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INTERCHANGE 5TH EDITION - INTRO - VIDEO RESOURCE BOOK (2017) Jack C. Richards
INTERCHANGE 5TH EDITION - INTRO - VIDEO RESOURCE BOOK (2017) Jack C. Richards
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© Cambridge University Press 2012
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First published 2012
Reprinted 2016
Printed in Italy by Rotolito Lombarda S.p.A.
A catalogue record for this publication is available from the British Library
ISBN 978-1-107-65708-3 Intro DVD
ISBN 978-1-107-69753-9 Intro Video Resource Book
ISBN 978-1-107-62524-2 DVD 1
ISBN 978-1-107-64367-3 Video Resource Book 1
ISBN 978-1-107-66521-7 DVD 2
ISBN 978-1-107-65180-7 Video Resource Book 2
ISBN 978-1-107-62067-4 DVD 3
ISBN 978-1-107-63693-4 Video Resource Book 3
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3 Newcomers High School At a very interesting high 11 A trip to Washington, D.C. People talk about
school in New York, students from around the world talk about what they plan to do during their visit to the United States capital.
their countries of origin. Functional Focus Talking about plans
Functional Focus Asking for and giving information about Grammar Future with be going to
countries, languages, and cultures Vocabulary Sightseeing activities
Grammar Questions and short answers with be
Vocabulary Countries, languages; describing places and people 12 Where does it hurt? Peter, who doesn’t feel well,
goes to see Dr. Smith and ends up solving the doctor’s health
4 What are you wearing? People talk about the problem.
clothes they have on. Functional Focus Talking about health problems; giving advice
Functional Focus Asking about and describing clothing Grammar Imperatives
Grammar Present continuous with the verb wear Vocabulary Action verbs; health problems
Vocabulary Clothing
13 Across the bridge A young couple visits the
5 Everybody’s having fun. To avoid studying, Peter Capilano Suspension Bridge in Vancouver, British Columbia,
talks to several friends to find out what they are doing. Canada.
Functional Focus Telling time; asking about and describing Functional Focus Describing physical locations
current activities Grammar Prepositions of place
Grammar Present continuous statements and questions Vocabulary Direction words
Vocabulary Common activities
14 How was your vacation? Back at work, Hugo
6 My life Vanessa introduces her family, describes her daily tells his coworker about his disastrous vacation.
routine, and shares her dream – stand-up comedy! Functional Focus Talking about activities in the recent past
Functional Focus Talking about routines Grammar Past tense of regular and irregular verbs
Grammar Simple present statements and questions Vocabulary Vacation activities
Vocabulary Daily routines
15 On Broadway People who work in the Broadway
7 Richdale Street In their new apartment, Sofia and theater world talk about their jobs and their dreams.
Jessica get a surprise visit from Jessica’s mother. Functional Focus Giving personal information
Functional Focus Asking about and describing homes Grammar Past tense of be; Wh-questions with did, was, and were
Grammar There is/There are Vocabulary Words related to theater and musicals
Vocabulary Rooms and objects in a home
16 Then he said … At school, Abby describes to her
8 The night shift People who work at night talk about friend her strange but eventful date with Greg.
their jobs and their unusual routines. Functional Focus Accepting and refusing invitations; making
Functional Focus Talking about work; describing jobs excuses
Grammar Simple present tense: summary; adjectives Grammar Verb + to + verb; subject and object pronouns
Vocabulary Jobs Vocabulary Social activities
vi
Introduction vii
viii
Introduction ix
1. Hi. My first name is Caroline. 2. Ms. Lee is my . I’m her 3. Hello. I’m Eduardo. My
My call me Carol. . My name’s Alex Sims. name is Robles.
2 INTRODUCTIONS
A Check (✓) the correct responses. Then compare with a partner.
1. Hello. 3. Hi, Pete. It’s nice to meet you.
Excuse me. Nice to meet you, too.
✓ Hi. Yes, I am.
2. My name is Molly. What’s your name? 4. Hello. I’m Peter Krum.
I’m Peter. Hello. What’s your
My friends call me Molly. name?
Hi, Peter. Nice to
meet you.
B pair work Practice the conversations in part A. Use your own names.
1. c Molly
2. Peter
3. Mrs. Smith a b
4. Miss Taylor
He’s Molly’s classmate. She’s Peter’s teacher. His class is not in Room 201.
Her last name is Taylor. She’s the teacher in Room 203. Her last name is Smith.
Her room is 201. His teacher is Miss Taylor. She’s Peter’s classmate.
✓ She’s not a teacher. She’s not Molly’s teacher. Her teacher is Miss Taylor.
1 2 3 4
Follow-up
1 VOCABULARY Prepositions
A Look at the pictures. Where are these things? Circle the correct locations.
the wallet the keys the umbrella
1 2 3
in / on under / behind next to / under
the table the sofa the door
4 5 6
in / on in front of / behind in front of / behind
the TV the bag the books
7 8 9
on / under in front of / in next to / on
the desk the drawer the table
B pair work Ask and answer questions about the things in part A.
02.12
1. The pen is on the TV. 2. The magazines are the coffee table.
Follow-up
6 TRUE OR FALSE?
pair work Your partner puts some of your things in different places.
Can you guess where?
A: My keys are in the desk. A: My ruler is on the desk.
B: True. B: False. It’s under the desk.
Morocco China
Costa Rica
Countries Regions
b 1. China a. Africa
2. Costa Rica b. Asia
3. the Dominican Republic c. Europe
4. Italy d. Central America
5. Mexico e. North America
A Match. Then add two more countries 6. Morocco f. South America
to the list. 7. Uruguay g. the Caribbean
8.
9.
B pair work Ask and answer questions
about the places in part A.
A: Where’s China?
B: It’s in Asia. or
I think it’s in . . . or
I’m not sure. Is it in . . . ?
