Student Book - Teacher - S Guide

TEACHER’S GUIDE
TURNING POINT 1
Diretora de Produtos
Gabriela Diuana
Gerente de Produtos
Marjorie Robles
Coordenadora de Produtos
Daniella Baptistella Credidio Geraldini
Editora de Desenvolvimento
Carolina Maria Martins
Autora
Elaine Abrantes
Coautora
Christina Porto Allen
Revisão Pedagógica
Christina Porto Allen
Renata S. C. Victor
Revisão Linguística
Rhiannon Ball
Revisão de Conteúdo
Alexandra Kim
Gerente de MediaHub
Fabiano Martins
Coordenadora de Iconografia
Maiti Salla
Equipe de Iconografia
Andrea Bolanho / Maiti Salla / Maricy Quei-
roz / Sandra Sebastião / Shirlei Sebastião
Coordenação de Produção Gráfica

Cleber Figueira
Projeto Gráfico e Capa

Fabiana C. Martins Marcon
Diagramação
Casa de Ideias
Fabiana C. Martins Marcon
Produção de Áudio
Cajueiro Produtora de Áudio
Maximal Studio
COPYRIGHT © by Pearson Education do Brasil S.A.

All rights reserved. Reproduction in whole or in part, as well as using any form, any means, electronic or mechanical, including
photocopying and recording, or any system for storing and retrieving information, including the ban text, illustration and visual design
graphic, rendering the offender liable to civil and criminal proceedings in accordance with Articles 184 and its paragraphs, the Penal
Code and Articles 186 and 927 of the Civil Code.
Novembro/2016
2
TABLE OF CONTENTS
General Instructions
Page 4
Class Plan
Page 6
Unit 1 - Around the World
Page 8
Unit 2 - Digital Citizens
Page 28
Review 1
Page 202
Unit 3 - How old are you?
Page 40
Unit 4 - Family Ties
Page 54
Review 2
Page 208
Unit 5 - What do you want to be when you grow up?
Page 70
Unit 6 - Life at School
Page 86
Review 3
Page 214
Unit 7 - My Favorite Things
Page 100
Unit 8 - What do you do in your free time?
p. 114
Review 4
Page 222
Unit 9 - Do you wanna come with me?
Page 132
Unit 10 - What are they doing?
Page 148
Review 5
Page 232
Unit 11 - To buy or not to buy – that’s the question!
Page 166
Unit 12 - What can you do?
Page 184
Review 6
Page 240
Phonetics
Page 244
Appendixes
Page 250
Scripts
Page 272
Answer Key - Activity Book
Page 281
3
TURNING POINT 1
General Instructions
The TURNING POINT series was designed for teen learners aged 12 years old and up and who are starting to learn English as a foreign language.
It is composed of three course books. Each book is taught over the course of one year, in a workload of 80 hours divided into two semesters, with a total
of 16 units: 12 thematic units and 6 review units.
Students are encouraged to interact and share their experiences by the means of communicative and ludic tasks, using the English language meaningfully
in different social contexts that are typical of teens’ daily lives. They will gradually build up their knowledge of the language by developing speaking,
reading, writing and listening skills, as well as consolidating their learning.
Course Components:
Student’s Book; Tests (Online teacher’s resource);

Activity Book; SkillGO App.
Teacher’s Guide;
Resource Pack (Online teacher’s resource);
Student’s Book:
The Student’s Book is composed of a Table of Contents, 12 main units, 6 review units, Phonetics sections related to each unit, Appendixes and scripts for
the listening comprehension activities.
The units are thematic and have been organized in different sections so as to provide an introduction to the theme, presentation of new vocabulary, new
language items and grammar topics (or to review language they are already familiar with) and provide opportunities for students to practice the related
language, express their opinions and share their personal experiences by doing different kinds of activities.
Each unit starts with an opening page – a two-page picture that presents the theme. By using their pens, students can listen to statements or questions
related to the theme of the unit.
Unit Sections:
Getting Started
This section introduces the theme, social language, vocabulary and gramatical structures students will learn throughout the unit in real-world contexts.
It also aims to develop students’ listening and reading strategies as well as encourage students to express their opinions and talk about their own
experiences.
Going Further
The purpose of this section is to expand the language, vocabulary and gramar structures introduced previously. The activities present opportunities for
students to develop listening and reading comprehension, as well as learn and practice new language items in different situational contexts in a more
controlled way. Models of expected language/conversation exchanges are provided for the speaking tasks and serve as a preparation for the Putting
into Words section, in which students will further practice the language presented.
Vocabulary
This section presents words and expressions, according to the theme and inserted in contexts, that will be used throughout the unit. Also, students are
invited to contribute to the semantic corpus by using their background knowledge.
Putting into Words

The aim of this section is to further practice the language introduced previously in a more open way through speaking activities which students can relate
to their own experiences. These tasks provide students with communicative tools to express themselves in the target language, expressing, interpreting
and negotiating meaning appropriately in different sociolinguistic contexts, playing different roles and adapting to different levels of formality.
Grammar in Context
This section provides students with opportunities to analyze and practice the gramar topics and structures introduced in the previous sections in
communicative contexts, encouraging students to infer the rules and uses.
Reading
This section aims at developing students’ reading skills and strategies by providing a variety of authentic texts. Students are guided to identify the main
idea, focus on key words and important parts, guess the meaning of new words from the context and read enough in order to be able to complete the
tasks provided.
Language in Use
The aim of this section is to review the language presented in previous units. The proposed tasks set the scene and prepare students for the following
activities, providing students with opportunities to develop listening and reading comprehension skills as well as practice speaking. This section belongs
to the review units.
Phonetics
The purpose of this section is to work on some features of the English language and provide students with an opportunity to practice intonation, stress,
reductions, linking sounds and sound contrasts (minimal pairs).
Appendix
This section provides different kinds of tasks to be worked on in pairs of students. Most of the tasks involve information-gap and role-playing activities.
4
Activity Book:
The Activity Book is especially designed to provide students with further practice and consolidation of the language, vocabulary and structures related to
the units studied during in-class practice. A variety of activity types is used in order to develop students’ learning strategies and skills in communicative
competence, reading, vocabulary, grammar and writing.
It’s important that, when assigning the activities as homework, students know what they are supposed to do. Ensure you go over the instructions and
answer any questions students may have. You may provide examples and have students talk about what they are going to do in the writing assignment,
for example.
It’s advisable that you assign them throughout the unit, instead of assigning them as homework only at the end of the unit.
Teacher’s Guide:
The Teacher’s Guide presents an introduction and unit by unit guidelines that come together with a miniature version of the Student’s Book page. The
audio scripts of listening activities not printed in the Student’s Book can be found after the guidelines, as well as answer keys to the Activity Book.
Teachers must remember, however, that the guidelines provided should be used as suggestions only, and should not dictate the exact structure of the
class. Each group of students is heterogeneous, so teachers must be prepared to adapt the classes to their groups’ needs and interests.
Resource Pack (Online resource):
The Resource Pack offers printable materials, such as slips, cards, images and games to work with your groups. This material provides students with fun
activities that will enhance their learning. It is part of the Teacher’s Guide but it is only available online so that the activities can be printed out.
Tests (Online resource):
There are four main tests numbered 1 to 4 and and two oral tests. Make-up tests are numbered 1B to 4B and oral tests 1B and 2B. Remember that the
oral tests are only applied at the end of each semester. They are all available online and are to be printed out. Respective instructions and audio material
are also available online.
SkillGO App:
The SkillGO App contains the audio passages from the Student’s Book listening activities as well as further listening input. An audio icon indicates
that students can use their cellphones in order to practice listening and pronunciation. Teachers must tell their students about the SkillGO App and how to
use it.
5
TURNING POINT 1
TURNING POINT 1 – CLASS PLAN

(80 hours)
CLASS DATE UNIT STUDENT’S BOOK PAGE/S ACTIVITY BOOK PAGE/S
1. WELCOME CLASS
2. 6 to 10 Ø
3. 11 to 13 5
4. 1 13 to 15 4 to 6
5. 16 to 21 7 and 8
6. 22 to 25 and 242 9 to 11
7. 28 to 30 and 32 12 and 13
8. 31 and 33 14
9. 2 34 and 35 16
10. 31 15
11. 36, 37 and 242 16 and 17
12. 200 to 203 88 and 89
Review 1
13. 203 to 205 90 and 91
14. 40 to 42 18
15. 43 and 44 20 and 21
16. 3 45, 46 and 243 19
17. 47 to 49 18, 20 and 22
18. 50, 51 and 252 23
19. TEST 1
20. 54 to 56 Ø
21. 58 to 60 28 to 30
22. 4 61 to 63 24
23. 64 and 243 26
24. 65 to 67 25, 27 and 31
25. 206 to 208, 263 and 266 92, 93 and 95 to 97
Review 2
26. 209 to 211 and 267 93, 94 and 97 to 101
27. 70 to 72 Ø
28. 73 to 75 32
29. 5 75 to 77 33
30. 78 and 79 34, 35 and 37
31. 80 to 82, 244 and 253 35 and 37
32. 86 and 87 Ø
33. 88 and 89 38 and 39
34. 6 90 to 92 and 254 42
35. 92 and 94 42 to 45
36. 95 to 97 39 to 41 and 45
37. 213 to 216 102 to 106
Review 3
38. 217 to 219 105 and 107 to 109
6
CLASS DATE UNIT STUDENT’S BOOK PAGE/S ACTIVITY BOOK PAGE/S
39. TEST 2
40. ORAL TEST 1
41. OPTIONAL DAY
42. 100 to 102 46
43. 103 and 104 Ø
44. 7 104 to 106 and 245 49 and 50
45. 106 to 108 47
46. 109 to 111 47 and 51
47. 114 to 116 54
48. 117 to 120 52 and 53
49. 8 120 to 124 and 255 55
50. 125 to 127 and 245 56, 57 and 59
51. 128 and 129 57 to 59
52. 220 to 224 110, 112 and 113
Review 4
53. 224 to 229 111 and 114 to 117
54. 132 to 134 63 and 64
55. 135 to 137 60 and 61
56. 9 138 and 139 62
57. 140, 141, 246 and 257 63
58. 142 to 145 63 and 65
59. TEST 3
60. 148 to 151 67
61. 151 to 155 66 and 72
62. 10 156 to 158 72 to 74
63. 159 to 161 66, 68 and 75
64. 162, 163, 246 and 261 69 to 71
64. 230 to 232 118, 124 and 125
Review 5
65. 232 to 237 119 to 123
67. 166 to 168 77
68. 168 to 174 78 to 81
69. 11 175 to 180 76
70. 180 and 181 77
71. 181, 247 and 262 78
72. 184 to 186 82
73. 187 to 189 86 and 87
74. 12 190 to 193 83
75. 194 to 196 85
76. 197 and 247 84
77. 238 and 268 126, 127 and 129
Review 6
78. 239 to 241 128 to 131
79. TEST 4
80. ORAL TEST 2
7
TURNING POINT 1
UNIT 1 – Around the World

Overview
In this unit students will:
• learn the alphabet, greetings (formal x informal), introductions (yourself and other people) and parting expressions;
• talk about the names of countries, nationalities and spoken languages and
• discuss famous teens in history.
Section Objectives Functions

Getting Started Introduce language to be used Greeting people: Talking about places of origin and
Pages 10 to 12 throughout the unit. Develop Hey, Kev! nationalities:
students’ listening strategies. Hey, Tim! What’s up? Are you American?
Hi, Justin. How’s it going? No, I’m not. I’m from South Africa.
Good morning, Mr. Stein! Where are you from?
Good morning, Ms. Roberts. How are you I’m from Mexico.
doing? Saying goodbye:
Introducing other people and responding Well, I have a class now. Gotta go! Catch up
to introductions: with you later.
This is Tim! He’s new here. OK, man. See you.
Hey, Tim! What’s up? I have to go now. See you later in class, Carlos.
Hi, Justin. How’s it going? Sure. Bye.
Mr. Stein, this is Carlos, our new student.
Nice to meet you, Carlos.
Nice to meet you too.
Going Further 1 Practice language used to greet Greeting people: (I’m) fine. What about you?
people. Develop listening skills. Hey, Jen. How’s it going? (I’m) pretty bad.
Pages 13 to 15
(I’m) very well/pretty good.
Hi! How are you doing?
(I’m) not so good.
Good morning. How are you?
Good afternoon.
Good evening.
Vocabulary Present and practice vocabulary

Pages 15 to 17 related to countries, nationalities
and languages.
Putting into Words Practice language used to Introducing yourself: Talking about places of origin and
Page 17 introduce oneself and talk about Hi! I’m Paolo. nationalities:
places of origin. Hello! I’m Emily. Are you Italian?
No, I’m not.
Where are you from?
I’m from Greece. And you?
Reading Encourage the development of Asking to talk to someone on the phone: Identifying yourself on the phone:
Pages 18 and 19 reading strategies. Introduce Is Marcy home? This is Alice.
language used to talk about other Can I speak to Marcy? Alice speaking.
people’s places of origin and Is Marcy there? Alice here.
nationalities. Is Marcy in? This is she.
Going Further 2 Practice language used to Introducing other people: Mr. Smith, this is Mary.
Pages 20 to 22 introduce other people and This is Ted. Glad to meet you.
respond to introductions. Hey, Ted! What’s up? Pleased to meet you.
Hi, Mark. How’s it going? Nice to meet you, too.
Grammar in Context Raise students’ awareness of

Pages 23 to 25 the use of the verb TO BE in the
Simple Present tense (af�rmative,
negative and interrogative forms).
Going Further 3 Present and practice language Saying goodbye:

Pages 25 and 26 used in saying goodbye. Review Goodbye. See you.
language learned throughout the Bye. See you (next class).
unit. Gotta go. Bye. Good night.
Putting into Words 2 Provide students with an

Page 27 opportunity to review and
practice the language learned
throughout the unit. Encourage
open communication in
English.
8
1 Around the World
TURNING POINT
1 Around
Aroundthe
theWorld
World
In this unit you will:

- learn the alphabet, greetings (formal x informal), introductions
(yourself and other people) and parting expressions
- talk about the names of countries, nationalities and spoken languages
- discuss famous teens in history
6 7
Books open.
1 Have students look at the picture and ask them if they know the names of the countries represented by the flags.
2 Teach them how to say the names in English in case they do not know, and write their guesses on the board.
3 Ask them to use the App and listen to the recording.
4 Have students compare the recording to their guesses on the board, and correct any information that is not right.
5 You may also ask students to say the nationalities of those countries.
Script
I’m from Brazil.
I’m from France.
I’m from Germany.
I’m from England.
9
TURNING POINT 1
Getting Started
Objectives: Introduce language to be used throughout the unit. Develop students’ listening strategies.
Greeting people: Introducing other people and responding to introductions:

Hey, Kev! This is Tim! He’s new here.
Hey, Tim! What’s up? Hey, Tim! What’s up?
Hi, Justin. How’s it going? Hi, Justin. How’s it going?
Good morning, Mr. Stein! Mr. Stein, this is Carlos, our new student.
Good morning, Ms. Roberts. How are you doing? Nice to meet you, Carlos.
Nice to meet you too.
Talking about places of origin and nationalities:
Are you American?
No, I’m not. I’m from South Africa.
Where are you from?
I’m from Mexico.
Saying goodbye:
Well, I have a class now. Gotta go! Catch up with
you later.
1
OK, man. See you.
I have to go now. See you later in class, Carlos.
Sure. Bye.
Around the World
Activity 1
Books closed.
1 Tell students they are going to listen to a Getting Started

conversation. They are supposed to pay
attention to the people who are talking. 1 Listen and check the photo that corresponds to the conversation.
Make sure they know they are not expected
to understand everything from the
conversation. Instead, they should focus on
the context (voices, tone of voice) and on
keywords such as names and places of origin.
2 Play the recording once or twice and ask

students the following questions:
How many people are talking? (Three.)
What are their names? (Kev, Justin and Tim.)
How old are they most likely? (They are
probably teenagers.)
Books open.
3 Ask students to open their books to

page 8. Go through the instructions with x
them, have them look at the photos and
choose the one that corresponds to the
conversation they just listened to.
4 Play the recording again and ask students 2 Listen again and choose true or false. Correct what is wrong.
to check their answers
a They are at the club. TRUE FALSE x
Script: They are at school.
Kevin: Hey, Justin!

Justin: Hey, Kev! b Kevin and Justin are friends. TRUE x FALSE
Kevin: This is Tim! He’s new here.
Justin: Hey, Tim! What’s up?
Tim: Hi, Justin. How’s it going?
Justin: Are you American? c Tim is American. TRUE FALSE x
Tim: No, I’m not. I’m from South Africa.
Justin: Cool! Welcome to our school. Tim is from South Africa.
Tim: Thanks!
Justin: Well, I have a class now. Gotta go! Catch up
with you later. 8
Tim: OK, man. See you.
10
1 Around the World
Activity 2
Books open.
1 Have students read the instructions as well as the questions they have to answer. Make sure they understand what they are supposed to do and
answer any questions they may have concerning the task.
2 Before playing the recording, remind students to focus on keywords such as names, places of origin and locations.
3 Play the recording once or twice and have students compare their answers with their classmates’.
4 Play it once more and check students’ answers. If necessary, write the correct sentences on the board.
Activity 3
Books open.
1 Play the recording again and have students listen to the conversation while they read it.
1 Around the World 2 Play it once more and ask students to repeat
after each sentence.
3 Listen again, read and repeat after the recording. 3 Help students with any pronunciation
problems they may have.
4 Divide students into trios and ask them to

role-play the conversation.
Activity 4
Books closed.
1 Tell students they are going to listen to

another conversation.

students the following questions:
What are their names? (Ms. Roberts, Mr. Stein
and Carlos.)
Are they all students? (Carlos is. Ms. Roberts
and Mr. Stein work at the school.)
Kevin: Hey, Justin! Tim: No, I’m not. I’m from South Africa.
Justin: Hey, Kev! Justin: Cool! Welcome to our school.
Kevin: This is Tim! He’s new here. Tim: Thanks! Books open.
Justin: Hey, Tim! What’s up? Justin: Well, I have a class now. Gotta go! 3 Go over the instructions with students and
Tim: Hi, Justin. How’s it going? Catch up with you later. make sure they understand what they are
Justin: Are you American? Tim: OK, man. See you. supposed to do.
4 Have them number the lines and check their

answers in pairs.
4 Listen and number the conversation in the correct order.
5 Play the recording again and ask students to
correct any information that was wrong.
1 Ms. Roberts: Good morning, Mr. Stein!
6 6 Go over the answers with the whole class.
Mr. Stein: Nice to meet you, Carlos. Where are you from?
7 Carlos: Nice to meet you too. I’m from Mexico.
4 Mr. Stein: Good. Script:
5 Ms. Roberts: Mr. Stein, this is Carlos, our new student.
Ms. Roberts: Good morning, Mr. Stein!
11 Carlos: Sure. Bye. Mr. Stein: Oh, good morning, Ms. Roberts. How
8 are you doing?
Mr. Stein: Bienvenido!
Ms. Roberts: Fine, thanks. What about you?
3 Ms. Roberts: Fine, thanks. What about you? Mr. Stein: Good.
10 Ms. Roberts: Mr. Stein, this is Carlos, our new
Mr. Stein: Sorry. I have to go now. See you later in class, Carlos.
student.
2 Mr. Stein: Oh, good morning, Ms. Roberts. How are you doing? Mr. Stein: Nice to meet you, Carlos. Where are
9 you from?
Carlos: Thank you, Mr. Stein.
Carlos: Nice to meet you too. I’m from
Mexico.
Mr. Stein: Bienvenido!
9 Carlos: Thank you, Mr. Stein.
Mr. Stein: Sorry. I have to go now. See you later
in class, Carlos.
Carlos: Sure. Bye.
11
TURNING POINT 1
Activity 5
Books open.
1 Ask students to read the conversation while they listen to it.
2 Play the recording again and ask students to repeat after each sentence.
3 Help students with any pronunciation problems they may have.
Activity 6
Books open.
1 Ask students to compare conversations 1 and 2 and say which is formal and which is informal.
2 Go over the instructions and check that students understand what they are supposed to do. Tell them all those lines are from the conversations they
have heard.
3 Have students compare their answers in pairs.
4 After checking their work with the whole

group, refer students to the note and TURNING POINT
explain that “gotta” is often used in informal
conversations. Show them the full form. 5 Listen again, read and repeat.
Activity 7 Ms. Roberts: Good morning, Mr. Stein!

Books open. Mr. Stein: Oh, good morning, Ms. Roberts. How are you doing?
1 Go over the instructions as well as the Ms. Roberts: Fine, thanks. What about you?
names of places with students. Make sure
Mr. Stein: Good.
they understand their meaning.
Ms. Roberts: Mr. Stein, this is Carlos, our new student.
2 Have students look at the pictures and say
the names of the places they represent. Mr. Stein: Nice to meet you, Carlos. Where are you from?
3 Ask them to use the App and listen to the Carlos: Nice to meet you too. I’m from Mexico.
recording while they check the places Mr. Stein: Bienvenido!
mentioned.
4 Check their answers.
Mr. Stein: Sorry. I have to go now. See you later in class, Carlos.
5 Have them think of different formal Carlos: Sure. Bye.
and informal contexts in which they
introduce and greet people.
6 Help them with the vocabulary they may 6 Look at the sentences below. Put (F) for formal and (I) for informal.
need to carry out the task.
I Hey, Kev! I Gotta go.
7 Write their suggestions on the board
and have them repeat the names of the F Good morning, Ms. Roberts. I OK, man. See you. gotta =
places after you. got to
I Hey, Tim! What’s up? F Thank you, Mr. Stein.
F Nice to meet you, Carlos. I Cool.

Script:
7 Listen and check where Jude usually makes new friends.
A: Hey Jude, tell me. Where do you usually make
new friends? WHAT ABOUT
B: Well, I make friends at the club, at snack bars, at YOU?
parties, at school...
X At the club.
X At snack bars.
At hotels.
At home.
X At school.
X At parties.
10
12
1 Around the World
Going Further
Objectives: Practice language used to greet people. Develop listening skills.
Greeting people:
Hey, Jen. How’s it going?
Hi! How are you doing?
Good morning. How are you?
Good afternoon.
Good evening.
(I’m) fine. What about you?
(I’m) pretty bad.
1 Around the World Activities 1 and 2

Books closed.
Going Further 1 Draw some emoticons on the board and ask
students where they can find them e.g. social
Do you use emoticons on the Internet? media, instant messaging apps, websites,
e-mail etc.
2 Ask students whether they use emoticons or

1 Match the emoticons below to what they mean.
IMHO not, and invite some students to draw different
a :) d pretty bad
GB2Wlol ^3^ emoticons on the board.
3 You may also ask students which emoticons

b :-D c not so good
THX INTERNET SLA
NG are the most popular.
c :( a fine
d :’-( b very well/pretty good :-P OMG
:-)
Books open.
BRB !
2 Choose the emoticon that expresses how you feel today. 4 Ask students to read the instructions and
do the activities individually first and then
:) :-D check their answers to Activity 1 in
pairs. Encourage students to use their App
:( :’-(
in order to listen to the pronunciation of the
words.
3 Complete the conversations based on the emoticons. 5 Check their work with the whole class and
help students with pronunciation.
6 In Activity 2, ask students How are you

doing (today)? Have them say how they feel
according to what they have checked.
A: Hey, Jen. How’s it going?
(I’m) pretty bad.
B: :’-( Activity 3
Books open.
A: Hi! How are you doing? Ask students to complete the activity in
1
B:
(I’m) fine. :) pairs.
2 Have a few students read the conversations

in order to check their answers.
A: Good morning. How are you?
B: :-D
What about you?
A: :(
11
13
TURNING POINT 1
Greetings
Activity 1
Books open.
1 Play the recording and ask students to match the words with their corresponding photos.
2 Check their work.
3 Play the recording again and have students repeat after each greeting.
4 Refer students to the note and help students understand the difference between “Good night” and “Good evening”: “Good night” is a parting
expression used when people say goodbye; “Good evening” is a greeting used when people meet.
5 Model a conversation with one or two students, then ask them to work in pairs to practice asking and answering how they are.
6 Have some students perform their conversations for the rest of the class in order to check their work.
Activity 2 TURNING POINT
Books open.
Greetings
a poem and should fill in the blanks with 1 Listen and match.
the missing words.
a Good morning!
2 Play the recording once while students just
read the poem.
b Good afternoon!
3 Play it once again and ask students to write c
the missing words in the poem.
c Good evening!
4 Before checking their work with the whole
class, have students compare their answers
in pairs.
If necessary, play the recording one more b
5
time for students to confirm their answers.
“Goo
Script: d nigh
for sa t!”
ying g
w hen oodby
A brand new day you’re e
a or g o leavin
Every morning is a new day ing to g
bed.
To welcome you with a day full of fun.
No sad or bored faces
No sorrows for a good night’s sleep.
Today is a brand new day.
First comes the morning, 2 Listen to the poem and fill in the blanks with the correct words.
Then, the afternoon.
Then, the evening and night.
Stars are bright. A brand new day
Enjoy your day.
And let the sun shine on your face. morning
Every is a new day
Have a nice day!
To welcome you with a
day full of fun.
No
sad or bored faces
night
No sorrows for a good 's sleep.
morning
First comes the
Then, the afternoon

evening
Then, the and night.
Stars are bright.

day.
Enjoy your
sun shine on your face.
And let the
Have a nice day!
12
14
1 Around the World
Activity 3
Books open.
1 Have students use their App to listen and answer orally accordingly.
2 While checking their work, ask some volunteers to share their answers. Make sure they know that there is more than one possible answer in some cases.
Script:
Hello!
What’s your name?
How are you?
Good morning!
Vocabulary
1 Around the World Objectives: Present and practice vocabulary
related to countries, nationalities and languages.
3 Listen and answer.
Activity 1
Preparation: Make copies of the photos of famous
landmarks on the Unit 1 Vocabulary section pages,
in the Resource book. Cut and paste them to
construction paper.
Books closed.
1 Show students some pictures of famous

landmarks around the world and elicit the
names of the countries they already know in
English.
2 Write them on the board and help students

with pronunciation, if necessary.
3 Ask students whether they have already

visited any of those places and which they
would like to visit.
Vocabulary
1 Listen and repeat the names of the countries. Books open.
France The USA Mexico Germany 4 Divide students into small groups and have
them write the names of the countries
given in the chart in Activity 2 next to their
corresponding flags in Activity 1.
5 Play the recording once or twice and have

England Japan Portugal Australia students check their answers.
6 Then, check their work with the whole class.
7 Play the recording one more time and

South Africa Argentina Greece China
Canada Brazil Spain Italy
13
15
TURNING POINT 1
Activity 2
Books open.
1 Students should complete the chart with the nationalities and languages provided in the box. While they do so, encourage students to use
their App so that they can also listen to the pronunciation of the words.
2 Check their work.
3 Ask students whether they can speak another language; if not, ask them whether they would like to learn and why.
4 For further pronunciation practice, have students repeat the words after you.
5 You can clarify that in South Africa there are 11 official languages. Sourse: http://www.southafrica.info/about/people/language.htm#.V9_l5PkrK00.
Activity 3
Books open.
1 Have students look at the comic strip and

guess what the characters are talking about TURNING POINT
and where they are from.
2 Complete the chart with the words in the box.
2 Play the recording for students to listen to
the conversation. Chinese German Portuguese English
3 Ask students whether their guesses were Mexican Brazilian Italian American
right or not. Canadian Japanese Australian French
Spanish South African Greek Argentinian
4 Play the recording again and have students
repeat after each sentence. Help them with
any pronunciation problems they may have. Country Nationality Language Country Nationality Language
Refer students to the note and make

Canada Canadian English/French France French French
5
sure they understand it. You may also ask The USA American English Italy Italian Italian
students to think of different countries and Mexico Mexican Spanish Germany German German
their corresponding nationalities.
Brazil Brazilian Portuguese Spain Spanish Spanish
England English English Australia Australian English
Activity 4
Japan Japanese Japanese South Africa South African English
Books open.
China Chinese Chinese Greece Greek Greek
1 Divide students into groups of 2 or 3.
Portugal Portuguese Portuguese Argentina Argentinian Spanish
2 Before playing the recording, ask students
to name some English-speaking countries 3 Listen and repeat.
they know. Have them use their previous
knowledge in order to do so. HELLO!
WHERE ARE YOU I’M FROM THE
FROM? I’M
3 Write their answers on the board for future FROM THE
COUNTRY OF KANGAROOS
AND BOOMERANGS.
LAND DOWN
reference. UNDER! YEAH!
I’M
4 Play the recording while students write ???????? AUSSIE.
down the English-speaking countries they

hear. AUSTRALIA!
5 Compare these countries to the ones

written on the board.
6 Ask them which English-speaking country they

would like to go to in order to study English.
Have them explain why and help them with
any vocabulary they may need at this point.
Script:
Australia, Canada, England, Ireland, New Zealand,

Scotland, South Africa, the United States.
Cultural Note
14
Books closed.
1 Divide students into small groups and have

them guess how many people are currently
studying English all over the world, how many
speak English as a foreign language, and how
many speak English as a second language.
16
1 Around the World
2 Make sure they understand the concept of foreign and second-language speakers.
3 Give them some time to think about it. Then, have students share their opinions with the rest of the group. You may write their guesses on the board
for future reference.
Books open.
4 Draw students’ attention to the CULTURAL NOTE and read the information with them.
5 Compare their guesses to the actual information provided in the box and see which group’s guess was the closest.
Memory Game
Preparation: Make copies of the Memory Game cards provided in the Unit 1 Resource Book pages (note there are 2 sets available). Cut and paste them to
construction paper.
Books closed.
1 Around the World
1 Divide students into small groups.
4 In pairs, listen and write down the English-speaking countries in the world. 2 Give each group one set of Memory Game
cards and have them place the cards face
Australia, Canada, England, Ireland, New Zealand, Scotland, South Africa,
down.
the United States. 3 Each student should turn two cards over
in order to find the pairs (countries and
nationalities). Whenever they turn the cards
over, they have to say the words written on
them out loud.
4 The student that matches the most pairs of

cards is the winner.
Cultural Note
5 If there is enough time, have students play
It is estimated that over 1 billion people are currently learning English worldwide.
it once again with a different set of Memory
According to the British Council, as of the year 2000, there are over 750 million English
Game cards.
(as a foreign language) speakers, and 375 million English (as a second language) speakers.
Source: http://esl.about.com/od/englishlearningresources/f/f_eslmarket.htm
Putting into Words

Putting into Words Objectives: Practice language used to introduce
oneself and talk about places of origin.
Write down a country and nationality, then talk to your classmates. Follow the model:
Introducing yourself:
Hi! I’m Paolo.
Hello! I’m Emily.
Talking about places of origin and nationalities:

Are you Italian?
No, I’m not.
Where are you from?
A: Hi! I’m Paolo.
I’m from Greece. And you?
B: Hello! I’m Emily. Are you Italian?
A: No, I’m not. Books open.
B: Where are you from? 1 Ask students to choose a country and
write it on a piece of paper along with its
A: I’m from Greece. And you? corresponding nationality. For instance,
B: I’m from Australia. GREECE – GREEK.
2 Tell them not to show it to his/her classmates.
3 Have students take their time listening to

the conversation with their App, and
then ask two students to read the
conversation aloud for the rest of the class.
4 Before having students talk to different

classmates, model the conversation with
15
one student. Also, elicit from students the
affirmative answer “Yes, I am”.
5 Make sure they understand that they should

answer according to the information they
have written on the slip of paper.
6 Monitor their work.
17
TURNING POINT 1
Reading
Objectives: Encourage the development of reading strategies. Introduce language used to talk about other people’s places of origin and nationalities.
Activity 1
Books open.
1 Have students look at the photos and guess who the people are.
2 Ask them to share what they know about them. You may write some keywords on the board for future reference.
3 Go over the instructions with them and tell them they do not have to know the meaning of every single word in order to understand the texts and
do the task. Instead, ask them to try to grasp the general idea of each biography.
4 In pairs, students should match the photos with the corresponding biographies.
5 Check their work with the whole class and

ask what helped them do the matching.
TURNING POINT
6 Compare their answers to their previous
guesses and ask them if they were right.
Reading
Famous Teens in History
1 Match the photos with the biographies.
3 Annelies Marie “Anne” Frank was originally from Germany but she
lived most of her life in or around Amsterdam, in the Netherlands.
Her diary was a present for her 13th birthday and in it she wrote
1 about her experiences hiding during the German occupation of the
Netherlands in World War II.
Adapted from: http://www.ushmm.org/wlc/en/article.php?ModuleId=10005210
6 Joan of Arc was a girl who lived in medieval France. She believed
that God had chosen her to lead France to victory in the war against
England. Joan was captured by the English, and executed for heresy
2 in 1431, when she was 19 years old.
Adapted from: http://www.history.com/topics/saint-joan-of-arc
4 Mary Shelley is the acclaimed author from London who wrote

Frankenstein in 1818 when she was only 19 years old! The book
was first published anonymously. It was only published in her own
name in 1831.
3
Adapted from: http://www.kidzworld.com/article/13578-famous-teens-in-history
1 Pope John XII was born in Rome and was only 18 when his papacy
began in the year 955. Unfortunately, Pope John XII was known for
being quite immoral and mostly brought shame to the papacy.
4
2 King Tutankhamun (popularly called King Tut) was only 9 years

old when he became a pharaoh in Ancient Egypt and died very
young, at 18. His tomb in the Valley of the Kings is one of the most
complete ancient tombs ever found.
5 5 Alexander the Great was one of the most successful military

commanders in history. He was born in the city of Pella, Greece,
and the famous philosopher Aristotle was his teacher. By the time
he was 16 Alexander had founded his first colony and named it
Alexandroupolis. At the age of 20 he became the King of Macedonia.
Adapted from: www.historyofmacedonia.org/.../AlexandertheGreat.html
16
18
1 Around the World
Activity 2
Books open.
1 Students should read the short biographies again focusing on the places of origin mentioned first.
2 Then, ask them to find other pieces of personal information (e.g. hometowns, achievements) in the text and add them to the chart.
3 Have them do this task individually and then compare their answers in pairs.
4 Check their work with the whole class.
5 Also, ask students to go back to the biographies and mention the notable events that made each person famous.
1 Around the World Activities 3 and 4

Books open.
2 Read the biographies again and complete the chart. Have students think of a few famous
1
teenagers and their nationalities.
Nationality Additional Personal Information
2 Encourage them to search the Internet for
Anne Frank German her diary was a present for her 13th birthday further information about these people.
Have them focus on where they are from,
Joan of Arc French national heroine of France, executed for heresy
their nationalities, and what they are famous
Mary Shelley English from London, wrote Frankenstein in 1818 for.
Pope John XII Italian from Rome, known for being immoral 3 Walk around the room and monitor their
work. Help when necessary, but try not to
King Tutankhamun Egyptian a pharaoh in Ancient Egypt, died very young
interfere.
Alexander the Great Greek from Pella, Aristotle was his teacher
4 When students finish writing, have them
share their work with the whole class and
decide on the top 5 most famous.
3 Now, list some famous teens and their nationalities.
4 Share your list with your classmates. Who are the top five most famous?
17
19
TURNING POINT 1
Going Further
Objectives: Practice language used to introduce other people and respond to introductions.
Introducing other people:

This is Ted.
Hey, Ted! What’s up?
Hi, Mark. How’s it going?
Mr. Smith, this is Mary.
Glad to meet you.
Pleased to meet you.
Nice to meet you, too.
Books open.
1 Have students look at the photos and say

what they are doing. Also, ask them which
photo depicts a formal context and which TURNING POINT
shows an informal situation.

the conversations while they read them.
Going Further
Ask them to confirm whether their answers Listen and repeat.
3
were right or not.
4 Play the recording again and ask students

to repeat after each sentence. Denise: Mr. Smith, this is Mary.
Mr. Smith: Nice to meet you.
Mary: Nice to meet you too.
Script:
Greg: Hey, Mark!

