AUD'OSCN,PÍ 'l': 'l'lrcre wasT'ft¡o l¡tttl I ruastt't tlrcre!
CONVERSATION I
F: How was the party last night? . Be sure to rci¡rforce tlre usc of the conversation strategy;
M: lt was nice. for exarnplc, urake sttre studetrts say lVfty? rvitll ilìterest.
F: Were there a lot of people?
M: Yes, there were. . Conversalion Pair Work Cards

CONVERSATION 2
M: When was your birlhday?
F¡ lt was last month. 4 Change partners
M: Really? Mine was too! What day was yours? f suggurtud 4-s i voura-iuã ì

F: The first. What about yours? | tj4e: m¡nutes _1. teaching t¡me:
¡eaqllng
M: The 15th.
. 'lb revierry, i¡rvite a ferv pairs lo ¿tct otlt their convcrsation
CONVERSATION 3 for the class. As a ftrllorv-tr¡r, ask Wl¡cre uns lGeorgel lthe
F¡ So when was your game?
day lterore ycttcrdayl? Wltere /Wltctt was tlrc lpartyl?
M: The day before yeslerday,
F: How was it?
M: Great! There were a lol of people there.
F: That's tenific! Sorry I wasn't there too,
. Workbook: Exercises 1-3
. Learning Strategies . €opy & Go: Activity 31

T89
5 GRAMMAR PRACTICE With a partner, take turns asking and answering the
questions about the calendar. Today is April 20.
I What day was yesterday? ff Yesterday was April 19th.r, Iqs: w-.{ tri I Sat
2 What day was six days ago? 2 3 4 t;n
3 What day was one month ago? t--
tìie 10 i 11 l'2 13
4 What day was the day before yesterday?
I

5 What were the dates of last Saturday and Sunday? 14 1.5 16

---t-
6 What day was two months ago? '2',2 23
at22

6 (,)) LISTENING C0MPREHENSION Listen to the conversations about

'29 30
events. Then listen again and circle the correct day or month.
I lf today is Sunday, then the party was on @ù/ Frictay i Thursci.ry).
2 lf this is lanuary, then their birthdays were in (February /(t-,-¡¿õrl.l¡ù J.rrruory).
3lftodayisFriday,thenthegamewason(Morrc1ay/.Ihursc1ay/@).

NOW YOU
(,1 COnV¡nSATl0il MODEL Read and listen.

A: Where were you last night?

B: What time?
A: At about 8:00.
B: lwas at home. Why?
A: Because there was a great party at Celia's house.
B: There was? Too bad I wasn't theret
at2a
(,1 nXVfXm AilD l]{TOl¡ATl0N Listen again and repeat.
Then practice the Conversation Model with a partner.

PAIR WORK Make a list of places for an event in your

town. Or use the p¡ctures of events. Then change the
model. Then change roles.

A: Where were you ....,...?

B: What time?
A: Atabout
B: I was at ........ . Why?
A: Because there was ........ at
B: There was? Too bad I wasn't there!

¿-
{c
4 CHANGE PARTNERS Talk about other events and places.

89
 LESSON 2

1 GRAMMAR . The simple past tense

Form: regular verbs
Add -ed to the base form.
lf the base form ends in -g
1,,, I fo, l
,

add -d.
call Ð called li(q + liked
!;, | ,,*ro the movie. !f;, I o,on', rike the concert. BUT: study studied
Wel Wel shop shopped
They J They J

[,, I Ii:'L,,
oio .l
!f;- | watcn TV rasr nisht? 1 srre I o¡on't.
lwe I lwe I

L tnev J L ttre¡¡ J

2 GRAMMAR PRACTICE Complete the e-mail. Use the simple past tense and the past tense of be.

3 GRAMMAR o The simple past tense: intormation questions

ii) trr"gut., verbs (Also see page 125,)

What did you do last weekend? buy à bought eat t ate read Ð read
Where did you go? comeàcame ,get ågot say Ð said
When did he get home last night? cut à cut go ':) went see å saw
How many cups of coffee did she drink? do + did have + had take Ð took
How often did you lake a nap? drink + drank ¡¡¿ks Ð made think ¡ thought
drive ; drove put Ð put wr¡te Ð wrote
Who did they see yesterday? j..fF.r+.rÉ@*''

BUT The word order changos when Who ls the sublect:

Who went to the mall this morning? (We did.)

90 UNIT 11
 3 Grammar
1 Grammar Suggested 8-lO i Your actual
I teaching time: dnutesi teaching time: i

I suggested 7-to I your actuat I

. Direct attc¡ìtion to the irìforntation r¡ucstions in thc
m
I teach¡ng t¡me: minutes I teach¡ng t¡me: I
U)
. I)irect attcrìtion Gramntar lrox ancl have str¡dents strrcly the cxarn¡tlcs. Ø
to the sinrple past tcnse stalelncnts in
. Point out tlìc structure o
the affìrntativc and Itave stu(letìts study tlre rule an<l
exarrrples i¡r thc snrall box on the riglrt. boartl:
of the r¡uestions. Write <¡lt thc
z
. 'lb ¡rractice fìlrrtring Whot * did , sub¡ect + bose form of verb l,
the sirnple past tclìse, writc re¡¡ular
vcrl¡s ott I lre board: roin. snow. exercise. sludy. listen.
Say the exarnple fbr W/¡r¡r alotrd'. WImt dirl yott do last t-
cleon. wosh. brush, check. wotch. coll, folk. work. Ask
wcekøttl?'l-ltt:n erase W/¡r¡t and ¿/o and rvrite l4l/rlrr anrl
go. Say tlrc cxarn¡tle ïor Wlrcre itlott<l: lVltere dirl J,o1 Í!o?
z
stude¡rts to fonÌt the sintplc l)ast tense. (l-'or all add -erl;
Corrtirrtrc witlt Wlten, I Iotu rttarty, itntl l-lout oftel. l)oint to
but: add -d only to (,.rerc/se orìly: e.rrrrcisr,.r/; changc thc -_y
the elelucnts of thc <¡uestiotì on the boald to cnr¡rlrasizc
of slrrr/yto ia¡rd atkl -ed: studied.)
tlte similar structure of each (¡testiolt.
. Point out tlìal lhere is otrly orìc sinr¡tlc past form for all . I-lave studcnts rcpeat tlìe il¡forrnation t¡uestions
subjects. lìcad the irffìnuative cxarn¡rles to rei¡rtbrcc tllis
chorally.
p<tint: I líked, you likul, lte / slte likcd, we likcrl, tltey likcd.
. Ask various studetìts inforrnatio¡r (luestiotìs; for
. Direct atterìf iotì to the sinrplc past teltse statetììcnts irì
exarrr¡rle, Wlnt did you rrutke.[or dinrrcr last ttigltt? lUhetr
the negativc ancl have stu(lcrìts slucly t lre exatrìplcs.
did yott clrcck your e-rnail yes!üde),? I lt¡tu tttany ltours ditl
. Point out tlìat to form the rregative, lve adcl díd + nol and
lou study ys5¡erday?
trse tlre lrase fr¡rnt of tlre verll; for cxam¡rle, I-le didtt't go . Direct attcrìtion tr¡ the irrforntatiolr atrout irregular vcrlls
îo school yestcnlay. We didrt'r watclt the movie last nigltl.
in thc box orì tlìe right.
Tltey dirln't clt an the house on Saturtlay.
' 'lcllstudents there is no rule fbl fbrming the sinrplc
' l)irect attentiorì to thc¡r¿.ç/¡¡¡ t¡uestions ancl short
past tc¡ìse of irregtrlar verbs so students rvill lleed to
answcrs i¡ì the bottorn part of the box ancl have students
rnernorize tllern.
study thc exarnples.
. lave stude¡rts listelt atrcl studv thc cxarn¡rles. 'l'hclr l¡ave
I
' I)oint out the stnlcture ()f tlre t¡rresti()n and write it on
lhern re¡reat cholally.
the lloard.
. To practice irregular forlns, have sludents close their
D¡d , subject + bose form of verb
books. Ask thern to listen again alrrl write the sirrrple
' I lave stttdents rel)eal the J/eJ / no qucstion for each
past tense for¡n for each verlt. I lave sttrtlents ol)en their.
pronou¡1 chorally.
books and chcck their s¡lelling. Ask sttrdents to rewrite
. Ask various stu<lentsyes/no questions. lìncouragc
any verbs they miss¡relled.
students to use sl'¡ort answcrs. Iror exanrple: . Ilircct attention to the question with Wllo. I-lave trvo
I)id you utatclt TV last ttigltt? (Yt:s,l tlid. / No, I didn'r.)
studcnts read the (¡testiot'r ancl answcr to tlle class.
Ditl you go lo tlrc perk last Saturtlayi (Yes, I clid. / No, I
. Write the following questions and ansrvers o¡r thc lloartl.
didn't. )
Dirl your fanily go on uacat iou last year? (Yes, rve subjecf object
did. / No, we didn't.) Who d¡d Anno see yesterdo,y' Anno sow Pat
Who sow Pot yeslerdoy? Anno sow Pat.
. lnductive Grammar Charts Say When Who is about a¡t object, use Wlrc did + sullect +
uerb.
Wlrcn Wlut is aboul a uillect, use lMlte + uerb + oltjet:t.
2 Grammar pract¡ce FYI: nt this lcvel, keep explanations about thc subject and \
suggested 4-6 |
i teach¡ng your aituat object of thc scrìtence verv sitnple.
r time: minutes I teaching time:
I

. 'l'o prepare studetìts for this activity, say
'17ri.s is
from Brian.
FYI: Stutlents lvill learn about ¡rrononncing sinrple past
tense endings ofregular verbs on ¡rage gl.
' To review arìswers, read the cornpletetl e-mail aloud
tt¡ the class so students get an ol)l)ortunity to hcar tlrc
correct pronurrciation of sintple l)ast tense endings of
regular verbs.
. As you rcview, lnake surc students correctly spellccl
itenrs I (shavecl),9 (¡llayed), l0 (exercised), and l7
(studied).
l
0ption: f+5 m¡nutesl For a challenge, have stu(le¡rts
an e,ntail take turns saying sentences in tl-re sinr¡tle l)asl tense
and changing them into past terìse qucstions. A'. I utcttl
slto¡tpingon Satrtnlay. B: Wlnt did you do ott Saîurday!
B'. Sara went on ttacation 1o l:rance lasr ycar. A: Wlrctt did
Sara go on ua(:etion to Í'ronce? or Wlrcre dirl Sa¡u go ott
uacaliott lasl year?
. lnductive Grammar Charts

T90
 4 (')) Pronunclation 'l'hcsc conversatiotr stratcgies are irrt¡rlicit in the moclel:
. LJse What ahoL¡!--? to ask ft¡r rnore itrformation.
-
i Suggested I vour actuat j

¡ teaching -¡-lIlnute_s I
t¡me:-_ teaching t¡me: _ ' Use a d<¡rrlllc question to clarify.
z
I
.
| Use iust. to
rlinimiz.e tlre importance ol a¡r actiou.
. Point out that there are three different sot¡nds for silnple
J past tense endings. See Irote below. . After students read and listen, point to the s¡reaker on
o- thc riglrt and ask Wlnt dícl lrc do yesterday? (He got up at
' Have students listen atìd sttldy tlìe exam¡rles.'l'hell have
scven. l-le nrade breakfast. I Ie rvcl'tt to work. After work,
z students listerì and rcpeat chorally. Iincourage them to
he made tlinrler. He rvatched a Inovie.)
o produce cach ending clearly.
Ø FYI: Students oftctr ¡rronounce the sinrple past teIìse -erl
Ø ending as /¡d/ for every verb. Some studetìts drop the
, 1'l) Rhythm and lntonatlon
l¡l i sugiesteo 3 I Your actual
J -erl ending altogether, especially if words in their native
I teaching time: m¡nutes I teaching time:-
i
j
languagc do Irot normally end with cotìsollaltt sottnds'
organizer Have studerìts rcpeat each line chorally. Make sure they:
0plion: [+5 minutesl Draw the f<lllowing graphic
,, use falling itrtorratio¡r f<tr So rultat ditl you tlo yesterday?
on the board (without the a¡rswers) or print out the
graphic organizer fl'onr the Activel'cach Mtrltimedia Disc. ¿tttd Wlnr about after work?
" use rising intonation for Did yott do anythittg special?
Call otrt verbs that are regular in thc sirnple past tensc alìd
have students write the verbs itr the appropriate colulnlr.

I
n:^ fÌ^
\ I m'\ I
;,i::::1
f,:"^
:::::1 \
3 Palr work
i
I
suggãleJ
teaching time:
j-1o f
minutes I
Your actual
teaching t¡me:

Don't stop! Extend tlìe colìversation. Have students

read the questiorìs i¡r the llon't stop! box and the idcas
I ptoyud ll checked ll ended in the ldeas box. Then lìave sttldents brainstornl lnorc

\^U \ë:q \-/

I
\ n*n..¡tnd I \ wolched i \ needed I questions they can ask. Write stude¡lts' qucstiotrs orr the
board. Pronrpt thenì to ask both yes / rto questiotrs and
i n forrnation questiotrs.
' Model thc conversation with a Inore confìclent student.
Optlon: [+5 mlnutesl In pairs, stude¡rts take turns saying Play Role A so you can rnodel asking a variety of
a base form and responding with the sirnple past tense quest¡ons. F'or example:
form; for example, Student A: Work. Student B: Worked. A: So tuhat did yorr do yestertlay?
B: Well, I got up ttt 5:30. I exercised. I took a shower.
Longuoge ond culture Then I drove to work.
.The three pronunciat¡ons of the -ed ending are ldl, A: What abottt in the euening,? Dicl yort do anythittg
Itl , and /¡d/. The -ed ending is pronounced as an s¡tecial?
extra syllable lrdl only after the sounds /t/ and ldl;1o¡ B: Well, I went out lo tlinner with nry friends.
example, storled, ended. lt is pronounced as ltl after the A: Wlrcre did yott go?
voiceless sounds /p/, lkl, lf l, lsl, U, and ltft;Íor example, B: The World Café.
stopped, tofted, lougþed, missed, washed, watched.ltis A: I4lns itgood?,etc.
pronounced as /dl afte¡ all vowels and voiced consonants . Be sure to rei¡rforce the use of tl¡e conversation
other than ldl; for example, loved, colled, stoyed. strategies; for exanrple, encourage students to usejusr if
. a past action was "ttothilì8 special."
Graphic 0rganizers
. Pronunciation Activities
. Be sure stuclents prorìoutìce the simple past tense
correctly as they clescribe past activities.

U 1,1) Gru-mar practlce . Conversation Pair Work Cards

I suggestea s-c I Youractual
[eachlng time: minutes I teaching time:
. Point out that items 14, 15, 16, and 17 use do as a verb. Change partners
. Reviewanswers byhaving a pair of students read e¿rch l-- srggest"d 4= | teaching
Youractual
time:
I teachinqtime: minutes I __
conversation aloud.
. Have studerìts move around the room and practice the
conversation until they fìnd a classmate wlro did one of
.NOWYOU Crttl the same activities tlrey did.
1 (,)) conversatlon model
t- Suggested 4-5 -l teach¡ng
Youractual ì

I teaching t¡me: minutes ] t¡me: _ j

. Workbook: Exercises 4-ó

. Copy & Go: Activity 32

T91
 1:26

4 (,)) PRONUNC| ATION o lfe simple past tense ending Listen. Then listen again and repeat.

1 tdt 2 trt 3 ltdl

listened = listen/d/ liked = like/t/ wanted = want/rcJ/
exercised = exercise/d/ washed = wash/t/ needed = need/rcl/

GBAMMAR PRACTICE Complete the conversations. Use verbs in the simple past tense.
Conversation 1 Conversation 2
A: A: . ... ,..WhC !o.gh ... ... out the garbage this morning?
l2 Wlro l.rkt
B: B: Actually, Laura . .qig
A: And ..yhg 9ig . 'irr" laundry?
4 rvlto, rl<r
'1

A: B: l'm not sure. But I think . ....1*Vfg. qiq.. ' .... .. the
l 5 l'ttrr'r tl"
B: laundry this morning, too.
A: That's great, but 9iq.vg.q.q9.
I fr r,, ,u , t, ,
, .. . any household
'
A: But
ChOreS?
B: Me? Last week ... ..... l.qlf. .. all the chores:

B: ,!uîu,iÌ,, shoppinU, i"ä' inl iee1;1;,,

home
he early, anð .l Tg9.e
20 I i nr¿kc
........ dinner every night.

NOW
1 ())) GOI{VERSATIOI¡ MODEI Read and tisten.
A: So what did you do yesterday?
B: Well, I got up at seven, I made breaKas! and
then I went to work.
A: What about after work? Did you do anything
special?
B: Not really. I just made dinner and watched
a movie.
¡}2E

2 (D) RHYTHM AI{D l]{ToilATloil Listen again

and repeat. Then practice the Conversation
Modelwith a partner.

3 PAIR WORK Personalize the conversation.

Describe your past activities. Then change roles.

A: So what did you do ........ ?

Don't stop! Ask more questions.
B: Well, I and then I ....
Did you [do the dishesl?
A: What about ........? Did you do anything Who [took out the garbage]?
to".:r,.t When did you [go to the movies]?

B:

4 CHAI{GE PARTNERS Ask about other

ldeas t
o household chores
past activities.
I
. le¡sure activ¡t¡es I
. enterta¡nm"nt
I
"u"nt,

91
 LESSON 3

GOAL
r ii,l yOCABULARY . }utdoor activities Read and listen. Then listen again
and repeat.

1 gotothe beach 3 9o bike riding

4 go for a walk 6 go for a drive

PAIR W0RK Ask and answer questions with When and

How often and the Vocabulary.
f f ¡tow often do vou
go to the aeaén))

{,1) usruuilG coMPREHEI'lSloN Listen to the conversations.

Then check the correct picture to complete each statement.

1 Rosalie went . 2 She's going

- -

3 They're going

92 UNIT 11
 . lìcfirrc str¡(l()rìts listcn, say lI¡r utclt il)ttt(rsrrtiort Ilti,tk
¿tlxtut tltese two qu?stions: Wlto is spcakitt¡4? An' tht¡,
1 {t)) vocatrulary rnlkittg ultoul llte ¡nsl or lhe prcsenr'l
Suggested 5-6 Your actual ' I listcn ortcc to chcck thc colrc('t ¡rictrrrt:
l¡rv(: stu(lo¡ìts m
teaching t¡me: minutes I teach¡ng t¡me: U)
] anrl a sccr¡nd tirnc to conf irrn thcil ansrvcrs. U,
' I;irst listcrrirrg: I Iavc stu(l(Ìtìts listcn, k¡ok at tlìc pi(:trlr[is, . li) rcvirlw answcrs, have sttrrlcnts say tho corrrplctctl o
attrl sttttly thc vclll ¡tltrascs. statcnìcrìts alrxrtl; f<¡r cxarnplc, Ilosulie weìtt ß)r (t urrlk. z
' Sct'ttrttl listcrìirìg: I lilv('slu(lc¡tts lislerr :rrrtl [c¡rcat 1l
t:lrrllally. Ntake sttrc tltt'y stn:ss tlrt,kcl,rvor<ls in r:¿rclr AUD'OSCR/PT
¡rhlust'; lor cxarrrplc, I go tu tlrc llliÂ(ll I 2 go IlllNnirrg CONVERSATION I
ll go lll K li lì I I )i rrg 4 go fìrr .r \'VAl.K 5 go SlVl lvl nrirìg 6 go M: Where's Rosalie? z
for a I)lllVlì. F: I'nr rrot sure. She s¿rci she wanted to go fu a clrive.
M: Well, she cJicin't. Her car's still hcre.
Option: M(+5-Z rninutes) F: Well, rìraybe she went for a walk. Tlre wealher's qreat. Anci
:;lrt-' lovcs; to walk.
M: Oh, you're right, I see lrer on tlre streot in íront of tlrc llouse.
. Vocabulary Flash Cards
tt-l CONVERSATION 2
F: Want to go to lhc bcactr'/
2 Pair work M: Sure. But I cion't want to go swinrtrring, I want lo rclax. I wenl
rtrrtnirrg tliis ntorrting.
Suggested 5-6 Your actual i F: That's fine. YoLr can jusl sit ancl reaci if you want. BLrt l'nr
teachirig- time: minutes teaching t¡me: I
çJon!.J swilìilnrfìlj.
Mi Souncls like a plan to rnc. Wlìat t¡nìc?
' I'¡oint out that this cr¡nvcrsatir¡n is allor¡1 at:tivitics yorr
F: l-1ow's noorr?
rkr lì'ct[¡entl\'. lt uscs thc sinr¡rlc l)rcserìt l(:ns(ì. M: Grcal.
. witll a nlorc t:o¡rf irlc¡lt strrtlr:nt. Ilavtr
lr,lorlcl tlìc activity
CONVERSATION 3
thc sttttlcnt ask yott thc r:xurn¡rlc <¡rrcslion. lÌll exirrtrplc:
\' llou, oJ'tctt tùt I'ou go Io tltt lteuclt? M: I'rl liko to go bikc ridinq. Wll¿ll abotrt you?
'l: I g,o alnut lltree ti¡¡tcs rt y,utr. Ikttt, ulxtttl F: Hrrrì. I went bike riding yesterclay. What aboul a n¡n'i
1,ott1' M: Ar;tually, I wt,'nl rurtrtrrrg this rnorrrinc¡.
S: /¡¡o ct't't1' ttt('.'k,,ttd. F: So wlìat woulcl yoLr like to do?
M: Let's jtrst go for a walk. That's always nice.
' As stttrlcnts ¡rrar:tir:c llrcil't'orrvt'rs¿rtions irr ¡rails, nrovc
arorrnd thc rr¡orn ¡trrtl nrakt'strrt'thcy arc using thc CONVERSATION ¿
sirn¡llc l)r'cscrìt t(:rrsc to t¿rlk ¡rbout thcir llatrits. F: l'rl really like to go swirnrnirrg. Want to cortrc akxrg with rne?
M: I'cl like to but I'm working this aftcrrroon.
F: But tociay's Saturday. I thought you only workerl from
3 {ri) tlstening comprehens¡on lvlonciay to Friclay.
{ Suqgested ó-10 i You, actuâl l
M: I Lrsually clo. But this week I didn't work on TLresclay cx
i teaching time: minutes r teaching t¡me: Wcclncsday.
F: How conle?
. llavc sturlcnts kl<¡k at ¡rll tltc l)i(:trtr(ìs antl irlerrtify the M: I wcnt bikc riclirrg with rrry corisin. So I'rn working tocjay to
activitics in cach r¡rrt:; fì¡r t:xarrr¡rlc, Ia go for a tllive; b g<l ûrake up the lirne.
fi¡r'a walk; 2a go swinutring; b go nrnrrirrg; 3a go lìrr a
walk; b go bikc ritlirrg; 4a go swirnnring; b ¡¡o bikc riding.

T92
 .N-OWY,9!'
4 eal¡ work
--- sugóested-l 7-lo--T---vor¡r ;----'l
aèTüaf
1 {,)) conversat¡on model
f
I teaching tlme: mlnute3 | teachlng tlme: I

z
f
o.
Suggested

['f n"r" conversarion strategies are irnplicit

in the -.à"r'
| . Sav l.et me think to eain time to answer.
z .
o | s"í orr. v..r, t., *diãate you just remembered
Ø I tq]!g*"*-
Ø -
. Âfter stude¡rts read and listen, check comprehension
l¡J
J by asking What did she do on Saturday? (She went bike
riding and to a movie.) What did she do ott Studay? (She
went for a ùive.) What clid he do on Saturday? (Hewent
for a walk.) Wlmt did he do on Sunday? (He went to the
beach.)
2 (,1) nn¡hm and lntonatlon
Suggested 5 Si Let me think. .. Oh yeah. I ltad a nice weekend.
tlme: m¡nutes
. Have students repeat each line chorally. Make sure they:
o use rising intonation lor Did you haue a good weekend?
use fallirrg intonation f.or What dicl you do? and What
"
about you?
o st ress g,reat i n We had a great weekend,
' Write on the board: We hod o / on weekend.lfave
- the adjectives in
students practice the statement using
the llecycle box. Make sure students place stress on the
adjective; for example, We had an AWFUL weekend.
3 Notepaddlng
7-10
minutes
. Model this notepadding activity for students. Talk about
what you did on the weekend and then write notes on the
board. F'or example, say
Last Saturday morning I uent to a soccer game,
Then my husband and I went for a walk.
My family went to a concert in the everting.
On Sunday, I nnde breakfast.
I went bike riding.
I cleaned the lrcuse.
In the euening, rny children and I stt¿clied.
As you say each serìtence al¡ove, write the corresponding
note for it on the board:
On Soturdoy: wen! to a soccer gome
l
Don't stop! Extend the conversation. Brainstorm
questions using other past-time expressions and
questions about other past activities. Write students'
questions on the board. F'or example:
Whot d¡d you do losl Tuesdoy evening?
__l Whot d¡d you do yesterdoy?
Whot did you do the day before yesterdoy?
Where did you go?
When d¡d you come home?
Vlho went with you?
. Model the conversation with a ¡nore confident student.
Be sure to ask questions about other times and activities
in the past. Ask follow-up questions to keep the
conversation going. For examplc:
'l': Didyotr haue a good weekend?
'l Whatdidyoudo?
S: Well, on Saturday I went shopping with my friends.
Then I studied Englísh. On Sunday, I went for a walk
with my parents. What about Yott?
T: Well, the weather wøs awful, so I cleaned the house.
I didn't go out all day. On Sunday, the weather was
good, so I went to the beach. I went swimming. It was
nice. What did you do last night?
Well, I did my homework.
S:
T: Didyou haue a lot of homework?
S: Not really.
. Be sure to reinforce the use ofthe conversatiotr
strategies listed with the Conversation Model. For
example, rnake sure students pause and think when
they say ¿eú m e think.
. Move around the room and listen in as students work in
pairs, E,ncourage students to ask each other a variety of
questions in the simple past tense.
. Have students check off each past-time expression
and adjective in the Recycle box that they use in their
conversation.
w.rk cards
atrffi@ : i:l,ifflilli,i'ir
5 Change partners
5-7 Your actual

went for o walk

tlme: I mlnutes Itlme:

went to o concerl . To review, have students write three sentences aboul

On Sundoy: made breokfost their partner's activities and report to the class.
went bike riding
cleoned the house
stud¡ed

. Workbook: Exercl¡es 7-11

. Copy & Go: ActiviÇ 33

T93
NOW YOU
1 ())) CO]{VERSATIOÎ{ M00Et Read and listen.

A: Did you have a good weekend?

B: Let me think. . . . Oh, yeah. We had a
great weekend.
A: What did you do?
B: Well, on Saturday we went bike riding and
to a movie. Then on Sunday, we went for
a drive. What about you?
A: Well, the weather was great, so we went
for a walk on Saturday. And on Sunday
we went to the beach.
11t2
(,1) nnVffm AilD lilT0ilATl0ll Listen again
and repeat. Then practice the Conversation
Modelwith a partner.

il0TEPADDIilG On the notepad, write what

you did on the weekend.

On Saturday

PAIR W0RK Personalize the conversation. Don't stop!

Use your own information. Ask your partner more quest¡ons
in the simple past tense. Ask about
A: Did you have a good weekend? other times in the past.
B: Let me think.
A: What did you do?
Past-time expressions Adjectlves
B: Well, Then . What about you? last week good
yesterday nice
A: Well, the weatherwas ........, so we ........ the day before yesterday great
on Saturday. And on Sunday we .... , ... . last month bad
last [Wednesday] awful
CHANGE PARTNERS Talk about more activities. a [week] ago terrible
 9rammar vocabulary listening
read¡ng speaking . pronunciation
1 {,)) READING Read about what people did last weekend.

Rafaela Mexico
That's a picture of my husband and me. We live in Mérida,on theYucatán Peninsula. Last
weekend we drove to the small port city of Sisal. The drive wasn't very long-it took
only about one hour. ln Sisal,we went to the beautiful beach. We ate fìsh at a wonderful
outdoor restaurant. The weather was beautiful-warm and sunny. We went to bed
early and got up early. We had a REALLY great time. Last weekend was my favorite
weekend ever !

leremy lamaica
Last weekend was awful! I went to New York because my mom and dad live there. I
wanted to go to a concert and eat at a couple of good restaurants. But the weather
was really bad-it rained, and it was so windy! There were no tax¡s, so we stayed ¡n
my parents'apartment and cooked and ate. The food was good, but it wasnt what
we wanted.We watched old movies on TV. We didn't go to a concert. Next timg my
parents are coming to Jamaica. lt's always sunny here !

ir¿--.;¡
it I l

Clifford Canada
Well, I actually had a good time. My friends came to visit me on Friday, and we went
out to eat at a terrific restaurant. On Saturday,l went for a walk alone in the park, and
that evening,l went dancing at a really nice nightclub with my girlfriend. (We took
the picture at the nightclub.) We stayed out really late-so late that we ate breakfast
when we left the nightclub. Sunday? On Sunday,l slept all day.

READING C0MPREHENSIOil Write one yeytq question and On your ActiveBook SelÊStudy D¡sc:
Extra Readlng Comprehenslon Questlons
one information question about Rafaela, Jeremy, and Clifford.
Then answer a partner's questions.
Answers will vary but may include the following:
Extro proctice o p. 1 44

Yes / no questions lnformation questions

ldeas
Rafaela Did Rafaela go for a drive last weekend? Where does Rafaela live? Where were you (or Where did
you go) last ?
feremy Did Jeremy go to New York last weekend? How was the weather? What did you do? -
Clifford Did Clifford go out to eat on Friday? What did Clifford do on Saturday?l Who were you with?
When ?
What - ?

SPEAKING PRACTIGE .Ask your partner questions about an activity in the -

past. Then tell your classmates about the activity. Use past-time expressions.
UNIT 11
(þ'iîo'i*u r*
,4 "Mv Favorite Dav" Lvrics o. 148 I
\
 2 Readlng comprehension
1 (r)) Readlng i suggested 6-8 | Your actual
time:
I

I teaching minutes I teaching time:

' suggested B-lo I your actual
I

m
teaching t¡me: minutes I teaching time:
I

j ' (;ivL'slr.l(lents 2-ll llrinutes to wlite tltcir r¡ut:stions. Ø

lìcrnind students that they can write past telìs(ì U)
. l'rc-r'cacling: 'lìr plactice scannirrg, ask studeltts to r.cad o
qucsliorìs with D¿r as well as rvith other vcrbs.
tlìe lcxt quickly anrl r¡lrtlcrlille what cach l)erson tlid last
. As str.¡dcnts are rvritirrg <¡uestions, rnove arouncl the
z
rveekentl. (lìafacla:drovc to Sisal, rvcnt to tlìe l)each,
ate f ish, \,vetìt to llccl carly, got up early; Jercrny: werìt to
l'oorìr lo check their rvork. Crlrrect any elt'ors. T'
Ncrv Yr¡rk, staycd in his ¡tare'rrts'apartltìcrlt, cooke'cl ar¡rl . Iìavc stt¡dcnts rvork in ¡r:rirs to ask their qucsti()¡ìs atì(l
atc, watcllctl oltl rn<¡vics;(jliffi¡rrl:\ryellt out to eat, lvcrìl
for a lvalk, went danr:ing, staycd out late, sle¡rt all day
answer thcir ¡rartncr's qlrestions. z
Possible responser...
Srr nrlay.)
Rafaela: Where did Rafaela go? (To the treach.) Dicl she eât
. 'l'hcn havc slrrrlents rcarl the articlc silelìtly.
chicken? (No, she didn't. She atc f¡sh.) Dicl she have a gooci
. ()hcck corrr¡rrchcltsion. Ask thc fìrllolving (ìucstiotìs: tirnc? (Yes, she did.) Was the weather good? (Yes, it was.)
Wlterc ditl lìt(itela go lasr urcekend? (She went to Jeremy: Was the weather good? (No, it wasn'1. lt rainecl
and it was winily.) What clid Jerenry do? (He wâtchecl TV.)
Sisal. / Shc werìt to thc llcach.)
Did he go to a concert? (No, he dìdn't,) Why did he go to
Who did slrc go tuitlt? (Shc wcnt rvith her husband.) New York? (Because his pârents l¡ve there.)
lUltere did Jcranry go last weekend? (lle went to Ncw Clifford: Did Clifford cook? (No he didn't.) He went to a
York.) restaurarìt. Who visited hinr? (His friends.) When did he gcr
W/r.y? (llc¡"¡1¡sc lìis l)aretìts livc in Ncw York.) dancing? (Saturday night.) Where dicl he go for a walk? (tn
Was tlte wcatlrcr \4o(t(l? (No, it lvasrì't.) the park.)
Wltot tlitl Clifford do on l:riday nigltt? (lle rvent out to
cat at íl restartratì1.) . Extra Reading Comprehension Queslions
I)irl lte slay out Iate on Saturday niglrt? (Yes, he clitl.)
0ption: [+10-15 m¡nutesl 'lil turn this rea<ling into a
listcning activity, rlrarv thc tirllowirrg gra¡rhic organizcr on 3 Speaking practlce
the [roard (lvithorrt the alìs$,ers) or llrint out the gra¡rhic suggested 6-8 |
.I teaching Your actuat
t¡me: minutes I time:
I

teaching
orga rr i zcr flonr t he Act ivcrl'cacll Mr¡ lt i rnerl ia l)isc.'l'hcn I

h:rve students listcn to the ar¡dio twice. l:irst listening: ' I'lave stu(lerìts read the ldeas [rox.'l'hen brainstornr
With l¡ooks clost:rl, sttrrlents listcn antl check the correct atlditional r¡uestions they can ask and arrswer. Write
colt¡nrn. Sccond Iisterring: Students Iistell ancl confìrrtr the ir irleas on thr: board. lìor cxarn¡tlc:
their a¡rsrvcrs arrrally.'l'hcn studcnts re.t(l tlìe text to Did you [go bike ridingJ?
corrf irnr thcir al¡swers. When d¡d you go tto the moviesJ?
FYI: 'l'llc ¿tctors whr¡ rcatl tllcsc rnon<llogucs arc lrr¡nr the Where d¡d you go [for o wolk]?
countrics i¡rtlicatecl: lìafacla (Mexico), Jcrcrtry (Jarnaica), Who went [for o dr¡veJ with you?
and (iliffor<l ((lanada). Wos the [weolherl good?
. Mr¡ve around tlle roonr as str¡tlenls are s¡rcaking. Make
Act¡v¡ty Rafaela leremy Clifford sulc thcy arc forrning correcl r¡uestions in thc sirnplc
cooked past tcrìsc.

saw friends
slept all day Sunday
stayed inside
watched TV
went dancing
went for a walk
went out to eat in a
restaura nt
went to a beach
went to bed early
went to bed late
went to New York
got up early

. Graphic 0rganizers
. Learning Strategies

T94
 Revlew
Before the fìrst activity, give students a few ¡ninutes of Morkrl tllc activity lvitlt a tttr¡rc t:ollf itltrltl stLl(lolìt, Ilav('
silent tlme to explore the pictures and become famlliar tlì(] str.l(lclìt stalt !vitlt thc cxitltt¡rltr t¡ttcstiott, pl:rying tlrtr
with thenr. rr¡lc ol'l)r¡¡l or Karctr.
Iìncoura¡¡e stu(l()tìts to ask lìrllor,v-tll) qtlcstiotìs; lì)r
Verb game cxarrr¡rle , lüns tlrc weatlrcr nice? Wltcrc rlid yorr gtt Jòr

Suggested 4-5 i Your actual ¡li¡¡¡¡ttr'? \Ultal did ttnt eat?

teaching t¡me: minutes j teaching time: i

Possíble respontes...
. I:orr'¡r tcanrs. (ìivc stu(lerìts ottc t.tlitrtlttl to stLldy tht: Karen: So wlìat clicl you cjo la!ìt weekend? D¡d yotl have a
pict tr lcs. gooci wcr:kerrd? Don: Lct rne th¡nk . . . I h¿ìrl a greal weekend.
. Witlì l)ooks I wcnt swirnnlrng on Saturclay trorning. Illetl in the af tcrttcltltl,
ckrserl, llavc thc teattrs rvritc as tltalty t'crb
I went slìopping with nry girlfricrxJ. llow about yott? Dirl
¡llrrascs (in basc fontl) lÌlr tlìe l)iclltr(is as thcy catt you clo anytlì¡rrg special llris wr;t¡ketld? Karen: Satttrday
rctncntbcr'. was groírt. I went out to eat at a terrific reslaurant with nry
' llcvicrv tlre lists rvith thc class. I Iave tracll tcaltr say boyfriericl. Therr we worìt lo a concert. Don: I low allotrt
lìrrn tllcir list as yott rvt'ite it oll thc board. ll'
a lvr¡r'cl Sunrlay? Karen: Wr;ll, I stayecl tlp lalo orì SatLlrday, so Strnclay
I iust slept latc. Whât dicl yotr do on Surrday? Don: I went out
strrrlcnts <lisitgruc altt¡ttt a vet'b, tltt: class citlt ol)cl1 lh('
for [rnch witlì rny c¡irlfriencl. Karen: Where clid yoLt go? Don:
irook ¿rrrrl t:llcck tllc ¡rictures. We wcnl to [Beach Foods]. Karen: What cjici you eat? Don:
Wo ate ffish]. Karen: H<¡w was it? Don: lt was delicic¡ttl;!
Possìble responses...
[Karen Yesterdayl *nt.r, rv, g-o .hopptg, ¿innul
[Don Yesterday] do the laurrdry, cloarì lhe apartrlrenl. go
I
"nnr<
I
Wrltlng
for a walk
[Don Last Weekend] go swinrrninç¡, go shopp¡ng, cat
I
7-1o , Your actual
I suggestedm¡nutes
Irrrrch / go out for lunch I

I
I teaching time: teachlng t¡me:

[Karen Last Weekend] go out for ditrtrer, go lcl a concert, . lìead the rvliting llrotlel altltrtl. llcrlrintl sttttletlts:
late
I

clet Lrp l " IJsc ti¡rre lrltrascs; fitr exitttr¡rlc, Irtst u,eeketul, itt lhe

Option: [+ 5 minutest l-lave stu(lcrìts givc tltc sirtrplt:

nrcrning, irt !lrc aJ'terrttto,t, tlt(tt.
' Llse adjectivcs to tlcscrilrt: thc rvcathct', the lìrotl, tlttr
llast t()rìsc forrn of tl'rc verbs otr thc ltoartl. (rvatchtlcl'l'V,
act ivit iL,s.
we lìt slìol)l)i¡ìg, cookctl dilttrer, did the lattlttlry, cltlatlctl
tlìe al)artnìcrìt, rvctìt for a rvalk, wettt srvirnrnitrg, rvettt 0ption: [+1o m¡nutei] 'l'o prepare stt¡<lcrtts, Ilavc tlretlt
shop¡ling, atc luttch / wt:ut ot,tt ftlr lrttrch, welìt otlt for rlescril>c their rveeke¡rd itr small grtxtps.'l'hc stttdc¡rts lvho are
rlinner, lvctìt to ¿ì conccrt, got tll) Iatc.) listerìirìf¡ slìoulcl rvritt: dorvn otre ftrlltxv-tt¡r qtlcstioll to ask.

. Writing Process Worksheets

Story
Suggested 7-g i Your actual I

I teaching time: minutes I teaching t¡me: ]

Option: Oral Progress AsÍessment
'lì]ll studcrìts to choose ()ttc
' l)crsotì (Dotr r-¡r Karcrl) antl Use the illustrations on page 95. Encourage the student
tr:ll that ¡rcrsotr's story for ycstcrday or lasl wtrtlkclrtl. to use the language practiced in this unit as well as
. I)ivirlc thc class into ¡rait's. (ìivt: stttdcltts a fi'r'v rllitlt¡tcs previous units.
tr¡ lake s()nìc tìotcs llclilre they tell their stt¡rics.
Ask the student to tell thc story of f)on or Karen's
0ption: [+to-15 minutes] If stuclents nee tl t¡lorc rvriting weekend.
l)racticc, have lhelrt write thcir stot'y insttratl of tcllittl¡ it Evaluate students on intelligibility, fluency, correct use
a¡rd then shale tlteir str)ry witlì a l)artner.
of target grammar, and appro¡rriate use of vocabulary.
Possible responses .. .
Karen walclrerl TV yesterc.lay. Shc also went shopping. Then . Oral Progress Assessment Charts
slrr,. rnacle clirrner. On Saturday, Karen went out for dintter
with a friend, Therr there was a concert in the restílt/rant,
There were two music¡ans anrJ a singer, On Sunday, slre option: ffi(+.lo minutes)
slept late,
Don clid chores yesterday, lle d¡d the laundry and cleaned
the house. ln thc af tcrnootì. he went for a w¿rlk with his
friencl, [Srre]. On SaturcJay, Don went sw¡rnming ln the
nrorning. lrì tlìe afternoon, he went shopping [with Sue] and . Workbook: lust for Fun
bouglrt new shirts. On Sunday, lìe went lo a restaurant with . Complete Assessment Package
ISuel. . Weblin ks for Teachers: pcarson-longman.com /topnotch

And on your ActiveTeach Multimedia Disc:

Pair work Top Notch PoP Song Activities
Suggested 7-10 | Your actual Top Notch TV Video Program and Activity Worksheets
time: Supplementary Pronunciation Lessons
I

teaching time: m¡nutes I teaching l

Audioscripts
Unit Study Guides
T95
VERB GAME Form two teams. Look at the pictures for one minute.
Then close your books. Each team makes a list of all the actions in the
pictures. The team with the most actions wins. For example:
walch-N Åo lhe lavnáry
STORY Tell a story about one of the people. Use past-time expressions.
For example:
Laçt weekenà, Karen went to a concerl with her frienÅs. She . . .

PAIR W0RK W¡th a partner, play the role of Don or Karen. Discuss your
activities from the day before and the weekend before. Start like this:
So what áià you ào llasl weekenÅ?l . . .

WRlTlltG Choose one of the following topics:

a Write about Don and Karen. Write about what they did.
b Write about your weekend. Write about what you did.
For example: I

I Lasl weekenà I went lo lhe beach . .

I
 Appearance and Health

LESSON 1

f <1,i VOCABULARY . Adjectives to describe hair Readand listen. Then listen again and repeat.

1 black 2 brown 3 red 4 blonde 5 gray 6 white

14

z .tl,i'V0GABULARY o The face Readand tisten. 3 <1ii usreru ilc corrrPnExElsror{

Then listen again and repeat. Listen to the descriptions. Write the
number of the conversation in the circle.
 Appearance and Health m
Ø
U)
AUD'OSCR'PI o
Lesson I CONVERSATION I
M: What cloes he look like?
z
't
F: Well, lre has s;lrort. cJark hair. And a nrustache.
1 {,1) vo.ubulary M: ls hc goocl-looking?

Suggested 5-7 I Your actual

F: I think so,
z
time: m¡nutes teaching time:
teaching CONVERSATION 2
. F: Wlrat cloes she look like?
I)l¿rY tht'arrrlio antl havc sturlcnts klok:rt the plrotos and M: Well, she has short, straic¡lìt, griry hair.
listcn.'l llen lrave (lrcnl listcn a¡rcl rcl)cat (ìlìorally. F: ls slre olci?
. lil che r:k corrr¡rlchcnsion, ¡tointstu(lents irr thc class
t() M¡ No. She isn't very olcl . . . Oh, ancJ slte wcars glasscs
antl ask Is Lattut's lroir straigltt? Is l,ottr ltair rcrl? Does
F: Ah.
['lotr1,l lraue n t¡tustat'lte? Is lll.oge rl lxtkl? Is trty ltuir Iong? CONVERSATION 3
F: What cloes she look l¡ke?
Longuage ond culture M: Slte lras lorrg, straight hair.
o Hoir is a non-count noun. We say Whot color is your F: What color? Blonde? Broln?
hoirZ NOT Whot color ore your hoirs? M: Blonde.
.The spelling ntustachc and nroustaclre are both correct.
CONVERSATION 4
M: What does lìe krok likr¡?
. Vocabulary Flash Cards F: I lc lras ctrrly. gray lrair.
M: Gray hair?
F: Yes. Ancl lrc llas a bcarci.

2 (')) vocabulary CONVERSAÏION 5

M: What cloes sllc look like?
I suggested s-7 | your actual
F: She has long, cr.rrly hair.
I time: m¡nutes I
teaching teaching t¡me:
M: Light or r1ark?
. I lavc sturlents listen ancl study tlìr: lvoltls. 'l'hclt havc F: She has clark hair. Arrd she's very pretty.
thcnl listen and re¡reat chorally. M: Does she weâr glasses?
F: No.
' Say the ¡rltual forrtrs |e(t|lr, eyes, eyebrorus, eyelaslu:s, ears
ancl have stt¡dents rc¡leat chorally.
. Learning Strategies
. 'lìr check unclcrstalltling, havc studcnts takc lut.ns
pointing to a l)art of their fìrcc and har,ing a l)¡lrtner say
what it is. l:or cxilrn¡rle:
A: (points to nose) ll: Your nose.
option: [+5 minutesl 'ltl cxteltd ¡tract ice, bling to class
rnagazines, ncwspapers, or otlìer ¡lrint rtraterials that
have ¡rictures of'¡reo¡rle. ln pairs, have stutlcnts take tunls
looking at ¡>ictures and idcntifyirrg the dift'crent ty¡rcs of
hair they see antl describing the f¿rces in the ¡ricturcs.

. Vocabulary Flash Cards

3 (')) t¡stening comprehension

Suggested 7-10 your actual
teaching time: m¡nutes ; teaching time: l

FYI: 'l'lre lvord g/a.sse.s occurs in the atrclio. You rnay lvish
to tcar:lr this lvold, cvcn though it is ¡rot ¡rart of thc llotly.
l)oint to t lre rv<-rman in the ¡lhotO orì the bottonr right or a
stuclcllt whrl rvears glasscs antl say¡¡/a.sse.s.
' 'lo revien', play thc autlio a¡¡aitr and havc stutlerrts listen
and cont¡rare atìswcrs before revielving anslvers rvitlr
thc cl:rss.

T96
 . l)lav tlrt: autlio arttl ¿tsk lì¡r tltc attsrvcrs. (lvetc Sangalo.
4 Grammar
Sht:'s a singcr f rollr llrazil.)
Suggested 7-10 I Your actual
teaching time: minutes i teaching time: Longuoge ond culture
z . I-lave students stucly thc examples irt tllc (ìrat'untar bt¡x' .She looks fomiliar means the speaker thinks that perhaps-
I
he knows her, has seen her, or has met her before.
J . I)oint out thr: diffcrcnce betrveetr the ttsc of /tatreaIrtl D¡:
. No kidding! means Really? o¡ Wow!
o- t<rrf cscrille pcoplc. Say t,/se be utillt an adiectittt:. LIse luag

z utiîlt tttt ttdjectiue + a ,toun.

o . 'lir nrakc surc tlìc dift'erence is clear, lvritc cxant¡rles 2 ('l) nnythm and intonation
U) clescribing yoursell'on tlre lloard. tlsc btlth ltt' ittt<l ltaue' Suggested 3
U) I Youractual
I;or exarn¡rlc, rvrite ott the board: teaching t¡me: minutes teaching t¡me:
l¡J I (hove.)
[browrt] ho¡r. . llavc studcuts rel)cat cacll line chorally. Make strrc thcy:
l\y
- hoîr [strøight|. Ús.)
, rrsc fallirrg intotratiolr lbl Wl¡¿ris tltat'! ¡tt'ttl\Ultt¡?
Ay eyes - ' strcss tlrc irtljcctivcs /ort¡;irtltl darkin'l'ltc tttotttntt u,illt
I ilong.-[greerJ.bre.)
dor{ eyeloshes. (have.)
tlte Iottg,, dark ltair.
- / in the tr,vo sentences. Sa1'1i.s a Pcrson. Wltttl uerlt
Circle
tlo I use? lllavc.l [.lntlerlirle M), lmir¿t¡ttl M.ye.yes. Say
Nlylttt| antl Nh, cvcs ure tltirrl4s. Wlmt ucrb tlt¡ / ¡lse? | Ilc.l 3 Pair work
Write thc corrcct verbs in thc ltlanks antl ask sttl(lcnts to Suggested 7-8 Your actual
rol)eat f lìc serìtences aflt:r yott. teaching time: minutes I teaching time:

. Ask variot¡s stuclents questio¡ìs. Ask Wl¡¿l cttlor are your . IIavc studcnts l0ok at thc picttlr(rs. Iìcad thc Ir¿rlncs atltl
eyes? Your lmir'? What color nnt ltis / Iw c)rcs? I |is / lter ask students to rcl)cat aftcr Yott.
lnir?Makc sure stu(lents atìswer',r'ith is, r¡re. . Ask sttrclcnts to tlescribc cach ¡rersott' 'lhlk aÌlotlt rvho
' Write on tlìe l)oard: they arc, r,vhat thcy do, alrtl hor,v they look; for cxattl¡rlc,
l\y eyes ore brown Irtt:te Srtrrgrtlo is a l]rutziliatt sirry,er. Slw lms straigltt, broutn
l{y hoir is block ond wovy. hair. Sltc ltas durk eyes artrl lottg,, l)relly ttyBl¡¡51¡¿5.
Hîs eyes ore blue. . tvlotlel tlìo corìversatioll rvith a Iìlore cotlfìclctlt sttl(lclìt.
Her hoir is long ond blonde. 'l'hen h¿rve stutlerrls ttsc tllc (lonvcrsatitltt Moclcl tr¡
Ask str¡de¡rts to retvrite lhese setrtetlccs ttsing ltoue.llave cleate iìrìd ¡rractice cotìversatiol'ts itbotlt tlìe ¡lco¡lle itt
stu(lcnts conìpare their selìtenccs.'l'hcll ask lbr atìswers' the ¡rictttre's.
(l havc llrown cyes. I have black, rvavy hair. IIe has bluc
. IJe sure to reinforcc the ttse ofthc co¡rversati()n strategies;
eyes. Shc has long, blontle hair.)
lor cxarn¡rle, lnake sure'sttl(lelìts say Oft as iI thev've just
0ption: [+5 minutesl 'lb cxtend practice, have stttclcnts tu nclerstclo<l sonreth ing.
take turns describing thc hair and eyes of othcr people.
Ask lVhaf dot:s IJef[l Attgclina Jolie /yotrr ltest friend / yctur Longuoge ønd culture I
sister or brotlterl look lik¿? Encot¡rage sttl(lcrìts to ttsc lroth .lvete Sangalo is a Brazilian singer, songwriter, actress,
I¡e antl ltauein their clcscri¡rtions. and TV host.
-
.Andrea Bocelli, a famous opera and pop singer from ltaly,
. lnductive Grammar Charls has been blind since the age of
'12.