5 WHERE IS IT?
A pair work Students from Newcomers High School come from these cities.
Find the cities on the map.
A: Where’s Casablanca?
B: I think it’s here, in . . . It’s number . . .
A: You’re right. or No. It’s number . . . It’s here, in . . .
1 VOCABULARY Clothing
A Find these things in the picture. Match.
a d
b
c e
g
i k
j
m o p
l n
B pair work Cover the words in part A. Then ask about things in the picture.
A: What’s this?
B: It’s a dark blue suit.
A: What are these?
B: They’re black shoes.
1. What is the man 2. What is the uniform 3. What are the mother 4. What is Jamal
wearing and for the girl’s school? and baby wearing? wearing today?
carrying? white socks sneakers black pants
a blue suit a red skirt jeans a green shirt
✓ a brown tie a white blouse a T-shirt a coat
brown shoes a green sweater a scarf
✓ a black briefcase yellow pants
a pink hat
Follow-up
1 VOCABULARY Actions
A Write the actions under the pictures. Then compare with a partner.
1. studying 2. 3.
4. 5. 6.
7. 8. 9.
B pair work Ask and answer questions about the people in part A.
A: What’s Mimi doing?
B: She’s studying.
A: What are Blake and Sam doing?
B: They’re . . .
Peter is studying.
Emi
1. A
t the beginning of the 4. Peter calls Doug at 7. Emi, Ivan, and Carla are at
video, it’s 8:25. Carla’s place.
6:00. 7:25. Emi’s place.
✓ 7:00.
2. Peter is studying 5. Doug is having dinner 8. Emi, Ivan, and Carla are making
at home. with his grandparents. a pizza.
in school. at his girlfriend’s house. popcorn.
3. Kate thinks babysitting 6. Emi calls Peter at
is fun. 9:20.
isn’t fun. 8:20.
Follow-up
5 WHAT AM I DOING?
pair work Take turns acting out an action and guessing the action.
Use the verbs in the box or your own ideas.
A: What am I doing?
B: Are you dancing?
A: No, I’m not.
B: Are you swimming?
A: Yes, I am.
B pair work Now ask and answer similar questions about your classmates,
friends, and family. Use your own information.
1. Weekdays, I get 2. 3. 4.
up at 7:30.
5. 6. 7. 8.
Follow-up
a teacher
a reporter
a musician
He/She . . .
gets up at 5:00 in the morning.
gets up at 1:00 in the afternoon.
finishes work at 3:00 in the morning.
has breakfast at work.
starts work at 10:00 at night.
wears a white shirt and black pants at work.
finishes work at 3:00 in the afternoon.
works for a television station.
doesn’t work on weekends.
sometimes has lunch with students. a waiter
writes on the board.
B GROUP WORK Now share your descriptions with another pair. Your partners
guess who you’re describing.
B pair work Ask and answer the questions again. Use your
own information.
Joanna Kerr
Joanna Kerr
anna Kerr CUP
CUPwork
UP
a Kerr
B IntrerchangeWhat
pair Intrerchange Resource
do you need in
Resource Book Intro
Book IntroNumber
a new apartment?
the things from 1 (most important) to 10 (least important).
rerchange Resource Book Intro
07.09 07.10
Intro
hange Resource Book Intro
07.08
C group work Now compare your answers. Use your own ideas, too.
A: I think you need a refrigerator for the kitchen.
B: And you also need a sofa for the living room.
C: Well, I think you need . . .
1. Who is on the phone? 3. What’s the present from 5. Where is Jessica’s mother
✓ Jessica’s mother. Jessica’s mother? calling from?
Sofia’s mother. A lamp. The suburbs.
A vase. The city.
2. What’s the view from 4. What’s Jessica and Sofia’s 6. What does Jessica’s mother
Jessica’s bedroom? address? say about the apartment?
A park. 238 Richdale Street. She says it’s nice.
A wall. 283 Richdale Street. She says it’s perfect.
Follow-up
6 ROLE PLAY
A What questions do you think Jessica’s mother asks about the new apartment?
Write six more questions.
1. Do you like your new apartment?
2. How many rooms are there? We have an oven,
3. but we don’t have
4. a microwave.
5.
6.
7.
8.
1 VOCABULARY Jobs
A Write the jobs under the pictures. Then compare with a partner.
1. doctor 2.
3. 4.
B pair work Choose a job from part A. Say what you do. Use the sentences in
the box or your own ideas. Your partner guesses the job.
1. 2.
3. 4.
B These people work at night. What time do they start? What time do they finish?
Write the times. Then compare with a partner.
Eva Trey
Dwayne Gio
5. Dwayne goes to school in the . 8. Taxi drivers on the night shift often work
morning hours.
afternoon 10 to 15
12 to 14
6. Dwayne wakes up about . 9. It’s when Rachel speaks to Gio.
10:00 p.m. 6:00 a.m.
12:00 p.m. 7:00 a.m.
7. is a hard day for Dwayne. 10. Gio thinks he hard.
Tuesday works
Thursday doesn’t work
Follow-up
5 ROLE PLAY
pair work Play the roles of the people in the video. Give your real opinion of the jobs.
Use the words in the box.
1 VOCABULARY Brunch
A Find these things in the picture. Match. Then compare with a partner.
a b c d e
f g h i j
k l m n
B group work What do your classmates have for breakfast? Ask them.
A: What do you usually have for breakfast?
B: I usually have eggs and toast.
C: I always have coffee and fruit.
D: I never eat breakfast.
1 2 3 4
coffee
eggs
a fruit salad
granola
a green salad
orange juice
pancakes
tea
toast
water
yogurt
6 PLAN A MENU
pair work You work at the Happy Day Restaurant. Plan eight brunch dishes for
the menu. List drinks, too. Then compare menus around the class.
I always have a
always never seldom sometimes usually
big breakfast.
1. golf 2. 3. 4.