Mark: Hey, Greg!
Greg: This is Ted.
Mark: Hey, Ted! What’s up?
Ted: Hi, Mark. How’s it going?
Denise: Mr. Smith, this is Mary.
Mr. Smith: Nice to meet you.
Mary: Nice to meet you, too.
Addressing People Greg: Hey, Mark!

Mark: Hey, Greg!
Books open. Greg: This is Ted.
Mark: Hey, Ted! What’s up?
1 Have students match the titles with the
Ted: Hi, Mark. How’s it going?
photos and the descriptions. Make sure
they understand how to address people.
If necessary, give examples by mentioning
some famous people, for instance, “Mr. Addressing People
Brad Pitt”, “Mrs. Angelina Jolie”, etc.
a Mr. b Mrs. c Ms. d Miss
2 Check their work.
Introductions
Books open.
1 Have students use their App in order to

listen to the statements.
2 Then, read the statements and have

students repeat after you.
3 Help them with any pronunciation a single/married men c single/married women

b married women d single women
4 Divide students into groups of three and

ask them to role-play the conversations.
18
Encourage students to use their own
names.
5 Call on different groups to role-play the

conversations using different information.
20
1 Around the World
The Alphabet
Objectives: Introduce the alphabet and practice spelling.
Activity 1
Books closed.
1 Divide students into two groups and have them form two lines facing the board.
2 Explain that you are going to say some acronyms (abbreviations) and they should write them on the board as fast as they can.
3 Whenever you say an acronym, the students standing at the front of the lines rush to the board and write it. If they don’t know how to write it, the
next student in line in their groups should try. The first student who writes it correctly scores a point for his/her group and should go to the back of
the line.
4 Then, say another acronym and have the students who are next in line write it on the board.
1 Around the World

5 The game goes on in this way until you have
said all the acronyms from the list.
The group that scores the most points wins.
Introductions 6
Suggestions for acronyms students may know:

OK MBA MTV
DJ USA NBA
ACDC VJ CSI
Books open.
Glad to meet you, too! 7 Play the recording and have students listen
to the letters of the alphabet.
Glad to meet you, too!
Pleased to meet you, too! 8 Play it again and ask students to repeat after
Pleased to meet you, too! each letter.
Pleasure to meet you, too! 9 Randomly point to some letters and have
Pleasure to meet you, too! students say them out loud. Do this as many
Nice to meet you, too! times as necessary so that students feel
confident in pronouncing the letters of the
Nice to meet you, too! alphabet.
Activity 2
Books open.
The Alphabet
1 Tell students you are going to spell a word in
1 Listen and repeat. English and they should write each letter to
form the word.
A B C D E F G H I 2 As soon as you have finished spelling the

word, ask students to say the word out loud.
J K L M N O P Q 3 Check their work.
R S T U V W X Y Z 4 Repeat this procedure with words that have
ID - double letters (“meet”, for example) and use
Identification this opportunity to explain to them how to
2 Spell the acronyms below. DVD – Digital IQ – Intelligence spell double letters.
Video Disc Quotient
5 Divide students into pairs and have them
DVD-R DVD
DVD-R – Digital Video 6
practice spelling the abbreviations.
Walk around the room and monitor their work.
UFO – Disc Recordable
Unidentified 7 Ask students if they know the meaning of
Flying Object those abbreviations. If they do, have them
spell the words while you or other students
FBI NYPD – New York
write the words on the board. If they do not
PC – Personal Police Department
know the meaning, spell the words for them
Computer
FBI – Federal Bureau to write them down in their books.
of Investigation
19 8 Have students practice spelling these words
in pairs.
9 If you have enough time, you may divide students into groups and ask them to spell some words they already know in English; then challenge the
other groups to say the words they spell. The group that says the most words correctly is the winner.
21
TURNING POINT 1
Activity 3
Books open.
1 Before playing the recording, ask students to read the conversations briefly and guess what they are about.
2 Play the recording once or twice and check their answers.
3 Have students work in pairs to role-play the conversations.
4 Ask a few volunteers to role-play the conversations for the rest of the class.
Script:
Brenda: Good morning. My name is Brenda.
What’s your name?
Mr. Hopkins: I’m Mr. Hopkins.
Brenda: Nice to meet you, Mr. Hopkins!
Mr. Hopkins: Nice to meet you too, Brenda!
Mike: Good afternoon, girls. TURNING POINT

Sandra: Hello, Mike. This is my friend Julia!
Mike: Good afternoon, Julia. Glad to meet
you! 3 Listen and fill in the blanks with what is missing. Then role-play with a partner.
Julia: Glad to meet you too, Mike!
Peter: Good morning, Mr. Hopkins. I’m

your new student!
Mr. Hopkins: Good morning. What’s your name?
Peter: My name is Peter Schwarz.
Mr. Hopkins: How do you spell your last name?
Peter: S-C-H-W-A-R-Z.
Mr. Hopkins: Are you from Germany?
Peter: Yes, from Berlin.
Mr. Hopkins: Welcome. Pleased to meet you,
Peter!
Peter: Thank you, sir. Pleased to meet you
too!
Ms. Roberts: Hello everyone! I’m Ms. Roberts. I’m

the biology teacher. What are your
names?
Kevin: I’m Kevin!
Carlos: I’m Carlos! I’m from Mexico!
Ms. Roberts: Great! It’s a pleasure to meet you,
boys!
Both: It’s a pleasure to meet you too, Ms. Brenda: Good morning. My name is Brenda. Mike: Good afternoon, girls.
Roberts! What’s your name? Sandra: Hello, Mike. This is my friend Julia!
Mr. Hopkins: I’m Mr. Hopkins. Glad to meet you!
Mike: Good afternoon, Julia.
Nice to meet you Glad to meet you too
Brenda: , Mr. Hopkins! Julia: , Mike!
Mr. Hopkins:
Nice to meet you too , Brenda!
Peter: Good morning, Mr. Hopkins. I’m your Ms. Roberts: Hello everyone! I’m Ms. Roberts.
new student! I’m the Biology teacher. What are your names?
Kevin: I’m Kevin!
Mr. Hopkins: Good morning. What’s your name?
Carlos: I’m Carlos! I’m from Mexico!
Peter: My name is Peter Schwarz. It’s a pleasure to meet you
Ms. Roberts: Great! , boys!
Mr. Hopkins: How do you spell it? It’s a pleasure to meet you too
Both: , Ms. Roberts!
Peter: S-C-H-W-A-R-Z.
Mr. Hopkins: Are you from Germany?
Peter: Yes, from Berlin. Pleased to meet

you
Mr. Hopkins: Welcome. , Peter!
Pleased to meet you too!
Peter: Thank you, sir.
20 20
22
1 Around the World
Grammar in Context
Objectives: Raise students’ awareness of the use of the verb TO BE in the Simple Present tense (affirmative, negative and interrogative forms).
Activity 1
Preparation: Bring magazine cutouts of famous people from different countries. (2 or 3 should be enough – at least one male and one female)
Books closed.
1 Show a picture of a famous person to students and ask them to tell you his/her name.
2 Ask them about his/her nationality. (You should expect a negative answer at this point.)
Is he/she Spanish?
3 Help students answer in English.
No, he/she isn’t.

1 Around the World
4 Continue and ask about his/her place of
origin.
Grammar in Context Where is he/she from?
1 Complete the chart with the sentences below. Follow the models: 5 Let students answer the question accordingly.
He/She is from Mexico.
She isn’t
He isn’t Greek. 6 Show students another picture and repeat
Is he English? Aussie. steps 2 to 5 using a different nationality and
place of origin.
7 Write the following guidelines on the board

How is it We aren’t
They’re Where is going?
and have students repeat after you.
I’m fine, bored.
from the he from? thanks! A: Is Julia Spanish?
US.
B: No, she isn’t.
A: Where is she from?
Simple Present - Verb TO BE
B: She’s from Mexico.
Affirmative Statements Negative Statements Questions
Yes, she is. I’m not so good. Are you American? A: Is Bart Canadian?
He’s from Israel. No, I’m not. What’s up? B: Yes, he is.
Paul and I are fine. The boys aren’t from Greece. How are Melissa and Jack?
8 Make sure they know the difference between
He isn’t Aussie. Where is he from? “he” and “she”.
They’re from the USA.
She isn’t Greek. Is he English?
I’m fine, thanks. Books open.
We aren’t bored. How is it going?
9 Ask students to read the sentences given in
each column.
2 Study the sentences in the chart and choose the correct option.
10 Have them work in pairs in order to complete
a In affirmative statements, we use the chart with the sentences from the speech
balloons.
verb to be + subject (e.g. he, you, Maria…) + complement.
11 Check their work.
X subject (e.g. he, you, Maria…) + verb to be + complement.
subject (e.g. he, you, Maria…) + verb to be + not + complement. 12 Encourage students to add new sentences to
each column.
b In negative statements, we use
verb to be + subject (e.g. he, you, Maria…) + complement.
Activity 2
subject (e.g. he, you, Maria…) + verb to be + complement.
Books open.
X subject (e.g. he, you, Maria…) + verb to be + not + complement. Students should analyze the sentences in Activity
c In questions, we use 1 and check the correct options. Make sure
they understand the meaning of “subject” and
X verb to be + subject (e.g. he, you, Maria…) + complement. “complement”. If necessary, give the students an
subject (e.g. he, you, Maria…) + verb to be + complement. example.
subject (e.g. he, you, Maria…) + verb to be + not + complement.
21
23
TURNING POINT 1
Activity 3
Books open.
1 Have students read the instructions and fill in the blanks with the correct forms of the verb TO BE.
2 Before checking with the whole class, let them compare their answers in pairs.
Activity 4
Books open.
1 Explore the picture with students and have them identify the continents on the map.
2 Allow them time to listen to what is recorded on their App and make sure they understand it. Ask
3 them if they agree with the statement and why or why not.
4 Ask students to write a few sentences

about people of different origins and
nationalities and how that makes ours a TURNING POINT
multicultural world. Encourage students to
write sentences in affirmative, negative and 3 Complete the sentences below.
interrogative forms.
a I am from Santiago, Chile. And you? Where
are you from?
Script:
is
b Hey, Peter, this Michael.
We live in a multicultural world.
c Is Mark English?
are
d How you doing?
e Susanna is/isn’t isn’t/is

Spanish, she Mexican.
is
f Where Giacomo from?
g How is it going?
4 Now write a few sentences based on the picture above.

Well, I have a class now. Gotta go! Catch up with you later.
See you.
I have to go now. See you later in class, Carlos.
Bye.
22
24
1 Around the World
Parting Expressions
Books open.
1 Have students look at the texts on the cell phone and tell you what they are.
2 Also, point out the note and ask them whether they use any of those abbreviations when texting their friends.
3 Allow students some time to listen to the abbreviations with their App.
4 Read the expressions in the box and have students repeat after you.
Going Further
Objectives: Present and practice language used in saying goodbye. Review language learned throughout the unit.
1 Around the World Saying goodbye:

Goodbye.
Bye.
Parting Expressions Gotta go. Bye.
See you.
See you (next class).
Good night.
TOY
TOY –
I have math class Thinkin
now :(. BB L –
Be Bac
g Of Y
ou Activity 1
BRB - k Late
r
CYA
Be Rig
ht Bac Books open.
BBS- k
Be Bac
LY
XOXO k So o n Ask students to open their books to pages
- h ugs 1
L8R – and kis
Later ses 9 and 10 and underline how people say
goodbye.
2 Check their work.
3 Elicit from students different ways of saying

goodbye. Write their suggestions on the
board.
Goodbye. See you (next class).
Bye-bye! Good night. 4 Encourage students to use these expressions
every class when they leave.
Going Further Activity 2

Books open.
1 Go back to the conversations on pages 9 and 10. Underline how people say goodbye.
1 Have students write short messages using
the parting expressions and abbreviations
2 Text your friend a message using the language you have learned. they have learned.
2 Monitor their work and help whenever

necessary.
3 Have students share their work with the

whole class.
23
25
TURNING POINT 1
Activity 3
Books open.
1 Ask students to work in pairs and have them decide who is going to be X and who is going to be O.
2 Students should play the audio from the App that corresponds to the the squares and answer accordingly. If the answer is correct, they either draw
an X or an O, according to what they chose previously. If it is wrong, they do not draw anything (and the other student may choose the same
square, as he/she pleases).
3
The student that gets three Xs or three Os in a row (horizontally, vertically or diagonally) is the winner.
Script:
TIC-TAC-TOE A
1- Hello!
2- How are you?
3- What’s your name?
4- Where are you from?
5- How are you doing today?6- Are you
Italian? TURNING POINT
7- Are you Brazilian?
8- Are you from Germany? 3 Let’s play Tic-Tac-Toe! Listen to the phrases and then play with a friend.
9- Nice to meet you!
TIC-TAC-TOE B 1 2 3
1-Where are you from?
2- Are you American?
3- Are you Spanish?
4- Good afternoon!
5- Are you from Brazil? 4 5 6
6- Good morning!
7- I’m fine, thanks! And you?
8- See you later!
9- How do you spell “Italy”? a
TIC-TAC-TOE C
1- How do you spell “Greek”?
2- Where is Michael from?
3- How are you feeling today?
4- See you next class! 7 8 9
5- Are you Argentinian?
6- Are you Chinese?
7- Glad to meet you! 1 2 3
8- I’m going to bed. Good night!
9- See you tomorrow!
4 5 6
b
7 8 9
1 2 3
4 5 6
7 8 9
24
26
1 Around the World
Putting into Words

Objectives: Provide students with an opportunity to review and practice the language learned throughout the unit. Encourage open communication in
English.
Books open.
1 Ask students to look at the picture and describe the context.
2 Also, have them say whether the situation is formal or informal.
3 Divide students into groups of three and explain that they are supposed to create a conversation in which they introduce a friend to another friend.
1 Around the World

4 Elicit the language they may need. For
example:
- greetings
Putting into Words - places of origin
- nationalities
Meeting New People
- parting expressions
Write a conversation based on the picture.
5 Model an example conversation, if necessary.
6 Allow them some time to prepare their

conversations.
7 Ask them to role-play the conversation for

the rest of the class.
25
27
TURNING POINT 1
UNIT 2 – Digital Citizens

Overview
• learn personal information: names, addresses, telephone numbers, e-mail addresses and IM names;
• practice spelling names and
• discuss digital communication and technology.

Getting Started Introduce language to be used Talking about names:
Pages 30 to 32 throughout the unit. Develop First, what’s your full name?
students’ listening and reading Thomas Mark Weiss.
strategies. Talking about addresses:
And what’s your address?
238 Lincoln Avenue, apartment 6B.
Talking about telephone numbers:
Your home phone number?
555-2674.
Talking about e-mail addresses:
What’s your e-mail address?
thomasw_13@aol.com.
Putting into Words Practice language used to talk Greeting people:

Pages 32 and 33 about names and spelling. Talking about names:
What’s your full/�rst/last name?
Spelling names:
How do you spell your full/�rst/last name?
Going Further Introduce numbers. Practice Talking about telephone numbers:

Pages 34 and 35 language used to talk about What’s your phone number?
telephone numbers. Develop 555-2674.
students’ listening strategies.
Putting into Words 2 Practice language used to talk Talking about addresses:
Pages 36 and 37 about addresses, e-mail addresses What’s your address?
and IM names. Develop listening 238 Lincoln Avenue, apartment 6B.
strategies. Talking about e-mail addresses:
It’s miller-sb@mail.com.
Talking about IM names:
And what’s your IM name?
It’s 2cool4u.
Reading Present language related to the Asking to talk to someone on the phone:
Pages 38 and 39 topic of the unit. Develop reading Is Marcy home?
strategies. Can I speak to Marcy?
Is Marcy there?
Is Marcy in?
28
2 Digital Citizens
TURNING POINT 2 Digital Citizens
2 Digital
DigitalCitizens
Citizens

- learn personal information: names, addresses, telephone
numbers, e-mail addresses and IM names
- practice spelling names
- discuss digital communication and technology
26 27
Books open.
1 Have students look at the picture and describe what the people are doing.
2 Ask them if they use that kind of device and to think about the situation and what the people might be saying.
3 Write their guesses on the board.
4 Ask them to use their App and isten to the recording.
5 Have students compare the recording to their guesses on the board and discuss what is different.
Script:
My e-mail address is joshlucas16@aol.com.
I love to share photos with my friends online.
I like to blog.
My IM name is phantom52.
Let me add you to my contact list.
29
TURNING POINT 1
Getting Started
Objectives: Introduce language to be used throughout the unit. Develop students’ listening and reading strategies.
Talking about names:

First, what’s your full name?
Thomas Mark Weiss.
Talking about addresses:

And what’s your address?

Your home phone number?
555-2674.

thomasw_13@aol.com.
2
Activity 1
Books open.
1 Have students look at the layout of the text
and say what it is and where they can find it. Digital Citizens
2 Go over the instructions and the chart so
that students know what information they
should focus on while reading the texts.
3 Before letting students read the texts, ask
Getting Started
them what they know about Ireland. You 1 Read the texts and complete.
may also write their answers on the board
to check whether they are correct or not
after reading the texts.
4 Have students work in pairs, skimming the
texts in order to complete the chart with
the information needed.
5 Check their work.
Activity 2 Resolved Question Show me another >>
Books open. What’s the difference between Ireland and Germany?

Hi, I’m going to Ireland for an exchange student program to study . I want to know more about the Irish culture and Cork city. My
1 Read the questions with students to make Thomas hometown is Berlin.
sure they understand them, especially Can someone please help me? Thanks! :)
letter “e”. 3 months ago E-mail  Comment (0) Save report abuse
2 Still in pairs, have students read the texts Best Answer - Chosen by Voters
one more time and answer the questions.
How cool you’re coming to Ireland. I’m from Cork, so I think I can help you. Cork is ideal for active and green travelers. You can visit
3 Check their work with the whole class. Liam
St. Colman’s cathedral, enjoy a summer picnic on the banks of the River Lee and Fitzgerald Park, and shop at Brown Thomas, Cork’s
department store. If you like sports you can go cycling, rock climbing and sea kayaking.
Here we like rugby and soccer very much. I always go to my friend’s house to watch the games.
Activity 3 4U is an Irish band and my favorite band too. They are very famous around the world.
Our favorite month of the year is March, because we celebrate St. Patrick’s Day on the 17th. You can also visit Dublin, which is the
Books open. capital of Ireland, and join the St. Patrick’s Day parade. It’s a four-day gala of world-class entertainment.
The official language is English, but we also speak Gaelic in some small villages. Visiting Cork is an opportunity to explore and learn
1 Tell students that they are going to listen to some very interesting facts and absorb a part of Irish history. By the way, Ireland is an island in the North Atlantic Ocean.
a conversation. I hope my information helps you.
2 Go over the instructions and make 3 months ago 7 people rated this as good Asker’s Rating:
***** report abuse
sure students understand that they are

supposed to check all the items mentioned
in the conversation. Ireland Fact File
3 If students don’t know the meaning of some
Capital: Dublin Languages: English and Gaelic
of the items, give them some examples
using the target language. National Sports: rugby and soccer Famous Band: 4U
4 Play the recording once or twice. Festivities: St. Patrick’s Day Location: an island in the North Atlantic Ocean
5 Have students compare their answers in
pairs before checking with the whole class. 28
6 If necessary, play the recording again for
students to confirm their answers.
30
2 Digital Citizens
2 Digital Citizens
Script:
Melissa: Hey! Are you the new exchange student?

2 Read the blog again and answer the questions below. Thomas: Yes. My name is Thomas. How’s it going?
He’s from Berlin, Germany. Melissa: Great, thanks. This is Diane. She is also
a Where’s Thomas from? an exchange student. We are working on
He’s from Cork, Ireland. this recycling project at school. Are you
b Where’s Liam from?
in?
c Is St. Patrick’s Day a famous German holiday? No, it isn’t. St. Patrick’s Day is a famous Irish holiday. Thomas: Hi, Diane!
We can visit St. Colman’s Cathedral, enjoy a summer picnic on the Diane: Hello, Thomas!
d What can you do in Cork? banks of
e (Open answer.) the River
Thomas: A recycling project? Sure! I’m from
Are you a green person? Germany, it’s an eco-friendly country! I’m
Lee and
very green, too.
Fitzgerald Park, and shop
3 Listen to the conversation and check what is mentioned. at Brown Thomas, Cork’s
Melissa: I just got an application form for you.
department store. We can also Thomas: Awesome! Let’s fill it out right now.
x name go cycling, rock climbing and Melissa: OK. Let me see... First, what’s your full
sea kayaking. name?
age Thomas: Thomas Mark Weiss.
marital status Melissa: And what’s your address?
Thomas: 238 Lincoln Avenue, apartment 6B.
x address
Melissa: Your home phone number?
x telephone number Thomas: 555-2674.
Melissa: 555-2674?
x place of origin
Thomas: Yep.
x e-mail address Melissa: What’s your e-mail address?
Thomas: thomasw_13@aol.com.
x ID number Melissa: And your ID number?
Thomas: It’s 121.4538.
4 Match the questions with the answers. Listen and check. Melissa: OK. Check if I got it right, then sign it. I’ll
take it to Mrs. Jones.
a First, what’s your full name? c W-E-I-S-S. Thomas: Yay! Thanks!
b What’s your last name again? e 555-2674.
c How do you spell it? a Thomas Mark Weiss.
d And what’s your address? f thomasw_13@aol.com. Activity 4
e Your home phone number? b Weiss. Books open.
f What’s your e-mail address? d 238 Lincoln Avenue, apartment 6B. 1 Have students match the questions to the
answers individually.
2 Play the recording and ask them to check
their answers and correct the ones that
were incorrect, if any.
3 Check their work with the whole group.
Script:
a Melissa: First, what’s your full name?

Thomas: Thomas Mark Weiss.
b Melissa: What’s your last name again?
Thomas: Weiss.
c Melissa: How do you spell it?
Thomas: W – E – I – S – S.
29 d Melissa: And what’s your address?
e Melissa: Your home phone number?
Thomas: 555-2674.
f Melissa: What’s your e-mail address?
31
TURNING POINT 1
Activity 5
Books open.
1 Play the recording and have students listen to the conversation while they read it.
2 Play it again and ask students to fill in the blanks with the missing information.
3 Play it again for students to check their work.
4 Point out the note to students and have them read the information. Explain that “yep” and “yay” are often used in informal conversations.
5 Play the recording one more time and have students repeat after each sentence.
7 Ask them to role-play the conversation in pairs.
8 Then, refer students to the questions and have them answer according to their personal experiences. (Some schools offer projects and extracurricular
activities students can join.)
9 Help them with any vocabulary they may
need in order to carry out the task.
TURNING POINT
Putting into Words

5 Now, listen, read and complete the dialogue. Then, listen and check the answers.
Objectives: Practice language used to talk about
names and spelling.
Talking about names:

What’s your full/first/last name?
Spelling names:
How do you spell your full/first/last name?

Activity 1
Thomas: Yes. My name is Thomas. How’s it going?
Books closed.
Melissa: Great, thanks. This is Diane. She is also an exchange student.
1 Write your full name or the full name of Are you
We are working on this recycling project at school. in?
a famous person on the board and ask
Thomas: Hi , Diane!
students to identify the first, middle, if any,
and last names. Also, mention nicknames. Diane: Hello , Thomas!
Germany
2 Ask several students and have them answer Thomas: A recycling project? Sure! I’m from , it’s an
country
accordingly: eco-friendly ! I’m very green, too.
What’s your full name? Melissa: I just got an application form for you.
What’s your first name? Thomas: Awesome! Let’s fill it out right now.
What’s your middle name? Melissa: OK. Let me see... First, what’s your full name?
What’s your last name? Thomas: Thomas Mark Weiss
How do you spell your first name? Melissa: And what’s your address?
How do you spell your middle name? Thomas: 238 Lincoln Avenue, apartment 6B.
How do you spell your last name? Melissa: Your home phone number?
3 If necessary, have students repeat the Thomas: 555-2674. yep = colloquial
questions after you. Melissa: 555-2674? English for yes
yay = informal
Thomas: Yep.
exclamation
Melissa: What’s your e-mail address?
Melissa: And your ID number?
Thomas: It’s 121.4538.
Melissa: OK. Check if I got it right, then sign it. I’ll take it to Mrs. Jones.
Thomas: Yay! Thanks!
Do you participate in any projects at your school? Which one/ones?
30
32
2 Digital Citizens
Books open.
4 Read the instructions with students and make sure they understand that they are supposed to talk to three different classmates and write their
information (first and last names only at this point) in the contact list provided. You may want to call their attention to the fact that online and
electronic address books usually provide fields for first and family (last) names only.
5 Remind them that they should ask their classmates to spell their names in order to check whether they got the information right or not.
6 Walk around the room and monitor their work.
7 Help when necessary, but try not to interfere.
Activity 2
Preparation: Bring magazine cutouts of famous people students probably know and write their full names on different slips of paper.
Books closed.
2 Digital Citizens 1 Distribute the magazine cutouts around
the classroom and give slips of paper with
Putting into Words names to each student. (Make sure you have
enough so that each student gets at least
one.)
1 Talk to your classmates and complete the contact list with their names. Ask them 2 Tell students not to show their slips of paper
to spell their full names. Then check if you got them right.
to their classmates.
3 Have a student come to the front of the
classroom and spell the last name on his/
her slip of paper by saying:
My last name is .
4 The rest of the class is supposed to find out
who he/she is talking about and touch the
corresponding picture.
5 If it is correct, it is another student’s turn
to spell the name they were given. If it is
incorrect, he/she should spell the other
parts of the name or even a nickname in
case he/she knows.
6 The game goes on until all students have
had the opportunity to spell the names on
their slips.
2 Follow your teacher’s instructions and have fun!
31
33
TURNING POINT 1
Going Further
Objectives: Introduce numbers. Practice language used to talk about telephone numbers. Develop students’ listening strategies.

What’s your phone number?
555-2674.
Activity 1
Books open.
1 Play the recording and have students listen to the conversation while they read.
2 Ask students to underline all the numbers in the conversation and say what they refer to.
Activity 2
Books open.
1 Have students work in pairs and list the TURNING POINT
various situations in their lives in which
numbers are important.
Going Further
2 Help them with vocabulary, if necessary.
3 Check their work with the whole group 1 Read and listen again to this part of the conversation.
by asking a few students to say what they
listed out loud. Thomas: 555-2674.
Melissa: 555-2674?
Activity 3 Thomas: Yep.
Books open. Melissa: What’s your e-mail address?
1 Thomas: thomasw_13@aol.com.
Play the recording and have students listen
to the numbers while they read and fill in Melissa: And your ID number?
the blanks with the missing numbers. Thomas: It’s 121.4538.
2 Play it again and ask them to repeat after

each number. 2 Look at the diagram below and complete.
3 Make sure students notice the difference in

pronunciation between the numbers:
Personal Shopping
Information
12 – 20 15 – 50 18 – 80
credit card number
13 – 30 16 – 60 19 – 90 ID number
size of clothing items
14 – 40 17 – 70 telephone number
price
4 age
Write some random numbers on the board bill/coin
and have students say them out loud as a date of birth
group. address others
5 You may like to explain that numbers such
license plate number
as thirty-one, forty-two, fifty-three, etc. are
hyphenated in their written form. password
bank account
Activity 4
Books open.
1 Ask students to look at the pictures and say 3 Listen, complete and repeat the numbers you hear.
what they are. This is a good opportunity
to teach students how to say those words 0 1 2 3 4 5 6 7 8 9
in English. zero one two three four five six seven eight nine
2 Tell students they are going to listen to 10 11 12 13 14 15 16 17 18 19
some short conversations and should focus ten eleven twelve thirteen fourteen fifteen sixteen seventeen eighteen nineteen
on the numbers mentioned.
20 30 31 40 42 50 53 60 64 70
3 Play the recording and have students write
twenty thirty thirty-one forty forty-two fifty fifty-three sixty sixty-four seventy
the missing numbers.
75 80 86 90 97 100 108 200 273 300
4 Play the recording again and check their two
seventy-five eighty ninety ninety- one hundred one hundred two hundred hundred three
work with the whole class. eighty-six seven and
and eight hundred
seventy-
three
Script: 32
1 A: Your credit card number, please.