. Gérard Depardieu is one of France's leading mov¡e actors

and has won numerous acting awards.
5 Grammar pract¡(e .1. M. Pel, a famous Chinese-American architect designed
I suggested 5-7 I j
Your actual the glass pyramid structure at the Louvre Museum in Paris.
teach¡ng time: minutes teaching time: .tulia Roberts, an American actress, starred in Pre¿¿y
. (ìorn¡rlcte tlrc fìrst corìversalioll together. Womon (1990) and Erin Brockovich (200'l).

. 'li¡ review the ansrvers, h¿rve studelìts practicìe lhe

conversatiorìs in pairs. Offer help as Irectletl. . Conversation Pair Work Cards

.NOW YOU CÂN 4 Change partners

1 (,)) conversat¡on model Suggested 1-4 Your actual
teaching time: minutes teaching time:
¡ Suggested 3-4 | vour actual . Makc
I teaching t¡me: minutes I teaching t¡me: r
sr¡ro stl.l(le ¡rts srvitch rolcs rvhctt tltcy chattgc
partrìors so tlìey all ¡lracticc tlescrilting appcaralìcc.
'l'hese conversatiotì stt'ateflies are iltt¡rlicit ill the ttlotlel:
' Use Oh lo indicate yott've tttt<lersttlod.
' Say No kidelj¡g! to shorv sttr¡rristr.
' 'lir pre¡lare
stttdcttts for tlìe listellittg, rvt'ite otl thtr boitrtl: . Workbook: Exercises 1-6
Who ore they lolking obout? Who is she? . Copy & Go: Activity 34

T97
4 GRAMMAR o Describing people with be and þayp

Remember:
With be Wilh have
Adjectives come before the nouns they describe.
Her eyes are blue. She has blue eyes. She has blue eyes. NOT She has eyes blue.
Their hair is qray. They have gray hair.
Her eyelashes are long anrl tlark.
Adjectives are never plural.
She has long, rlark eyelashes.
She has blue eyes. NOT She has blues eyes.
Her eyes are blue. NOT Her eyes are blues.

GRAMMAR PRACTICE Complete each sentence with the correct form of be or þqye.

1 A: What does your brother look like? 4 A: What does his grandmother look like?
B: Well, he lrri:; a rnustacJre and wavy B: She l'ilt: curly, gray hair and beautiful
hair. eyes.

2 A: What does your motlrer look like? 5 A: What does his sister look like?
B: Her hair r't curly and black. B: His sister? Her hair is long and pretty!
3 A: What does her father look like? 6 A: What do your brothers look like?
B: He I'tt:' a short, gray beard. B: They f auo straight, black hair.

NOW YOU CAN

4r 19

t 1rr) C0NVERSATI0N M0DEL Read and tisren.

A: Who's that? She looks familiar.
B: Who?
A: The woman with the long, dark hair.
B: Oh, that's lvete Sangalo.
She's a singer from Brazil.
A: No kidding!
4:40

{,1) RHytHlvl AND INT0NATION Listen again

and repeat. Then practice the Conversation
Model with a partner. singer (ttaly)

PAIR W0RK Talk about the people in the phoros.

(OR use your own photos.) Then change roles.

A: Who's that? looks familiar.

B: Who?
A: The with the
ñiã o"putdieu ' actor (France)
B: Oh, that's 's from
A: No kidding!

4 CHANGE PARTNERS Talk about other people.

97
 LESSON 2

1 (D) VgCABULARY . Parts of the body Read and listen. Then listen again and repeat.

t head 7 neck

8 shoulder

13 finger
2 chest
14 fìngernail

10 arm
3 stomach

4 hip

16 toe
17 toenail
5 knee
1 1 leg one foot / two feet I
--*J
6 ankle
More pofts of the body. p. 1 33

2 GAME Follow a classmate's directions. lf you make a mistake, sit down.

í)) baseform
9urn Ð
hurt -)
Read and listen. . cut
þreak .)
_)

-.Èt\ì+re+.
fall :)

He burned 2 She hurt 3 She cut 4 He broke 5 He fell down.

his finger. her back. her hand. his arm.

98 UNIT 12
 Option: f+s m¡nutesl For additional practice, tl<l a plir
lvork activity. Sttrrlents cover tlrc selìtctìces in tlreir.
1 (D) vocabulary llooks lvith ¡ra¡rer ancl take tunìs saying wlrat ha¡r¡rerrctl.
I suggested ó-8 | your actual Ilncorrrage sttrdents to inclr¡rle extra inforrtr¿tti()rì ¿ìl)out m
I teachingtime: m¡nutes I teaching time: cacl¡ ¿rcciclent or injury, such as when it ha¡r¡rcned; Ø
. (;ive stu(lclìts o¡te nìirìutc to look al the picturcs alì(l U)
for cxarrr¡rle, Sttrtlent A: LIc buntcd ltis tìrtger yestenla¡'.
o
w<¡r<ls. Sttrderrt 13: Ile burnerl lrislinger twicc last week.
z
. I:irst listcning: Iave stutlents listcrr irnrl ¡roir.rt to the Languoge ond culture
l)arts ol'tlìc l)o(ly.
I

.ln British English, the simple past tense form burnf is

!
' Sccond listening: I l¿rve stuclcnts listelt arrrl rc¡rcat used as well as burned.
chorally. z
. I)oint {)r,lt tlìat thc ¡rlural fìlrnr ofpol is/i,el. . Vocabulary Flash Cards
' Sr:t ti¡ne lirnit of one rninutc for stutlents to stuclv tlìe
¿r

worrls. IIave stuclelrts closc thcir books a¡rd rvritc as

ÀUDIOSCRTPT for page T99.
rnany rvortls fol parts ol the body as tlìey can.'l'hen havt:
CONVERSATION ì
stuclcnts (:ontpalc thcir lisl rvith a classlnate.
M: Cindy, are you OK?
' l{avc stutle¡tts ol)er'¡ tlreir bt¡oks antl check theil lists F: Oh, this? lt's nothing. I burned nly ar¡Ìl last -fucsciay.
with t he book and rcvicw any words t hey tlid not have or,¡ M: Are you sure?
tllc list. F: Oh, yeah. I'rn fine.

Option: [+5 minutesl l:or a challcnge, reviclv thc rvorcls CONVERSATION 2

lcft and rigllt. 'lirrn around (rvith your llack to the class) F: Hi, George. How are you?
and ltolrl up your right hand and say nry rigltt hand.llolrrJ
M: Not so good. I hurt my shor¡lder yesterday.
F: Oh, that's too bad.
r.rp yolrr left hatrd anrl say ìny left ltatt¡\.Itoint t<l your lcft
M: Thanks.
leg. I)rorrr¡rt stuclcltts t0 say Yorrr left Ie¡4. In pairs, have
students take turns poinling to cliffcrent ¡larts ofthcir CONVERSATION 3
owrr bod ies and saying which sidc of t lre body it is on. M: What happened to Nicole?
F: She t¡roke her finger last week,
Strrdenl A: (pr¡i¡rts to orvlì left eye) Studeltt ll Yottr left cye. M: ls she OK?
F: I think so.
0ption: M[+5-10 minutes]
CONVERSATION 4
. Vocabulary Flash Cards F: Robert, what happened?
M: What?
F: Your face.
M: Oh, this, I cut mychin. I alwayscut mychin wlren I shave, lt's
2 Game nothing.
I Suggested s-7 I yorr actual
time:
I

I teaching minutes I teaching t¡me: I

CONVERSATION 5
M: How's your grandmother?
. Ask tlìe class to stan<1. F: Well, actually she fell down this morning in the kilchcn.
' Mrrtlel tlrc gatne. Siry'lituclt 1,ortr toes. lituclt 1,our lrcatl. M: Oh, no!
F: Yeah. But she's OK,
I)on'l Íouclt your (leJ't) l¡r¿l¿l. (lheck to rnake sure that
M: Well, that's good.
str¡dents are doing the actio¡rs. Ifa stuclerrt nrakes a
lnistake, hc or she nrust sit down.'l'hc last strrde¡lt CONVERSATION ó
starìdirìg wirìs. F: Why ¡sn't Stewârt here today?
M: Well, actually he went to the doctor. Hc burned h¡s harìci orl
' Ilavc studerrts takc turns bein¡¡ thc lcader. the stove this rnorning-
F: Really? That's too bad. I hope he's OK.
3 {D) vocabulary
Suggested 5-7 | your actual
i teaching time: m¡nutes I
I

. teaching time:

' Iìirst listening: I lave studc¡lts listen, look at the ¡)ictt¡res,

artcl reacl thc selllences trrtdcr t he pictur.cs.
' Seconcl Iisterrin¡;: l-.lavc sturlents listen and repeat the
sentetìccs chrlrally.
' I)ircct attention to thc list ofvcrbs in the box. I.lave
sludcnts listen and rearl.'l'hen havc tllcr¡r listen again
and rc¡reitt chorally.
' Ask sturlents to ¡toinl to alrd rcad aloutl lhe irrcgular
verlrs orr that list antl lheir past fonìrs. I Iur!, cut,ltrcnk,
ancly'r//are irregular vcl'bs. l}r¿rur is a regular.verb.

T98
 4 (t)) t¡stening comprehension 2 ('l) nnythm and intonation
I Suggested t-4 Your actual
| teachingtlme:
Suggested 8-10 | Your actual I

teaching time: minutes teaching time:

I
I

I tCqqtrl"gtime: _._î¡nutes l. I

z
l

. lrirsl have studcnts listen a¡rd c<-rtlt¡llcte tltL'senlcnccs.

. I Iave students re¡reat each line chorally. Make surc they:
l)ar¡se afler cach convers:ttio¡ì to givc them tinìe to write. " usc falling intonation lor Wlnt lvtppenerlT
À . 'l'he ¡l havc studctìts listen and cotrfìrtn their ¡rnslvers.
c' stress.scrrry atrd hearin I'm sorry to hear that.

z . lle viclv by asking stuclents ttl rcad thc sentences alotttl.

3 Pa¡r work
o Your actual
1 Suggested 7-1o { teaching.time:
Ø 5 (,)) Pronunc¡aton I

(t) I teachingtime: mlnytlt_l -- I

ul suggested 3-4 I Your actual . -

Flave studc¡rts review the picttlres ancl say tlìc sentelìccs
teaching time: m¡nutes I teaching time:
I

for the injuries. (She burned her hand. Hc brokc his lcg.
. l:irst listcning: I-lave sttt<letlts listcl) all(l reacl thc worcls. IIe hurt his back. She cut her ar¡n. I-le broke his arm.)
. Secolrrl listcning: Have stutletlts listcrì ancl re¡reat . Model tlìc conversation with ¿l more cotrfìdent strtdent'
chorally. lìrtcottragc tlretn to ¡trodttce cach vtln'cl sottncl Play Role A so that you can mtldel extc¡rding thc
corrcctly. Makc st¡re they try to ¡lrotlttce lìve distinctly convcrsatiorì by askirrg qtlestions. I:or exalrlplc:
dilfcrcnt souncls. lt: Iley, Mario. Wlmt Imppened?
0ption: f+5 minutesl l:or l't¡rther l)racticc, have slttclcllts B: I burned nty artn.
take turrìs sayirrg one o[tlre rv<lrds.'l'hc other studctrt A: OIt, ¡tt¡. Do¿:s it lrurt?
listens and ¡roints to the wortl he / she ttntlerstatrds. l\: Actually, tto. It doestt't.
lf it is thc rvrotrg lvortl, the parttìcrs help each otlìcr to It Where were you?
protìouncc thc word clearly. ll: ln the kitclrcn.'l'he stoue was too hot.
A: Wlrctt?
Longuoge ønd culture ts: 'l'he day before yesterduY.
.The vowel sounds presented here are produced with A: 'l'l]/Jt's too
bad!
the back of tongue. The tip of the tongue is at the level . Be sure to reinforcc the use ofthe conversation strategies.
of the lower front teeth. The lips move from rounded lirr cxarnple, make sure studerìts express sympathy
lor lul, lul, loul, and /a/ to wide open and relaxed for appro¡rriately.
/oi. Probably the most difficult sound in this group for
non-native speakers of English is the sound /u/ in column
2. The lips should be relaxed and opened only slightly. lt
4 Change partners
is important to po¡nt out that each sound is represented fsussested 'r-s
i
@
in multiple ways in writing; for example, the sound /u/in
I teaching time: milutes I te?chilg-tlmg:
column t has 29 different spellings, including oo-tooth, ue' . Iincourage studc¡ìts to describe different injuries and
blue, u- truly, o- do, oe- shoe, ough- through, ou- you, express concer¡ì in varied waYs. --_l
. Conversalion Pair Work Cards
. Pronunciation Activities

.NOW YOU CÂN

t 1,1) co."ersat¡on modet . Workbook: Exercises 7-8
P I Suggested 5 i Your actual
I tuu.-n-¡nTi¡rn., minutes i teaching time:
I
. Copy & Go: ActivitY 35

'l'hcse conversation stratcgies are intplicit in tlre Inoctel: '

. Sav I'nr sorrv to hear$af, Oh, no, arrd'l'lrat's too ba<!

to exl)ress syllìl)athy.
. tlse AElr¡¡rlly to ilìÌroducc an o¡rinion that might
stt t'¡rrise.

' Prcpare stu(letìts for thc conversatiolt by lvriting on thc

lroartl Wåof hoppened lo Evon? Aftcr studclìts reatl atrd
listen, ask ft¡r thc ansrvcr. (Er,an brokc his ankle.)
. (lall attenti<.lt lo tlìcWay5 ¡6 e.r-¡rr(fss cottc(.rtt box. I)lay
thc aurlio an<l havc studcnts repeat tlìe cx¡rrcssitltls
chorally.'l'hen callotl stttdclrts in<livi<lrrally to repeat thc
cx¡rressiotts.
. Makc statenìenls allout accidents antl initrries, ancl call
rln variotrs stu(lellts to cxprcss collcern; ftlr exatn¡rle,
'l'caclrer': I cut trtyJi,tí,.:r: Sttltlcut: Olt, tto.

T99
 (rl) LISTENING COMPREHENSION Listen to the conversations. Write each inlury.
Then listen again and check your work.
1 She byrngl.þ.ç1.?.r.n 4 11" cyt hi9 gf il .

2 ¡" fyrt his shoulder 5 5¡" felldowl . .

3 She b19[e lr.e¡ tlnger 6 He Þy1ç¿ !!: f'qlo

4t45

{D)PR0NUNCIATION . More vowel sounds Read and listen. Then listen again and repeat.
Then practice saying the words on your own.

1 ii 2tt Jlo 4¡, 5 .;r¡i

tooth should nose awful blonde
blue good toe fall hot
food foot broke long wash

NOW YOU CAN llil *"r, to express concern

L
I

J'rq *ryy.tg þ.e¡r 3hqt,

{,)) C0NVERSATION MODEL Read and tisten. Oh, no. I

That's too bad. I

A: Hey, Evan. What happened? l

B: I broke my ankle.
A: Jlrp.s.o.rryJg.þç?f that. Does it hurt?
B: Actually, no. lt doesn't.
1i17

{Ð) RHYTHM AND INT0NATION Listen again and

repeat. Then practice the Conversation Model
with a partner.

PAIB WORK Change the model. Use the pictures

for ideas. Then change roles.
A: Hey, ...... . What happened?
B: t.......
A: Does it hurt?
B: Actually, lt .... .

4 CHANGE PARTNERS Discuss other injuries.

99
 LESSON 3

1 (,)) VoCABULARY o Ailments Read and listen. Then listen again and repeat.

I don't feelwell. I have.. .

1 a headache 3 an earache 4 a toothache 5 a backache

U .:,0 sore throat 8 a fever 10 a runny nose

:
2 PAIR WORK Tell your partner about a time you had an
ailment. Use the Vocabulary.
¿l:50

3 {,)) V0CABULARY . Bemedies Read and listen. Then listen again and repeat.

1 take something 2 lie down 4 seeadoctor/adentist

GRAMMAR O ShOUId + base form for advice

He shouldn'l go
Use should wlth the base form 0l a vorb.
to school today.

You
He should take something.
She shouldn'l go to work.
We
They

100 UNIT 12
 4 Grammar
1 (r)) Vocabutary sussesieml-
II teachlng -_l
tlme: I mlnut€s I teachlng tlme: I
t-
5-7 Your
. Direct attention to the Grammar box and have students m
m¡nutes v,
study the examples. Ø
. Before students listen, point out that when you talk o
about an ailment, you use the verb haue;for example,
ltave la headachel.
I ' Have students look at the examples in the speech
bubbles, Point out the fonn used to give advice: sltoultl /
z
. f'irst listening: sltouldtt't + base form of the verb. Have students repeat !
pictures.
I'lave students listen and point to tlìe tlìe se¡ìtences chorally. t-
. Second listening: Have students listen and repeat
. 'lb check comprehension, tell students that you are going
to say you have an ailment and they're going to use
z
chorally. Make sure students include the indefinite sltoulcl or shouldtt't to give advice; for example, I lmve a
art¡cles (alan). headache. (You should take something.) I broke ntyfoot.
. Give studcnts a few minutes to pract¡ce pronouncing (Yotr should go to a hospital.) I haue a bad cold. lYou
the words on their own. Then ask students if there are shouldn't go to school.)
any words they would like to practice further with you. . To provide more practice, describe different situations.
Model the pronunciation of words stude¡rts ask you to Ask sttrdents to give advice; for example, 'I'homas has
repeat. c¿ backache. (He should lie down.) Maria has a
þuer.
' Check comprehension by writing on the board: (She shouldn't go to work.) Rob has a stomachache. (He
Whot's wrong? Do you hove Have students close should have some tea.)
their books and tell them you-?are going to act or¡t the
ailments. Studetìts ask the question on the board, using Languoge ond culture
the vocabulary they have just learned; for example, hold The modal verb ¡l¡ould has only one form and does not
your hand to your head, Students say What's wrong? Do change regardless of the pronoun that comes before it;
you have a headache? for example, he should / I should / they should / Wu should.
Should is always followed by the base form of the verb: He
. Vocabulary Flash Cards
arrua@ . Learn¡ng Strategies
should go. NOT He should fo goOR He should goes,

.
2 Palr work Q|üiffiffi| tnductive Grammar charts

Suggested I 3-4 Your

tlme: I mlnutes time: I
l

. Give students a minute or two to think about a tinte

when they had an ailment. Move around the room and
help students with vocabulary.
. Read the example aloud with a student.
' ln pairs, have students telltheir partners about ailments
they have had.

3 {r)) Vocabulary
I teaching
rggested fa-s I --yoõtctuat -r--- -_-l
I time: , .minutes I teaching time¡_l J
. Ì.'irst listening: Have students listen and look at the
pictures.
' Second listening: Have stt¡dents liste¡r and repeat
chorally.
Option: [+5 minutesl For a challenge, ask various students
to say one or two sentences about what they do when they
have various ailments. Examples: I always take somethirrg
when I have a headache. I usually lie dowtt ort the couch
wlten I haue a cold,Write the sentences on the board. 'Iake
a survey of how many students use the same remedies
and rank the sentences on the board from most cotntnon
to least common remedies.

. Vocabulary Flash Cards

T100
 . ÂllsleLs tix llxcrcisc (i n'illvary ltttt tttay iltcltttlc tltt:
5 (Ð) Listening comprehension f ollorvirrg: I Yr¡tt shtltrl<l litr tlot'r't1.2 Yott sht¡tllcl sct: a
Suggested 7-10 , Your actual tlot:tor. 3 I lc shotrltl takc st¡t¡tctlting. 4 Yrltr slt<¡t¡ltl scc a
time: m¡nutes
teaching teaching time: ì

z tlt¡ntisl. 5 Yt¡u sht¡ttltl ltavc soltte tca. 6 Sllc sht¡ttltl lakt¡

l

. llelìrrc stu(lcnts Iistetr, have thenr sttrtly thc chart. (Otle sorììcthinf{.
t:<l¡rv0rsali0tì \\'ill have tììore tlì:rlì tlllc atlslvcr.)
fL . Il¿rvc stu(lcnts listetr and chcck the ailtnetrts they hear itt
.NOW YOU CAN
z r:ilt'h convcls¿rtiorì.'l'herì h¿tvt: thel¡r listcn atttl coltìl)lctc
1 (,)) con ersat¡on model
o thc last colurn¡l r.r'itlr ¿ulvicc. Iìcatl the exatu¡tle to l¡c sttrc
sttrdcnts rrntlt:rstirntl thc t¿rsk.
U) Suggested 4-S ¡ Your actual
(t) teaching time: m¡nutes I teaching time:
L¡J Longuoge ond culture
. When someone sneezes, it is polite lo say Bless you! 'l'hcse corlvcrsation slratoflics arc irn¡rlicit irr thc lltotlt:l:
(You) poor thingis a very informal way of expressing
' tJse Whí!t's rvrong? to itsk abottt atl illllcss'
sympathy to a family member or friend. Ow! is said ' tJsc reirlly to inte rrsify atlvicc n'ith rlrr¡ultl.
in response to pain. ln Conversation 6, the woman ¡s . Ilespond to good advicc lvith Cìootl itlt:a.
expressing empathy for the man's pain. . Say I hopc yotr lcql l¡ettct'lvlterì solìlcolìc f'ccls sick.
. Writc otr tlrc lroartl: Whof's wrong? \¡/hot should he do?
ÂUD'OSCN/PT
' Aftcr stutlctìts rea(l and listcn, ask ft¡r itlìslvcrs. (lIc Iras a
CONVERSATION I Ireadachc. Hc should takc stlnrething.)
F: I tlcln't leel well. . l)irect attcrìtion
M: What's wrong'? to tlre tVrl-y.s to say yotire sit;t'box. l'lay
F: llraveaheadache. the arrdio atrcl have stttclcllts re¡reat cltorally'
M: Oh, thal's too bad. You slrould take something.
F: I know. Thanks.
2 (,)) Rhythm and intonation
CONVERSATION 2 i Suggested 3 I Your actual
time: t¡me:
1

F: What's wrong? i teaching minutes i teaching ]

Mr lhaveallackache.
F: Really? A backache? You should lie down.
. I Iavc stutle ¡lts repcat each line cltorally. Makc sttrc tllcy:
M: Goocl idea. ', trsc falling itlttlllation lìlr Wllr¡¡ ls wrottg?
" strcss ltead- ii I ltttttc tt lteatkt<:lte.
CONVERSATION 3 ,. st rcss really irntl lakc in You really shottld take sotnelltirtg,.
F: I really don't feel well.
M: What's wrong?
F: I have a stonlachache and a fcver. 3 Pair work
M: A stornachaclìe âncl a Íever?
F: Yes, I feel terrible. I' Suggested 7-10 | Your actual
teaching time: minutes I
]

teaching time:
M: I'nr sO sorry to lìear that, YoU shoulcl soo a (.loctor

CONVERSATION 4
' lìcvicrv the k:ssotr vocabttlary.
M: [sncczcs] Don't stop! l:xtcntl tlte coltvcrsatiorl. llavt: sttt<lt'tlts givc
F: Bless youl Are you OK? t¡ther itrlvicc.
M: Sorry, I have a cold.
F: You slroL¡ld takc sottxrtltittt¡. . Modcl the t:ortvcLsatiotr rvilll a tììore ct¡trfitleltt sttt(letìl'
M: YoLr think so? I)lav lìole 13. l;or cxanrple:
F: Yes, Poor thing. A: I tltnit feel so g,otttl.

P CONVERSATION 5
M: Wlrat's wrong?
ll: Wltnt's wrottg?
A: I ltut,e a.lÞuer.
F: I lr¿rve a sore thro¿ìt. ll: Olt, tltat's loo ltntl!\1ttt retilh,,shotrltl 14tt lo bed.
M: Well, you slrclLrltl lìíìve sorìle tea, It: Gootl itleu. l-ltctnks.
F: Goori idea. ll: Atttl tr¡u really sltottld see u dot'lor, alc.
CONVERSATION ó . Conversalion Pair Work Cards
F: What's wrorrg? . Learning Strategies
M: I hav0 ir toothâche.
F: What? You have a hcacl¿tclrc?
M: A looth¿lche.
F: A toothachcl Owl YOt¡ sltoulrl see a dent¡st.
4 Change partners
M: OK. , Suggesled 4-5 Your actual
teach¡ng t¡me: minutes teach¡ng time:

. IIavc sttrrlents volutltccr to presetìl thcir cotlvcrsatitln.

6 Grammar pract¡ce Ask conr¡rleltr:ttsirttl (ltlcstiotìs, stlclt as Wltat's wronq?
Suggested t-4 Your actual ll/ltat's tlte nduice?
teach¡ng time: minutes teaching time:

' 'lil t'eview'¿ilìs\v(Ìrs, t:alloll ¡lairs to reatl tllt: ílilllìclìts alì(l

givc atlvit:c.
. Workbook: Exercises 9-11
T101
. Copy & Go: Activity 36
 illl ,tSteflilG C0MPREHENSI0N Listen to the conversations. check the aitment.
Then write the remedy. Use should or shouldn't.

1 tro
2 a H-
3 trø
4

5 øgD have gome tea.

6 üiiifl.;¿H$*,ißi;ïtrtTl
GRAMMAR PRACTICE Partner A: Read items 1-3. Partner B, suggest a remedy. Partner B: Read items 4-6.
Partner A, suggest a remedy. Use should or shouldn't.

I lhaveabackache. 4 I have a bad toothache.

2 I don't feel well. I think I have a fever. 5 I have a sore throat.
3 My son doesn't feel well. He has a cough. 6 My wife feels really bad. She has a stomachache.

NOW YOU
1 (,)) COilVERSATl0l{ U0DEL Read and listen.

A: !CqnitJçplwe[. ,l:5a
(,1) ways to say you're sick
B: What's wrong?
I don't feel well.
A: I have a headache. lfeel terrible.
I dont feel so good.
B: Oh, that's too bad. You really
should take something.
A: Good idea. Thanks. 'lt
B: I hope you feel better.

2 (,)) RHYTHM AÎ{D l1{T0Ì{ATl0l{ Listen again and repeat.

Then practice the Conversation Modelwith a partner.

3 PAIR W0RK Personalize the model. Then change roles.

A: ........ .
B: What's wrong?
A: ...... ..
B: ...... . . You really .

A: ........ .Thanks.
B: I hope you feel better. Don'tstop! .Giveotheradvice,
using should or shouldn't.
ldeas
go to bed go to class
take a nap exercise

4 CHAiIGE PARTNERS Discuss other ailments.

 9rammar vocabulary listening
reading speaking . pronunciation

1 (D) READING Look at the photos and read the descriptions. Do you know these
famous people?

Shakira lsabel Mebarak Ripoll

is a singer and songwriter from
Barnanquilla, Colombia. Her father's
family came from Lebanon, so
she often listened and danced
to tnad¡tional Alabic music. ln
1995, at the age o'f 22, Shakira's
Spanish-language album P,þs
Descalzos made her famous all
over Latin America and Spain, and
became a star. ln 2001, she
recorded her first songs in English \Mlliam Bnadley Pitt is an actor from the U.S., famous
on the album Laundry Seruice. as "Bnad Pitt." He and the actress Angelina Jolie have
Today, Shakira is famous all over the six children. ln 1985, Bnad Pitt moved to Los Angeles
world. Shakira was always beautiful, to study acting. He began acting on W in 1982 but
with long, straight black hair. ln soon after, he became famous in movies, With his ihort,
2001, she changed her hair style to stnaight blonde hair and blue eyes, many people think he
long, curly, and blonde. But her fans is very handsome. But when he isn't acting and he wants
love her in any hair slyle. to relax, he sometimes grows hls hair long. Or he doesn't
shave and wears a beard. Ïhen he doesn't lookfamiliar
to people-they don't know he's B¡ad Pitt, the astor.

'- t -"^ ^ ^ *- -- '' '2'- '--n4

-J

2 READIIì|G COMPREHENSI0N Answer the questions.

I Who sings in Spanish and English? .9.1e.!¡ll, 4 where is shakira from? .c.qlgf.9tq,
2 who has six children? .B.tqo.lit!: 5 What color are Brad Pitt's eyes? .P199:
3 who is from Lebanon? sn+if9:: Í9!!'qlþ lqnily: 6 What does Pitt do when he
slg*: f !: lq¡l lglg' 999ì1:l.:ltY9i
- .Iq
isn'r acrino?
and wears a beard.

3 PAIR WORK Partner A describes Shakira in her two pictures.

On your Active&ook Self-Study Disc:
Partner B describes Brad Pitt in his two pictures. E¡tra
Which pictures do you like?
ff ln the first picture,
Shakira hai... !!

DISCUSSI0N What kind of hair is good-looking for ff t l¡t<e lono. waw

women? What kind of hair is good-looking for men? hair on uíomen. !,

GR0UP WORK Describe someone in your class.

Your classmates guess who it is.
f f She's short and very good-looking. She
has long hair and brown eyes. SJre s wearing
a white"blouse and a blue il¡rt. I! Extro proctice o p.144

102 uNlT 12
 Exten
1 {r)) Reading
Suggested 7-1O I teachingactual
Your
teaching time: m¡nutes I t¡me:
I
I
. l)re-reatling:'lil ¡treviclv tlre rearlin¡¡, direct attentiotì to
thc ¡rltotos. Ask students rvho tlrey recogrrize antl rvlrat
tlrcy know about these farnous pcople .
' lir practice scannirrg, havc sludcnts rcarl t¡uickly anrl
runderlinc what thesc peoplc do (SIlakira is a sirrger antl
songwritcr; Brad I)itt is arr actor), whcre they are fronl
(Shakira is fronr (ìokrrnbia; Bratl lritt is f rorn thc LJ.S.),
anrl t he tlatc thcy l¡ccarne fanrous (Shakira, in 1995;
Brad l)itt, in l9U7 or soon after).
. 'l'hen havc studc¡ìts re¿rd the articlc silcntly.
(lheck corn¡rrchension. I lave sludents atìsrver tlìc
'
lìrl lrrwing (lucstiorìs.
Wlnt is Sltakirn's full nnme? (Shakira lsabel Mebarak
lì i¡roll.)
Wltat tnusic did sltc lis en to wlu:n she was young?
('l'ratlit io¡ta I Araltic nrusic. )
Wlrcn did slrc record hu Jìrst album in lirylish? (ln
200t.)
Wlmt is llrud Pitt'sJitll nnnrc? (Willianr llratlley I'itt.)
Llottt ¡¡tatty t:ltiklren do llrad Iritt and Angelina lolie
ll¿ue? (Six.)
Wlrctt did Bratl Pitt bcgin ndittg? (ln l9{t7.)
0ption: [+lom¡nuresl lr.xten<l the activity by having
stu(lents listc¡l to the ar¡dio as they read. Encouragc
stutlents to rcad at tlìe sante s¡reed as thc audio.
. Extra Reading Comprehension Activities
. Learning Strategies
2 Readlng comprehens¡on
Suggested 3 | Your actual
I teaching
I t¡m.g: .. m¡nutes I teaching tim.e: .
' (iive students a few rninutcs to fìnd lhe answers i¡'r
the text.
. 'li¡ revierv lhe arrslvcrs, call on individtral stuclents to
reatl the senlences. Make ltccess¿lry corlcctiorìs.
3 Pair work
I Suggested 4-5 | Your actual
L teaching time: minutes I teaching time:
' I)irect attenliotì to tlìc twu plrrrtos olShakira. Ask
Does Sltakiru look tlte sanrc in tlut tuto pltotos? What is
differentT (ln the first ¡rhoto, hcr hair is black. ln thc
second photo, her l.rair is blonde.) Direct atte¡rtion to tlìc
two ¡rhrrtos of llracl Pitt. Ask Does Brarl Pitt look tlrc sante
in rlte tuut pholos? Wltat is different? (l¡r the first ¡rhoro
he has a bearrl and a tnustachc. I Ie also has a hat. ln tlle
secollcl phot<1, he clocsn't havc a lteartl or a rntrstache.
Ancl hc tlr¡esn't havc a hat.)
' Model the activity. Iìcad thc tcxt in tlìc s¡rccclt bulllllc
akxrtl, and ask a stuclcllt to cont¡rlete tlrc scntcncc.
' talk, rn<lvc arotrnrl the rooln and listen in r¡ll
As stu(lerìts
their convcrsatiorìs. Offer lrelp as nccdcd.
OptiOn: f+5-10 minutesl lirr a different a¡rproaclr, do a
group activity. I'lavc studcnts work in grou¡rs ol'lìrur.
l:.ach stutlcnt in the group picks a diffcrcnt ¡ricttrrc antl t-
tlescritres it. I lavc the stutlents dccitlc which ¡ricture of rn
llracl f)itt anrl which ¡rictrrre of Shakira thcy likc bcttcr and 'U)
'(n
rvhy. I)iscuss the ¡rictures with the class, anrl dcr:i<lc rvhicll
of thc ¡ricturcs is tlrc better advertiser¡ìenl f or thc l)ersorì.
,oz
.I,
4 Discussion
,þt-
-
I Suggested 4-S I Your aàiuãl
I teaching time: minutes ltçeslaetlaq z
. 'lb prcparc for thc discussio¡r, rcvicrv the vocabulary
frorrr l.esson l. Write orì tlìe board: Hoìr color ¿rnd Hoir
style in trvo colurnns. I-lavc students call otrt wclrds for
each colurnn as you write thern on thc l¡oarcl.
. 'lb revicrv tlescriptivc acljectivcs, write tlvo incorrc'ct
serìte¡lccs orì the boalcl, and have stude¡ìls corrcct
t lrenr and say wlrat is lvrong: She hos eyes blue. ((lorrcct
senlerìce is Sl¡¿¡ ll¿¿s blue eyes becausc adjectives cornc
befirre the nout'ts they describe.) She hos blues eyes. Her
eyes ore b/ues. (Cc¡rrect serltences are S/¡e lms blue eycs.
I ler eyes are b/¡re because atljectives ¿ìre rìevcr ¡rlural).
' Motlel the activity. Iìead the text in thc s¡rcech bulltrlc
artrl ask students to discuss thcir o¡rinions as a class.
Listen tirr the correct use ofdescri¡rtivc adjcctives and
ofler help as needed.
5 Group work
-
I Suggested 4-5 -l -võuì actual
I teaching timg: minutes I teqching time:
. I lave the class work in grorrps of three or four sturle'nts.
. 'lb provide support, take a few minutcs to Ilave students
look arot¡nd the room at tlìcir classrnatcs. Ask students
to call out words that dcscribe thcir classr¡¡ates. Make
a list on thc board of iterns of clothing students are
wearing, style ofhair, color ofhair and eyes, size of
classrrratcs. (Possiblc itenrs: ¡all, slrcrt, tltitt, uiltite shirt,
red rlress, I¡lack srueaIsltirt,Itig'l'-shirt, etc.) TelI students
to rel'cr to the list to hclp thcrn as lhey play their grou¡l
gucssin¡4 garnc.
' l-lavc str.rderìts take turns rlescribing a classruate
a nd guess in¡¡ I lr e n a me of t he cla ssm ate frorn t l¡e
dcscription.
T102
 Revlew
lJefore lhe lirst actlvity, glve students a few mi¡rt¡tes of Possible responJ€i.,.
silent tirnc tr¡ look at the pictures a¡rd bccome fal¡riliar A: I feel terriblc. B: Wlì¿lt's wrong? A: I have a stotlì¿r(;lì¿ìclì{)
with thenr. B: That's too bâd. You really shoulcl lakc sotttctltirtg,
A: Good rdea. Thanks.
Game A: Wlìât happerrecl'? B: I bLrrrrt:cl rrty linç¡er. A: Doesì ¡t hrrrt'¿
B: Actually, no. lt cioesn't.
Suggested 4-5 J Your actual
tcaching time: minutes ] teaching time:

' l)r'e¡rarc str.r(lcrìts lbl the giune by leatlilrg tlte exatttplc
scntcn(ìe. ¡\sk thenl to poilrt to tlìe l)icture artcl dcscriltc
rvllirt is ltap¡rcrrirrg irt it.
'lir kcc¡r score, tell lllcrn to courìt how nìarìy tirììcs caclì
'
stu(l(:nt l)oints to at l)icture anrl rn:rkcs a statcnìcrìt.
Iìt:¡lt:alctl stirt(ìr'nonts tkr n<lt cr¡rt nl.
Possible responses...
(Girl in bed) She has a fever. She has a colcl, She doesn't
feol wcll. (Boy with a headache) He has a heâdâche. His
lrearl llrrrls, (Woman in kitchen) Sl¡e bunred her finger.
Her finger hurts. (Man with backache) He lrurt his back.
He has a backache. (Girl with bicycle) Slre fell cjown. Shc
feels lerrible. She hurt her arm. She broke her arnt. (Man
with stomachachel He has ¿l stomachache, l-lis stontach
hLrrls, l-1e docsn't feel well.
Wrltlng
II suggested 5-8 Your actual
teaching time: minutes teaching time:
. Mo<lcl tlrc activit-y. Siry I lruua u.f iettrl ttttttteil Sltc.'l'llen
reir<l tlrc cxantplc in the book ¡rltttrtl. Adtl otìc ()r t\\'o nìorc
s(:nt(Ìrìccs tO rnorlcl tht'cxr:rr;is0. Writc Ott thc ltt¡¡rrrl:5åe
has brown eyes ond long, dork eyeloshes. Her eyes are
very beoutif ul. îhe olso hos shorf. curly brown hoir. We
ore good friends.
. Irr ¡lrc¡raration, have stu(l(:ttts thittk ab<lttl sottì()otìc
tlrcv rvoukl likc to desr:rillc. Offcr stlllf¡cstiotìs stlclt
irs sorììcorìc fanrotts, a farììily Iltct¡tllcr, a class¡tt¿ttt', a
fricnd, a teat:hcr', ctr;.
. In ¡rairs, havc sttttlcnls reittl lltt:it'sctttotìccs alotltl lt¡ it
l)arttìor antl nrake arìy rìc(:(:ssarY coIrcctiolts.

Pair work 1 . Writing Process Worksheets

Suggested 4-5 | Your actual

time:
I

teachiñg"time: minutes I teach¡ng

0ption: Oral progress atsessment
I

' lìcatl thc cxanr¡llc.

Use the illustrations orì page 103. Encourage the
' lirtcoura¡¡e stu(le nts to tlescribe tlre people itt as rrtatry student to use the language practiced in this unit as
tlil'l'erent w.rys as ¡rossible. Iìncottrage tlteltt also to ttsc b¿ well as previous units.
as rvef l as /lr¡¡rr,; for exanrple, I Ie ltas brown ltuir. I Iis Imir
Ask the stude¡rt to say at least ñve senterlces about
is ltotutt.
each ¡llustration. Ask questiot.ts to provide guidance.
For example:
Pair work 2 'l: Where is the wotnan? S: Slrc is itt lrcr beclroont. She
suggested 5-7 I Your actual is in bed.^l': Wlmt does slrc look like? S: She has long,
teaching time: minutes I teaching time:
straight, blonde hairT:What's wroilg, tuith her? (Or
. lVlotlel tlrc at:tivity. I Iave a str¡rlerìt rea(l tlìc cxartt¡rlc What happened?) S: She ln-s a feverT:What aduice
irlr¡rrtl, ¿urrl irsk othcl slu(lerìts !vlìiclì l)ictrlrc it is antl do yott haue J'or lrcr? S: Slrc should call a doctor. She
rvlry tlrt:1, tlrink so. sltouldn't go to uork. She should haue some tea,
Option: [+5 m¡nutêsl lror a diffclcnt a¡r¡rroach, have Evaluate students on intelligibility, fìuency, correct use
stuclents rvt¡rk in groups of four'. Onc student acts out on(: of target grammar, and appropriate use of vocabulary.
<ll'thc ailnrcnts in thc ¡ricturcs.'l'he r¡ther strrtlents 1¡ttt:ss
what thc ¿rilnrcnt is ancl suggest a lernedv. . Oral Progress Assessment Charts

Pair work 3 0ption: ffi(+lominutes)

suggested 5-7 ì Your actual
teaching time: minutes ] teaching time:

' 'lir
¡rrcpare fìlr this ¡rair rvork, ha\¡e stu(lerìts rt:victv thc
(Ìlrrvcrsation lvf otlels irr [.esso¡rs 2 arttl :1. . Workbook: lust for Fun
' lirìcor.rlagc stuclcnts to changc rolcs r'r'ith clill'ereltt . Complete Assessment Package
corì\/crsatiorìs, so that in <lnc c<lnvclsati<lrr the stu(lotìt . Weblin ks f or Teachers: pea-r59nlon gman.com/topnotch
has an ailrlrent and in arìotlìcr conversation tlìe stu(l(:rìt
On the ActiveTeach Multimedia Disc:
ol'f cls arlvicc or a rcrncdy and cx¡rrcsse s corìccnì.
Top Notch Pop Song Activities
0ption: [+5-10 minutesl Ås an altcrnativc a¡r¡rroach, fop Notch TV Video Program and Activity Worksheets
scc rct ly assign onc of t hc pict u rcs to caclì ¡ra ir ol'st urlcrrt s. Supplementary Pronunciation Lessons
I lave str¡dcrrts ¡rcrforrn tlrcir rlialogues f<¡r thc class.'l'lle Audioscripts
otlìcr stu(lerìts tlìorì say \vlì¡clì I)ictrrrc thcir classrDatcs arc Unit Study cuides
¡lcrfìrrrrr i rrg.

ï103
GAME Play in groups of three. Partner A: Describe a person's
ailment or injury. Partners B and C: Who can point to the
p¡cture first? For example:
fle haç a heaàache.
PAIR WORK
I Describe a person. Your partner points to the picture.
For example:
He haç brown hair.
2 Suggest a remedy. Your partner points to the picture.
For example:
She çhovlà tee a àoctor.
3 Create a conversation for each situation.
Start like this: I feel terrible. OR \y'I'af Aappened?

WRlTll{G Describe someone you know. Use the vocabulary

from this unit and from Unit 4. For example:
l\y lrienà íue is very ?ret}.She haç

rhorl, cvrly hair . ..

 Abilities and Requests
LESSON 1

1 {,)) VOCABULARY o Abilities Read and listen. Then listen again and repeat. I

I
I
Ryan sings badly.
I
I

1 sing 3 play the guitar / the violin

\
i
\

5 ski

More musicol instruments e p. I 34

2 INTEGRATED PRACTICE Write three things you do well and three things
you do badly.
uvvqvrt' I

lrlt;n9well.7Áartcebaàly.
Answers will vary but may includelthe following:

1 I dance well. 4 I play the violin badly

2 lswim well. 5 I knit badly.

3 I cook well. 6 I paint badly.

PAIR WORK Tell your partner about your abilities. 4 GROUP W0RK Tellyour class about some of your
Use well and badly. partner's abilities.

ff I t¡no well. but Íf lnn sinos well. but

rdañce øáary, ll she danËes badly. )l

UNIT 13
 Abilities and Requests m
U,
U,
3 Pair work o
I Suggested 3-5 | Your actual z
t"u.nin'fii.u' _ rninriur I t"u.Ñffirn", I

T'
. llcvicrv thc exarilllle first. Ask a stu(lerìt to rcacl thc
1 (,)) vo.ubulary
,I Suggested 4-6 | Your actual i .
rnoclcl alr¡ud.
Havc sttrdcnts usc thc sent(] rìces they wrote ir¡ l.lxcrcisc
z
teaching time: minutes I teaching time: I
2
to sharc inforrnatiorl rvith their [)arttìers.
. (ìivc stuclc¡tts a lninutc to look at tl¡c illtrstrations.
' l)lay thc aurlio and havc studcrrls listen. l'hclt havc 4 Group work
strrdcnts listcn anrl rc¡rcat chorally.
I suggested 3-s I your actuat
' l)ircct stu(lt:nts'attcntio¡l to the Atlvcrbs llox r,vith r¡,¡,// teaching t¡me: minutes I teach¡ng time:
bnrlly. Play thc auclio. l'hen l¡ave studcnts listcn
irr-tcl . Ask a stu(lerìt tr¡ read the exartrple aloud.'l'hcn ask thc
again anrl rel)eat. studurt to say sor¡ìetltirrg he or she learlrcd about his or
' Makc stalentctìts about yourself using tltc vocaltrrlary hcr ¡rartrrcr dtrrin¡¡ the ¡rair work.
flonl the lesson rvitlr lrr¿1l anrl Ûr¡rl/yrvhilc dcrnonstrating . I lavc stu(lerìts rvork in groups to share infornration
thc statenlenls; fbr exartr¡rlt:, /.slrrg tuell, ltut I tlanctt aborrt t hei r cl¿rss¡nates' atril ities.
Indly.
'lÌl t:ltcck corn¡rrclrclrsir¡ll, ' As slu(lerìts work in grorrps, ln<lvc arolultl the roorn alltl
' ask stutlellts abr¡trt thcir owlt listt:n. Ofl'er help as needcd.
alriIitics; Íbl exartr¡rlc, Do 1<ttr sitrg welI? (Ycs, I do. or No, I
sing llarlly.) 0ption: [+ 5 minutesl 'l'o challcngc sttrrlents, point orrt
that Dr¡l tìtcans tlìcre is o¡r¡lositc or rlifferent infornration,
0ption: M[+5-to minutes] rvhereas r¡rlrl rncans thcrc is adclitional inf<;rnration of
tlrc sarrre kincl. Write and and l¡¡¡l on tl¡e troard. Sav antl
. Vocabulary Flash Cards clernorrstratc serìtenccs with both and i,rt¡d lrrrf as you
lroint to the rvords. (lall on studcnts and ask the¡tr to tell
you their atrilities as you ¡roirrt to the wor(ls on thc lloartl;
2 lntegrated practice lìrr exarrrple , ¡roint to atñ.'l'he studc¡rt nright say /r/rirrc
I suggestðd-- j-s I youraituìl I
tutzll utttl I ct¡oft'lrr¿l/. l)oint to ül¡ and call on another
I teaching time: minutes I teaching time: l stu(le¡ìt.'l'lre studc¡rt rnight say I driue utell, bttr I setu lutrlly
' lìncourage stuclents to use the vocabrrlary fronr the
lcsson. M<¡ve aroulrcl thc ro<lr¡l and hel¡r rvith vocallulary
as neerlerl.

0ption: [+5 m¡nuresl Iìxten<l rhc activiry by havin¡;

str¡(lelìts corììc lo the lloartl and takc trrnrs writing
<liffelent scrìtcrìccs tlescribing thci¡' al¡iIities.'Iake timc to
(ìorrect atìy t: rrors in the rvriting.

T104
 2 (,1) nnythm and intonation
5 Grammar
Suggested 10 Your actual Suggested 3-4 | Your actual I

teach¡ng time: m¡nutes teaching time: I teaching t¡me: minutes I teaching time:
z ' l-lave stu(lents sttrdy the exatn¡llcs tttrcler the ¡ricltrrcs.
. IIavc sttrde¡lts rc¡rcat caclt lirre chorally' Make sttrc thcy:
'' trsc risil-rg irìtotìatiotì atttl strcssl'ott irt Ctut you?.
' lb check cont¡trchcnsiotr, writc oll thc lroartl:
o- con / con't t bose form of the verb
z I con English. He con'l 3 Palr work
o -
She con English. You con't-. Suggested 7-10 Your actual I

- to lìll in thc [rlanks. -.