5. 6. 7.
B pair work What sports can your partner play? Ask him or her.
Use the words in part A or your own ideas.
A: Can you play baseball?
B: Yes, I can, but not very well. Can you play golf?
A: No, I can’t.
1 2 3 4
cricket
golf
soccer ✓
tennis
B One of the people in part A doesn’t play a sport. What does that person say? Complete the sentence.
I don’t play . I it.
Omar Ian
1. The players on Omar’s team are from 3. Ian’s sport very popular in the U.S.
the same . is
city isn’t
✓ country
4. There are people on a cricket team.
2. They practice every . 7
day 11
weekend
Diane Susan
5. Diane says she tennis. 7. Susan’s takes the kids to the playground.
likes husband
loves sister
6. Diane tennis. 8. Susan thinks her favorite sport is .
plays relaxing
doesn’t play exciting
Name Name
Find someone who . . .
1. plays a sport every week. 5. can play tennis.
2. doesn’t like sports. 6. can’t swim.
3. can play volleyball. 7. loves to watch baseball.
4. likes to play handball. 8. can play soccer well.
a b c d
e f g h
1. go shopping at the mall 2. take a tour of the Capitol 3. walk around the
✓ visit some museums see the Lincoln Memorial National Mall
see some monuments watch the fireworks on the ride the subway
✓ have lunch at a National Mall go to the top of the
museum café visit some museums Washington Monument
take a tour of the
White House
Follow-up
B pair work Practice the conversations in part A. Use your own information.
1. I have an earache. 2. 3.
4. 5. 6.
B pair work Ask and answer questions about the people in part A.
A: What’s the matter with the woman?
B: She has an earache.
B Complete the doctor’s notes about the patient. Then compare with a partner.
Follow-up
B pair work Talk about your health. Use the problems below or your own ideas.
Don’t lift heavy things. Drink a lot of orange juice. Stay in bed for two days.
Don’t try new foods. ✓ Drink hot tea with lemon. Take two aspirin and close your eyes.
Ben and Sara looked at the bridge. ✓ Ben and Sara arrived at the park.
Ben helped Sara cross the bridge. Ben took pictures of Sara.
Sara got scared on the bridge and froze. Sara took pictures of Ben.
Follow-up
6 DIRECTIONS
group work Write directions to two places in or near your school. Use the
expressions in the box. Then share the directions with another group.
Place 1: Place 2:
I got sunburned. There was no air-conditioning. The hotel was too noisy.
✓ I lost my passport. They canceled my flight. I didn’t like the food.
I was in an accident. I forgot my camera.
1. I lost my passport. 2. 3. 4.
5. 6. 7. 8.
Evan Hugo
Hugo
1. Evan was on vacation last week. 5. The elevator at Hugo’s hotel didn’t work.
2. Evan slaps Hugo’s face. 6. Hugo bought a new suitcase for his trip.
3. The first day, Hugo ran on the beach. 7. Hugo remembered to pack his camera.
4. Evan and Hugo’s co-worker, Harry, is working. 8. Hugo came back from his vacation on Saturday.
1. Evan wants to hear about Hugo’s . 5. Hugo didn’t well on his vacation.
business trip ✓ vacation eat sleep
2. Hugo tells Evan that his vacation was . 6. Hugo didn’t take any pictures because he left his
great OK camera at .
home work
3. Hugo went to the beach .
one time two times 7. Hugo spent Saturday night at the .
hotel airport
4. Hugo says that his hotel was really .
hot cold 8. Evan is going to tomorrow.
Chicago Morocco
5 VACATION ACTIVITIES
A Match. Then compare with a partner.
a b c d
e f g h
B Did you do any of the things in part A on your last vacation? Circle Yes or No.
C pair work Now ask and answer questions about your last vacation.
A: Did you stay home on your last vacation?
B: Yes, I did. or No, I didn’t.
B pair work Practice the conversations again. Use your own information.
1. play 2. 3.
4. 5. 6.
2 THEATER QUIZ
A PAIR WORK Here are some popular musicals. They began on Broadway and then became popular
around the world. How many do you know? Match.
1. The Lion King 3. Mary Poppins 5. West Side Story
2. Beauty and the Beast 4. Billy Elliot 6. Hairspray
B Where is Broadway?
Check (✓) the correct answer.
Then compare with a partner.
Chicago
Denver
Los Angeles
Miami
New York
San Francisco
Seattle
B Look again at the sentences in part A. Correct the false statements. Then compare with a partner.
five
Sylvia came to New York four years ago.
C pair work Now ask and answer questions about the people in part A.
A: Did Sylvia come to New York to be an actress?
B: Yes, she did. Is she working as a Spanish teacher?
A: No, she isn’t. She’s working as a yoga teacher.
Follow-up
6 INTERVIEW
A You’re interviewing a young actor. First, match the questions with the answers.
Then, practice the interview with a partner.
1. b When did you come to New York? a. Broadway Dreams.
2. Where did you grow up? b. I came here three years ago.
3. Did you study acting in school? c. In a small town in Arizona.
4. What did you do before you came here? d. No, but I’m studying it now.
5. What was the name of your first show? e. I worked in a restaurant.
B pair work Now interview each other. Use the questions in part A.
Answer with your own ideas.
B class activity Find out about your classmates. Write five more questions.
Then go around the class and ask them.
1. Where were you born? 4.
2. 5.
3. 6.
2 GOOD EXCUSES
A Sometimes people invite us to do something, but we can’t accept, or don’t want to accept.
Look at these excuses. Number them from 1 (the best excuse) to 8 (the worst excuse).
I have to babysit. I need to clean my room. I’m reading a new book.
My family and I have plans. I have dance class. My grandparents are
I have an appointment. I’m going to study. coming over.
B Put the pictures in order from 1 to 7. Then write the correct sentence under each picture.
Compare with a partner.