B: 4265 3156 6351 7254.
2 A: This is not my car. My license plate number
is HX – N6374.
B: Oh, I’m sorry.
34
2 Digital Citizens
3 A: Please, write down this code for your future

reference – 4986905203507.
B: 4986905203507?
A: That’s right.
4 A: What’s your social security number, please?
B: My social security number is 955-02-8631.
Activity 5
Books open.
1 Ask students to go to page 31 and talk to the same classmates they had talked to before in order to complete their contact list with their phone
numbers.
2 Elicit from students the language needed to carry out the task.
3 Monitor their work while they do the task.
2 Digital Citizens 4 Check their work by asking a few pairs to

practice the conversation aloud.
4 Listen and complete with the missing numbers.
Activity 6
Preparation: Gameboard and cards on the Unit 2
pages in the Resource book, markers and two dice.
One set per group.
Books closed.
HX N 6 3 7 4
2 54
1 7
6 35 2 Give a gameboard, a set of cards, markers
5 3156 and two dice to each group.
42 6 01/1
9
3 To start playing the game, one student in
ILSON each group should roll the dice and say the
O M AS W
T H number each dice shows.
4 Then, he/she should pick a card from the
pile of cards (-, +, : , *) and use that to add,
subtract, divide or multiply the numbers
9_5 _
5 - 02 - 86
THIS NUMB
_3 _
1 revealed on the dice. For example, the
ER HAS BEEN
ESTABLISHED
FOR dice display the numbers 3 and 5. The card
THOMAS W shows *. So, the student should multiply
ILSON
3 by 5 and say the result out loud. That is
32 50
7
29 also the number of spaces he/she should
020
move his/her marker on the gameboard.
05
8 7 6 90 If students get a negative number, e.g -2,
493 they should go back the corresponding
number of spaces on the gameboard.
5 The student who gets to the FINISH square
first is the winner.
6 Walk around the room and monitor their
5 Talk to your classmates and complete your contact list on page 31 with their phone work.
numbers.
6 Game! Follow your teacher’s instructions.

Cultural Note
Books closed.
Cultural Note 1 Ask students whether they use the Internet

to do research, and whether or not they
The name Google comes from the word googol which is actually a number invented by Milton
use search engines.
Sirotta. A googol refers to the number represented by a 1 followed by 100 zeros. It’s a very large
number. In fact, there isn’t a googol of anything in the universe -- not stars, not dust particles, not 2 Since students will probably say “yes” to
atoms. The Google name is probably related to the number of results provided by its search engine, both questions, ask them what search
which is usually enormous. engine they usually use.
Source: http://news.softpedia.com/news/Do-You-Know-What-039-Google-039-Means-64712.shtml 3 Bring up the name “Google” if it was not
mentioned before, and ask students if they
know what it means.
33 4 Allow them to use their imagination and
write their guesses on the board.
Books open.
5 Draw students’ attention to the CULTURAL NOTE and read the information with them.
6 Compare their guesses to the actual information provided in the box and check whether anyone got it right.
35
TURNING POINT 1
Putting into Words

Objectives: Practice language used to talk about addresses, e-mail addresses and IM names. Develop listening strategies.
Talking about addresses:

What’s your address?

It’s miller-sb@mail.com.
Talking about IM names:

And what’s your IM name?
It’s 2cool4u.
Activity 1
TURNING POINT
Books closed.
1 Write different examples of addresses on
the board (including Street and Square) and Putting into Words
draw students’ attention to the structure
(number + street + apartment).
2 Then, write an e-mail address on the board
and have students try to read it in English. What’s your
3 Allow them some time to talk to their e-mail address?
classmates in order to check whether they
know how to say the special characters,
such as “@”, “-“, “_” and “.”.
4 Read the e-mail address and ask students
to repeat after you. @ . _ -
at dot underscore dash
Books open.
5 Draw students’ attention to the words in St. Rd. Ave. Sq.
the boxes and make sure they understand street road avenue square
them. Have them use their App to listen to
their pronunciation. apt. ZIP code
apartment
6 Ask students to provide examples of e-mail
addresses as well as addresses that have those
words.
7 1 Now, listen and choose the correct answer.
Help students with the pronunciation when
necessary.
a a. ben-207@meganet.com
8 Go over the instructions with students
and have them read the options in each b. ben_207@meganet.com
question out loud.
9 Tell them they are going to listen to b a. 007-bond@mission.net
people saying their addresses and e-mail
addresses, and must choose the right one. b. 007_bond@mission.net
10 Play the recording once or twice.

c a. jk-brown@safemail.com
pairs and then check with the whole group. b. jk.brown@safemail.com
12 Play the recording again in case students

need clarification. d a. 271 Mapple Tree Rd., apartment 8A
b. 271 Mapple Tree Rd., apartment 8B
Script:
a e a. 559 Manson Street, L.A. Zip Code - 005683

My e-mail address is ben_207@meganet.com.
b. 559 Manson Street, L.A. Zip Code - 005678
b A: What’s your e-mail address?
B: It’s 007-bond@mission.net.
c A: Your e-mail address, please.
B: Oh, it’s jk.brown@safemail.com. 34
A: Thanks.
d A: What’s your address?
B: It’s 271 Mapple Tree Rd., apartment 8B.
e A: What’s your full address?
B: 559 Manson Street, L.A. Zip Code – 005683.
36
2 Digital Citizens
Activity 2
2 Digital Citizens Books open.
1 Have students look at the picture showing
2 Listen and complete the missing information on the website below. a website and identify which information is
missing.
2 Play the recording and ask students to write
the information they hear.
Script:
A: Hey! I found the website for the Smoothie Café!

B: Great! What time are they open?
A: From 12 to 10 P.M.
B: What’s their phone number?
A: 555-9072.
MENU DIRECTIONS EVENTS ADDRESS B: 555-9072?
A: That’s right.
CORK Home B: What’s their address?
SMOOTHIE CAFÉ A: 54 Ship Street.
54 Ship Street
B: Is there a contact e-mail address?
Welcome to Cork Smoothie Café! Enjoy our A: Yep. It’s cork_smoothie1@net.com.
delicious menu in a cozy Irish ambiance. If you B: Perfect.
CORK, Ireland
are interested in working or studying on your
Hours:
12:00P.M. til 10:00P.M. laptop, we also offer free Wi-Fi.
Activity 3
Telephone:
9072 Books open.
+353-1-555-
You can't miss! Try our special St. Patrick's 1 Read the conversation and have students
Contact: repeat each sentence after you.
smoothie.
cork_smoothie1@net.com
2 Ask students to role-play the conversation
in pairs.
FREE
WI-FI
3 Tell students to go to page 31 and complete
their contact list with the e-mail addresses
and IM names of the classmates they had
previously talked to.
NEWSLETTER JOIN LOCATION
4 Monitor their work while they do the task.
3 Talk to your classmates and complete your contact list on page 31 with their e-mail
addresses and IM names. Follow the model.
A: Hey, Sebastian. What’s your e-mail address?

B: It’s miller-sb@mail.com.
A: OK… And what’s your IM name?
B: It’s 2cool4u.
35
37
TURNING POINT 1
Reading
Objectives: Present language related to the topic of the unit. Develop reading strategies.
Activity 1
Books open.
1 Have students look at the text and discuss the questions proposed as a group.
2 Allow students to express their opinions in their native language, but teach them how to say them in English as well.
Activity 2
Books open.
1 Read the instructions with students and make sure they understand that they should complete the sentences with the names of the people in the text.
2 Have them work individually and then
compare their answers in pairs.
3 TURNING POINT
While checking with the whole class, ask
students to justify their answers by having
them mention relevant parts of the text
that led them to those answers.
Reading
1 Read the following texts and discuss these questions.
Activity 3 They are blog entries.
a What kind of texts are they?
Books open.
The people are talking about their digital lives and
b What are the people doing?
1 Have students do the task individually. how they use technology.
2 c Do you ever participate in these activities?
Encourage them to underline the parts
of the text that helped them answer the
question.
3 Check their answers with the whole class.
4 Ask students if any of them make podcasts
and how they do it.
We want to hear about your digital life and how you use technology.
I am a digital girl. I have so many blogs I’ve lost count.

I also design web pages and even have my own site, where I share my photos.
Millie Walker The digital world is definitely for me!
United Kingdom
I’m definitely a digital citizen. I live on the Internet.

I have a website, a blog, and I do some of my own podcasts.
Robert Damon
New Zealand
I have my own podcast. Friends send me e-mails thanking me for introducing

them to a new band that I have played. I do think podcasting will change the
Hellen Piper way we listen to and buy music.
Netherlands
I share photos with friends and family on my website and take my entire music
collection everywhere I go - from the car to school to home.
I edit videos and post them online, and videoconference with my friends from
Julian Hudson
Hong Kong different countries.
36
38
2 Digital Citizens
Activity 4
Books open.
1 Before letting students answer the questions proposed, draw their attention to the CULTURAL NOTE and read it with them.
2 Based on that information and the text they have read, ask students to answer the questions by sharing their personal experience. Also, have
them use their App to listen to the recording. Students should say what is true about them.
Script:
I’m a digital citizen.

I have a website.
I have my own podcast.
I have a blog.
3 In order to consolidate the language studied in Units 1 and 2, students should work on Review 1 at this point. Find the instructions for Review 1 on
page 202 in this guide.
2 Digital Citizens
2 Read the texts. What do these people have in common? Write their names.
a Millie, Robert and Julian have a website.
b Millie and Julian share photos online.
c Hellen and Julian connect with friends online.
d Millie and Robert like to blog.
e Robert and Hellen have a podcast.
3 What is a podcast? Read the posts about podcasting and choose the correct answer.
X A series of digital media files, audio or video, that you can download from the Internet and
play on the computer.
Equipment to play music via radio.
An MP3 player with a built-in digital camera.
4 What about you? R U a digital citizen? ; )
Cultural Note
A digital citizen is a person who uses the Internet along with
other digital media. They play games online, use their cell phones,
do homework and many other things online using the Internet as
a vital part of their lives.
Source: http://www.answers.com/topic/digital-citizen
37
39
TURNING POINT 1
UNIT 3 – How old are you now?

Overview
• learn about birthdays, ages, months, ordinal numbers, prepositions and personal pronouns;
• learn how to identify people;
• learn about important celebrations around the world and
• discuss birthday customs and traditions in different countries.

Getting Started Introduce language to be used Talking about birthdays:
Pages 42 to 44 throughout the unit. Develop When’s your birthday?
students’ listening strategies. It’s on December 2.
Identifying people:
Who’s this?
That’s my friend Rachel.
And who’s that girl on the right?
That’s Anushka.
Talking about ages:
How old are you?
I’m 15.
Reading Develop reading strategies. Raise

Page 45 awareness of the origin of the
names of the months.
Vocabulary Present and practice ordinal

Pages 46 and 47 numbers and dates. Develop
students’ listening strategies.
Putting into Words Practice language used to talk Talking about ages:
Page 48 about ages and birthdays. How old are you?
I’m thirteen.
Talking about birthdays:
When’s your birthday?
It’s on May 3.
Going Further Present and practice prepositions Identifying people on a picture:

Page 47 of place used to identify people. Tom, on the left, Megan, between Rachel and Anushka, and Carl, on the right. The girl next to
Rachel is Carrie.
Grammar in Context Raise students’ awareness of the

Pages 49 and 50 use of the determiners this, that,
these and those when identifying
people.
Reading 2 Encourage the development of

Pages 52 and 53 reading strategies. Introduce
language used to talk about
birthday customs and traditions in
different countries.
40
3 How old are you
now?
3 How old are you now?

- learn about birthdays, ages, months, ordinal numbers, prepositions
and personal pronouns
- identify people
- learn about important celebrations around the world
- discuss birthday customs and traditions in different countries
Books open.
1 Have students look at the picture and, in small groups, think of words and phrases that come to their minds.
2 Write down their ideas on the board.
3 Ask them to use their App and listen to the recording.
4 Have students compare the recording to their guesses on the board.
Script
This is for you!
I love presents!
I’m so curious about this one!
Happy birthday!
I have a present for you, too.
41
TURNING POINT 1
Getting Started

It’s on December 2.
Identifying people:
Who’s this?
That’s my friend Rachel.
And who’s that girl on the right?
That’s Anushka.
Talking about ages:

How old are you?
I’m 15.
Activity 1
3
Books closed.
1 Tell students they are going to listen to a

conversation. They should focus on the
topics mentioned. How old are you now?
students what the people are talking about
(pictures, birthdays, age, other people…). Getting Started
Books open.
3 Ask students to open their books to page

40. Go over the instructions with them and
make sure they understand that they have
to circle the days of each month that they
hear in the conversation.
4 Before playing the recording again, ask

students to pay attention to the dates
mentioned.

pairs and play the recording again so that
they can confirm their answers.
1 Listen and circle the birthdays.

Script:
Angela: Hi, Susie!

Susie: Hey Angela! What are you doing? a Angela birthday is on
Angela: Check this out. These are the pictures from
my last birthday.
Susie: Cool! When’s your birthday?
Angela: It’s on December 2nd.
Susie: Let me see those... Hmm.... Who’s this?
Angela: Oh! That’s Tom. He’s in my history class.
Susie: Cute! And who’s that girl on the right?
Angela: That’s Anushka. She’s from Russia. Hey...
Your birthday is coming up, isn’t it?
Susie: Yep. Next week, January 16th.
Angela: How old are you? b Susie’s birthday is on
Susie: I’m 15. ‘Til January 16th.
Angela: All right!
40
42
3 How old are you
now?
Activity 2
Books open.
1 Ask students to complete the blank space with Susie’s age.
2 Play the recording for them to check their answers.
Activity 3
Books open.
1 Students should identify who the people are by writing their names in the corresponding sentences.
2 Before playing the recording, ask students to compare their answers.
Activity 4
Books open.
2 How old is Susie? Listen and write. 1 Have students match the questions to the
answers individually.
Susie is 15/fifteen years old.
2 Play the recording and check their work.
3 Listen again and write the names.
TOM ANUSHK A RACHEL
Rachel
Tom .
mate is my friend.
class
is my
Anushka
is Russian.
4 Match the questions with the answers. Listen and check your answers.
a When’s your birthday? c That’s my friend Rachel.

b How old are you? d That’s Anushka. She’s from Russia.
c Who’s this? a It’s on December 2.
d And who’s that girl on the right? b I’m 15. Until January 16th!
41
43
TURNING POINT 1
Activity 5
Books open.
1 Ask students to read and listen to the conversation.
2 Play the recording again and ask students to fill in the blanks with the missing information.
3 Check their work and have them repeat after each sentence.
5 Divide students into pairs and ask them to role-play the conversation.
Activity 6
Books open.
1 Have students focus on the calendars and use their App for the pronunciation of each month.
2 Then, ask them to repeat the months after
you until they all feel confident about their TURNING POINT
pronunciation.
3 Have students answer the questions 5 Listen, complete and role-play.
individually.
4 Finally, ask several students to share their Angela: Hi, Susie!
answers with the whole class.
Susie: Hey, Angela! What are you doing?
Angela: Check this out. These are the pictures from my last birthday
Susie: Cool!
Angela: It’s on December 2nd.
Susie: Let me see those... Hmm...

Who’s this?
Angela: That’s my Rachel.
Susie: No! The on the left.
Angela: Oh! That’s Tom.

He’s in my history class.
girl
Susie: Cute! And who’s that on the right?
Angela: That’s Anushka. She’s from

Russia . Hey... Your birthday is
coming up, isn’t it?
January
Susie: Yep. Next week... 16th.
Angela: How old

are you?
Susie: I’m 15... till

January 16th!
Angela: All right!
6 Answer these questions.
a How old are you?
b When’s your birthday?
42
44
3 How old are you
now?
Reading
Objectives: Develop reading strategies. Raise awareness of the origin of the names of the months.
Activity 1
Books open.
1 Ask students to complete the blank space with Susie’s age.
Activity 2
Books open.
Reading 1 Read the questions with students and have

them discuss them in groups of three.
1 Match the months with the information about each of them. 2 If necessary, answer the questions yourself as
a model for students to follow. When talking
The origin of the months of the year about the reasons why students prefer a
particular month, do not expect elaborate
a January c This is the first month of the Roman year. It is named after the Roman answers. They may mention it is because
god of war, Mars. they celebrate their or someone else’s
birthday that month, or maybe because they
b February d Called Aprilis, from aperire, “to open”, possibly because it is the month in
which the flower buds begin to open. celebrate a specific holiday, or even because
it is vacation time.
c March a Named after the Roman god Janus.
d April b The name comes from februa, signifying the festivals of purification necessary.
celebrated in Rome during this month.
g 4 Ask students to share their opinions with the
e May It was the month in which Julius Caesar was born.
whole class.
f June l The name comes from decem, “ten”.
5 To wrap up, ask students:
g July j The name comes from octo, “eight”. Which is the most popular month of the
h August k The name comes from novem, “nine”. group?
Is it your favorite for the same reasons?
i September f This month was named in honor of Juno, the queen of the gods.
J October i The name comes from septem, “seven”.
k November e The name probably comes from Maiesta, the Roman goddess of honor
Cultural Note
and reverence. Books closed.
l December h Named in honor of the first of the Roman emperors, Augustus. 1 Divide students into small groups and have
them talk about the number of days in each
Source: http://www.pantheon.org/miscellaneous/origin_months.html month.
2 Which month is your favorite? Why? 2 Check their work with the whole class:
January – 31 days; February – 28/29 days;
March – 31 days; April – 30 days; May – 31
days; June – 30 days; July – 31 days; August –
31 days; September – 30 days; October – 31
days; November – 30 days; December – 31
days
3 Have them say how many days there are in a

Cultural Note year: 365/366 days
A leap year comes once every four years. An ordinary year has 365 days. A leap year has 366 days.
The extra day is added to the month of February. In an ordinary year, February has 28 days. In a leap Books open.
year, it has 29 days. This extra day is called a leap day.
Source: http://www.mathsisfun.com/definitions/leap-year.html 4 Draw students’ attention to the CULTURAL
NOTE and read the information with them.
43 5 Make sure they understand the concept of
“leap year”.
6 Ask students whether the current year is a

leap year or not. If it is not, ask them when
the next leap year will be.
45
TURNING POINT 1
Vocabulary
Objectives: Present and practice ordinal numbers and dates. Develop students’ listening strategies.
Ordinal Numbers
Books open.
1 Ask students to look at the illustration and describe the context.
2 Play the recording.
3 Make sure students understand the meaning of “next month” and have them say when the girl’s birthday is according to the current calendar.
Activity 1
TURNING POINT
Books open.
1 Play the recording and have students listen

to the ordinal numbers.
Vocabulary
2 Play it again and ask students to fill in the Ordinal Numbers
blanks with the missing ordinal numbers. Listen to the dialogue.
3 Before checking with the whole class, ask
students to compare their answers in pairs. LUKE,
THANKS, ANNA!
IT IS ON THE 15TH
THIS IS FOR YOU!
OF NEXT MONTH!
4 Play the recording one more time and have WHEN IS YOUR
students repeat after each number. BIRTHDAY?
5 Play the recording as many times as

necessary until all students feel confident
about their pronunciation.
6 You may point to some numbers at random

and have students say them out loud or
write different numbers on the board and
have students come up with the correct
pronunciation.
Activity 2
Preparation: Make copies of the Memory Game
cards in the Unit 3 Resource Book pages. Cut and
paste them onto construction paper - one set for 1 Listen and complete. Then, repeat.
each group (note there are 4 sets available).
1st 2nd 3rd 4th 5th 6th
second
Books closed. first third fourth fifth sixth
7th 8th 9th 10th 11th 12th

seventh eighth ninth tenth eleventh twelfth
2 Give each group one set of Memory Game
13 th
14 th
15 th
16 th
17 th
18th
cards and have them place the cards face
thirteenth fourteenth fifteenth sixteenth seventeenth eighteenth
down.
19th 20th 21st 30th 32nd 40th
3 Each student should turn over two cards nineteenth twentieth twenty-first thirtieth thirty-second fortieth
in order to find the pairs (numbers in full
x figures). Whenever they turn over the 43rd 50th 54th 60th 65th 70th
forty-third sixty-fifth
cards, they have to say the ordinal numbers fiftieth fifty-fourth sixtieth seventieth
written on the cards. They get to keep the 76 th

80 th
87 th
90 th
98 th
100th
pair they found and the game continues. seventy-sixth eightieth eighty-seventh ninetieth ninety-eighth one hundredth
4 The student that matches the most pairs of

cards is the winner.
2 Let’s play a memory game!
5 If there is enough time, have students
play the game again with a different set of
Memory Game cards. 44
46
3 How old are you
now?
Activity 3
Books open.
1 Tell students they are going to listen to six people talk about celebrations in their countries.
2 Read the instructions with them and have them say the dates in the chart out loud.
3 Make sure students understand they should focus on the dates and on the countries where the celebrations are held.
4 Play the recording once or twice before checking their answers.
Script:
1 Antonella: Hi! My name’s Antonella. I’m from

Argentina. On October 12th we celebrate the
Discovery of America. This holiday celebrates
Christopher Columbus’ arrival in the Americas
in 1492.
2 Boy: We celebrate Australia Day on January
26th. It is a public holiday here in Australia.
3 Look at the dates below. They are important celebrations around the world. Listen and This holiday remembers the day the British
write the names of the countries. people entered Australia in 1788 and made it
their new homeland.
January March April July September October 3 Girl: September 10th is China’s annual
CELEBRATIONS
26th 21st 30th 1st 10th 12th Teacher’s Day. On this day we usually give gifts
South and cards to our teachers to show them our
COUNTRIES Australia Mexico Canada China Argentina gratitude. Respecting and honoring teachers
Africa has been part of Chinese virtues since ancient
times.
4 Listen again and match the dates with the pictures. 4 Boy: In Mexico, Children’s Day is celebrated
on April 30th. On this day there are special
activities for the children at parks and sports
centers and they receive presents from their
families.
5 Girl: Human Rights Day is a public holiday
throughout South Africa celebrated on March
d Canada Day 21st. It’s a national day to reflect, remember
and honor those who fought for a just and
right democracy in South Africa.
f Discovery of America
e Teacher’s Day 6 Boy: Canada Day is the national day of
Canada, a holiday celebrated on July 1st.
The celebrations include parades, carnivals,
a January 26th
festivals, barbecues, air and maritime shows,
fireworks, and free musical concerts.
b March 21st
c April 30th c Children’s Day

Activity 4
d July 1 st
Books open.
e September 10th
a Australia Day 1 Before playing the recording again, go over
f October 12th b Human Rights Day the instructions with students and tell them
they should pay attention to the dates and
the names of the celebrations in order to
5 Now, write the dates for the following celebrations in your country. Add others. do this task.
Independence Day: 2 Play the recording once or twice and check
Teacher’s Day: students’ answers.
Children’s Day:
Activity 5
Christmas Day:
Books open.
New Year’s Day:
1 In pairs, have students write the dates of
the corresponding celebrations.
2 Make sure they know the meaning of the

celebrations given and help them with any
45 vocabulary they may need in order to add
more dates.
3 Check their work as a group.
You may use this opportunity to start

writing the date on the board with the help
of students.
47
TURNING POINT 1
Putting into Words

Objectives: Practice language used to talk about ages and birthdays.
Talking about ages:

How old are you?
I’m thirteen.

It’s on May 3.
Activity 1 an 2
Books open.
1 Have students look at the illustration and

describe the context. TURNING POINT

the conversation while they read along. Putting into Words
3 Make sure students understand
1 Listen and repeat.
the conversation by asking a few DID YOU GET MY WHAT MESSAGE?
comprehension questions. You may also TEXT MESSAGE?
ask them if they prefer to call their friends WOW!

ABOUT MY BIRTHDAY
on the phone or usually text them. WHEN IS IT?
PARTY!
4 Play the recording again and ask students NICE! I’LL BE

IT’S ON
to repeat after each sentence. MAY 3RD!
THERE!
5 Help students with any pronunciation

6 Ask a few students:

How old are you?
Have them answer accordingly.
7 Make sure they know these are the

questions they need to ask in order to carry
out the task.
8 Divide students into pairs and ask them

to role-play the conversation. They should 2 Talk to your classmates and complete the chart.
fill in the chart in Activity 2 with the
information they get from their partners.
Classmates’ names Ages Birthdays
9 Have students switch partners and repeat
the questions in step 6 until they have filled
out the whole chart.
Activity 3
Books open.
1 Ask students to share the information they

got in Activity 2 with the whole class so
that they can make the list. 3 Make a list of the birthdays of the people in your class.
2 Have them answer the two questions
a How many have birthdays in the same month?
proposed. It’s on
June 10th
b How many have birthdays on the same day? .
3 Then, refer students to the note and read It ’s in O
ctober.
the information with them. Make sure they
understand the difference between the use
of on for “days” and in for “months”.
4 Have a few students give examples of

their own by saying, “My birthday is in/on 46
.”
48
3 How old are you
now?
Going Further
Objectives: Present and practice prepositions of place used to identify people.
Identifying people:
Tom, on the left, Megan, between Rachel and Anushka, and Carl, on the right. The girl next to Rachel is Carrie.
Books closed.
1 Ask students how they share their pictures nowadays, and have them come up with ideas such as blogs, cell phones and albums on social networking
sites, etc.
Books open.
2 Draw students’ attention to the pictures and ask them what kind of media the girl used to share her birthday pictures.
3 Read the instructions with them and have

3 How old are you now? them match the prepositions and the
pictures individually.
Going Further 4 Before checking with the whole class, have

students compare their answers in pairs.
Angelina is tagging some photos of her last birthday that she posted on her blog.
Check what she says in the descriptions and match the pictures with the phrases. 5 Read the prepositions out loud and have
students repeat after you.

Angelina Daily Books closed.
1 Divide the class into two groups and ask one

student from each group to stand up.
2 Tell them you are going to talk about the

Me Photos Things Fun Links location of a student in class and they should
run and touch this student’s shoulder as they
identify him/her.
Finally, I found some time to post some pictures from my last birthday.
3 Choose one of the seated students and use
the prepositions they just studied to give
TOM his/her location (e.g. This student is next to
. / This student is between
CARRIE MEGA ANUSH
KA
CARL and .).
MEGAN N
RACHEL
4 The student that locates and touches his/
her classmate first scores a point for his/her
group.
RACHEL
These are my friends MEGAN
ANUSHKA
Here are Megan, Anushka and 5 Play this game for as long as time allows or
Rachel, Megan, and Tom. TOM CARL
Carl again. The girl next to until you realize they can use prepositions
Megan (on the left) is Carrie. confidently.
Tom on the left, Megan between
Rachel and Anushka, our Russian
friend, and Carl on the right.
a between c
a
b next to
c on the right
d on the left
b
d
GO TO
APPENDIX
Appendix 1 instructions: go to page 250 in
1 this guide.
47
49
TURNING POINT 1
Grammar in Context
Objectives: Raise students’ awareness of the use of the determiners this, that, these and those when identifying people.
Activity 1
Books open.
1 Have students analyze the sentences given and choose the correct options. The focus is on determiners used with singular and plural nouns.
2 Check their answers, and encourage students to come up with different sentences using the determiners studied in this section.
Activity 2
Preparation: Ask students to bring pictures of
friends and/or classmates to the next class. You TURNING POINT
should bring one or two of your own as well.
Books open.
Grammar in Context
1 Study the following sentences. Then, choose the correct options.
1 Have students use their App and listen to
the questions.
2 In small groups, have them ask different

questions about the photos as well as These are the pictures
from my last birthday.
answer them accordingly. That’s my friend Rachel
.
Who’s that girl on the
right?
That’s Anushka.
Books closed.
These are my friends
Megan, Rachel and Tom
3 Tell students they are going to share their Who’s this boy nex t to .
Debbie?
pictures with their partners and talk about That dude nex t to Ros
e is Phillip.
the people depicted in them. Who’s this guy bet we
en Saul and Pat?
Who are these girls on
4 Elicit from students the questions and the left?
Those girls on the righ
sentences they’ll need to do the task. t are Mel and Kate.
5 Show students one of your pictures and

have them ask you about the people in it. a We use this and that to talk about b We use these and those to talk about
Answer accordingly.
x a person or thing. (singular) a person or thing. (singular)
6 Repeat this procedure until you are sure
students have the confidence to work on people or things. (plural) x people or things. (plural)
their own.
2 Share your pictures and talk to your classmates.
7 Walk around the classroom and monitor
their work. Help when necessary, but try
not to interfere.
Script:
Who’s that dude between Silvia and Melissa?