,\sk studcnts teach¡ng time: minutes 1 teaching time:
U) I

Ø . l)oirìt or.rt tlìc use of ltr¿l/ rvillt ctttt / L'att'1. Adcl ttrel/ to ' 'lìl
¡rre¡rarc stttclcnts lbr the cotrversaliolì, rvrilt: olt tlttr
t¡J cach of the previ<lus cxarn¡rles; lbr exanl¡llc, I can sVeok lroard I w¡sh I could
English well. He con't drow well.
' -. to cornple te the sc'tltelrct:
Oallon diffcrcltt str.l(le¡ìts
' (lallattcntion lo tllc qttcstiotts alltl allsrvcrs. about tltcir owtl tvisltes.
. Âsk c¡rrcstions rvith t:utt: for cxarnple,
i Oon't stop! I'lxtcntl the cotlvcrsation. Iìcvicw the
Crttt 1'6¡1 cook? Cttt I

you plny tlrc g¡tilar'! Oan you play sot:<:er? ()an you spe(k
I qucstions irl thc Ilecvcle box. Write olì tlìc l)oar(l h/hof I

Iinglish? (Yes, I catl. or No, I can't.) t,

do yo, \¡lhen do you Where do you
I

. Ilcvielv tlre c¡uestion fornr lly lvritin¡¡ on tltc lloarcl: I srutlenrr;-?to ask addiriirnal -? irl rhcir
c¡ttcstiotrs likc ihcsc-?'l'all I

con + subjecl ' bose form oÍ lhe verb? cotìv('rs¡ll iott s.

Con T-vou ? Con they rvith a lììorc ctlttfìtlctrt
Con we -?
' iVloclel e'xtertcliltg the co¡lversation
Can he / she stutlent. lilr
cxalnPle:
fìll in thc blanks. -?
Ask str¡derrts to-? '1".
I tuislt I cottkl paitrt. onrt yott?
Option: [+5 minutesl 'lir practice, ask t¡ttestitltts rvith cnrr; S: ltr.ç, / carl. I ¡ttritrt a lot.
lrrr cxarrr¡rlc, Ctttt yott Ido the lautrlryl? Crttt t'ott Itnlke 'l': Iìutll),? lUltat rlo you paint?
tlittncrl? (Ycs, I can. or No, I carì'1.) '['lte¡ì ask rlt llcr st tl(lelìt s S: I ttnmlly pairtl tlowers.
'l': Ctttt
alrotrt tlrcir families; for cxatn¡rle, Can lyour lntlterl lnmke 1,6¡¿ paint ItnPIe?
dintterl? S: Y¡rs, llt¡¡ ¡16¡ ¡r:'¡y ¡¡t¿ll.
'l': Wlten do yo¡¡ ¡1r,¡,rr'
Longuoge ond culture \ S: Irt rttyfrec linte.
.The common negative form for spoken English is con't. ! 'l': Atttl u,here do tou usually puittt?
Cannotis used in formal writing. S: Itt tlrc park.
' IJc sure lo rcitlforce the ttsc of the ctltlversatiotl
. lnducrive Grammar charts strategies; lor exarnple, etlcourage stt¡dclìts to say / tul.s/r
Q|üüUüt I coultl .. . rvith a bit ollorrging, to irrtlicatc sollìetlìilìg
thcy lvoukl likc to be allle tt¡ tlt¡ lrttt callt¡t¡t'
6 Grammar pract¡ce . Move aloun(l lhc rool-u, atrtl crtcourage sttl(le nts to
Suggested 4-S Your actual e'xtcncl the convcrsation by askirrg t¡ttesliotts like the
I teaching time: m¡nutes teaching time:
or¡cs in thc lìecvclc box.
. 'lb revierv lhc answcrs, have stt¡clctrts practice tlìc
cr-¡¡rversal i()n in paiIs. . Conversalion Pair Work Cards

v .NOW YOU CAN

1 (,)) conversat¡on model
4 Change partners
Suggested 4.5 Your actual
teaching t¡me: m¡nutes teaching time:
Suggested 4-5 Your actual
.
time: minutes
teaching teaching time: lìenlirrrl strrclents to ask cliflererlt qrtcstiolts antl talk
about clifferctrt rvishcs.
'I'hcsc conr,ersation slrategics are itn¡rlicit in thc Inotlel:
' LJsc I lvish I coukl... t()cxpressarvish.
' LJsc lllt to i¡rtrodt¡cc cotìtrasting ilrlìrr¡tlatiolr.
'l'rr
' ¡rrc¡rarc stutlctrts tìrr the cr¡nversation, sity l.ook at Ilte . Workbook: Exercises l-5
pi(t urc. 'liuo frienrls are talkirtg, ttbottt tltittç,s lltey catt rlo . Copy & Go: Activity 37
atttl tltittgs îlte¡, crut't ,¡u.
' Aftcr stttclcnts reatl atrtl Iistcn, ask Cnn lrc ¡lraw? (No, he
carì't.) (.r¿n slrc rlruw? (Yes, shc can.) Car¡ slrc draw u'ell?
(No, shc carr't. r¡r No, not vcrv rvcll.)

Longuoge ond culture

. I wish I could [do something]
is a way of talking about
something you can't do but you want to do.

T105
5 GRAMMAR o Can and gØa! for abitity

To talk about ablllty, uso can or Gan't and the base form of a verb.

0uostions Short answers

Can you play the guitar? Yes, I can. / No, I can't.
Can he speak English? Yes, he can. / No, he can't.

Use can or can't wlth well lo lndicale degree of ability.

She can play the guitar, but she can't play well.

She can play the guitar. He can'l cook.

can't = can not = cannot

6 GRAMMAR PRAGTICE Complete each conversation with can or can,t

and the base form of a verb.
I A: cgn . you PlqY... theguitar? R: ...99:1. Cloria ..9P9311 . Engtish welt?
B: Yes, I ...991. . . But I don't play well. B: No, she . .99,1'J... . She needs this class.
2 A: ...991 Cwen .swim .. well? R: ...9?1... yourmother Íni!...2
B: Yes, she . .9?l'r.. . She swims very well. B: Yes. She knits very well.
3 A: . 9gn . your brother . qg.gk. . ? n: . .9?1... your sisters ....9F¡. .?
B: My brother? No. He ..çê,1't. . cook at all. B: Yes. They go skiing every weekend.

NOW YOU CAN

1 (,)) ilODEt Rear
COÎ{VERSATIOil MODEI Read and listen.

A: I wish I could draw Can you?

B: Yes, I can.
A: Really?
B: I draw a lot. But not very well.

(,))RHYTHM Al{D lt{T01'lATl0t{ Lisren again

and repeat. Then practice the Conversation
Modelwith a partner.

PAIR WORK Personalize the conversation.

Express a wish and ask about your partner's
abilities. Then change roles.

A: lwish I could Can you?

B: ..... . .
Don't stop!
A: Really? Ask more questions. Say more
about your abilities.
B: . .. .... .

Bc surr to recycle thlr languagc.

P What do you [draw]?
When do you [ski]?
draw Ipeople].
ski [every weekend].
4 CHAI{GE PARTI{ERS Express other wishes.

i Where do you [sing]? sing [in the shower].

n\

105
{rr) VoCABUIARY . Eeasons for not doing something Read and listen. Then listen again
and repeat.

She's busy. 2 They're not hungry. 3 She's full.

4 Het tired. 5 It's early.

PAIR W0RK Tellyour partner about a time you

were busy, tired, or full.
ff Last week, I worked late
every day. I was so tired. !!
GRAMMAR . Too + adjective

Too makos an adlscllvo ¡trongor. lt usually glvos lt a nogatlvo moanlng. Be careful!

I'm loo busy. I can't talk rlght now. Don't use too with a positive
I'm loo llred. Let's not 0o to the movies. adjective.
She's so pretty.
It's loo lats. I should go to bed.
NOT She's tee pretty.

GRAMMAR PBACTICE Complete each sentence. Use too and an adiective.

I I don't want these shoes. It's ......!99.991.q...... today.

They're !pc. g.xP.ens.i:lç. . She can't go swimming. I can't read right now

4 He doesn't want that shirt. I can't talk right now. It's ..... . !99.l?!9.......
,

It's . .... !99.9.ry11!1..... . t'm .... .tqg Þ9.qY.. .... I don't want to watch a movie.

UNIT 13
 Longuoge ond culture
.Many students confuse too and very,lhe word too has <
\
t 1,i) Vocabutary
a negative meaning; for example, The tea is too hot. I con,t
I Suggested 6-7 I Your actual m
drink it. vs. The teo is very hot. I like it thot woy. The word
i teaching tlme: ¡qrlltçs teach¡ng_time: U)
Ø
I

too can have another meaning: also; lor example, / /ike

. llcf<rrc stutlents listcn, explairì tlìat to decline an very hot teo, too. o
ittuifttriott nìeans to say ,t(.,. z
' l"'irst listcning: l-lavc stu(lents point to each picturc as . lnductive Grammar Charts .It
they listcn and read tllc sentetìces.
' Seconcl listening: Flave stt¡rlents listc¡t alrtl repeat tlìc
senlences chorally. 4 Grammar pract¡ce z
Longuoge ond culture i Sugg"rtud 4-6 f Your actuai
\ ' tea_chingt¡me: milu_tgs_ i teachingtime:_
.ln Englísh-speaking countries, and especially in businessL
. 'lir ¡rre¡rare studcnls f<lr the exercise, givc therrr a ¡trir-nrtc
or formal situations, it ís more polite to give a reason why
you are declining an ¡nvitation. lt is impolite to simply to look at the pictures.
decline. ' Ask stu(lerìts to describe what they scc. (Possiblc
. l'm fullis a common way of explaining that you can,t eat a¡rswers: expensive sl¡oes, a cold girl, a tire(l nt¿uì, a
any more. short shirt, a busy rvornatr, evening or night.)
' 'lb further hel¡) students think of a¡rpro¡rriate adjectives
. Vocabulary Flash Cards for the exercise, ask stutlents to ex¡rlain each picture; fbr
exanrple, say Wlty dorr'î you tuant these slrces? ('l'hcy'r-e
too expensive.) Why can't she go srttitnnting? (lt's too
2 Pair work cold.) WIry can't you read right now? (l'nì roo tircd.) W/l.y
I Suggestea 3-5 j your actual rloestt'î lrc want tlnt shirt? (lt's too short / srnall.) lVlry
I teaching t¡me: minutes I teaching t¡me: __- ]
can'! you talk rigltt ttotu? (l'm too busy.) Why rlon't yotr
. llead unrtl Io tuatclt a ntouic? (lt's too late.)
the exarn¡rle aloud to the class.'l'hen ntodel your
orvn exanrplc: On nry birthday, I ate three piex:es of cake. I ' I lave studelìts conrplete the activity incliviclually.
uas so full. Option: [+5-10 minutes] I.'or a cltallenge, bring to class
. lìemind studen(s that.so in these serìtences rnearìs r/ery. magazirres, ¡ìewspapers, or other pictrrres of ¡rcople,
I'ttt so fttll = I'm uery full. weather, clothes, Do a pair work activity. Flave stu(lerìts
take turns nraking sentences about the picturcs, using foo
Option: [+5 mlnutes] 'lb extend the activity, havc stu<lents
+ adjective arì(l J¿, + adjectivc; for example, for a picturc of
write down the infornlation about their partners. Then
a largc'l'V screen, possiblc atìswer: That'l'V is so lteatttiful,
have studenls report to the class. Stu<lents carì say IMuriol
Itut it is too ltig. My apartntent is snt¡tll.
studied late last nigltt. Íle is so tirecl.

3 Grammar
[-suggested 7-12 J - your actual I

|.teachingt¡me: _ minutes I teaching¡:ime: ]

. Direct attctìtiolì to tlìe (;rammar box, and have stuclents
study the rule and tlrc exanrples.
. 'lb hcl¡l clarify thc use of foo and .sr.¡, read thc Iìe careful!
box. I.lxplain that foo + a<ljectivc rne¿tns tlìcre is more
than you lvant or need, or tlìat sotnething is not right. So
+ adjective means t/dry.

' Point to the fìrst example and ask Wlry can't he talk rigltt
nowT (lle's too lrusy.) Ask Wlry do you tlti,tk he is too
lrrrsyl (Possible anslver: Hc has a l<lt of work.)
' Point to the secontl exarn¡tle and ask Why rloesn't slrc
tuant to go to tlrc mouies? (Slre's too tired.) Ask Wtty do
you lhink slte is tired? (Possihle ¿trìs\,ver: She wc'nt to becl
late last night.)
. Point to the thirtl exanr¡rle a¡rd ask Wlty tloes slrc want to
g,o to bed?(lt's roo latc.) Ask What tit¡te do you rhink it is?
(Possiblc arìswer: Midnight.)

T106
 . Model extenditìg the conversation with a more confìdent
.NOWYOU student by suggesting a¡rother activity. f)emonstrate
1 (') conver¡atlon model both declining and accepting the inv¡tation. F'or
z Suggested
têrchlno llme:
5
mlnutes
Your actual
teachlno tlme:
example:
si Let's go lo a movie.
J 'l'I'm really sorry, brtt I'm so tired.
È I
r-tr"r".onuorution rt.ut"gi* i-pti.it in ttti, S: That's too bad. Maybe some other time.

z I conversation: I

I
T: WeIl, how abottl tonrcrrow ttight?
| sugg"r, a shared course of action with Let's.
. S: Soundsgreal.
o
v) |
. lolitely decline a suggestion with I'm rcally sorry, but
I

U' I and a reason.
ul lA.."p,arefusalwi@
J sure students say I'm really sorrylike they genuinely
' Write on the board Whot is the womon doing? Are they
going |o o movie? Why or why nol? -l
. After students read and listen, ask for the answer to
the questions on the board. (Possible answers: She's
working / studying. No, they aren't. She's too busy.)
Longuoge ond culture
. Maybe some other time means he will probably ask
her again in the future. Other ways to make follow-up
suggestions after someone declines an invitation include:
How obout next weekendT Are you hee this Fridoy?
i
T: OK. Let's go.
I . Be sure to reinforce the use ofthe conversation strategies
listed with the Conversation Model; for example, make
regret declining the invitation and give a reason for
doing so.
. Provide feedback on student conversations by walking
around the room and listening in. Tell students to
practice accepting invitatio¡rs as well as declining them.
Remind them to offer a polite excuse if they decline the
invitation and to use the photos and language in the
Ilecycle box to suggest a different activity. Encourage
students to use the correct rhythm and intonation.
Qffffiffi|. Gonversation Pairwork cards

Q|fffii). Learning strategies

4 Change partners
2 (u) Rhythm and lntonatlon I teachlng tim€: : m¡nutes I teachlng tlme: i I

5 Your actual
tlme: mlnutes time:
I
. Have students stand up, move around the room, and
extend an invitation to a new partner, Encourage them
. Have students repeat each line chorally. Make sure they: to use other activities and reasons with their new
o stress
the first syllable of üusy in I'm too bttsy. partners,
o pause afrcr That's too bad.

3 Palr work
l0-15 Your actual
t¡me: I mlnutes Itime:
. Workbook: Exerclses 6-8
. CoPy 6¡ Go: Actlvity 38
. Have students look at the photos and identify the places
and what the people are doing.
Don't stop! Extend the conversation. Brainstorm other
activities and write them on the board; for example,
go running, go swimming, watch TV. Ask students for
additional excuses and add them to the board; for
example, I'm tired. I haue a backache. It's too cold today'
Tell students to use the photos and language in the
Recycle box and the activities and excuses on the board
when they decline the invitation.

T107
NOW YOU CAN
1 {D) G0I{VERSATION
Col{VERSATtoil MODEL
MoDEL Read and listen.

A: Let's go to a movie.
B: l'm really sorry, but l'm too busy.
A: That's too bad. Maybe some other time.
5r0t
())) RHYTHM AND INT0NAT|ON Listen again
and repeat. Then practice the Conversation
Modelwith a partner.

PAIR WORK Change the model. Suggest a

different activity. Use the vocabulary and the
photos (or your own ideas). Then change roles.

A: Let's go .... . ,

B: l'm really sorry, but ...... .

A: ........ . Maybe some other time.

Don't stop!
Suggest another activity.
Accept or decline the invitation.

@
i
Be ¡ure to recycle thls language.
I How about ? [go] for a drive
t
!
-
Sounds great. [go] bike riding
i oK. [go] for a walk
\

to a game

ã-u t.ttuutunt

'-l
..!.r' to a concert

*L;¡,
to the Park

4 CHANGE PARTNERS Suggest other activities and give other reasons.

107
 1 GRAilIMAB Polite requests with Could vou + base form

Uso Could vou and ths base lom ol a vaÛ to make requests.
Could you wash the dishes?
Uso oloase to make a requosl more pollte.
Could you please wash the dishes?

2 ())) VoGABULARY o Favors Read and listen. Then listen again and repeat.

1 Could you please open the window? 2 Could you please close the door?

Also: open the door Also: close the window Also: turn on the stove
open the refrigerator close the microwave door turn on the computer

Also: turn off the microwave Also: hand me my sweater Also: give me a hand
turn off the light hand me my book

II{TEGRATED PRACTICE Complete the polite requests. Use Could you please. Use the
Vocabulary and other verbs you know
1 lt's a little hot in here. .9g.qi9.yqv.Ptgqp.q.gpqn . the window?

2 I have a headache. .Çg.ql9.ycv.ptgq:.q.ne.\q. . dinner tonight?

3 l'm going shopping. .9q,ql9.ygv.plgqp.e.hel9.n9..... .... my jacket?

4 t'm going to ueo. .99.q19.y9y. P.l9.q9g.ttf fl.gfr. . . the computer?

5 lwant to read a book. 9g.ql.9.ygv.pl9.e99ltll!.9.1 ... the lamp?

6 .ç991.q.y9.q.p!9.q9999..... ....... shopping? We need milk.
7 t,m making dinner right now. .9q.ql9.ygV.pl9q9.9.tqfg .... out the garbage?
I Let'swatch a movie. .Çg.qt9.ygv.ptgqp.q.!qrL91...... ... thew?

108 UNIT 13
 . 'lb introduce other favors, encourage students to make
polite requests using other objects. Write on the board,
Grammar in one column, the verbs in bold type in the speech
bubbles and in another column the objects shown in the
rm
Suggested | 5 Your actual
Ø
tlme: I mlnutes chlno tlme: pictures and printed below the pictures. (Do not include
help me.) Ask students to think of other objects to use cn
' Direct attention to the Grammar box, and have students o
study the rules and examples.
with each verb and write them. Possible answers:
open the window, the doon the refrigeroton your z
. To review the base form of verbs, write on the board:
open
book !
closing close the doon window: the microwove doon the |-
síngs donced refrigerolon your book
painting cook lurn on the l¡ght the stove, the computen the TV, z
f,x drows the lamp
ployed drive lurn off the TV, the microwove, the l¡gh+, lhe stove,
Ask students to tell you which ones are in the base the computen the lomp
form. (Open, cook, fix, drive.) Ask students to come to honà me my glosses, my sweoten my book your
the board and change the other verbs to the base form. popers. my keys. my jocket
(Delete -ingfrom closingand add e. Delete -s from sdngs.
Delete -d from danced. Delete -ing fro m painting. Delete Option: [+5 mlnutes] To practice the verbs in the
Vocabulary, have students play a game ofcharades. In
-s from draars. Delete -edfrom ptayed.)
. small groups, students mime one of the actions below the
Read the first rule again, and remind students that Could pictures; for example, a student mimes opening a door
yoris always followed by the base form.
or closing the door. The other students guess the request:
Languoge ond culture Could yott please open the door I close the door.
. Could you + base form is a polite way of asklng for a Option: [+5 mlnute¡] For a different approach, play
favor, Adding preoJe makes the expression even more Simon Says. Tell students you are going to ask the¡n to do
polite. P/eose can be placed after the phrase Could you different things. If they hear Couldyou please. . ., they
(pleose) or at the end of the request Could you wosh the should do what is asked. If they don't hear please, they
dishes (pleose)? lt ¡s rarely placed at the beginning of the should not do anything; for example, Could you please
request. stand up? (Students stand.) Cottld you close the door?
. Other ways to ask for a favor are: (Students do nothing.) Then ask individual students to
Would you (pleose) + base form play your role.
Con you (pleøse) + base form (sometimes considered a bit
Longuoge ond culture
less formal)
. Hond me [my glosses,f means give me [my glosses],
Cive [someone]o hondis an expression that means heþ
. Inductive Grammar charts
Atruùn@ [someone]. These can be confusing, so it would be good to
make the difference clear to students.

{rl) y6cabulary
.vocabulary Flash cards
tlme: I
7-10
mlnutes
Your actual
Itlme:
Q|üffi@
. Give students a minute to study the pictures.
3 lntegrated practlce ,\
. First listening: Play the audio and have students listen.
Suggested I 4-5 Your actual
. Second listening: Have students listen and repeat tlme: I mlnutes tlme:
chorally. . To check that students understand that they have to use
' To check comprehension, make requests by asking their own verbs, complete the first sentence together.
various students to do the activities in the pictures; . After students complete the exercises, ask individual
for example, Could you please hand me that book? students to read their sentences aloud to the class.
Encourage students to answer with Sure, No problem, or . After each sentence, encourage students who have
Of course. Or to ask for clarifìcationThis book?
written a differe¡rt sentence completion to read their
sentence.

T108
 4 <D) Ustening comprehension .NOW YOU CAN
Suggested 7-1O Your actual
1 {,)) conversat¡on mode¡
t¡me: minutes
z .
teach¡ng teaching time:

Play thc fìrst corrvcrsati<ln. Irar¡sc the atrrlio anrl ask

Suggested 3-4 | Your actual
teachiñg"time: minutes I teach¡ng time:
l,!ltat's tlte problent? (lt's a Iittle coltl. / 'l'hcy'rc t:oltl.)
À lltltatdoas llte tttutt r¡s['3 ((ìr¡rrkl yott closc tltc'rvittdorv,
'l'his convers¿rtiorì stratofly is irttplicit in thc tnotlcl:
. [Jse Srrre arrtl Nr¡jl¡el)lcrtl to agl'ctl to sottìcolìc's
z lrleasc?)'l'lrcn s:r¡' ListtttJir tlu: ret¡ues!s antl pla1,tlrc
o
(!)
ot l¡cr convt:rsitt ions.
. l)la)'tltr
re(ltltìst [()r ¿t favor.

irrrtlio a¡3irirr anrl h¿rvc slr.l(lt:rìts rvritc tltc rc(lr.rcsts. ' i\fter stu(lerrts rearl anrl lislcrl, ask\'Vhat fauor tlots î1rc
U)
TJJ tuonten r¡sÅ'? ((Ìrrrlrl you ¡tlcasc close the rvitrclrrn'?) l4llll,
AUD'OSCR'PI tlo yott tltittk *llc ¿¡.sÄ'.s lltal? (ll's too cold. or Shc's coltl.)
CONVERSATION I I)oes tlte nta,t (q:rpe to do tlte Jhuot'l (Yes, he tlocs.)
F: Hi, Mark. What's wrong? . l'}la"v tlìe llktvs to ugree to n requeil. 'l lretr havc strrtlcnts
M: l'nl freezingl
F: Actually, il is a little colrl in here. listeu anrl re¡rt:at cltorally.
M: Could you close the window. please?
F: Olì yeâh, sufe.
Longuoge and culture \
. Do [someone]o fovor o¡ Do o Íovor for [someone] auun, L
CONVERSATION 2
M: Mnrnrl What's for clinner?
F: Chicken and nce.
M: Yunrl YoLr sure can cook.
F: Thanks. Could you turn off the stove? , 1'r) Rhythm and intonatlon
M: Suro. Suggested 3-4 Your actual
teaching time: m¡nutes I teach¡ng time:
I

I
CONVERSATION 3
M: Hi, Ellerr. Whal are you doing? . IIave studerìts rc¡rcat each lirte clrrlrally. Make surc tlrcy:
F: Olr, lli, Andy. I'rrr fixirrg tlris larttp. rrse risirrg irrtonation Tor Coukl yott tlo trt<t rt tituor? arxl
M: Need any help? "
F: Nr), but tlranks ... Well, actually, coulci you please lrand nre Oortld 1,o¡1 please close tlrc wittdon?
,,
nry glasses? l)ausc slightly aftcr.Srle.

CONVERSATION 4
F: Where were yeu? 3 Pa¡r work
M: I went shoppirrg. i suggested 7-1o , Your actual
time:
I

F: Look at all those things! Can I help you? ] teaching minute_s ] teaching t¡me:
M: Actually, could you please open the door?
F: My pleasure. Don't stop! ljxtentl tlre t:onvcrsation. Âsk stuclents to
I
I nlakc a list ol'thlce r¡r four additiortal requcsts for ltelp,
CONVERSATION 5 . and tlllec ol lbul rcasorts for nccding hclp.
Fl: Hi, Becky. What are you knitting?
F2: A swealer, But I can't knit very well. . lìolc-¡rlay tllc corìve rsalirlrt witll a rììorLr corlfìtlertt
Fl: Wcll, lcan. [)o yor.r nccci lrelp? st t¡dcnt. Iior cxarn¡rle:
F2: Yes, pleasel Could you help me? 'l' Ooulrl you do nte a tuwr?
F1: Of r;oursc.
S; (fcorrmc.
'l' (itttltl yott please ì,take (litttrcr roni¡4ltt? I'rn too busy.
5 (r)) Rronunc¡at¡on S: .Srlru.
'l': Attd toultl you take oul llrt: g¡trlng,c'l I'trt uer¡, ¡i¡e¡|.
Suggested 2-3 Your actual
time: minutes
teaching teach¡ng t¡me: S: No proltletn.
. As yotr listen in on strrdcnt conversatiorìs, pay attclìtion
' studcrìts to listcn and notice thc ¡rronunci:rtion o[
^sk
(ktuld 'l'hcn havc thcnl listcn and lc¡rcat chorally, to assirnil¿tlion of sot¡tltls itt Cttttltl l,ott.
1,ou.
¡rayirrg l)articular attcrìtion to horv thcy sav Coultl l,t¡u
. Conversation Pair Work Cards
. Pronunciation act¡vities

4 Change partners
6 lntegrated practice Suggested 4-5 i Your actual
time: m¡nutes teaching time:
i

teach¡ng
Suggested 3-4 Your actual I

teaching time: minutes , teach¡ng time: . l-lave stu(lerìts l)ros(|rìt thcir convcrsations to thc class.
. (ìivc slrrrk:nts tirìro lr¡ sclcct tlrc rcr¡trcsts l'ronr thc
\(rcallrrlary.'l'hcll havc tltcttt ¡rracticc.
' IIavc r,olurrto(ìrs say their rr:r¡rrt:st aloutl to tltc class. I)ay
palticular atterìtion to assillrillrtioll r¡f sottrtcls. . Workbook: Exercises 9-l I
. Copy & Go: Activity 39

T109
 ()))LISTENINc COMPREHENSI0N Listen to the conversations. Then complete
each request.
1 Could you clglg lhg w'$qw , please?
2 Could you 1l'r'l 9ff th9 stove ?

3 Could you please ftand q9Illv g!?999s .?

4 Could you please gPet¡ tl¡e dgof . '.?
aor,O you ll"lo lìl.q . ?
:,
{D) PR0NUNCIATIoN o Assimitation of sounds: coutd you...? Read and tisren. Then tisten
again and repeat.
f.,rl l I ,,1.,1

I Could you please open the window? 2 Could you please close the door?

INTEGRATED PBACTICE Look again at the Vocabulary. Choose three requests to read
aloud. Pay attention to assimilation of sounds in Could vou.

| {,)) C0Ì,¡VERSATI0I{ MODEL Read and

listen.

A: Could you do me a favor?

5:14
B: Of course. (,)) ways to agree
A: Could you please close the window? to a request
Sure.
B: !.u.rg, Nq p.rpþ.|çn. !lþ.pr...qlç'¡,
Of course.
{,)) RHYTHM AND |NTOI{AT|ON Lisren My pleasure.
again and repeat. Then practice the oK.
Conversation Model with a partner.

PAIR W0RK Ask for a different favor.

Then change roles.

A: Could you do me a favor?

B:

A: Could you please . . .?

8:. .

ldeas for favors

turn on the do the laundry
turn off the - make dinner
open the - take out the garbage
close the - wash the dishes
hand me - my clean the house
help me -

Don't stop! Give a reason

It's cold / hot. l'm going to bed.
l'm making lunch. l'm too tired.

4 CHANGE PARTNERS Ask for other favors.

109
 grammar . vocabulary listening
reading speaking . pronunciation
5il5
1 {,)) READING Read the article.

From infont to toddler...

At birth, an infant cannot do anything alone.
But before the age 0f two, a baby learns many things.

.:F ú
a aaaaaaaaaaaaoa a
a a
a a
Betweenland3months a a
a baby can... a a
smile when her mother cry when she's hungry,
a roll over. thirsty, or afraid. a
or father speaks.
a a

.¡r
a **, a
a a
Between3and6months
=â
a baby can...
a
a
a
trrisit w¡th help. reach for things.
look at his own
hands and feet.
laugh and make
an "m" sound.
a
a
a
a a

#
a a

Between 6 and 12 months . a

a baby can... o a
a sit w¡thout help and say some words, a
crawl and stand. pick up small things.
a a

ffi
a a
Ot a
Between 1 and2years a a
a baby can... a
a
play next to
a t:'oTtÏnï' say "no". other children. walk. a
a . . aaaaa aa oaaaaaaaaaa aaaa aa

READING COMPREHENSI0N Write /

for the things that five-month-old
I
babies can do, according to the article. Write for the things they can't do.

Ø smile El say some words El crawl and stand E throw things

pick up smallthings Fì wált
Dll- Pf reach for things El sit without help
Ø see colors Ø rollover Ø laugh
lNïEGRATED PRACTIGE Complete the sentences On your Active&ook Self-Study Disc:
about what a baby cannot do. Extra Readlnq Comprehenslon Questlons

I
lt on" month, a baby con'l crawl. I
AnLwers will vary but may include the following: Extro proctice o p.'l 45
1 At two months, a babY can't laugh.
2 At five months, a baby can't sit without help'
(D'äi"*"r,n,"0
3 At eleven months, a baby can't say "no". "She Can't Play Guita/'
I Lyrics p. 148
4 At sixteen months, a baby can't read.

GR0UP W0RK Discuss things children can and

can't do at other ages.
UNIT 13
Extens 2 Reading comprehens¡on
j Suggested l-4 i Your actual
1 (r)) neading I teaching time: minutes i teaching time:____
- b-ro .
m
suggestðd I Your actuat . Ask sttrdcnts to scan the article to fìnd the corrcct Ø
. tCf¡!'ilg !!.9' ¡!¡!tçs I teaching time: U,
inlbrrnation about a fìve-montIr-old baby.
. l)irect attcrìtiorì to the title and the picttrres.'l'ell
. lleview ansrvers o
stttclettts it¡fhrtt rttc'atts a snrall baby and fr¡¿l¿l/er rneans a
by saying the inforrnation that shoulrl
have a check mark.
z
chikl rvho is just bcginning to rvalk. 't
. Ask stutlents if thcy have or know any irrlìrnts or
totkllers. Ask thenr rvhat they like rnost ¡rbout inlìrnts.
. Extra Reading Comprehension Activities r
Ask lvlrat they like rnost about toddlcrs. z
. l)re-reatling: 'lb ¡rractice thc reading strategy ol'
scattttittg, write on the board: cry when she's hungry, soy Your actual
no. sil with help, si1. wilhoul help.l'lave strrdents rearl teach¡no time: _l
quickly and say at whiclt agc an infant calt usually tkl . Ask students to rcad thc article agairr to fincl thc
cach ofthese things. arìswcrs. Errcotrrage studc¡rts to write corn¡rlete
. 'l'hen l¡ave sturlents rcad tlte text silently. setìteIìces.
' Check comprchensiorr. Âsk students the fcrllowing ' Havc stude¡rts conìJ)are sente¡ìces.
quest io¡rs: . Iìevierv answers try having stuclents say their scl¡tences.
At ruhot age can a baby reaclt for things? (lletween 3 and
6 nrr¡nths.)
4 Group work
At tul,aî age cart a baby play next to other chiklren?
(lìetrveen I and 2 years.) ar
'
time:
l

Wlrcn con a btúy crautl? (lletwcen 6 a¡rd l2 nìonths.) I teach¡ng m¡nutes L teachinq time: _ I

Wlrcn catt a ltaby turtt lrcr lrcad? (Uctween I and ll . lìead the exarnplcs aloud to the class.
rtront hs.)
Wltcn cutt a baby look at his ott¡tt lmttds? (Between 3
' Iì¡rcouragc students to ir¡clude r¡¡enrories and ¡rcrsonal
cx¡reriences irr their discussion; for exarnple, Arfue
and 6 lnonths.) years, a child can read. I read books tuhen I was fiue.
Option: l+3 minutesl 'l'o practice increasitrg reacling speed, ' Walk arou¡rtl the room and provicle help as needed.
have students read silently while they listen to the audio.
Option: f+l0-15 m¡nutesl To tunt this reading into a
listening activity, draw the following gra¡rhic organizer on
the board (without the answers) or ¡rrint out tlìe graphic
trrgarrizer fror¡¡ t he Ácfiue'l'eaclt Mttltitncdia I)isc.'l'helt
Iravc stude¡rts listen to the audio twice. I:irst listening:
Ask students to listen for tlte answer to tlìese queslio¡-rs:
I When catt a baby s¡nile? (l-3 tnotìtlìs.) 2 When can a
lraby say no? (l-2 yeals.) Sccond listcning: Ask students to
listen for the age when a llaby can do the things on the list
in the chart.'Ihen have students read the text to confìrnr
their answers.

1-3 3-6 6-12 1-2

months months months years

I sit with help

2 walk

3 pick up small
objects
4 laugh

5 roll over X

6 stand \

FYI: This chart can also be userl as a rearlirrg

comprehensiorì activity.
. Graphic Organizers
. Learning Strategies

T110
 Revlew
Ilefore the first actlvit¡ give students a few ¡¡rinutes of Possìble responses...
silcnt time to look at the plctures and becolne famlllar It's 9:00 in tlre cvertrng. ln Aparlntcttt ílA, a worÌlan w¿ttìts
z with the¡n. to go clancing. She's wearing a beautiful white dress. l-ler
husbarrcl is very t¡recl. Three people live in Apartrncnt 24, The
worllan is cold. Hcr daughter is clostng the winrlow. The girl's
fL Pair work 1
fatl-rer is fixing her bicycle. In Apartrnerlt 28, a lroy is ¡fayinc;
7-"to I actual
z Suggested
teaching time: m¡nutes I
Your
teaching time: I
the violin. l-le cân't play wcll. The trrustc is awftll! In Apartnrent
14, two people are watt;hinç.¡ TV atrd eatirtg ¿l sarxlwich.
o . l'rc¡rirrr: for the activity lly asking \Ultere ure tlta people?
l

U)
U) (lrr tlrcir al)artnrorìts.) \Ultul's ltrt¡t¡x'rtitt¡4 itt ertt:lt pit'tttrc?
1Il ( l)ossiblc a rìsrvcrs: Apartrììerìt iìA: A rrtatr is lcstirtg.
Wrltlng
' Suggested 8-lO Your actual
A n,onran is talkirrg to a rìrarì. A¡rarttttctrt 2A: A ¡¡irl is time: minutes
teaching teaching time:_
t:krsing thc rvindow. A rvonlan is krtittirtg. A ntan is lìxing
a llicyclc. Apartuìcnt 2lì:A boy is pla-ving the violirl. ' ln pairs, have sltttlttttts rcatl theil'stìlì1olì(ìcs altltttl to it
lA: A ¡nan ¿utrl a rvolllatt arc lvatchittg'l'V. l)¿rrtrìcr.'lt'll sturlents to tliscttss il'tht:y do tlot ¡tßro() witlì
'I'hev're eatiug a sanrlrvich and clrinking sotla.)
^l)artnìcrìt 1lìc cr¡r¡ anrl cail', sctìtclì(:tìs tlttlir ¡lartrtcrs rvroto.
. lìrainstorrn dil'tl'rcnt w¿rys lo llcgin tltc cotlvcrs.ltiotìs. Possible responses ...
Writc thc iclcas on the lloartl. lilr cxantple : Al eighty, sorne people cârr't see well.
'thcy
can't rcacl.
Apaltrììcrìt llA: Â: /,etlsgo Io n cotrcert. Sorne people can't hear well. Some olcJ ¡teople are hcirlthy
2A: ll'. (intld l,ott Please close llte utitttlotu! arìcl sonle have ailrnents. Some pcople cân't walk welll.
^partnìetìt
Al)artnìe rìt I Ã: lt'. Cotrld 1,ou plensc ltttttrl nta rttl' But some pco¡rle catr exercisc ¿¡tld rtltl at eighty or rlirlety.
soda? /Coultl ¡,orr ¡tlt:ttsc turtr off tlte l'V? Many old people can'l do ciaily activities. My gratrdnrother
can't go shopping or clo the laundry. Btlt she can cook
. ln ¡rairs, havc students creatc cotìvcrsatiotls tbr llìo c,inrìer ârlrl wash lhe rJishes. At]d she can rc¿ltl, sew. ancl
¡rcoplc. l')ncorrlagc lhern to contitìttc thc cottversatitllls. check her e-rlail. Sorne people can't live alone, lrtlt ttty
grandmolher can.
Pair work 2
Suggested 4-5 I Your actual I
. Writing Process Worksheets
teaching time: j teaching time:
m¡nutes i

. Model the activity. I lavc a studcnt cot'u¡tlele tlte

0ption: Oral Progrers Assessment
cxarnples alotttl allottt Al)artlììctìt 34. I Iavc al¡tltllcr
strrrle¡rt ansrver the <¡tresliotts; for cxatuple: (Ìttt slrc dance? Use the illustration on page I I l. Encourage students to
(Ycs, slre cart. or No, she catr't) Ctut he ¡tairrt? (Yes, he carl.) use the language they learned fro¡n the unit.
. Studcnts takc tulns asking arrcl tnlkirtg abotrt abilities. Description. Ask the student to point to the picture and
make statements with can and can't about the people.
Longuoge ond culture \
. Sometimes the answer to a question may not be clear. Conversation. Tell the student that you are going to
- create a conversation. Ask the studetìt to make requests
for people in the pictures. Offer both yes ancl no
responses; for exatrtple, point to the boy in Apartmeut
Game 28, and tell the student he or she is a rteighbor: S: Coulcl
Suggested 4-5 J Your actual yotr do me a favor? T: Of course. S: Cottld you please play
teaching time: m¡nutes teach¡ng t¡me: tlrc violi¡t tontorrou? Ii's so late, erc.
P . 'lÌr llrellilrr,, rnakc a fitlsc statenrtrtrl ttsittg foo alltl atr Evaluate students on intelligibility, fluency, correct use
of target grammar, and appropriate use <lf vocabulary.
atljectivc. (lallon a stutlcnt to cx¡rlairt rvhy tlrc statelìttìlìt
is f alse; fìlr t:xattt¡rlc, 'l'lte u,ottuut in A¡nrlrrrcttt 2A is too
rrr¿rrlr. (l:alsc. Shc's coltl. Shc's saviltg (itttltl you please . 0ral Progress Assessment Charts
clost tIte u,ittdou,?)
' ln slnallgroults, lrav(ì sttldctìts take tt¡rtls nraking falscr option: ffi(+2ominutes)
statcrìrents.

Story
Suggested 5-7 | Your actual
. Workbook: lust for
teachingtime: minutes I teaching time: Fun
. Complete Assessment Package
. Set a two-nìirìr.rtetitììc linlit lì)r sttl(lents irt pairs to cìreate a . Weblinks f or Teachers: pearsonlong man.co,ultopnotc-h
story. Ask frlr voluntcct's to share tlltrir storics lvith thc class
And on the ActiveTeach Multimedia Disc:
0ption: [+5 m¡nutesl lìor a cltallcnge, have sttl(letìts close Top Notch Pop Song Activities
thcir trooks artrl rvork frottt tnettrory, itt grott¡ls. OIrc Top Notch TV Video Program and Activity Worksheets
str¡dcnt is tlre ret:r¡rtlcr atttl tvtitcs the stoly.'l'lrtt grott¡ts Supplementary Pronunciation Lessons
rcatl their slorir':s alotrtl to thc class. Audioscripts
Unit Study Guides
T111
 rl
.iij h
\\lt

1i:ür
 Life Events and Plans

LESSON 1

t iil VOCABULAR Y o Some life events Read and listen. Then listen again and repeat.

dnffi8 2 grow up 3 go to school

5 study 6 graduate

iil pnoruuucrATroru o Diphthongs 3 PRONUNCIATI0N PRACTICE Look at the Vocabulary

and repeat. pictures. Ask and answer the questions out loud with a
partner. Use the correct pronunciation of the diphthongs.
1 lal 2 laul 3 lttl I What's the boy's first name?
my how boy 2 What's his last name?
I noun oil 3 What schooldid he go to?
t¡e town boil 4 What university did he graduate from?
3r21,

¿ {,r) LISTENING COMPREHENSI0N Listen to the conversation about Graciela Boyd's life story.
Which statement about Craciela's life is true?

n She was born in Boston and Ú Sfte was born in London and n She was born in Costa Rica and
lives there now. lives in Boston now. lives in Boston now.

{rl) Listen again. Circle the correct word or words to complete each statement. lf necessary, listen again.

I Graciela's mother is from C@¡ 4 Craciela's mother is a/an (€pe!ÞE / English) teacher.
Boston). 5 Graciela grew up in (London /Ggttõù.
2 Graciela was born in (Costa n¡ca /Gõndõò. 6 ln May, Graciela is graduating from
3Herfatheris(American/€lit!E.@/medicalschool).
PAIR WORK Use the questions to interview your partner. Then tell the class about your partner.

I When and where were you born? What about other people in your family?
2 Where did you grow up? What about other people in your family?

UNIT 14
 Life Events and Plans f-
m
U)
Ø
4 (')) t¡stening comprehenslon o
Lesson I I
I
Suggested 7-12 I
teaching time: minutes I
your
teaching
actrãi
time:
,

I
z
-o
' 'lìr
1 {,)) vocabulary ¡rracticc tltc listening strategy of ¡rrcdicting, ask
Suggested 4-5 |
time: minutes
your actual I
stu<lents to flucss what kin<l of infornration they ntay
hcar ¿rtrout (ìracicla lloyd's life story. (l¡ossillle anslvers: z
teaching I teach¡ng time:
- I
Where is slre from? Whcrc docs she live? What's her
' Iix¡rlirin tltirt lifit euents arc itììl)ortant things tlrat hir¡r¡ten occu¡ration? What's her agc? Whcre <litl shc grow up'l)
in yotrr lifL'.'l'hcy rcllyour life story. . l;irst listenirrg: llave studcnts rearl the statenìetìts atì(l
' l:irst listcnilrg: I lave students listen, study tlre ¡lir:trrres, thcn liste¡r and clreck thc corrcct answcr.
and reatl thc vcrbs. . Sc<:on<l listening: llavc stu<lenls listen and circlc thc
' Sccorrtl listcning: Ilavc studerìts listen ancl rc¡reat the inlìrr¡rratiorr that is trt¡c.
lvords chorally.
' Iìevierv a¡tswers by lvritirrg the correct answers on the
Longuage ond culture boarrl. Yot¡ ntay warìt to have students listen again to
.ln confìrnr the c<¡lrcct atìswers.
English, the common understanding of grow upis
the time from when you are a baby until you become an
adult.
ÂUDIOSCR/PÍ
. Each of the verbs and phrases in this lesson is often
M¡ Good tÌorning. This is /ts Your Life, tlre radio progrant
that brings you interest¡ng life stories of people who live irr
followed by specific prepositions. The choice of the correct beautifr¡l Boston and other U.S. c¡t¡es. This rnornir-rg we're
preposition is important, as it changes the meaning of the talking to Graciela Boyd, who lives here ¡n Boston. Ms, Boyd,
phrase. Some common prepositions used with these verbs thanks for talking to us at /t s Your Life.
and phrases are: F: You're quite welcome. The pleasure is nline.
M: Let's start with your first name. l-hat's a Spanish name,
" be born: on + date (on lrrly l) I in + place (in Detroit) / ¡sn't ¡t?
rn + year (in 1990) / ot + time (at 3:00) Fr That's right. My mom is lrom Costa Rica and Ìrer name is
o grow upi rn + city (in Omaha)
Graciela, and her mother's name was Graciela, too. I guess
" go to school: ln + place (in Los Angeles) / ot + place (at the rìame Graciela is a family tradition now.
the New School) M: Were you born in Costa Rica?
F: No. Actually, I was born in London. My mother wenl there to
Ð move: fo + place (to
New York) I in + dote (inluly 2008)
tcach Spanish at a Brit¡sh university. My dad is British-he
" groduote: from + school (from the New School) / in + was a Spanish leacher at the sarÌle univcrsity. They got
year (in 2OOg) | on + day (on Monday) married and she stayed. So I was born in London.
F3 Very interesting. So when did you come lo the U.S., [¡ls.
Boy<j?
. Vocabulary Flash Cards
M: The farlily moved here when I was four years old. My mother
and father both teaclr al a university here in Boston. My litile
brother Max was l¡orn here.
2 (,)) pronunclatlon M: So you grew up here in Boston. That's why you sound l¡ke an
American.
I suggested 3 I your acruat I

F: True.
I teach¡ng_tjm€: m¡nutes I teaching tìme: i
M: And finally, where did you go to school?
. l:irst lisler¡ilr¡¡: llavc stu(lelìts read thc worrls anrl Iisturr F: Here in Boston. Right now I'm studying ât Harvard University-
tr¡ holv tlre sorrlrds blcllrl. I'nr graduating in May. Then I'rn going to nredical school. I

want to tle a doctor,

' Secr¡nrl Iiste ning: I Iirve studcnts listen ancl re¡tcat M: That's greal! Congratulations! And thanks for taking t¡me to
chor:rlly. talk with us at /l's Your Life.
. YOu nray want to lìave stuclents listen (and rc¡reat) again.
. Learning Strategies
. Pronunciation Activities

5 Pair work
3 Pronunciation practice Suggesteã 4-6 | Your actual
5 I Vôùñctuar teaching time: minutes I time: _
I

l--sueséitea teaching
t"ucr'in"fii'n", minutes
I I t"gçñ"ii.i"i ]
' I:rtcourage sttrdcnls to give answers with cxtra
I

. (ìive stuclcltls nrinutc to rearl the c¡ucstions arrrl study

a irrfrrrnratir¡n; fbr cxarn¡tle, I greut up in !sntitlttouttrl and I
tlre rletails in the Vocabulary ¡lictures frlr tllc ansrvers. really l¡¡usd it. I likcd rtty scltool ond I had a lot offriends.
. As stt¡clcllts wrrrk in '
¡rairs, nrove arot¡nd lhe r<lo¡n I Iavc studc¡rts rc¡torl altout tlreir ¡rartncr in small
anrl rnakc sure llìey at'c l)ronoullcing thc r,vortls lvith gr()ul)s or in front of thc class. lìlrcouragc str¡<lents lt¡ ask
tli¡rhthtlngs corrcctly: llq¡y, tìqy, lileyd, lþrvrr, Iìoyal. t¡ttest ions filr lnrlrc infonn¿rtion.
T112
 Yr¡rk.) Wl¡¡:rr: is llrasilia? (l¡¡ Iìrazil.) lUltere is'Ii¡ronto? (ltt
6 {r) vocabulary (larratla.) Are iltcl,gootllrictttls? (No. / Nttt rcally.) Wlterc
I suggested 6-E--T--'You¡ actual arc they nout? (ln New York.)
I - minutes I teachingtime:
!gq!U!fg!!I9,
z . lave stude¡rts listerr and read tlte wortls.'l'hctl havc
I 2 (,)) Rhythm and ¡ntonat¡on
J thcnl listen and repeat cltorally.
I Suggested 3 I Your actual
fL . 'li) test cotn¡rrehension, ask students to think abottt each I teaching time: minutes I teachinqlime:

z academic subject and, in pairs, make a list of relatetl
o words they knr¡w. Writc cxamples otr thc lroard:
Architecture: orchitect, buildings. drow
U)
(Í) Educotion: feacher. study, sub)ects. studenls
IJJ
. Walk arot¡nd as studelìts make their lists and providc
help as neerJed.
' Call c¡n pairs to say tlìcir words, Writc thc wortls on
the board, (Possiblc atìswers: 2 Medicine: doctor,
nurse, hos¡rital, ailment. 3 Psychology: cloctor, think,
problerns, hcl¡r. 4 l3usiness: oflìce, Inanager, r¡ìo¡ìcy.
6 Mathenratics i Math: teacher, nuntbers, cou¡rt.
7 I¡¡fornlation tcchrrology: coltìptlter. B Nursirlg: doctor,
lr¡cdicine, hospital, ailnte¡rt. I Ertgineering: etrgitlcer,
buildings, make / build. l0 Law: lawyer.)
' To practicc, say a selttence about yourself: Whett I ruas
in school, I loued lntatlt ctttd sciencel. 'l'he'n ask various
students qucstions to pro¡npt usc ofthe acadenric
strbiects vocabttlary; for exanr¡rle, What tlid you sturly?
Wlnt rlo you do? What are you stutlyirtg rtotu? Whiclt
academic sultjects tlid [tlol yott like in scltttol?
0ption: [+5 minutesl ¡\s an alternative, have sttl(lerìts forn.l
groups of t hree and take turns asking otìe another abottt
what their friends and fanrily studied (or sttldy now) and
wlrat they do ¡¡ow (occupation); for cxaruple, Do you Imue
Ia brotherl? Wlnt does / did [your brotherl study? Where ditl
llrclstutly? When did lhel g,raduale? WImt does lhel do?
optlon: ffi(+5-1 o minutes)
Languoge ond culture
.ln British English, the alternative term for møthemotics
. Vocabulary Flash Cards
. Ilave studctrts re¡teat cach line clrorally. Make strre tl tey:
. rrse falling itttollatio¡r lor Wlu:re utcre yt¡tt lxrtiì
. usc risirrg intotration Tor And did you Srotu rt¡t |rcrc?, Ånd
you?, arxl Did you groru uP tlrcre?
3 Pa¡r work
I Suggested 7-1O ] Your actual
i teachingtime_:_ minutes
I teachingt¡me: ---
Oon't stop! lixtenrl thc ctlnversation. llefore sltt(lelìts
begin theil conversatiolìs, write tllc latlgttage l'ro¡tr tlle
Recyclc box ort tltc boartl. Ilrairlstornl rvitlr sttttlenls
aclditional t¡ttestions they catt ask in their ct)lìversations;
for cxarrr¡rle, I lotu trtrttty sislers and brotlrcrs do you lmuc?
Whcre does yourfamily liue? What do they ¡fu¡z Wlrcn did
you nnueT Do you like il lu:re?
. Modcl thc corrversatiolt with i¡ tlìore confìtlent sttl(lerì1.
'l' Wlrcre u,ere you bortt?
S: ltt lColonúial.
'l': Atttl ditl you g,row uP tlu,rc?
S: Yes, I did. And you?
'l': Well, I utttsborn in lCalifortúttl'
S: Did you gro¡¡t tt¡t irr lCulifornial?
'l' Yes, I did.
S: And did you g,o to school thcre?
'l' No, I didn't. I went to scltool in Neut York.
S: Wlmt did you sludY?, etc.
. Be sure to reinfi-¡rcethc use of the conversatioll striìtegy;
for exanr¡rle, ntakc sure sttldents askAtttl ytttt? tr-¡ focus
\ the conversation <ln their partllers.
- ' Walk arou¡rd the roolll and listen itl o¡l the
conversatiotìs. lincouragc stttdetlts to Llsc tlìe qttestions
in the Recyclc lrox a¡r<l on thc l¡oartl to cxtend thcir
conversaliotìs. Encottragc stttdetrts to ttsc tlìc correct
rhythnr at¡d intonat ion.