Abby got sick and had to sit down. Greg accepted Abby’s invitation.
✓ Abby refused Greg’s invitations. Greg and Abby went on a roller coaster.
Abby’s family and Greg had lunch. Greg bought Abby’s sister ice cream.
Abby’s sister gave Greg his wallet.
Abby Peter
1. At the beginning of the video, why does Peter 4. What day did Abby see Greg?
want to go outside? Friday.
He wants to have lunch with Abby. Saturday.
He wants to hear Abby’s story. Sunday.
He wants to find Greg.
2. What does Peter mean when he says, “I’m all ears”? 5. When did Greg lose his wallet?
I can’t hear you. On the roller coaster.
I have an earache. During lunch.
I’m listening. At the ice-cream stand.
3. Why did Abby refuse Greg’s invitation to the game? 6. At the end of the video, why does Abby refuse
She likes some sports, but she hates Greg’s invitations?
basketball. She’s really embarrassed.
She likes Greg, but she doesn’t want to see him. She doesn’t like him.
She likes Greg, but she doesn’t like sports. She’s very busy.
Follow-up
B class activity Go around the class and invite people to do something with
you this weekend. They should say they can’t and give you an excuse.
A: Hi, Sammi. Would you like to go to a dance club with me this weekend?
B: Oh, sorry. I can’t. I have a date with a friend.
A: OK. Maybe some other time, then.
B: Sure.
Story summary
Molly and Peter have trouble finding the right classroom on the first day of class.
Cultural note
In the United States and Canada, many people go by their nickname rather than their given
name. For example, in the video Peter introduces himself with his full name, and then tells Molly
that his friends call him “Pete.”
Preview A
• Explain the task, and point out the example. Then
read through the items, and answer any questions
1 VOCABULARY about vocabulary.
• Have students complete the task individually. Then
In this activity, students work with key vocabulary put students into pairs to compare answers.
they will see in the video.
• Check answers around the class by having
• Explain the task. Then model the vocabulary in the volunteers read their answers aloud.
box, and have students repeat as they look at the
pictures.
Answers
• Have students work in pairs to complete the task.
1. Hi.
Then have pairs join together to form small groups
2. I’m Peter.
and compare their answers.
3. Nice to meet you, too.
• Check answers around the class. 4. Hi, Peter. Nice to meet you.
Answers B
1. first, friends
• Explain the task. Model the first conversation with
2. teacher, student
a student, like this:
3. last
T: My name is (your name). What’s your name?
S: I’m (student’s name).
• Put students into pairs. Tell them to practice the
2 INTRODUCTIONS four conversations, taking turns and using their
own names.
In these activities, students choose the correct • Ask for volunteer pairs to stand up and act out one
response to questions and statements from people of their dialogs.
introducing themselves. They then practice the short
conversations using their own names.
B
• Explain the task: Students put the sentences from
part A in order so that they make a conversation.
• Have students work in pairs to complete the task.
• Ask for volunteer pairs to stand up and act out
their conversation.
A
• Explain the task, and lead students through the
incomplete dialogs.
• Have students work alone to complete the task.
• Check answers as a class, and review the structure
as needed.
Possible answers
1. A: Excuse me. Are you Sam?
B: No, I’m Luis. Sam’s over there.
2. A: I’m Celia. What’s your name?
B: My name’s Dan.
3. A: Is this Mrs. Costa’s classroom?
B: No. Her class is/’s in Room 105.
4. A: What’s your email address?
B: It’s marymary@email.com.
5. A: What’s your phone number?
B: It’s (646) 555-7841.
B
• Put students into pairs. Tell them to practice the
dialogs in part A using their own information.
C
• Explain the task. Model the sample conversation
with a volunteer.
• Put students into groups or have them stand up
and move around the room in order to complete
the task.
Story summary
Sofia is preparing to leave on a trip to Brazil. Her roommate, Jessica, is helping her get ready by
asking her if she has everything she needs and helping her find the missing items.
Cultural note
Many young people in the United States and Canada move out of their parents’ homes when
they go to college or get a full-time job. They often share a house or apartment with others in
similar circumstances.
Story summary
A reporter interviews three students from around the world (Morocco, Costa Rica, and China)
who live in the United States. Each student tells the reporter his or her name, country of origin,
and native language.
Cultural note
Many school districts in the United States have programs such as the Newcomers program to
help immigrant and refugee students learn English and adjust to their new home. Newcomers
programs have existed since the early 1980s.
1 VOCABULARY Answers
1. A: Where’s China?
These activities introduce the names of the countries B: It’s in Asia.
students will hear in the video. 2. A: Where’s Costa Rica?
B: It’s in Central America.
A 3. A: Where’s the Dominican Republic?
• Explain the task. Then read the countries and B: It’s in the Caribbean.
regions in the lists. 4. A: Where’s Italy?
• Have students work alone to complete the task. B: It’s in Europe.
Then put students into pairs to compare their 5. A: Where’s Mexico?
answers and to tell each other the names of the B: It’s in North America.
countries they added to the list. 6. A: Where’s Morocco?
B: It’s in Africa.
• Check answers around the class. Then ask a few
7. A: Where’s Uruguay?
students to share their additional countries.
B: It’s in South America.
Answers
1. b 5. e
2.
3.
d
g
6. a
7. f
2 GUESS THE FACTS
4. c In this activity, students are introduced to the
names of the languages and cities they will hear in
the video.
B
• Explain the task. Then model the vocabulary in
• Explain the task. Model the sample dialog with
the box.
volunteers.
• Put students into pairs to complete the task.
C
• Explain the task: Students work in small groups 7 PRESENT TENSE OF BE
to write the names of five cities on slips of paper. In these activities, students practice the grammatical
Tell students to put their papers on a desk and focus of the video by completing dialogs with the
mix them up. Then each student picks a city and, correct form of the verb be. Students then practice
following the sample dialog, leads a discussion of the dialogs and have conversations asking where
the location. their classmates are from.