Who’s that girl next to Simon?
48
50
3 How old are you
now?
Activity 3
Books open.
1 Students should do the task individually and then compare their answers in pairs.
2 After checking their work, have students role-play the conversations in pairs.
3 Now, complete the sentences below with this, that, these and those.
a c
d
a
A: Who’s this/that
girl next to Br
B: Oh, this/that e right?
ose guys on th
ad?
my English tu is Melinda, b
t hese/th assmates.
Who are e/Those are my cl
tor.
A:
The s
B:
c this/that guy between

A: Who’s
you and Diane? arles.
This/That is my friend Ch
B:
nd .
He’s from Engla
d
A: Who are these/those girls on the left?
B: Let me see. These/Those are my neighbors,
Cinthia, Susanne and Julia.
49
51
TURNING POINT 1
Reading
Objectives: Encourage the development of reading strategies. Introduce language used to talk about birthday customs and traditions in different countries.
Activity 1
Books open.
1 Divide students into groups of three.
2 Draw their attention to the questions and allow them some time to discuss them.
3 Students may need to use their background knowledge in order to do this task.
4 Walk around the room and monitor their work. Help whenever necessary.
5 Have students share their opinions with the

rest of the class. TURNING POINT
Books open. Reading

1 Still in groups, have students look at the
pictures and write the words given below 1 Discuss these questions.
each picture.
2 Check their answers with the whole class. Do you like birthdays?
3 Then, ask students to come up with different How do you celebrate your birthday?
words they associate with “birthday” and
write them in the spaces provided. Help
them with any vocabulary they may need
to carry out the task. 2 Write the words under the pictures. Then add some more.
4 While checking their work, write the new

words on the board for the students’ Cake Card party
reference.
5 Then, draw students’ attention to the present candles

note and make sure they understand
the difference between “birthday” and
“anniversary”.
FUN
PARTY CANDLES
BALLOONS
Birthday
CAKE
PRESENT
birthda y = the da
a pe rson te on w hi
was born ch
annivers
ary = a da
cele brat te you
CARD e somet
hing that
FRIENDS/FAMILY
occu rred
in the pa
st
50
52
3 How old are you
now?
Activity 3
Books open.
1 Ask students to read the title and text quickly in order to get the main idea of what it is about. (Birthday customs and traditions from around the
world.)
2 Go over the instructions and questions with students and make sure they realize they do not have to understand every word in the text in order to
do this task.
3 Have students answer the questions individually and then compare their answers in pairs. Allow them some more time in case they need to change
any answers.
4 While checking their work, have students tell you what parts of the text helped them answer the questions.
Activity 4
Books open.
3 Read the text and answer the questions that follow. 1 Have students read the text again, if
necessary, and share their opinions in small
BIRTHDAY CELEBRATIONS AND TRADITIONS groups.
Celebrating birthdays is a very old custom. Each country has its own birthday 2 Monitor their work and help students get
customs and traditions. their ideas across using the target language.
In Korea, one of the most important birthdays is the first birthday. There is 3 Ask students to report their answers to the
a big feast and the guests leave money for the one-year-old child. rest of the class.
Children only celebrate their birthdays until they are
16 years old in India. Their birthday is very religious.
The birthday child does not even have to go to school Activity 5
on their birthday.
Books open.
Most birthday parties in Mexico include a piñata. When children break the
piñata, all the goodies come out. This tradition is over 300 years old. 1 Still in groups, have students talk about the
In North America, families often mark a girl’s 16th birthday with a “sweet birthday customs and traditions in their
sixteen” celebration. countries.
In the Philippines, girls on their 18th birthday and boys on their 21st birthday 2 When students have finished discussing,
celebrate the age of maturity for Filipino people. change grouping arrangements. Ask one
In Bolivia, at the age of 16, the birthday girl wears a white dress and dances the waltz with her father student from each group to stand up, so that
and other boys. they form another group. Do this until all
Source: http://www.kidsparties.com/TraditionsInDifferentCountries.htm students are in a different group.
http://www.coolest-kid-birthday-parties.com/birthday-traditions.html
http://teacherlink.ed.usu.edu/TLresources/units/Byrnes-celebrations/bday
3 Have them tell their peers what they
discussed in their former groups. Ask them
Write the names of the countries where: to compare their ideas. What is different?
India. What is the same?
a birthdays are very religious.
4 Monitor their work at all times.
The Philippines.
b boys have a special celebration when they turn 21.
c girls dance the waltz when they turn 16. Bolivia.
d children break a piñata.

Mexico.
4 In your opinion, which country has the most special celebration? Why? Justify your answer.
5 How are birthdays celebrated in your country? What are the traditions and customs?
GO TO
APPENDIX
2 this guide.
51
53
TURNING POINT 1
UNIT 4 – Family Ties

Overview
• learn names of family members, ages, relationship statuses and possessive adjectives and
• talk about pets.

Getting started Introduce language to be used Talking about families: Talking about other people’s ages:
Pages 56 to 58 throughout the unit. Develop Do you have any brothers or sisters? How old are they?
students’ listening skills. I have two sisters. Jen is fifteen and Nathalie is seven.
I have an older brother. How old is he?
Talking about other people’s names: He’s twenty-eight.
What’s his name? Talking about relationship statuses:
Eric. Is he married?
No, not yet, but he has a fiancée / he is engaged
/ he is in a serious romantic relationship.
Reading Develop reading strategies.

Pages 59 and 60 Introduce vocabulary related to
family members.
Going Further Present language used to talk Talking about families and pets: Their names are Hannah and Celia. They are six
Pages 60 and 62 about families and pets. Develop My family is pretty small. It’s just me, my years old. My father’s name is Alfred. And my
listening strategies. father and our dog Fluke. My father is my best mother’s name is Mary Ann. Oh, and I’m Tim.
friend. His name’s John. He’s forty-seven. I have a big family. I have two brothers and
I have a pretty ordinary family. My mother’s two sisters. Their names are Mike, Jake, Alice
name is Melanie and my father’s name is and Beth.
Wilson. They’re forty-two years old. I have a My mother is Korean. Her name’s Sun. My father’s
little sister too. Her name’s Kim and she’s six. English. His name’s Matthew.
We have a dog. His name’s Hope. I have a small family. I live with my mom,
I don’t have a very big family. It’s just me, my Hellen, and my younger sister, Claire. She’s
father, my mother and my twin sisters. seven. We have two cats. Their names are
Boots and Cookie.
Putting into Words Practice language used to talk Talking about brothers and sisters: Talking about other people’s ages:
Pages 62 and 63 about brothers and sisters, names Do you have any brothers or sisters? How old is your brother?
and ages. Yes, I have two brothers. He’s 19.
Yes, I have one sister. How old is your sister?
Yes, I have one brother and one sister. She’s nine.
Yes, I have two sisters and one brother. How old are they?
No, I’m an only child. Rita is 14 and Leonard is 10.
Talking about other people’s names:
What’s his name?
His name is Sean.
What’s her name?
Her name is Carol.
What are their names?
Their names are Mike and Laura.

Pages 64 to 66 related to family.

Page 68 related to relationship statuses.
Putting into Words 2 Practice language used to talk Talking about other people’s names: Talking about other people’s ages:
Page 69 about families, names, ages and What’s his name? How old is your brother?
relationship statuses. His name is Sean. He’s 19.
What’s her name? How old is your sister?
Her name is Carol. She’s nine.
What are their names? How old are they?
Their names are Mike and Laura. Rita is 14 and Leonard is 10.
Talking about other people’s relationship statuses:
Is he/she single?
Yes, he/she is. / No, he/she isn’t.
Are they married?
Yes, they are. / No, they aren’t.
54
4 Family Ties
TURNING POINT 4 Family Ties
4 Family Ties
1
2 3
4

- learn names of family members, ages, relationship statuses and
possessive adjectives
- talk about pets
52 53
Books open.
1 Have students look at the picture and ask them to try to identify who each person is in the family.
2 If they say the words in Portuguese, teach them how to say them in English and write them on the board.
3 Divide students into small groups and have them use their App to listen the Audio 1, that refers to the father, and guess who he is talking about.
(The mother/His wife.) Allow them some time to listen to the recording as many times as they need, and then check their answers. Ask students
to point to the person as they say the word.
4 Have students use their App to listen the Audio 2 and guess who she is talking about. (Her kids./Her daughter and son.) Check their answers. Ask
students to point to the person as they say the word.
5 Do the same with the grandfather (Audio 3) and the grandmother (Audio 4). Students should point to the woman (daughter) and the boy and the
girl (grandchildren) while you check their answers.
Script
1- My wife is 32 years old.
2- I have two kids.
3- Our daughter is married.
4- We have two grandchildren.
55
TURNING POINT 1
Getting Started
Objectives: Introduce language to be used throughout the unit. Develop students’ listening skills.
Talking about families:

Do you have any brothers or sisters?
I have two sisters.
I have an older brother.

What’s his name?
Eric.
Talking about other people’s ages:

How old are they?
Jen is fifteen and Nathalie is seven.
How old is he?
TURNING POINT
He’s twenty-eight.
Talking about relationship statuses:
4
Is he married?
No, not yet, but he has a fiancée / he is engaged /
he is in a serious romantic relationship.
Family Ties
Activity 1
Books closed.

Getting Started
conversation.

students some comprehension questions,
such as:
How many people are talking? (Two.)
What are they talking about? (Brothers and
sisters, their names and ages.)
Books open. 1 Listen to the conversation and check the correct answers.

54. Go over the instructions with them as a The girl that the boys talk about is
well as the questions and options given, Bart’s friend.
and make sure they understand what they x related to Bart.
have to do.
Bart’s classmate.
4 Play the recording again, and allow them
time to check the correct answers.
b Her name is
Nathalie.
pairs and play the recording one more time
so that they can confirm their answers. Silvia.
x Jen.
Script: c She is
x fifteen.
Paul: Hey, man! Who’s that cute girl you were
talking to? sixteen.
Bart: Hey! That’s my sister, dude! seventeen.
Paul: Oops! So you have a sister, huh?
Bart: Yes, I have two sisters.
Paul: How old are they?
Bart: Jen is fifteen and Nathalie is seven. What
about you? Do you have any brothers or
sisters?
Paul: Yeah, I have an older brother.
Bart: Cool! What’s his name?
Paul: Eric. 54
Bart: How old is he?
Paul: He’s twenty-eight.
Bart: Is he married?
Paul: No, not yet, but he has a fiancée.
56
4 Family Ties
Activity 2
Books open.
1 Refer students to the note at the bottom of the page and make sure they understand the meaning of “siblings” and “parents”.
2 Ask students to check the options that correspond to Bart’s and Paul’s siblings.
Activity 3
Books open.
1 Have students match the photos in Activity 2 with the corresponding sentences.
4 Family Ties 2 Check their work with the whole class.
3 Encourage students to tell you and the class

2 Listen again and check. any other information they remember about
the people in the pictures.
a Which photos show Bart’s siblings?
Activity 4
Books open.
1 2 1 Go over the instructions with students and

have them write the names of Paul’s and
Bart’s siblings under the corresponding
pictures in Activity 2 before listening to the
conversation again.
JEN NATHALIE JEN 2 Play the recording and ask students to check
their answers.
b Which photos show Paul’s siblings? 3 Check their work with the whole class.
3 4
ERIC ERIC
3 Now, match the sentences from the conversation with the photos in Activity 2.
1 I have two sisters.
4 I have an older brother.
4 Listen again and write the names of Bart’s and Paul’s siblings under the pictures in
Activity 2.
jen Eric nathalie
siblings = brothers or sisters

parents = father and mother
55
57
TURNING POINT 1
Activity 5
Books open.
1 Divide students into pairs and have them fill in the blanks with the missing information.
2 Play the recording and have them check their work.
3 Divide students into pairs and ask them to role-play the conversation.
3 Draw students’ attention to the note and explain that “man” and “dude” are often used in informal conversations.
Activity 6
Books open.
1 Have students answer the questions according to their own experiences.
2 Do not expect elaborate answers. Just
encourage them to mention whether they TURNING POINT
have any siblings or not.
3 Take this opportunity to teach “I’m an only 5 Complete the conversation. Listen and check your answers. Then, listen again, repeat
child”. Explain that it means the person and role-play.
doesn’t have any brothers or sisters, and
have them repeat after you, “I’m an only Paul: Hey, man!
Who’s that cute girl you were talking to?
child.”
Bart: Hey!
That’s my sister, dude!
Paul: Oops! So you have a sister , huh?
Bart: Jen is fifteen and Nathalie is seven.
What about you? Do you have any brothers or sisters?
Paul: Yeah, I have an older brother.
Bart: Cool! What's his name?
Paul: Eric.
Paul: No, not yet, but he has a fiancée.
6 What about you? Do you have a big or a

small family?
Ma n and dude
are used for
talking directly
to a man or a
boy in informal
conversations.
56
58
4 Family Ties
Reading
Objectives: Develop reading strategies. Introduce vocabulary related to family members.
Activity 1
Books open.
1 Have students scan the text and answer the questions proposed in groups of three.
2 Ask students to share their answers with the whole class. Ask the group:
What kind of text is this? (It is an e-mail message.)
What is it about? (Jenna is writing about her family.)
How do you know? (Because of the text layout, and words related to family members.)
3 This is a good opportunity for students to

review e-mail addresses. Ask students:
4 Family Ties
Who is the e-mail to? (Serena.)
What’s her e-mail address? (serena12@
Reading supernet.com)
Who is the e-mail from? (Jenna.)
1 Take a quick look at the text below and discuss the questions that follow.
What’s her e-mail address? (taylor_jenna@
a What kind of text is it? bigmail.com)
b What is it about?
c How do you know?
My mail New Message Mail
to: serena12@supernet.com send

from: taylor_ jenna@bigmail.com
subject: My family
Hi Serena,
How's it going?
I' ve been very busy, so I'm sorry I took so long to write you back. I loved hearing
that your dog is finally OK and that you aced your final exams!
So, I guess it's my turn to tell you a little more about my family...
You know I live with my parents, my little sister and my grandma. My grandpa died
when I was two. I don' t remember him.
My dad is an only child. I have two uncles and an aunt from my mother's side. My
favorite uncle is Uncle Bob. He's twenty-five and he is married. His wife is Sharon.
They have a little daughter. Her name is Caitlin. She's my favorite cousin. She's so cute! I
just love her!
Uncle Bill is thirty-seven, but he's still single. Aunt Stella is divorced and has a son. His
name's Robbie. We don't get along very well. He's so mean!
Oh, I never met my grandparents from my mother's side. They died before I
was born.
I guess that's it. It's not a very big family, but we have fun when we get together.
Tell me more about your cousins, uncles and aunts, please. I'd like to hear more about
your cousin Jonathan. Does he have a girlfriend? :-P
Send me pictures!
Love,
Jenna
57
59
TURNING POINT 1
Activity 2
Books open.
1 Students should choose true or false according to the information in the e-mail, and correct the false information.
2 Make sure students know they do not have to understand everything in the text in order to do this task. Have them focus on keywords instead.
3 While checking their work as a whole group, have students mention what information in the text led them to their answers.
Activity 3
Books open.
1 Divide students into pairs.
2 Have them identify the vocabulary related to family members by underlining the relevant words in the e-mail message.
3 Then, ask students to write these words in

the spidergram.
TURNING POINT
2 Read the text again and choose TRUE or FALSE. Correct the false information.
Activity 4 a Jenna has one brother. TRUE X FALSE
Books open. Jenna has a little sister.
1 Draw students’ attention to the CULTURAL X TRUE FALSE
b Her favorite relative is Uncle Bob.
NOTE and check their understanding of the term
“keypal”.
2 Have students answer the questions proposed c She has a big family. TRUE X FALSE
according to their own experience. Help them
with any vocabulary questions they may have. It’s not a very big family.
If students are interested in having a keypal, you d She has a cousin named Jonathan. TRUE X FALSE
3
may suggest some educational websites that
offer keypal services around the world and start a
Serena has a cousin named Jonathan.
project with your students. e She wants to see some photos of Serena’s family. X TRUE FALSE
Going Further
3 Read the e-mail again and write the words related to family below.
Objectives: Present language used to talk about parents sister
families and pets. Develop listening strategies.
grandparents grandma
Talking about families and pets: son grandpa
My family is pretty small. It’s just me, my father
and our dog Fluke. My father is my best friend. His cousin child
FAMILY
name’s John. He’s forty-seven. daughter dad
I have a pretty ordinary family. My mother’s name wife uncle
is Melanie and my father’s name is Wilson. They’re
mother aunt
forty-two years old. I have a little sister too. Her
name’s Kim and she’s six. We have a dog. His
name’s Hope. 4 Answer about you.
a Do you often write e-mails? If so, who do you write to?
I don’t have a very big family. It’s just me,
my father, my mother and my twin sisters.
Their names are Hannah and Celia. They are six
b Do you have a keypal?
years old. My father’s name is Alfred. And my
mother’s name is Mary Ann. Oh, and I’m Tim.
I have a big family. I have two brothers and two
sisters. Their names are Mike, Jake, Alice and Beth. Cultural Note
My mother is Korean. Her name’s Sun. My father’s
English. His name’s Matthew. A keypal is a person you frequently correspond with via e-mail. This form of communication is often
used to practice reading and writing in a foreign language, to learn more about other countries and
lifestyles, and to develop friendships.
I have a small family. I live with my mom, Hellen, Source: http://dictionary.reference.com/browse/keypal
and my younger sister, Claire. She’s seven. We have
two cats. Their names are Boots and Cookie.
58
60
4 Family Ties
Activity 1
Books open.
1 Ask students to look at the photos and tell you what is wrong. (Parts of all photos have been blanked out.)
2 In pairs or groups of three, have students use their imagination to guess what has been blanked out in each photo. Help them with any vocabulary they
may need to carry out this task.
3 Ask students to write their guesses on a piece of paper and hand it in to you. Remind them to write their names on the paper so you know whose
guesses they are.
4 While you play the recording, have students match the audios and the pictures.
5 Play the recording again and check their answers.
4 Family Ties
Script:
1 My family is pretty small. It’s just me, my

Going Further father and our dog Fluke. My father is my
best friend. His name’s John. He’s forty-
seven.
1 Listen and match the numbers of the audio passages with the corresponding photos. 2 I have a pretty ordinary family. My
mother’s name is Melanie and my father’s
name is Wilson. They’re forty-two years
old. I have a little sister too. Her name’s
Kim and she’s six. We have a dog.
His name’s Hope.
3 I don’t have a very big family. It’s just me,
my father, my mother and my twin sisters.
Their names are Hannah and Celia. They
2 are six years old. My father’s name is Alfred.
And my mother’s name is Mary Ann. Oh,
4 and I’m Tim.
4 I have a big family. I have two brothers and
two sisters. Their names are Mike, Jake,
Alice and Beth. My mother is Korean. Her
name’s Sun. My father’s English. His name’s
Matthew.
5 I have a small family. I live with my mom,
Hellen, and my younger sister, Claire. She’s
seven. We have two cats. Their names are
Boots and Cookie.
3
Activity 2
1 Books open.
1 Make sure students understand they have

to complete the chart with the information
5 about the missing family members in the
pictures. Whenever some information is
not mentioned in the audio passages, have
students draw a line in the corresponding
space.
2 Look at the pictures. Who’s missing? Listen again and complete the chart.
Family members Names Ages
3 Still in pairs or groups of three, have students
Audio 1 father John 47
compare their answers.
Audio 2 dog Hope ---
4 While checking their work as a whole group,
Audio 3 sisters Hannah and Celia 6 play the recording again and pause after
Audio 4 mother Sun --- each audio passage.
Audio 5 sister Claire 7 5 Read the guesses students hand in and
have them check which pair/group has the
most correct guesses.
59
6 Ask the winners to share their strategies with
61
TURNING POINT 1
Activity 3
Books open.
1 Have students do the task individually.
Cultural Note
Books open.
1 Read the information in the box with students. Make sure they understand the words “mommy” and “daddy”.
2 Ask them whether the information given in

the box is also common in their country or
not.
Are pets considered members of the family
TURNING POINT
in your country?
Do people call themselves “mommy” and
3 Now, match the beginning of the paragraphs with their endings. Listen and check.
“daddy” when referring to their pets?
a My family is pretty small. It’s just me, my father, and our dog Fluke. My father is my best friend.
Activity 4
b I have a pretty ordinary family. My mother’s name is Melanie and my father’s name is Wilson.
Books open. They’re forty-two years old. I have a little sister too.
1 Divide students into small groups and have c I don’t have a very big family. It’s just me, my father, my mother and my twin sisters.
them answer the questions. Their names are Hannah and Celia.
2 Take this opportunity to teach vocabulary
d I have a big family. I have two brothers and two sisters. Their names are Mike, Jake, Alice and Beth.
related to pets. My mother is Korean.
3 Walk around the room and monitor their e I have a small family. I live with my mom, Hellen, and my younger sister, Claire. She’s seven.
work. Help whenever necessary. We have two cats.
Putting into Words c They are six years old. My father’s name is Alfred. And my mother’s name is Mary Ann.
Oh, and I’m Tim.
e Their names are Boots and Cookie.

brothers and sisters, names and ages. a His name’s John. He’s forty-seven.
d Her name’s Sun. My father’s English. His name’s Matthew.

Talking about brothers and sisters:
Do you have any brothers or sisters? b Her name’s Kim and she’s six. We have a dog. His name’s Hope.
Yes, I have two brothers.
Yes, I have one sister.
Yes, I have one brother and one sister. Cultural Note
Yes, I have two sisters and one brother. According to a survey in the USA, 81% of people regard their pets as full members of the family, and
No, I’m an only child. 58% call themselves their pets’ “mommy” or “daddy.”
Source: http://yourlife.usatoday.com/parenting-family/pets/story/2011-12-18/
Talking about other people’s names: Are-Americans-crazy-for-treating-our-pets-like-kids/52054058/1
What’s his name?

His name is Sean. 4 Answer these questions.
What’s her name?
Her name is Carol. a Do you have a pet?

How old is your brother? b Do you consider a pet a member of the family?
He’s 19.
How old is your sister?
She’s nine.
How old are they?
Rita is 14 and Leonard is 10.
60
62
4 Family Ties
Activity 1
Books open.
1 Explain to students that they should move around the room and talk to different classmates in order to complete the chart.
2 Go over the options given and make sure students understand them. Elicit from students the question they will need to carry out the task: Do you
have any brothers or sisters?
3 Model a few exchanges with students before letting them work on their own.
4 Make it clear that whenever a classmate has the same information as the option in the chart, they should write their names in the spaces provided.
5 Ask students to report their findings to the class.
Activity 2
4 Family Ties
Books open.
Putting into Words 1 Ask students to match the questions to the

corresponding answers by drawing lines.
1 Talk to your classmates and complete the table. 2 Play the recording for them to check.
3 Have students pay special attention to the

Find someone who… Classmates’ names possessive adjectives since it is the first time
has three siblings. they are being introduced to them.
has two brothers. 4 Play the recording again while students read
has one sister. the questions and answers.
is an only child. 5 Play the recording one more time and have
students repeat after each sentence.
has one brother and one sister.
2 Match the questions to the answers. Then, listen and repeat. Activity 3
Books open.
Her name 1 Before allowing students work on their
is Carol. What’s her own, model a conversation with one or two
What are name? students.
What’s his their names?
Their names 2 If necessary, have them write their
name? conversation in their books. Walk around
are Mike and
Laura. the room and monitor their work.
How old
How old is 3 Have a few students role-play their
are they?
His name your sister? conversations for the rest of the class.
is Sean.
Rita is 14
How old is
and Leonard Possible conversation.
your brother?
is 10. She’s nine.
A Do you have any brothers or sisters?
He’s 19.
B Yes, I have .
A What’s his/her name?/What are their

3 Talk to your classmates about their siblings. Ask about names and ages. names?
B .
A How old is he/she?/How old are they?
B .
61
63
TURNING POINT 1
Vocabulary
Objectives: Present and practice vocabulary related to family.
Activities 1 and 2
Books open.
1 Have students look at the pictures as well as the names and the family relationships under them.
2 Ask students whether they know what the image represents.
3 Based on the e-mail in the Reading section, have students work in pairs to complete the family tree with the names of Jenna’s family members.
5 Help whenever necessary, but try not to interfere.

TURNING POINT
7 Then, still in pairs, have students write
down the members of Jenna’s family.
Vocabulary
1 Based on the text in the Reading section, complete Jenna’s family tree with the
corresponding names.
Ursula Carl Walter Elaine

(grandmother) (grandfather) (grandfather) (grandmother)
Greg Beth Stella

(father) (mother) (aunt)
Bob Bill
(uncle) (uncle)
Sharon
(aunt)
Demi
Jenna
(sister)
Robbie Caitlin
(cousin) (cousin)
62
64
4 Family Ties
Activity 3
Books open.
1 Read the first sentence with students and ask them to try to identify who that person is. Draw their attention to Jenna’s family tree.
2 In pairs, have students read each sentence and write the names of the corresponding people. Encourage students to use their Appto listen
to the sentences while they read.
3
Check their work.
4 Family Ties
2 Read Jenna’s e-mail again and complete the family tree with the members of the family.
3 Who’s talking? Look at Jenna’s family tree and write their names.
I was married to Carl. I have a son. His name is Greg.

Demi and Jenna are my granddaughters.
Ursula
I don’t have any children, but I have three nieces and one nephew.
Bill
Bob is my husband. We have a child.
Sharon
I have a sister. Beth is our mother.
Demi
Beth is my wife. I don’t have any brothers or sisters.
Greg
I have three cousins: Caitlin, Jenna and Demi.
Robbie
63
65
TURNING POINT 1
Activity 4
Books open.
1 Read the first sentence with students and ask them to try to identify who that person is. Draw their attention to Jenna’s family tree.
2 Go over the instructions with students and make sure they understand what they have to do.
Activity 5
Books open.
1 Play the recording while students read the examples.
2 Play it again and have students repeat after each sentence.
3 Draw students’ attention to the note so that they understand the use of the genitive case. Do not spend too much time on this as it will be studied
later on in Unit 10.
4 Have students look at Jenna’s family tree

on page 62 and ask a few volunteers to talk TURNING POINT
about the family members, following the
examples provided. 4 Write the words that have the same meaning as the words below. Refer to the Getting
Started and Reading sections as well as the sentences in Activity 3.
5 When you feel students are confident to
work on their own, let them work in pairs. a mother & father: parents
6 Walk around the room and monitor their b grandmother & grandfater: grandparents
work.
c son & daughter: children
d brothers & sisters: siblings

Activity 6
Books open. e father: dad
1 Propose a game. mom

f mother:
2 Divide students into pairs and refer them g grandfather: grandpa
back to Activity 3.
grandma
h grandmother:
3 They should write sentences about a
different member of Jenna’s family.
5 Study Jenna’s family tree and talk about the family members. Follow the examples.
4 Monitor their work in order to check
whether the information they have written
is accurate. Demi.
Who’s Jenna’s
5 Have the pairs challenge the other students, sister?
who should try to guess the person they
Walter
are talking about.
and
6 The pairs who guess the most people are Elaine.
the winners.
Who are
Extra Activity Bob’s
Books closed. parents?
1 Ask students to write the names of some of

their family members on a piece of paper.
2 Collect all the pieces of paper, shuffle them

and give them back to each student. Make
6 Now, choose someone from Jenna’s family tree and write about this person. Can your
sure students do not get their own piece of classmates guess who it is?
paper.
3 Students should ask and answer questions

about the names on the paper:
Who’s ?_
__ is my mother.
4 Monitor their work.
64
Grammar in Context
Objectives: Raise students’ awareness of the use of
personal pronouns and possessive adjectives.
66
4 Family Ties
Game
Preparation: Make enough copies of the cards in the Unit 4 Resource Book pages so that each group of students gets a whole set.
Books closed.
1 Write some sentences on the board and have students complete them with the missing words. They should be able to remember the personal
pronouns and possessive adjectives they’ve seen in this and in previous units.
Suggestions for the sentences:
have two brothers. names are Paul and Jack. are fifteen and nineteen years old.
mother is forty years old. name is Julia.
father is thirty-nine. name

4 Family Ties is George.
Grammar in Context My sisters and I are students.

a public school.
study at
teachers are excellent.
1 Study the following sentences and complete the chart.
I have a hamster. is very small.
I have a sister.
name is Fluffy.
Subject Pronouns Possessive Adjectives Her name
is Marina. 2 Divide students into small groups and hand
These are my parents.
I my each one a set of cards containing the personal
Their names are
you your Dolores and Domingos. pronouns, possessive adjectives, the mini-
dialogues. Provide students with some sticky
he his Felicia and I go tack or adhesive tape so that they can stick the
she her to the same schoo
l. pronouns in the corresponding blanks.
Our favorite teach
er
it its is Ms. Burns. 3 Allow students time to analyze the mini-
we our Ray is American, dialogues and complete them with the
but his father is missing words.
you your
from Canada. Your dog is
they their so cute!
What’s its
work.
name?
5 Help whenever necessary, but try not to
2 Fill in the blanks with the missing words. interfere.
6 You may like to turn this into a game: the

first group to fill in the blanks correctly is the
winner.
Gloria P. Maria Shiver
I My My birthday is on May 23 and 7 Check their work as a whole class.

am fifteen years old. birthday is on
I I am thirteen. I don’t have
I
October 19. have a brother.
His he is thirteen. any brothers or sisters. am from the
name’s Tyler and
my parents are from Mexico. Activity 1
We our parents in Ohio.
USA, but
live with We live in Florida. My grandma
I/We have a hamster. Its/His name is Dido. lives with us. Her name’s Caroline. Books open.
It/He is part of my/our family too! She is 64 years old.
1 Still in the same groups, have students study
the sentences and complete the chart with
the correct possessive adjectives.
2 Draw students’ attention to the fact that

Aaron Wheaton Josh T. Smith
“you” and “your” may refer to singular or
I am fourteen. I have a brother and a sister. I live with my mom and my dad plural depending on the context.
Their names are Patrick and Quince. I
in San Francisco. have a sister.
They are sixteen years old. Our Her name’s Georgia. We
parents are divorced. We live with are twelve years old. We are twins.
our mom in Boston. Our birthday’s on August 2.

Activity 2
Books open.
1 Have students fill in the blanks individually

and then check their answers with a partner.
65 Walk around the room and help whenever
2
necessary, but try not to interfere.
3 Ask for volunteers to read the paragraphs

aloud so that you can correct their answers
as a group.
67
TURNING POINT 1
Vocabulary
Objectives: Present and practice vocabulary related to relationship statuses.
Activity 1
Books open.
1 Play the recording while students read.
2 Play it again and have students repeat after each word.
Activity 2
Books open.
1 Have students read the sentences and look

at the pictures in order to match them. TURNING POINT
group, ask students to compare their answers
in pairs.
Vocabulary
1 Listen and repeat.
3 You may ask students to provide examples
of different relationship statuses using
different famous people. Also, have them
say their own relationship status.
single
4 Emphasize the different interpretations married
that the term single might have not only in
engaged
English. Make them participate and tell the
class their own understanding of the term. separated
divorced
widow
widower
2 Match the sentences.
a My brother is not married, but he has a fiancée.

b My grandpa died when I was two.
c My uncle Bob is married.
c His wife is Sharon.
d Tim is single.
e Robert’s wife died.
f Mary is not married anymore.
f She’s separated/divorced.
d But he has a girlfriend.
b My grandma is a widow.
a He’s engaged. e He’s a widower.
66
68
4 Family Ties
Putting into Words

Objectives: Practice language used to talk about families, names, ages and relationship statuses.
Identifying people:
Who’s this/that?
This/That is my .
Who are these/those?
These/Those are my .

4 Family Ties What’s his name?
His name is Sean.
Putting into Words What’s her name?
Her name is Carol.
Talk about your family. Mention their names, ages, and relationship statuses.

How old is your brother?
He’s 19.
How old is your sister?
She’s nine.
How old are they?
Rita is 14 and Leonard is 10.
Talking about other people’s relationship

statuses:
Is he/she single?
Yes, he/she is./No, he/she isn’t.
Are they married?
Yes, they are./No, they aren’t.
Preparation: At the end of the previous class, ask

students to bring photos of their families to this
class.
Books open.
1 In pairs, students should show their pictures

and talk about their families.
2 Before having students work on their own,

elicit the language they will need to carry
out the task. Have them write it in the
spaces provided, if necessary.

work.
In order to consolidate the language studied

in Units 3 and 4, students should work on
Review 2 at this point. Find the instructions
for Review 2 on page 208 in this guide.
67
69
TURNING POINT 1
UNIT 5 – What do you want to be when you grow up?

Overview
• learn about occupations, places of work, tasks, and responsibilities and
• discuss volunteer work, skills, and preferences.

Getting started Introduce language to be used Talking about occupations:
Pages 72 and 73 throughout the unit. Develop What do you do?
students’ listening strategies. I’m a video game developer.
Talking about places of work:
Where do you work?
Do you work at an of�ce or from home?
I work mostly from home, but sometimes I go in for a meeting with other developers at the
of�ce.
Do you work for a company then?
I work for a small company.
Describing job tasks and responsibilities:
What kind of work do you do exactly?
Basically, I develop the codebases for the video games.
Do you create everything on the computer?
Yes, but some of my friends prefer to draw sketches on pape��
rst.

