ACTIVE GRAMMAR Simple Present

ACTIVE GRAMMAR:
Simple Present Affirmative Statements Negative Statements The simple present
describes routines
I I
A You work. You work.
and activities that
happen every day,
• Read aloud the statements in the don’t every week, every
We eat breakfast. We eat breakfast.
charts at the top of the page. They They
month, and so on.

• Ask students ­questions about how He He

works. work.
the verb forms are used. For example: She She doesn’t
eats breakfast. eat breakfast.
T: Which pronouns in the affirmative It It
sentences are followed by verbs ending
in s?
A AT WORK Complete with the correct form of the verb. Some of the verbs are negative.
S: He and it.
1. April 15th (or around that date) is tax day in the United States. People (need) need
T: Which pronouns in the negative to file their income taxes by that date.
sentences are ­followed by don’t?

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2. Most states also (have) have a state income tax, but a few states (have) don’t have
S: I, you, we, and they. any state income tax.
• Have students complete Exercise A 3. If a person (make) makes a high income, that person usually (pay) pays

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more
individually. taxes.

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• Then, call on students to read aloud 4. Some people (owe) owe a lot in taxes, but some people (owe) don’t owe anything.
their answers. Correct any mistakes. For example, if a person’s income is under $10,000, she (pay) doesn’t pay anything.

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5. If a person (overpay) overpays his taxes, the government (send) sends him a refund.
More than 80% of all taxpayers (receive) receive a refund.
B
• Read the questions aloud to the
B
c
Interview a classmate. How are your days similar? How are they different? Answers will vary.
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class or ask volunteers to read the
questions. Read the note to the You Your Partner Yes, I do.
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right of the exercise and explain that 1. Do you eat breakfast every day? No, I don’t.
students should use those phrases to
2. Do you work full time?
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answer the questions.

3. Do you take public transportation to school?
• Set a time limit for students to
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complete this task. Then, ask 4. Do you use a computer every day?
volunteers to report to the class on 5. Do you cook for your family?
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what they found out about their

6. Do you have classes every day?
partner.
7. Do you go to bed before midnight?
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TEACHING TIP AT WORK

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When monitoring pair work or
group work, take notes of mistakes.
Read them aloud at the end of the
activity and ask students to identify
and correct any mistakes. To avoid
embarrassing students, do not
attribute sentences with mistakes
to any particular student.
Tell students that tax day is April
15th provided the 15th is a business
day (not on the weekend). Point out
to students that they can see taxes
deducted from their wages on their
paycheck. You may want to bring in
a sample paystub to show them and
point out federal, state, social security,
and other deductions.

20 Unit 2

SAMPLE COPY, NOT FOR DISTRIBUTION

C Pronunciation: Final -s Listen and repeat. 7

/s/ /z/ /iz/

C 7
likes owns watches • Explain that the three symbols at the
wants drives uses top of the chart are the sounds heard
takes studies dances
in words that end in s. The sounds
come from the s at the end
of each word.
D Circle the sound you hear. 8 • Point to and say the three different
1. /s/ /z/ /iz/ 4. /s/ /z/ /iz/ 7. /s/ /z/ /iz/ sounds at the top of the chart and
2. /s/ /z/ /iz/ 5. /s/ /z/ /iz/ 8. /s/ /z/ /iz/
have students ­repeat each one. Draw
out or repeat each sound: SSSSSS,
3. /s/ /z/ /iz/ 6. /s/ /z/ /iz/ 9. /s/ /z/ /iz/
ZZZZZZ, and EZ, EZ.
• Play the audio and have students
E STUDENT TO STUDENT
repeat the words.
Student 1: Turn to Appendix C. Read the sentences in Set A.
Student 2: Look at the picture. Listen and write the sentences under Josh or Sam.
D 8

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Then, change roles. Student 2, turn to Appendix C and read the sentences in Set B. Student 1,
• Review the three final s sounds. Then,
write the sentences under Josh or Sam. Answers in Appendix C.
play the audio and ask students to

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circle the sound they hear in each
word.

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• Play the audio a ­second time and

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have students check their work.
• Review the answers with the class.
If several students get the same

c answer wrong, replay that section of

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the audio so they can listen again.
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• Read the instructions and model the

Josh Sam
exercise with one pair of students.
1. 1.
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• Set a time limit for the exercise.

2. 2.
• Check the answers as a class.
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3. 3.
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Life in the United States 21

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For further pronunciation Students should write the verbs in

practice, ask students to make
a chart with three columns.
Have students write the three
different s sounds at the top of
each column. Dictate the verbs
from the chart in Exercise C in
random order.
the three columns according to their
final sound.
Then, draw the chart on the board and
invite volunteers to write the answers
under the appropriate sounds. You
could also conduct this exercise by
using new words ending in s.

Life in the United States 21

SAMPLE COPY, NOT FOR DISTRIBUTION

 ACTIVE GRAMMAR Singular and Plural Subjects
ACTIVE GRAMMAR:
Singular and Plural Subjects Singular Subject Plural Subject

The average person Most Americans have a cellphone.

A The average man has a cellphone. Most people drive to work.
• Ask students to read the sentences in The average woman Fifty percent of people work full time.
drives to work.
the grammar charts to themselves. The man works full time.
• Have students close their books. Read The woman
each sentence in the boxes aloud,
saying beep for the verb. Students
A Complete the sentences. Use the correct form of the verb.
need to say the missing verb. For
1. The average adult (exercise) exercises twenty minutes a day.
example, The average person [beep]
a cellphone. 2. Most full-time workers (receive) receive a paid vacation.
• Have students complete the 3. The average teenager (take) takes a summer class.
sentences in Exercise A individually. drive
4. Most Americans (drive) to work.

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• Then, review the answers as a class. sleeps
5. The average person (sleep) 6.5 hours a night.
6. Women (do) do 70 percent of the housework in a family.
WORD PARTNERSHIPS

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Read the phrases in the box. Make a 7. The average person (use) uses a computer every day.

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few true statements about the class WORD PARTNERSHIPS
using the phrases. For example: B Listen and write the sentences that you hear. Your teacher 50 percent

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will turn to Appendix D.
Half of the students in our class are men. half of the students
Do you wear a seat belt? about half of the men
More than half of the women in our more than half of the women
class are wearing jeans.
c 90%
Wear a seat belt
fewer than half
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Ask students to write their own
statements about the class using 1. The average person wears a seat belt.
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10%
the phrases in the box. Then, ask No seat belt
2. 10% of people don’t wear a seat belt.
volunteers to read their sentences
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aloud. Have other students correct the

sentences as necessary. Do you rent or own your home?
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3. The average person lives in a house.

36% 64%
B Rent Own their 4. More than half of Americans own their homes.
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homes
• Point to the graphs and ask two 5. Many people rent their homes.
students to describe the topic of
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each graph.
• Dictate the sentences in Appendix D, 22 Unit 2
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saying each sentence two or three

times at normal speed.
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• Ask volunteers to write the answers

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on the board.
Have students carry out a class survey
on eating or drinking habits with
a partner. First, ask them to select the
topic for their survey. Then, have them
interview the other students and collect
their information. Finally, ask pairs to
present their findings in the form of
a pie chart or a bar graph.

22 Unit 2

SAMPLE COPY, NOT FOR DISTRIBUTION