. Conversation Pairwork cards

.
NOW YOU CAN Q|ütffit
1 (,)) conversat¡on model
| , 4-5 I Your actual 4 change Partnert
I te3ching time: I teaching time:
¡1¡u¡9s I Suggested 4-5 1 Your actual
time: minutes I teaching time:
I

teaching I

1 -suggestea strategy is implicit in the model:

This conversatiotì
' I-lave stutlettts takc Irtlles allottt tlreir l)arttlers.
. pcrson.
I

, [JseAnd you? to show intercst in another

. l'o rcvierv,
I

ask sttldelìts to sltare thc i¡rformation thcy

. 'l'o ¡rrcpare stt¡dents for the listening, point to tlìe photo
learncd about thcir classlnatcs with the class.
and ask the¡n to make gucsses abotrt the people; for
cxample, Wlto are l/tey? (l'}ossible answer: studerìts.) Aftf
tlrcy friends? Where arc they now? Wlrcre are tltey frctn?
. After students reatl and listen, ask questiotrs to check . Workbook: Exercises l-3
cotn¡rrehension; for exatn¡rle, Wltere twts sltc born? (ltt . Copy & Go: Activity 40
llrasilia.) Wlrcre dkl slrc grow up? (lIr'lbr<,¡nto.) lUltere was
lrc Inrn? (ln New York.) WIrcre did Irc grow tt¡;? (ln New

T113
6 (D) VOCABULARY . Academic subjects Read and tisren. More ocode¡nic sttbjects o p. I 35
Then listen again and repeat.

i.,'L,.
--- |
t:
. s L j,
î

ü
architec ture 2 medicine 3 psychology 5 education

6 mathematics / 7 information nursrng 9 engineering 10 law

math technoloqy

NOW YOU

ii,l coruvensATtoN MoDEL Read and tisten.

A: Where were you born?
B: Here. ln New York.
A: And did you grow up here?
B: Yes, I did. And you?
A: I was born in Brasilia.
B: Did you grow up there?
A: Actually, no. I grew up in Toronto.
5:2 ¡
(r) RHTTHM AND INT0NAT|0N Lisren again and
repeat. Then practice the Conversation Model
with a partner.

PAIR WORK Personalize the conversation with

real information.
Don't stop!
A: Where were you born? Ask and answer more
questions.
B:

A: And did you grow up )

' Be sure to recycle thls language.
B: . And you? @
A: I was born in What do you do?
What are you studying
B: Did you grow up ? [or What did you studyJ?
Did you graduate?
A:.
CHANGE PABTNERS cet to know another classmate's life story.
113
 LESSON 2

GOAL
1 (D) VoCABULARY . More leisure activities Read and listen. Then listen More leisure octivities o p. I 35

again and repeat.

1 travel 2 go camping 3 go fishing 4 relax

Also remember
e-mail
check l

exercise r

go dancing
go out for dinner
go running
go to the beach
go to the movies
listen to music
paint
5 hang out with friends 6 sleep late 7 do nothing play soccer
read
2 i1i LtsTENING coMPREHENSIoN Listen to the cell phone calls. take a nap
Complete each sentence with the present continuous form of one v¡sit friends

of the words or phrases in the Vocabulary.

1 charlie's .lq.in Y!þi.tg.
2 Rachet's .hql.ging.gy.t.w!!1].11i919q. . .

3 They're .99!l.g.fi9.ltllg.... .

4 Barbara's .9199P¡lg.lqtg...
5 Harvey's family ¡s !fg.Yç!¡.1g.
.

3 GRAMMAR. Be going to + þase form

Contractions
Use be oolno to + base folm to sxpross future plans. is not go¡ng ='s not going = isn't going
are not going ='re not going = aren't going
I'm I I'm
You're I You're
He's
not going to go camping this weekend.
!;rt, I ooino to relax this weekend. She's
We're I We're
They're J They're

þs / no quost¡ons
Are you going lo sleep late tomorrow? Yes, I am. / No, I'm not.
ls she going lo lravel to EuroPe? Yes, she is. / No, she isn't.
Are we going to be on time? Yes, we are. / No, we aren't.

114 UNIT 14
 CONVERSATION 5
M: Hello?
1 (')) voc butary F: Hi, Harvey. Where are you?
I Suggested s-7 | your actuat M: Actually, we're in lhe car. We're driving all the way to Ncw m
t¡me:
I

I teaching minutes I teaching üme; I

York. The kids are bottl with us. U)
F: Wowl When are you coming back? U)
' (iive students a rninrrte to study the
¡ricturcs.'l'lterr havc M: ln about lwo weeks. o
ther¡l listen and reacl the verbs and phrases.
. Havc stu(lents listen again and re¡reat chorally.
z
. l)ircct attentiotì to the Also llertrerrrlrer box.
3 Grammar 'll
r suggested - lo-15
j| teaching time:
your. actual
. teaching time: minutes
'l ocheck cortr¡rreherrsion, ask studerìts (ìuestiorìs to
persorralize thc vocabulary; for cxanr¡rle , Do ¡,o¡t ,rnrr, . Write the follolving sentences on thc boartl a¡.rcl tell
z
oJ'tett? Where rlo yott go? Wlut do you go ruitlt? When do
1'ou students that both seltte¡tces refer to the futtrrc.
lrauel? Do yut like to relat on îhe weekenrl? \Ulmt do lutu clo?
l. l'm goîng lo lhe movies tomorrow.
Wltat tinrc do ltoy g,c! tp? Do yçu lmtryottt utitlr yourfatnill,? ?. I'm going to go to the movies.
0ption: M(+S-lo minutes) ' I)oint ot¡t that sctìtcrìco I t¡ses the [)lcscrìt colltinrrorrs
¡rlus a time rvord. Poirrt out that setìtetìce 2 rrses thc
. Vocabulary Flash Cards frrllorvirrg stÌucture to talk allout the future: Ix: goittl4 Io +
basc forr¡r of a verb.
' I)irect attentiorì to tlìe affìrntative statctììr:trts irr the ltox.
2 (')) t¡sten¡ng comprehension I lave stt¡dents read thc cxantples.

II teaching
fuggested 8-t0 I your actuät ' Write thc follorving verbs and verb ¡thrascs o¡-r thc br¡¿rr.d:
time: minutes I teach¡ng time: I

!
go to a concert. moke d¡nner, do the laundry. wosh the.
. Irirst listening: 'lìr focrrs atterìtiotì, dishes. toke the lrain. sludy. groduote, move lo New
¡rause after the lìrst
convcrsation. Say Wltat words !cll )utu that Ohnrlie is York. poinl o picture. reød a book. l-lave str¡rlents take
rloirtg rtotlting? (Not ltruch. / Just sitting herc. / Looking Iunìs explessing future plans rvith bc goitt¡i fr.¡ antl the
out tlìc rvindorv.) verlrs. Listen for the corrr¡rlete ¡rhrasc bc goittg to.
. Seconrl listerring: I Iave students listen and conr¡rlete thc . I)irect attetìtion t() lhe negativc statelnents, and havc
serìtelìces. stutlents read the exanrples.
Option: [+5 m¡nutesl lScfore ¡rlaying the autlio, take a fclv . I-lavc students read the srnall box or'¡ co¡ttractions on llì(l
l¡tilrt¡tes to revierv the ¡rrcsent cotìtirìuous forms of thc right. Write on the board He is not going to go comping
verbs. Write sullject protìouns on tlìc l)oar(l: lhis weekend. Iìrase the i in i.s and replace it witll an
I you he she we they apostroplìe so that thc se¡ttcncc nr¡w reads Hds nol
I)oint to one ofthe pronourìs and say one ofthe verbs fronl going to go comping. Next to this lrew sentence writc
thc Vocabulary or l'ronr thc Also llcrlrer¡tber box. Ask a He isn't going to go comping.
stu(lent to rnakc a serìtcnce with thc present cor-rtinuous (lall on stt¡dents to rnake negative statcntetìts with
' lrc
ftrrm of the verll. going to and thc vcrbs on the board. l:or cacll vel.[r, h¿rve
thern r¡se the uncontracte(l fornl ancl both ¡tegativc
AUD'OSCR'PI cont racliorìs; for cxarnple, I Ie is not goit.r¡1 lo go to a
CONVERSATION I concert. He's not goittg to go to e concert. I ltt istit goiltg
M¡ Hello? 1o tlo lo 0 cottcerl.
F: Hi, Charlie. Sarah, What are you doing?
M: Actually, not rÌìr.lch. I'nr just sitting here lookirrg out the ' Direct attcrìlion to lheyes / rro questio¡ìs anrl short
w¡ndow. answers in the box, ancl have studcnts rearl thc
exarnplcs. l)oi¡tt out that thc sholt allswers t<l.ytr.s/lo
CONVERSATION 2
questiorìs include be antl not tl'rc ltase lc¡rrn of thc vertr:
F: Hello?
M: Hi, Rachel. This is Clark. What's up? Yes, sl¡e is. No, .sl¡e isn'1. Nr¡t Yes, she44'oittg / No, .s/r¡r is¡rl
F: Oh, hey! My friends Claire anct Mallory are hcre. We,re jusl gûing.
sitting around, . Ask various stt¡(lerìts questiotìs t,'ilh lte goirtg Ío + basc
CONVERSATION 3 fbrrn. Iincourage them to usc short atìswers. lixanr¡rles:
M1: Hello, Pete here, Are you goittg to study Eng,lisluteÍt yeor? Are you [4oing Io
M2: Hi, Pete. Ken. Ella said you cailed. ntot,c to a new country?, elc.
Ml: Oh, yeah. 'fhanks for calling back. Joanne anc, I âre going
lishing on Saturrlay. Do you ancJ Ella want to conìe, loo? . lnductive Grammar Charts
M2: That souncis great!
CONVERSATION 4
Fl: Hello.
F2: Hi, Barbara, Monl herc. Are you busy?
F1: Hi, Monl. What time is it?
F2: One o'clock. Are you still in becl?
F1: Ycah, MorÌ1. I got honre really lalo last night

T114
 4 Grammar practice 3 Pa¡r work
Suggested 4-5 | Your actual l
suggested 7-1O Your actual
teaching time: minutes I teaching time: teach¡ng time: minutes teaching time:

z
I

. l)o the fìrst itcnt rvith the class. Don't stop! I:xtcncl tlìe cotìversation. Prcpare studetrts
. lvtove arOt¡¡rd thc rootn as sttl(lents lvritc the se lìtences to colltirìue tlre conversation by revierving the qtlcstiotì
À a¡rtl offer help as nceded. anrl tirne ¡rhrases in the lìccycle box. Ilrainstortn r,vith
str¡de¡ìts otlìer future titnc ¡rhrases sttl(lelìts knorv antl
z . I lave stu(lcrìts conlpare their atlsrvers in ¡rairs.
write tlrerrr ort lhe lloard; for exattt¡rle, next yeor. next
o
U)
. 'l'o rL,view arìswers, have stutlettts read thcir selltellces month, ofter school, ofler work, ín o month, în ø week.
aloutl. . I lavc students studv the photos. Ask thcnr to tell you
U)
IU . 'lb students rvlto fìnish qtrickly rvritc
che ck Arìsr\¡ers, have rvhat the peo¡llc are doing i¡r each photo. (l'hcy'rc going
onc of thcir serìtences <ln the board lvhcn they cotn¡rletc for a drive. / She's cleanirlS the lìouse. / I{e's going
thc cxcrcisc. Sludents sht¡ulcl add a scnteltce onl-v if it fìshing. / I Ie's rvatchirtg'l'V. / lle's relaxing')
isrì't orì the boald yet or if they havc writtetr the sctltetrcc
' Model atrrl extetlcl the c<-lllversation rvith ¿l lllore
a cliflcrcnt rvay. Oorrect thc sctìteltces olr tlle troard as a
co¡rfident strrdctrt. ttrcoura¡1e the stttdettt to I'tse the
class.
¡rhotos art<l latrguage in the llecycle box antl otì tlìe board
l, Longuoge ond culture to create a tìcw co¡ìversatiolì. I:or exalnple:
. Note that go¡ng to in be going ¿o is of ten pronounced A'. rltr1, ¡slnttsfor a.fler clnss?
lgnnal; for example, l'm lganal go to bed. However, going llt Not ,'eall!,. l'nt jrtst gttirtg to tttrttt:lt'l'V. rlrttl ¡'o¡¡!
to in the present continuous as in l'm go¡ng to bed is never A: rlt:lually, I'm goittg to go Jor a driue. I lout al¡ottt tltis
reduced to /gnna/. lt can only be reduced to /gou¡N ta/. weekettd? Do ¡,ott ltaue att)'plarls?, etc.
. lJc st¡re to rcinforce tlre usc of tlte conversatioll strategY;
for exarn¡rlc, Inake sure sttttlcnts say Ncrf real/,v castrally
.NOW YOU CAN antl n'ithot¡t ern¡rhasis, to softct't a tìegative respollse.
. Move arourìd thc room arttl listctr itr as sttttlettts r'vtllk
1 (')) conversat¡on model in ¡lails. Ile surc stutletrts ttse lhc corl'ect rhythru antl
suggested 5 I Your actual irrtonation.
teachiíg'time: minutes I teaching t¡me:
I

'l'lris convers¿rtion strategy is inr¡rlicit in tlte Illodel: . Conversalion PairWork Cards

. [Jse N.r¡t rcally to soften a l]egalive respotìse.
. l)oint out tlìat ¡rronounces gtirtg to as /gnna/ in 1'rtt.¡tt.st
B 4 Change partners
g,oirrg to hangout utith m¡, Ji'iertds. lþll strrdcnts to listen I suggested 4-5 Your actual
fì¡r' t h is
¡lronuttciation. i teaching time: minutes I teaching time: i

' i\ftcr sttrrlernts listett atld rcacl, ask l)r.¡ !ltt: un¡tttett ltaue llavc stuclents starìd u¡r ancl fìntl artother partner. Makc
plans lòr the tueekend? (Ycs, they do.) rln' lhey goittg, to sure tlìey srvitch roles so that theY ¡rracticc both asking
rlo |lte satne flrirrgl (No, theY arelt't.) ls rttttt utr¡tnatt going antl atrsrvcritlg (lttcstiotìs abottt futttrc platrs'
t o g,o li s h it r g,? ( No, she is ¡t't. ) /.ç .s/le go i t t g t tt gr,t ca t r t
¡t i t r
g?
(\1s, slre is.) ls ll¡c oîlter wontan g,oittg to ¡tlny ,o¿çor ,¡r't
u,eekettd? (No, she is¡¡'t.) I.s.sl¡egoittgto ltuttgrtttl utirlt
.li'iends? (Yes, she is.) . Workbook: Exercises 4-7
Longuoge and culture . Copy & Go: ActivitY 4l
Ë .lt common and natural in spoken English to shorten
is
\
L
yes / no quest¡ons with a you subject: Any plons for the
weekend? (Do you hove ony plans for the weekend?)

2 (,1) nnythm and intonation

Suggested 2-3 Your actual
teaching time: minutes teaching time:

' l'lave sturlelìts rol)eat cach litre chorally. Ir'takc sttrc thcy:
trse risittg itrtotratiott lor Attl, ¡tltttts.ftr tlte u,eekend?
' rrse rising ilttonatiotr lor ¡ltttl I'ou?
pause slight ly af tcr .rlctt¡r¡lhr

T115
 GRAMMAR PRACTICE Write sentences about future plans with be going te.
1 you/eatinarestaurant/thisweeken¿l ..Afç.y.?y.g9.i.lg!.q.çg!it.c..rqtlgy.rqúlh'.swe9k91!?
2 They / go to the movies / tonight. .I|'gy.glç.g.qilg lg gg to thg potllgi !91!s¡1..
3 I / hang out wirh my parents / at the beach. l:m soillg 10 nulg q.q!.ryi!¡ my Pefqltq ql ll'9 Þçgqr'.
4 he I relax / romorrow? l: !,e gg¡lg.lg ielql lgm.gffgy?
5 she i go fishing / with you? ll.lne.g.qtlg19 99 ri9ni.ng.ytll.y993
6 we / exercise / on sarurdayf Ate we 99i1.9 tq 919f9i99.91 9elgloey?
7 rhey / move? A¡9 !h9¡, going 19 Tgy.g?. /.w.|çn .afg lhgy 9oit9 !9 T9y9?. /.wlqlg afg thgy 99i.ts to move?
8 Jeff and loan I study / archirecture. !qr glo Joal 9.r9 g9ing !9 il9g.y qtgni!9.9!qlg...
.

9 She / graduate / in May. shg .i9. 99!19.19 9l3q.q?!9 !n. !\aqy, . .

.

NOW YOU
5126

1 (D) C0NVERSATION MODEL Read and listen.

A: Any plans for the weekend?

B: Not really. l'm just going to hang out with
friends. And you?
A: Actually, l'm going to go camping.
3t27

<,)) RHYTHM AND INTONATI0N Listen again

and repeat. Then practice the Conversation
Modelwith a partner.

PAIR WORK Personalize the conversation.

Use the Vocabulary or the pictures below
and be going to.

A: Any plans for ... ....?

B: ..... .. . l'm And you?
A: Actually, l'm ... ...

Don't stop!
Ask about other times. Ask more
questions with be qoinq to.

Be ¡ure to recycle thls language.

next week
after class
Are you going to ?
-

4 CHANGE PARTNERS Ask another classmate about his or her plans.

115
 LESSON 3

t iil VOCABULAR Y o Lite cycle events Read and listen. Then listen again and repeat.

I get married 2 have children 4 change careers

2 GRAMMAR O WOUIÚ I|RE + infinitive: statements and yps/np questions

Use would like + an infinlllve to express your wishes for the lulure.
lnflnüve
She'd like lo study art. Contractions
They wouldn'l like lo have children. would like Ð 'd like
would not like ) wouldn't like
Yes / no questions
Would you like lo change careers? Yes, I would. / No, I wouldn't.
Would they like to gel married? Yes, they would. / No, they wouldn't.

3ö LISTENING C0MPREHENSI0N Listen to each person. Then complete each sentence

with would like. Use the infinitive form of a word or phrase from the Vocabulary.
1 She .w.s !¿1.à.l.i.ke. f e. get. m s ri e.4. . . .
r .. . . 3 She w.9!'19.llr9.19.r91il9.
2 He wgylÇ. !i\9.19. 9rt1'199.991q9I¡.. . . 4 rhey ygt,lg li\g !g ltqvg qljl9ls'l
4 INTEGRATED PRACTICE Complete the survey. Then, on a separate sheet of paper, write
statements about yourself, using would like and wouldn't like + infinitives.

In the next two years, would you like to...

fl get married? n study a new language? E meet a Scorpio?
[J graduate? I write a book? n paintyour living room?
E have children? E learn to play a musical instrument? n Uuy a new refrigerator?
n move to a new country? fl get a new car? n orneR lalike+o ,-
n move to a new city? E meet a good-looking man?

fl move to a new apartment n meet a good-looking woman?

or a new housef

116 UNIT 14
 t 1,1) L¡itenlng comprehenslon
1 (r)) Vocabulary )uggesreo
teachlno tlme:
,-f
mlnutes
YOUr actu¡t
teachlno tlme: t-
Suggerted 3-4 Your actutl m
teachlno tlme: mlnrû¡. terchlnq tlme:
. Play the recording for the first person on the audio. Then U,
ask students to read the answer in the book. (She would Ø
. Give students one minute to study the pictures. o
' First listening: Have students listen and read the words .
like to get married.)
Have students listen and completeeach of the
z
and phrases.
!
' Second listening: Have students listen and repeat
sentences in their books using would like and the lesson
vocabulary. Stop the recording after each person speaks rÞ
chorally. to give students more time to think and complete the
sentences.
z
ejffiffi) . vocabutary Ftash cards
. To review the answers, ask students to say the complete
sentences. You may also want students to write
sentences on the board to check for the correct use of
2 Grammar
would like.
Suggested 5'7 Your actual
teachlno tlme: mlnutes te¡chlno tlme:
AUO,oACRTPT
. Direct attention to the Grammar box and have students PERSON I
read the examples. F: I met Kevin last year al a party. I think he's a wondelul man,
FYI: While would like is followed by an infinitive here, it and I really want to be his wife.
is not necessary to teach students at this level all about PERSON 2
infinitives. Simply point out that would likeis followed M: I'm a lawyeç but I don't like my work. Next month I'm going
by fo + base form. To + base form is called an infinitive. to study educat¡on. ln two years, I think I can get a iob as a
. teacher at the law school,
Point out that for all subject s (1, you, he I she, we, they)
the structure is the same: would like + infinitive. PERSON 3
. Point out the Contractions box and tell students iC like
F: I'm tired of working. I want to spend my free time at home,
and my husband and I want to travel. lt's just not possible to
means would lÍke; wouldn't líke means would not like. do thal while I'm working.
Say examples with contractions and have students
repeat chorally; for example, Id like to study law. Hed PERSON 4
like to get married. We wouldn't líke to move. They il:My wile and I got married last year, We have a big houso,
because we want a large family.
wouldn't like to buy a new car.
' Direct attention to theyes/no questions and answers.
Call on two students to read the questions and answers 4 lntegrated prôct¡ce
aloud. )uggesr€o 4-6 YOU¡
teachlno tlmer mlnutes teachlno 'CIUAI
tlme:
' Point out that the short answer for all subjects is: Yes,
[he] would. or No, [hel wouldn't. Remind students that . Have students write a checkmark (r') next to the things
the contracted form is used only in negative short they d like to do to do in the future and an X next to the
answers, never in affirmative shorl answers. things they wouldn't like to do. If students don't know
Option: f+5 m¡nutesl For additional practice, ask various what they want to do, ask them to imagine.
students questions with would like; for example, Would . Write on the board: I would like to buy o new cor.l¡sk
you líke to take a test this week? Would you like to speak students to identify the infinitive.,Ask volunteers to offer
lltalianl? Would you like to go on uacation tomorrow? sentences about what they would like to do in the future.
Students can give short or full answers. Have students write their sentences on the board. Make
sure each sentence contains an inñnitive.
. lnductive Grammar Charts . Walk around and provide help as necessary.

T116
 . After strrdcnts rcad an<l liste¡r, ask lVll¿¡t utoulrl Sltatun
5 Pair work
like Io tlo itt tlte fut ure? (l Ie rvot¡ltl likc to gct Inarrie<l
Suggested 4-5 ¡ Your actual anrl lravc chiklren.) Wlutt u,oultl ltis colleagpc like to do?
teaching time: minutes I teaching time:
I

z
I

(l-lc'd like to str.r(ly art).

.I-lave ¡rairs of students conrpare tl¡eir checks alrd X's on
J their surveys.'l'ell thenr to talk about tltcir lvishes lbr the
2 <))) Rhythm and intonation
fL fulure.'l'helr have thertt re¡lort to tllc class. -
i suggested 2-3 | vãur actuat
z 0ption: [+5-lo m¡nutesl 'li¡ extend thc activity, have timei rn[!u!es I I

i teach¡ng teachingtime: .__. I

o sttrrle¡rls tell the class how thcir ¡rarttrer anslveretl tlre

srrrvey; for exant¡rle, Nlartlta would like to stutly Cltitrcse
. l-lave stu(lents rcpcat cach line chorally. Make surc they:
U)
Ø atul !raucl to (]ltina. Sltc'tl likc 1o g,rarluate itr tru<t years. " trse risirrg irìtorìatiolr on both lo gel rnarried arxl
IJ 'l'ltett slrc'rl likc to gct a job. tltttl slte woukl like to gct huue cltildrcn in Woultl you like to gct tnarricd or lnue
cltildren?
tnarried and hauc L'hildren. o st rcss t hc wortl atttl in I'tl likc to g,et ntarried qnd. ltauc
cltildrcn.
6 Grammar
I suggested ó-8 | Your actual 3 Pa¡r work
I teaching time: minutes I time: I

teaching I

suggested ---f-?--f - vouiìctual' -

. I)ircct attclìtio¡ì to tlìc (;ranìrìral box antl have stuclcnts t¡me:, minutes I time: ____ ì

, teach¡ng teaching |

rcacl thc cxanr¡rlcs.

. Ask strrtlcllts to l)ây attcrìtiorì to tlìe (ìurìstiorì structures. Don't stop! F.xtcnd tlìe corìversatioll.'lþll stuclents to ask
atlditionalquestiorìs, trsing the itleas in the l)on't stop!
Writc on thc board:
box anrl tlre Vocabulary on page I 16.
t¡låof ì
I . Model lhe conversation with a ¡ìrore confìtle¡tt stutlent.
When L, ) + would, subjecl, like, ínfnilive Ask adrlitionirl r¡trestions about wishes for the future antl
Where I
crlcor¡rage tlìe studetìt to tlo the sattte. Iìor exarnple:
who )
A: So ¡rlralis ttt:tt for you, lBilll?
. Say l4llrr:rr Wlxt is tlre nillect, thc' rvord ordct' is tliff'ere¡lt.
'l'hen lvrite orì the l)oar(l:
l\: Wlrut do you ntean?
A: Well, unuld yort like to g,et a netu iolt?
V/ho, would + like + inßnitive l): Actually, I tuould. I'd like to g,et a job in arcltitecture.
\¡/ho would like to study Ch¡nese?
Wlnl obour you?
A'. Me? Acttutlly, I'd like to stutly nursing.
. lnductive Grammar Charts
B: Redly? Where would you like tL, study rtrtrsing?, elc.
' Ile sure to reinf<¡rce the use ofthc conversatiotr
lntegrated pract¡ce strategics; for exarn¡rle, ¡¡takc surc stttdents say Wltttt tlo
you ntean? in a friendly, inquisitivc ttl¿ltìtìer, to show that
I suggested !-4 I Your actual ì

I teaching time: minutes I teachlng time: I

they woukl like claril.ìcation.
. Modcl tlìc activity. Writc the fìrsl se¡rtellce . Provide fccdback on stutlent conversatiotts lly rnoviltg
o1r thc l)oard.
arountl thc room and listenirrg itt. lìlrcourage studetìts to
. Ask a studcnt for thc anslvcr to thc sccond senlence alld
use lhe corrcct rhythnr and intottatiorl.
rvritc it on tlìc l)oard.
Whot would their children like lo stud,y' . Conversation Pair Work Cards
. When str¡rlenls l¡ave lìnished the cxcrcise, have
volunteers write thr:ir so¡ìterìces o¡ì thc [)oarcl and check
them together rvith the class. 4 Change partners
I suggested 5 | Your actual
time: ['n!!gs I ì

I teaching teach¡ng tiLe!_.- I

.NOTT'YOU CAN . Make srrre slu(lents switch roles when they charrge
1 (rl) conversat¡on modet l)artrìers so they ¡rracticc all ¡rarts ofthe conversatiott.
--Vour . 'lìl revicw, have so¡ne stu(lents tcll the class about whal
I suggested 3-4 - actual j

I teaching t¡me: minutes i !gq!¡jlq!iT!i_ _ thcir partneÌ woulcl like tt¡ do itr thc ftttt¡re.
I'l'ht:se corìvcrsatiorì strategics arc implicit ilr the lnodel:
.
I

| Âsk lVhat do vou nrcan? to rc(luest clarifìcatiort.

l-------------------------
| . tlsc Wcll to cxtrlain or clarify.
l- . Workbook: Exercises 8-1
|
. (Jsc crnphatic strcss on and to indicate two írnswers. 1

. Copy & Co: Activity 42

. l)ircct âtterìtiorì to tlìc plìoto. Szry'l'lrcse people are
xtllertgues. 'l'ltey are talking, alxtttt tlteir wisltes for the
fuIurc.

T117
5 PAIR WORK Ask your partner questions from the survey in Exercise 4. Would you both like to do the same
things? Or would you like to do different things?

6 GRAMMAR Would like + infinitive: information quest¡ons

What would you like to study? (Business.)

When would they like to retire? (ln June.)
Where would he like to go next weekend? (To the movies.)
Who would you like to marry? (Elena.)

BUT: Note the difference in word order when Who is lhe subject:
Who would like to study ltalian? (l would!)

7 INTEGRATED PRACTICE Write information questions with would like, using the cues.
1 Where I you I get married . .Whc.re.wo.vlà y.o.u.|.'ke fo .get.ma.rrieÀ? . .

2 What / their children i study Wll9l w9u!d their childrel lirg !o s!9dy?
3 What / her husband / do Wh3! wgyf d h9¡ hgsba,¡d.l¡.t q.Ìo 9.o?. .

4 when I your parenrs / move wh91 yggl!.y9yl.Pgrelt.q tifg !g -gyq?.

5 who / her daughter / marry wlp ry.qyl9 f9¡ dqy.gnte1 tif9. !9 mfp.l
.

6 Who / change careers w19. yqylg.like to changg.çereel:? .

NOW YOU CAN

1 <,)) C0Î{VERSATI0I{ MODEL Read and tisten.
A: So what's next for you, Shawn?
B: What do you mean?
A: Well, would you líke to get married or
have children?
Actually, yes. l'd like to get married and
have children. What about you?
A: Me? Actually, l'd like to study art.
5:ll

<D) RHYTHM AND ¡NTONATION Listen again

and repeat. Then practice the Conversation I
!r
Model with a partner. r3
PAIR WORK Personalize the conversation.
Use the Vocabulary from page 1 16 and
real information.

A: So what's next for you, .., ?

B: What do you mean?

A: Well, would you like to .. Don't stop!
B: Actually, l'd like to Continue asking about
other
What about you? wishes for the fúture.
. graduate
A: Me? Actually, l'd like to . . study [nursingJ
. move to
. get new -- job
. meeta my future [husband / wife]
4 CHAiIGE PARTNERS Ask another
classmate what he or she would like to do.

117
 grammar . vocabulary listening
reading speaking . pronunciation

1 (')) READING Read about Harry Houdini, a famous escape artist.

lnformation source: llttl):1r w!v!v.,tl)1.()r(J On your Active&ook Self-Study Disc:

Extra Readlnq Comprehenslon Questlons
2 READING COMPREHEI¡S|0N Answer the questions in
complete sentences.
'l What was Houdini's original name? . Ft:'fiç! wçi:f'
2 where was he born? ¡¡ Bydgne.s!'. f1ytlgqry,
3 When did his family move? .!L.197.9,
4 where did they move? I9 !19 9t¡!99 91q19t. { 19. êpplçlgl, wi9gglqil, / Ilìgl lg New York citv.
5 Did Houdini graduate from a university? .l¡9'
6 Did Houdini get married? Y.99.'

7 what was his wife's name? ..ag.q!{gq.îgyngn9...{.e.q99 RgyTglg

I Did the Houdinis have childrenZ ..1v9'.

I When did Houdini d¡e? !1. J.9?.9:

10 Challenge: What would you like to know more about?

On a separate sheet of paper, write three information Extro practice t p. I 46
questions. Example:
Why Åià Hovàini's lamily moee lo lhe Unileà Slaleç?
(þ=rop= notcn pop ì
PAIR W0RK Tell your partner your life story. Ask your partner questions about "l Wasn't Born Yesterday" I

Lyrics p. 148
his or her story. )
118 UNIT 14
 3 Pair work
1 {,)) Reading I suggested lo I Your actual
I teaching time: minutes | . teaching time:
i Suggested lo-15 | your acruat m
time: . llrainstornr list of qLrestiotìs tlìat stu(lents c¿ul usc to U,
I teaching t¡me:
I
a
i teaching minutes I

Ø
tcll thcir lifc story. Writc thc qucstiorìs olt the troarrl. l.rlr
. IÌrt;rrs atterìtiotì otì the titlr: :rnd the picturcs. l)oirrt to o
tlì(: ¡)i(:tulcs and say'l'ltis is Iloutlitti. Yott're g,oirtg,to rcad
exarnple :

Where were you born? z

about ltis liti'story.
' l)rc-rcarling:'ltl ¡rracticc thc reatlirr¡¡ strategy of'
scattttirtg, have stt¡<lents rcad t¡uir:kly anrl rrr¡tlerline thc
datcs in I Ir¡utlini's lilb story. (lall on various stutle¡rts
to rca(l the senterrct:s fro¡n thc tcxt itì rvlìiclì thc clates
apl)ear.
. 'l hcn lìavc stu(letìls rt¡arl the articlc silcntly.
. 'ltl cllcck corrr¡rrehensio¡1, rvlitc thc ftrlkrwing st.ltetììcnts
orì thc 1)oar(1. Ask stu(lents to say if tlre'y are true or fìrlse
and corrcct tlre [alse staletììcrìts.
I I o u d i n i wa s a J u t n t t t t s cs(:r¡l.rc drf i.s/. ('li' ue. )
Ilarrv I'touditti's real ttanrc was llolwÍ /-Ior¿rlirr. (l;alse.
I Iis narnc rvas I:hrich Weisz..)
How mony people ore în your fomilf T'
What wos your fomily lìke?
Where d¡d you grow up?
Where d¡d you go to school? z
Whal would you like to do in lwo or three yeors?
Whol were your fovorife ocodemíc subjecfs?
Wha| would you like to do in lhe future?
What ore you going lo do when you groduate?
. Give stutlents a fe',v rì.ror.rìcrìts to thirìk al¡out tl-rcir lifL'
story antl rnakc notcs of inr¡rortant datcs anrl evctìts,
basecl on the <¡uestions on tlle boarcl.'l'llclì l)r.tt lhcrn ill
¡rairs to tell each other their lifc story.
0ption: f +10 minutesl lìor a challcnge, ask str¡(letìts to

Iloutlini tnarrie¡l lless lìoynrorttl. ('l'rtrc.) research thc lifc story of a farnous l)ersor't outsirlc of class.
IIottdini and ltis ruife luul tttottJ, t:ltilrlrerr. (l.;alsc.'l'lrcy Choosc stuclc¡rts to prescnt tllc storics to lhe class.
rlirln't havc childrcn.)
Itt otte fannus cscal)c a(:t, I loutlini esca¡ted from chains
underwaIcr. ('l'ruc.)
I kndini died in 1952. (lralse. I Ie tlietl in t926.)

Option: [+10 minutes] Iìor a challcngc, havc students

read and listcll lo the lìrst two paragral)hs. Aftcr cat:h
¡raragra¡rh, Irave str¡rlents close thcir ltooks and tell you
rvhat thcy rcnrcnlller frorlr the ¡raragraph.

2 Readlng comprehension
I Suggested 5 I Your actual
time:
I

I teaching m¡nutes I teaching time: I

' Iìevierv íuìswcrs lly lraving stu(lerìts take turns readirrg

the staternerìts. I Iave stutlents leacl aloud tltc selìterìce
in the text that su¡l¡lorts each answcr.
0ption: t+lo-15 minutesl As a challenge, work witlt thc
lvholc class to tell Ilotrdini's lifc story. IIave stu(letìts
clcale a tir¡¡e line by writing l-loudir¡i's life events on the
lloard.'l'herr have thern usc tlìc tirne lilre to sur'¡rlnalizc
lloudini's life antl tell his life story.
Option: [+15 minutesl lfstudents have access to
conrputers, havc thcnl look ftrr the ansrvers to the
r¡uestions thcy rvrotc ir¡ l0 Challenge. Encouragc stu<ìents
to rvrite the answcrs ancl ¡lrepare to pleserìt thcrn to thc
class at anothcr tirnc,
. Extra Reading Comprehension Questions
. Learning Strategies

T118
 Revlew
Before the first actlvlty, glve studerrts a few mlnutes of Wrltlng
sile¡rt tlme to revlew the photos. Suggested l0 Your actual
z teaching time: minutes I teaching t¡me:

Pair work .sr trdcnts carì usc tlìc tìott:s atttl t¡ttcstitttts thcy ¡llc¡rarctl
fL suggested 5-lo I actual Your l r ¡ragc I ltl.
teachiñg"time: minutes I teaching time:
z . l)rcpalc strrdcnts for the activity
]
Modcl the activity.'lalk abottt sotììo cvclìts itr yotrr lifc,
o
(!)
by askiltg thertt to tltitlk
of one or two (lucstiorìs ¿tbot¡t l.altrcn's lilb. Ptlint to thc
antl rvlite scvur¿tl scnletìces rlrl thc boartl. litlt'cxattt¡rle:
wos born in Delroît. Aichigon. I grew up in Los
U) picttrlcs as a [)rorììl)t, antl lvritc thc t¡ttestiotls ott tllc Angeles wilh my brolher ond sister. They wenl to
lJJ llo a rtl. school there. buf I wenl lo school in Sonta Aonico. I
. I)ut strrrlcnts into ¡rairs. I lavc thcllr take tttrtìs asking hod a lol ol friends ìn school, ond I wos very hoppy. I
ant'l allsr,vering r¡uestiotts abottt l.at¡retr's liftl irl thc ¡rast, l¡ked +o hang out with my friends. and we did many
prcserì1, anrl ful ttt'e. things logefher. We Vloyed ball. we went bíke riding.
ond we oflen wenl comping ond lishing . . .

Possible responses... . rvritt: tht:ir lifc storics arltl

Yorr r¡rav w¿lrìt to havc stLl(lcllts
Wlren was Lauren born? Was she a pretty baby? Dicl she
grow up in New York? Where did lrer farnily move? Wlretr lx)st tlìcnl ou tlìe classr(¡ottr wall lor t¡lhcrs tt¡ rcatl.'l hcv
r:an rlso a(l(l plì()tos.
clicl thcy rnovc? Was she a happy child? Where did she go to
school? When dicJ slre graduate? What is lier occupation? 0ption: [+15-20 minutes] 'lb cltalle rì8e stt¡(lorìts, ltavt: tlrt:tlt
Where cjoes she live rrow? What woulrl stre like to do in the inlervit:lv thcir classlttatcs alltl take Itotes otì th(! itllslv(ìrs.
fitture? 'l'ell strrdcnts to ask (luestions abottt l)ast (lvctìts, lvlìllt
is hap¡lening uorv, alltl platrs arttl rvislles ft¡r thc ftttttrc.
Option: [+5-1o minutes] 'lb revierv lattgrtagc abottt lìxattt¡rlcs: Wlten dirl I'tttt co,trc îo lltis t:it1'! \4/ltertt tlid l't¡tt
appeararìcc arrd clothin¡¡ frt¡rtt Utlils 6 artd 12, have
t{o !o school? Whul do l,ott rlo itr ¡<nrr frett I ittttt? l)tt lutu hnttg
str¡rlellts dcscribc l.aut'en's al)l)earalìcc i¡t cach pictttrtr ottt utillt your Ji'ietuls o,, llrc wecke,til? \Ultut arc you l4oittg Io
do ufler yo¡¡ lcam lìtrglislt? \Ultat woukl luttt like tt¡ do tte.rt
Tell a story yenr?'l'cll stutlcnls to writc tlre storY t¡f thcir classtììíìtc's
I Suggested 5-10 Your actual I i ft:.
I teaching time: m¡nutes I teach¡ng t¡me:
. Writing Process Worksheets
. Ask sturlerrts to stu(lv tltc ¡tictttrcs atttl itrfìlrr¡ratio¡l
about Lauren's life anrl thc¡r work together ttl tellallout
her irn¡rortant lil'e eve¡rts. (lall oll one stuclenl to llegin.
(lallon dil'ferent stu(lerìts to add to thc infornlatiotl cach Option: Oral progress astessment
¡rrcvi<ltrs sttrtle ¡rt gives. I:or cxattr¡tlc: Use the photos on page ll9. Encourage students to tlse
Sturìcnt I: Luuren was lx¡rtt itt 1990 in New York. the language they learned from the unit.
Studcrìt 2: I ler fantill, ¡ttoued Ir¡ Chicngo itt 1992. Have the student tell you Lauren's life story (or his or
Strrrlcrrt lÌ: Slrc gr:r'ru tt¡t itt Olticago.
her own life story).
. lìncotrragc stuclcnts to use their itttagirtatiolt to tcll tlte
Evaluate students on intelligibility, fluency, correct use
story.'l'cll thctn to atltl tletails rvhere thcy catr.
of target grammar, and appropriate use of vocabulary'
Option: [+ 5-10 m¡nutes] llavc stutlents rvrite I.attrctl's lifc
story ou a sel)arale lliccc of ¡ta¡rer. . oral Progress Assessment Charts
0ption: [+1o-15 minutes] As an altcrnativc, havc sttt(letlts
rvork in groups of tlrrere.'lbll therlr to l¡rake a titne lirle t¡f option: ffi(+l5minutes)
L¡rrrren's lifc, trsing the picttlres arld their inragirratir-rtt.
'l'hen have thcrn use the lirlle litìe to givc a re¡rort abottt
her life to groups <¡r itr fnrnt tlf tht: class. Htrcottrage
stu(lerìts to ask fbllorv-u¡r t¡uestittns; for cxalnple, IItrtt,
old is sltc goitrg lo be ultatr srts ¡l(rr.$ ntrtrriecl? Ílottt ttt?tt)l . Workbook: lust for Fun
dtilrlren i.s.slrc goilg to lttve? . Complete Assessment Package
. Weblinks f or Teachers: pearson lon gman<omltopnoleh
Possible responses...
Lauren was t¡orrr in 1990 in New York. She was a beautiful And on your ActiveTeach Multimedia Disc:
baby. and her parerrts were very happy. Her farrily nroved Top Notch Pop Song Activities
1o Chicago in 1992, Lauren grew up in Chicago. She lived in Top Notch TV Video Program and Activity Worksheet¡
a t)ig white house, She was a happy child. ln 2006, Lauren Supplementary Pronunciation Lessons
went to Barton College of Eng¡neerinçJ ir-r Los Angeles. She Audioscripts
was a gooc! stucient ancl graduated in 2010. Today stte's an Unit Study Guides
engineer. Shc livcs in San Frarrcisco, Next ycar she'cl like lo
get marr¡cd. She also wants to start a fanìily, She'd like to
have chikjren ir.ì three years.

T119
 I ãuren Denmark
gorn ltluY l2' 1??0 f
l"* y6r¡ 1U.S.)
PAIR WORK Ask and answer questions about Lauren's life
Ask about her plans and her wishes for the future.
For example:
Wl¡ere Wat Laurc,¡ Itorn?
TELL A STORY Tell the story of Lauren Denmark's life.
Talk about the past, the present, and the future. What did
she do? What is she doing now? What would she like to
do? Start like this:
// Lauren waç 6orn ,n 1110. She grew u7 ,n . ..
-D
I
WRITING On a separate sheet of paper, write the story
of your own life. Ìhen write your plans and wishes for the
f uture. lnclude a picture or pictures if possible.
For example:
I

lI was 6orn in Maàrià ,n l19"l. I grcw up in ...

t,_

May 21, 2010

l
Barton College of Engineering Los
Angeles (U.S.)

ß92-2006
Lauren's hou-s1
Chicago (U's')
-"{ îl- & -.- ' ¡. I
.t 4ð..ffil
í l#'-ûr"Ë

Next year she'd like...

:!"
; ¿h.
'T?r
rJ

''!,o-'.\ììi
ln three years she'd like... San

119
 5:15

{))) LISTENINc C0MPREHENSI0N Listen to the conversations. Check the picture that
answers each question.

I Where does he live? 2 Where does he work?

3 Where does she work? 4 Where does she teach?

5 Where does she work? 6 Where does his daughter work?

2 INTEGRATED PRACTICE Complete the e-mail about Anna's new apartment. Use the-fgl
and there are, and the names of furniture and appliances.

120 Units 8-14 Review

 Review m
Ø
Ø
CONVERSATION 4 o
Fl: Ar'c you a leacher?
F2: Well, actually, yes, I arn.
z
F1: Wllc're rftr yorr lcach? T]
F2: Al tlur aieod. We have a class for pilots there, near ilìeir
1 ('l) t¡stening comprehension work.
Suggested g.12 1 Your actual
1teach¡ng time: minutes I teach¡ng
F1: How irìlcroslirìgl z
time:
CONVERSATION 5
'l'his activity rcvicws: t¡rrcsti<lrrs M: Are you a cltr-f?
rvith ¿ry'¡erl irr lhc sirtrplc
l)r('serìt l('tìsc ; l)l'el)osit ion s ot ¡tlaccr ; tìa tììos trf' llrr i lrl i n gs F: Ye:;, l ¡ur. [3ut l clorr't work itì a rcst¿ìurarìt.
(lJ¡ìir 8). M: Rr:ally? Wherc clo you work?
F: I work at tlx: Easlsicjc Hospital,
' llefìr'c stu(l('tìts listcn, h¡rvc therrr sturll,tltc l)ictrtrcs arì(l M: Ycx¡ work at a hospital?
itlentil'1'thc ¡llat:c in cat:h ¡rir:tulc.'l hol llavt: thcnr rcatl F: Yes. l'rn the clìef irr tlrc lrospital kitclren. Wc'cook Ícy llrc
t lre r¡ucst iorrs. l)atients ¿utrl rjoctors.

' First list()ni¡tg: I lavc sfrrrlcrrls listcn antl clleck tlte CONVERSATION ó
(:orrect l)ict u re. F: Where does your ciarrglrter live?
. M: My clarrghter? Slre arrd her husband live irr Canacla.
Secontl listening: IIave stu(lctìts liste n ¿rllaitì to c<¡nfìrnt F: Really? Whal do tlrey clo?
tlreil a¡rsrvcrs. M: They'rt: []oth cloctors. They have a big house, and their
office is in the house.
' Ilcvicw íuìswers [11' trskin¡¡ sttrrkrnts to s¿ry r¿ ol /t as yotr
rcarl car;h (lucst iotì.
Option: [+5-10 minutest Ohallcrr¡¡e stutlcnrs tty askin¡¡ 2 lntegrated practice
tltcnr to givc. corrr¡llctc arìs\,vcrs to the (lucstions. (l)ossible Suggested g-12 | Your actual i

arìswers: I llc lives irr an aparf nrelìt. Z llcrvorks in his teaching time: m¡nutes I teaching time: I

al)iìrtnre¡ìt.3 She rvorks ilt all Offìce. 4 Sltc tcaclres at 'I his activitv reviels: rìatììcs of rool¡ls, ftrr¡rittrrt¡, and
Ihe airport. S Sllc lvorks at a lrosllital / at thc Iiastsi<le
I krs¡lital. 6 Shc rvorks in hcr house .)
a¡r1rl ia rrccs ;'l- I t ere i s i¡ttl' l'l t ere a re (t Jn i t 8).
. lìefrlre str¡tle nts coln¡rlctc the e-lnail, have theltr takc a
Option: [+5 minutesl 'l'o challen¡¡e stuclcnts fr¡rthcr and to
nlintrte lo study tlle l)icture.
levicrv vocal¡rrlary antl ncgative statenlclìts, ask sttrdents
. Ask str¡(lctìts to rìatììe lhe roollrs, thc ftrrnitrrre, arrd
to look at tlìe l)icturcs thev tlitl not chcck anrl lnake
rìcgative statolììe¡ìts abotrt lheln. (l)ossiblc :tnsr,vctr.s: I I Ic thtr apltlianccs in the ¡ricture. Ilelp slude tìts r.ecall tlle
tlocsn't live' in a housc. 2 I le rloesn't rvork i¡t his housc. narncs if nccclcrl.
3 Shc cìocsn't rvork in / at the trailr statiorr.4 Shc rlocsn't . \\¡hilc stutlcnts conìl)lctc tlto cxcrcisc, rvrite tlrc nt¡nrber.s
teach at a school. 5 Shc rk¡csn't tvork in a rt:stat¡rant. 6 Shc l-l(ì on thc boarrl.
docsn't rvork ill an officc.) . As st rr<lc¡rts corn¡rlctc thc exurr:ise, havc thcln conìc to
thc lloirrrl to rvl'itc thc ansrvcrs rìext to the a¡r¡lro¡tr.iatc
AUD'OSCR'P7 l ttt nl lrcrs.
CONVERSATION I ' Iìt:vicn'¿uìs\\,ct's by t:hr:t:king thc r,volds on tlte bt¡a¡.rl
F: So where do yotr live?
M: [¡le? | livt: in arr apârtnìofìt l:uilcling orl Centcr Slreet.
r,vitlr t hc class. \
Option: [+5-10 minutes] Irul aclditir¡rral ¡rract ice , havt:
CONVERSATION 2
stutlcnts tlnnv a rl iagranr ol' thcir' owrì al)art tììetìt, rootìI,
Ml: What rlo you clo?
M2: I'rn a writer. ol housc, irrclrrtling rootìts, ftrlnitt¡rc, arrrl uppliant:es. ¡\sk
Ml: Do yorr lr;rvo an office? str¡rlcrrts to slrorv tlrc tlia¡4r'arn to a l)arttìor arrd, usirrg the
M2: Not rcally. lwork ¿rt llorrre rn rlly âl)¿rrtiltcnl. e-nr¿ril i¡t thc book ¿rs a tnorlcl, talk altout tlreil diagrirrn.