Pages 74 to 76 related to occupations.
Putting into Words Present and practice language Talking about future careers:
Page 77 used to talk about future careers. What do you want to be when you are older?
I want to be a software developer.
Going Further Present and practice language Talking about occupations: I take care of animals. I usually care for cats and
Pages 78 to 80 used to talk about occupations, What do you do? dogs, but I also treat other pets, such as birds,
job tasks and responsibilities and I’m an architect. ferrets, and rabbits.
places of work. Develop listening I’m a photographer. I inform the public about international, national
strategies. I’m a veterinarian. and local news and events. I report the news for
I’m a reporter. newspapers, magazines, websites, television,
I’m a pharmacist. and radio.
Talking about job tasks and responsibilities: I provide information to patients about their
I design buildings and other structures. I medications. I also mix, measure and dispense
can draw, but it is not essential for my job. drugs prescribed by doctors.
Computer skills and creativity are important Talking about places of work:
qualities to become a good professional. Where do you work?
I use cameras to take pictures. I publish some I work at a hospital.
of my photos in newspapers and magazines. I work at an airport.
Imagination and creativity, as well as a good I work for World Airlines.
technical understanding of photography, are I work for People Magazine.
necessary to do my job.
Grammar in Context Raise students’ awareness of the

Page 80 use of the inde�nite articles a
and an.
Putting into Words Present and practice language

Page 81 used to talk about job skills and
preferences.
Grammar in Context 2 Raise students’ awareness of the

Page 82 use of the Simple Present tense
and the auxiliary verb do.
Reading Develop reading strategies and

Pages 83 to 85 discuss volunteer work.
70
5 What do you want to
be when you grow up?
5 What do you want to be

when you grow up?

- learn about occupations, places of work, tasks, and
responsibilities
- discuss volunteer work, skills, and preferences
Books open.
1 Divide the class into groups of three, and have students analyze the picture and use their previous knowledge in order to list as many occupations
as they can in English.
2 Write their lists on the board.
3 With the help of students find out which group managed to come up with the largest number of occupations shown in the picture.
4 Allow students some time to look over the picture on their own, listen to the words with their App and add occupations that they might not have
listed in step 1.
Script: (English pen)

I’m a pilot.
I’m a chef.
I work at an of�ce.
I work at a hospital.
I’m a waiter.
I’m a volleyball player.
71
TURNING POINT 1
Getting Started
Talking about occupations:

What do you do?
I’m a video game developer.

Where do you work?
Do you work at an office or from home?
I work mostly from home, but sometimes I go in for a meeting with other developers at the office.
Do you work for a company then?
I work for a small company.
Describing job tasks and responsibilities:

What kind of work do you do exactly?
Basically, I develop the codebases for the video
games.
Do you create everything on the computer?
5
Yes, but some of my friends prefer to draw sketches
on paper first.
Activity 1 What do you want to be

Books closed. when you grow up?
conversation.
Getting Started
students some comprehension questions,
such as:
Where is this conversation taking place? (In
a classroom./At school.)
How many people are talking? (5 or 6
different voices. Teacher, guest and 3 or 4
students.)
What kind of conversation is this? (Lecture/
interview.)
Who is Mr. Burns? (A guest speaker.)
What is “Career Week”? (Scheduled events
with professionals from different areas
for students to explore different career
options.)
Note that students might not be able to
produce all the answers in English, so help
them with any vocabulary they need.
Books open.

70. Study the picture and have them confirm
their answers to the first comprehension
question you asked. 1 Listen and answer. Then, listen again and check.
What’s Mr. Burns’ occupation?
4 Have students complete the activity and
use this opportunity to teach them the
other two occupations if they cannot guess He’s a webmaster.
He’s a graphic designer.
what they are by themselves.
5 Play the recording again for students to

check their answers. x He’s a video game developer.
70
72
Script:
Teacher: Hi everyone! How are you doing today?

Class: Fine!
Teacher: As part of our Career Week, we have
a special guest today. Mr. Burns, Tim’s
father, is here to tell us about his
occupation. Let’s welcome Mr. Burns!
Mr. Burns: Thank you very much. It’s a pleasure to
be here.
Teacher: So... What do you do?
Mr. Burns: I’m a video game developer.
Class: Awesome!
Mr. Burns: I guess you have an idea of what I do,
so I think we can go straight to the
questions. What do you think?
Teacher: Perfect! Robert has a question. Go
ahead, Robert.
Robert: Where do you work? Do you work at an
when you grow up? office or from home?
Mr. Burns: I work mostly from home, but
sometimes I go in for a meeting with
2 Match the questions with the answers. Listen again to check your answers.
other developers at the office.
Patrick: Do you work for a company then?
Mr. Burns: I work for a small company.
Robert: What kind of work do you do exactly?
Where do you work? Do you work for Mr. Burns: Basically, I develop the codebases for
What do you do? Do you work at an a company then? the video games.
office or from home? Kim: Do you create everything on the
computer?
Mr. Burns: Yes, but some of my co-workers prefer
c to draw sketches on paper first.
a b Sidney: Are there any special talents or abilities
you need to be a…?
What kind of
Do you create
work do you
everything on
do exactly? Activity 2 and 3
the computer?
Books open.
d e
1 Go over the instructions in Activity 2 with
students and make sure they understand
c I work for a small company. what they have to do.
a I’m a video game developer. Have them work in pairs to match the
2
e Yes, but other developers prefer to draw sketches on paper first. questions to the answers. Then, play the
d Basically, I develop the codebases for the video games. recording again so that they can correct their
answers.
b I work mostly from home, but sometimes I go in for a meeting with other developers at the office.
3 Play the recording again so they can listen
3 Now, listen and repeat the questions in Activity 2. and repeat the questions in Activity 2.
4 What other questions would you like to ask Mr. Burns? Activity 4
Books open.
1 Help students write other questions they

could ask Mr. Burns in the space provided.
2 Before doing Activity 5, refer students

to the CULTURAL NOTE box and have
them compare what is said about Career
Week/Day and what you discussed in the
comprehension questions in Activity 1.
5 Discuss these questions. Cultural Note
a Is there a Career Week at your school? Career Week/Day is an event held at schools where students Activity 5
talk to professionals in order to explore different career options.
b Who are the special guests? Books closed.
Source: http://www.nationalcareersweek.com/#!about/c1z79
c Who can participate?
1 Ask students the questions proposed and
have them answer them as a whole group.
71 2 Help them with any vocabulary they may

need.
73
TURNING POINT 1
Vocabulary
Objectives: Present and practice vocabulary related to occupations.
Activity 1
Books open.
1 In order to check students’ background knowledge, go over the pictures and sentences with them and ask them for the corresponding occupations.
2 Draw students’ attention to the list of occupations in the activity and have them match these with the pictures and sentences that describe them
individually.
3 Have students compare their answers in pairs first, and then check their answers.
4 Play the recording and have students listen to the occupations and repeat them.

TURNING POINT
Activity 2 and 3 Vocabulary

Books open.
Go over the pictures with students and 1 Match the occupations with what people do. The photos will help you.
1
check which places they know in English.
Write their names on the board for future b
I coach players and
teams.
e products
I design and build new
and structures.
I design clothing.
reference.

write the occupations from Activity 1 in
the spaces provided.
3 Then, have students add other occupations a I take care of patients. j I design clothing.
they may know. Help them with any
vocabulary questions they may have. d I prepare financial
records. i I perform in plays, movies,
and television shows.
I design clothing.
4 Read the instructions for Activity 3 with

what they have to do.
5 Read the sentences in the balloons and

help with vocabulary before they work on m I put out fires. f I protect people.
their own.
c I provide legal advice
and services. k I receive and give
money.
I design clothing.
6 Have students check their answers in pairs
first and then as a whole group.
7 Play the recording for students to listen

to and then repeat the sentences in the
balloons.
h language
I translate one g I take care of passengers.
into another.
l I serve people in a store. I file n I sing.

documents in an office too.
o I serve food and drinks

to people at tables.
I sing.
a a nurse f a police officer k a cashier
b a sports coach g a flight attendant l a clerk
c a lawyer h an interpreter and translator m a firefighter
d an accountant i an actor/actress n a singer
e an engineer J a fashion designer o a waiter/waitress
72
74

when you grow up?
2 Who works at these places? Write the occupations from Activity 1 in the spaces provided.
Add other occupations you know, too.
waiter/waitress
cashier
chef
nurse
receptionist receptionist
doctor concierge
a
housekeeper
lawyer
secretary
c accountant
e
flight attendant
clerk
pilot
fashion designer
salesclerk
cashier
d b
73
75
TURNING POINT 1
Activity 4
Books open.
1 Go over the instructions with students and make sure they know what to do.
2 If necessary, write some sentences on the board about your own family.
3 Walk around the room while students write about their families and monitor their work. Help with any vocabulary questions they may have.
TURNING POINT
3 Read the sentences and write the letters next to the corresponding photos in Activity 2.4
I work at a
hospital. I work at an
office.
I work at a
store.
a
c
b
I work at an
airport. I work at a
restaurant.
d I work at a
hotel. f
4 Complete the sentences with your family’s occupations.
a My mother is a/an
b My father is a/an
c My uncle is a/an
d My aunt is a/an
e My grandfather is a/an
74
76
Putting into Words

Objectives: Present and practice language used to talk about future careers.
Talking about future careers:

What do you want to be when you are older?
I want to be a software developer.
Activity 1
Books closed.
1 Tell your students what you wanted to be when you were a teenager. Did you always want to be a teacher? Did your plans change? Why/Why not?
2 Ask students if they already know what they want to be by presenting the question: What do you want to be when you are older?
3 Help them answer using I want to be

a/an .
when you grow up?
Books open.
Putting into Words 4 Play the recording for students to listen to
the conversation while they read it.
1 Listen to the questions. Then, answer.
5 Play it once again and have students repeat
6 Have students complete the box with their

personal answers.
7 Before letting students work on their

own, model an example conversation
with one student first. Have him/her use
A: What do you do? his/her personal information.
B: I’m a student.
A: Where do you go to school? 8 Divide students into pairs and have them
B: I go to East Side High School. practice the conversation, exchanging roles
A: What do you want to be when you grow up? at the end.
B: I want to be a software developer.
Activity 2 and 3
What do you want to be when you grow up? Books open.
1 Go over the instructions in Activity 2

as well as the information in the chart and
ask students what question they need to
ask their peers. Remember to ask them to
take turns asking and answering the question.
2 Students should switch partners until they

are able to fill in some of the spaces in the
chart.
3 Once they have finished, have students

2 Now, talk to your classmates and complete the chart. report their findings to the whole group and
make a list on the board of the students’
most popular, unusual and well-paid career
Find someone who wants to be… Classmates’ names
choices.
a flight attendant.
an engineer.
a graphic designer.
an actor/actress.
a lawyer.
3 Report your findings to the class.
75
77
TURNING POINT 1
Going Further
Objectives: Present and practice language used to talk about occupations, job tasks and responsibilities and places of work. Develop listening strategies.
Talking about occupations:

What do you do?
I’m an architect.
I’m a photographer.
I’m a veterinarian.
I’m a reporter.
I’m a pharmacist.
Talking about job tasks and responsibilities:

I design buildings and other structures. I can draw,
but it’s not essential for my job. Computer skills
and creativity are important qualities to become a TURNING POINT
good professional.
I use cameras to take pictures. I publish some Going Further

of my photos in newspapers and magazines.
Imagination and creativity, as well as a good 1 Listen to some people describing their jobs. Choose the correct occupations.
technical understanding of photography, are
necessary to do my job. Audio 1
I take care of animals. I usually care for cats and

dogs, but I also treat other pets, such as birds,
ferrets, and rabbits.
I inform the public about international, national

and local news and events. I report the news for x I’m an accountant. I’m a computer programmer. I’m an architect.
newspapers, magazines, websites, television, and Audio 2
radio.
I provide information to patients about their

medications. I also mix, measure and dispense
drugs prescribed by doctors.
I’m a journalist. x I’m a photographer. I’m a graphic designer.

Where do you work? Audio 3
I work at a hospital.
I work at an airport.
I work for World Airlines.
I work for People Magazine.
Activity 1 I’m a zoologist. x I’m a veterinarian. I’m a pediatrician.

Books open. Audio 4
1 In order to activate students’ background
knowledge, have them look at the pictures
and make a list of words that come to
their minds when they think of those
occupations.
x I’m a reporter. I’m an editor. I’m a photographer.
2 Write the words on the board, grouping
Audio 5
them by occupation. Then, ask students
if they know the names of the places
where each of these people work (office,
TV or radio station, magazine, web site,
newspaper, zoo, clinic, hospital, publisher,
drugstore, etc.)
I’m a doctor. I’m a nurse. x I’m a pharmacist.
3 Make it clear to students that some of these
words might help them understand the
audio passages they are about to listen to. 76

them mark the correct options.
5 Before correcting the activity with the whole class, have students discuss their answers in pairs.
78
Script:
1 I design buildings and other structures. I can draw, but it’s not essential for my job. Computer skills and creativity are important qualities to become a good professional.
2 I use cameras to take pictures. I publish some of my photos in newspapers and magazines. Imagination and creativity, as well as a good technical understanding
of photography, are necessary to do my job.
3 I take care of animals. I usually care for cats and dogs, but I also treat other pets, such as birds, ferrets, and rabbits.
4 I inform the public about international, national and local news and events. I report the news for newspapers, magazines, websites, television, and radio.
5 I provide information to patients about their medications. I also mix, measure and dispense drugs prescribed by doctors.
Activity 2
Books open.
1 Have students work in pairs to complete the activity.

when you grow up? work, but try not to interfere.
3 Once they have finished, play the recording

2 Who said it? Write the occupations next to the lines. Listen and check your answers. and check their answers as a whole group.
pharmacist
a - "I provide information to patients about their medications."
b veterinarian - "I take care of animals."

Activity 3
Preparation: Make copies of the BINGO cards
c photographer
- "I use cameras to take pictures." and accompanying slips of paper on the Unit 5
Resource book pages.
reporter
d - "I inform the public about international, national, and local news and events."
e architect - "I design buildings and other structures."

Books closed.
1 Give one bingo card and one slip of paper

3 Let’s play BINGO! to each student.
2 Have students fill in the cards with 9 occupations.

4 Talk to your classmates. Use the cards your teacher gives you.
3 Read out the SENTENCES that you can find
on the Unit 5 Resource book pages and have
students mark the possible corresponding
occupations on their cards.
rk? 4 The first student who is able to check 3

do you wo
A: Where ral Hospital.
occupations in a row (horizontally, vertically,
for Gene
B: I work or diagonally) is the winner.
o you do?
A: What d children. You may play the game again, for as long as
abies and 5
B: I treat b students are having fun.
ital.
/ IN a hosp
I work AT
eral
/ FOR Gen Books open.
I work AT I work in
l. N OT
Hospita pital.
General Hos 6 Draw students’ attention to Activity 2. Read
ort. the sentences and have students listen and
/ IN an airp
I work AT repeat them.
ld
/ FOR Wor
I work AT
ne s. N OT I work in 7 Then, do the same with the sentences in the
Airli s.
World Airline Vocabulary section – Activity 1.

s
rian
rina
Vete usually
are ed to
rr
refe ts in . Activity 4
e
a v l English
s
o ll o quia Preparation: Make copies of the CARDS with
c
occupations, job descriptions and places of work at
the end of the Unit 5 Resource book pages. Cut and
paste them onto construction paper. There should be
one card for each student.
77 Books open.
1 Ask students to read and listen to the

conversation.
79
TURNING POINT 1
4 Draw students’ attention to the note and read the information with them. Ask students to provide different examples and make sure they understand
the difference between at and for in this context.
5 Distribute the cards among the students, and have them walk around the classroom and role-play the conversation. You may role-play the conversation
with one or two students before you let them work on their own.
6 Students should not only answer the questions based on their cards, but also find the classmates whose occupations are the ones at the bottom of
their cards. In order to check if they have found the correct occupation, they should ask for confirmation: Are you a doctor?
7 Once students find the occupations at the bottom of the cards, they should shout Yaboogie (or any other invented word you have decided on with
the students).
8 The student who finds his/her match first is the winner.
9 Once the activity is over, draw students’ attention to the other note and read the information with them.
Grammar in Context
TURNING POINT
Objectives: Raise students’ awareness of the use of
the indefinite articles a and an.
Grammar in Context
Activity 1 1 Study these statements. Choose the correct answers.
Books open.
1 Have students analyze the sentences given I’m a firefighter. I’m an engineer.
in order to choose the correct options. I’m a nurse. I’m an accountant.
I’m a webmaster. I’m an architect.
2 Ask them to compare their answers in pairs
I’m a fashion designer. I’m an editor.
before checking with the whole group.
I’m a waiter. I’m an actress.
I’m a sports coach. I’m an interpreter and translator.
Activity 2
Books closed.
a A and AN are used before
Allow them some time to think and write x singular nouns.
2
down as many occupations as they can that plural nouns.
are preceded by the article an.
3 When the time is up, say “Stop!” and have b A is used before
students stop writing.
vowel sounds.
4 Ask each group to count how many words x consonant sounds.
they have on their lists. Check their work.
5 The group that has most correct words on c AN is used before

their list is the winner.
x vowel sounds.
6 Do the same with the occupations that are consonant sounds.
preceded by the article a.
2 GAME. Let’s play!
78
80
Putting into Words

Objectives: Present and practice language used to talk about job skills and preferences.
Activity 1
Books open.
1 Go over the quiz sentences with students and make sure they understand what they mean.
2 Have them answer the quiz about themselves first.
3 Divide students into pairs and ask them to interview each other in order to fill in the last column of the quiz.
4 Ask students for the questions and answers they will need before they work on their own. You may want to model some examples with one or two
students as well.
5 After they have finished asking and

when you grow up?
answering the questions, draw their
attention to the results and have them
discuss whether they agree with the careers
Putting into Words suggested or not.
6 Have them add other career choices to

the box if they feel like doing so. Help them
mechanic designer nurse teacher secretary reporter coach with vocabulary if necessary.
What’s your future career? Activity 2

1 Take this quiz and find out which careers are best for you and your partner. Books closed.
You Your partner 1 Choose one occupation, but do not tell
1. I’m good at math. students what it is.
2. I’m interested in building and fi xing things. 2 Divide students into small groups and tell
3. I’m into music and art. them they will have to find out by asking
you yes/no questions about it.
4. I’m into computers.
5. I like sports. 3 Ask students for examples of yes/no
6. I want to help people.
questions they have heard throughout the
unit and help them with any new vocabulary
7. I want to learn other languages. they may need.
8. I want to work with the law.
4 The group that finds out the occupation
9. I like science.
first is the winner.
10. I love to read.
5 Have them play the same game within their
11. I love nature.
groups. The winner is the group that finds
12. I want to work with people. out the occupation with the fewest
questions.
Results: 6 Walk around the classroom and monitor

Look at the questions where your answers are and check out these possible future careers. their work, helping whenever necessary.
Question #1 accountant, engineer, cashier, mathematician

Question #2 mechanic, architect, engineer
Question #3 actor/actress, singer, artist, musician, designer, photographer
Question #4 webmaster, software developer, systems analyst, graphic designer, computer programmer
Question #5 sports coach, athlete
Question #6 teacher, doctor, nurse, firefighter, dentist, physical therapist, police officer
Question #7 teacher, translator, interpreter, tour guide
Question #8 lawyer, police officer
Question #9 doctor, nurse, pharmacist, scientist, astronaut
Question #10 editor, journalist, reporter, author/writer
Question #11 zoologist, veterinarian, biologist
Question #12 waiter/waitress, receptionist, secretary, clerk, flight attendant, teacher, doctor, nurse
2 GAME. Are you a lawyer?
79
81
TURNING POINT 1
Grammar in Context
Objectives: Raise students’ awareness of the use of the Simple Present tense and the auxiliary verb do.
Activity 1
Books open.
1 Have students analyze the sentences given and choose the correct options.
2 Ask them to compare their answers in pairs before checking with the whole group.
Activity 2
Books open.
1 In pairs, have students read the answers

provided in the chart and come up with TURNING POINT
appropriate questions.
2 Walk around the room and monitor their Grammar in Context

work.
Check their work with the whole class by 1 Study these statements. Choose the two correct options.
3
having different students ask and answer
the questions they have written.
I design clot
hing.
I coach play
ers and team
Activity 3 I take care s.
of patients
I inform the .
Books open. p
local news ublic about internat
and events ional, nation
Where do yo . al and
Have students analyze the questions and u work?
1 Do you crea
te ever ythi
answers in the chart in Activity 2 and ask Do you like ng on the co
mputer?
to read?
them to identify the verb to be. Are you into
computers?
Are you inte
2 Go over the instructions and have students rested in b
I don’t like uilding and
spor ts. fi xing things
underline the correct answer. I’m not goo ?
d at math.
We use the SIMPLE PRESENT tense to
x refer to events, situations or facts that are true.

talk about hypotheses.
x describe habits and routines.
talk about plans and predictions.
2 Write questions for the following answers.
QUESTIONS ANSWERS
Are you good at math? Yes, I am. I love numbers!
Are you interested in sports? No, I’m not. I’m into computers.
Do you like to read? Yes, I do. Science fiction is my favorite kind of book.
Do you like science? No, I don’t. I prefer social studies.
What do you do? I am a secretary.
Where do you work? I work at a hotel.
Where’s Katherine from? She’s from Greece.
3 Based on the chart in Activity 2, choose the correct answer.

We use the auxiliary do in questions and short answers with
the verb to be.

x all verbs, except the verb to be.
80
82
Reading
Objectives: Develop reading strategies and discuss volunteer work.
Activity 1
Books open.
1 Have students look at the texts and read them briefly in order to choose the correct answer.
2 Encourage students to explain their choices by saying what helped them find their answers.

when you grow up?
Reading
1 Look at the following texts and choose the correct answer.
These are...
professional job ads. x volunteer work ads. teen summer job ads.
How do you know?
Identifying keywords, such as “volunteers”, “help”, “assist”, “contribution”.
Youth Advisor(12-25-year-old volunteers)
Our projects include:

* Producing artwork to decorate the interior space of Peninsula
headspace;
* Producing a DVD in partnership with Frankston Arts Center;
* Fundraising for projects;
* Producing mental health and counseling information;
* Helping out with community events.
If you are interested, please contact us.
Please apply or contact us for more information.
Our organization wants to establish an

"intergenerational playgroup" via a story time activity
for young children, parents and residents. We are
looking for a volunteer who is able to engage with
young children by running a story time session.
This session may also incorporate a basic art activity.
If you are interested, please contact us.
If you are able to assist with the playgroup, please contact us.
Adapted from: http://volunteer.com.au/Opportunity/SearchResults
81
83
TURNING POINT 1
Activity 2
Books open.
1 Go over the instructions with students and make sure they understand they are application forms for the volunteer opportunities described in the
texts.
2 Have students read all of them and write the job that best fits each person.
3 Tell them to focus on the information provided under “Skills and Interests.”
4 Before checking with the whole class, ask students to compare their answers in pairs.
5 Then, have students choose one of the jobs they would like to apply for and fill out the form with their own information. Help them with any
vocabulary questions they may have.
6 Check their work.
Activity 3
TURNING POINT
Books open.
1 Divide students into small groups and have 2 These people have applied for some volunteer opportunities. Which positions are best
for them? Read the texts and write. Explain your answers.
them discuss the questions proposed.

work, but try not to interfere.
3 When they have finished, ask students to

share their answers with the whole group.
a JOB: Conservation volunteer
Dog walker/groomer
b JOB:
82
84
Activity 4
Books open.
1 Draw the students to answer and ask each other both questions in this activity. Have all of them participate and contribute with at least one answer.
2 Walk around the room and monitor their work, but try not to interfere.
3 When they have finished, ask students to share their answers with the whole group..

when you grow up?
Children’s storyteller
c JOB:
3 Now it's your turn: fill in a job application form with your own data.
4 Discuss these questions. GO TO

APPENDIX
a Do you do any volunteer work? What do you do? this guide.
b Which volunteer opportunities would you like to apply for? Why? 3
83
85
TURNING POINT 1
UNIT 6 – Life at School

Overview
• learn about grades and subjects at school and daily routines and
• tell the time.

Getting started Introduce language to be used Talking about grades at school: Talking about how often we do certain
Pages 88 and 89 throughout the unit. Develop What grade are you in? things:
students’ listening strategies I’m in the ninth grade. Second period on Mondays and Wednesdays
Talking about daily routines at school: with Mrs. O’Donnell?
I think you are in my geography class. Allison is helping me out with Spanish once a
Simon and I have photography and Spanish week after P.E.
classes together. Every Thursday.
Jeremy and I are in the same social studies
group.

Page 90 related to school subjects.
Putting into Words Practice language used to talk Talking about grades at school: Talking about favorite and least favorite
Pages 90 and 91 about school grades, subjects, What grade are you in? subjects:
and days of the week. I am in the eighth grade. What is your favorite subject?
Talking about when classes take place: I guess its math. I love numbers.
When do you have math class? In addition, what is your least favorite subject?
On Mondays, Thursdays and Fridays. Hmm… I would have to say its history.
Going Further Present and practice language Talking about daily routines: Telling the time:
Pages 92 to 94 used to talk about daily routines What time do you get up? It is eight o’clock in the morning.
and telling time. I get up at 7 o’clock on weekdays. It’s 8A.M.
I have breakfast at 7:30. It’s nine oh five.
I start school at 9A.M. It’s five past nine.
I have lunch at noon. It’s seven ten.
I go home at 3P.M. It’s ten past seven.
I have karate at 5:30 P.M. on Tuesdays and It’s ten fifteen.
Thursdays. It’s a quarter after ten.
I do homework at around 7 at night. It’s eleven thirty.
I have dinner with my family at 8P.M. It’s half past eleven.
I watch TV after dinner every night. It’s noon.
I go to bed around 9:30 P.M. It’s 12P.M.
It’s one thirty-five.
It’s twenty-five to two.
It’s two forty.
It’s twenty to three.
It’s three forty-five.
It’s a quarter to four.
It’s four fifty.
It’s ten to five.
It’s midnight.
It’s 12A.M.

Pages 94 to 96 analyze student report cards.
Going Further 2 Present and practice language Talking about frequency: How often do you have computer class?
Pages 97 and 98 used to talk about frequency. How often do you go to school? Three times a week – on Mondays, Wednesdays
Every day – from Monday to Friday. and Fridays.
How often do you study English? How often do you have soccer practice?
Twice a week: on Tuesdays and Thursdays. Once a week – only on Saturdays.
Putting into Words Provide students with an

open communication in English.
86
6 Life at School
6 Life at School
TURNING POINT
6LifeLifeat School
at School

- learn about grades and subjects at school and daily routines
- tell the time
84
85
Books open.
1 Have students look at the picture and list some words and sentences that come to their minds when they think about the place depicted.
2 Write their ideas on the board.
3 Ask them to listen to the recording in the App.
4 Have them compare the recording to their list on the board.
Script
My favorite subject is history.
I study English twice a week.
I go to school at 7 A.M.
I’m great at science.
I hang out with my friends every day after school.
87
TURNING POINT 1
Getting Started
Objectives: Introduce language to be used throughout the unit. Develop students’ listening strategies
Talking about grades at school:

What grade are you in?
I’m in the ninth grade.
Talking about daily routines at school:

I think you are in my geography class.
Simon and I have photography and Spanish classes together.
Jeremy and I are in the same social studies group.
Talking about how often we do certain things:

Second period on Mondays and Wednesdays with Mrs. O’Donnel?
Allison is helping me out with Spanish once a week
after P.E.
Every Thursday.
Activity 1
6
Books open.
1 Have students look at the picture and,

before listening to the recording, have
them guess what the conversation is about.
Life at School
Have them list some words they think they
will hear in the conversation and write
them on the board. Getting Started
1 Listen to a conversation between Allison, Jeremy and Simon.
students a few comprehension questions,
Then, check the correct answer.
such as:
What grade are they in?
What are their names? (Allison, Jeremy and
Simon.) 8th.
Are they friends? (Allison is friends with x 9th.
both Jeremy and Simon, but the boys have
never properly met.) 10th.
What are they talking about? (School 11th.

grades, subjects and schedules.) 12th.
3 Draw students’ attention to the words listed

on the board and have them check which
ones actually appeared in the conversation.
4 Then, have students check the correct

answer to the question.
Script: 2 Which subjects do they have together? Write their initials next to the school subjects.
Jeremy: Hey, Allison!

Allison: Hey, Jeremy! This is my friend Simon. ALLISON A JEREMY J SIMON S
Jeremy: What’s up, man?
Simon: Hey, Jeremy.
Jeremy: I think I know you… You go to Saint Paul’s,
don’t you? history English
Simon: Yeah.
Jeremy: Me too! What grade are you in? math A J social studies
Simon: I’m in the ninth grade. What about you?
Jeremy: Me too. I think you are in my geography
class. chemistry A S Spanish
Simon: Second period on Mondays and Wednesdays
with Mr. O’Donnel? J S geography French
Jeremy: That’s right!
Allison: Simon and I have photography and Spanish
A S photography
classes together.
Simon: Yep. Allison is helping me out with Spanish
once a week after P. E.
Allison: Yeah, every Thursday.
86
Simon: Where did you guys meet?
Allison: Jeremy and I are in the same social studies
group.
Jeremy: Hey… gotta go, guys.
Simon: See ya!
Allison: Bye, Jeremy!
88
6 Life at School
Activity 2
Books open.
1 Have students read the instructions and the list of names and school subjects. Make sure they understand what they are supposed to do.
2 Before playing the recording, remind students to focus on the keywords they need to complete the task.
3 Play the recording once or twice and have students compare their answers with their classmates’.
Activity 3
Books open.
2 Read the days of the week on the calendar so

that students know what the abbreviations
6 Life at School stand for.
3 Play the recording and have them fill in the

3 Listen again and answer the question below.
calendar.
When are geography and P.E. classes?
4 Have them check their answers in pairs first,
and then with the whole class.
Sun Mon Tues Wed Thurs Fri Sat Activity 4

Books open.
geography geography
1 Ask students to fill in the blanks with the
missing words in order to complete the
P.E. conversation.
2 Play the recording one last time so students

4 Complete the conversation. Then, listen and check. can check their work.
3 Once they have finished, refer them to the

Jeremy: Hey, Allison! note and help them with vocabulary, if
Allison: Hey, Jeremy! This is my friend Simon. necessary.
Jeremy: What’s up , man?