• Ask volunteers from each group to tell the class
where their most distant city is located. A
• Explain the task, and go over the example.
• Have students work alone to complete the
Language close-up conversations. Then put students into pairs to
practice the conversations.
Story summary
A reporter interviews several people about what they’re wearing.
Cultural note
At many schools in the United States and Canada, students can wear what they want, but
at some schools, they must wear a school uniform. In this video, the reporter talks with some
students who wear a school uniform.
Preview Answers
a. A: What are these?
B: They’re jeans.
1 VOCABULARY b. A: What’s this?
B: It’s a pink hat.
In this activity, students work with key vocabulary c. A: What’s this?
about clothing they will see in the video. B: It’s a briefcase.
A d. A: What’s this?
B: It’s a dark blue suit.
• Explain the task. Then read through the list of e. A: What’s this?
clothing items, and have students repeat after you. B: It’s a gray skirt.
• Have students work alone to complete the task. f. A: What are these?
• Check answers around the class. B: They’re black shoes.
g. A: What’s this?
Answers B: It’s a red shirt.
h. A: What are these?
1. d 7. k 13. j
B: They’re white socks.
2. i 8. l 14. n
i. A: What’s this?
3. f 9. m 15. b
B: It’s a brown tie.
4. c 10. o 16. g
j. A: What’s this?
5. h 11. a
B: It’s a scarf.
6. e 12. p
k. A: What’s this?
B: It’s a white blouse.
l. A: What’s this?
B B: It’s a blue jacket.
• Explain the task, and model the example dialog m. A: What’s this?
with a student. B: It’s a backpack.
• Have students cover the words in part A. Then put n. A: What’s this?
students into pairs to complete the task. B: It’s a yellow dress.
• Check answers around the class.
Story summary
Peter is at home on a Saturday night. He’s supposed to be studying, but instead talks to several
friends to find out what they’re doing.
Cultural note
Many young people in the United States and Canada babysit for children as a way to earn
money. The majority of babysitters are girls, but boys do this as well.
B Follow-up
• Explain the task, and go over the example in
Exercise 2. Then lead students through the list of
actions in the box. 5 WHAT AM I DOING?
• Play the entire video with the sound on, and tell
students to write the correct sentence under each In this activity, students act out various actions to
photo. practice using the present continuous.
• Have students compare their answers with a • Explain the task. Read the instructions and the
partner. Play the video again if necessary. verbs in the box.
• Check answers as a class. • Have students work in pairs to complete the
task. Remind students they can use their own
ideas as well.
Answers
1 Peter is studying.
2
3
Peter is calling a friend.
Kate is babysitting.
Language close-up
4 Doug is answering the phone.
5
6
Peter is sleeping.
Emi is watching movies.
6 WHAT DID THEY SAY?
7 Peter is going out. This cloze activity develops bottom-up listening
skills by having students complete part of the phone
conversation between Emi and Peter.
• Explain the task. Have students, working
individually or in pairs, read the conversation and
fill in as many blanks as they can before watching
the video.
7 PRESENT CONTINUOUS
In these activities, students practice the grammatical
focus of the unit – the present continuous – by
completing five short conversations and then
practicing them.
A
• Explain the task, and go over the example.
• Have students work alone to complete the task.
Then put students into pairs to compare answers
and practice the conversations.
• Check answers as a class, and review the present
continuous as needed.
Story summary
Vanessa takes us through her home, introduces us to her parents, and tells us about her daily
routine. She’s a website designer during the day, and she does stand-up comedy on the weekend.
Cultural note
In the United States and Canada, it’s often possible to work from home. Website design is an
example of a job people can do from home because it involves working on a computer and
doesn’t require them to be in an office every day.
Story summary
Sofia and Jessica are roommates who have moved into a new apartment. Jessica’s mother calls,
and Jessica describes the apartment to her. Then they get a surprise visit from Jessica’s mother.
Answers
6 ROLE PLAY
1. True In the first activity, students think about and write
2. True the questions they think Jessica’s mother asks
3. False about the apartment. Then they ask and answer the
4. False questions in pairs.
5. False
6. False A
7. False • Explain the task, and lead students through the
8. True examples.
9. True • Have students work alone to write the questions.
10. True Then have them compare their questions with a
partner before going over the questions with the
class.
Language close-up
5 WHAT’S YOUR OPINION? 7 WHAT DID SHE SAY?
In this activity, students decide which household This cloze activity develops bottom-up listening
items Jessica and Sofia still need. skills by having students complete Jessica’s phone
• Explain the task. Make sure students understand conversation.
they should answer according to their own • Explain the task. Point out that students only have
opinion. to complete Jessica’s side of the conversation. Have
• Call attention to the model dialog. Then put students, working individually or in pairs, read the
students into pairs to compare answers.
Story summary
People who work at night talk about their jobs and their rather unusual routines.
Cultural note
One person interviewed is a university student. It’s common in the United States and Canada for
students to have jobs to pay for tuition and living expenses. Students usually work part-time and
study full-time, or vice versa.
B
5 Role play
• Explain the task, and lead students through the In this activity, students build on what they’ve
chart. learned about occupations by taking turns playing
the role of the reporter and the people talking about
• Play the entire video with the sound on. Tell
their jobs.
students to watch and listen for the times each
person starts and finishes work. Have students • Explain the task, and read through the adjectives
work individually to complete the chart as they in the box. Then model the sample conversation,
watch. Then have them compare answers in pairs. having students repeat after you.
• Replay the video as necessary before checking • Put students into pairs to role-play interviews
answers as a class. between the reporter and each of the people in
the video.
Answers
Eva: 11:00 p.m., 7:00 a.m.