CONVERSATION 3 0ption: [+5 m¡nutesl As a challcnge, lrrin¡¡ in picturcs

M: Whcrc clo you live? fr<lrn rnagirzines. (ìivc ¡ricttrrcs to ¡rairs ofstrrdcnts, atrrl
F: I live irr an âf)adnrer'ìt building orì Sr/tton Place. havc tl¡c.nr rvork to¡4cthcr to rlcscrillc tlre ¡ricturcs. l)airs
M: Anrl is your office rrear your horle? c¿uì tlìorì forrrr grurr¡rs rvith othcr llairs t0 talk all()ut thcir.
F: Yes. The office bLrilciing is riglrt ;rrrxlnci the cornÉlr frorn lhc
train st¿¡lion. ¡ricttrrcs. l;ol slrrrlents lvho t'ccl l¡rr¡re confì<lcnt witlì tlìc
glarìrrìrar arrtl vot'altrrl¿rly, givc a tliffcrcrrt l)ictur(Ì to cach
str¡rlcnt to rkrsr:rille to a partncr.

T120
 Grammar practlce 5 Conver¡atlon Pract¡ce
9-12 | Your t suooested - 1o-l5 l- Youractual-f----l
tlme: I I teachlng tlme:
mlnut€s I teachlríd't¡me: r mlnutes I teachlngtlme: | ----l
z This activity reviews: Questions with Where and What; Is This activity reviews: Locatio¡rs (Unit 3); places in
5 there . , .? and Are there. . . ? (Unit B). the neighborhood (Unit 3, Unit B);buildings, rooms'
furnitnre, and appliances (Unit B); There is and There are
o. . Model the first item or two with a more confident student
(Unit B); inforrnation questions and yes I no questions with
z in the class. For examPle:
the simple present tense (Unit 6, Unit 7, Unit 8).
o
Ø
T: Wheredoyottlíue?
S: I líue in an c¿partment.
. Write the three topics in the lcleas box on the board.
U' T: Where is the apørtment? Brainstor¡n questions students can ask and the language
UJ S: Ir's on Bleeker Street. they can use to answer them. Write the questions on the
J . board. For example:
Have students write the questions and then find a
Locotion of your home, school ond workploce:
partner to complete the activity. (Possible questions:
Where do you work? (ln an office.) Where is your
ls there a train station near your office? Are there
office? (lt's near the museum')
restaurants in your neighborhood? Where do you go
Ploces in your neighborhood
shopping? What do you do? Where do you work?)
Whot's your neighborhood l¡ke? (lt's great!There are
. Tell students to read over their questions and answers
restaurants and stores. There's a subway near my
to make sure the capitalization and punctuation are apartment.)
correct, Description of your home:
. Review answers byhaving pairs of students read the Whot's your oportment l¡ke? (lt's big. It's beautiful')
questions and responses aloud. How mony rooms ore there? ('l'!r,ere are three rooms'
There's a large kitchen, a bedroom, and a small
Optlon: [+5 mlnutes] Have students write their questions
on the board. Correct th€ questions. Then have students
bathroom. There's also a large living room.) ls there
in pairs ask and answer the questions. o bolcony? (No, there isn't.)
. Remind students to use the example questions on
4 Grammar pract¡Ge the board and the questions they wrote in Grammar
Practice 3.
Your actual
tlme: I mlnutes tlme: ' Have various pairs role-play their conversations in front
of the class.
This activity reviews: Simple past tense questions and
answers (Unit ll). Option: l+5-10 m¡nute¡l As an alternative, have students
practice the conversation by talking to three different
. Review answers by having pairs of students role-play the
partners and comParing answers.
conversations for other pairs of students.
0ptlon: different approach, have Longuage ond culture
l+5 mlnutesl For a
students role-play their conversations for the class. r Remind students about polite ways to respond to
Encourage students not to look at their lines as they role- people to keep the conversation going; for example,
play. Tell them to read their line to themselves quickly' ¡n response to I hove o big oportment. I live ín o nice
then look up and say the line to their partner. Correct for neighborhood, a polite resPonse might be: Sounds
rhythm, intonation, and expression, as well as accuracy' nice. / Thot's greot. / Thot's good. / No kidding. ln response
lo t have on ugly opartment, I live neor on oirport, a polite
response could be: Reolly? / Thot's too bod. / Oh, l'm
sorry. / Oh, no. / That's too bod.

T121
GRAMMAR PRACTICE Write questions about home and work. Use What, Where, ls there, and
Are there. Ask your partner the questions. Write your partner's answers.
Answers will vary but ntay inclr¡de the followirrg:
Your questions Your answers
'¡ Wlrat's in the livirrg roonl? There's a sofa, two chairs, and a table irr the living roonr
1
2 ls thcro a balcony? 2 No, there isrr't.
3 Whcrc is your cornptrter? 3 lt's in my bedroonr.
4 Wlìcre is thc l¡athroonl? 4 lt's next to the livirrg roorn.
5 ls thcrc a cìardcn? 5 Yes, there is.
6 Arc thcrc clevatrtrs? 6 Yes, there are two elevators.

GRAMMAR PRACTICE Complete the conversations with the correct forms of the verbs.

1 A: Where did Jill g": last weekend? 3 Where iif9

A: you this morning?
B: l'm not sure. I know she ... .ya¡tgd .... . to B: Me? l wg.l!. running.
go camping
A: Did Sheri 'Jî with you?
A: Maybe she we1! . camping, then. B: No. She .
iînl .. to class.
2A: Would you like to go to the beach?
4 R: Dl9 . you Yolk yesterday?
.

B: No way. We Wgle . . thereyesterday. B: No, I .4i9.llt. . v.riuräuy I wás sick.

we . rlld an awfultime. A: l'm sorry. .. Q'd you hgve .'.". a fever?
I
A: Why? What was . wrong? B:Yes, I .qld...
t,(
B: The water .. . ry99
1,,
really dirty,
so l .9i9.nlt 90.. swimming.

CONVERSATION PRACTICE
Use the questions you wrote in
Crammar Practice 3. Exchange
real information about where
you live and work. Start like this:

ff what's vour
apartmónt llke? l)
ldeas
. the location of your home,
school, and workplace
. the places in your neighborhood
¡ the description of your home
 GRAMMAR PRACTICE Complete the telephone conversations with the present
cont¡nuous or the simple present tense.

I A: Hello? 3 A: Hello?

B: Hi, sid. Ann. AIe YoY sleePi¡]g ? B: Hi, Liz. Where are You?
., r rLt .,llll,

A: No, l'm not. fm maki.ng . breakfast. A: l'n1 drlvlng right now. Can I
tti,rL, ,i.,

B: Do ygu uggqlly makg. breakfast? call you back?

.rr,r Lrrtt,tllt lì1,¡l'.r

A: Actually, ! oq'l'! çgqk

'lrrl r'
often. B: Sure. .Pg YoL1 llatlg my office
sledvi¡e
¡

Bur "*:il!:
for a test. number? I't'11wo¡klng today.
2 A: Hello? 4A: Hello?
Hi, Stan. What time clo you ç¡c-.1 tr¡r
B: Hi, Bonnie. l'nr shopping for food. B:
.t,r
on Saturdays?
D9 YoV lged anything from the store?
A: Why clo You ask that now?
A: Actually yes. t rn ¡19k1¡o a salad for
I 'r,rl,,
It's only ThursdaY!
dinner and .I do¡'! hqYg . any tomatoes.
I nll ll,lvl
B: No oroblem. They.1g selling ¡¡65s
B: Because wt11ta ts lgf1ng her driving
' 1",. :f9 ll9cd9 a ride to
test at 8:30, and
beautiful tomatoes from Mexico right now.
the test.
A: creat! I llxg
L.r
those tomatoes.

PAIR WORK Partner A: Look at your picture.

3f are there any
apples on your table? !!
Partner B: Turn your book and look at your picture.
Ask questions about the foods on the table.

B INTEGRATED PRACTICE Write questions to complete each conversation.

1 A: wheqg d9 yoq r19u9r!¡, 9e! lyrlg.h ? 6 A: Wl.rqt wguld. ygll !l\c 19 sltldy .?

B: I usually eat lunch at the office. B: l'd like to study architecture.

.. . 7 A: Afg.yoy so¡¡.g !9 orgdlqlg ycîr. . .
2 A: .Wh9rg.q¡e.Da1tg g1d efiç . ? l¡¡9 ?

B: Dana and Eric? They went to Colorado' B: No. l'm not going to graduate this year.
3 A: How mggh mill do w.e.1999 . . . . . ? g A: flhgt.lqOner]ed .. ..... ?

B: Milk? We need two large containers. B: She broke her leg.

4 4, whqt Qoeg -sqlt¡1 !9q9.h { wþo !99qhe9 m3!¡ ? 9 A: Wh9'9 thal. ?

B: Sally teaches math. B: Oh, that's Juliette Binoche, the actress.

5 A: Wl.tg1g wqs Madhyr Þoll / ? 10 4, Cgn yguf palg¡ts gpeal A¡1b1c ?

Who was born in lndia

B: Madhur was born in lndia. B: Yes, my parents can speak Arabic, but I can't,

122 Units 8-14 Review

 7 Pair work
6 Grammar practice Suggested 5 I Your actual
rm
teach¡ng t¡me: minutes i teaching time:
Suggested 10-'15 Your actual
teach¡ng time: minutes i teaching t¡me: 'l his act ivit y reviervs: 77¡crc l.s and'l'ltcre
arc (LJtì i t 8) ; Ø
'l'his activity revicls: corrrrt arr<l norì-(:()unt norrns (tlnit l0); IIow matt), anrl zlrt Ø
l)rcse rìt col.rtinrrous (t_lnit l) anrl tlu'reutry,lLJnit l0); Ilout ttuttlt and I.s t/l¿lr:ar¡.yz (tJ¡ t l0). o
t)nit l0); sirn¡rlc prt:scrìl tcnse (lJnit 7 ¿utrl (.lnit l0);claily
activitics antl houschokl chr¡rt:s (tJnit 7);sirtr¡rlc lll.csctìt . I)ivide the class irrt<¡ tlvo groul)s: l)¿rrt¡rcrA ancl I)¿rLtlrt,r
z
lc¡rse rvith Iike, uutttl, trced,ltut,t' (LJnit (;). ll. l)ail stutlcrìts frorìì t:ach grou¡r. !
' (ìive str¡dcllts il tììitìutc to rearl thc tclc¡llronc . Iìelnintl stu(lctìts ntll t0ltltlk at tlìcir l)itrtnct.'s
l)ictrlrc.
c<lnversat ion s. . Motlcl tlìo corìvcrsiltiort rvith a tììorc t:onlitlc¡rt stt¡tlc¡lt. z
' I)<rint outtlìc rvorrls rrsrra/1,¡,ltncl tl'ten in tlle lìrst Iìncouragc thc stutlclrt t0 ask a varicty ol'(luesti()n t)'l)cs
corìvcrsation. Iìevicrv frcr¡uclrcy atlvcrbs rvith lhe allor¡t t he ¡ricttrrc. I;or cxarn¡rle:
sirn¡rlc l)rcsclìt lt:¡rsc. lìcvicr,v otlrer arlvcl.lls rrserl lvith i\: tlre tlterc atr¡,tt¡t¡tles ott l,tntr taltle!
tlrc sirrr¡rle prcscrìt tensc; tilr cxarrr¡rle, alturtys, tteuer, lJ: Nt¡, lltcrc aìa,t'Í. Is Ilten'tttt¡,trtilk ott ltour t(l)\e1,
sotttalittuts, on Sl',lilol,s, tl,cry daJ,, l\: \1,s, tltrrc is. llltat altottt lutrt?
. l)oi¡lt out t hc n'orrls ri¡¡lrf llnll ill I lrc scconrl l\: No, tltert istt'î. I.lout tttuclt t¡tilk is rlterc on y¡ur Iul¡!t?
corìvcrsaliotì. Ilcvicrv tinre ex¡rrcssions rrscd r,vitlr the
i\: I'ltere's otu, (tr!o,t oJ tttilk. Is tltcre any suget.ott t4)ur
îable?
l)rcscrìt c0ntinuous; lìrr exarn¡rlc, tltis wcek, toduy, Iltis
year, atc.
. Movc arr¡rrrrrl the roorn as strrtle ¡rls practicc, alrrl of'fur
. li) l)rol)iìre studorìts tìlr n'ritillg tlre ¡rr.escnt colìt¡tìuous,
hclp as nccrlerl.
rcvicw the lbr¡natiorr of thc l)rcseltt ¡rarticiple. Write
thcsc verbs <ln thc lloartt. Ask stutlents to say an<l rvrite I lntegrated practice
thc ¡rrcserrl llarticil)l(Ì lì)t'tìì: I Suggested 8-10 | your actual
wosh (woshing) I teaching time: minutes I teaching t¡me:
eot (eoting) 'l'his activity revicrvs: Inlìl'rnation (luestiolìs and.yc.s / rlr.r
toke $oking) (luestiotìs with thc sirrrple l)rcselìt tctrse (trn¡t 6 arrrl tJnit
get (getting) 7); in fìlrnrat iorì q trest iotìs a nd I'c.s / lo r¡trest iorrs r,v it h t hc
drive (driving) sirD¡rle past tcrìsL' (tltìit I I ); r:r¡il and cat,'t l'rfi ability (t.lnit
. 'lb prepare studcnts for lvriting the sin-r¡rlc l)reserìl tense, l'.1)', ytl¡¡¡l¡l /iÀt,+ infìrritive (tjnit l4).
rcview t he sim¡rlc present forrn of I he verb with l¡e ancl . Modcl thc fìrst itern lvith ¿r ntorc cotìfì(le¡tt studetìt in tlì(l
.slle. Iìrase the ¡rarticiples fronr the boarcl, Ask stu(letlts to
class.'lhkc the role of A. llcvicrv lhc ¿rnsr,ve l fìrst.
say arìd rvrite thc sinr¡rle prcsclìt tense fornts for lrc / she
. l-lavc sttrrlents rea(l caclì alìswer befbrc thcy r,vritc thc
ncxt to the verbs on the board:
wosh (washes)
qucstiorì.'l'ell thcrn to l)ay ¿rttcrìtion to tlìc vr:rll ¿rnrl
eot (eøfs) tcnsc t¡serl irt thc atrsrvcl in ortler to rvritc thr: rnatching
(ìucstiolt correctly.
+oke (tokes)
get Qets) ' 'lil revierv, havc ¡rairs of sttrtlents rcad thc (:orìvet.s¿tl¡otìs
dr¡ve (drives) aklurl.
' lìrase tlre verbs froln the ltoarrl, arrd havc st trtlents Option: [+5 minutesl lirr furtltcr ¡tnrr:tice, lt¿rvc strrrlt,nts
corn¡rletc thc cxercise irrde¡lentlently. read their qrrcstiolìs arxl practicc res¡londing witll shurt
. Ilevicw thc ansrvcrs by hirving studerìts read tllc arìswcrs. (I,<lssible (luestiotìs and answers: I A: Wltcre
cotìvcrsatiotìs al()u(1. rlo you usually eat lutìc:h? lJ:At thc offìce. 2 A: Whr:rc clirl
I)ana ancl Iìric go? B:'lìl (Ì¡lr¡rado. 3 A: llorv llluch nrilk tlo
0ption: [+5 minutes] lir r:t¡nfirrtr c()rrect spcllirrg arr<l rve neecl'l Iì:'lrvo large colìtaincrs.4 A:\\¡h<l tcachcs nrath'?
sutrjcct / verb aglecrnent of thc sr)ntenccs in tlì(l IÌ: Sally. Or'Â: Wh¿rt does Sally tc.ach? Il: Math. S r\: !Vhcrc
con\¡ers¿ìlions, ask sturlents to rvrite tlre vcrbs fronl the
rvas Madht¡r ll<¡rn? Il: In lndia. Or Al Whrl r,vas llorn in
cìorìvcrsatioll orì thc l)oar(1, ancl correct thcrtr as a class. IItdia? l]: Madhur. ô A: What rvoukl you like to stLrrll,?
Iì: r\rchitccture. 7 A:Alc y<lu going to glarluatc this year.?
ll: No. B A: Wlrat ha¡r¡renerdlz lJ: Shc ltrokc hcl lcg. Or
A:What did she break? lì: Ilcr lcg. I A: Who's tlrat? Il:
Itrliettc lJinoche. l0 A: (lan your l)aretìts s¡rcak i\rallit:?
Iì: \'es.)

T122
 n 1,t) L¡stening comprehension 1 1 Conversat¡on practice
a.ctual j suggested ]o Your actual
lyggested l-lo I
time: minutes
Your
I teacniñf time: minutes I teaching time:
I
I
teaching teaching time:
z 'l'his activity reviews: tinrc expressiorts (tJnit 9); presetrt 'I'his activity rcviervs: r\diectives to tlescril¡c apl)caratì(:c;

J cotìtinuous (L.lnit 9); past terìse r¡f I¡c (tJnit I l); simple past I¡e an<l lmuc to clescrit¡c pcople ( Urlit I 2¡ ; a[lilit ics ( t.lrr it
o- tense ([Jnit ll); be g,oittg, to + infìtlitivc (LJnit l4). lll); lifc cvcnts antl ¡rlans (Urrit l4);acaclcnric stll).iccts
(thìit l4).
z . F'irst listeni¡rg: Have stutlents check thc correct colttlrll't.
. (ìivc stu(lcnls it fen' lniltt¡les to look at the ittlìrrtltatiolt ilì
o
U)
. Seconrl listening: Have stutletrts listclr to cottfirnl
thc lclcas alttl lìccYcle boxes.
a lìswe rs.
U) . Modcl the begirrning of tlre ctltlvcrsatioll with il lììorc
l¡J . Ilevierv arìswcrs by asking sttl(lelìts to say ¡rnsr, presettt,
c<¡trfìtle¡rt st tttlcltt. Iìtlt' exatlt¡llc:
or fulure for cach iteln. 'l': lÞll ttte nltottt ¡to¡,,',r,,,'r',r,s. \Ultar rlo they look liktt'l
S: !Vir//, nt)t 'lnotltet' is tilll. Sltc lns slraig,lrt bl¡tck ltnir
AUDTOSCR'PI
attd ltlue cyes.
CONVERSATION I 'l': Is 1,ottr fatlrcr utll, too?
F: What a beautiful dayl //cls rrcr-V taII. IIe |tns curly gruI' Itair attl
S: l'rr.s, /rrr i.s.
M: lt is. But ¡t's a litlle hot.
F: Really? lt's never too hol for rnel Iroury eJ,as. Atttl ltc ltas a l¡eartl.
'1". l\tltat do
)u)ur parettts do?
CONVERSATION 2 S: Ìtly Jitther's e lawyer. Nly nuttlrcr is ¿ll.so n lautycr.
M: When did your mother see the doctor? '1". \loultl
t,ou like to Irc a l¡¡¡pyer, too?
F: Last week.
S: olt, no. I tt,t¡uldtit. I'trt g,oittg to slutll't:ttrtt¡tuîers.
M: What clid he say?
F: l-le said she was much better. . Il ¡rossilllc, pair sttttlctrts witlt ¡rartrlcrs they havc not
r,vorkcd with.
CONVERSATION 3
M: What are you doing? ' Erìcouraf{c sttttle¡tts t<l t¡fl'ct'extra itlfilrlltali<l¡r altcl ask
F: Right now? I'rl washing the clishes. fbllorv-up qucstitlr'ts.
CONVERSATION 4 ' Havc varit¡tts ¡rairs role-¡lla)'tlìcir cotlversatitltls irl frrlllt
F: What are your kids doing on Saturday? of the class.
M: They're going camping.
CONVERSATION 5
M: Are you going to leave for lhe airpoñ at four?
F: Yes. Do you think that's too late?
. Workbook: Exercises 1-5; Vocabulary
CONVERSATION ó Booster Activities 1-6
F: Where were his parents born? . Complete Assessment Package:
M: ln Vietnam. Review Test 2, SPeaking Test 2

10 lntegrated practlce
Suggested -7-10 T Your actual
time:
I

teaching t¡me: minutes I

teaching I

'l'his activity revicws: Accidents, injuries, atrcl ailnre¡rts;

expressing cotìcertì and offeril-rg atlvice; .sl¡or¡/d antl
sltouldn'r (Unit l2).
' (iive students a felv t¡li¡rutes to reacl the ¡rrolllclns.
. Do thc fìrst itenr lvith the class.'l'ell sttl(le¡lts tltat thcrc
rvill oftcn be nrore than one correct response. (lall on
various students f<;r t¡ther respolìses to the first itenl.
(Possiblc responses: That's too batl. You shotlld lie dorvn.
I'm sorry to hear that. You shotrldn't go to class.)
. Review thc ansrvers by having variotts ¡lairs of sttt<lettts
read tl¡eir conversatious alot¡d.
Option: [+ 5 minutesl AIt alternate wiry of chccking
responses is to ¡¡rake a chart with twr¡ crllutntrs t¡tr the
lroard:expressing sympothy antl moking suggesfions. As
stuclents read thcir conversations, lvrite thc diff'erent
expressions of synr¡rathy and strggestirltls itr the
appropriate colulnns. Ask stutlents to add ttl the chart if
appropriate.

T123
 ii,lusrrnlNG cOMPREHENSI0N Listen to the conversations. Check past, present, or future.
Then listen again and check your work.

sÀffiiþ,i
n
{ffiiHffi[ffin
1
ø
2 ø ! tr
3 n ø !
4 ! ¡ ø
5 ¡ ! ø
6 ø ! !
10 INTEGRATED PRACTICE Express symparhy to each person. Make suggestions with should and shouldn't.
Answers will vary but rnay inilude tlíe föllow'ing:

@ I'- l?..tolly You @ Thgt'9 loo bad You

s.h q ul à t q.k9. t 9 ryg.lbi 1 g should have some tea

I'm sorry to
He @ !-'.eetl!-',at ..
should see a doctor

My brother and I have

stomachaches. I think

@ lhgt'9 fog bgd .

:noq!9. Ie.\ç 9ory9tf i19

I'm sorry
@!e¡eirlf?! . She
:.¡'gq19l'! go !9 work

11 CONVERSATION PRACTICE Discuss relatives and friends. Start like this:

ldeas
( ( Tell me about your
t Appearance mother.
Where was she born? J J
. Studies
. Abilit¡es
o Life events @ "" sure to recycte thls language.
¡ Wishes for the future Tell me about
Really? -
No kidding.
 PEARSON

Test preparation that develops real English skills

As educators we spend a lot of time and energy preparing students for the rigors of study or work in an English-
speaking setting. We design our courses and choose our materiats carefulty in order to teach the strategies that
students witt need to communicate effectivety in Engtish. However, when it comes to assessing their Engtish skitls, we
reatize that many high-stakes tests are simpty a means to an end in which students dedicate vatuable time to passing
the test without devetoping reat Engtish skitts.

There is a new academic test of Engtish that matches our efforts in the ctassroom, Pearson Test of Engtish Academic
(PTE Academic), atready recognizeã by institutions around the wortd and the UK Border Agency, it is endorsed by, and
is the preferred Engtish tanguage test of GiitAC@.

Why are educators so excited about the new test? This state-of-the-art test breaks many of the barriers in testing, but
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"PTE Academic score data on the enobling language skills such as fluency, grommar, vocobulory and pronunciation,
gives us a greot tool to ossess the language abílities of íncoming l,li&A applicants to ensure they can interact at the
levels expected in a small, experienced group of professionals on the Ashridge lli8,A progrom."
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Ashridge Business School

Relevant tasks
Comprising 20 different and often innovative items types, PTE Academic assesses the communicative skitls of Listening,
Reading, Speaking and Writing in a great number of ways. lt assesses a range of enabting skitls; grammar, oral ftuency,
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weaknesses.

Many of the 20 item types integrate these communicative and enabting skitts to provide a real-life measure of a test
taker's abitity to deat with academic Engtish language in communication.
lnternational English
PTE Academic reitects the international world in which we live. Measures are taken to ensure that the materiat in the
test is representative of international academic Engtish. Not onty are test development professionats based in several
regions, inctuding the United Kingdom, Australia, and the United States, but test items are internationally cross'
vatidated to ensure that there is no regional bias.

Targeted preparatlon for test takers

I variety of dedicated test preparation materiats are avaitable for test takers. These include:
. Two futty-scored ontine practice tests with same-day score reporting, providing an authentic predictor of
official PTE Academic test performance
. An unscored ontine practice test with sample answers
. a free PTE Academic Tutoriat providing an overview of the test, instruction on each item type that the test
taker will encounter and tips on how to navigate through the test
. The Officiat Guide to PTE Academic providing detaited information on administration, descriptions of all item
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The skitls that students acquire in preparing for PTE Academic witt serve them greatty once they arrive at their higher
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"As we evaluate candidates, PTE Acodemic will give us an important tool for meosuring theír obílity to study in an
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Randatl Sawyer, Director of Admissions
Cornetl University, The Johnson School

For free PTE Academic teaching resources visit WWW.DearSOnÞte.COm/SUCCeSS

 Reference Charts
Argentina Argentinean /Argentine Guatemala Guatemalan Peruvian
Australia Auslralian Holland Dutch Poland Polish
Belgium Belgian Honduras Honduran Portugal Portuguese
Bolivia Bolivian Hungary Hungarian Russia Russian
Brazil Brazilian lndia lndian Saudi Arabia Saudi / Saudi Arabian
Canada Canadian lndonesia lndonesian Spain Spanish
Chile Chilean lreland lrish Sweden Swedish
China Chinese Italy Italian Switzerland Swiss
Colombia Colombian Japan Japanese Taiwan Chinese
Costa Rica Costa Rican Korea Korean Thailand Thai
Ecuador Ecuadorian Lebanon Lebanese Turkey Turkish
Egypt Egyptian Malaysia Malaysian the United Kingdom British
El Salvador Salvadorean Mexico Mexican States
the United American
France French Nicaragua Nicaraguan Uruguay Uruguayan
Germany German Panama Panamanian Venezuela Venezuelan
Greece Greek Paraguay Paraguayan Vietnam Vietnamese

100 one hundred 1,000 one thousand 10,000 ten thousand 1,000,000 one million
500 five hundred 5.000 five thousand '100,000 one hundred thousand 1,000,000,000 onebillion

This is an alphabetical list of all irregular verbs in the lop Notch Fundomentols units. The page number refers to the
page on which the base form of the verb first appears.
base form slmple past page base lorm s¡mplo past page basoform slmple past page
be was / were 4 get got say said
break broke 98 go went 25 see saw 85
buy bought 76 grow grew 112 sing sang 104
can could 23 hang out hung oul 114 sleep slept 114
come came 52 have had 32 study studied 52
cut cut 98 hun hurt 98 swim swam 104
do d¡d 52 lie lay 100 take took 22
draw drew 104 make made 52 teach taught 84
drink drank 85 meet met 1 tell told 88
drive drove 22 put put 52 think thought 90
eat ate 52 read read 54 wear wof€ 72
fall fell 98 ride rode 92 write wrote 5
feel felt 100

These are the pronunciation symbols used in Top Notch Fundomentols.

Consonants
Symbol KeyWords Symbol Key Words Symbol Key Words Symbol KeyWords
i feed e banana, around p park, happy I butter, bottle
r did ð shirt, birthday b back, cabbage tr button
cr date, table ar cry, eye t tie ¡ she, station,
r bed, neck au about, how d die special, discussion
¿r bad, hand Jr boy k came, kitchen, quarter 3 leisure
t¡ box, father rr here, near g game, go h hot, who
¡ wash er chair $ chicken, watch m men
ou comb, post or guitar, are q iacket, orange n sun, know
u book, good :lr door, chore f face, photographer ¡ sung, singer
u boot, food, studenl (ir tour v vacation w week, white
¡ but, mother 0 thing, math I light,long
ò then, that r rain, writer
s city, psychology y yes, use, music
z please, goes

References 125
Vocabula Booster

(rl) More occupations

2 a bank teller 4 an electrician

5 a florist 7 a grocery clerk

8 a hairdresser 9 a mechanic a professor

l2 a reporter 13 a salesperson 14 a travel agent

1 5 a secretary 16 a waiter

On a separate sheet of paper, write five statements about the pictures. Use He or She and the verb be,
For example: fl"', ,rn ¡¡¡'rounl¿nl.

Vocabulary Booster
@ 5:39

i,il n¡or" retationships {rl) More tiües

1 a supervisor 3 a teammate I Doctor [Smith] Professor IBrown] 3 Capta¡n Uonesl

2 an employee or Dr. [Smith]
On a separate sheet of paper, write three statements about the photos, using He's or She's and possessive adjectives.
For example; ',1,,'', ;,,., ,(.f ,{', .r\r,r

@
5:¿10

{,1) tvtore places in the neighborhood

1 a clothing store 2 an electronics store a fire station 4 a police station

5 a shoe store 6 a toy store 8 a dry cleaners

9 a gas station 10 a hotel 11 a supermarket l2 a convenience store

On a separate sheet of
paper, write five questions
about the places.
For example:
Wherc't fle clolhing çlor"?
Con I walk lo lhe hotel?
13 a travel agency 14a post office 15 a taxi stand

Vocabulary Booster 127

 i',]l ruor" adjectives to describe peopte

2 muscular

On a separate sheet of paper, write a

sentence for each photo. Use a form
of be and the adverb very or so.
For example: He't very

slim / thin

S:12

(rl) lvtore events

an exhibition

4 a football game

5 a volleyballgame

I a speech

On a separate sheet of paper, write five statements about the events. Use your own times and dates.
'Il.ere'f
For example:. a¡ exhibilion o¡-fveçàay, )vne 15.

128 Vocabulary Booster

@5:,13

{,1) More clothes

1 bathing suits /
swimsuits

1l sandals

13 a T-shirt
14 shorts

\
I 5 socks

9 an umbrella On a separate sheet of paper, write five

10 a raincoat questions and answers about the colors
of the clothes and shoes. For example:
Whot color ara Il.e l,oofs? Ihey're brown

@
5:,44

(r)) More household chores

4 vacuum
Who does these chores in your house? On a separate sheet of paper, write four statements,
using the simple present tense and frequency adverbs or time expressions.
For example: 1 ,r,.,-,,,ì1r,.'lr.,.i .,nr,. ,r ..'¡'r'k.

Vocabulary Booster
@ 5:45

(,1) More home and office vocabulary

4 an intercom

;.

@ 6 a fire escape
1 afence 2 adriveway 3 aroof Ì*'-
rr#-
IE
-*or
7 a pillow
8
9
a blanket
a sheet trt ,,røtl

10 a medicine cabinet 13 a showercurtain

1 I
toothpaste '14 a bath mat
12 a toothbrush

1 6 a faucet

ffi,
20 a coffee maker
21 a ladle
22 a pot 23 a food processor

17 a burner 19 a dishwasher
l8 an oven

3n 24 a napkin
25 a place mat
26 a glass
27 a bowl 29 a cup
28 a plate 30 a saucer
ïllt
31 a fork
32 a knife
33 a tablespoon /
a soup spoon
34 a teaspoon
On a separate sheet of paper, write five statements.
Use the Vocabulary. For example:

35 a filing cabinet 36 a fax machine

130 Vocabulary Booster
EÐ
iil mor" weather vocabutary

I a thunderstorm a snowstorm

a tornado

2 summer

3 fall / autumn

On a separate sheet of paper, write four statements about the pictures.

For example' 1" , . r ,..r,¡. ¡, r.

Vocabulary Booster
 {rl) More vegetables

1 carrots 9 lettuce
2 cabbage 10 asparagus
3 broccoli 11 an eggplant
4 cauliflower 12 beans
5 leeks 13 peas
6 cucumbers 14 celery
7 brussels sprouts
5:49
15 garlic
(rl) More fruits

ö
0 apricots

1 a tangerine
---
9
)"
a pear w
t
1 peaches
2 a grapefruit
3 a lemon
4 a lime
5 an orange 6 grapes
o11
l2 strawberries

# i@
7 a pineapple 13 raspberries
8 bananas

14
15
a honeydew melon
an avocado
3 J3F
16 a papaya 20 raisins
17 a mango 21 figs
18 a kiwi 22 prunes
23 dates
On a separate sheet of paper, write five statements about the fruits and vegetables you and your family like.
For example: Lk,. 1,,,,,,,¡'. i'1),,, i, ¡,ì¡,,',,¡ Lh,, i('r'.r¿,¡ì,,

132 Vocabulary Booster

5:50

{rl) Morc outdoor activities

I go horseback riding
2 go sailing 3 play golf 4 go rollerblading

5 go snorkeling
On a separate sheet of paper, write
five sentences to describe the photos.
Use the simple past tense.
For example: lhey wenl iaiJrng.

6 go rock climbing 7 go ice skating 8 go windsurfing

{rr) More parts of the body

I forehead 3 earlobe
2 cheek 4 lip
On a separate sheet of paper, describe
one of the people. Write three statements.
Use the Vocabulary from Unit 12.
FOr examplei SI.e l.,aç glrarqhl,brown l¡atr.

Vocabulary Booster 133

 (rl) More musical instruments

a trombone

6 a flute

I a recorder

11 an accordion

On a separate sheet of paper, write four statements with the Vocabulary.

Use can I can'tand the adverbs well and badly. For example:

,¡'1¡ r, lcr e an ylay fhe ltono.

i\y f olher Tlays 1.he ac.corÀion ttell.

134 Vocabulary Booster

(,D Uorc academic subjects

biology chemistry

t¡J

3 history sctence
5:5.1

{rl) More leisure activities

I go skiing go hiking garden

On a separate sheet of paper, write

four statements, using l'd like to or
be going to and the Vocabulary.
lnclude time expressions.
For example:
]2 I'ke to rluày f,ne ¿rl ta lLe {ufure.
I'- no| 9oin9 lo 9o oq a crvrse lh)s ys6r
5 go on a cruise 6 get a manicure

Vocabulary Booster 135

 Grammar Booster
The Crammar Booster is optional. lt contains extra practice of each unit's grammar.

1 Write each sentence again. Use a contraction.

1 He is an engineer' He't a'\ engineer'
2 We are teachers. We're teachers.
3 No, we are not. No, we're not.
4 They are not artists. Thev're not / Thev aren't artists.
5 lamastudent. I'm a student.
6 She is a chef. She's a chef.

2 Write the indefinite article a or an for each occupation.

1 a chef 5 a scientist
2 an actor 6 an architect
3 a banker 7 a photographer
4 a musician

Complete each sentence w¡th the correct subiect prlonoun.

1 Mary is a student. She is a student.
2 Ben is a student, too. He is a student, too.
3 My name is Nora. I am an artist.
4 Your occupation is doctor. You are a doctor.
5 Jane and Jason are scientists. They are scientists.

Write a question for each answer.

1A: Are vou mutìciant ?
B: Yes, we are. We're musicians.
2A: Are they teachers 2
B: No, they're not teachers. They're scientists.
3A: ls Ann a doctor
B: Yes. Ann is a doctor.
4A: ls Ellen a writer
-
B: No. Ellen is a flight attendant. She's not a writer.
5A: Are vou a pilot
B: Yes.lamapilot.
6A: Are vou flioht attendants
B: No. We're not flight attendants. We're pilots.

S Wr¡te six proper nouns and six common nouns. Use capital and lowercase letters correctly.
Proper nouns Gommon nouns

1 (Answers will vary.) 7

2 I
3 0
4 10
5 11

6 12

136 Grammar Booster

 Write the correct possessive adjectives.
1 Miss Kim is Mr. Smith's student. Mr. Smith ¡s. l,i'r teacher.
2 Mr. Smith is Miss Kim's teacher. Miss Kim ," his student.
3 Mrs. Krauss is John's teacher. Mrs. Krauss ¡" his teacher.
4 John is Mrs. Krauss's student. John is her student.
5 Are your colleagues from Japan? No, they aren't. My colleagues are from Korea.
6 Mr. Bello is teacher. ¡ his student.
"r
-'llYRoy's student. He's her bossl
7 Jake is not Mrs.
I Mr. Gee is not Jim and Sue's teacher. ¡"'. their doctor.

complete the sentences about the people. use He's from, she's from, or They're from.
1 Ms. Tomiko Matsuda: She's from Hamamatsu, Japan.
2 Miss Berta Soliz: She's fronr
-- - Monterrey, Mexico.
3 Mr. and Mrs. Franz Heidelberg: They're lrom Berlin, Germany.
4 Mr. George Crandall: He s f ronl Victoria, Canada.
5 Ms. Mary Mellon: She's fronl Melbourne, Australia.
6 Mr. Jake Hild and Ms. Betty Parker: They're from Los Angeles, US.
7 Mr. Cui Jing Wen: He's fronr Wuhan, China.
8 Ms. Noor Bahjat: She's Ilq!, Cairo, Egypt.

Complete the questions.

1
What's your name?
2 Where are you from?
3 what's- his e-mail address?
4ls she a student?
5 what's her phone number?
6 Are they colleagues?
7 ls he from China?
6 - what are their first names?

Complete each question with the correct possessive adjective.

1 A; what's Yorlr name?
B: l'm Mrs. Barker.
2 A: What's Your last name?
B: My last name is Crandall.
3 A: What's his address?
B: Mr. Marsh's address is 10 Main Street.
4 A: What's her e-mail address?
B: Ms. Down's e-mail address? lt's downS@unet.com.
5 A: What their first names?
"r"
B: They're Gary and Rita.
6 A: What's her phone number?
B: Miss Gu's number is 555-0237.

Grammar Booster 137

 1 Write the sentences with contractions.
1 Whereisthepharmacy? Wl" r¡'r ll"- i'l"rr'¡acyr)
2 lt is down the street. It's down lhe street.
3 lt is not on the right. It's not / lt isn't on the right.
4 What is Your name? What's Your name?
5 What is your e-mail address? What's your e-mail address?
6 She is an architect. She's an architect.
7 I am a teacher. I'm a teacher.
I You are my friend. You're my friend'
9 He is her neighbor. He's her neighbor'
10 They are my classmates. They're my classmates'

2 Complete each ssntence with an afflrmative or a negative imperative.

1
Take the bus to the restaurant. Don't *"¡¡.
Take / Don't take
2

3 Walk to the school. lt's right over there, on the right.

4 Don't take a taxi to the bank. Walk . lt's across the street.

3 Complete the questions and answers. Use contractions when possible.

1A: Where's the pharmacy?
8: The pharmacy? lt's across the street.
2A: Where's the newsstand?
g' lt's down the street on the right.
3 ¡' Can ¡ walk to the restaurant?
B: No, don't walk there. Take ¿ 1¿¡¡.

4 ¡' How do you go to school?

B: Me? lgo bv motorcycle. What you?

1 Write questions. Use Who's or Who ars and hg, ghe, or they.
'¡ fi; WÀo'c Ât-
B: He's my grandfather.
2 ¡. Who's she
B: She's my mother.
3 ¡. Who's he
B: He's Mr. Ginn's grandson.
4 ¡. Who are they
B: They're Ms. Breslin's grandparents.
5 ¡. Who's she
B: She's Sam's wife.
6 ¡. Who are they 2
B: They're his wife and son.

138 Grammar Booster

2 Unscramble the words and write sentences. Use a form of be.
1 so / father / my / handsome f\y {al hcr is to l¡anàtome
2 brother / very/ her/ short Her brother is very shoñ.
3 grandchildren / cute / neighbor's / so / my My neighbor's grandchildren are so cute.
4 his / tall / not / sister / vsry His sister is not very tall.
5 grandfather / very /old / my 7 no¡ My grandfather is not very old.

6 girlfriend / pretty / so / brother's / my My brother's girlfriend is so pretty.

Complete the sentences. Use have or has.

1 ¡ have two brothers.
2 5¡" has one child.
3 They have four grandchildren.
4 YY" have six children.
5 Yo, have ten brothers and sisters!
6 ¡" has three sisters.
Complete the questions. Use How old is or How old are.
1
How old are your children?
2 How old is his son?
3 How old are her grandchildren?
4 How old are Nancy's sisters?
5 How old is Matt's daughter?
6 How old is their grandmother?

1 Write a question for each answer.
1 Whal lime iç it?
2 What time is the party?
3 What day is the dinner?
4 When is the dance?
5 When is the concert?
5 What time is the meeting?
7 What time is it?
g When day is the movie?
Use What time, What day, or When.
It's six thirty.
The party is at ten o'clock.
The dinner is on Friday.
The dance is at eleven thirty on Saturday.
The concert is in May.
The meeting is at noon.
It's a quarter to two.
The movie is on Wednesday.

Complete each ssntence with in, on, or at.

1 The concert is in March.
2 The dinner is on Friday at 6:00.
3 The party is on April 4rh at g:00.
4 The movie is at 3:00 p.r'r. on Tuesday.
5 The game is at noon on Monday.
6 The meeting is on August l grn at 9:00 e.r,¡.

Grammar Booster 139

 1 Complete each sentence w¡th the correct form of the verb.
1 Thev have nice ties at this store.
' lr,rvo

2 5¡s wants a long, blue skirt for the pariy.

w;ìtìl
3¡ like mv shoes.
P lrk

4We don't have clean shirts.

not lìíìv{-.

5 Our children don't need blue pants for school.

rì()l r rr)r,ì(i

6 Does she like short skirts?

slre ./ lrko

7 Does your wife need new shoes?

yotrr vvrft: r'ltr:cri
8 Do I need a suit for work?
I i lrr:eci

9 Why does she like those old shoes?

sltt: ,' lrkr--
10 Which shirt for tomorrow?

11 DftjFI+Ê"" this sweater in extra larse?

Answer each question.

1 What clothes do you need? (Answers will vary.)

2 Do you need new shoes?

3 Why do you need new shoes?
4 Do you have a long skirt?
5 Do you like pink shirts?
6 Do you have a loose sweater?
7 Do you like expensive clothes?

1 Write the third-person singular form of each verb.

1 shave <Lntlc< 13 come comes

2 brush brushes 14 change changes

3go qoes lb make makes

has gets
4 have 16 get
5 study studies 17 comb combs
6do does 18 put puts

7 take takes 19 eat eats

I play plays 20 watch watches

9 exercise exercrses 21 clean cleans

10 visit visits 22 read reads

l1 practice pract¡ces 23 check checks

12 wash washes 24 listen listens

140 Grammar Booster

 Complete each question with do or does
1 When do you go shopping?
2 What time does she make dinner?
3 How often do they clean the house?
4 What 1¡rn" does your son come home?
5 How often do your parents go out for dinner?
6 What time do you go to bed?
7 When does our teacher check e-mail?
I How o1"n does Alex do the laundry?

Unscramble the words and write sentences in the simple present tense.
1 usually / on weekends / go shopping / she )he oçvolly qoeç sl.oPPinq on weekenàs.
go danc¡ng on Fridays' / sometifnes mv sisters go dancing on Fridays
2 go danc¡ng / my sisters / on Fridays / Eðtfl8iÎfr"t"metimes
3 in the morning / never / check e-mail / I I never check e-nrail in the morning.
4 always / my daughter/ to work / take the 5r" My daughter always takes the bus to work.

5 we / to school / walk / n"u",. we never walk to school

6 sometimes / my brother / after work / visit his friends My brother sometimes visits his lriends after work. /
Somet¡mes my brother visits his friends after work. /
Sometimes after work my brother vis¡ts his friends.
Complete each response with çþ or does.
1 Who takes out the garbage in your house? My daughter does .

2 Who washes the dishes in your family? I do

3 Who makes dinner? My parents do
4 Who does the laundry in your house? My brother does
5 Who watches W before dinner? My granddaughter does
6 Who takes a bath in the evening? My sister does

1 Write questions with Where.

1 your grandparents / live Wlretc Àc, ¡,ou, ",ranàparenfç livei
2 John's friend / go shopping Where does John's friend go shopping?
Where does her brother study English?
3 her brother / study English
4 you / eat breakfast Where do you eat breakfast?
5 they / listen to music Where do they listen to music?
Where do Rob and Nancy exercise?
6 Rob and Nancy / exercise
Whcre does his nrothcr work?
7 hiS mOther 7 *Or¡
I your brother / do the laundry Where does your brother do ttre laundry?

Complete the statements with in, on, at, or to.

1 His house ¡" otr Barker Street,
2 They work o" the tenth floor.
3 Ms. Cruz takes the train lo work.
4 lt's at 18 Spencer Street.
5 Jack studies French ot the BTI lnstitute.
6 Mr. Klein works ot /i" the hospital.
7 Her office is o" the fifth floor.
I She works ot 5 Main Street.

Grammar Booster 141

 3 Complete each sentence with There's or There are.
1
There's
2 There's
3 There's
4 There are
5 There are
6 There's
7 There are
I There are
a movie at noon.
a concert at 2:00 and a game at 3:00.
a bank on the corner of Main and 12th Street.
two apartment buildings across the street.
bookstores nearby.
a pharmacy and a newsstand around the corner.
two dressers in the bedroom.
three elevators in the Smith Building.

4 Write questions with ls there or Are there.

I a dance / this weekend 7ç lhere o àance lhtç weekenà1)
2 three meetings / this week Are there three meetings this week?
3abank/nearby ls there a bank nearby?
4 How many / games / this afternoon How many games are there this afternoon?
5 How many / pharmacies / on 3d Avenue How many pharmacies are there on 3'" Avenue?
6 How many / parties / this month How manv parties are there this month?

1 Write the present participle of the following base forms.

raìntqol comrng
t rarn 15 come
2 snowrng 16 wear wearlng

3 *"¡"¡ watching 17 shoP shopping

4 eat eating 18 go 9oin9

5 ,"¡" taking 19 studY studying

6 ¿r¡u" driving 20 listen listening

7 check checking 2l wash washing

I make making t2 play Playing

I ¿o doing 23 read reading

10 exercise exercising 24 clean cleaning

11 a¡"u" shaving 25 work working

put putting 26 write writing

12

13 comb combing 2l lalk talking

14 6ru"¡ brushing 28 buY buying

Check the sentences that indicate a future plan.

E t I'm watching TV right now.
E Z ls Marina taking a shower?
Ef S On Tuesday I'm working at home.
Ø I Where is she going tomorrow night?
E 5 Jen's eating dinner.
Ø S I'm driving to the mall this afternoon.
! z I'm studying Arabic this year, My teacher is very good,
Ø A Wno's making dinner on Saturday?

142 Grammar Booster

3 Complete each conversation with the present continuous.

1A:
B: l'rr washinq my hair.

2A: Where's she drivirrg

t'
o.
u. r J
She's ooirro to the bookstore.
ìi.:

3A: Why is he takincl the bus?

' tt

B: Because it's raininc¡

4A: Are we eatinç¡ at home tonight?

B: No. We're ç¡oing out for dinner.

a dress to the party?

a dress. She's wearirrcl pants.

1 Complete each question with How much or How many.

How nruch sugar do you want in your coffee?
How rnany onions do you need for the potato pancakes?
How many cans of coffee are there on the shelf?
How much meat do you eat every day?
How rnany loaves of bread do we need for dinner?
6 How much pepper would you like in your chicken salad?
7 How many bottles of oil does she need from the store?
How many eggs do you eat every week?
How manv oranges are there? I want to make orange juice.
10 How much pasta would you like?

2 Choose the correct word or phrase to complete each statsment. Circle the letter.
1 I English every day. 5 This store beautiful clothes.
a am studying b study a is having b has
- usually
2 We the bus to work, 6 -
On Wednesdays I dinner for my parents.
a are taking b take a am cooking b cook
3 Annemarie - the kitchen now. 7 They never -coffee.
acleaning b cleans
is a are drinking b drink
4 He really - lemonade. Our children- on weekdays.
a is liking b likes a are watching TV b don't watch W
- -

Grammar Booster 143

 1 Complete the conversations with the past tense of be.

1 A: Where were Paul and Jackie last night?

B: I don't know, but they weren't here.
2 ¡' was she at school yesterday?
B: No. She was at home.
A: When were you in ltaly? Last year?
B: Last year? No, *" weren't in ltaly last year.
YY" were there in 2005.
A: What 1¡r" was the movie?
B: lt at 7:00.
5 ¡' Were your parents at home at 10:00 last night?
B: No. They were at a play.
6 A:Who at work on Monday?
B: Barry and Anne were But I wasn't

First complete each question. Use the simple past tense. Then write an answer.