Simon: Hey, Jeremy.
Jeremy: I think I know you… You go to Saint Paul’s, don’t you?
Simon: Yeah.
Jeremy: Me too! What grade are you in?
Simon: I’m in the
ninth grade. What about you?
geography
Jeremy: Me too. I think you are in my class.
Simon: Second period on Mondays and Wednesdays with Mr. O’Donnel?
photography Spanish
Allison: Simon and I have and classes together.
P.E.
Simon: Yep. Allison is helping me out with Spanish once a week after
Allison: Jeremy and I are in the same social studies group.
Jeremy: Hey… I gotta go, guys. P . E. and
math = in
for phys formal
ical ed uc
Simon: See ya! mathe m ation and
atics
Allison:
Bye , Jeremy! ya = collo
quial Eng lish fo
r you
87
89
TURNING POINT 1
Vocabulary
Objectives: Present and practice vocabulary related to school subjects.
Activities 1 and 2
Books open.
1 Have students look at the subjects listed and check they understand all of them. Help them with any vocabulary questions they may have.
2 Play the recording and have students repeat the words, helping them with any pronunciation problems they may have.
3 Have students mark the subjects they take at school in the appropriate column.
4 Then, divide students into pairs and have them ask each other:
Do you have class?
5 Ask students for possible answers and
teach them “Me too.” and “I don’t (either).”,
which may be used as proper responses. TURNING POINT
6 Model an example conversation with one or

two students before they work on their own. Vocabulary
Students should know they are supposed to
take turns asking and answering the questions. 1 Look at the school subjects and check the ones which are part of your school
curriculum.
8 After they have finished, have them report School Subjects You Your Classmate
their findings to the rest of the group by
saying: ___________ and I take ___________.
geography
history
Putting into Words
chemistry
biology
school grades and subjects and days of the week.
art
Talking about grades at school:
What grade are you in? music
I’m in the eighth grade. physics
Talking about when classes take place: science

When do you have math class?
On Mondays, Thursdays and Fridays. geometry
math
Talking about favorite and least favorite
subjects: literature
What’s your favorite subject?
physical education (P.E.)
I guess it’s math. I love numbers.
And what’s your least favorite subject? information technology (IT)
Hmm… I’d have to say it’s history.
Spanish
Activity 1 French
Books closed. English

conversation.
2 Play the recording once or twice and ask 2 Now, talk to your partner and check the subjects he/she takes. Which classes do you
have in common?
students some comprehension questions
to elicit the main topics of the conversation
(grade, favorite and least favorite subject,
and when classes take place).
Books open.

89. Go over the instructions with them and
make sure they understand what they have 88
to do.
4 Play the recording again, and allow them time to write down the correct answers.
5 Have students compare their answers in pairs and play the recording one more time so that they can confirm their answers.
90
6 Life at School
Script:
A: Hi! We’re interviewing students from different classes for our school paper. Can you A: What’s your favorite subject?
answer a few questions? It won’t take more than five minutes. B: I guess it’s math. I love numbers.
B: OK. A: When do you have math class?
A: So, what’s your full name? B: On Mondays, Thursdays, and Fridays.
B: Lisa Marie Gibson. A: And what’s your least favorite subject?
A: What grade are you in? B: Hmm… I’d have to say it’s history. I’m terrible at memorizing all those dates.
B: I’m in the eighth grade. A: OK. Thanks for your time.
A: Do you like junior high? B: No problem.
B: It’s hard, but I like it, yes.
Activity 2
6 Life at School
Books open.
Putting into Words 1 Play the recording again and ask students to
check the days when Lisa has math class.
1 Listen to the interview and take notes for the school paper article. 2 Check everyone’s work.
3 Read the days of the week and have students

repeat after you. Help them with any
pronunciation problems they may have.
Name: Lisa Marie Gibson 4 Use this opportunity to teach them the terms
“weekdays” and “weekends”.
Grade: 8th
Favorite subject: Activities 3 and 4

Books open.
Math 1 Have students work individually to match
the questions with the answers.
Least favorite subject: 2 Play the recording of the conversation one more
time so that students can check their answers.
History
3 Read the questions and have students repeat
them.
4 Help students with pronunciation.
5 Divide students into pairs and have them ask

2 Listen again and check the days she has math class. and answer the questions in Activity 3.
x Monday x Friday 6 Point out to the students that they should
adapt question c to the answers they get for
Tuesday Saturday
question b.
Wednesday Sunday
x Thursday 7 Walk around the room and monitor their
8 If time allows, at the end of the activity you

may like to make a list on the board with
3 Match the questions with the answers. Then, listen and check your answers.
the favorite and least favorite subjects of
a What grade are you in? c On Mondays, Thursdays and Fridays. students.
b What’s your favorite subject? d Hmm… I’d have to say it’s history.
c When do you have math class? a I’m in the eighth grade.
d And what’s your least favorite subject? b I guess it’s math. I love numbers.
4 Now, talk to your classmates. Ask and answer the questions in Activity 3.
89
91
TURNING POINT 1
Going Further
Objectives: Present and practice language used to talk about daily routines and telling time.
Talking about daily routines:

What time do you get up?
I get up at 7 o’clock on weekdays.
I have breakfast at 7:30.
I start school at 9 A.M.
I have lunch at noon.
I go home at 3 P.M.
I have karate at 5:30 P.M. on Tuesdays and Thursdays.
I do homework at around 7 at night.
I have dinner with my family at 8 P.M.
I watch TV after dinner every night.
I go to bed around 9:30 P.M.
Telling the time: TURNING POINT

It’s eight o’clock in the morning.
It’s 8 A.M.
It’s nine oh five. Going Further
It’s five past nine.
It’s seven ten. 1 These people are talking about their daily routines. Match the sentences with the photos.
It’s ten past seven.
It’s ten fifteen.
It’s a quarter after ten. d
a I get up at 7 o’clock on weekdays. a
It’s eleven thirty.
It’s half past eleven.
It’s noon.
It’s 12 P.M.
It’s one thirty-five.
It’s twenty-five to two. b I do homework around 7.
It’s two forty. d I start school at 9 a.m.
g
It’s twenty to three.
It’s three forty-five.
c
It’s a quarter to four. c I go home at 3 p.m.
It’s four fifty.
It’s ten to five.
It’s midnight. i
It’s 12 A.M.
Activity 1
e g I have dinner with
Books open.
f my family at 8 p.m.
1 Go over the instructions with students and f I go to bed around

make sure they understand what they have 9:30 p.m.
e I have breakfast at 7:30. h
to do.
2 Divide students into pairs and have them b

match the photos with the sentences.
3 Help them with any vocabulary questions

they may have.
4 Check their work with the whole group. j

Encourage students to use their Apps J I watch TV after dinner
5 every night.
so that they can listen to the h I do karate at 5:30 p.m. i I have lunch at noon.
on Tuesdays and Thursdays.
sentences presented.
6 Then, draw students’ attention to the

CULTURAL NOTE and make sure they Cultural Note
understand the use of “A.M.” and “P.M.” The 12-hour clock is a way of determining the time in which the 24 hours of the day are divided
into two sections called ante meridiem (a.m.) and post meridiem (p.m.), both from Latin. The
time from midnight to noon is a.m., and from noon to midnight is p.m.
Source: http://www.answers.com/topic/ante-meridiem
90
92
6 Life at School
Activity 2
Books closed.
1 Write MY TYPICAL DAY on the board and tell your students what your typical day is like.
2 Have a few students mention some things they do on a typical day.
Books open.
3 Go over the instructions and the post-it notes with students.
4 Draw their attention to the note and make sure they understand the difference between “evening” and “night” periods.
5 Have students work individually to list the activities they do at different times of the day.
6 Help them with any vocabulary questions they may have.
7 Once they have finished, have students share

6 Life at School what they wrote in pairs first and then have
some of them tell the rest of the class what
2 Now, list the activities you do at different times of the day. their typical days are like.
8 Monitor their work at all times, but try not to

interfere unless required to do so.
In t
In the af ternoon he
e ven
ing
ing
morn
In the
ight My
At n
Typical
Day
evening
= the p
of t h e eriod
d ay be
afterno twe e n
on a nd
night
night =
the tim
there is e w hen
no d ay
light
91
93
TURNING POINT 1
Activity 3
Preparation: Make copies of the Memory Game cards that you can find on the Unit 6 Resource book page. Cut and paste them onto construction paper.
Books closed.
2 Give each group one set of Memory Game cards and have them place the cards face down.
3 Each student should turn over two cards in order to find the pairs (two possible ways of telling time – for example: It’s eight o’clock in the morning./
It’s 8 A.M.). Whenever they turn the cards over, they have to say the words written on the cards out loud.
4 The student that matches the most pairs of cards is the winner.
this guide.
Activity 4
Books closed.
TURNING POINT
1 Have the groups analyze the times on the
memory game cards and call their attention
to the use of words like past, to, half and a 3 Let’s play a memory game!
quarter. Make sure they understand what
they mean and how they are used by asking
students to give different examples. 4 Write the times.
Books open.

and make sure they understand what they
have to do. Remind them they can use the It’s eight o’clock. It’s eight ten. It’s eight fifteen. It’s eight twenty-five.
memory game cards to help them write the
It’s ten past eight. It’s a quarter past It’s twenty-five past
times in full.
eight. eight.
3 Have them check their answers in pairs
first, and then check the answers with the
whole class by asking a few volunteers to
read the times out loud.
It’s eight thirty. It’s eight forty. It’s eight forty-five. It’s eight fifty-five.
4 Help them with any pronunciation It’s half past eight. It’s twenty to nine. It’s a quarter to It’s five to nine.
problems they may have. nine.
GO TO
APPENDIX
Activity 5
4
Books open.
1 Play the recording and have students read 5 Go back to Activity 2 on page 91, and ask your classmates what time they do each activity.
and listen to the sentences .
2 Play the recording once again and ask What time do

students to repeat the sentences.
you get up? I get up at
3 Divide students into pairs and have them six o’clock.
use the information they wrote down in
Activity 2 to role-play the conversation.

Reading
1 Look at the text on page 93 and answer.
What kind of text is it?
Reading It’s a...
Objectives: Develop reading strategies and certificate: an official document stating that you have passed an examination, or successfully
analyze student report cards. completed a course.
X report card: a document to determine the quality and progress of a student’s school work.
Activity 1 library card: a document identifying its owner as a member of a library so that he/she may
borrow materials.
Books open.
1 Have students work in pairs.

92
2 Ask them to look at the layout of the text
and choose the correct answer.
3 Check their work as a whole group.
94
6 Life at School
6 Life at School
Name: Alfred Brown 8th Grade

Mr. & Mrs. George Brown
145 Lincoln Rd.
East Freetown, MA 02717
DICKENS MIDDLE SCHOOL

238 Orchard Road, Freetown, MA 02747
(508) 555-2978
Dickens School Year
A Excellent P Pass Conduct & Effort

Term 1 Term 2 Term 3 Term 4
B Above Average I Incomplete 1 Excellent
Absences 6.00 5.00 2.00 1.00 C Average 2 Good
Tardies 4.00 4.00 0.00 0.00 D Experiencing Difficulty 3 Fair
F Failing 4 Poor
P.E. 1st 2nd 3rd 4th FNL

A A+ A A+ A
• Conduct
1 1 1 1 1
• Effort
1 1 1 1 1
Always appropriately dressed for P.E.
Math 1st 2nd 3rd 4th FNL

D C- C- D C-
• Conduct
1 2 1 2 1
• Effort
2 2 1 1 1
Attitude has improved.
Science 1st 2nd 3rd 4th FNL

D C+ C+ C- C-
• Conduct
2 2 2 2 2
• Effort
2 2 2 2 2
Shows good collaborative work.
Foreign Languages 1st 2nd 3rd 4th FNL

C B- C B- C+
• Conduct
2 2 2 2 2
• Effort
3 2 3 3 3
Homework often missing or late.
History 1st 2nd 3rd 4th FNL

C- C C- D C-
• Conduct
3 3 3 2 2
• Effort
3 3 3 2 2
Attitude has improved.
Geography 1st 2nd 3rd 4th FNL

B+ A- A A A-
• Conduct
1 1 1 1 1
• Effort
1 1 1 1 1
A pleasure to have as a student.
English 1st 2nd 3rd 4th FNL

B B B- B- B
• Conduct
2 2 2 2 2
• Effort
3 3 2 2 2
Absent from class too often.
93
95
TURNING POINT 1
Activity 2
Books open.
1 Ask students to skim through the text in order to find the information requested and complete the chart.
2 Before checking with the whole group, have them compare their answers in pairs.
Activity 3
Books open.
1 Have students read the text again and answer true or false.
2 Ask them to correct the wrong information in the false statements.
3 While checking their work, encourage students to justify their answers.

Books open.
2 Read the text on page 93 briefly and identify:
1 Have students answer the questions
proposed according to what is true for a the student’s name: Alfred Brown
them. Help them with vocabulary, if b the grade he is in: 8th
necessary.
c his best grade(s): A+ (in physical education)
2 Have a few students say their answers out
loud so that you can check their work. d subjects he is good at: P.E., geography and English
3 Discuss the questions with the whole group. e subjects he needs to study more: math, science and history
3 Choose TRUE or FALSE based on the text. Then, correct the statements that are false.
a He’s good at science. TRUE X FALSE
He’s not good at science.
b He’s interested in languages. TRUE X FALSE
He’s not interested in languages.
c He’s into sports. X TRUE FALSE
d He’s not so good at history. X TRUE FALSE
e He has difficulty with numbers. X TRUE FALSE
f He’s not very interested in geography. TRUE X FALSE
He’s interested in geography.
4 Now, think of your performance at school and answer.

a What is your best grade?
b What subjects are you good at?
c What subjects do you need to study more?
94
96
6 Life at School
Going Further
Objectives: Present and practice language used to talk about frequency.
Talking about frequency:

How often do you go to school?
Every day – from Monday to Friday.
How often do you study English?
Twice a week - on Tuesdays and Thursdays.
How often do you have computer class?
Three times a week – on Mondays, Wednesdays and Fridays.
How often do you have soccer practice?
Once a week – only on Saturdays.
Activity 1
6 Life at School
Books open.
Going Further 1 Have students read and listen to the

conversation.
1 Read and listen. Then, write the activities in the planner. 2 Allow them time to write the activities in the
planner.
A: How often do you go to school? 3 Before checking with the whole class, ask
students to compare their answers in pairs.
B: Every day – from Monday to Friday.
4 Play the recording once again and have
A: How often do you study English?
B: Twice a week - on Tuesdays and Thursdays.
5 Draw students’ attention to the post-it note
A: How often do you have computer class? on page 96 and explain the use of “once”,
“twice” and “three times a week”. Make sure
B: Three times a week – on Mondays, Wednesdays and Fridays. they understand by asking a few volunteers
A: How often do you have soccer practice?
to provide different examples with these
expressions.
B: Once a week – only on Saturdays.
Monday Tuesday
school school
computer class English
Wednesday
school Thursday school
computer class English
Friday school Saturday soccer practice

computer class
Sunday
95
97
TURNING POINT 1
Activity 2
Books open.
1 Explain to students that they are supposed to move around and talk to different classmates in order to complete the chart.
2 Go over the list of activities with students and make sure they understand them.
3 Model a few example exchanges with students before letting them work on their own.
4 Monitor their work at all times, helping when necessary.
5 Ask students to report some of their findings to the class by answering questions like: Who plays soccer/has karate/surfs the Internet?/How often
does play soccer/have karate/surf the Internet?
TURNING POINT
2 Talk to your classmates and complete the chart.
Activities Frequency Classmates’ names
to go to school
to play soccer
to play video games
to do karate
to study Spanish
to watch TV
to surf the Internet
to have pizza for dinner
to chat with friends online
to have guitar lessons
every da
y, week,
month, ye
ar…
on Mond
ays, Tues
Thursdays d a ys, Wedn
, Fridays esdays,
, Saturd
ays, Sun
once a d days
ay, a wee
k, a mon
th, a yea
twice a d r… (1x)
ay, a wee
k, a mon
th, a yea
three tim r… (2x)
es/four ti
month, a m es a day,
year… (3 a week,
x, 4x…) a
96
98
6 Life at School
Putting into Words

English.
Activity 1
Books open.
1 In order to prepare their talk for Activity 2, students should complete the school timetable with their personal information. You may assign it as
homework or ask students to do it in class.
2 Check their work.
Activity 2
6 Life at School
Books open.
Putting into Words 1 Students should talk about their daily

routines at school based on the information
1 Complete the school timetable with your personal information. they have in their school timetable.
2 Encourage students to ask the presenter

some questions about his/her daily routine
Name: School: Year: at school, such as:
What time do you start school?
Monday Tuesday Wednesday Thursday Friday What time do you finish school?
: What time do you have a break?
: What’s your favorite subject?
What’s your least favorite subject?
: Do you study (physics)?
Break
Do you have (IT) class?
: When do you study (math)?
: When do you have (geography) class?
Lunch
How often do you have (history) class?
:
In order to consolidate the language studied
: in Units 5 and 6, students should work on
:
After school
Notes
2 Now, talk about your life at school.
97
99
TURNING POINT 1
UNIT 7 – My Favorite Things

Overview
• learn types of entertainment and free time activities;
• talk about likes, dislikes, and favorites and
• express opinions.

Getting started Introduce language to be used Talking about favorites: Talking about likes and dislikes:
Pages 102 and 103 throughout the unit. Develop Who’s your favorite actor? I don’t like movies very much. But I love music!
students’ listening strategies. Boyz is my favorite band. Do you like music?
What’s your favorite song? Yes, I do.

Pages 104 and 105 and action verbs related to
movies, books, music, TV shows
and sports.
Going Further Present and practice language Talking about likes and dislikes: Agreeing with other people:
Page 106 used to talk about likes and I love to listen to music! Me too!
dislikes and to agree or disagree I like movies. I do too.
with other people. I don’t like to watch soap operas. I don’t either.
I don’t like sports. Disagreeing with other people:
Really? I don’t.
Well, I do.

Pages 107 and 108 learn more about different kinds
of TV shows.
Going Further 2 Present and practice language Talking about likes and dislikes: Do you like to read?
Pages 108 and 109 used to ask and answer about Do you like music? Yes, I do. It’s one of my favorite hobbies.
preferences. Yeah. I love music! What kinds of books do you like?
What kinds of music do you like? I love science fiction.
Pop and rock. Do you like car racing?
Do you like to go to the movies? No, I don’t.
Not really… I prefer to watch TV. What kinds of sports do you like?
What kinds of TV programs do you like? I’m into surfing and skateboarding.
Sitcoms.
Vocabulary 2 Present and practice vocabulary Asking about favorites:

Page 110 used to talk about favorites. What’s your favorite band? Who’s your favorite singer?
What’s your favorite team? Who’s your favorite tennis player?
What’s your favorite movie? Who’s your favorite actress?
What’s your favorite book? Who’s your favorite author?
What’s your favorite TV show? Who’s your favorite TV host/presenter?
Grammar in Context Raise awareness of the use of the

Page 111 question words who and what.
Going Further 3 Present and practice language Asking for and expressing opinions: I love it. I think it’s really inspiring.
Pages 112 and 113 used to express opinions. What do you think of Gray Day? I like it. It’s very relaxing.
What’s your opinion on disco music? I don’t like it. I think it’s boring.
Oh, I love them! They’re really talented. I love him. I’m a huge fan! He’s so funny.
I don’t like them. They’re not scary. They’re She’s awesome! I really like her.
stupid! She’s my favorite singer.

open communication in
English.
100
7 My Favorite Things

- learn types of entertainment and free time activities
- talk about likes, dislikes, and favorites
- express opinions
Books open.
1 Have students look at the picture and say what the people are doing.
2 Ask them if they like sports and what kind of things they say when they are rooting for their favorite teams/athletes.
3 Have them use the App and listen to the recording.
4 Compare what was discussed before to what they heard in the recording . Were any of the sentences similar to the ones used by students in that
context?
Script
Go Red!
I just love this team!This
is awesome!
I’m a huge fan of football!
101
TURNING POINT 1
Getting Started
Talking about favorites:

Who’s your favorite actor?
Boyz is my favorite band.
What’s your favorite song?
Talking about likes and dislikes:

I don’t like movies very much. But I love music!
Do you like music?
Yes, I do.
Activity 1
Books open.
1 Have students look at the picture and

describe what they see.
7
2 Divide them into groups of three and ask
students to answer the questions.
My Favorite Things
3 While checking their work, ask further
questions, such as:
What kinds of music are mentioned?
Which is your favorite?
What kinds of activities are there today? Getting Started
Which do you prefer?
1 Look at the image and answer.
Do you like to read?
Do you know these books? a What is this? It’s an online entertainment guide.
What kinds of books are these? b What kind of information can you find there? Information about different kinds of
entertainment (music, books, movies, sports, parks, shops, etc.).
Note:
Spy6teen is a webcomic about espionage in high
school. The main character is Cally Calhoon, who
works as an undercover field agent. She walks a THINGS TO DO films & tv music sports books
delicate tightrope of her high school life and her
spy world.
http://www.spy6teen.com/about/ YOUR ULTIMATE GUIDE TO...
RESTAURANTS, FILMS AND THEATER, ART, SHOPS AND MORE.
Diary of a Teenage Superhero is an adventure
book. A teenager wakes up in a seedy hotel room. TODAY THIS WEEK
It’s never
He has no memory of his name or his past. A man MUSIC too late!
lies dying on the floor next to him. Someone starts • Hip-Hop • Movies
pounding on the door. He runs. He is chased. • Rock’n’roll • Extreme
While staying one step ahead of his pursuers, he • Pop sports
begins to assemble the pieces of his life. His name • Reggae • Outdoor
is Axel. He is the victim of an amazing experiment • Rap activities
– he has been given incredible powers – and he is • Concerts
not alone. • Parks
An organization known only as The Agency has
also modified other teenagers. They have to learn
BOOKS BEST SELLERS
to work together, but as Axel draws closer to his
newfound friends, he remembers the words of the Spy6teen
dying man in the hotel room. Trust no one. He Diary of a Teenage Superhero
knows he can’t trust The Agency. Can he even trust
his newfound friends? Teen Titans
http://www.darrellpitt.com/#!books/cnec
Teen Titans Your essential guide to keep you entertained!

The comic characters Teen Titans are an More events this week on www.whats_on.web.com
organization of young vigilantes banded together
to fight crime. Beginning as a group of sidekicks
looking to distinguish themselves from their 100
mentors, they would go on to expand into a
worldwide establishment. Their original founders
were Aqualad, Kid Flash, Robin, Speedy, and Wonder Girl although their membership would expand greatly over the years. They have also used the names
New Teen Titans, New Titans, and the Titans. The Teen Titans were created by Bob Haney and Bruno Premiani, first appearing in Brave and the Bold #54.
(1964)
http://dc.wikia.com/wiki/Teen_Titans
102
Activity 2
Books closed.
1 Tell students they are going to listen to a conversation. They should pay attention to what the girls are talking about.
2 Play the recording once or twice and ask students the following questions:
How many people are talking? (Two.)
What are they talking about? (Favorite actor, music, band and songs.)
Do they like the same things? (They like the same band, but they have different favorite songs.)
Books open.
3 Ask students to open their books to page 101 and have them check the correct answers according to the conversation they listened to.
4 Have them compare their answers in pairs before you correct them.
7 My Favorite Things Script:
A: Hey Melissa! What’s that?

2 Listen to the conversation and check the correct answers. B: The fan page I created for Justin Feldman. I’m
a It is about... adding some pictures.
A: Cool! I didn’t know you liked Justin Feldman so
favorite movies. much.
B: I do! He’s awesome! There’s no one like him!
kinds of music. How about you? Who’s your favorite actor?
x favorite actors. A: I don’t like movies very much. But I love music!
Boyz is my favorite band. Do you like music?
songs they like. B: Yes, I do. I like Boyz too.
A: What’s your favorite song?
b Melissa has...
B: Gotta have it.
a photoblog about her favorite singer. A: Oh, I prefer Big fun.
x a fan page for her favorite actor.

a collection of Blu-ray discs of her favorite movies.
Activity 3
Books open.
3 Listen again and choose yes or no.
a Melissa and her friend like movies. YES x NO 1 Have students read the statements before
you play the recording once again.
b Melissa is a fan of Justin Feldman. x YES NO
c Both Melissa and her friend like music. x YES 2 Divide students into pairs and have them
NO
choose YES or NO.
d Their favorite song is “Gotta have it”. YES x NO
3 While checking their answers with the whole
class, ask students to correct the wrong
4 Discuss these questions.
statements.
a Do you have an idol? Who is it?
Activity 4
Books open.

b Do you have a fan page for anybody? discuss the questions.

their work, helping if necessary.
3 Check their answers with the whole group

by asking a few volunteers to speak up and
answer.
c Do you ever visit fan pages? What kind
of content can you find on these pages?
101
103
TURNING POINT 1
Vocabulary
Objectives: Present and practice vocabulary and action verbs related to movies, books, music, TV shows and sports.
Activity 1
Preparation: Make 3 or 4 sets of slips of paper with different kinds of movies, books, music, TV shows and sports on them. Also, make the same number of
posters using construction paper, as shown below. You may use the Student’s Book page 102 as a reference. Bring some sticky tack or glue to class as well.
MOVIES MUSIC SPORTS BOOKS TV SHOWS
Books closed.
TURNING POINT
1 Divide students into 3 or 4 groups and give
each group a set of slips of paper and a
poster. Vocabulary
2 Have them stick the slips of paper in the
corresponding columns. 1 Check the types of entertainment below. Then, add other words to the lists.
3 Walk around the room and monitor

their work, helping with any vocabulary
questions they may have.
4 The group that places the slips in the

correct places first is the winner.
Books open.
thriller blues judo novel talk show
5 Have students read the lists of types of comedy classical skateboarding science fiction sitcom
entertainment in their books. adventure romantic surfing short story documentary
science fiction jazz cycling self-help cartoon
6 Allow them some time to add other words
fantasy folk car racing fairy tales reality show
to the lists and have them share these words
war gospel soap operas
with the group once they have finished.
7 Read the words out loud and ask students

to repeat after you.
8 Correct any pronunciation problems they

may have.

CULTURAL NOTE and make sure they
understand the difference between
“soccer” and “football” and their usage.
Activity 2
Books open.
1 Have students match the verbs with the

pictures. Cultural Note
2 Have them check their answers in pairs Association football is a sport played between two teams of 11 players. It is usually called football, but in
first, and then with the whole group. some countries, such as in the United States and Canada, it is called soccer. Players, except the goalkeeper, must
not use their hands or arms and the ball is round.
American Football (called just football in the USA) is a team sport played by two teams of 11 players with a ball
Activity 3 that is pointed at both ends. Points are scored by one team getting the ball into the end zone of the other team.
Books closed. Source: www.answers.com/topic/soccer
www.answers.com/topic/american-football
1 Write sentences about your likes and dislikes

on the board using “I love (to) ”,
“I like (to) ” and “I don’t like
(to) .”
102
2 Have a few students talk about their
preferences using the same sentences.
Help them understand the use of “to” in those sentences.
104
Books open.
3 Before doing the activity, draw students’ attention to the post-it note and make sure that it clarifies any questions they may still have regarding the
use of “to”.
4 Ask students to complete the chart with information about themselves and then share their answers with a partner.
5 Select a few students to share their answers with the whole group.
2 Match the verbs with the pictures.
a to watch TV d to go to the movies g to play soccer

b to surf the Internet e to go to concerts h to go swimming
c to read f to listen to music i to ride a bike
b e a
d c f
g h i
3 Complete the sentences with information about yourself.
I love m
 I love usic.
I love to
listen to
I love to music.
 I like vide
o games
.
I like to
 I like
I don’t
play vide
o games
.
like soap
operas.
 I like to I don’t
like to
watch so
ap oper
as.
 I don’t like
 I don’t like to
103
105
TURNING POINT 1
Going Further
Objectives: Present and practice language used to talk about likes and dislikes and to agree or disagree with other people.

I love to listen to music!
I like movies.
I don’t like to watch soap operas.
I don’t like sports.
Agreeing with other people:

Me too!
I do too.
I don’t either.
Disagreeing with other people:

Really? I don’t.
Well, I do. TURNING POINT
Activity 1 Going Further

Books open.
1 Listen to the dialogues as you read along. Then, answer accordingly.
1 Have students read and listen to the
dialogues.
2
2 Go over the questions students have to listen to music! A: I like to
1 A: I love to B: I do to
ride bikes.
answer and make sure they understand .
B: Me too o.
what “agree” and “disagree” mean.
4
3 Divide students into pairs and allow them A: I don’t
3 ovies. like to wat
some time to answer the questions. A: I like m on’t. B: I don’t ch soap o
e al ly? Id either. peras.
B: R
4 Check their answers with the whole group. 5
A: I don’t like sports.
5 Play the recording again and have students B: Well, I do.
repeat after each sentence.
6 Correct any pronunciation problems they In which dialogues do people

may have.
1, 2 and 4.
a agree?
3 and 5.
Activity 2 b disagree?
Books open.
2 Look at the pictures and express your opinions. Agree or disagree with your classmate.
study the pictures.
2 Have them express their opinions about

those activities and types of entertainment
using the structures studied in Activity 1
and in the Vocabulary section.
3 Have them agree or disagree with their

partners as they wish.

5 Select a few students to role-play the

conversation for the rest of the class.
6 You may like to ask them to express their

opinions about other activities and types of
entertainment if time allows.
104
106
Reading
Objectives: Develop reading strategies and learn more about different kinds of TV shows.
Activity 1
Books open.
1 Have students discuss the questions in pairs.
3 Have a few students share their answers with the whole group.
Activity 2 and 3
Books open.
7 My Favorite Things 1 Have students read the synopses of the TV

shows and write what type of shows they
are in the spaces.
Reading 2 Then, have students underline the words
that helped them identify the types of
1 Discuss these questions with your partner. shows in the texts.
a Do you like TV?
3 Have them compare their answers in pairs
before you correct them with the whole
class.
b What kinds of TV shows do you like?
2 Read the synopses of the TV shows and write what type of shows they are. Refer to the
table on page 102.
a George Altman is a single father who decides to get away from New York City to the suburbs so he can
give his teenage daughter, Tessa, a better life. It’s a whole new world, one that makes George question
his decision. With the help of suburbanites, George and Tessa slowly learn to navigate suburban life.
With time, they might even find that it isn’t so bad.
sitcom
Adapted from: http://beta.abc.go.com/shows/suburgatory/about-the-show
b With analysts and long-time reporters, along with guests, this show features roundtables and daily
debates on current topics of interest to people in the USA. Debates mainly focus on the NFL, NBA,
NCAA football and basketball. Golf and boxing have also been discussed during times of major events
in those sports. Ice hockey and MLB are very uncommon topics on the show.
sports program Adapted from: http://www.answers.com/topic/espn-first-take
c This animated television program is about two brothers from a blended family, with a pet platypus,
who make impossible plans. In every episode, Phineas and Ferb create big machines in their backyard.
Their older sister, Candace, tries to show her mother the machines. But by the time the mother arrives
in the backyard, the machines have disappeared. Almost every episode has a song which the characters
sing.
cartoon
Adapted from: http://www.parentalsite.com/movie/phineasandferbdvd2008.html
d Daily evening television program for NBC News and the number 1-rated newscast in America, it airs
live from Studio 3B, NBC Studios at 30 Rockefeller Center. Adapted from: http://www.answers.com/topic/nbc-nightly-news
news program
e Inspired by the classic Shakespearean play “The Taming of the Shrew” and set in a modern day high
school, this 1999 American teen romantic comedy hit was directed by Gil Junger and starred Julia
Stiles and Heath Ledger.
movie Adapted from: http://www.imdb.com/title/tt0147800/plotsummary
105
107
TURNING POINT 1
Activity 4
Books open.
1 Have students work in pairs and match the synopses with the names of the programs.
Going Further
Objectives: Present and practice language used to ask and answer about preferences.

Do you like music?
Yeah. I love music!
What kinds of music do you like?
Pop and rock.
Do you like to go to the movies?
Not really… I prefer to watch TV. TURNING POINT
What kinds of TV programs do you like?
Sitcoms. 3 Underline the words that helped you identify the types of shows in the texts.
Do you like to read?
Yes, I do. It’s one of my favorite hobby.
What kinds of books do you like? 4 Now, match the synopses on page 105 with the names of the programs below.
I love science fiction. d NBC Nightly News
Do you like car racing?
c Phineas and Ferb
No, I don’t.
What kinds of sports do you like? e 10 Things I Hate About You
I’m into surfing and skateboarding. b ESPN First Take
a Suburgatory
Activity 1
Books closed.
Going Further
1 Tell students they are going to listen to four
conversations and that they should focus 1 Listen and check the photos that correspond to the interviews.
on what the conversations are about.

them report what information they could
get from the audio passages. They should be
able to grasp the topics of the conversations
(music, movies and TV, books and sports)
as well as some kinds of entertainment and
sports mentioned. x x
Books open.
3 Play the recording again and have students

check the photos that correspond to the
interviews.
4 Have them check their answers in pairs first, x

and then correct their answers with the whole
group.
Script:
a A: Excuse me. I’m with Teen Nation Magazine.