Trey: midnight/12:00 a.m., 10:00 a.m. Language close-up
Dwayne: 11:00 p.m., 7:00 a.m.
Gio: midnight/12:00 a.m., noon/12:00 p.m.
6 WHAT DID THEY SAY?
This cloze activity develops bottom-up listening skills
by having students complete the interview between
4 WATCH FOR DETAILS the reporter and Dr. North.
In this activity, students focus on details in the video • Explain the task. Have students, working
by watching and listening for information about the individually or in pairs, read the conversation and
people’s jobs. fill in as many blanks as they can before watching
the video.
Story summary
A reporter interviews people in a diner. He asks about the foods they eat and their general eating
habits.
Cultural note
On weekends, many people sleep late. Because of this, they often combine breakfast and lunch
into one meal: brunch (“br” from breakfast and “unch” from lunch). Many restaurants have a
special brunch menu on weekends. It usually has a few breakfast items, a few lunch items, and a
few items that are a combination. Some typical brunch foods are quiche (savory cheesy egg pie),
steak and eggs, and frittatas (baked egg casserole).
Preview B
• Explain the task, and go over the model
conversation. Then quickly check that students
1 Vocabulary understand the meanings of usually, always, and
never.
In these activities, students are introduced to • Put students into groups of four to take turns
vocabulary about foods and beverages they will see asking and answering questions about their
in the video. favorite breakfast foods.
A • Call on volunteer groups to share their information
with the class.
• Have students look at the items in the picture. Use
the example to explain the task. Then read through
the list of foods and drinks. Have students repeat
after you.
2 What do you see?
• Have students work individually to complete the In this activity, students prepare to watch the video
task. Then put students into pairs to compare their by using visual information to identify some of the
answers. foods that people eat in the video.
Check answers around the class. • Explain the task, and lead students through the list
of foods. Tell students they might see foods in the
Answers video that are not included in the list.
1. g 8. m • Play the entire video with the sound off; tell
2. j 9. f students to watch for the answers. Tell them to
3. d 10. n check the items they see in the list.
4. h 11. k • Check answers around the class.
5. b 12. c
6. i 13. a
7. l 14. e
Adverbs of
8 frequency
In these activities, students get practice with adverbs
of frequency, the grammatical focus of the video, by
completing sentences with adverbs and then talking
about their own habits.
Story summary
A reporter interviews people exercising and playing different sports at Flushing Meadows Park in
Queens, New York.
Cultural note
When most people think of New York City, they think of Manhattan. But New York is made up of
five boroughs: Manhattan, Queens, the Bronx, Brooklyn, and Staten Island. There are many parks
throughout the five boroughs. Central Park is the largest park in Manhattan (843 acres). Flushing
Meadows is the largest park in Queens (1,255 acres). The largest park of all is Pelham Bay Park in
the Bronx (2,765 acres). [1 acre = 4,047 m2]
1 Vocabulary
In these activities, students work with vocabulary for
2 What do you see?
various sports they will see in the video. They then In this activity, students prepare to watch the video
talk about the sports they can play. by identifying some of the sports they will see in the
video.
A • Explain the task, and lead students through the list
• Explain the task. Then model the vocabulary in the of sports.
box, and have students repeat after you.
• Before playing the video, explain that students may
• Have students work individually to complete the see sports that aren’t listed and that shots of the
task. sports change quickly. Play the first minute of the
• Put students into pairs to compare their answers. video with the sound off. Then have students check
Check answers around the class. off the sports they saw.
• Replay the segment again for students to check
Answers their answers.
1. golf 5. soccer • Put students into pairs to compare answers. Then
2. tennis 6. basketball go over answers with the class.
3. handball 7. cricket
4. baseball
Answers
tennis soccer
B baseball cricket
• Explain the task. Then model the sample
conversation, and have students repeat after you.
A Follow-up
• Explain the task, and have students look at the
photos of the people from the video.
• Play the entire video with the sound on. Tell 5 Role play
students to check the sports as they watch. In this activity, students have the chance to be
• Put students into pairs and have them compare creative by taking turns playing the roles of a
answers. Go over answers as a class. reporter and someone taking part in a sport.
• Explain the task, and lead students through
Answers the phrases in the box. Then model a sample
1. soccer 3. tennis conversation with a volunteer.
2. cricket 4. golf • Put students into pairs to role-play interviews
between the reporter and a visitor to the park.
• If time permits, have several pairs act out their role
B plays for the class.
• Explain the task, and have students look at the
photos of the people from the video in part A.
• Play the sequence of Ian and Diane. Tell students to
listen for the answers as they watch. Have students
6 Find someone who . . .
complete the sentences with the correct word. This activity further develops students’
• Go over answers as a class. understanding as they find out about their
classmates’ sports abilities and interests.
• Explain the task, and lead students through the
Answers
phrases in the chart.
tennis; watch
• Have students move around the room, asking their
classmates questions to come up with one name
for each of the categories in the chart.
4 Watch for details • Have students share their information about their
classmates by making statements from their charts
In this activity, students focus more closely on for the class.
language by watching and listening to the people
interviewed.
• Explain the task, and lead students through the Language close-up
items below each picture. Then have students work
individually to predict the answers before viewing.
• Play the video and have students check and revise 7 What did She say?
their predictions as they watch. This cloze activity develops bottom-up listening skills
• Put students into pairs to compare answers before by having students focus on specific language used
you go over the answers as a class. by Lisa Kim in the conclusion to the video.
Talking about
8 abilities and interests
In these activities, students extend and personalize
the information in the video by asking and
answering questions about their own sport-related
interests.
A
• Explain the task, and go over the dialog in the
illustration. Have students work alone to complete
the conversations.
• Put students into pairs to compare answers. Check
answers as a class, and review the structure as
needed.
• After students practice the conversation in pairs,
ask volunteer pairs to act them out for the class.
Story summary
A reporter interviews people visiting Washington, D.C., and asks about what they’re going to do
during their visit.