I Did you 9o to work yesterday?

qo
rfoi-r (Answers will vary.)

2 What time did uo, make dinner?

' make
r6D\
3 What d¡d y", ::l for breakfast?
.loù\
Who atq
eat
breakfast with you?

@
what did yo" 3¡l this week?
r6D\

1 Write sontonces with þe or have.

1 Kate's / hair / long / straighl Kale'ç hatr 'ç )ong anà çfraighl'
2George/short/blackT¡"¡rGeorgehasshort'blackhair'
3 Harry / long / curly / hair Harry has lonq. curlv hair.
4 Mary's / eyes / blue Mary's eyes are blue.
5 Adam / beard / mustache Adam has a beard and a mustache.
6 Amy / pretty / eyes Amv has pretty eyes.

14 Grammar Booster
2 Complete each sentence with should or shouldn't and a verb from the box.
call
I lt's your birthday. You should go out for dinner!
(not) exercise
2 I'm sorry you have a toothache. You should see a dentist,
should watch go
3 There's a movie on TV tonight. We it,
shouldn't exercise watch
4 You have a cold? You today.
5 We have tomatoes, potatoes, and onions. We should make make
tomato potato soup for dinner tonight! (not) play
6 Pam's taking a shower right now. You should call back later. see
7 Martin has a headache. He shouldn't play soccer tonight. get
I It's time for bed. You should get undressed.

I Write sentences with the simple present tense and the adverbs well or badly.
1 my father / sing / really well l\y f ather ttnqt reallv well.
2 my mother / cook French food / well My mother cooks French food well'
3 my grandfather / play the guitar / badly My grandfather plays the guitar badly.
4 my grandmother / sew clothes / very well My grandmother sews clothes very well.
5 my sister / knit sweaters 7 *"¡¡ My sister knits sweaters well'
6 my friend / draw pictures / really *"¡¡ My friend draws pictures really well.
7 I / play the violin / badly I play the violin badly'

2 Answer each question. Use short answers with can or can't.

1 Can you play the piano? (Answers will vary.)
2 Can you ski?
3 Can your parents sing well?
4 Can your friends speak English?
5 Can you draw?
6 Can your father fix things?

3 Complete each sentence. Use too and an adjective.

I need a new dress. This dress is too old

2 This skirt ¡r too long . I want a short skirt.

Grammar Booster 145

 3 His shirt ¡. too large / loose . He needs size small.

4 I don't want that suit. lt's too expensive

5 He needs size medium. This shirt ¡t too small / tight

1 Answer the following questions, using be going to.

1 Are your classmates going to study tonight2 (Answers will vary')
2 Are you going to relax this weekend?
3 Are you going to exercise today?
4 Are you going to make dinner tonight?
5 Are you going to move in the next two years?
6 Are you going to check your e-mail today?
7 Are you going to hang out with your friends or lamily this weekend?

2 Write a question with be going to for each answer. Don't use the verb do.
1
Aru you goinq lo qo lrt lhe ,no);e\ lrt,rtghf? Yes. I'm going to go to the movies tonight.
2 Are they going to eat in a restaurant after the concert? Yes. They're going to eat in a restaurant after the concert.

3 ls Carla's brother going to go fishing with her? Yes. Carla's brother is going to go fishing with her.
4 Are you going to go to work tomorrow? Yes. l'm going to go to work tomorrow.
5 ls he going to graduate this year? No. He's not going to graduate this year.
6 Are they going to take the bus to school? Yes. They're going to take the bus to school.

Write three ves/no interview questions for a new friend. Then write three information questions.
Use would like + infinitive.
Vlou)à vou l;ke 1o ç1 uàv a oew lanquaqe'l Whal wovlà yo, )ike lo stuày?
(Answers will vary.)

146 Grammar Booster

fif¿. To Notch Po
ì:10
(rl) What Do You Do? ¡unit r¡ But it's really nice to meet you. (cHoRUSl
(cHoRUS) I'll be seeing you again. Let's make a date.
What do you do? Just call me on my cell phone Let's celebrate.
What do you do? when you're looking for a friend. Let's have a great time out.
I'm a student. (cHoRUS) Let's meet in the Village
You're a teacher. So welcome to the classroom. on Second Avenue
She's a doctor. There's a seat right over there. next to the museum there.
He's a nurse. I'm sorry, but you're sitting in What time is good for you?
What about you? our teacher's favorite chair! It's a quarter atter seven.
What do you do? Excuse me-please excuse me. There's a very good new show
I'm a florist. What's your number? weekdays at the theater.
You're a gardener. What's your name? Would you like to go?
He's a waiter. (cHoRUSl
2:15
She's a chef. Sounds great. What time's the show?
Do-do-do-do...
(rr) Tell Me All About lt tun¡t ¿¡ The first one is at e¡ght.
That's what we do. Tell me about your father.
And when's the second one?
It's nice to meet you. He's a doctor and he's very tall.
The second show's too late.
What's your name? And how about your mother?
OK, how do I get there?
Can you spell that, please? She's a lawyer. That's her picture on
The trains don't run at night.
the wall.
Thank you. No problem. Take a taxi.
Tell me about your brother.
Yes, ¡t's nice to meet you, too. The place is on the right.
He's an actor, and he's twenty-three.
(cHoRUS) Uh-oh! Are we late?
And how about your sister?
We are artists and musicians, No, we're right on time.
She's an art¡st. Don't you think she looks
architects, and electricians. like me? It's 7:58.
How about you? Don't worry. We'll be fine!
(cHoRUS)
What do you do? Tell me about your family- (cHoRUSl
We are bankers, who they are and what they do. l:15
we are dentists, Tell me all about it.
engineers, and flight attendants. (rl) On the Weekend lun¡t zl
It's so nice to talk w¡th you.
Do-do-do-do... (cHoRUS)
Tell me about your family.
That's what we do. On the weekend,
I have a brother and a sist€r, too.
Hi, I'm Linda. Are you John? when we go out,
And what about your parents?
No, he's right over there. there is always so much joy and laughter,
Dad's a teacher, and my mother's eyes
Excuse me. Thank you very much. On the weekend,
are blue.
Good-bye. we never think about
(cHoRUS)
Do-do-do-do... the days that come belore and after.
Who's the pretty girl in that photograph?
Do-do-do-do... He gets up every morning.
That one's me!
Do-do-do-do... Without warning, the bedside clock rings
You look so cute!
Do-do-do-do... the alarm.
Oh, that picture makes me laugh!
So he gets dressed-
l:4ó And who aro the people there, right below
he does his best to be on time.
(,)) Excuse Me, Please [unit 2] that one?
He combs his hair, goes down the stairs,
(cHoRUs) Let me see ... that's my mom and dad.
and makes some breakfast.
They both look very young.
Excuse me-please excuse me. A bite to eat, and he feels fine.
What's your number? (cHoRUSl
Yes, he's on his way
What's your name? Tell me all about it. to one more working day.
I would love to get to know you, Tell me all about it.
(cHoRUSl
and I hope you feel the same.
2:ts On Thursday night,
I'll give you my e-ma¡l address.
Write to me at my dot-com.
(,1) Let's Make a Date ¡unit s¡
when he comes home from work,
It's early in the evening- he gets undressed, and if his room's a mess,
You can send a note in Engl¡sh
6:1 5 p.r¡. he cleans the house. Sometimes he takes
so l'll know a rest.
Here in New York City
who it came from. Maybe he cooks something delicious,
a summer n¡ght begins.
Excuse me-please excuse me. and when he's done
I take the bus at seven
Was that 0078? he washes all the pots and dishes,
down the street from City Hall.
Well, I think the class ¡s starting, then goes to bed.
I walk around the corner
and I don't He knows the weekend's just ahead.
when I get your call.
want to be late.
(cHoRUS)

Top Notch Pop Lyrícs 147

 l:l5
{'l) Home ls Where the Heart ls
lUnit 8I
There's a house for everyone
with a garden in the sun.
There's a stairway to the stars.
Where is this house?
It isn't far.
(cHoRUS)
Home is where the heart is.
Home is where the heart is.
She lives on the second floor.
There are flowers at her front door.
There's a window with a breeze.
Love and kindness are the keys.
(cHoRUS)
There's a room with a view of the sea.
Would you like to go there with me?
(cHoRUS)
4:1,
(,)) Fru¡t Salad, Baby lun¡t to]
You never eat eggs for breakfast.
You don't drink coffee or tea.
I always end up cooking for you
when you're here with me.
I want to make something delicious,
'cause I like you a lot.
I'm checking my refrigerato¡
and this is what l've got:
(cHoRUSl
How about a fruit salad, baby-
apples, oranges, bananas too?
Well, here you go now, honey.
Good food coming up for me and you.
Are there any cans or boltles
or boxes on the shelf?
I put my dishes on the counter.
I m¡x everything well.
(cHoRUS)
Chop and dra¡n it.
Slice and dice it.
Mix and serve
with an ounce of love.
Pass your glass.
What are you drinking?
Tell me what dish
I am thinking of?
(cHoRUS)
148 Top Notch Pop Lyrics
4:J{
(rr) M)/ Favorite Day lunit
Last n¡ght we walked together.
It seems so long ago.
And we just talked and talked.
Where did the time go?
We saw lhe moonlit ocean
across the sandy beach.
The waves of summer fell,
barely out of reach.
(cHoRUS)
Yes, that was then,
and this is now,
and all I do is think about
yesterday,
my favorite day of the week.
When I woke up th¡s morning,
my feelings were so strong.
I put my pen to paper,
and I wrote this song.
I'm glad I got to know you.
You really made me smile.
My heart belonged to you
for a little while.
(cHoRUS)
It was wonderful to be with You.
We had so much to say.
It was awful when we waved good-bye.
Why did it end that way?
(cHoBUS)
5:16
{))) She Can't Play Guitar
She can pa¡nt a pretty p¡cture.
She can draw well every day.
She can dance and she can sing,
bul she can't play guitar.
She can sew a dress so nicelY,
and she does it beautifully.
She can knit a hundred sweaters,
but she can't play guitar.
(cHoRus)
And now it's too late,
She thinks it's too hard.
Her happy smile fades,
'cause she can't play guitar.
She can drive around the city.
She can fix a broken car.
She can be a great mechanic,
but she can't play guitar.
(cHoRUSl
tt¡ And she says,
"Could you please help me?
When did you learn?
Was it hard? Not at all?
Are my hands too small?"
She can cook a meal so nicely
in the kitchen, and there are
lots of things that she does well,
but she can't play guìtar.
(cHoRUS)
J:Jl
{,1) I Wasn't Born Yesterday lunit tc¡
I went to school and learned the lessons
of the human heart.
I got an education ¡n
psychology and art.
It doesn't matter what you say.
I know the silly games you play.
(cHoRUS)
I wasn't born yesterday.
I wasn't born yesterday.
Well, pretty soon I graduated
with a good degree.
It took some time to understand
the way you treated me,
and it's too great a price to pay.
I've had enough, and anyway,
(cHoRUS)
So you think I'd like to marry you
and be your pretty wife?
[unit 13] Well, that's too bad, I'm sorry, now.
Grow up and get a l¡fe!
It doesn't matter what you say.
I know the silly games you play.
(cHoRUSl
 UNIT 1 clrar¿rctcrs irr the vicleo eprisocle. Ijor cxanr¡rle, Mnric
is ÍItL't't't'cl¡tiorll.sl. lJol¡ is ttttt tt:^irl.gcr.
For srlmc gcrrcral gtriclclirres orr using the 1ìr¡r Nofc/r
o I)¿lir r,r,ork. Have strrclc'rrts n'rlrk irr ¡rairs kt write,
TV sitcr¡m ¿rnd irrtcrviclvs, sec thc Iìrlr tht' 'l'c¿tcher
fivc r7c.s /rro r¡rrcstiorrs ¿rbout the occu¡r¿1¡iorrs of thc
clocumcnt in the To¡'l Notch Vicleo Wrlrksher.ts
cliffercrrt charactcrs. Ftrr cxarrrple , Is l3ob nn nthlctr?
folrler trrr tlrt' ,4 r'/i¡rr, 'l'tnclt Mullitttttlin Disc.
l'hcn combirrc ¡rairs into groups of four ¿rncl havc
Sitcom: Nice to meetyou. (01:34)* thern e'xcharrgc rluestions ¿rlrcl r,r,rite short arrswers.

VIDEO SCRIPT
Sociallanguage
Tlrc stn.ff of 7ìr¡r Nrrtc/r 7-rnval , n snmll trnz¡d ngtttctl,
o Greetings and introductions
.qrt't'ls Mr. liltsltid, t custLutrcr.
Grammar Mr. Ilvans: I Iil Are you Mr. Raslrid?
o Verb üc; singr-rlar ancl negative statements Mr. Iìashicl; Ye's, I am.
Mr. llvans: Ils tr plcasr.rre to mcet yorr. l,m Jtrmcs
Ilvans, ¡rresirle'rrt of To¡-r Ntttch Travcl.
PREVIEW
Maric: Welcomc to To¡'r Notch. I'm Mrrrie, the.
¡ Write thc rvrlrd occrr¡trttiorts on the [-roartl. Ask rcce¡rtionist.
sttrclelrts to llanre' cliffc'rent occupations ancl list Mr. Rashir-l: Nicc to meet yolr.
tlrcrrr orr tlrc bo¿rrt'|. Aclcl ¡rn,.sir/ott, r'rcaylittrtist, torrr I'atrl: I{i. I'm I'at¡1. I'm a tour grride.
gttidc, o.fficr: nttuttt¡L,r, ttmilntttt trt thc list. I)iscuss Mr. R¿rshicl: Clad to rne.et you.
tlreir ntcanirrgs. Cheryl: Hi, I'm Cheryl.
Mr. Iìashicl: The office mana¡ler.
REVIEW
Cheryl: Ycs!
o Ask crlmprrehcrrsicln cltrcstions. Pliry thc vic-leo Mr. I{ashid: A pletrsurc.
c.pisode agairr if necessiìry. Mr. Evans: Bob? Ilob is . . .
Is Chcrt¡l tltt officc nnnngcr? (rycs) Mr. Il.ashid: A chc.f.
Whtt is tt ttmr guidc-lJttlt or Pnul? (Pnul) Mr. Ilvans: No, [Job is not a che.f. Bob is a . . .

Is Bol¡ n clrcl? (no) cloctor? No, l3ob is not a cloctor. Bot"r is not
ls nrclitact? (tto)
BoIt nn a sirrger. Hc's not arì ¿ìrchitc'ct. He,s not an
ls Bob ttt ttctor? (no) athlete. . . Ilob!
Is Mnric tlrt, recaptittrtist? (Vas) Bob: I'li . . . I'm the rnailm¿rn.
W|to is ¡trcsidarrt of Ttt¡t Notclt Trni,cl-Mr. [¡,tttts Mr. Er,¿rrrs: This is Bob. Ilob is . . .
or Mr. ll,nslid? (Mr. Ei¡nns) Mr. Iì¿rslrid: Arr actor!
EXTENSION
Oral work ANSWER KEY'

. f)iscr,rssirrn. Ask sttrdents ls Bolt rcnlly tlu, tttnilttttttt? A. chef, doctor, singer, architect, athlete, actor
(lo) Writc on thc Lroarcl Boir is _. B. 1. No, he's not. 2. Yes, he is. 3. Yes, she is.
Then ¿rsk Wlal
do r¡ttrt tltink llolt's oct:rr¡tttlittrt i.ç2 Writc, strrclcnts' 4. No, he's not. 5. Yes, she is. 6. Yes, he is.
guessers o¡r thc. board. C.1.c2.a3.b4.d
o Croup n ork: role play. Ask sturlc'rrts to icierrtify
thc different rcsponses to greetirrgs tlrcy hearcl nterviewi
f H¡, How are you today?
ir'¡ the vicìe.o c¡-risocle.. Write them on the l-roarcl.
(lt's n ¡tltnsur( to ntL,L,t yrlrr. Nicc ttt tttt,ct ryou. Clnd (02:52)
to ttrctt qotr. A pltnsttra.) Then h¿rve str¡cle'rrts rvrtrk PREVIEW
in grou¡-rs trl role-play the grcttirr¡¡s Lrctu'ccrr
¡ On thc Lroarcl, writc':
Mr. Raslricl alrd thc cliffcrent-lìr¡r Notch 'l'r¿rvcl
Í's r¡otr r trnr tt,?
W I to
cm¡rloyces.
My tttttttt'is
Written work o Âsk str.¡clents thc rlucstion. Ref-cr thcrl to tlrc
o Pair vvork. I Iavc stt¡dents \4,ork in ¡r¿1i¡s to n,ritc ¡rrorl¡rt as tfiey ans\\'ct'.
affin.lrativc arrr-l rrcgative st¿rtclrrcrrts ¿rbotrt tlrer
*Note: The rtt¡rrtbel's givc
tlrc r'0r¡lrtt,r loc.rti0lr Orr tlrt'r'irltrrlaPe $,lrurc.ì s(,gtìì(,tìt c¿lr trc ftltrntl. V1
**Nott': l'hc (ìtts\\'('r kel'¡r11t1 i1l1'5 (ìtìsr\,('ts
t¡ thc ¡\ctir.iti, l,V¡rkslrt,t,t cxt,rr.ist,s.
REVIEW lntcrvicwer: I'm rt'ell. My namt"s Dtltrg. What's
. Ask c()mpre'he'nsittlr qtrcstiorrs. I'lay thc viclc't'l yours?
segrncnt agtrin if neccssary. Dan: D¿rn.

Is Alt,itut s busitrcssntan? (vt:s) lnten'ieu,cr: Hi, Dan. Nicc to nrcct

Is Entnm n tnclu'r or o rcct¡ttittrtist? kt rcca¡ttittrtist) l)a¡r: Nicc to meet y<ltt.
Is Clristiattt: n tanclu'r? 1to) Intervicrve'r: I le'llcl.
,ls Vnlcss¡¡ tt tt:nclrcr? h¡cs) Christianc': I lello.
Interviewer: My name's Dclug. What's yclttr lrirtle?
EXTENSION Christi¿lne: My name's Clrristianc'
Oral work Intcrvit'lver: Hi, Christiattc. It's nice to nreet y<ltt.
o I'air work: intervicws. On thc bttarcl, write thc Christi¿ttre: Nicc ttt meet yott too, Dotrg.
follclwing que'stions that thc inte'rviewer asks the Ilrtcrvicwer: So tcll tne, r,r,ltat cltl ycltt cltl?
peoplc: Wlutt's t¡ttur tmnrc7 Hozu nrt' ytttt todny? Whnt Christi¿rne: I rvork itr a hotcl.
tlo r¡ott ¡/rl? I'trt stuclelrts int<t ¡rairs ¿rlrcl have' them Irrtcrv ir'n,er: ( kxrtl rntlrrring.
take tt¡rns asking alrcl answcring the cltrcstions' Vancssa: Goocl mttrtring.
Inte'rvic'r,r'er: My name's Doug.
¡ l'air u'ork: rolc pltry. I-lave stttde'nts chotlse tlnt' of
V¿rne'ss¿t: My rramc"s Va¡rcssa.
the charactcrs fr()ln the intervicw,s irnd rcllc-¡'rlay
Inte.rviewer: Hi, Vanessa.
tht shclrt corlvcrsatiott betn,ecn the' intervicr'r'er
Vane'ssa: I-low are you?
¿rncl the characte.r. Tell stucle¡rts to try to inclucle'all
Intcntir'u'er: l'm well. Thank you. Tell mc, rt'hat clo
the' informatiorr the'y taIkecl about.
yotr clo?
Written work Vancss¿t: I'nr a tc¿rcher.
Intcn'ie'wer: Ctxrcl aftertrclcltr.
¡ Write these trames ttn the troarcl: Vntrcssn, Etttnm,
A|pino. Tell str-¡dcrrts to corne to thc btlarc-l and
Elllma: Goocl afternoou,
Inten,icr¡'er: My namc"s Dtlug.
write'setrtences clcscribi¡rg what each person dtles.
E¡nnra: My uamc is Emnta.
Iìrrr exam¡'rle , Vorrcsso is tt tt'schtr.
Intervicwe'r: I{i, Iìmma.
. Pair work. Have students wtlrk in ¡rairs to write Ernrla: Hi. Nice ttl mce't You.
clown onc of the dialclgt¡cs from the vicleo. Tcll Interview,er: Nice to mcL't you. What clo yotr cìo?
stuclents tr'¡ writc as mttch information as thcy can Emma: I'm a receptionist.
remembcr. Intervien er: C)h, that's interesting. Wcll, take care.
Emma: Byc-byc.
LANGUAGE NOTES: I'ttt tutll is anothe-r way of Inte-rvierver: Hi. My narnc's Doug,
saying l'm fine. ìt can Lre ttsed in res¡ronse to the Alvirro: I Ii, Doug.
qLre.stion Htnu nrt ryou? Intcrvien'er: What's your namc?
Tlre term ns Tpell means the sanre thing as loo tlr n/so. Alvi¡ro: Alvino.
Ftrr c.xarnplc, Nicc to rrrtt't r¡tttt ns utt:ll. Iutervicwe'r: Scl, Alvino, n4rat dtl yott clo?
Alvir-ro: I(e.tail.
Clrristiane' pronourÌces her name as Christinrry, Inten,ielvcr: You'rc a businessnralr?
which is the German pronurrciation of the wtlrd. Alvino: Ycs, I am.
Inter','iewcr: Well, it's nicc to meet yotl.
CULTURE NOTE: Rcfail refers to se'lling goods irr Alvino: Nicc trt meet ycltt as \^¡ell.
stores to peoplc. When the ilrtcrvievvL'r asks Alvino lnte'rt'ietver: Takc'care. Have a nice day.
what he does, Alvino says, "Retail." This answer is Alvino: You as wt-ll. Bye-bye'.
short for "l work in retail."
The intcn,icr¡'er finds Intcrvie.u,er: Bye-bye.
out Alvino's occupation by asking him if he's a
busincssman.
ANSWER KEY

VIDEO SCRIPT
4.1.e 2.c3.b 4.d 5.a
8.1.b 2.a3.b
Intervicwer: FIi. IJow are yotl tocìay? C.1.a 2.b 3.a 4.b
Dan: (ìood. Hon, are you?

V2 fopNotch lV Teaching Notes

 UNIT ? to thc
selr tc¡rccs
alrcl n,rite affirrn¿rtive irncl rregirtivc
bo¿rrr-l
t tlresc' ¡'rco¡r lc's relir tio rrsh i ps to
a Lrou

c¿rch othcr. Iì.cnri¡rc-l sttrclcrrts to trse posscssive

¡ì()uns (rrttut, + 's) rlr possessivc aclie'ctiv es (ltis, lu'r,
Sitcom: Who's that? (04:21) tlrcir), For exanr¡rlc, Mr. Euttts is Palli 's lross. C/rr,rr¡i
is ttot Mr. Errnls's lûru/(r.
Social language . Itair wrrrk. Orr thc boarcl, writc Errg/nrrd,l:rntrct,
o Discuss nationalities and occupations Maric<t irr o¡rc colrrrnrr, antl Darrirl L)ttt'ttitt, Clnrk
Tlnttns, Artttro Motttoyn in anotlrcr coltrmn. Have
Grammar studcnts work irr ¡rairs to write rTcs / rrtr qr.restions
¡ Possessive adjectives ¿rl-ror¡t these rìlL'n's cor¡rrtries of ori¡;irr. Frlr c'xample,
ls Dnuid f)ttcnitr -frLutt Mcrico? "l'hcn combine ¡ririrs
irrto grou¡rs of fotrr ¿rncl have thcnr r:xchange
PREVIEW
r1 u cs t i o n s ¿r n c-l r,r' r i tc s Ir rl r t a rrs rv c rs.
¡ Writc thcse ¡'rronrprts rln the b<larcl:
A:'l'lttt's VIDEO SCRIPT
Ll:'lhttt's trttt _.'l'ltnt's _. Ilob, Cltcrvl, Pnul, nttd Mnric trc lnititts co.f.li't itr tltc
l'lay the rolc of S¡'rcakcr A by iclcntifying a strrderrt cnltt. A nmtt itt n lnt and sllsrtss¿,.s rualks in, nnd tlr
irr the cl¿rss irrcorrc-ctly. Then refcr to the prompt Jõur friuuls f ry fo glre'ss ltis idantity.
to have sttrclents corrcct your rnistake. Call on Patrl: Tlris is good coffcc.
voIuntc'crs to ic-lentify str.rdents incrlrre'ctly and thc,n Bob: It is goocl.
crlrrect cach other's nristakes. I)irtrl: Wlro's that?
lìrb: That's your fricrrd Davic-l l)trcairr. llc's ir
REVIEW r'r,rite r fronr Fralrcc.
o Ask conr¡rrehcnsion rlucsti<lrrs. Play thc viclet-l Cheryl: That's not David Duc¿rilr. That's Arturo
r.¡risode again if nccess¿ìry. Morrtoya. Hc's Mr. Evans's rreighb<lr. Ilc"s a
(gcstr.rrirrg hnt) Is tltc ttttttt iu tltt'ltnt [)rcid doctor frorn Mexico.
Ducnin? (ntt) Marie: Ntr. 'I'hat's Jeff Davis. He's an artist.
(gesttrrirr¡; hnl) ls tlrt, ntntt itt tltt ltnt Clsrk Bob: No.'Ihat's Alan Recsc.. He's our la$¡yrìr.
Tltotttos? (uo) Cheryl: That's not Alan lLccse.
(¡;esttrrirr¡; hnt) ls tlrc ttttttt itt tlrc hnt Mr. Eunns? Marie: Oh! It's Clark Thomas from En¡;lancl. He's
(vt:s) a mt¡sician!
ls Mr. their lntrycr? (tlrcir boss)
Eiunts f/rcir ûrrs.ç L¡r Paul: Excuse me.
Is Clnrk Tlntnns.fr<nrt Mcxico? (ntt) Waitrcss: Yes?
ls Alntt Rctst, tltdr lnuyt,r? (yes) I)atrl: Who's that?
Waitrcss: Th¿rt's. . . Mr. Evans. He's... yourboss.
EXTENSION IJob: Th¿rt's not Mr. Evarrs.
Oral work Mr. Evans: Hcy, guysl
['aul: (fo Mnrie) Musici¿rn!?
¡ On thc. boarcl, n,rite the frtllowing n¿rmes irr a
column: Dsuitl Ducnitt, Arturrt Motttrtyn,leff Dnuis,
AInn Rtcstt. Clnrk Tlxnuss. Then writc tlre following ANSWER KEY
occupations in a column: t tuusicitttt, n Istuvar, n
u¡riter, ntt nrtist, n tloctttr. Call on str¡clerrts to crcate
A. 1. No 2. No 3. Yes 4. No 5. Yes
a ffi rmative' and lìega tivc statt mcnts at¡out the
B. 1. our 2. Mr. Evans's 3. your
people.
C.1.c2.d3.b4.a
o Pair wttrk: role. play. I l¿rvc stt¡clelrts rr>lc-play the.
convcrsation be'tu,een Paul ancl the rt'aitress. Thcn
call on volunte.ers tcl sharc their role' ¡rlays. f nterviewz Where are you from? (05:581

Written work PREVIEW

¡ ()rr tlre boarcl, writc zll¡¡n Euntrc, pnul,
Rccsc, Mr. ¡ Ask inclividual stuclc.nts thc followirrg rluestiotrs:
Cfurql in onc colunrrr, and Boss. Friantl, L¡r¡¿'rlr,r, arrcl Wlmt's r¡our tnnu'7 Could ryou spcll tlttt.for lr¿'? Write.
Etrr¡tlot¡t,t, irr anothc.r coltrrnn. Tcll stucle-¡rts to conre stuclerrts' rìarÌles on thc bclard as thcy spell thern.

v3
REVIEW LANGUAGE NOTE: YrTr is it r'¿rri¿rtio¡r <tÍ Ytt¡t, ¿t r/el'Y

. Ask c()mprclìclìsiolì qttestiorls. I'lay tht'I'icltxl ilrforrlal wiry of saying t7cs. Stlnlc f-rco¡rlc might
scgnrcnt irgirirr if ll(]ccssary. firrcl it a Lrit rucìc if usccl with somconc rvho isrr't a

Is Nntnlfu C/¡rls's uifc? h¡t's) f ricncl.

Is Clrris.from Fnglnnd? (r¡cs)
Is Nntolia.from Ertglnnd ttr tln' Llnilad Stntes? (tltc
Llttitt:d 5l¡rfcs) VIDEO SCRIPT
ls "Daayti" o hst ttotttc? (tto)
ls "Ctrpttt" n lnst trttttrc? (t¡ts)
Inten'iewcr: Hi. I'm Dtlug.
Natalie: Hi. Natalie. This is my hr.rsband Chris.
ls Dacpti Cu¡ttn.frtwt lndin <¡r tlu: Llnitt'd Stntas?
(lttdio) Irrterviewe'r: Hi, Chris. Nice to mect yott.
Dots Mntt liu'at 100 Cottcttrd Squtrr? (n<t)
Chris: Nice'to meet ytttt.
Intervicwcr: Wlrere arc yott frtlm?
EXTENSION Natalic: l'm fronr Oklahoma.
Chris: I'm fronr Briskrl in Errglar-rc1.
Oral work
Intcrvicw,e'r: I Ii. What's yottr nanrc?
. (ìrotrp work: r<llc pltry. On small picccs of paper, Dec¡,'rti: My uarrre is De'c'pti Gu¡rta.
w,rite the first tr¿rmcs of the irrtervicwccs from the Irrterviewt'r: That's an interesting n¿ìn"ìer. C<lulci
vicle,o scgnrcnt. Ask one student to rolc-play tlre' yotr spe'll it for ¡'¡rc?
intc.n,icwcr. Clive r-¡ther students thc name's on Deepti: Ye's. The first name is Dec¡'rti, which is
¡rieces of p'rapcr. If there ¿ìre tÌìore sttlclelrts thalr D-E-E-I'-T-I. The last n¿rme is Cìupta.'Ihat's
rl¿ìnìe's, rcpeat some of the names. Thcn have the c-u-l'-'r-4.
irrttrvieu'cr ask cach stttclent Wlnt's r¡ottr nnntt'? Intern,icwcr: Ancl arc you from the Urritccl Statcs?
Cttrid yttrt s¡r'l! thnt for nrc? Dee'pti: No, l'm ¡rttt.
o lntcrviclt,s. Orr the boarcl, write the following Irìtclr\¡ic\ /cr: Wht're arc yott frotl?
qucstions that the intervicwcr ¿rsks thc' peoplc: Dc'e¡'rti: Incliir.
Wlutt's Vlur tntìkt? Inttrviewer: Wh¿rt's yclr.rr phtlue ¡rumber?
W ltnt's t¡tut r nld rt'ss? Lisir: My phor,c nttmber is 239{)560.
W I tn t' s r¡tt u r ¡il totr tt tt u,, tli( r ? Intcrviewer: Ârrd your acldrcss?
Wlutt's r¡ttur rnnil nddrcss? Matt: 43 Ccllrcorc'l Sqttare.
I)trt students into pairs and have thern takc turtrs Intcrvie'wer: Do yt-rtt have a¡r c-mail acldress?
asking and answering the' cluestiotrs. AItcrrratively, Elli: Ycp. It's my namc, which is Elli Forclyce'-
havc students intervicw fivc classtnates with E-L- L-l-F-O-R-D-Y-C-E@nìstr.com.
thcsc cltrt'stit'rlrs ¿rtrrl writc thcm clowl't. Thtl¡r lravc hrtervicwcr: What's yrltrr cell-¡lhtltrc tlttmbcr?
volunte'crs rc¡rort back to thc class. Iarr: My ccll-photre numbcr is 555-1312.

Written work
. I'¿rir work. Ask sttrclents to recall thc namt's of
all the intcrvicwctts ¿rrrcl write tlrem ttn thc boarcl
(Nstolia, Clvis, Daapti, Lisn, Mntt, Elli, Intt). H¿tve ANSWER KEY

strrclc¡rts work i¡r pairs ttl writt'tluesti()t.ìs ab()tlt A. 1. No, he's uot. 2. No, she's not. 3. Yes, she is.
tlrcsc people, startirrg cach se.nte'nce with Wlutt's. B. 1. 239-0560 2.43 3. ellifordyce@msn.com
Rcrnind studctrts to ttse thc ¡'r<lssc'ssivc fornr. Ftlr 4.555-1.312
examplL', Wltst's Dacpti's lnst tttttna? Wlmt's lntt's C. 1. False 2. False 3. True 4. False 5. True
¡ilxnta ttttrrtltt'r? Tl'ren cornbinc pairs into grclups of
four ancl have' them exchange questiotrs ancl write
alìswers.
o Have stuclcnts writc state'me'nts saying whcre'
some of the intcrvicwccs arc from. Ftlr cxamplL', Top Notch Pop and Karaoke:
Excuse Me Please (07:03;og:sr¡***
Naf¿i/l¿' is -from Oklnluutttt.

V4 Top Notch fV Teaching Notes *t*Nott.: 'lht' first se t of nr¡nrbt.rs givcs tlre c()t¡rìttrr loc.rtion oi thc 'lìr¡r Notch Pop song.
'I'ht'st,ctlntl sct of nrrnrtrers givcs thc c()r.rnt('r loc.ttitltr tlf tlrt'.1ìr¡r Ntltch Ito¡r k,rr,rttkt't'crsio¡l
 UNIT 3 o Havc voluntcr'rs ctlmc to tht'tro¿rrcl. Ask thc¡n kl
writc c¡trestiorrs with Wlrcrt Lt> finc-l trrrt thc locirtiorr
of thc prlaccs Mr. Evarrs merrtioned. l.or cxalnple,
Wln:rt is tlrc cnfí? Then havc stt¡derrts wrlrk in
Frairs
Sitcom: Don't take the traÍn! (r l:ol l to r.r,rite ¿ìnswcrs on a piece rlf ¡raper. Write thcsc
wrlrds on the Lroarcl tcl help thcnr: orott,tLl tltc cttrtrrr,
Social language ncross tlu, strcú, ttt,xt ttt.

o Discuss how to get places. LANGUAGE NOTE: Mr. Evans says, "Cìot it?"'l'hc.
Grammar cx¡rressiorr lo gct stttuetltil¡ç rne¿trrs to rrntlurst¿rrrcl
o The imperative somcthirrg.

PREVIEW VIDEO SCRIPT

o Write ¡tlnces in tha ntigltlxtrhoorl on tlre board. Ask Mr. Euntts, Pnttl, tnd Bttb nre hnttitts coffu in tltr c{t;
stuc-lents to rrame'clifferent ¡rlaccs a¡rd list the'm on rulrctt n t(turisl tuslks itt ttt nsk for dirtt:tiotts.
the board-for exanrple, n scltttttl, n batk, n ¡ilnrrnacy,
Tourist: Excrrsc me. How do I gct kr the llecl C¿rfeí?
n bt¡okstort,.
Mr. Evans: Thc Red Café? Le.t's see. Go to thc
o Acld cnfé, pnrk, tnxi stnnd, anci frnil stntitut to the. list.
corner ancl turn left.
Explairr their rncitrrirrgs.
Tor¡rist: Le'ft.
Mr. Evans: Go two blocks ancl turn riglrt.
REVIEW
Tourist: ìlight.
r Ask corn¡rrehe.nsion cluestirlns. Play thc vicico Mr. Evans: Around the corncr is a train statiorr.
episode agairr if necess¿ìry. Tourist: Take the train.
ls tltt'rottnntt n tourist? (Vas) Mr. Evans: Don't take thc train! Go through
ls tltc utottttttt looking fir û storc ttr t cnfó? (n t:nftt) the statiorr, across thc street to thc bookstore.
Dtns Mr. E71n,ß sa!/, "Tnfu tlu, trnin"? (tto) Next to the bookstorc is a pharmacy. Next to
Is thc llad Coftt ncxt to n bttokstttra r,tr n plmnnnu¡? (n the pharmacy is the lìed Café.
¡thnnnncy) Tourist: Yes!
ls tlrc plmrnmcr¡ ttaxt to tltc stntittn? (no) Mr. Evans: Got it? Let's clo it again.
Dots Mr. El)ons sûy, "Ctt tlrttttglt the stntitttt"? Mr. Evans ¿rnd tourist: Corner. Lcft. Twtl bkrcks.
(vts) Right. A¡ound the corner. Don't take the
ls tltt bottkstttr? ncross llu, strect from tlu' trnin train! Thror¡gh the statiolr, across thc street.
stntiott? (Vas) Bookstore. Pharmacy. Il.e.cl Ca fd:!
Tourist: Tharrk you vcry mr¡ch.
EXTENSION Mr. Eva¡rs: Yclu're vcry wclcorne.
Oral work
. I'lay thc video cpisocle with the souncl off. Have ANSWER KEY
studcrrts focus on Mr. Evans's hancl ge'stures. Then
ask what actions ancl locatio¡rs he was showing A. café, train station, bookstore, pharmacy
witlr his hands (t:orttt'r,la.ft, go, riglrt, nrtrund tht' B. 1. True 2. False 3. False 4. True
cont(r, don't, tltttuglr, rrcrrr.ss, lrooksforc, lc.rl lo). Then C. a. across b. blocks c. Next to d. Around e. left
play the viclco eprisocle. a¡;ain with tlre sotrncl on. f. Next to
a.4 b.2 c.6 d.3 e.1 f.5
o Group work: role play. In groups of four, have
students role-play tlre characters and re'c.nact what
happened in the video e¡risode. Have stuclents take
turns playing thc two speakirrg roles and the two lnterviewz Is there o bank near here?
non-speaking roles. (12:4r )

Written work
PREVIEW
¡ Have sttrclc¡rts write' ciolr,¡r all the'¡'rlaces Mr. Evarrs
nre¡rtione.d i¡r his c'lircctions (cn[. trnitt sttttitttt,
o Ask irrcliviclrral stucierrts /s t/lcrc û _ ttutr ln'rt'?
Ask abotrt clifferent places ilr the cornmr.rnity-for
bottks t ore, ¡tl n r t r utct¡).
erxarnprle, t plnrnncry, n ltttokstore, n bnt*, t rastnurnttt.
I Iave strrclcr'ìts answer with short alìswcr.s.

v5
REVIEW bc-causc thc vr'rb rcfcrs to lrarrk.s, which is a plural
o Ask com¡'rrehension clttcstiotrs. Play tht'vicletl
tìoutì.
scgment again if nccL'ssary. Iì.rlb gave wrong clirectitlns the sectl¡rd tin-rc. It
ls tlrrt n ltnnk nL'arln¡? hyas) should bc onc'block, not twtl Lrlocks.
ls thara n tu:tt¡sstnttd ttcnrlu¡? (yas)
Is thare n tnxi sttttul trcnrby? (tro) VIDEO SCRIPT
/s Tavcrn on the Gree¡r n rastnursnt? (Vas)
Inte'rviewcr: Tell ¡ne, uh, is there a bank ncar
ls thc restnurs¡lf Taver¡r on the Gree¡r nt tlrc trnitt
here?
stntion? (n<t)
Catheri¡re: Actually, thcre"s . . . thcre's seve-ral.
ls tlrc rcstnurn rtf Tavcrn on the Grcen irr tltt'¡tnrk?
(yts) Uh . . . the're's orte on the corncr ttp hcre', ancl,
uh, ottc right behirrd tts, across the' strcet, ancl
EXTENSION then r¡nc cliagclnal.
lntc'rvicwcr: Excltsc mc. ls therc a ncwssttrncl
Oral work
rrearby?
¡ Pair r.r'ork: role play. On thc boarcl, writc Iìob: Ycs, there is. Thcre's one right clou'tr thc
rßteuront, rrctusst n tttl, lrnrlk. Have stuclents rolc-play strcct, two blocks, make a right, gt-r one block,
thc short conversatiolrs bctweetr the intcrvicwer ancl it's right on the right-hand siclc'.
a¡rcl thc pcople who spoke ¿rbout these ltlcatio¡rs. Inten,icwcr: OK, scl th¿rt was gtl up thc strect two
. Pair work. On thc'board, writc Tcll l¡c and blocks. . .

Ë.rc¡lsrr ,,¡c. Point ottt that these are'two ways thc lì.ob: Yes.
interviewer spoke to people bcfore asking them a Interviewcr: Make a right, one blclck .' .

question. Have stucletrts work in pairs to combine lì.ob: Two blocks.

tlrese expressiorrs with ls thtrtt. . . ancl Wlcrr' is . ..
to ask each othcr c¡uestions about locatitllrs.
Wr¡tten work
o Pair work. Have students work in pairs to write
que.stions about the placcs the intervien'cr askec-l
about. Tell them to use /s thare . .. Then c()mbine
pairs into groups of four ancl have them exchange
questions and answer them. Bring the class
together and go over the answers as a class.
¡ Have students writc thcir owtì answcrs to the
interview questions in thc activity abclvc, using
rcal information. For cxamplc, Ntt, therc istt't o bn¡lk
nenr harc. Yes, tlrcrc is n restnurnttt on tln cortrcr.
LANGUAGE NOTES: Before repcating Rob's
directions to the newsstand, the interviewer says,
"So that was . . . " This is short fttr So tuhat yttu snid
7Uß5.,.
Intc.rviewcr: Two blocks . . .
Il.ob: Arrd it's right orr thc right-hand siclc.
Intcrviewer: Right on thc right-hand siclc.
Inte'rviewer: Do you know if there's a rcstat¡rant
ncarby?
foe: Ycs, there's a great restaurant in the park.
Ulr, it's called Tn¿rcrn on tht Graen'
hrtervicwer: Is there- a taxi stand ncarby?
Ian: No, there isn't.
Interviewcr: Catr you te'll me how tt.t get to the
train station?
Christine: Uh, would you like to walk or takc the
subway?
I¡rtcrviewer: Um, I'll walk.
Christine: Just walk straight down this street for
about thirty blocks and yotr'll rurr right into it.
hrtervicwcr: That's a long walk.
Christinc: It is a long walk, br'rt you like to walk,
right?

When Christine says, "You'll rrrn right into it" shc

means, "Yorr won't have to make any turns-ytlu
will walk straight i¡rto the train station." ANSWER KEY
A.1.c 2.e3.b 4.a 5.d
OOPSI When thc interviewer asks Catherine, 8.1.b 2.a3.a4.b
"ls there a bank ncar hcre?" she says, "There's C. L. across 2. right 3. thirtY
several." She means to say, "There arc sct'e'ral,"

Vó TopNotch IV Teaching Notes

 ut\ilT 4 ¡ ()rr tlrc board, write a slnrt old iuonttln. Ilerrrincl
str¡clents that Maric clescribecl Chcryl as a short
trlcl wtrm¿rn. Ask D¿r t¡ttu ngrrc? Thc¡r lravc strrclents
write sentenccs clescribing Chcryl, using adjectives
Sitcom: Who'sthìs? (14:061 tlrey krrow. For example', CIrcn¡l is rtat'y ¡trattr¡,

Sociallanguage VIDEO SCRIPT

o Talk about families Mnria nnd Clrcrryl |ttttk nl Clu'rt¡l's fanilv nlltuut ttttd
Grammar r/iscuss lrcr Jhnrily nrcniltcrs.

o Very Marie: Is this your family?

oSo Cheryl: Yes.
o Questions with How old Marie: Who's this?
r Questions with Wllo Cheryl: My brother.
Marie: Ile's so hancisome. How old is he?
Cheryl: I{e's thirty-four.
PREVIEW
Marie: Ohl
¡ Irrvite a sttrdc'nt to the boarcì to clraw a family tre'e' Cheryl: Ile's a cloctor.
crflris or her immediate farnily (pnrt:rrts,Itrotlttrs, Marie: Ohl!
sislcrs). Gtl over the vocabulary. Then irrvite Cheryl: That's his wife.
students to namc clther worcls for family me.mbe.rs Marie: Oh. She's very pretty. Who's this?
that they know. Cheryl: That's my mother.
Marie: Your mothc'r? But shc's so rlld.
REVIEW
Cheryl: She's not olci. She.'s fifty-c.iglrt.
o Ask comprehension cluestions. l)lay thc vidco Marie.: OK. Who's this? Is hc a doctor, too?
e-¡'risoclc a¿;ain if rìecessary. Chcryl: No, hc's an architect. That's my sister's
ls Clu:n¡l's brotlrcr at nrclitact or n tloctor? (n husbancl.
doct<¡r) Marie: Who's this?
Does Cltttn¡l's ltrotlrcr hnua n ruifc? Qas) Cheryl: That's my sister's son. He's a univcrsity
Does Mnric think Clrcrt¡l's brt¡tlrcr is oldT hto) str¡dent.
ls Clutrfl's ntotfur fifty-t:ight7 (yas) Marie: He's so cute!
Wlto lns n son-Chert¡l's brotlrcr or sister? (Chcrvl's Cheryl: Ile's so young.
sistar) Marie: I4rho's this short olcl woman? What?
Is tltt nrchitect ttr n studettt? (n stwlettt)
son nn Cheryl: That is not a short old woman. That's me.
Dots Mnric tlrink Chcryl is ¡trctty itt tlrc Irct pltttt<t? Marie: Oh!Sorry.
(tro)

EXTENSION
Oral work
ANSWER KEY
o Ask students to make statements with /rao¿'about
the people in the pictr.rres. For exar-nplc, Charryl luts tt A. 1. a brother and a sister 2. mother 3. husband
sistcr nttd n brttthar. Clrcryl's slsfrr /ras a httsltnnd nttd n 4. son
sott. Clrcn¡l's nuttlrcr Ims s sott nttd tttu'¡ dnugltters.
8.1. True 2. False 3. True 4. True 5. False
6. False 7. True
¡ C)n tlre boarrì, write nuttlrcr, ltrrttlrcr, Clrcryl,
slsf¿l''s
C. 1. old 2. handsome 3. pretfy 4. cute 5. short
.sol. Ask stuclents to crcate qurestions asking these
peclple's ages. Call on volunteers to a¡rswer the
cluestiotrs. Point out that they lvill have to guess
the ages of Chcryl ancl her sister's sorr. (Hint: He is
a university studc'nt.) lnterviewz Do you have any chÍldren?
(16:031
Wr¡tten work
¡ Havc'stuc'lcrrts write down thc. acljcctive.s Marie PREVIEW
usecl dcscribe the people in the'picturcs. Then
t<'¡
o Ask i¡rdividual students Do rytttr lnu( nny ltrtttlrcrs
havc strrdcnts r¡se them tr'l write. scntcnccs abont rrr slsf¡:rs? Hottt old nrc tlu:r¡? If there are stuclcrrts in
the. pcoplc.
class who are old enough to have children, ask Do
r¡ott lnuc nr:n¡ childrur? I lttttt t¡ld nre tln'y?

v7
REVIEW
VIDEO SCRIPT
o Ask corrr¡rrchetrsi<ln (ìucsti()rìs. l)liry thc virlul I¡tc¡,ielyrtr: WIll's t[¿rt irr tlrc ¡rictrrrc in yrltrr le it
scllrìlcnt agairr if ncccss¿ìry. ha rrrl ?
Drrr,.s /lifn lmuL, tttttt or tltr('( cltildrnt? (tlu'cc)
ll,it¿r: I havc tn,tl girls ancl a btly.
[)ots Mnuro lnut' tt dnuglttar? (qcs)
st.ttt nrul n
l¡1{¡r¡vicrvvc'¡; Cottltl yor,r tcll t'tte lltln,oltl yourr
Art' Mtttrís cltildrut doclot's? (tto) chilc'lrcrr ¿rrc?
Drr¿'.s Cl/lris ltnut' t brollrcr or t sistt'r? (a sistt'r)
Rit¿r: Ycs. My oklest boy is forty-tlue, soolt to
I.s l¡l.s .sislcr lwctrlr¡-.fiut r¡tnrs old? (rro)
bc frlrty-tlvo. Thel sccortcl ttlre', rvho is a girl, is
L)tn's Mniko ltspa n brotlttr or n sistt'r? (n brotlu:r)
forty. Ancl tny tralry is thirty-fotrr.
Is ltt'r ltrolltc¡' slnrl? (tto)
Intcrvicw,er: [)o yotr havc ¿rny cllilc]relr?
ls lttt' ltrollto' lmtulstttrttT (t1t's)
Mauro: I h¿rvr' tr¡,o chilcircrt-a son alrcl a
dar.rghte.r.
EXTENSION
lntcrvicwcr: Cot¡ltl ytlu tcll Ine .r littltl alroltt
Oral work
thcm? What clo thcy clo? What arc tlrcir
o Ask stttclcrtts to It¿lnte' thc i¡rtcrviclvccs from occr.r¡rirtirlus?
this scgmr'rrt. Writr' thc tramcs olr thc tro¿rrcl M¿rt.ro: Oh, thcy'rc both sttttìcnts.
(llitn, Matrtt, Cltris, Mniko). C¿rll orr volttntt'ers ttr Intcn,icwe r: Do yotr h¿rvc ¿rtry sibli¡r8s?
nrakc st¿rte¡ne.nts atrout the farrrily mcmlrcrs thc' Chris: Ycs. l'r'c ¡;tlt tlnc sister who's tlventy-six.
i¡rtcrv iewc't's taI ked aLrout. I¡rtcn,icrn,r'r: Tell rrrc, clo yt'rtt have any brtlthers
. Pair rvork. H¿tve'stude'rrts role-p'rlay thc or sistcrs?
convcrsatiorr bctwce'n thc inte'r\,ierver and Maik(). Maiko: Yr's, um, I havc otìL- yot¡tìger trrother.
'Ihen tcll sttrclcrrts trl takc tttrns usitrg the qtrcstions Irrtcrvicr,r,cr: 'l'ell tle, u'hat cloe-s he lttok likc'? Is
to irrterviclv cach othcr. Ilcminr-l the iutcn'icw,er ttl hc tall?
irsk tlucstiorls about thc siblirrgs. For examplc, Is /lc M¿riko: Um, hc is very tall, r,ery skirrrry, very lc'trn.
tnll? ls slr ¡trtttt¡? Irrte'rvicw,cr: So is he harrclsttme'?
Maiko: Unr, ycs, hc is.
Written work
o Ask stuclents W/lnf did tltc itttt'rttiaut'r nsk Mtttrtt?
(I)o t¡tttt Itsttt'nt:4l cltildranT) Writc the quL'stiotl olì
tlrc boarcì. Then ask What did Mnuro s/ry? Have
str¡dcnts rt,rite clown the atrswer. (l lnu tu,tt
ANSWER KEY
cltildratt-tt sott ttttd n dnttglttt'r.)
¡ Pair work. Assigrr cach pair orlL'of the follon'ir-r¡; 4.1.c2.b3.a4,d
pe'ople from the vicleo segrrrcrrt: /{ifa, Mnttrtt, Mniko.
8.1.b2.b3.c4,a
C. 1. Maiko's 2. Chris's 3. Rita's 4. Mauro's
H¿rve. stucle¡rts n,rite a few se¡rtcrlccs stlmn-ìarizing
the' information aLrotrt their famiIics.