Can you answer some questions?
B: Sure.
A: Do you like music?
B: Yeah. I love music! x
A: What kinds of music do you like?
B: Pop and rock.
A: Thanks!
b A: Excuse me. I’m conducting a survey on free
time and entertainment activities. Do you have x
a minute?
B: Yeah…
A: Do you like to go to the movies? 106
B: Not really… I prefer to watch TV.
A: What kinds of TV programs do you like?
B: Sitcoms.
A: Thanks for your time.
B: No problem.
108
7 My Favorite Things c A: Hi! I’m a reporter for “Teen Nation”

magazine. Could you answer some questions
Listen again and fill in the blanks with the missing information. Then, practice the for a survey?
2
B: OK.
conversations with your classmates. Use different examples. A: Do you like to read?
B: Yes, I do. It’s one of my favorite pastimes.
a A: Do you like music? A: What kinds of books do you like?
B: Yeah. I love
music! B: I love science fiction.
A: Thank you.
A: What kinds of music do you like? B: You’re welcome.
Pop and rock.
d A: Hello. I’m with “Teen Nation” Magazine. Do
you have a minute?
go to the movies? B: Yep.
b A: Do you like to A: Do you like car racing?
watch TV.
B: Not really… I prefer to B: No, I don’t.
A: What kinds of TV programs do you like?
A: What kinds of sports do you like?
B: I’m into surfing and skateboarding.
B: Sitcoms. A: That’d be all. Thank you.
c A: Do you like to read?

B: Yes, I do. It’s one of my favorite pastimes. Activity 2
A: What kinds of books do you like?
Books open.
I love science fiction.
1 Play the recording and have students fill in
car racing? the blanks with the missing words.
d A: Do you like
B: No, I don’t. 2 Have them compare their answers in pairs
A: What kinds of sports
do you like?
before you check them as a group.
B: I’m into surfing and skateboarding. 3 Play the recording and have students repeat
4 Correct any pronunciation problems they

may have.

practice the conversation, exchanging roles
at the end.

7 Have a few pairs role-play their

conversations for the rest of the class so
that you can check their work.
107
109
TURNING POINT 1
Vocabulary
Objectives: Present and practice vocabulary used to talk about favorites.
Asking about favorites:

What’s your favorite band?
What’s your favorite team?
What’s your favorite movie?
What’s your favorite book?
What’s your favorite TV show?
Who’s your favorite singer?
Who’s your favorite tennis player?
Who’s your favorite actress?
Who’s your favorite author?
Who’s your favorite TV host/presenter?

Books closed.
1 Ask students about some of their favorite Vocabulary

things/people so that you can show the
difference between “What” and “Who”.
1 Match the questions to the answers.
Books open.
2 Have students match the questions with a What’s your favorite band? b What’s your favorite soccer team?
the answers.
3 Help them with any vocabulary questions

they may have. c Who’s your favorite tennis player? d Who’s your favorite singer?
4 Check their work as a class.

e Who’s your favorite actress? f What’s your favorite movie?
Activity 2
Books closed.
g Who’s your favorite author? h Who’s your favorite TV hostess?
1 Divide students into small groups and
have each group think of names of movies,
books and TV programs.
i What’s your favorite book? J What’s your favorite TV show?
2 Ask a member of one of the groups to
say the name of the movie, book or TV
program he/she has chosen and have the i h a
other groups guess what kind of movie,
book or TV program it is. Groups should
take turns trying to guess the right answer.
Diary of a Winky Kid. Opral. Boyz & Girlz.
3 The group that guesses it right first scores
a point. c e g
4 Then, it’s another group’s turn to say the

name of the movie, book or TV program
they’ve chosen. Mary Sharanova. Miley Tilsdal. William Shakespeare.
5 The group with the most correct guesses is j b g

the winner.
Game C.S.Y. Michigan Wanderers. Forest Gum.

Books open. d
1 Tell students they are going to write about
their top 5 favorite things/people.
2 Draw their attention to Activity 1 in the Bridget Spears.

Vocabulary section so that they can have
an idea of what they can write about 2 Game! Follow your teacher’s instructions.
(favorite actors, singers, athletes, authors,
TV hosts/presenters, bands, songs, TV
shows, movies, books, sports, etc.) 108
3 Write your top five on the board as a model

in order to make sure students understand what they are supposed to do.
4 Have students write their top 5 on a piece of paper, and tell them not to show their sentences to anyone, except to you, in case they need help.
110
Books closed.
5 Collect students’ pieces of paper, shuffle them, and hand them out to students at random, but make sure that no one gets their own piece of paper.
6 Ask students to walk around the room asking their classmates about their favorites in order to find out who wrote the sentences they have on the
pieces of paper. Also, they should answer according to what they wrote on their own papers.
7 When students find who wrote the sentences, they should write the student’s name on the paper and sit down.
8 Encourage students to share with the whole class which favorites they have in common, if any, when the game is over.
Grammar in Context
Objectives: Raise awareness of the use of the question words who and what.
Activity 1
Books open.
Grammar in Context 1 Have students do the task in pairs.
2 Check their work with the class, by having

1 Complete the dialogues with what or who. students role-play the dialogues in pairs.
a Who
A: is your favorite classical musician? Activity 2
B: Beethoven. Books open.
b 1 Have students analyze the questions in

A: Who is your favorite TV host? Activity 1 in order to choose the correct
B: John Leno. answers.
c 2 When checking their answers, make sure

A: What is your favorite sitcom? all students understand the difference
B: Big Time Crush. between “who” and “what”.
d 3 Encourage students to come up with

A: Who is your favorite pop singer? different questions about favorites in order
B: Cady Terry. to check their understanding.
e What
A: is your favorite sci-fi movie?
B: Men in White.
Activity 3
Books open.
f What
A: is your favorite basketball team? 1 Have students work in pairs to ask and
B: New York Bulls. answer questions about their favorite
things/people.
21 Study the questions in Activity 1 and underline the correct answers. 2 Students should write down their
classmates’ answers in the appropriate
a We use who/what to refer to people. who spaces in the chart.
b We use who/what to refer to things. what
3 Check their work by asking students to role-
play their conversations in front of the rest
of the class.
3 Talk to your partner about his/her favorite things.
109
111
TURNING POINT 1
Going Further
Objectives: Present and practice language used to express opinions.
Asking for and expressing opinions:

What do you think of Gray Day?
What’s your opinion on disco music?
Oh, I love them! They’re really talented.
I don’t like them. They’re not scary. They’re stupid!
I love it. I think it’s really inspiring.
I like it. It’s very relaxing.
I don’t like it. I think it’s boring.
I love him. I’m a huge fan! He’s so funny.
She’s awesome! I really like her. She’s my favorite singer.
Activity 1
Books open. TURNING POINT
1 Go over the instructions with students and

make sure they know what they have to do. Going Further
2 Before letting students work on their own,
read the sentences about Gray Day and 1 Read what Teens Magazine readers said and circle the adjectives they used to express
their opinions.
have them tell you which word they have to
circle.
3 Ask students to check their answers in pairs

before checking with the whole group.
4 Draw students’ attention to the object

.
Activities Survey
Entertainment
pronouns it, him, her and them, and have
Fr ee Tim e an d
students tell you when to use each. Since id!
our readers sa
this is not the grammar focus of the unit, Check out what
just go over it briefly.
TNM What do you think of Gray Day?
d.
really talente
Activity 2 em! They're anchez, 1
3
Oh, I love th - Marina S
Books open.
TNM What's your opinion on disco music?
1 Ask students to carry out the task in pairs.
I don't like it. I think it's boring.
on, 12
If they don’t know the meaning of some - Mark Washingt
2
TNM
adjectives, point out that the verbs love, What's your
opinion on ho
like and don’t like are clues. rror movies?
I don't like th
em. They're
3 While checking their work, make sure they not scary.
They're stup
understand what each adjective means id! - Sheila M
arshal, 15
by providing synonyms and antonyms, if
necessary. TNM What do you think of Tim Carrey?
4 Also, encourage students to add other I love him. I'm a huge fan! He's so funny.
adjectives to the lists, such as interesting, - Tim Bonnet, 14
great, dull, dangerous, tiring, etc.
TNM
5 As a class, practice saying the adjectives What's your opinion on swimming?
and help students with any pronunciation I like it. It's very relaxing.
- Bart White, 11
TNM What do you think of poetry?

Activity 3 I love it. I think it's really inspiring.
Books open. - Kate Johnson, 12
TNM What do you think of Lady Lala?

1 Go over the chart with students and write
on the board: She's awesome! I really like her.
She's my favorite singer.
love it/them - Susan Denver, 13
like it/them
don’t like it/them
2 Elicit from students when to use each 110 110
pronoun and have students repeat each
line after you.
112
3 Ask them to choose the emoticons according to their personal opinions.
4 Then, model one or two conversations with some students before having them work in pairs.
5 Walk around the room and monitor their work. Help when necessary.
6 Check their work as a class by having students role-play the conversations.
Putting into Words

English.
Books closed.
1 Students are going to conduct a survey in
the classroom about their likes and dislikes
2 Complete the notes with the adjectives used in Activity 1. Add others. and favorite things/people.
2 Have each student decide on a topic they

would like to ask their classmates such as
favorite songs, kinds of movies they like,
favorite actors, etc.
talented 3 Make sure each student decides on a

funny boring different topic.
relaxing scary 4 Ask them to ask each classmate about their
inspiring stupid preferences and write down their answers.
awesome
5 Then, they should make a collective poster
reporting their findings.
3 Look at the charts and give your opinion. Then compare it with your partner’s. 6 Encourage students to talk about the results
of their survey with the rest of the class.
I LOVE I LIKE I DON'T LIKE
soap operas sitcoms

horror movies poetry
disco music rock'n'roll
Putting into Words

Conduct a survey on entertainment and free time activities. Then, make a poster showing
the results.
Classmates’ names Favorites
111
113
TURNING POINT 1
UNIT 8 – What do you do in your free time?

Overview
• learn about free time activities and different types of entertainment and
• describe how often we do things.

Getting started Introduce language to be used Talking about free time activities:
Pages 116 and 117 throughout the unit. Develop What do you do in your free time?
students’ listening strategies. I usually play video games.
Sometimes I hang out with my friends at the mall.
He also loves to watch the games at the stadium whenever he can.
Talking about how often people do things:
He plays baseball once a week.
He rarely plays soccer now.
Going Further Introduce and practice language Talking about how often people do things:
Pages 118 and 119 used to talk about how often I always go swimming on Fridays.
people do things. Ben never has judo on Mondays.
Carol sometimes goes to the beach on the weekends.
Victor usually plays baseball on Wednesdays.
Monica rarely eats out with her family on Saturdays.

Pages 120 to 122 related to extreme sports, team
and individual sports, as well as
indoor and outdoor activities.
Grammar in Context Raise awareness of the use of

Pages 122 and 123 frequency adverbs always, usually,
sometimes, rarely, never.
Going Further 2 Introduce and practice the Simple Talking about likes and dislikes:
Pages 124 to 126 Present tense (third person) used My sister, Diane, loves extreme sports.
to talk about likes and dislikes, My cousin, Eric, doesn’t like outdoor activities very much.
free time activities and routines. My friend, Joel, likes music very much.
Develop listening strategies. Does Jessie like extreme sports?
No, she doesn’t.
Talking about free time activities and routines:
She goes skateboarding every day, and she always goes sur�ng on weekends.
In his free time, he usually reads a good book or watches movies with his friends.
He plays the guitar and the keyboard very well.
He practices every afternoon after school.
My brother rides his bike to work every day.
He rarely takes the bus.
Does she go to the beach in her free time?
Yes, she does.
Grammar in Context 2 Raise awareness of the third

Pages 127 to 129 person singular in the Simple
Present tense.

Pages 130 and 131 learn more about different kinds
of admission tickets.

practice the language items
learned throughout the unit.
Encourage open communication
in English.
114
8 What do you do
in your free time?
8 What do you do in
your free time?
8 What do you do in your free time?

- learn about free time activities and different types of entertainment
- describe how often we do things
112 113
Books open.
1 Using students’ previous knowledge, make a list of the activities depicted in the pictures that they know how to say in English on the board.
2 Have students look over the pictures and listen to the recording using their Apps.
3 Add other items students have learned to the list and ask them which of those activities they usually do in their free time.
Script
I love to play soccer.
I always go surfing on weekends.
Jake plays the guitar very well.
I always watch the news on TV after dinner.
We hang out at the beach every Saturday!
115
TURNING POINT 1
Getting Started
Talking about free time activities:

What do you do in your free time?
I usually play video games.
He also loves to watch the games at the stadium whenever he can.

He plays baseball once a week.
He rarely plays soccer now.
Activity 1
Books open.
1 Ask students to look at the pictures and say

the names of the activities they show. Help
8
them with any vocabulary they may need.
2 Also, ask students’ opinions about those

activities, whether they do them or not, and
how popular they are in their country. What do you do in your free time?
conversation and that they should focus on
the activities mentioned. Getting Started
4 Play the recording once or twice while
students check the correct activities. 1 Listen to the conversation and check the activities mentioned.
5 Check their answers with the whole group. x x x
Script:
Dennis: Hey Jake! Where’s your brother?

Jake: He’s at the baseball game with Thomas.
Dennis: Baseball? I didn’t know Aaron liked
baseball. 1 2 3 4
Jake: He does. He plays baseball once a week.
He also loves to watch the games at the x
stadium whenever he can.
Dennis: Doesn’t he play soccer for the school
team?
Jake: Not anymore. He rarely plays soccer now.
He’s into baseball these days. What
about you? Do you play any sports,
Dennis?
Dennis: Nah… I don’t like sports very much. 5 6 7
Jake: What do you do in your free time?
Dennis: I usually play video games. Sometimes
I hang out with my friends at the mall. 2 Circle true or false. Correct the false statements.
Hey… Can you tell Aaron I wanna talk to
him? Jake is Aaron’s friend. TRUE FALSE
Jake: Sure. I’ll tell him.
Jake is Aaron’s brother.
Dennis: Thanks! I gotta go. See ya!
Jake: Bye. Aaron is at the soccer game with Thomas. TRUE FALSE
Aaron is at the baseball game with Thomas.
Aaron plays baseball. TRUE FALSE
Activity 2
Books open.
Dennis likes to go to the mall. TRUE FALSE
1 Go over the instructions and the statements
with students. Dennis plays video games once a week. TRUE FALSE
2 Play the recording and have students choose Dennis plays video games in his free time.
TRUE or FALSE.
114
3 Play the recording again and ask students to
focus on the information necessary to correct
the statements that are false.
4 Have them check their answers in pairs before checking their work with the whole class.
5 If necessary, play the recording again for students to confirm their answers.
116
8 What do you do
in your free time?
Activity 3
Books open.
1 Students should match the photos in Activity 1 with the sentences in the conversation.
2 Have them check their work in pairs before checking their answers as a group.
3 Refer students to the post-it note and make sure they understand the meaning and the use of “nah” and “wanna”.
8 What do you do in
Appendix
your free time?
3 Write the numbers of the photos in Activity 1 next to the corresponding sentences.
Dennis: Hey Jake! Where’s your brother?
e? Jake: He’s at the baseball game with Thomas.
Dennis: Baseball? I didn’t know Aaron liked baseball.
Jake: He does. He plays baseball once a week. 1 He also loves to watch the games at
the stadium whenever he can.
Dennis: Doesn’t he play soccer for the school team? 6
Jake: Not anymore. He rarely plays soccer now. He’s into baseball these days.
What about you? Do you play any sports, Dennis?
Dennis: Nah… I don’t like sports very much.
Jake: What do you do in your free time?
Dennis: I usually play video games. 4 Sometimes I hang out with my friends at the mall. 3
Hey… Can you tell Aaron I wanna talk to him?
Jake: Bye!
nah = informal English for no
wanna = informal English for want to
115
117
TURNING POINT 1
Going Further
Objectives: Introduce and practice language used to talk about how often people do things.

I always go swimming on Fridays.
Ben never has judo on Mondays.
Carol sometimes goes to the beach on the weekends.
Victor usually plays baseball on Wednesdays.
Activity 1
Books open.
1 Ask students to read the sentences and look

at the calendars carefully.
Have them pay particular attention to the TURNING POINT
2
words in blue.
3 Make sure they understand the relation

Going Further
between those words and the frequency
showed on the calendars. 1 Read the sentences and look at the calendars. Then, write the words in bold
below in order of frequency.
4 Then, ask students to write the frequency
adverbs in the chart along the line.
5 Check their answers with the whole class. 2

1
In order to promote further understanding, 8 9 3 4 5 1 2
6 6 7 6 7 8
ask students how often they do those 3 4 5 1 4 15 16 10 11 12 1 9
13 3 14 15
activities. 10 11 12 23 17 18 19 2 16
20 21 22 0 21 2
17 18 19 30 24 25 26 2 2 23
27 28 29 7 28 2
24 25 26 31 9 30
31
I always go swimming on Fridays. Ben never has judo on Mondays.
1 2
3 4 1 2 9
5 6 7 6 7 8
5 16
10 11 1
2 13 1 8 9 3 4 13 14 15
17 18 4 15 1 11 12 23
19 20 6 10 20 21 22
21 22 19 30
24 25
26 27 23 17 18 27 28 29
28 29 26
31 30 24 25
31 Victor usually plays baseball
Carol sometimes goes to the
on Wednesdays.
beach on the weekends.
1 2
7 8 9
6
3 4 5 1 4 15 16
12 1 3
10 11 0 21 22 23
9 2
17 18 1 29 30
6 27 28
24 25 2
31
Monica rarely eats out with
her family on Saturdays.
Frequency Adverbs
always usually sometimes rarely never
100% 0%
116
118
8 What do you do
in your free time?
Activity 2
Books open.
1 Go over the questions and the pictures with students and have them repeat each question after you.
2 Help them with any pronunciation problems they may have.
3 Before letting students work on their own, model an example conversation with a few students so that they will feel more confident performing the task.
Ask them:
Do you ever check your e-mail on public computers?
And have them answer accordingly:
Yes, I sometimes check my e-mail on public computers.
No, I never check my e-mail on public computers.
4 Ask students to work individually at this point, selecting the frequency adverbs that apply to them.
5 Check their work by having a few students say

8 What do you do in
your free time? how often they do those activities.
6 Then, pair up students and have them ask and

2 How often do you do the following activities? Check what is true about you. Then, ask answer the questions.
a classmate.
2 Do you ever...? You Your classmate
8 Check their work by having pairs of students
role-play their conversations.
always always
usually usually
sometimes sometimes
rarely rarely
never never
check your e-mail on public computers
always always
usually usually
sometimes sometimes
rarely rarely
never never
feed your pet at night
always always
usually usually
sometimes sometimes
rarely rarely
never never
do your homework on the weekend
always always
usually usually
sometimes sometimes
rarely rarely
never never
hang out with your friends after school
117
119
TURNING POINT 1
Vocabulary
Objectives: Present and practice vocabulary related to extreme sports, team and individual sports, as well as indoor and outdoor activities.
Activity 1
Preparation: Make copies of the cards at the Resource book pages from Unit 8 and bring to class sticky tack or adhesive tape.
Books open.
1 Divide students into small groups and give them each group around 8 cards.
2 Write on the board the categories under which students are going to classify the activities they have on their cards: extreme sports, individual sports, team
sports, indoor activities, outdoor activities.
3 Have students stick the cards to the board. As they do this, explain that there is more than one possible classification for some activities and make sure they
understand the meaning of each activity.
4 When they have finished, check their work TURNING POINT

and discuss different possibilities.
5 You may also ask students which activities Vocabulary

they like and which they don’t, as well as their
opinions. 1 Match the photos with the free time activities. Then, circle the activities that you do in
your free time.
Possible answers:
EXTREME SPORTS
to go hang-gliding
to go bungee jumping
to go windsurfing
to go skateboarding
to go rafting
22
to go scuba diving
7
TEAM SPORTS
to play soccer 14
to play basketball
to play baseball
to play volleyball
to go bowling
INDIVIDUAL SPORTS 9
to go rollerblading
1
to go ice skating
to go swimming
to do martial arts
to play tennis
to play chess
INDOOR ACTIVITIES 18
to go to the movies 17
to play cards
to go to the museum 21
to surf the Internet
to play video games
to watch TV
to read
to listen to music
to take a nap 2
to go dancing
to do yoga
to go shopping 11 12
to eat out
to play the guitar 118
120
8 What do you do
in your free time?
Books open.
6 Have students match the photos with the words in pairs.
7 When checking their work as a class, help students with any pronunciation problems they may have.
8 Then, have students circle the activities they do in their free time.
9 Check their work by asking a few students what they do in their free time.
10 Encourage students to mention how often they do those activities when answering this question.
11 Finally, pair up students and have them talk about their free time activities and the frequency with which they do them.
8 What do you do in
your free time?
Script:
I play the guitar in my free time.
I always go rollerblading..
I usually go hiking on the weekend.
I never go to the park in my free time.
I sometimes go ice skating.
I always do yoga on Fridays.
My friends and I sometimes go camping on the
weekend.
I rarely go bowling in my free time.
Sometimes my family and I eat out on Saturdays.
We usually go to the beach on Sundays.
20
I sometimes go shopping in my free time.
I always play cards with my grandma after school.
6 8 Sometimes I like to take a nap after school.
I never go rafting.
I do martial arts.
I go windsurfing.
I sometimes go to the museum.
I rarely go bungee jumping.
I always go scuba diving on my vacations.
3 I like to play chess in my free time.
I go for a walk with my friends every day.
I usually go hang gliding.
10
16
19
13
4
5 15
1 to go to the park 7 to play the guitar 13 to go bungee jumping 19 to go scuba diving
2 to go to the beach 8 to take a nap 14 to go rollerblading 20 to go rafting
3 to go to the museum 9 to do yoga 15 to go hang-gliding 21 to go camping
4 to go for a walk 10 to do martial arts 16 to go windsurfing 22 to go hiking
5 to play chess 11 to eat out 17 to go bowling
6 to play cards 12 to go shopping 18 to go ice skating
119
121
TURNING POINT 1
Activity 2
Books open.
1 Before letting students work on their own, answer the questions yourself so that students have an example of how they should answer.
2 Group students into trios and have them answer the questions.
3 Help them with any vocabulary questions they may have in order to get their ideas across.
4 When they have finished, ask students to share their answers with the whole group.
Grammar in Context
Objectives: Raise awareness of the use of frequency adverbs always, usually, sometimes, rarely, never.

Preparation: Make copies of the SLIPS OF PAPER
with words for students to form complete sentences
; you can find them in the Resource book pages
from Unit 8. Give one set to each group.
How much free time do you have?
Books closed.
1 Divide students into groups and give each What kinds of activities do you like to do in your free time?
group a set of slips of paper.
2 Have them unscramble the words in order to

form sentences.
3 The group that unscrambles all of the five

sentences first is the winner. Grammar in Context
Activity 2
Books open.
1 Ask students to analyze the sentences given 2 Now, study the sentences and check the correct answers.
and choose the correct options.
2 Have them check their answers in pairs

before checking them with the whole group.
I always go swimming on Fridays.
Sometimes, I hang out with my friends at the mall.
Ben never has judo on Mondays.
ds.
Carol sometimes goes to the beach on the weeken
a In affirmative statements, always, usually, sometimes, rarely and never are often used
x before the main verb.
after the main verb.
b can be used at the beginning of the sentence and before the main verb.
Always
Never
x Sometimes
120
122
8 What do you do
in your free time?
Activity 3
Books open.
1 Show students how to insert the frequency adverbs into the sentences by writing an example on the board.
2 After students have placed the frequency adverbs in the correct places, ask them to compare their answers in pairs.
3 When checking their work with the whole group, encourage students to provide more examples using each frequency adverb.
8 What do you do in
your free time?
3 Put the frequency adverbs in the correct place.
Usually Sometimes Rarely Never

Always
a Marina does yoga after school.

Marina always does yoga after school.
SUN MON TUE WED THU FRI SAT
b James watches TV. He prefers to surf the Internet.

James rarely watches TV. He prefers to surf the Internet.
c Bella plays volleyball in her free time.

Bella usually plays volleyball in her free time.
d Ned goes bungee jumping. He thinks it’s too dangerous.

Ned never goes bungee jumping. He thinks it’s too dangerous.
e Karina eats out with her family.

Karina sometimes eats out with her family./Sometimes Karina eats out with her family.
121
123
TURNING POINT 1
Going Further
Objectives: Introduce and practice the Simple Present tense (third person) used to talk about likes and dislikes, free time activities and routines. Develop
listening strategies.

My sister, Diane, loves extreme sports.
My cousin, Eric, doesn’t like outdoor activities very much.
My friend, Joel, likes music very much.
Does Jessie like extreme sports?
No, she doesn’t.
Talking about free time activities and routines:

She goes skateboarding every day, and she always goes surfing on weekends.
In his free time, he usually reads a good book or watches movies with his friends.
He plays the guitar and the keyboard very well.
He practices every afternoon after school. TURNING POINT
My brother rides his bike to work every day.
He rarely takes the bus.
Does she go to the beach in her free time? Going Further
Yes, she does.
1 Who are they? Listen and write the names next to the pictures.
Activity 1
Books open.
Go over the instructions with students and Diane Joel Eric
1 Connor
have them observe the pictures.
2 Ask students to tell you what the activities

are.
Diane
3 Play the recording once or twice and
have students write the names next to the
corresponding pictures.

class, ask students to compare their answers
in pairs.
5 If necessary, play the recording once more for

students to clear up any questions. Eric
Script:
My sister, Diane, loves extreme sports. She goes

skateboarding every day, and she always goes
surfing on the weekends. She thinks extreme sports
are exciting! Joel
My cousin, Eric, doesn’t like outdoor activities very
much. In his free time, he usually reads a good book
or watches movies with his friends.
My friend, Joel, likes music very much. He plays
the guitar and the keyboard very well. He practices
every afternoon after school. Oh, and he listens to
music all the time too!
My brother, Connor, doesn’t have a car, so he rides
his bike to work every day. He rarely takes the bus.
He says he likes it, and that he needs the exercise.
He takes everything in his backpack.
Connor
122
124
8 What do you do
in your free time?
Activity 2
Books open.
1 Before playing the recording, ask students to try to complete the paragraphs with the information they remember from the audio passages.
2 Remind students to listen to the audio passages first and then fill in the blanks with the missing words.
3 Play the recording, pausing after each audio passage.
4 Play it again so that students can check their work.
5 Check their answers with the whole group.
8 What do you do in
your free time?
2 Listen to the audio passages again and fill in the spaces with the missing words.
sister Diane sports

My , , loves extreme . She goes
every day always
skateboarding , and she goes surfing on the weekends .
She thinks extreme sports are exciting!
cousin Eric
My , , doesn’t like outdoor activities very much.
usually movies
In his free time, he reads a good book or watches with
friends
his .
friend Joel music

My , , likes very much. He plays the
afternoon
guitar and the keyboard very well. He practices every after school.
music
Oh, and he listens to all the time too!
brother Connor bike

My , , doesn’t have a car, so he rides his
rarely
to work every day. He takes the bus. He says he likes it, and that he needs the
exercise. He takes everything in his backpack.
123
125
TURNING POINT 1
Activity 3
Books open.
1 Ask students to complete the sentences with the names of the people they know and answer the following questions individually.
2 Divide students into pairs and have them ask each other questions and answer them using complete sentences.
For instance: My brother likes to practice sports. He plays soccer twice a week.
3 Walk around the room and help them with the use of the third person singular of the Simple Present tense. You may want to give them some examples
about your family before they start working on their own.
4 Check their work with the whole group by having a few students share their answers out loud.
TURNING POINT
3 Does any of your friends or family members do the following activities?

Complete the sentences with their names, and then answer the questions.
a likes to practice sports.
What sport does he/she practice? How often?
b eats out on weekends.
What’s his/her favorite restaurant?
c travels on his/her vacation.
What’s his/her favorite destination?
d plays video games.
How often does he/she play?
e reads before going to bed.
What kinds of books does he/she like?
f watches TV at night.
What kinds of programs does he/she watch?
g listens to music on his/her MP3 player.
How often? What kinds of music does he/she prefer?
GO TO
APPENDIX
this guide. 5
124
126
8 What do you do
in your free time?
Grammar in Context
Objectives: Raise awareness of the third person singular in the Simple Present tense.
Activity 1
Books open.
1 Go over the sentences and the questions with students and make sure they understand what they have to do.
2 Have a few students come up with different examples of affirmative and negative sentences and questions using the third person singular or ask them to
look for other examples throughout the unit.
3 Have them check their answers in pairs before you correct them as a group.
8 What do you do in
your free time?
Grammar in Context
1 Underline the verbs in the sentences below. Then, answer the questions.
Aaron plays baseball once a week.

Do you play any sports, Dennis?
I don’t like sports very much.
Diane goes skateboarding every day.
Connor doesn’t have a car, so he rides his bike to work.
Do they ever eat out on the weekends?
Does Jordan watch TV every night?
a These sentences describe
x habits and routines. x true events, situations or facts.

x likes and dislikes. past events or situations.
plans for the future.
Simple Present
b These sentences are in the tense.
c Which verbs are used to talk about in the 3rd person in these sentences? Circle what is different about them.
play s go es
, , doesn’t have, ride s , and
does ... watch
d Which auxiliary verbs are used in questions and negative sentences?
do does
and
do I, you, we and they.

e The auxiliary verb is used with
does he, she and it.
f After the auxiliaries do/don’t and does/doesn’t, the verb is in the
x base form (e.g. “go”). -ing form (e.g. “going”).

infinitive form (e.g. “to go”).
125
127
TURNING POINT 1
Activity 2
Books open.
1 Have students analyze the example so that they understand what they have to do.
2 Allow them some time to do the task on their own, but have them check their answers in pairs before you correct them as a whole class.
TURNING POINT
2 Rewrite the sentences according to the example.
Alice: I love to do martial arts.
Alice loves doing martial arts.
Ryan: I never check my e-mail on public computers.
Ryan never checks his e-mail on public

computers.
Toby: I don’t like rafting. I think it’s dangerous.
c
doesn’t like rafting. He thinks it’s
Toby
dangerous.
126
128
8 What do you do
in your free time?
8 What do you do in
your free time?
Tom: Do you play the piano every day?

Jonah: Yes, I do.
d Does play the piano

A: Jonah
every day?
B: Yes, he does.
Megan: My friends and I usually hang out at the

park near my house.
e usually hang out at the

Megan and her friends
park near her house.
Carly: Do you watch TV in the afternoon?

Devon: Yes, I watch TV every day after school.
Does watch TV in the

f A: Devon
afternoon?
he watches TV every day after school.