Cultural note
Washington, D.C., is the capital of the United States and a popular tourist destination. There are
many museums, monuments, and government buildings, such as the White House and the Capitol.
B
• Explain the task, and model the sample dialog.
Tell students to look at the pictures in part A and Watch the video
choose the activity that seems the most interesting
to them.
• Put students into groups of three or four to take
3 Get the picture
turns asking and answering questions about one In this activity, students watch and listen to the video
another’s sightseeing choices. to find out what the people interviewed are going to
do in Washington, D.C.
• Explain the task, and read the items aloud.
Possible answers
In the morning, we’re going to go shopping in
5 What the people say Georgetown. Then we’re going to take a ride
on the Metro. In the afternoon, we’re going to
In this activity, students focus more closely on visit the National Zoo and watch the boats at
language by watching and listening to determine Washington Harbor. In the evening, we’re going
what three of the people say in the video. to see a concert at the Kennedy Center.
• Explain the task. Have students read the In the morning, we’re going to take a ride on
incomplete sentences silently. Tell them to predict the Metro. Then we’re going to watch the boats
the missing words before viewing. at Washington Harbor. In the afternoon, we’re
• Play the video with the sound on and have going to go shopping in Georgetown and visit
students check and revise their predictions as they the National Zoo. In the evening, we’re going to
view. (Note: You may want to pause the video after eat in a restaurant in Chinatown.
Future with
8 be going to
In these activities, students practice talking about
plans (the functional focus of the video) using the
future with be going to.
Story summary
A young man goes to the doctor because he has an earache, but he ends up helping the
doctor with his back pain.
A
• Explain the task. Then model the sentences in the
box, and have students repeat after you.
2 What do you see?
• Have students work individually to complete the In this activity, students prepare to watch the video
task. Then put students into pairs to compare by using visual information to make predictions
answers. about the story.
• Check answers around the class. • Explain the task, and lead students through the
questions in the chart.
Answers • Have students work in pairs to guess the answers
1. I have an earache. 4. I feel tired. to the three questions.
2. I have a backache. 5. I have a fever. • Play the entire video with the sound off. Tell
3. I feel dizzy. 6. I have a cough. students to check their predictions as they watch.
B
• Explain the task. Then model the sample dialog
Watch the video
with a student.
• Put students into pairs to ask and answer questions
about the people pictured in part A.
3 Get the picture
• Check answers around the class. In the first activity, students watch the entire video to
check their predictions from Exercise 2. In the second
Answers activity, they watch and listen for information to
complete the doctor’s notes about the patient.
1. A: What’s the matter with the woman?
B: She has an earache. A
2. A: What’s the matter with the woman? • Explain the task, and make sure students look at
B: She has a backache. Exercise 2 to check their predictions as they watch
3. A: What’s the matter with the man? the video.
B: He feels dizzy.
6 Role play
4 Watch for details In these activities, students build on what they’ve
learned by taking turns playing the role of the doctor
In this activity, students focus on details in the video and patient. They then personalize the task by
to answer more detailed questions about what talking about themselves.
happens in the story.
• Explain the task. Read through the items, and A
answer any vocabulary questions as they arise. • Explain the task, and model the sample
• Play the video with the sound on. conversation, having students repeat after you.
Make sure students understand they should refer
• Have students work alone to answer the questions. to the questions checked in Exercise 5.
Have them compare their answers with a partner
before going over the answers with the class. • Put students into pairs to role-play interviews
between the doctor and patient.
Answers B
1. From time to time. • Explain the task, and lead students through
2. He has extra wax in his ear. the items pictured. Then model the sample
3. When he stands a lot. conversation, having students repeat after you.
4. His father has the same problem. • Put students into pairs to ask and answer questions
5. Pull his left knee up. with their own information.
6. To the right.
• If time permits, ask volunteer pairs to share their
conversations with the class.
Story summary
A young couple visits the Capilano Suspension Bridge in Vancouver, British Columbia, Canada.
Both overcome their fear of heights and cross the bridge.
Cultural note
The Capilano Suspension Bridge is one of the most popular tourist attractions in Vancouver.
The bridge is 450 feet (137 meters) long and 230 feet (70 meters) high. The park is open every
day except December 25.
Answers
1. right, up, around/past, left
2. in front of, around/past, behind
3 What do you see?
3. across In this activity, students watch the video with the
sound off. They use visual information in the video to
put the events in the proper order.
• Explain the task, and read the instructions aloud.
2 Guess the facts • Play the entire video with the sound off; tell
students to watch for the answers. Have students
In this activity, students prepare to watch the video work individually to number the pictures.
by using the picture and their general knowledge
to make predictions about visiting the Capilano
Suspension Bridge.
8 Opposites
In this activity, students continue practicing the
language commonly used for giving directions.
• Explain the task, and lead students through the six
incomplete conversations. Answer any vocabulary
questions.
• Have students work alone to fill in the missing
words. Then have students compare answers with
a partner.
• Check answers as a class.
Answers
1. down
2. right
3. behind
4. near/close
5. left
6. east
Story summary
A man returns to work after his vacation and tells a co-worker about all the things that went
wrong on his trip.
Answers
A
• Explain the task, and have students look at
1. I lost my passport.
Exercise 2.
2. They canceled my flight.
3. I forgot my camera. • Play the first part of the video again, this time
4. I was in an accident. stopping after Hugo says that he got sunburned.
5. I didn’t like the food. Have students check and correct their prediction
6. I got sunburned. while viewing.
7. The hotel was too noisy. • Have students compare answers in pairs. Then
8. There was no air-conditioning. check answers as a class. Ask students to raise their
hands if they guessed correctly the first time.