LANGUAGE NOTES: Rita says her son is forty-onc',

sorlr fo llc forty-two. This meatrs l-re will be forty-
two st¡t'n1.

Siblirrg mearìs brother or sister. It is gcncrirlly trsc'd

in formal Errglish. Top Notch Pop and Karaoke:
Lann is another r¡'clrd for f/lirl.
Tell Me All about lt (17:08;20:ro)

V8 ÍopNotch fV Teaching Notes

utvtT 5 ¡ Itair w,ork. Orr thc t'roard, write Irr'lr'lt tttot,it,I'ln!/,
arrtl '/ìilk in orre colurln, arrcl l/lc Atutlott, tlrc Arls
Cctttt'r, thc Llttiu'rsitr¡ in irrrother ct¡ltrrnlr. l-l¿rve'
stt¡r-le.rrts rvork in ¡rairs kl write rlrrestiolrs witlr
Sitcom: You're late. (23:33t W¡r'rr'alrrlr¡t thc ciiffcrcnt cveuts. For cxtrnr¡rle,
W¡t'rt is tltt: Frurch ntouit'? T'hc'n combitrc ¡rairs irrto
gr()r¡pli of four ¿rnci havc thenr exch¿rrrgc r¡uestiorrs
Sociallanguage
arrcl lvritc ¿'ulswcrs.
¡ Talk about time
r Invite someone to an event
LANGUAGE NOTES: Olt, tuotu! is ¿r conrrnorr
Grammar
ex¡'rrcssiotr tlf exci tecl su rprrise.
o Prepositions of time 'fl¡rll sr¡lulr/s grr'rlf is ¿ì c()rììrìì()rì cxprL'ssi()n usccl
. Thera ís
ttl crr th lrsi asti ca I I y rt g re'r' u' i th so trtcottt' ¿r l¡ott t
sorletlring.
PREVIEW
¡ Write ¿'t,r'r¡ls ou the'bo¿rrt1. Ask irrdivirltral sttrcicnts
WItnl ct,tttts do ytttt ço lo? Writt' thr' :rrrsr'vers <llr thc
VIDEO SCRIPT
tr o rcì f o r e. x a m p I e', c tt t c c r t s, tt tt i t's.
-
¿r t t t t

. Aclrl n tnlk tt'¡ thc. list. Ex¡rltrin its rnerrrritrg. Irt tltt ctJ't1, Clu'n¡l otttl Bttb ¡/isr:l.s.ç tht:ir ¡thrrs,fitr
Sttunlaq niglrt ttt ctlt'bratc IJob's ltirtlulnt/.
REVIEW
Cht'ryl: Yotr're latc.
. Ask corrrprclrt rrsiorr t¡ucstiorrs. l)liry thc. r'icìet'l ljob: Wh¿rt tirne is it?
cpisodt' a¡¡ain if n(Ìc('ssiìry. Chcrvl: l'n'o mirrtrtcs aftcr six.
Is Bob htt'? h¡as) lJolr: I ¿rm rrot late. Twcl rrrinutcs is rrot l¿rte .

Is ltt tiutt tttittutts or.l'itt nrirtrttt:s htt:? (ttLut Chcryl: Ye's, it is. It's two nrint¡tcs latc.
tttittttt ts) Bob: Oh, klokl [t's five to six. I'rn early.
l44rrr.st' birtlulary is ott Ssturdt!/-Bolt's <tr Clrn¡l's? Chcryl: So for ytlur birthday on Saturtìtry,
(llolr's) there's a grctrt lirc'nch ntot,ie at the Av¿rlon.
Dttcs Chcn¡l ipnttt tt¡ go fo n plnr¡? fut:s) Bob: There's a b¿rse'ball g¿ìnìe on Saturclay night.
f)rr¿'s llolr unttt co fo í Moznrt cttttctrl? (tto)
ttt Cheryl: Or there's a play at the Arts Ccntcr at
Drr¿'s BoÛ runttt to so lo o tnlk Itry n writu? (ttt¡) tì:00 r'.r'1. Lifc ls n Drannt.
Drr¿'.s lJolr tpttttt to {o fo a Imsrlutll unnn'? (yt's) lìrb: 'ilre Tigers are ¡rlaying the (ìi¿tnts. Yotr
L)ots Cht,n¡l ituttt! to {o f() n lt¡scbnll gurtt,? (rrtt) know, b¿lseball?
Do tlrt't¡ço fo f/lr' I¡nsLlutll tana? h¡'s) Cheryl: Oh, look! There's a Moz.art concert on
Satrrrcliry. Woulci yotr like to go?
EXTENSION
Bob: What timc?
Oralwork Cheryl: Half p'rast scvcrì.
o Have' stuc'lc'n ts rra mt' tlrt' d i f ft'rcn t cvc.rr ts th¿r t Bob: Thc ball ganre's at 7:00.
Chcryl arrcl lJob talkccl ¿rlrotrt ¿rrrd writc the'm on Cheryl: Oh, wow! There's a talk by thc writcr
tlrc lrtr¿¡rci (t Lrt'nclt tttottir, il plev, o Mo:nrt c(utc('rt, ù Ellc'rr Lee at thc U¡rivcrsity on . . .

talk br¡ il ít¡t'itu', n btst'bnll einil:). Ask strrrlcrrts L)o r¡tttr lJolr: On Sattrrclay rright. ls yotrr Lrirthclay on
tuttttt ttt ç() t()rt, . . 7 Poll thc nrost likccl and lcast Sitturclay?
liked cvcnts. Clrcryl: No. It's rTolrr t'rirthclay. Wotrld you like tcr
to a lrase'Lr¿rll gtrme' for your Lrirthclay?
. Pair lvork: rolc'¡rliry. On the boarcl, r,r,rite' the ¡;o
cltrc'stiorr Art'ytttr ttsttnllt¡ /ntc? H¿rvc sttrclc.nts share
Iìlb: r\ Lrascball gitme'l That sotrrrcls grt'at!
the'ir ansn,e'rs. Thcrr h¿rvc sttrclcrrts work in ¡rairs
t<l rolc-play Chcryl and lJ()b ¿urc1 rccrr¿rct the.ir
colrvcrs¿rtit'rn aLrout latcncss ;rt thc bc¡;inning of the.
dialogrrc. ANSWER KEY

Written work A.1..6:02 2.5:55 3.7:30 4.7:00

8.1.a 2.b 3.b 4.c
o C)rr tlrc lroarcl, rt'rite lrl¿¡y, t't¡ttt:(rl , ¿rrrr-l lrrrl/.qrurrr'. Call
on 2. at 3. at, at
C. 1. 4. at, on
clrr stuclerrts to writt' tluesticlr.rs trskirrg rt'h¿rt tirlc
D.1. Cheryl 2. Bob 3. Bob 4. Cheryl 5. Cheryl
the everrts ¿rre. Ask vtllt¡rrtee rs to conrc to the boarcl
¿rrrd lvrite ¿ìrìs\\¡ers, b¿rser-l orr thr' \¡i(-lr'() cpisotle.

v9
lnterviewz Do you know whot tÍme . work. I Iavc stuclcrrts work itr ¡'rtrirs to writc
I'¿rir
sirn¡rlc scri¡-rts askirrg abtlut the tir.rrc, ttsirrg tlrt:
it Ís? (25:32)
irrterviews as Inoclc'ls. Ilor extrtn¡rlc:
PREVIEW .¡1;ll.rclrsc nrc. Wlnt tinrc is il?
Il: lt is 9:15.
. Write clifferent times and events orr small picces
A: Thnr* r¡ott.
of paper for c'r,ery stl¡c-lent. For cxample,
B : Y tt t t' rt' rut'l conu'.
r tnt i c-4 :'l lt ; pn r t t¡
-2 thc ;class Wltnt titttt:
:00
- I 30 ; p n -7 : 45.
c tt t t c c r t t r : yI

'l'lrerr ask is tlrc cottccrt f ttrct,it'

/ ¡tnrt1¡ / ylnyT Havc thc stuclerrt with the ¿ìlìswer
res¡-rond in a crlnr¡rletc scrrtcncc.
REVIEW
o Ask com¡'rrchcrrsiolr c'¡ue.stions. Pltry the vicleo
scgrncnt a¡;airr if rlcccss¿ìry.
I)oes lllatrclrc lnu tltt'tinrc? (vcs)
Dots Artgclit¡ut hnua tlrc tinu:? (tto)
Is Alaxnndru nt tlrc ¡tost ttffica? (no)
Whcre is Alcrntulrn? (nt tlrc tnttuic tltcotct')
Wlmt titttc's tlte ntouia? ht 6:00)
ls s/rr: ol titrtc? (ycs)
Wlnt's tlu'dntt? (Sqtanilrr
LANGUAGE NOTES: Sltt'or OIt, wrt'arc frienclly
arrd irrforrnal ways of sayirrg t¡cs.
S¡lrc ca¡r also mt'an ccrtsitt. Whc¡r An¡;cliqtrc strys,
"l'm ¡rot rcally sure" she Incatrs shc does Ilt'¡t krtott,
frlr ccrtain.
VIDEO SCRIPT
Intt'rvicwcr: Do you knrlt¡,what time it is?
Lclrayn: Fivc o'clock.
Intcrvit'wer: Cot¡ld yor.r tell me what tirne it is?
Vane'ssa: Sure. Um, it is 10:30.
lntcrvie.wer: Excusc me. I)o you htrve the time?
Ste'pharr: C)h, srrre. It's 4:15.
Irrtcrvicn'er: Tharrk yor,r.
29'1')
Stc¡'rhan: You're welconrc.
Intcrvieu,e'r: Could you tcll mc wh¿rt time it is?
Blanchc: It is . . .

EXTENSION Herb: I carr't.

Oralwork Blanche: It is tcn mintttes to twelvc.
Interviewer: Crc¿rt. Thanks so much.
. I.)iscr.rssion. Ask students to recall the irrterviewccs'
IJlanche: Yol¡'rc welcome.
namcs anci write' thcm r-¡n the board (Lrtrntpt,
Irrterviewer: What movic'do you want to see?
Vnncssn, Stc¡rltort, Bl'øtclrc, Herb, Alaxntulrs,
Ale.xandra: I want to scc Nafiortnl Transurt'.
Angttliryrc). Ask W¡r¡ does tutt hnue thc tinrc? (Hcrlt
lntcrvicwer: Arrd what time is thc movie?
nnd Angeliqu¿) As a class, thirrk of placcs where you
Alcx¿rnc{r¿r: It is at six o'clock.
carr firrd clocks-for erxample, cell ¡tltttnas, stttrcs,
Intcn,icwcr: By the way, what time'is it now?
rcs t n u ra t l s, It u i l d i t r gs, ¡tn rks, t rn i n .sf n f iols. W ri tc
Alexanclr¿r: Um . . . it is 5:30.
them orr the boarrì.
Intc.rviewcr: So yt'rtt're right tln tirrrc.
¡ Pair work. H¿rvc strrclcnts work in pairs to create Alexandra: I an'r.
thcir cln,n sccnarios, trsing thc intcrviewt'r's lnterviewer: Could you tcll ¡nc what timc it is?
conl'ersatio¡r witlr Alcxa¡rdra as a m<¡dcl. Orr the Angelitlue: I actr-rally don't wear a watch, so I'm
boarcl, writc: not re'ally sure.
W\tst titttt' is (tltt: tttt¡ttie)? Intcn,icwt'r: Do yor,r k¡rclw rvhat the ctate is?
Whnt titttt'is it ttttru? Angclique.: I believe it's thc 29'r' of Sc¡rtcmbcr.
YLttt art (riglrt ttrt titttt' / t:nrlv / latt).

ANSWER KEY
Written work 4.1.a 2.b 3.a 4.b
. Have stuclents write sentences about Alcxandra. 8.1.b 2.c3.a4.c
ljtrr c'xarnple, Alcxtttdra is nt tltc ttttn¡ia tlrcutt'r. It is C. 1. No, she doesn't. 2.Yes, she does. 3. No, he
5:30. Tlrc ntottic is nt 6fl0. doesn't. 4. Yes, she does.

Vl0 TopNotch IV Teaching Notes

IJNIT E¡ LANGUAGE NOTES: Wlnt altttut. . . is
sayirrg WInt do r¡ttu tlrittk nltttut . . . ?
¿r short way of

I s¿,¿ is anotlrcr way of sayirg I utularstatul.

Sitcom: Do you líke thîs blouse? (26:55)

VIDEO SCRIPT
Bob nnd Pnul orc uuttching n ball gnnrc ott TV nt
Soclal language
get their o¡tirritttrs
Clwr¡l's nportntutt. Clrcryl tries to
r Express likes ott tlrc clothcs sha bouglrt.
o Describe clothes
Cheryl: Do you like this blouse?
Grammar Bob: Yes.
o This / tlut / these / those Par"rl: That blor.rse is bcautiful!
. The simple present tense: lik¿ Cheryl: Thank yor.r! What about these shocs? Do
yor.r like the¡l?
Bob: I like those shocs.
PREVIEW
Par"rl: I rcally like those shoes.
o Call otr stucic'nts t<l n¿lme thc items of cl<lthcs thcy Clreryl: And what about this dress?
are n'earitrg. Writc thc worcls on thc brlard. Bob: I really like that drcssl
Cheryl: You do?
REVIEW Bob: You look like a movie star-Julia ll.oberts!
. Ask comprchcnsiorr questions. Play the videcr Cheryl: I see. And this skirt?
e.pisode' again if ncccssary. Bob: That skirt is very rrice.
Doas Clu:rr¡l lmu' nnu clotlu's? (r¡cs) Cheryl: Bob. Bob!
(gcsturirrg shr¡a') Dtx,s Clu'rt¡l sltttru Bttb n bloust'tn' llob: What?l
n slirt? (n blttusc) Che'ryl: What about these sweaters?
(gcstr-rring scc) Docs Boü scc lrcr ttctu shoas? (vcs) lJob: I like those sweaters. Those swcaters are
(gcsturing scc) Do¿:s Pnul stc lrcr trcut shors? (tto) bcarrtiful!
f¡;esturirrg s¿rc) Do¿,s Bttlt sea lrcr trcru dress? (tto) Paul: I rcally like those sweaters. Thcy're really
Does Bttlt sny tlnt Charyl looks lika lulit llttbarts? nicc.
(ycs) Cheryl: Thank you!
(gesturing sltttttt) I)oas Clrcryl shttztt llob n skirt?
(no)
ANSWER KEY
EXTENSION A. blouse, shoes, dress, skirt, sweaters
Oralwork 8.1.b 2.b 3.c 4.b
C. 1. this 2. That 3. these 4. those 5. this 6. that
. Call on incliviclr-lal str¡dc¡rts to name the cokrrs of
the clothing itc¡ns tlrat Cheryl showecl Bob ancl
Paul ancl the clothes the characters are wearing.
o Group work. On the boarcl, write' l)o Vou lika tlis /
lnterviewi Do you like that color?
tlx'se ? Dividc thc class into groups (28:44)
of three. Have strrdcnts point to articles of clothin¡;
PREVIEW
they are wearing and ask caclr other if tlrey like
them. For cxample, Dtt r¡ttu !ikc this slirt? Do you likc ¡ Have sturderrts namc as many colors as they can
tlrcsa ¡tnrrts? thirrk of. Write tlrem on the board. Then ask
i¡rdividual students Wlmt is r¡our.fnuoritr color?
Written work
REVIEW
r Pair work. Ask stuclc'nts to re.mcmbcr thc clothes
that Cheryl mentione.cl to IJc¡b arrcl I'aul (blottsc,
. Ask comprchension tluestiotrs. Play the. video
scgmcnt again if necessary.
sllo¿s, ¿?rcss, skirt, xuaotars). Thcn havc studcnts
Wlttt likts graut nrul r¡allotu-Mnrtin ttr DnttT
r,r,rite senttnce.s that llob and Paul said about the
(Mnrtin)
clothc.s. For e.xamplc, I likc tlmt blouse . Thnt skirt is
/s Vnl¿s.çn'.s blousc neut? (r¡es)
ttcrt¡ ttit:e.
Does l.ornr¡n like pur¡tle? (no)
o Havc students write their opinions of Cheryl's Dots Mnrtin líkt: yellotu? (rycs)
clotlres. Fcrr example, I dtur't lika thost srt¡cnttrs.'l'lnt l)ocs Snn likc to tucnr rulitc? \cs)
¿/r¿'ss is rricc. f)o Lornytr ntú Nntnlia sntl they need nttu sltocs?
(ycs)

vl1
EXTENSION
VIDEO SCRIPT
Oral work
lntcrvicwr.r: 'l'h¿rt's a tricc slt,c¿ttcr.
o l)iscussiorr. Ask irrdiviclu¿rl stt¡rlents f)o t¡ott rlcrtl Sarr: Why, thtrnk yor.r.
r¡('1{' s/r(x's? I)tt r¡ttu Ittry rrcru sltttt's o.ftt:tr? Scc if melr Irrtcrvicwer: Th¿rt's ¿r lrice color shirt.
anc'l n,r'rììcrì ¿ìrìs!\¡Lìr c-liffcrerrtly. Tlrcn say Nntnlia Dan: Tharrk y()u vcry much.
stn¡sA ruontln tltutt¡s nt'&ls ttt'u, s/¡rx's. " Is tltis trut'?
"
lnterviewer: That's a rc'ally nice tic you're
o ltair work. H¿rvc stt¡dcrrts rec¿rll diffcrcrrt ways wearirrg.
t r co nr ¡r I i nr en terl thc i n te rv i c w ec s'
h Lr i rì tr) r \¡ i rr$¡ r. Martin: Thank yotr. I like it too.
clrrtlrirrg. ('l'lnl's tt ttit-t' srptntt'r. Thnt's n rtnlh¡ rrict' Iutervicwcr: ls th¿rt a rìew blouse?
Íic. Is thnt n ttnp blttttst'? I likr thnt colttr.) Thcn ¿rsk Vancssa: Yes, it is. My sister btlught it for mer.
sttrtlerrts I |otp did tlrc ittttrttittuccs t'ts¡tttttd? ('I'lnnk Irrtervicwcr: l)o yott like that colclr?
you. Tlutrtk vott ((rv nnufi. Tltnnk qou. I lika it too.) Dan: I do. Navy blue's my favorite'color.
l-lavc studcnts wrlrk irr pairs to takc ttrrns ¡¡ivin¡; Intervicwcr: Do you often we'ar black?
r.¿rch othcr conr¡'rlinrcrrts ¡rlrotrt thcir clothcs ancl l.rlrayrr: Ntlt trlways. Red's antlthcr f¿rvoritc color
thtrrrking caclr othcr. of mirrc.
lntcrvicw,er: Is green a favtlritc colt'lr of yours?
Written work Martin: Ycs. I ¿rlso like yellow ttxl.
. l)rrir work. I lave stuclents rccall thc n¿rmcs of tht' Intcrviewer: What other colors do you likc' to
intcrvieru'ecs. Write them orr thc boarcl (Sntt, Dnn, wcar?
Mnrtitt, Vnttt'ssa, Lornt¡rt). Have studcnts wr'¡rk in Sarr: I like wcaring bh"re. Um, I likc wcaring
pirirs to write six i¡rformation qr¡esti()ns abtlut the. purples and white.
cliffe'rerrt peo¡'rlc.. Errcourage studcnts to usc Wlo, I¡rterviewcr: I like that color. Do you likc that
W/r¡rf, ¿rncl Wlticlt. For exam¡rle , Who likes ltlnck ntul color?
rad? Wlmt co/or r/ocs Dnn likc? Combirrc pairs irrto Vancssa: I likc it vcry much.
gr'oups of four ancl havc. them exchange qr,restions Interviewer: Do you mind if I ask you a questiotr?
and writc arìswcrs. Lorayn: Not at all.
. Call on stlrdcrrts to writc on the boarcl all the colors lntcrviewer: Do yclu nced new shoes?
ancl articles of clothin¡; r¡rcntioncd in thc vidco.
Lorayn: I always rreed ncw shoes.
Then tell each student to writc eiglrt sentcnce-s San: I always need new shocs.
usirrg the vocabulary on the boarcl. For cxample', I Natalie: Ye-s. A woman always ne-L'ds nL-w shoL's.
Imt,a a rttd xuttntt'r.
Intervicwe'r: Tell me, do ycltt ncc'd a ne'w pair of
shclcs?

LANGUAGE NOTES: Lorayn says, "Red's a¡rother Martin: I don't thirrk so.
favorite color trf mine.." Thc'sentence could also be
said R¿¡/ is ntrctlwr otrc <tf tuy fntnritt'colttrs. Similarly,
tlre' intervicwcr asks, "ls grccn a favoritc'ccllor of
yrrtrrs?" Thc qtrcstio¡r could also be saicl Is grrut o,tc
of rytar fntt<tritc t:ol<trs? ANSWER KEY
Sarr says she likes wearirrg ¡utr¡tlcs. 'l'his me'ans she A. 1. sweater 2. tie 3. blouse
likes to wcar cliffcrcnt shacles tlf ptrrple'. All colors B. 1. False 2. False 3. True 4. True 5. False
carr bc t¡sccl in this ¡:ltrral forrrr. 6. True
C, 1. blue 2. black, red 3. green/ yellow 4. blue,
Wl-rcrr l-oriryn s;rys "Ntlt at all," she me'arrs No, I
purple, white 5. green
dotlt nútttl nt nll.

V12 TopNotch fV Teaching Notes

 ex¿ìl-rìl-rle' IJtr t/otr
t"tnd tltt
cloe's i¡r tlrc tntlrrrirrg' I;tlr

UNIT 7 ;ö,öÏr,;;;'ti't':{;i':li'ï:íj}:ï,:ì:i.iîlìl:
ttesttotrs r'l
c'xchan!5t' t1

short ¿rllswcrs'

Sitcom: What do You do Ín the

''-r---- morning? {33:54) VIDEO SCRIPT
tlnih¡ nctiuitit:s'
pilut n,,a Mnria tntk nbt¡tú tlrcir
late again'
Social language Marie: Paul, Your're
rip before S:+S'
Par,rl: Sorry' I never 8e't
Describe dailY activities
o
Vfnti", 8:4'5?l That's latel
Grammar ii.ti, wn"' timc do Yor'r get uP?
. FrequencY adverbs what cl' v'u cro in
. Time exPressrons H1Ï:'ri3tl'ìll''rnn,', e'arlv!
the morning?
M;il,'w;itaf?r I gct trP I usuallY makc
the g'arbagc' do thc
PREVIEW breakfast, take ottt
. Otr the botrrcl, writc 'giu" c/lorcs'andlcistlre
Hottscholrl laundrY ' ' '
Writc them
nclioif i¿'s. Httt'"'ttta"tìf "*o'oplcs' Paul: Thó laundrY? check nry
thc aPProPriate' heaclinlSs' Thcn t read the lìewspaper'
;;;.'t "'i-*oit,Yes'sometimes
Marie:
I takc a naP l' ^'
naP in the morning?!
REVIEW I'aul: Y.u take a On Monday'
questions' I'lay the vidco Marie: Jtrst fifteen minr'rtcs'
o Ask ctlm¡rrchcnsitln
weoneuuav' '"- -;;;
wednesdav' and iridal I:l:::]'î.:'11 ,o^i,'
iso$c 1 q"l'l hor'rsc' TlTerr I take
e¡r
:-1.]lïï"'J'n, ir * n ur ? u, a ut ) the other daYs I cl tíre
pttt on rny rnakcup' and
r>
1"Yl¡1ris lnfc-lor ittt
Pntil ln: oftan? QtÐ a shower, g"t d'e'sJà'
Is
ùr Pn.ilt (Mnric) gtl to work'
W/ro tttrrk¿s late?
'p 'n'tìií-Uilrfu Pnii, Wow' Yor'r never slt'eP
DttesMttrit'taX':ni'rapintlttttu'¡rttitLg?(Vcs)
"A,r,
ttuttclt'I'V in
tha ttto¡',ttit':-11.1]]:] ili.i.','õ; ii;
weekends I slecp'til'6:00'
'tÏÏi, tñ"i'tlcally lnt"' Ynu do iatr.dry in the
't"
pnttl i'r.tl'a-'ìio'."tirrg' ttxt? ?to)
Dttcs
'1" 'l"in')""|"i'-y oJtt'rrl lrttt) morning?
brras I'ntil tltt tht'lnuúry Why' when do yott dcr
Maric: And the evening'
thelaundrY? - A"a . ,c^-a-ñtû.Í.
s"Pt"'t"
EXTENSION
Oral work
o":i: ü;'ö i" u"'"H'
board, write tlre klllowing-ctlnvcrsation:
o on tlre-o,.,
' ""ir Ita iuet:ketttls I slrcp until 6:00'
B: 'flutt' s ranllY Intc
'
model thc ANSWERKEY
uot.,r,t""j'to be speaker A and do the laundry' read
call on n
Bc iure ttl-usc'a sarcastic i. onu out the garbage'
u-ttuP' exercise' clean
the
conversatiol'' ttlg"th"'' the newspap"'' tuxl"
¡-'utt Pnril real'h¡nrcnn tlmt
tone for Sp"nrt"'i"Ã'f the tone' house
(tttt) Have students repcat 6'c
6:00 is Inte?
thij corrversation. B.i; 2'a3.c 4'c 5'b doesn't 3' No' she
Then lrave,.ua"nì,,.-,t"-ptoy Yes, she does z' Ño'she
Dtt tntt'? -
C. 1.
she does
o Pair work' rake a poll' Ask ?"'y::i.:l:iP pairs to ä""iii ¿' Yes' she does 5' Yes'
tlt'tlt Tuakt:
have stuclerrts wtlrk irr
iell each other
"¡""'ty) ìh"y *okc r'tp ancl what they
wl"ttln
clo in the'morlriug' uallY do
r¡'rr! Ú-- ßs'ztl
Written work
work irr pairs to'"r'ritc
duringtheweek?
o l)air work' [-{ave stttclerrts
a f f irmativc o"a
n"guììt* statcnrenis nO-:::¡.*'no' For PREVIEW
clo in the'mtrrrrirrg' flrc
t¡orr trstrnlly do rirrritr'g
Marie cìtles otd tlo"'tt't ¿.lors trttt slaep Int e' . Ask students Wllnf
do
namc on thc
it' iloas' tt''i iilì' i'a"1'Slrc write the activiijes stucìents
cxatrrple, Mar ztreck?
work irr'pairs to writc
.' Pair u'ork. Havc stltde'trts the'ir partner
board.
.,;;;;7;;'r questi'ns to ask what

vl3
 REVIEW
TANGUAGE NOTES: I don't gt,t t cltnttct, /rr
rtrc,rrrs /
r Âsk corlpreherrsion clucstions. Irlay the- viclco dott't lmt,c tlrc opyortttttity
scllrllent again if neccss¿ìry.
/ lirttc to do 5p¡¡¡¡¡l1j¡¡s.
Do.as Atrgtliqrrr,ço fo !lta ntttttit,s tltrring tltc tutak? I'ttt çood lrr¡Jo nlc¿ìrrs I tttr rttdry to stnrt tltc tlor¡.
0cs) l'ttt nl .fiil1 utct{! nlLr¿ìns I ltn,t,tltt,rttttst tttcrs.V.
l)rrr's /r'ssrtrr dt¡ tlrc lnttndt.y ttftan? (no)
L)oas Dat¡tti tnka nn¡ts irr t:ltc nftarnttott? (tto)
VIDEO SCRIPT
Dots Alt,ittLt nt brenkfnst aoriv?
fues) Interview,er:
Doas Blnnchc usunlly ant lunìh ni tZ,t¡ï Arrc.l corrltl yrlu tcll rne wh¿rt vou
or 1flL? r"rstrally cùr cltrring thc wt,ek?
( I2:00)
l)rrr's /r:ssica uswtlh¡ ttt Llittnar lntt,? (no)
Arrge'liclue: Usually clurirrg the r.tcek, unr . . .,
I
Is Lisn a.nnrttirtg pr,rru,, or nrt eut,ttitrg rrrearr, I go to ir cou¡rlc: of filrtrs. I likc kt go
k> the
(t'tu,tritrg parsotr) ¡ttrsttrt? lnov ics, i rrcl el're'ncl crr t f i I ms.
Intcrvicn,er: Hor,r, oftrrr clo yorr ctl latrrrcìry?
Je-ssica: As little rrs ¡rossible.
Intcn'ir.r,r,cr: I)o 1,1¡¡¡ takc a rra¡r irr thc aftcrlroon?
EXTENSION
Dccl¡ti: I cl<trr't tirkc a rra¡r in tlic afterlroorr. I rlon,t
¿;ct a clrancc trl.
Oral work l¡1[s¡yi¡'¡,¡.¡; Wh¿rt timc clo yotr rrsurrlly eat
¡ Pair n,ork. Write olr thc boarcl Wlnt titttc tltt ytttt Lrre¿rkfast?
mt ltrenkJnsl / lunch / dittner? Have strrclcnts wt¡rk Alvi¡ro: Betrvcerr 6:30 ancl 7:0t1.
irr ¡'ririrs to ask each other these. qucstions
ancl lrrtcn'icwcr: What tirnc clo y<lu trsr"r¿rlly cat lr-¡nclr?
alìslr¡er them, usirrg pcrsonal informatio¡r. Then IJlarrchc: At rroorr,
havc'stuclents think up aclditional questions Intcrvicn,er: What ¿rlr<lr.rt c1irrrrer. Whclr?
about
htrbits, startirr¡; n,ith Wlaf titttL,dt¡ Jcssica: Dinrrcr. . . I lovc to havc c-lirrrrer ¿lrttu¡rcl
ryrtu . . . ?
o l)air rvork. Writc on the boarcl 6:00, which is not too l¿rtc, L.rccausc if it,s totl
Ho.tu oftut tlo t¡otr dtt
l¿rte I c¿rrr't slccp-r. S1l, most
tlrL, Inundry / cxarcisa / utttkt tlinncr? Ilavc, stude,nts of thc. timc arr¡trr.rcl
rt,ork in pirirs to ¿rsk c,ach other tlrese clucstions ancl 6:(X), 7:00.
¿ìllswcr thcnt, using personaI infclrmatiorr.
Thcrr
have studcrrts tlrink up aclclitionaI qrrestions
about
lrow oftenihe.y do thiñgs, starting iitl., Hou,
,rftett
dtt qott. . . ? Errcourage. ituclents to ansn,cr
with
frequency ac'lverbs.

Written work
r Have students rccall the. inte.rviewec.s, names ANSWER KEY
and write them orr the boarcl (Arrgtliqrtt,/t,ssicn, 4.1.b 2.c3.a
Dcc¡tti, Aluino, Blnncht, Lisa). Havä stuclents B. 1. True 2. False 3. False 4. True 5. False
write a
sclrtence about each 6. False
F)crson.
¡ On the boarcl, write.zlrc yttu n nroruing C. 1. doesn't go 2. doesn,t do 3. has
lrcrsort L)r (nt 4. doesn't eat
eTryning persott? Havc stuclents answei'the
question
and then write five sentelrce,s clescribing their
rnorning or cvening habits. For e,xamplä, I artt
tt
t,tonung.parsotr. I gat uP ailrlv. I tnt brattkfnst
nt 5:30
Top Notch Pop and Karaoke:
,t.*t. ltt tltt rrtttrtrirrg L . . On the Weekend (36:36;38:45)

Vl4 TopNotch fV Teaching Notes

UI\IIT A combinc'pairs into groups of
exchtrrrge t-¡uestirlrrs ancl write short answcrs.
for"rr and have thc¡n

. Te.ll stuclerrts to name the different "ro()nls" Chcryl

has in her apartnrent. Write thcm on the Lroard
Sitcom: Welcome to my new (k i t cl rc n, d i n i n g rttttm, ttff i c c, I iu i tr g r oo m, l¡cd roo n t ).
apartment, (30:10) The¡r have stude¡rts copy these words ancl write
what furnitu¡rc and appliances shc has in each
"r(xrm." Havc str.rdcnts rcfe.r to thc worcÌs on thc'
Soclal language
board frrxr the rlral work if necessary.
o Describe a home

Grammar LANGUAGE NOTES: This is if is anothe'r way of

sayirrg Tlris is t:uanltlti,tg.'fhcre is rttttlrittg nutra.
o There is / therc nre
o Questions withtulrcre A slu¿/io n¡tnrtmurt is an apartment that has just <lne-
room.
PREVIEW
VIDEO SCRIPT
r Write tlrer word r(x)ns on the boarcl. Have str¡dents
list rclonrs i¡r a hotrse or aprartrnent. Clwyl's nntlrcr contcs ttt t,isit Cltcryl ot hcr neut
n¡tnrtnrctrt.

REVIEW Cheryl: Hi.

. Ask comprcherrsiorr rlrrcstiorrs. I'lay the videt-l Mother: Hi.
episoclc irgairr if ncccssary. Cheryl: Welcome to rny new apartmerrt, Moml
Dttes Clrcn¡l liztt' itt tt ltottst or ntt npnrtnuttt? (ntt Mothcr: I likecì your olcl apartment at 24 Oak Strcct
a¡tnrt trrt,ttt ) better.
Wlto is ¿risitir¡.q Clrcn¡l's npnrtnutrt-lu:r ntotlu:r or Chcryl: That's because you live at 22 Oak Strcct.
lrcr sisttr? (lu'r nntln'r) Mother: Yc¡rrr old apartment had such a nice view.
ls thttra n ¡tnrk rrcnr Clu,n¡l's n¡tnrttrutrt? (r¡cs) Clreryl: The vicw here is nice too, Mom. The park
Dttas Clu'ry\ lit¡t' tntnr |u'r ttf.fictt? (t¡t:s) is jurst across the strce't. And my officc is arourrd
Dttes Chcryl lmttt' n InrgL'kitcltt:tt? (tto) the corner.
Does tltt'n¡tortrnutt lmpt' nmtttl roottts? (tto) Mother: Nice refrigeratclr. It's very small, isn't it?
Dttes Clrcryl lika ltcr n¡tnrtnrcrtt? (t¡as) Cheryl: The refri¡¡erator?
Dttas Clrcrtll's nto,,r lika har n¡tnrtnrctrt? (rro) Mothtr: The kitchen.
Che.ryl: It's a little small, but I like it. There's thc.
EXTENSION
clirring room, the office, and the living room.
Mother: The chairs are nice. I like the sofa. Wlry's
Oralwork the dresser in thc living room?
. Ask sttrde'nts Whnt frttitura ntul tpplinrtctts nra tlrcra Cheryl: There's no placc clse for it to go.
in Chen¡l's nptrtnrcnt? Havc str,rcle¡rts answer using Mother: But where are the other rooms, honey?
Tlrcrc is. . . ancl Tltere nr¿.. . . Write the vocaburlary Cheryl: Mom, it's a str.rdio apartment. There are
olr thc board, arrcl leave it there for the next no other rooms.
exerc i se ( r efr i ge r n t o r, f ru'zt' r, c nb i t t t' t, t nIil L', cl m i rs, Mtlthcr: This is it?
rtrgs, r/r'sk, cont¡ttttcr, Innt¡t, sofa, chnirs, drcsser). Chcryl: This is itl
. I)air work.H¿rvc strrderrts rcfcr to thc vocabulary Mothcr: But whcre's the bedroom?
on the'boarcl from thc ¡rrcviclus activity a¡rd Cheryl: Ta cla!
ask cach othcr whether they have the different Mother: I'm afraid to ask about the bathrt'¡om.
frlrniturc and applianccs in their homes. Model Cheryl: Oh, Mom! I think it's nicc.
t¡es f tto qrresticurs. For example , Do t¡ou lmuc n
corrr¡tuter? Do t¡otr lmue clmirs?
ANSWER KEY

Written work ,{.1.c 2.d3.a4.b

B. 1. at 2. across 3. around
¡ l)air work. Havc studcrrts wrlrk in pairs to r,r'ritc six
C. 1. True 2. True 3. False 4. True 5. True 6.
ryas / no qucstiorrs asking abor.¡t the fu¡r¡ritu¡re a¡rd
False 7. False 8. True
applianccs irr Clrcryl's apartnìent. For exarnple,
Does Clu:rt¡l lmtu' s ltcd? ls thart ¡¡ lrr&it'? Then

vr5
lnterviewz Do you live ín a house or A btckr¡nrd is thc ¡¡rassy ¿rrc¿r bchincl a hottst'. A

an apartment? (32:23)
birckytrrtl catl havc ir gtrrtlerr.
A¡n rt .frtut t tìleans crct'¡tt Jbr.
PREVIEW
Fridgt is a cr'rmmo¡rly used shttrt vcrsit.¡n of
r Ask incliviclual stude.nts Do yott litu' in n lnttsa or ntt
rafrigt'"atttr.
tpnrtnn'rrt?'l'ake a poll arrcl writc thc ¡lumbcrs c¡n
tlrc lroarci. Therr ask stuclcnts D<t r¡tttt |ika your Inusc /
VIDEO SCRIPT
a¡tarltrtt'ttt ?
Interviervcr: I)o yott Iive in a htlttsc t'lr a¡t
REVIEW apartmcnt?
Rob: I live'in an apartmcnt.
. Ask compre.hc¡rsion cluestions. Play thc vidctt
scgmtrrt agairr if neccss¿ìry. Chris: I livc'ina house.
Dors /ìolr litc itt at n¡tnrtrnarrt? (t¡t:s)
Christiane: I live in an apartme'nt.
l)ocs /¡c |ikc ltis n¡tarlnmrt? (r¡ts)
Intcrl,icr¡,e'r: A¡rcl do yott havt'a large living
ro0nr?
Docs C/rrisf irtttt'litt' itr otr n¡mrtrnattt or n lntusa? (stt
t¡nrtrttott) Cathcrinc: I r,r'oulcl say medium-size'cì.
Docs C/rrls's kitcltt'tt Imttt'n dislnuttslu:r? (ttLt)
Irrtcrvicwcr: Ancl what sorts of furnitttre clo ytltt
havc in your living roont?
Dttt's Clristisrtt/s 4rnrtnn'rtt lnut n bnlcotrt¡? (trtt)
Rob: Wc have a sofa and a loungc chair alrd ¿r
Docs Clvististtc lika ht'r npnrtnmrt? h¡as)
coffec tablc anc-l a televisit¡r sc't.
Inten'icwer: Doe's your apartmcrrt havt'¿r lot ttf
EXTENSION
rn,indovvs?
Oral work Ernma: Actually in every rotlm therc is a r,t'inc1<llr,.
. I l¿rve stucle'nts choose arr irrtervicu,cc anc'l stry Interviewcr: Drte's yottr aparttncnt h¿rvc ¿r

something about the person's housc or a¡'rartme'nt. balcony?

. I'¿rirwork: intcrviews. Have students recall tlre Christiarre': No, my irpartmetrt dtles ¡rot h¿rvc a
irrtervicwcr's qrrcstions. Write thern on the board. balcony.
Frrr exanrplc, I)tt t¡tttt liuc itt tt house or nn a¡tnrtnrcrtt? lntcrr¡ic.wer: How abor.rt a gtrrclen?
[)o r¡tttr ltnutt n lnrga liuittg roonr? I)oas your npnrtnutrt Cathe'rinc': We clo havc ¿r backyarcl.
Itnut' n lt¡t <tf uiruilnus? Then have str.rc'le'nts work Intcrvicwcr: What appliartces are there in ytlur
irr pairs to take turns asking a¡rd answcring these kitchcn?
questions, usirrg pe'rsonaI irrformaticlrr. Chris: Wc've got a cooker, a n'ìicrowave. We've'
got a fridgc and a freeizer, but in f¿rct rve"r,e got
Written work everything apart from a dishr¡'asher.
Inttrviewer: And a ct-¡oker. What's a cottker?
. Pair work. Assigrr eaclr pair one. of these' names:
Chris: A stove.
Rob, Clvistin nc, and Cllrls. Tcll stude'nts to write
Irrtcrvic'wer: Do yclu like'your apartlnent?
as rì1any sentences as they carr about the pcrson's
Rob: I love'n-ìy apartnrcrrt.
home. Then group the pairs that lracl thc same
Christianc: Yes, I like my apartment a lot.
names a¡rd have them compare their sentcnccs.
Irrterviewer: Ancl why?
¡ ['air wr¡rk. Tell str.rcicrrts thcy will crr'¿rte True Christia¡rc: Ile'cause I prainted it irr my colors, atrc'l
a¡rd Falsc quizzes. Havc thcm writr'six sr'tttences it's my homc and rny little castlc.
abrlr¡t tlrc intervicwccs-s()n.ìc corrcct ancl some
incclrrect. Thc¡r coml¡ine pairs into grrttrps tlf fottr
ancl have them exchange ancl answcr cach othc'r's ANSWER KEY
c-1uizzes. Firrally, have the writers of thc quizzcs A. apartment 2. house 3. apartment
1,
chr'ck the answers. 4. apartment
B. 1. False 2. False 3. True 4. True 5. False
LANGUAGE NOTES: Cookar is IJritish English for 6. True
sfoac,. Spe'akc.rsof Ame.rican English generally dorr't C. Rot's liuing roont: sofa, lounge chair, TV, coffee
rrndcrst.rlrd this wr¡rd. table
Lorurgeclnir is the same as rísy clnir-a Chris's kitchen: microwave, Íreezer, refrigerator,
comfort¿rble cl-rair to sit in. stove

Vl6 TopNotch ry Teaching Notes

 UNIT 9 LANGUAGE NOTES: 'I-lnt sottttds er('nl nteiìrìs Tlnt is
tt Ìtlod idan.
¡1¿7p ¡¡þanrt is an expre.ssion r¡sed to make ¿r

suggcstiorr.
Sitcom: What areyou doing this
weekend? (41:'15)
VIDEO SCRIPT
Sociallanguage Chuyl nttd Mnria try to nnkc ¡tlnrs for tltc zueekcnd.

o Make plans to get together
Grammar
o The present continuous for future plans
PREVIEW
. Âsk indivirìtral stt¡den ts Whnt nra V()u doing this
tpttktttd? Write st¡rne respollses on the boarcì.
Make sure strrdcnts respond using the present
continuorrs.
REVIEW
. Ask comprchc¡rsion que'stions. Play the vidc'o
episode. agairr if necess¿ìry.
L)tt Charyl and Marie hnu,busr¡ sclrctlules? (rycs)
Dttcs Clrcrtyl ltfiut, nu art clnss on Snturdn¡? (ycs)
ls Mnria ¿risilil¡.g har sistt:r on Srttrt/nr¡ tuttrning? (rto)
Wlrctt nrc Mnric utd Chcrryl gttirrg slto¡t¡tirtg-
Swdntl ntortrirr5¡ or Surrday tftentoorr? (Sundny
nftarnootr)
Docs Pnul uutttt ttt ¡ilny ltnsketlutll tuitlt BoItT (vcs)
D<t Pnul nnd B<¡b lnua n ltttst/ tucckuulT (tto)
EXTENSION
Oralwork
¡ On thc board, write Whnt nre Clrcrryl nntl Mnrit: doirrg
tltis weckttttd? Havc stuclents namc thc' different
activities the two friends have planned in full
sentences.
¡ Pair work. Have students work in pairs to create
their own scenario for planning an activity
togethcr, r,rsing the'video episode as a model.
Encourage studcnts to refer to thc.ir real-life
schcclules.
Written work
. C)n the boarc{, u,rite Saf rlrrlat¡
and Srllr/ar7. Then
have stucìe.nts colne to the. board and write what
Marie ancl Cheryl are drting on each day.
¡ Pair wc'¡rk. Have studc¡rts write six qucstions (both
informatiorr qtrestiorrs ancl r7t's / rro cluestions) abotrt
M¿rric's and Che'ryl's activities. l'hcn coml¡ine
¡rairs into grollps of four ancl have thenr exchangc
clrrcstions a¡rci n'rite answers.
Marie: What are you doing this weekencl? Dt¡
yor¡ war-ìt to go shopping with rne?
Chcryl: That souncls great. When do you want to
go?
Maric: How about Saturday mrlrning?
Che.ryl: I'm making breakfast for somc friencls
at 9:00. Then I'm doing launclry from l l:00 k'r
noo11.
Marie: Satr.rrday afternoon?
Cheryl: I'm taking an art class from 1:00 to 3:00.
How abourt 3:30?
Marie: No, I'm exercising with a friend from
3:00 to 4:00. Then I'm going to the movies ¿rt
5:00 with my sister.
Cheryl: Surrday mornirrg?
Marie: I'm visiting my parents until 10:00. Thc¡r
I'm meeting a fricnd at the art museum until
I :00. Suncìay aftcrnoon?
Cheryl: I'm going to a baseball game with Bob at
l:00. How about late afternoon?
Marie': Around 5:00?
Che.ryl: Cìreat.
Bob: Hey. Do you want to play basketball
tomorrow?
Paul: OK.
ANSWER KEY
A. 1. Marie 2. Cheryl 3. Cheryl 4. Marie
5. Cheryl
B. 2. Cheryl is making breakfast for some friends
3. Cheryl is doing laundry 4. Marie is
exercising with a friend 5. Cheryl is taking an
art class
C.1, doing 2. visiting 3. meeting 4. going
lnterview:. What are you doing thìs
even¡ng? (a3:00)
PREVIEW
¡ Ask irrdivicìual students Whnt orc Vou doing this
tl,t'uitt{,? Ilcmind str¡dents to ansu¡e.r in the prcsent
continuous.

v17
REVIEW
o Ask com¡rrehensiorr clttestions. Play thc vit'lt'tl
segnlctìt agairr if ¡recessary.
W/¡rt is ¡¡olrrg otrf to tlittucr ruith.frinrds-ltv or
Mnrtin? (Jot)
Is Mnrtitt goirrg trr tlrc tt¡tcrn this aut:tting or tlis
ueaka t ul ? ( tlt is tut't'kctt d )
ls Martin.qoirrg ltr tl,( ()pütt tuith t cttllenguc? (t¡cs)
ls Martin çoilc r¡rtf ttt Llitttrcr this t'r,t'ttitts? (tto)
Drx's Snl Intu' ¡ilnns.for tltis zucckt'ttd? (vts)
/s s/rc /rarr¡¡i rr g ttttt ruith .friuds? (r¡t's)
Is s/rc goilg to tha pnrk? (r¡es)
EXTENSION
Oral work
. On thc lroard, u'ritc. f/ris L'u(ttittg,, tltis tpt:t:kand,
trcrt nutrtth, ,t(:xt M(t,tdlv. Hat'e students make
st¿rtements abor.rt thc intervielvees usin¡; these
tirne' e'x¡rressions. M¿rkc'sure they Llsc tlìe preselrt
corrtinuous fclr fttturc.
o Pair work. Have str.rdelrts re'fe'r to the ti¡rre
exprcssions in the previous activity and ask cach
othcr qucstiotrs ¿rbtlut thcir tlwn ¡rlans. Rcrrrirrcì
stucle¡rts to ttse the preserrt col'ttintlolls fclr fttttrre'
Written work
. Pair work. Have'stttc-lents write six informatitur
clur'stiorrs about thc interviewees in the preseut
corrtinuous. Tcll the'm to start twcl qucstions r,r'ith
W¡o, two cluestions with Wr¿:rl, and two questions
r¡,ith Wlaf. Combinc ¡rairs into groups of four atrci
havc them exchange qttestions alrcl answcr them in
ft¡ll scrrtcnccs.
Have studelrts summarize San's plans for this
wcekencl a¡1d for ncxt Monday.
LANGUAGE NOTES: Hnrrg ottt toitlt stttttttona me'ans
to spcnd time to¡;ether, not dttin¿; arrything in
particular.
Whcn something is coltirtg rr¡r. it is abt¡t¡t ttl
happe'n. It is in thc ncar future.
Mnjor ¡ilats means big or important plans.
Vl8 TopNotch lV Teaching Notes
I rtsttollr¡ çrr ¡tt¿t'k lrtT it,rt'Â'rÌ1r:¿ìlìs I dott't ¡tlnrr tt>tt rrtrtclr
itt sdtottt'r. I ttkc ottt'utr(k of n titttt.
OOPS! Martin says tl'rat lrt' is ¡;oirrg rvith ¿r
colleir¡;ue in the officc. Fornrally, the. correct
pre¡'rosition rvotrlcl L^tc -frttnt the tlfficc.
VIDEO SCRIPT
l¡1fçr¡vi6r$,s¡¡ What are you plarurirrg to do this
cvc'nin¡¡?
Joe: This e\¡cnilìg I'm plarrrring to ¡;o to, ttm, clinttcr
with fricrrds and maybc some drinks.
Martin: I thirrk I'll stay homt'¿rtrcl havc my cli¡rtrcr'
Intt'rvier,r,cr: So n'hat arc yott ¡¡tling ttl cltl this
lvr'e'kencl?
San: I arl going to go tcl, ttm, the park arrcl maybc
see a movie anr-l hang tlut with rrry frierrcls.
Martin: Unr, I'm goit'rg tcl an oPera.
lnttrviewer: Th¿rt's iutercsting. And, uh, will ytlr.r
br' going n,ith ¿rnyorre?
Martin: Uh, r¡,ith tr collea¡5uc iIr the officc aucl hcr
husbatrcl.
Intcrvie'n'er: Ne'xt montlr. Dtt yott lrave anv lrig
plans conring up?
Ste¡rhan: Utn, I dttrr't have lrrajor plans conring trp
next motrth. I usually go \'\'cck by week'
San: Ne-xt Morrciay ì will, ttm, probably be i¡r the
officc workirr¡;. Um, after work t'llprobably go
out ancl have sclnrcthirrg tcl eat and go to clinlrer
ancl, um, come htlnrc anci watch TV.
ANSWER KEY
A. go to the park, see a movie, hang out with
friends
B. 1. working 2, going out 3. coming home
4. watching TV
C.2. Martin is staying home and having dinner
this evening 3. San is going to the park this
weekend 4. San is working next Monday
5. Joe is having dinner with friends this
evening
 ut\ilT 10 Art therc nrty ¡tt¡t¡tars? Hotu nnttry ¡totntoes nre tln,ra?
Thcn combine pairs into groups of four ancl havc
the.m cxcha¡r¡;e qr,restions and a¡rsu,er them in full
sentences.
Sitcom: Toníght,l'mcooking, @42271
I LANGUAGE NOTE: Hauc n fnsf¿ mearrs Tnstt tltis.
Sociallanguage
VIDEO SCRIPT
¡ Discuss ingredients for a recipe
Cheryl, Mnrie, nnd Bt¡b nrc itt tltc kitclrcn, ulu'rt'Bttb is
Grammar rrtokirrg sttu¡t.
o Count and non-count nouns
Bob: Tonight, I'm cooking.
o Questions with Hozu nmny
Cheryl: What are you making?
. The simple present tense and the present
Btrb: Bob's Fa¡nous Vege'table Soup. Do yorr have
contintrous
any ve¡;etables?
Cheryl: I have some onions, tomatoes . . .
PREVIEW Bob: How many tomatoes?
. Orr the'[rt>irrrl, r,r,rite irr',qcfrli)l( soup. Ask strrclcnts Chcryl: Tr,r'o. I have somc beans, some peas, orìe
Whtl nrt' intrediutls.fttr u,gctnbfu sorr¡r? Writc cabbage, and a potato.
sttrclerrts' ¿ìllslvcrs on thc bctard. Bob: Greatl
Cheryl: You want them all?
REVIEW Bob: It's vegetable soup. Pass those bananas,
. Ask comprchclrsiorr rlucstions. Play the viclecl please.
c¡-risotù' a¡;airr i f nr,ceìssary. Marie: Bananas are fruit.
l44rrr i.ç rrtnking tlitttn,rT (llob) Botr: Yes.
Wltnt is lrc t'ookittcT (t,egatnlilc stttr¡t) Marie: You put bananas in your vcge'table soup?!
Docs Olrcn¡l lnut, zttgatiltlas itt tlrc r$rigtrntLtrT Bob: Souncls good, doesn't it? Now do you have
(t7c's) any sugar?
l)rt'.s s/,r, lnTt(,ony sugnr? (yas) Cheryl: Yes.
L)or's s/rr' hlrt('0,tU cofft'a7 (yas) Bob: And I need a lemon. Oh, and do you have
Dr¡¿'s ßoü ¡tttt tlrt cttfft't: rrtrtl Imtmttns itr tltt sttu¡t? any coffee?
(tto) Chcryl: Do you have a recipe for this?
f)or,.s IJoü ltnu¿, n t:ûttttf soup? (yts) lJob: Go watch TV, pleasc.
Do Clrtryl nú Maric likt tlrc sou¡t? (rycs) (()nc luutr lntrr)
Bob: Come. Have a taste.
EXTENSION
Cheryl: This is . . . delicious! Bob, you're a ¡;reat
Oralwork cook!
o Ask stude.rrts Wi¡nl irt',qcfaü/i'.s dttcs Clu:ryl hnuc? Marie: The coffee arrcl bananas are grcat!
Call orr stude.rrts to nanrc. thc foocls in complete
sente¡rces. Iìor example', Clu:ryl lms ottitttts. The¡r ask
Wlmt othcr liro¡ls ¿/ocs Bob ncatl? For e'xample, Btrlr ANSWER KEY
tttt:ds luttttttttts. A. lemon, coffee, banana, sugar
o Group vvork: role ¡:lay. I lavc studcnts role'-play tlre B. 1. True 2. True 3. False 4. False 5. True
characters ilr the. r'icieo arrcl rcclr¿rct rt'htrt ha¡_r¡rcnecl 6. False
in the vicleo episocle. C. 1. one 2. two 3. one 4. one

Written work
. Have sttrtle'nts n,ritt thc list of ingrcclicnts for lnterviewz What do you like to eat and
Bob's F¿rmotrs Vegctarlrle Sor.r¡r, as hcarcl i¡r the
vicleo c.pisocle. Thc.n have stuclents conr¡rare lists
drink? (47t4ol

with a partner .lrcl acld any foocls thev forgot. PREVIEW

r I)¿rir lvrlrk. Ilave. stuc-lents u,ork in ¡r¿i¡5 to w,ritc . Ask individual stuclcnts Wlnt itt'nts do t¡<tu lnut irt
cltrcstirlns r,r'ith Hoar ¡tttunl .. . arrd Art tltt,rt' lttv . . . t¡tntr rtfrigarntor rigltt no¡¿r7 Write the foods on the
¿rborrt the foor'l in C--hervl's kitclren. For cxamp-rlc, boarcì. Note'the most repeated foocls.

vl9
REVIEW LANGUAGE NOTES: /3r't't'r'rt.qc is ¿r fortn¡rl r¡'orcl for
. Ask co¡ìlprelrc¡rsion rltrcstions. I)lay thc video drink.
st'gnretrt ir¡¡airr i f llccLÌssary. Sls/li is tr Ja¡r;rnese clish ctllrsistirrg of ctllcl ricc atrtl
L)ots l¡tt lika cofft'c? (ycs) r¿rr,r, fish.
l)rrr,.s /rurtcs likc it:t:d teo? h¡cs)
Wlto |ikts fislt nul rict-Dnn or Mntt? (Dntt) VIDEO SCRIPT
Drr¿'s Nafnii¿' t'nt s lot of cnrrots? (r1as)
t ¿unl dntl? hrtervien'er: Tcll me, lvhat Lrcverages cltl ytltr likt'
Drr Nrlfniir' nrul lttttts ltttth eú sslnd
to cìrirrk?
ecs)
Ian: Um, crlffee', tea, nrilk, uh, tl'ater.
L)ocs Mntl t'nt n lot ttf sottp? (tro)
Is L)ut crtting lunch trLtttttd 2:00 ttr 3:00 todnr¡? Jarnes: I likc to cìrink icecl tca-icecl tea ancl lvater.
(3fl)) Interviewcr: How abtlttt, ttm, tlte fotlds that ytttr
il ltig snlntl ,for ditttrcr todatl? (tttt) like to cat? Could you tell me sonlc foods that
L)ttcs Lornryrr iutntt
you likc ttr e'¿rt?
Darr: Uh, fish and rice.
Intervierwcr: Hon' clftcn cit'r ytltt eat carrots?
EXTENSION N¿rtalie: I ustrally eat a sal¿rcl evcry day, ¿rrrcl in the
Oral work salacl I ¡'rttt ctrrrots.
. Discussiclrr. Ask stuclcl'tts tht'se questions: lnterviclvcr: Do yor.r, ttm, cat a lot tlf st>tt¡r, for
l)or'.s Nalaii¿: t'nt n silnd t:utry dny? Drt r¡ott? extrtnplc?
L)oc.s /nltr'.s ùtt o lot of sou¡t? Dtt r¡tnt? Jirmes: Yes, ¿r lclt of s()tlp.
l)ots Dnn nt Iuttclt Intt? Do tlttrr? Dan: Yeah. I h¿n'e soup occasit>rrtrlly.
¡ l'air r,r'ork: role ¡:rlay. As a class, rercall the'questions Lorayn: In thc wiuter I cat ¿l lot of soup, acttrally.
tlrc irrterviewt'r askccl. Write them on thc board. Matt: No. I dclrr't eat a l()t of st>tt¡r.
(Wltnt ltt't t'rngcs rftr -t/ott like? Wlnt fotuls do yorr Iikt'? Irrtcrvien'er: Coulcl you tcll lÌle'sonìe items that
How ttftt'tr do r¡ou tlt c(trrttts? L)o t¡ttu L'nt n lot of arc irì your friclgc'right ntlu'?
sorryT Wlmt's itr your.friLlgt right ttott'? Wlrcn ûra tß)tt Jarrrcs: Uh, let's sce'. Well, !vc'vc ahvays got a ltlt of
ycgct¿ìbles þccause. we eat ¡ Lrig sirlircì e.vc'ry rlay.
toting Itttrclt tttdtr¡7 Whnt nrc you antirrg fttr diturcr
tttnight?) H¿rvc. stt¡clerrts work irr pairs to choosc Ian: Uh, bre'acl, chccse', e'ggs.
irrtervicwces frorn the videcl. Thcn havc'them ask Intervicwe'r: What time'cltt yclu plarr to e.at lunch
each other thcsc clttcstions, toclay?
D¿ur: Uh, rrraybe artlr.¡ncl 3:00.
Irrterviewcr: So u'hat cltl ytlu want ftlr clilrncr
Written work torright?
o Ask stucle'rrts to Iramc thc intcrviewees in this
Lortryn: I wor-rlcl rt'ally likc sushi for clinner toni¡;ht.
c¡-risocie' (lnn, Janu's, Dntt, Nntnlic, Lornyn, Mntt).
Tcll cach sttrdetrt to chottsc oltc persotì atld writL' ANSWER KEY
scntc¡tccs abotrt him or her.
A. 1. coffee,milk, water 2. vegetables, iced tea
. I)air n'ork. Havc stttdents write six clucstiorrs abotrt 3. rice, fish
the'interviewees. Thcn combine pairs into groups B. 1. False 2. False 3. True 4. True 5' True
of four arrcl have them cxchange questions ancl C.1.b 2.d 3.c 4.b 5.d
rvrite answers.

V20 TopNotch fV Teaching Notes

 UNIT 11 Dr. Anderson's vacation. Thcrr conrbine ¡rairs into
groups of four ancl havc' thcm cxchan¡3e cluestirtrrs
a¡rd write ans\,\¡ers.

Sitcom: How was your trip? (49:1 1) LANGUAGE NOTE: Lots <y'has the s¿rme rrrcaning as
n lttt of t>r nnny.
Sociallanguage
VIDEO SCRIPT
o Discuss a trip
I)r. Attdt'rson r/i.scltsscs lu,r trip to Lottdon zuitlt Murfu.
Grammar
Marie: Well, hello, Dr. Ande'rson! Welcome back.
o The simple past tense
Dr. Arrcìerson: Thank you ve'ry mr.rch.
Marie: How was your trip to London?
PREVIEW Dr. Arrderson: It was fine, thank you.
o Ask incliviclu¿rl sttrclcrrts Wir¡rre did r¡ort g() ()n Vottr Marie: Did yorr visit lots of muset¡nrs?
lnst tutctttittttT Whst díd rprr dtt? Write stuclents' Dr. Anderson: No. I didn't visit any.
respor"rscs on the L'loarc1. Maker snre they trse the Marie: Did you eat in some good resttura¡rts?
simple past terrse. Dr. Arrclerson: No. I ate in the'sanrc bacl
restaura¡rt every day.
REVIEW Marie: Did you see any plays or conce.rts?
o Ask comprehension clucstions. Play tl're viclc.<t Dr. Arrclerson: No. But I watched TV in the hotel
episrlde again if necLìssary. room at ni¿;ht.
Did Dr. Attdt,rsott gtt to Lttttdtnr? fues) Marie: Did you take some nice walks arourrd
Did Lonc-lon?
slu, go -fttr l¡usilc.ss or i¡ncsliott? lbusi¡css)
Did sltt: ttisit tttty tttttsttuttts? (tto) Dr. Ancierson: Actually, no. I sat i¡r a chair frlr
Did sltc tnt differutt rastsurants? (tto)
itr four clays.
Did slrc st't: tttttclt oftlu' city? (rro) Maric': Dr. Anclcrsr¡¡r, that doesn't sourrd like a
Did Dr. Atnlarsott ttut't tuitlt tloctors? fues) very rricc vacation.
Did sha stat¡ itr tlrc lntttl t'or four dnys? (yes) Dr. Anderson: Vacation? I went to Lonclon for
Did Dr. Attdcrsrttt giuc four s¡taeclrcsl (tto) br¡siness, not for vacation. I met doctors from
Ilotu lottg did Dr. Atularsott stny-ftmr or fiue tlnys? all over tl-re world. We talked about new
(four doys) meclicines, and I gave two speeches. I always
Did slte lortk nt tlrc citr¡from tha plnnc? (r¡cs) ate at the hotel restaurant. So I actually never
left the hotel.
EXTENSION Marie: l-Ìut, l)r. Anderson, yoll were in London
and yorr didn't see the city.
Oralwork
Dr. Anclersorr: No. But it looked lrice frorn the
o Discussiolr. Ask stuclcnts these questions: atirplarre.
l)oas nttt¡tnta {'o or¡ ¿,lsillr:-çs tri¡ts?
Wltnt citit's dtt t¡ttu gtt to?
Do you trsttolltl lmtta titttt, to sttc tlrc cityT If yes, ANSWER KEY
rulmt do t¡ou do? 4.1.b 2.b 3.c 4.a 5.c
Do r¡ttrt cut:r onlv stnr¡ irt tha Intel? B. 2.Did you eat in some good restaurants 3. Did
¡ P¿rirlr,ork: role play. Havc studel-rts rclle-play the you see any plays or concerts 4. Did you take
characte.rs in the video ¿¡nci reenact l,r'hat hap¡rcned some nice walks around London
irr the' r'icleo ep'risocle. ll.cmincl the stucle.rrts role- C.2. talked 3. didn't take 4. watched 5. didn't
playing Marie to show sur¡rrise. see 6. ate

Written work
. Have sturlents rvrite affirmative. ¿rnd rre¡;ative lnterview: What dìd you do last
scrttences cìcscribin¡¡ Dr. Ancìc.rsolr's vacation. For
example, I)r. Attderst¡tt tttt'ttt ttt Lottdltt ol lrlrsilcss.
weekend? (50:56)

Sltt did ttLtt ttisit tntV nttßcu¡,ts. PREVIEW

o I)air n'ork. [Jave sttrclerrts work irr pairs tr> w,rite r Ask str.rclcnts Wlnl did r¡ttu do lnst niç/rf 7 Write
six qucstions irr the'sirrr¡-'rlc past terìse (both stttrlelrts' rcsP()nses orr the l¡oarcl. Make sure they
iufornratiorr questittrrs and r7t,.s / rrrr qrre'stions) abclut usc thc sinr¡-'rle past terrse.

v2l
REVIEW
r Ask corn¡'rrchcusiorr rluestiotrs. Play thc virlctl
sc¡¡mcnt .rgirin if ncccss¿lry.
Wlml did AIi,itto r/o /rlsf ¡trr'r'kr'ttd-iuork or rt'lnr?
(
rrork)
Did llolt çrr nlrlir¡{ in tlrc ¡nrk? (t¡ts)
Did Mtiko e() l() r¡ ,ttoltic Ntd ltnt,t'dittttL'r ruitlt n
.lrinñ? (yrs)
Did Mtttrtt iailk nrottttd Ncar York nll dny? (rro)
Did Ali,itto sory tlrt' ittl'ûtlrcr ipls rrittv or su,utv lûst
ttd? ( st t tttn/ )
iot:L'k('
Did Mtiko str¡ tlrc îu('ûtlrcr lußs su,utv ttrr Strtttlnr¡?
(ycs)
EXTENSION
Oralwork
¡ ì'air lvork: role. ¡'rlay. I-lave stuc-lents choosc one' of
thc'inten'ierve'es from the i¡rterviews ancl role-play
thc' sht.¡ rt coru'e.rsa t iolr betrvee¡r the i nten, iclvcr
¿rrrrl the irrtr.rvicwec'. 'fell stt¡derrts to try to inclt¡clc
all thc irriormation the'y t¿rlked about.
¡ Pair lvork. On thc boarcl, n,ritc Wrrlf did r¡ttrt do lnst
iut:cktttd? Wlutt rutts tlrc rcantlrcr /ikc? Havc' stucletrts
n,ork in ¡rairs to ask a¡rcl a¡ls\ ¡cr thcsc clue'stions.
Written work
o I lave stt¡clents recall the interviewccs' tt¿tnte's
¿rrrcl n,rite thern on the boarcl (Alttittrt, Rob, Mniko,
Mnuro). Call o¡r volurrteers to corne tcl thc bclarcl
arrrl n,rite sentences al"lout the people's past
activitits. Makc sure stuc-le¡rts use the simple past
tcnse.
. I [avc stt¡dcnts write scveral sc¡rtctrccs clcscribing
what they c-lid last rveeke¡rd andwhat thc wc¿rthcr
was like.
V22 TopNotch fV Teaching Notes
VIDEO SCRIPT
Intcrvielr,r,r: !Vhat clicl yott citt l¿rst n'cekelltcl?
Alvino: I rvorkccl.
I{ob: I..ast r,r,cckctrcl I rve'trt rttrrtrirrg in thc frark.
I l'racì clrinks rvith fl'it'ntls. I reacl thc ¡r;r¡'rcr. I
rclaxecl.
Maiko: I wcrrt to sec'a movie, atrcl, ttm . . . yes,
u'ith my fricrrc'|, ancl I lvctrt to h¿rve somt'
di¡rrrcr with her.
Irrten,iclvcr: Horv abrlr.rt ycstcrciay? What rlicl
you cio yestercìay?
Matrro: We'll, ye'stercla), it rairre'c'l all dav ilr Ncn'
York, so I just nent to thc ptrblic library.
Intcrvicn,cr: This ¡ra5¡ rvcckt'Ircl, rvh¿rt r,t'as thc
rvcathcr like'?
Alvino: It n'as rrice, sunrty, plc'trsant.
I¡ltr:n'icrve.r: Yeah? So yrlrr crrjoye'cl it?
Alvino: Ycs, I clic-|.
Intcrvicrrycr: Yott rt'erc tlutsiclc?
Alvino: I n,¿rs outsiclc n,rlrkilrg, ycs, bttt r-nitlyirttl
it.
Maiko: It w¿rs. . . olt, last wcckcrrcl it n'¿ls not too
goocl. Uh, it rvas rairry, Lrtrt I thirrk Stturiiry u,as
¡rretty gooc1. lt \\¡as stltltly.
ll<lb: Thc lvcathe'r rvtrs ¡¡reat.
Irrterviervcr: Th¿rt sorrtrtls really nicc.
Iì.ob: It $'as rcally rìice.
hltervieu'cr: Dicl yotr h¿tt'e ¿t goocl tinrc?
Iì.ob: I rlicì have a ¡;otxl time.
ANSWER KEY
A. 1. False 2. True 3. True 4. False 5. True
B. 1. nice 2. sunny 3. rained, went 4. went, had,
read, relaxed
Top Notch Pop and Karaoke:
My Favorite Day (52:05;55:42)
 UNIT 12 LANGUAGE NOTES: Mr. Evarrs says to M¿rr.ic "you
clo look awful." The worcl ¡/o irr the senterrcc Puts
em¡'rhrrsis orr the statement. Anrlthcr way to sav
tl'ris wotrld Lre. You reolly lttok otoful .
Sitcom: She has o fever. (5e:38)
Mr. Evans says to Marie "You're not gtling
anywhcrc." This is a firm way of sayin¡; Yott slu¡ultl
Social language rutt ro anytulrcrc.
¡ Talk about ailments
Grammar VIDEO SCRIPT

o Verb tense review Mnrie ¡traturds to bc sick.

Marie: I'm meeting rny sister for lu¡rch.
PREVIEW Cheryl: Aren't you having ltrnch with Mr. Er,ans?
Marie: Oh, no! I forgotlTell him I don't feel we.ll
¡ Write the worcl niltttt,ttls on thc boarcl. I I¿rve
a¡rcì I'm going to the cloctor.
stuclorts rrame cliffcrerrt ailme.nts that they kuorv.
Paul: OK.
REVIEW (Mnrfu lent¡ts.)
Mr. Evarrs: fs Marie he'rc?
. Ask comprehension clrrcstiorrs. Play the video
Cheryl: Uh, no. She's not feeling so well.
cpisode. again if tìecessary.
Btlb: She went to the doctor.
Is Mnrfu mectirrg lrcr sister.for IunchT (rycs)
I'aul: She has a fevcr. And a heaclache. Ancl a
Is sltt, lmztittg lunch utith Mr. Eunns? (tt<t)
stomachache. And a toothache.
Do Mnrit's ft'it'ttds ttll Mr, Euttts.sfi¡, is sick? (ycs)
Mr. Evans: That sounds bad!
ls Mnric rully sick? (no)
L)ttas Pnttl snry Mnric lns n ttttttltnclrc nui n (Maria reentars.)
Ittndncht:? (vts) Marie: I need my jacke't.
I)oas Pnul sny Mnric lms stt nrnclrcT (no) Mr. Evans: You clo look awful!
Dot:s Mr. Eutns tltink tlnt Mnrie is sick1 (Ves) Marie: I do?
Is Mr. Euatts cnlliug tlrc tlocttn ? (t¡ts) Mr. Evans: Well, with your fever . . .
Marie: Fever? Oh, yes, fever.
EXTENSION
Mr. Evans: And a headache!
Marie: Ohhh!
Oral work Mr. Evans: And a stomachache!
¡ Pair work: role play. I'lay the viclco cpis<_rde from Marie: Oooh.
the part wlrere Maric returns to the office to get Mr. Evalrs: And a toothache!
her jackct, r,r'ith thc sound off. Have stude¡rts look Marie: Ow!l!
at M¿rrie's bocìy langr.rage and iclentify the ailmerrt Mr. Evans: You're not going arrywhcre. Stay
she is pretencling to have (in orcler:/crrt'r., handttcht, ri¡;ht l'rere. I'm calling the cloctor.
stonmclnclrc, toothncht). Thcn call on volunteers to Marie: Yes. Thank yor.r, Mr. Eva¡rs. (to lu,r
role-play Mr. Evans anc'l Marie in this scction. collengucs) Thank V(ru very much.
¡ Pair work: role play. Have studcrrts irna¡;ine that
Marie is at the cttctor's. Ask Whnt qutstitttts tlLtas tltc
doctor nsk /lr,r7 Writc the questiorrs that stuclents ANSWER KEY
str¡;gc.st r¡rr the board. For c'xirnrple, Do rytnr lnut n A. a fever, a headache, a stomachache, a toothache
stonmclmcln,? l-hcrr have sttrclclrts work in pairs ttr 8.1.b 2.a3.c
role-play the cloctor alrc-ì M¿rric. C. 1.. a 2.b 3.b 4. a

Written work
. Have stuclcnts r,r'ritc the excuses Marie's friencls lnterviewz What do your parents look
give to Mr. Ilvarrs. Iror exarnp'rle, Slrc's not fct'lirr.q so
tutll. n lotttltnclte.
She lns
lÍke? (r:or:r4)

o Pair wrlrk. Havc stlrclents writc PREVIEW

rlts / rro clrrcstiorrs
aLrot¡t Marie.'s ¿rilnrerrts. F-or cxarn¡rle , l)ttrs Mnrit o On the boarcl, w,ritc /lnlr arrd t'ycs. Havc- sttrclerrts
It¡z¡t n lu:ndscltt'? Doas sltt ltnpc n þnckncilc? Thcrr say n'orcls to c'lcscribe hair ancl eyes. Write' them
ct'¡mbine pairs intcl fyoups rtf fclur arrcl havc them o¡r tlre boarcl. For exarnple, Hair: lilnck,Itrttzutt, ipltita,
c.xcharrge rltre.stiorrs ancl rvrite full ¿rnslvcrs. utrly, strniglrt; Er¡cs: blut:, brtnu, big.

v23
REVIEW
VIDEO SCRIPT
. Ask conrprc'hcnsion rlttcstions. Play the vicle'tl
Irrte.rviclvcr: Cotrlcl yt.ltt tlescribtl ytltrr ¡rttrctrts frlr
scgnrerrt trgtr irr if nL'ce,ssa ry.
lne?
Is /csslcn's./n tlrcr tnll? (r¡cs)
Je.ssica: My clacl is like this tall. He hirs irlreacìy
Wln lns ùiq r'ar.s-/c.ssictt's nttttlu:¡'or Jntlu'r? white hair, big ears, ancl is vcry h¿ìnclsome.
(
l tssico' s ,fntlu:r) Ancl my mom is a littlc smalle'r thatr me,
I.s icsslcn's.lil tlu'r lmtulsonrc? (Ves) a¡rd she'has black straight hair ancl is very
nntlk'r lmtc brorun ctlcs? (ttt¡)
I)rrr,s /cssícrl's
beautiful, ancl has big blue c'yes.
Do Mnrtitt's l¡rotlrcrs lutt¡t'brou,tt crycs? (rycs)
Intcrviewe.r: Coulcl y<lu te'll me rt'hat one of your
A rt M¡ r t i tt' s.sis-fcrs ¡rrcttt¡ ? Ot: s )
brtlthers looks like?
Dttts Augt'!iquc lttt c t brtttlu'r t¡r n sisttr? (n Ltrotlrcr)
Martin: Um, looks likc mc a little bit. Tl-re othc'r
Is ltt' ltntulsotna? (r¡cs)
one'looks Inorc likc my mother.
EXTENSION
ìrrte.rvie'n'er: Cotrld you clc'scribe therrr a little
Lrit-their lrair, thcir t'ye's?
Oral work
Martin: Uh, they both have black hair and Lrrorvtr
¡ L)rr thc boarcl, rvritc thc r1¿ìmeìs rlf the inte'rviewecs eyc's, jtrst like ¡rrc.
(/r'.ss ir:rt, Nl n r I i t t, A ga I i q u a ). H a ve' stucl c'rr ts cl escribc
u
Intcrvien,er: No\ ¡, clo you have arry siblings?
the farrrily rncnlbcrs thc.y sptlkc ¿rbout. Arrgcliqtre: Yes. I lrave'an olcler trrother.
. C¿rll orr stuc{errts to describe thc intcrvie-wees from Intcrr¡ie.wer: So is he a harrdsome guy?
thc vicleo without rne.ntionin¡; thcir name's. Iìor Angcliqtre: I rvoulcl tl-rink st-r, yes. I thirrk he's
e'xirmple, S/lc /la.s ltutg blorrd /lnlr. Thcn have thc' ve'ry hanclsome, bttt he"s my brother, sct . . .
class guess lvho is beirrg c-lescribed. If thc class Interviewer: And how abttut yottr sisters? Arc
cirrr't guess, alkx,v stuclents to ask r¡ts f rut que'stions thcy prc'tty?
to ge't hirrts. Contirrue the activity by asking one' Martin: I siry tl"rey're pretty.
sttrclerrt to pick ¿r cl¿rssmate. Ilave the rerst of thc
class ask cltrc'stions to get hints and gtress r,r,ho is
bcing cle'scribe'cl.

Written work
. Pair n,clrk. Havc stt¡dc'nts writc sente'nces
summariz.ing what Jessica's parcrìts look like.
¡ Havc stucìents choose orre of their family nlcmbcrs
ancl lvritr. serttc.nces dc'scribing vvhat they look likc.

ANSWER KEY
OOPS! Jcssica says, "Hc has alrcady white hair."
llowever, Ht nlrenltl ltns itltita lmir is grtrmmatically A.1.b 2.c3.a
correct. 8.1..a 2.b 3,c 4.a
C. 1. big ears, white hair, handsome 2. big blue
Jessica alsrl says, "She has black strtright hair." eyes, black hair, beautiful, straight hair
I lrrwever, Sha has strnigltt lthck lnir is grammatically 3. black hair, brown eyes
correct.

V24 TopNotch lV Teaching Notes

 UNIT 13 H¿rvc str.rdelrts work in ¡rtrirs to ¡rracticc rntrkirr¡¡
rcquests and rcsporrding using thcsc worcls.
¡ I'¿rir work: role play. Il¿rvc'stuclcrrts write tlowrr
as m¿ìny of Mr. Evarrs's cluestittns as thcy carr
Sitcom: Could you do me a favor? remembcr. Thcn have them rolt'-play thc scetìL'.
(l:02:40) Encoura¡;c studclrts role-playing Marie to use
different ways of sayin¡; rTcs as discrrssecl aLrovc.
Sociallanguage
Written work
o Request favors
¡ Pair work. Havc. strrdcrrts write six tltrestions u'ith
Grammar cttttld t¡ttu recltresting their partner to do thirrgs for
them. Then have pairs e.xchan¡;e qtrestiorrs arrcl
o Requests with Could you
arrswer the¡n.

PREVIEW
o M¿rkc rerlutsts with Colr/¿/ r7orr. For exanrple, Corrlr/
Vott olr(:n lln'dttor? Could ryou clttse tlta aril¿loarl Then
havc students m¿rke requests of e'ach other. Write
e'x;rmples on thc board.
I UTCUnCE NOTE: Yanh, riglrt is a ruc'le' r,r,ay of
I indicatirrg that some'thirr¡; is rrot goirrg to htrprpcrr.
VIDEO SCRIPT
Mr. Ëuntts requests Maritt ttt tlo n fau, things Jitr hint.

REVIEW Mr. Evans: Marie, could you do rne ¿r favor? l'm

havi¡rg ltrnch with a clierrt in an hour, arrcl I
. Ask com¡'rrelrension qucstiorrs. Play the. r'idco
spilled coffce on my tie. Could you go to thc
episode again if tìecLrssary.
store and buy a rrcrv tie for me?
(ge'sttrrirr¡¡ spill) Did Mr. Euntts s¡till coffee on his
Marie.: Sure, no prolrlem.
tic? (yt:s)
Mr. Evans: Arrd calr you ge't a nLrwspaper frlr mcr
l)oes Mr. E¿rnr¡s ns-k Mnrit' ttt ltrtr¡ tt rtttu tic? futs) at thc strlrc olr the corner?
Docs Mr. Ër,rurs nsk Maric ttt lttuy n shirt t¡r st¡cks? (a Maric: Yup.
slürt)
Mr. Evans: This coffee is colcl. Could you buy me
I)<x's Mr. Euurs raolll¡ u¡nttt n ur¡r <tf cttfftt? (r¡es) a cup of coffee, too?
Docs Mr. Lzutns rmllt¡ utttttt Ircr to plny thc uiolittT Marie: Sure.
(tttt)
Mr. Evarrs: Also, this shirt doesn't look very nice.
Is Morir: fixing Mr. Eutus's cnr torright? (rrtt)
Can yotr buy mc a ncw slrirt?
Does Mnric sov "Vcs" ttt t\tarvtltitts Mr. Eutns
Marie: Of coursc.
nsks? fuas)
Mr. Evans: Could you flet me a ncw sr.rit, too?
At tfu atul of tht' uidctt a¡tistnlt', rrrlro ls goi rrg to t/lc
Marie': Ycs.
sfrrrc ft¡ buy n tit-Mr. Euotts or MnricT (Mr.
Mr. E'r,ans: And can you play thc violin for nre
Euntts)
aftcr lunch?
Maric: Certainly.
EXTENSION Mr. Evans: Could you fix n'ìy car tonight?
Oral work Marie: Yes, sir.
. Discussion. I']lay the last fivc exchanges, from Yoll Mr. Evans: You clidn't hcar nre at all, did you?
didtt't hcnr nrc nt nll, tlid qou? Ask Wllaf ¿lots Mnric
Maric: I'm sorry, what did you say?
snt¡ ulrctr Mr. Etntts asks, "You didtt't lrcnr nrc nt nl!,
Mr. Evans: Notlring. Nothing. I'm going to the-
did r¡ott?" (She sarys "l'nt sorn¡, ulnt did you sny?") storc to buy a rrew tie.
Focus nn Yenh, riglrt. Explain that Ycal¡, rigllf is rucle. M¿rric: ()K.
Maric is saying she. won't fix Mr. Evalrs's car. This (Mr. E..lstts Imues.)
n'ìLa¿ìns slrer really hcarcl lris requcsts, br,rt says she Marie: Can I fix his car torright? Ye'ah, right.
ciicl not. Ask Wn7 r/o¡,s s/lc tlo tltis? (For cxample, S/rc
¿/rr¿,s llrrf rtottt to gt,t n tfu.fitr ltittt. Sltc lns toLt tttuclt

tuot'k.) ANSWEß KEY

¡ Ask sttrcle.rrts Wlnl srt' tlte diffaroil rut1s Mtria
ras¡tttrtds to Mr. Et¡ntrc's Tequßts? Write' tl.rc rcspotìses
o¡r tlrc. b<rard lSlrrr, rn problurr. Yrr¡t. g¡1y¿. ().f coursc.
Ycs. CartnitilrT. Ycs, sir. OK.). Play the' r,idco agairr
¿tttci hal,c str"rclc'¡rts listc¡r for the.sr' rcs¡-rclnsers. Ask
Wlticlt of thcs(' r'(,sfr()r¡s(,s are lcss.fornrttl? (ryup, surt')
A. 1. True 2. False 3. False 4. True 5. False
B.1. No 2. No 3. Yes 4. No 5. Yes 6. No 7. Yes
C. 1. Could you 2. Could you 3. Can you
4. Could you 5. Can you 6. Could you

v25
lnterview: Can you play o musicol
instrument?
PREVIEW
. Ask incliviclual studerrts Crtrt rTorr ¡tlnr¡ n nutsicnl
ittstrunrcttt? lf rrccessary, givc exanrples of mr.rsical
instrtrnrcnts-guitnr arrd ¿rirrlil. Thcrr ask Wlraf
l/rirtg.s crut r¡ttrt tlo? Writc sttrderrts' res¡ronse's on the
b<la rcl.
REVIEW
. Ask corlprehr.rrsiorr rluesticlns. Play tlrc viclco
scgrlcrrt agairr if rìecessary.
Wlxt cnn ¡tlny tlrc gtritnr-Matt ttr Sttplmrr? (Mntt)
Cntt F.lli ¡tlny t trtttsit:ul instrutnattt? (tto)
Can Ellisirrg? (r7cs)
Wlut cntt tlnncc-Vnttt'ssn or Sstt? (Satt)
I)rx,s Vlllcsslt ntu Rt(,,'!l dnV? Oas)
I ltxu nnul¡ lurgrrogt's dots Stt¡ilnrt s¡tt'nk-tlrce or
.fiua?
(.firtt')
Is ltis nntipc lortgrngr Grcak? (vas)
Cntt Søtt ¡tlnt¡ t ttrttsicttl ittstrunrcnt? (tto)
EXTENSION
Oral work
o Pair work: role play. Have str¡dents choose onc of
the irrterviewees and role-play the conversaticlu
betweerr the irrterviewer and the inten,ier¡'ee. Tell
stuclents to try to inclucle all the informatiorr they
talkccl ¿rbout.
. I'air work: intcrvicws. Have pairs of stude.nts rccall
thc differcnt qtrcstions the interviewer askccl, arrd
tlrcrr trse the questions to irrterview each clther.
Tlrerr bring thc'class together ancl have stuclents
tell the class their partrrer's abilities.
wr¡tten work
. I'air rvrlrk. Havr: str¡dcnts r¡,ritc cight clrrcstirlns
¿rbout thc inten'icwccs' abi I i tics. Thcrr combine'
pairs into flroups of four and have them cxcharrge
cluesticlrrs a¡rc-l r,r'rite answers.
¡ Orr tlre boarcl, w,rite. Matf, Stt¡ilnrt, Snrr. Assi¿;n
stucle'nts ¿ì r'ìameì and havc'the.m write what the
pLìrson can or cannot do.
V26 TopNotch fV Teaching Notes
LANGUAGE NOTES: Mt7 goor/rtcss is arr t'xpressiorr
(1¡04:07)
rrser-l for surp'rrisc or ¿rclmiration.
¿r fille r cxpression ¡¡cne rirlly ttsecl n,ht'u
O/r ¡¡oslr is
the persorr is tryin¡; to thirrk of r,r,h¿rt to stry nc.xt.
Pokcr is a carc-l BanìL'.
VIDEO SCRIPT
Intervicwer: Tell me a little bit about yourself. C¿rrr
yorr play ¿r musical itrstrunrer¡rt?
Elli: Not at all. I wish I courlcl, but I sirrg.
Matt: Ye.s, I carr play the gr.ritar.
Intcrviewc'r: Ancl when dicl you lcarrr?
Matt: Um, I startecl playirrg thc gtritar n,lren I was
in fifth grade, which is about agc elcvcn, I'cl say.
lntcrvie'r¡,e'r: A¡rd was it hard to lcarn?
Matt: Uh, just ttrkes a lot of practicc.
I¡rtcrvicwe.r: Any other rlusicaI instrttmcnts?
Stcpharr: I usecl to ¡'rlay the drurms whcrr I was, uh,
y()ungcr.
Sa¡r: I cannot play tr rnusic¿rl itrstrurrrcnt. Um, but I
likc to clitncr', so th¿rt's kirrcl of rclatcd ttt nrusic.
Irrtervicwer: Can you swim clr ski or k¡rit?
Varressa: Um, t jog. t likt' kr jog. I'm tryirrg to r'kr ¿r
marathon, so l'l,e'bee'n rturtritrg. I'rn u¡r to fivc
miles. So I run as much ¿rs I can every day.
Interl'ien'er: Do you spcetk arry foreign latrguargcs?
Stephan: Yes, I ctr. ì spcak, uh, fivc ftrre'ign ltrngua¡;cs.
lnterviewer: My goodrress. Th¿rt's a lot. Cor,rld yor,r
te'll me r+'hich ones?
Stcphan: My native latrgtragc is Crcck, r.rm, and I
also spe-ak English, French, Spanish, and ltalian.
Iutervicwcr: Cirn yott knit or ski or paint or cook?
Sarr: Yes to a krt of tl'ìosL- things. I catr cook a littlc Lrit.
Um, I can ridc a bikc. I can, urn . . . oh gosh, it's
hard to narÌ-ìc a lot . . . all thc'things that yotr cirrr
do when you dorr't . . . that yrttr ttrkr'for grantc'cl.
Um, I can play s¡rorts. Utrr, I c;rtt, trm, pliry prokcr.
ANSWER KEY
A. 1. sing 2. dance 3. speak five languages
4. play the guitar 5. run five miles
8.1.b 2.d3.a 4.b 5,c
C. 2. Elli can't play a musical instrument
3. Stephan can play the drums 4. Vanessa can't
ski 5. San can play sports
 UNIT 14 tlre fr.¡tr.rre. Rcmi¡rcl studerrts trl trsc iuottldiikr'ancl
lrcçrrllç lrr. For cxanrplc', Mnrfu wottld likc lo liut'
itt Cltitttt.5/rr, i.s grrirrg to lttrtt Cltitttsa. C.onltrirrc
pairs irrto gr()ups of fot¡r arrcl h¿rvc. thcrn slr.rre
Sitcom: l'd like to get married. (1:0ó:06) thcir sc.ntcnces. Tcll thc¡rr to acld trny clctails thel,
missetl.
Sociallanguage ¡ H¿ìr,r. sttrclcnts u,rite fivc sc¡lteuct's clcscriLrirrg tlreir

¡ Discuss future plans own plarrs frlr the fr.rturc. Instruct stuclents to usc
ruttuld Iikc arrci lrt'gtrirrg to. Thcrr call ttrr stutlt'nts to
Grammar rc¿rcl thc'ir scntLrncLìs to tht' class.
o Would like
. Be goirtg fo for the future LANGUAGE NOTE: Wlnt nltttttt r¡tttt? is ¿ì rt'.ì\, of
askirrg somL.onL' to sharc thcir tlrotrghts or o¡riniorrs
¡rbotrt somc'thirrg. lt is ¿rlsr'r ¡-rossilrk' to s.lv Artd qotr?
PREVIEW
. Ask irrclivic'ltr¿rl sttrclcnts Wltnt nr( Vour plnts for tlr VIDEO SCRIPT
.fttturt? M¿rkc strlc str¡dcnts ans\{/(}r n,ith / ¡r,rrll¡/ I3olt, Chcrt¡1, Pnul, ottd Mnria nrt' siiflrrg itr tltt' t'nf|t,
lik¿. . .arrcl I nlrgrlinr frr. . . . Writc stuclc.¡rts'
tnlkirrg nl¡<tttt thcir drcnnts.
answers on the bo¿rrcl.
Marie: I would like to live in C--lrin¡r.
REVIEW Paul: I'd like to learn to play thc grritrrr.
. Ask com¡rrehcnsion rluestions. l)liry thc viclul M¿rric: If I c¿rrr't livc irr Chi¡ra, I'm going to learn
e¡risocle' a¡¡airr if ncccss¿ìrv. to spc.ak Chincsc.
Docs Clttrr¡l ipottl ltt lii,t: itt Cltitto? (tto) I)¿rul: I'm going to write ¿r book.

I)ot's Mnrit iprutl ttt ltnrtt tLt s¡rr'nk C/lirlr'st:? Qts) M¿rric: Ilcally? About what?
I)ocs Pnttl ttutttt to Itnrtt ttt play tlrc ¡tirtno or tha I'atrl: I do¡r't krxrw. Ccloking.
gttitnr? (lltc guitnr) Maric: Yclu dorr't cook.
Wltnt does Psul ru¡ttt to rlt'it.: n book nbtntt-skiitrg Paul: I'll learn.
0r cloki t c ? lcookirrg)
t Maric: What about yrru two? Wlrat are 1,es¡¡
Dus Ptul ktnnt, ltout to ctx¡k? (ttt¡) ¡'rlarrs?
Do Clrcryl nnd IJol¡ lmue ¡tlnns fur ço lo n cottcart or 0 Bob: We're going to go to a nlovie torright.
ttttntit,? (n nutuit:) Maric: No, what arc y()rlr plans fclr thc ftrttrre?
Do Clrcrrll ntul Bob btttlt iunttt tLt gct nrnrriad? futs) Cheryl: Well, I'd like to get marrit'cl antl have
Dtt Cltcn¡l ntul |lob botlt iunttt ttt Itnrc cltildrut? chilclrc¡r.
fuas) Maric: What about you, Bob?
Bol'r: I'd like to get marriecl ancl have chilclrc¡r,
EXTENSION too.
Oral work Marie: Really? You woulc'l?
o Group work: rolc play. l-lave stuclc.nts role-play the Pat¡l: You w¿rnt to gct marriccl?l
characters ¿rnd reernact what happcnccl i¡r the video Chcrvl: Acttrally, we havc s()nte ne\,\¡s frlr you.
e¡risoclc. Thcn have the grtlups crcatc their ou'lr Marie': No! You're gettin¡; ¡rrarriecl?!
scenario rt,itll the ir persttrral ¡rlarrs frlr the future.. IJoLr: Wc \ ¡ar.ìt you to corne to the mrlvic r,t,ith us.
Maric: C)lr.
. Âsk str.rclelrts Wilcrr lloÛ .sn-r7.s, "Wc'rt' goirrg lo gc'f Ilob: A¡rcl we're going to get m¿rrricc1.
tnnrried" it¡lmt do Mnrfu ntul Pnul sory? (l'ttr stt ltn¡t¡tt¡
Marie: I'm sc'r hoppy for you!
.fitr ytttt; CLurgrutulotior¡s) Ask Wltctr ytttt lrtnr gotttl Paul: Corrgratulations! C¿rrr we. still come to tlre
ttt'tus, iultst co,t Vou sorT? For examplc, l'rrt so hnp¡tr¡ ttt
movie with you?
ln'nr thot;Bc.sf a'isllr,.s. I-[ar,c' stucle.rrts rr,<lrk in ¡r¡i¡5
to share. goocl ncr,r,s ancl trsc thcsc rcsponses.
ANSWER KEY
Written work
¡ I'¿rirwork. Have sttrc'lcrrts work in pairs to r,r,ritc
A. 1.d2.a3.b4.c
¿r fcn, sentences ¿rbotrt caclr character's
8.7.c 2.b 3.b 4.c 5.b 6.c
¡rlarrs for C. 1. is going to go 2. are not going to get 3. is not
going to learn 4. is going to write

v27
lnterviewz Where were you born?
PREVIEW
. Ask individr.ral stuclents Wlutt tuould r¡ott
thc.futurû Write stuclt'nts' answers orr thc boarcl.
REVIEW
. Ask comprehe¡rsion que'stions. Play the vidco
segment again if rlecessary.
Wns Lornyrt bttrtt itt Naru York Cilv? fues)
Wns slrr bont itt Dacentbcr? (ntt)
Dot's Clristittutt tttttttt to ntout: to Tlmilnrttl? (ps)
Is lon nnking ¡ilntts ttt gct nmrricd ntul rnisa t
ftntih¡? (rro)
Cnn Mniko ski ruall? (ntt)
Woultl Dntt lika to ¡tlny tltc ttiolittT (tlts)
D<x:s lntt lika zttritin¿l? (vas)
EXTENSION
Oral work
o Have strrde'nts recall the names of the intcrvie'wees
and writc thcm on the board (Lornyrr, ltte ,
Christinna, lnn, Mniko, Dal). Then call on volttntce'rs
to create statements about them.
. I'air work: interviews. On the board, write the
following questions: Where ruere you born? When
utara you ltorn? Wherc did you grtnu u¡t? Wlnt arc your
fúurc ¡tlans? Have students work in pairs to take
turns askirrg and answering the- questions.
Written work
. Pair work. Havc stucle'nts write questiotrs about
the interviewees. Thcn combine'pairs into grouPS
of four ancl have them cxcharrgc qucstions atrcl
write answers.
¡ Tell stucle'nts to n rite sentences describing what
they would likc to do in the future.
LANGUAGE NOTE: When Ian says, "l'm not up to
that yct" hc means that he is not thinkilrg about
that yct.
V28 TopNotch ry Teach¡ng Notes
VIDEO SCRIPT
(1:07:59) Intervicwer: So r,r'hcrc wcre yott bortr?
Lorayrr: I was born in Ncw York City.
lnten,ien'er: Arrcl rvhcn we're you borrr?
likt: to do itt Lorayn: fanuary 28, 1969.
Interviewer: Arrcl, uh, dicl you Brow up in New Yclrk?
Lorayn: Yes,l did.
Inten'iewer: Whe're and what did yor.r study?
Joe: Uh, I strrdit'd at, uh, Rut¡;crs, uh, irr, uh, New
Jerscy, and I studiecl psychology.
Iuterviewer: What are your fttturc plans?
Christianc: I will work in Amcric¿r and the'rr
maybc move to Thaila¡rd.
I¡rtcrvicwer: Why clo ytlu want to nltlve'tt'r
Thailand?
Christianc: lJecause Thailand has beautiful
bcachcs and it's warm all thc timc.
Intervicn er: Do you have any thoughts trlrotrt gettir"rg
marricd? Having children? Raisirrg a family?
Ian: Uh, I'm not up to that yct. No.
Interviewer: Not even thinkirrg abttut it?
Ian: Well, I'm thinking, I . . . but I'm rrot up ttr
that yet.
Interviewer: How abottt, uh, sonte othcr thin¡;
you mi¡¡ht likc to dc¡-like learn to play a
musical instrumcnt or some other hotrby yor.r
might like to learn?
Maiko: OK. Um, I really love skiing so, um . ..
but I'm not too good at it, so, um, I'd love to
lcarn more.
Dan: I'd like' to play the violin.
Ian: I'c{ likc to, uh, leartr morc about writing. I
like writing.
ANSWER KEY
4.1.d 2.b3.c4.a
8.1. False 2. True 3. False 4. True 5. False
6. False
C.1.b 2.a3.a4.b
fif¡l
(, u
Top Notch Pop and Karaoke:
Yesterday
lf I Wasn't Born
(l:09:12; 1:11:03)