Answer
2 What do you see? He got sunburned.
In this activity, students prepare to watch the video
by using visual information to make a prediction B
about the story. • Explain the task, and lead students through the
• Explain the task, and read the instructions and the statements in the chart.
question aloud. • Play the entire video with the sound on. Have
students complete the task while they watch.
4 Watch for details before sharing the answers with the class.
C
In this activity, students focus more closely on details
• Explain the task, and read the instructions aloud.
in the video to answer more detailed questions
Model the sample dialog with a student.
about what happens in the story.
• Have students work in pairs to ask and answer
• Explain the task, and read through the items.
questions about their last vacation. If time permits,
Answer any vocabulary questions as they arise.
ask volunteer pairs to share their information with
• Have students answer any of the questions that the class.
they can before they watch the video again.
• Play the video with the sound on.
• Have students work alone to check and revise Language close-up
their answers as necessary. Have them compare
their answers with a partner before going over the
answers with the class. 6 What did they say?
This cloze activity develops bottom-up listening skills
Answers
by having students focus on specific language used
1. vacation 4. hot 7. airport by Hugo and Evan in the video.
2. OK 5. sleep 8. Chicago
6. home • Explain the task. Have students, working
3. one time
individually or in pairs, read the conversation and
fill in as many blanks as they can before watching
the video.
Follow-up • Play this segment of the video with the sound
on while students work alone to fill in the blanks
and check their predictions. Then have students
5 Vacation activities compare answers with a partner.
• Check answers as a class.
Students practice talking about vacation activities.
• Ask for volunteer pairs to stand up and act out the
First, they match pictures to the correct description.
conversation.
Then, they use the vocabulary and other ideas to talk
about their own vacations.
B
7 Past tense • Explain the task. Then have students practice
the conversations in part A again, this time
Students practice the past tense, the grammatical substituting their own information.
focus of the unit, by completing conversations and
then practicing the conversations with their own
information.
A
• Explain the task, and read through the four
conversations with the class. Answer any questions
about vocabulary.
• Have students work alone to complete the task.
Then put students into pairs to compare answers.
• Check answers around the class. Have students
practice the conversations in pairs.
Story summary
A reporter interviews people who work in the Broadway theater world, and they talk about
their jobs and their dreams.
Cultural note
Broadway is a long street in New York. In this unit, however, “Broadway” refers to the theater
district in New York City. Broadway is a popular tourist attraction in New York.
Preview Answers
5, 1, 3, 2, 4, 6
1 Vocabulary
B
In this activity, students work with key vocabulary
• Explain the task. Then lead students through the
about things they will learn about in the video.
questions.
• Explain the task. Then model the vocabulary in the
• Have students work in pairs to ask and answer the
box, and have students repeat after you.
questions. Then put pairs together to compare
• Have students work individually to complete the answers.
task. Then put students into pairs to compare their
• Have volunteers share their answers with the class.
answers.
• Check answers around the class.
A
2 Theater quiz • Explain the task, and direct students’ attention to
the pictures. Tell students they will guess if the
In this activity, students discover how much people all currently work in the theater.
they know about Broadway, preparing them for • Play the entire video with the sound off. Have
information they will see in the video. students work alone to choose their answers.
A
Answers
• Explain the task. Then read the names of the
shows, and have students repeat after you. 1. No 2. Yes 3. Yes
• Have students work in pairs to complete the task.
• Check answers around the class.
Answers
1. b
2. c
3. a
A
• Explain the task, and lead students through the
questions and answers. Have students repeat
after you.
• Have students work alone to complete the task.
Then put them into pairs to compare answers.
• Before telling students to practice the interview,
check answers as a class.
8 Past tense
In these activities, students practice the grammatical
focus of the video by completing dialogs with was,
were, did, or didn’t.
A
• Explain the task, and lead students through the
incomplete conversation.
• Have students work alone to complete the task.
Then put students into pairs to compare answers.
• Check answers as a class, and review the structure
as needed.
Story summary
Abby tells her friend about her strange but eventful date with Greg. Abby fears that it didn’t go
well because of a little accident, but in the end we discover that Greg had a good time as well.
B
3 Guess the facts
• Explain the task, and go through the model In this activity, students prepare to watch the video
language with the class. by listening for information to make predictions
about the story.
• Put students into small groups to talk about their
preferences. • Explain the task, and read the instructions and the
question aloud.
• Play the opening scene of the video (until Abby
2 Good excuses says, “He asked me to go to the movies with him
that night.”); tell students to watch and listen for
These activities introduce and practice additional the answer.
language that students will see in the video.
Answer
an amusement park. Follow-up
Language close-up
5 Watch for details
In this activity, students focus on details in the video
to answer more detailed questions about what
7 What did they say?
happens in the story. This cloze activity develops bottom-up listening skills
• Explain the task, and read through the items. by having students focus on specific language used
Answer any vocabulary questions as they arise. in the video.
• Have students work alone to answer as many • Explain the task. Have students, working
questions as they can before watching the video. individually or in pairs, read the text and fill in as
many blanks as they can before watching
• Play the entire video with the sound on.
the video.
• Have students work alone to check their
predictions and then complete the task.
• Check answers as a class.
Answers
Peter: Great! So you went to the movies
together.
Abby: No, I couldn’t because of my little sister.
I had to babysit. So then he asked if I
wanted to go to the basketball game the
next night.
Peter: Oh, so you went to the game Saturday
night.
Abby: No. I turned him down.
Peter: What? Are you crazy? Why? What was
your excuse?
Abby: No excuse. I told him that I like him, but I
really do not like sports. But, um, he was
really nice about it, and he even asked me
to go to the art fair with him on Sunday.
Peter: So you went to the art fair. I was there,
but I didn’t see you.
Abby: No, we didn’t go. I couldn’t. On Sunday,
I had plans with my family to go to the
amusement park.
Peter: So you didn’t see him.
Abby: Yes, I did.
Peter: OK, wait a minute. I’m confused. When
did you see him?
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