B: Yes,
127
129
TURNING POINT 1
Reading
Objectives: Develop reading strategies and learn more about different kinds of admission tickets.
Activity 1
Books open.
1 Have students work in pairs to analyze the pictures and mark the correct answer. Make sure they understand the options given.
2 Check their answers as a group.
3 Emphasize the differences between:

• receipts (written proof that an article or money was received);
• tickets (paper slips or cards that guarantee entrance to an event or place), and
• bills (notices of debt).
TURNING POINT
Reading
1 Look at the pictures below and check the correct answer.
They are...
receipts.
x tickets.
bills.
PRESENTS
YOU WE
RE
PRINTED SERVED BY: DS
ON: 02/03
ODEON
CINEMA /10 AT TERM
IN
S LTD. VA AT: 11:21 AL:4
3 T NUMBER:
PAID BY
: CA
TICKET SE SH
M
425-2843-5 Q: 0000021 12, 2012 @ 8P
8 MON MARCH 4
128
130
8 What do you do
in your free time?
Activity 2
Books open.
1 Go over the instructions with students and allow them time to number the items on the list.
2 Have them compare their answers in pairs first, and then correct them as a class.
Activity 3 and 4
Books open.
1 Have students match the columns in pairs.
2 Correct their answers as a group and draw their attention to the question in Activity 4.
3 Help students say which strategies they used and then let them take notes in the space provided.
8 What do you do in Putting into Words

your free time?
2 Number the items on the list below according to the pictures in Activity 1. Objectives: Provide students with an opportunity
There is one extra item. to review and practice the language items
2 train 1 museum learned throughout the unit. Encourage open
communication in English.
5 game 3 movie
4 concert opera
Books closed.
1 Students should talk about what they and

3 Match the columns.
their family do in their free time with the
1 The train trip took place 4 in May. whole class.
2 The basketball game took place 5 in the morning. In order to prepare their speeches, students
2
3 The rock concert was 3 on a weekday. should do the activity proposed in the
4 The museum exhibition could be visited 1 in the afternoon. Writing section of the Activity Book first.
5 The movie session was 2 in an arena. 3 Motivate students who are listening to the
speech to ask the presenter some questions
4 What helped you answer the questions in the previous activities?
when he/she has finished talking, if you feel
there is enough time.
4 In order to consolidate the language studied

Putting into Words

Tell your classmates about what you and your family do in your free time. Use the
Writing section in the Activity Book to prepare your talk.
129
131
TURNING POINT 1
UNIT 9 – Do you wanna come with me?

Overview
• learn about the location of places and different types of events and
• invite people, accept and decline invitations.

Getting started Introduce language to be used Making invitations:
Pages 134 to 136 throughout the unit. Develop Do you want to have a sandwich with me at the mall?
students’ listening strategies. Declining invitations:
Sounds great, but I can’t…
Making arrangements:
Where can we meet?
Is 5 o’clock OK with you?
Talking about location of places:
There is a new fast food place at the mall,
Burgers&Buns. Do you know where it is?
On the third floor next to the movie theater, right?
Nope. That’s AB Grill. Burgers&Buns is not in the food court. It’s on the second floor near the
bookstore.
Going Further Introduce and practice language Making invitations: Accepting invitations:
Pages 137 and 138 used to make, decline and accept There’s a rock concert in the park on Saturday. Sure. What time?
invitations. Do you wanna come with me? I’d love to. Thanks!
Would you like to go to the baseball game with That’s a great idea!
me on Sunday? Sure. That sounds fun!
How about catching a movie tomorrow? There’s Sounds like a good idea.
a comedy on at Roxy. That’s great!
There’s a new exhibition at the museum. Do Declining invitations:
you wanna go this weekend? I’m sorry. I can’t. I’m busy tomorrow.
Sandra and I want to go to an amusement park This weekend is no good. I have other plans.
next week. Do you wanna join us? Sounds great, but I can’t… I gotta study for a
Do you wanna go rollerblading after school? test.
How about going bowling tonight? This evening is no good. I have an appointment.

Pages 139 to 141 related to kinds of stores, as well
as services and facilities.
Going Further Present and practice language Talking about the location of places: No, there isn’t.
Pages 142 and 143 used to talk about the location of Yes, there are two in the food court. One is
places. Is there a toy store on this floor? next to“Hot Potatoes” and the other is near the
Is there a sporting goods store in this mall?
Japanese restaurant.
Is there a drugstore here?
No, there aren’t. They are on the second �oor,
Are there any pizza places here?
Are there ATMs on this floor? near the escalator.
Where can I find the strollers? There are some near the parking lot.
Yes, there is one at the end of the hall, next
to the music store.
Yes, there is one on the first floor, near the
entrance.
Grammar in Context Raise awareness of the use of

Page 144 there to be when talking about
the location of places.

Pages 145 and 146 discuss different kinds of events.

throughout the unit.
132
9 Do you wanna
come with me?
TURNING POINT 9 Do you wanna come

with me?
9 Do you wanna come with me?

- learn about the location of places and different types of events
- invite people and accept and decline invitations
130 131
Books open.
1 Have students look over the picture and listen to the recording using their Apps.
2 Ask them what the recording is about and help them get to the idea of invitation .
3 As they will study this in detail in the unit, just go over it briefly.
Script
How about catching a movie later?
133
TURNING POINT 1
Getting Started
Making invitations:
Do you wanna have a sandwich with me at the mall?
Declining invitations:
Sounds great, but I can’t…
Making arrangements:
Where can we meet?
Is 5 o’clock OK with you?
Talking about location of places:

There is a new fast food place at the mall,
On the third floor next to the movie theater, right?
Nope. That’s AB Grill. Burgers&Buns is not in
the food court. It’s on the second floor near the
9
bookstore.
Activity 1
Books open. Do you wanna come with me?
1 Go over the instructions and questions with
students, and ask them to focus on the
answers to the questions in their books,
while listening to the conversation.
Getting Started
2 Play the recording once or twice. 1 Listen to the conversation between Brenda and Gary and choose the correct answers.
a What does Brenda have to do on the weekend?
She has to...
Script: take a test.
Gary: Hey, Brenda! What are your plans for x study for a test.
Saturday?
Brenda: I gotta study for a test. Why? take her grandma to the mall.
Gary: Do you wanna have a sandwich with me
at the mall?
x visit her grandma.
Brenda: Sounds great, but I can’t… buy a book at the bookstore.
Gary: Why not? You can study after we go to
the mall.
Brenda: I know… but it’s my grandma’s birthday,
b Where are Brenda and Gary going?
and I have to see her too.
Gary: How about Sunday? Are you free on To the movies.
Sunday?
Brenda: Yes, I am! x To a fast food restaurant.
Gary: Awesome!
Brenda: Where can we meet? To the bookstore.
Gary: There is a new fast food place at the mall,
Brenda: On the third floor next to the movie c When are they going?
theater, right?
Gary: Nope. That’s AB Grill. Burgers&Buns is On Friday.
not in the food court. It’s on the second
On Saturday.
floor near the bookstore.
Brenda: Oh, OK. I remember now. What time? x On Sunday.
Gary: Is 5 o’clock OK with you?
Brenda: Deal.
d What time are they going to meet?
x At 5 P.M.
At 7 P.M.
At 9 P.M.
132
134
9 Do you wanna
come with me?
Activity 2
Books open.
1 Have students analyze the map before playing the recording again.
2 Go over the places on the second and third floors, and make sure students understand they are supposed to write the names of the missing places
in the appropriate blank spaces.
3 Play the recording several times for students to identify the places on the map.
4 Have them compare their answers in pairs before checking their work with the whole group.
9 Do you wanna come

with me?
2 Listen again and locate Burgers&Buns and AB Grill on the map.
SECOND FLOOR
BOOKSTORE
TOY
STORE
SPORTING
DEPARTMENT GOODS
STORE STORE
MUSIC
Burgers STORE
& Buns
THIRD FLOOR
AB
Grill JAPANESE
RESTAURANT
SPORTING
MOVIE FOOD
COURT
GOODS
THEATER STORE
FROZEN
YOGURT
FREE WIFI ZONE
133
135
TURNING POINT 1
Activity 3
Books open.
1 Ask students to match the questions with the answers.
2 Then, play the recording for them to check their answers.
3 Play it again for students to repeat after each sentence.
4 Then, draw students’ attention to the note and read the information provided.
Activity 4
Books open.
1 Divide students into groups of three and have them answer the questions.

work.
TURNING POINT
3 When students have finished, ask them
to share their answers with the rest of the 3 Match the questions to the answers. Then, listen and check.
class.
a Do you wanna have a sandwich with me at the mall?
b Are you free on Sunday?

c Where can we meet?
d On the third floor next to the movie theater, right?

n o p e = info
rmal
e Is 5 o’clock OK with you? English for
no
e Deal.
a Sounds great, but I can’t…
d Nope. That’s AB Grill. Burgers&Buns is not in the food court. It’s on the second floor near the bookstore.
c There is a new fast food place at the mall, Burgers&Buns. Do you know where it is?
b Yes, I am!
a Do you ever go to a mall?
b Who do you go with?
c What do you usually do there?
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9 Do you wanna
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Going Further
Objectives: Introduce and practice language used to make, decline and accept invitations.
Making invitations:
There’s a rock concert in the park on Saturday. Do you wanna come with me?
Would you like to go to the baseball game with me on Sunday?
How about catching a movie tomorrow? There’s a comedy on at Roxy.
There’s a new exhibition at the museum. Do you wanna go this weekend?
Sandra and I want to go to an amusement park next week. Do you wanna join us?
Do you wanna go rollerblading after school?
How about going bowling tonight?
Accepting invitations:
Sure. What time?
I’d love to. Thanks!
9 Do you wanna come
with me?
That’s a great idea!
Sure. That sounds fun!
Sounds like a good idea.
Going Further That’s great!
1 Complete the chart with information from the conversations. Declining invitations:
I’m sorry. I can’t. I’m busy tomorrow.
A: There’s a rock concert in the park on Saturday. Do you wanna come with me? This weekend is no good. I have other plans.
B: Sure. What time? Sounds great, but I can’t… I gotta study for a test.
A: At 7 p.m. This evening is no good. I have an appointment.
A: Would you like to go to the baseball game with me on Sunday? Activities 1 and 2
B: I’d love to. Thanks! Books open.
A: How about catching a movie tomorrow? There’s a comedy on at Roxy. 1 Divide students into pairs and ask them to
B: I’m sorry. I can’t. I’m busy tomorrow. read the conversations and complete the chart
according to the examples provided.
A: There’s a new exhibition at the museum. Do you wanna go this weekend? 2 Check their work.
B: Hmm… This weekend is not good. I have other plans.
3 Then, ask students to classify the sentences
A: Sandra and I want to go to an amusement park next week. Do you wanna join us?
as formal or informal.
B: Sure. That sounds fun! 4 When checking their answers, ask students
to provide different examples of formal and
informal sentences from the conversations in
Make invitations Accept invitations Decline invitations
Activity 1.
Do you wanna go rollerblading Sounds like a good idea. Sounds great, but I can’t… I have
after school? to study for a test.
That’s great!
How about going bowling tonight? Sure. What time? This evening is not good. I have
There’s a rock concert in the an appointment.
I’d love to. Thanks!
park on Saturday. Do you I’m sorry. I can’t. I’m busy
wanna come with me? Sure. That sounds fun!
tomorrow.
Would you like to go to the Hmm… This weekend is not
baseball game with me on good. I have other plans.
Sunday?
How about catching a movie
tomorrow? There’s a comedy on
at Roxy.
There’s a new exhibition at the
museum. Do you wanna go this
weekend?
Sandra and I want to go to an
amusement park next week. Do
you wanna join us?
2 Look at the sentences below. Put (F) for formal and (I) for informal.
I How about catching a movie tomorrow?

I Do you wanna come with me?
F Would you like to go to the baseball game with me on Sunday?
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TURNING POINT 1
Activity 3
Books open.
1 Draw students’ attention back to the conversations in Activity 1 and have them read while they listen to the recording.
2 Play the recording again and have students repeat after each sentence.
3 Help them with any pronunciation problems they may have at this point.
4 Also, draw students’ attention to the verb form after “Would you like to...?”, “Do you wanna...?/Do you want to…?” and “How about...?”
Books open.
1 Go over the pictures with students and ask them what each one is about. Also, have them pay attention to the places, dates and time that the events
are held.
2 Ask students to work with different partners in order to invite their classmates, and accept or refuse the invitations.
3 When checking their work, have different

students role-play their conversations for
the rest of the class. TURNING POINT
Activity 4
3 Listen to the conversations and repeat.
Books open.
1 In pairs, students should invite each other

to the events displayed on this activity. 4 Look at the events below. Invite your classmates, and accept or refuse invitations.
2 Emphasize that each student must make at
least one invitation.
REIM AGINE D!
New Story! Ne
w Music!
SAVE NOW
on your tickets
from May 12 to Oct. 2.
NYC
NOW IN ADWAY
ON BRO
FREE!
THURSDAY NIGHT CONCERTS
6:30 - 8:00 PM (unless otherwise noted)
FRIDAY
NIGHT
TIGERS
MOVIES
JULY 7 JULY 21 AUGUST 4 Movies start at Dusk
(around 8:30pm)
LULU LAFEVER 85TH STREET THE DIAMOND
BIG BAND EXPERIENCE AUGUST 19
TOY STORY 3
JULY 14 AUGUST 11
A LATIM FIESTA WITH JULY 28
BOOMERANG AUGUST 26
THE SEATLES
SANBATIQUE! SUMMER DESPICABLE ME
TUESDAY, MARCH 5, 7-9pm
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9 Do you wanna
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Vocabulary
Objectives: Present and practice vocabulary related to kinds of stores, as well as services and facilities.
Activity 1
Books closed.
1 Divide students into groups and have them think of different kinds of stores they may find in a shopping mall.
2 Ask them to share their ideas with the whole class and write their ideas on the board.
Books open.
3 Have students read the sentences and match them with their corresponding pictures.
4 Check their answers and compare the list of stores provided in the book with the one students have come up with.
5 Read the words and have students repeat

9 Do you wanna come
with me?
after you.
Vocabulary
1 Match the photos with the sentences.
5 CLOTHING STORE 8 TOY STORE 6 DRUGSTORE
9 BOOKSTORE 2 ELECTRONICS STORE 3 SHOE STORE 4 SPORTING GOODS STORE
1 MUSIC STORE 10 JEWELRY STORE 7 COSMETICS STORE
1 I want to buy a CD. 6 I’m not feeling well. I need some medicine.
2 I need a new smartphone. 7 Janet needs to buy a bottle of perfume.
3 I want to give my mom a pair of shoes. 8 Tyra wants to buy a gift for her nephew.
It’s her birthday. He’s 6 years old.
4 My brother needs a tennis racket. 9 Rita wants to buy a new book.
5 Dylan wants a new T-shirt. 10 Patrick wants to give his fiancée a ring.
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139
TURNING POINT 1
Activity 2
Books open.
1 Ask students to work in pairs in order to do this task.
2 Have them analyze the map and look at the symbols. Ask them whether they are familiar with them or not, and where they can find symbols like those.
3 When they finish matching the symbols with the words, play the recording for students to check their answers.
Script:
1 A: Excuse me, do you know where the

restrooms are?
B: They are at the end of this corridor, next to
the music store.
2 A: Are the ATMs on this floor?
B: Yes, they are in front of the supermarket.
TURNING POINT
3 A: Where are the elevators?
B: They are between Ray Lauren and Laposte.
2 Look at the floor plan below. What is it of? How do you know? Now, write the words next
4 A: Is the food court around here? to their corresponding symbols. Listen and check.
B: No, it’s at the other end of this corridor, in
front of the parking lot.
5 A: Where are the telephones? DRUGSTORE
B: They are in front of the movie theater.
6 A: Hey... Do you know where the parking lot is? COFFEE SHOP
B: Sure. It’s in front of the toy store and the
MUSIC
STORE
food court. TAP BANES
60A
SHOES
67 61
68
7 A: Excuse me, where are the stairs?
64
63
66
69
B: They are between Cotton Shop and Beauty
cosmetics store. MOVIE THEATER
70 71 74 77
8 A: Can you tell me where the exit is? 72 73 75 78 80
B: It’s near the music store, in front of Banes 76 79
and Tap Shoes. 22 14
3B 3A 2B 2A 1
23 4
COTTON
9 A: Where’s the escalator, please?

SHOP
15
24
B: It’s right over there, between
16D
Wire
16A
16B
16C
13
Electronics and Fox Books.

26 RAY LAUREN
COSMETICS
WIRE ELECTRONICS
10 A: Excuse me, can you tell me where the

BEAUTY
STORE
FOX BOOKS
LAPOSTE
12A
information desk is? 27 18 11 10 TOY

B: It’s right across from the entrance. 29 19
STORE
11 A: Do you know where I can find wheelchairs?

B: Near the food court, right in front of the toy
store. SUPERMARKET
restrooms food court strollers / wheelchairs

ATM telephones information desk
elevator stairs entrance / exit
parking lot escalator
food court stairs
telephones entrance/exit
strollers/wheelchairs information
restrooms elevator
ATM parking
escalator
138
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9 Do you wanna
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Activity 3
Books open.
1 Go over the chart with the prepositions and make sure students understand them.
2 Draw students’ attention back to the map and ask them to complete the sentences with the missing prepositions.
3 Play the recording one more time and have students check their answers.
Activity 4
Books open.
2 Ask them to write five sentences describing

9 Do you wanna come
with me?
the locations of five different places on the
map for the other groups to guess which
places those are. For example:
3 Complete the sentences with the missing prepositions, according to the map.
It’s near the ATMs.
They’re in front of the toy store.
next to near in front of across from between
3 To make it more challenging, you may allow
10 seconds for students to come up with the
correct answer. If they can, they score one
point. If not, the group that is challenging
the other groups scores one point.
a The restrooms are at the end of the corridor, next to 4 The group that scores the most points is the
the music store.
winner.
b The ATMs are in front of the supermarket.
c The elevators are between

Ray Lauren and Laposte.
d The food court is in front of

the parking lot.
e The telephones are

in front of
the movie theater.
between
f The stairs are Cotton Shop and Beauty cosmetics store.
g The exit is near in front of

the music store, Banes, and Tap Shoes.
between
h The escalator is Wire Electronics and Fox Books.
across from
i The information desk is right the entrance.
near in front of
J The wheelchairs are the food court, right the toy store.
139
141
TURNING POINT 1
Going Further
Objectives: Present and practice language used to talk about the location of places.
Talking about the location of places:

Is there a toy store on this floor?
Is there a drugstore here?
Are there any pizza places here?
Are there ATMs on this floor?
Where can I find the strollers?
Yes, there is one at the end of the hall, next to the music store.
Yes, there is one on the first floor, near the entrance.
No, there isn’t.
Yes, there are two in the food court. One is next to
“Hot Potatoes” and the other is near the Japanese
TURNING POINT
restaurant.
No, there aren’t. They are on the second floor, near
the escalator.
There are some near the parking lot.
Going Further
1 Listen to the conversations and complete the map with the missing places and facilities.
Activity 1
Books open.
FIRST FLOOR
1 Have students analyze the map and note
DINNARD’S
the blank spaces.
2 Encourage them to tell you and the rest of

the class about the location of some places, CPJENNEY
services and facilities depicted on the map.
3 Play the recording several times for

Sporting
students to identify the missing places and
Goods
write down their names in the appropriate
Store
spaces.

SECOND FLOOR
DINNARD’S
Pizza Place
Script:
HOT POTATOES
DELLI
1 A: I have to buy a present for my little brother. ITALIAN RESTAURANT CPJENNEY
Is there a toy store on this floor? Pizza Place
B: Err… Yes, there is one at the end of the hall, BURGERS&BUNS
next to the music store.
GELLATTO’S JEWELRY
2 A: I’m starving! Are there any pizza places STORE
here?
B: Yes, there are two in the food court. One is JAPANESE
next to Hot Potatoes and the other is near RESTAURANT
the Japanese restaurant.
3 A: Is there a sporting goods store in this mall? SHOE
B: Yes, there is one on the first floor, near the
entrance.
STORE
MARCY’S
4 A: Where can I find the strollers?
B: There are some near the parking lot.
5 A: Is there a drugstore here?
B: No, there isn’t.
6 A: Are there ATMs on this floor? MUSIC
B: No, there aren’t. They are on the second STORE
floor, near the escalator. Toy
Store
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9 Do you wanna
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Activity 2
Books open.
1 Have students read the conversations while they listen to them.
2 Ask them to role-play the conversations in open pairs, and help them with any pronunciation problems they may have.
3 Divide students into pairs, and have them practice the conversations. This activity serves as preparation for the next activity.
9 Do you wanna come

with me?
2 Listen and read.
store on this floor?

1 t for my litt le brother. Is there a toy
presen
A: I have to buy a sic store.
hall, next to the mu
Ye s, the re is on e at the end of the
B: Err…
2
A: I’m starving! Are
the re any pizza places
here?
B: Yes, there are tw
o in the food court
the other is near the . One is next to “Hot
Japanese restauran Potatoes” and
t.
3
A: Is there a sporting goods store in this mall?
entrance.
B: Yes, there is one on the first floor, near the
4
A: Where ca
n I find the st
rollers?
B: There ar
e some near
the parking
lot.
5
here?
A: Is there a drugstore
B: No, there isn’t.
6
A: Are the
re ATMs o
n this floo
B: No, the r?
re aren’t.
They are o
n the seco
n d floor, ne
ar the esc
alator.
GO TO
APPENDIX
this guide.
6
141
143
TURNING POINT 1
Grammar in Context
Objectives: Raise awareness of the use of there to be when talking about the location of places.
Activities 1 and 2
Books open.
1 Have students read the sentences in the box and choose the correct answer.
2 Then, have them complete the chart accordingly.
3 Before checking their work with the whole class, ask students to compare their answers in pairs.
Activity 3
Books open.
1 Have students work in pairs to fill in the

TURNING POINT
blanks with the correct form of “there to
be”.

Grammar in Context
1 Study the following sentences and mark the correct answer.

There are two ice cream parlors in the food court.
There isn’t a drugstore near here.
Are there many people in class today?
There aren’t good Japanese restaurants in town.
There to be is used to say that something...
is important. x exists. needs attention.
2 Fill in the chart.
Affirmative Negative Question
Singular There is There isn’t Is there

Plural There are There aren’t Are there
3 Complete the conversations with the correct form of there to be.

Is there
a A: a jewelry store in this mall?
there is
B: Yes, one on the second floor, across from the restrooms.
Are there
b A: I have to eat something. any vegetarian places in the food court?
B: No,
there aren’t
, but
there are some restaurants that serve salads and veggie sandwiches.
c A: Is there
a movie theater near your house?
there isn’t
B: No,
Are there
d A: good teachers at your school?
B: Sure!
There are great teachers there. I just love it.
e A: There aren’t
any banks around here, and I need some money. Where do you suggest I go?
B:
There are some ATMs at the supermarket.
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9 Do you wanna
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Reading
Objectives: Develop reading strategies and discuss different kinds of events.
Activities 1 and 2
Books open.
1 Have students look at the pictures and answer the question.
2 Also, have them tell you what kind of information is mentioned.
3 Then, go over the instructions in Activity 2 and ask students to compare their answers in pairs.
4 While checking their work with the whole group, ask them to show the information in the posters/ads that helped them do the task.
9 Do you wanna come

with me?
Reading
1 Take a look at the texts and answer. What kind of texts are these?
They are posters/ads.
!
FRISBEE
RANCHO
RANCHO
SIMI
SIMI
RECREA
RECREA TIONTION
AND
ANDPP ARK
ARK
DISTRICT
DISTRICT
Calif
Calif or
or nia
nia
Join us for our monthly Teen Book Club.

This month we will be discussing the book
Safe Haven by Nicholas Sparks.
@your librar y
2 Read and choose true or false.
a All the events are on weekdays. TRUE x FALSE
b All the events are in the evening. TRUE x FALSE
c All the events are free. TRUE x FALSE
d All the events focus on a specific age group. x TRUE FALSE
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145
TURNING POINT 1
Activity 3
Books open.
1 Have students answer the questions in pairs.
2 Then, ask them to share their answers with the whole class.
Activity 4
Books open.
1 Divide students into small groups and have students discuss the questions.
2 When saying why they prefer one event to another, encourage students to mention their likes and dislikes, their favorite activities, etc.
TURNING POINT
3 Answer the following questions based on the information in the texts.
Michael loves sports. He always exercises in his free time.
a Which event do you think he would like to go to?

To the Ultimate Frisbee game.
b When is it?
On Fridays.
c Where is it?
At Griffith Park Recreation Center.
d What time is it?

From 7 to 9 P.M.
Cora likes music a lot. She plays the guitar and has dance lessons twice a week.
a Which event do you think she would like to go to?

To the official Friday night teen dance.
b When is it?
On the first Friday of the month.
c Where is it?
At Silverbell District Park.
d What time is it?

From 6:30 to 9:30 P.M.
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9 Do you wanna
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Putting into Words

Objectives: Provide students with an opportunity to review and practice the language learned throughout the unit.
Activities 1 and 2
Preparation: Make copies of the cards provided at the Resource book pages from Unit 9.
Books open.
1 Have students read the conversation while they listen to the recording.
2 Divide students into pairs and have them practice the conversation.
3 Give one card to each student and have them prepare a conversation.
4 When they have finished, ask a few students

9 Do you wanna come
with me?
to role-play their conversations in front of
5 If time allows, give each pair different

David and his friends are huge fans of science fiction movies. cards and ask them to role-play another
conversation.
a Which event do you think they would like to go to?
To the Star Wars party.
b When is it?
On Friday (Mar. 9).
c Where is it?
At the library.
d What time is it?

At 6:30 P.M.
4 Which event would you like to go to? Why?
Putting into Words

1 Listen and read.
A: I need to buy a present for my mom. Is there a good shoe store at the mall?
B: There is one on the second floor, near the electronics store.
A: Cool. Do you wanna come with me?
B: Sorry, I have to study for a test.
A: How about a movie later tonight?
B: That sounds fun. Where can we meet?
A: How about 7:30 P.M. in front of the movie theater?
B: It’s a deal.
2 Use the cards your teacher gives you and role-play the conversation. Follow the model.
145
147
TURNING POINT 1
UNIT 10 – What are they doing?

Overview
• learn parts of the house, personal objects and household chores;
• talk about people’s whereabouts and what they are doing and
• possession.

Getting started Introduce language to be used Talking about possession:
Pages 150 and 151 throughout the unit. Develop Hey kids... Whose backpack is this?
students’ listening strategies. I think it’s Anna’s.
Talking about people’s whereabouts:
Where is she?
She’s in her bedroom.
Talking about what people are doing:
What’s she doing there?
What are you doing, Mom?
She’s talking on the phone.
I’m cleaning the attic.
Putting into Words Present and practice vocabulary Talking about possession:
Pages 152 and 153 related to personal objects and Whose cap is this?
devices. Practice language used Whose glasses are these?
to talk about possession. It’s Alan’s.
They’re Milla’s.
Grammar in Context Raise awareness of the use of the

Pages 153 and 154 genitive case.

Pages 155 to 157 related to the parts of the house.
Reading Discuss household chores, and

Pages 158 to 161 develop reading strategies.
Going Further Present language used to talk

Pages 162 and 163 about actions that are happening
at the moment of speaking.
Develop students’ listening
strategies.
Grammar in Context 2 Present language used to talk

Pages 164 and 165 about actions that are happening
at the moment of speaking.
Develop students’ listening
strategies.
148
10 What are they doing?
TURNING POINT 10 What are they doing?

- learn parts of the house, personal objects and household chores
- talk about people’s whereabouts and what they are doing
- possession
146 147
Books open.
1 Have students analyze the picture and write down words that describe the scene.
2 Write the words on the board, helping them with any vocabulary they may need.
3 Have students listen to the recording on their Apps and compare it to the list of words on the board. Ask them: Are they related in any way?
How? If not, why not?
Script
This is our dream home.
149
TURNING POINT 1
Getting Started
Talking about possession:

Hey kids... Whose backpack is this?
I think it’s Anna’s.
Talking about people’s whereabouts:

Where is she?
She’s in her bedroom.
Talking about what people are doing:

What’s she doing there?
What are you doing, Mom?
She’s talking on the phone.
I’m cleaning the attic.
Activity 1
10
Books closed.

conversation. They should pay attention to
the people who are talking. Make sure they What are they doing?
know they are not expected to understand
everything. Instead, they should focus
on the context (voices, tone of voice)
and on keywords such as names, family
Getting Started
relationships and places.
1 Listen to the conversation and answer the questions.
students the following questions: a Which object are they talking about?
Who is talking? (A mother and her kids.)
Where are they? (At home.)
Books open.

148. Go through the instructions and
questions with them and play the recording
again.
4 Ask students to check their answers in pairs

before checking their work with the whole
class.
x
5 If necessary, play the recording one more
time.
Script:
Mother: Hey kids... Whose backpack is this?

Son: I think it’s Anna’s.
Mother: Go ask her, please. Where is she? b Who does it probably belong to?
Son: She’s in her bedroom.
Mother: What’s she doing there?
The father.
Son: She’s talking on the phone.
Mother: All day? I need her to help me out. Ask The son.
her to come here right away.
x The daughter.
Son: OK, but.... What are you doing, Mom?
Mother: I’m cleaning the attic. We need room to
make a new office for your dad.
Son: Cool! Can I help?
Mother: You certainly can! There is a lot of stuff
you have to put away too.
Son: Oh, man...
148
150
Activity 2
Books open.
1 Go over the instructions with students and make sure they understand what they are supposed to do.
2 Have them look at the pictures and say the activities related to them.
3 Play the recording and check their answers.
Activity 3
Books open.
1 Have students look at the illustration and identify where the mother and the daughter are, by writing “mother” and “daughter” in the appropriate
places.
10 What are they doing? 3 Do not spend much time talking about the
parts of the house at this moment because
students will learn them later on in the
2 Listen again and identify what the mother (M) and the daughter (D) are doing.
Vocabulary section.
3 Where are they? Write the words in the spaces.
Mother
mother
Daughter
daughter
149
151
TURNING POINT 1
Putting into Words

Objectives: Present and practice vocabulary related to personal objects and devices. Practice language used to talk about possession.
Talking about possession:

Whose cap is this?
Whose glasses are these?
It’s Alan’s.
They’re Milla’s.
Activity 1
Preparation: Make copies of the cards provided at the Resource book pages of Unit 10 and give one set to each group.
Books closed.
TURNING POINT
1 Divide students into small groups and give
each group a set of cards.
Putting into Words
2 They should match the words with the
pictures. Have students use their previous 1 Game! Use the cards your teacher gives you.
knowledge to complete this task.
3 The group that pairs up the cards first is the

winner. 2 Write the words that are new to you.
4 Check their work, and have students

practice saying the words in unison.
Activity 2
Books open.
1 Ask students to write down the words that

are new to them in the space provided in
their books.
2 You may also encourage them to draw

the objects next to the words they write,
or even add some magazine cutouts, for
reference.
150
152
Activity 3
Books closed.
1 Randomly pick up something belonging to a student such as a pen, and ask the others:
Whose pen is this?
2 Help students answer correctly:
It’s ’s.
3 Do the same with another item and encourage students to answer accordingly.
4 Now, hold up a couple of similar objects and ask:

Whose books are these?
5 Help students answer correctly:

They’re ’s.
6 Continue doing so until students feel
3 Match the questions with the answers. confident about answering the questions.
GO TO
APPENDIX
a Whose cap is this? b They’re Milla’s.
7 Books open.
b Whose glasses are these? a It’s Alan’s.
7 Ask students to match the questions to the
answers.
Grammar in Context 8 Check their work and have them repeat the
1 Study these sentences. Pay special attention to the words in bold. Then, choose the questions and answers after you.
correct answer.
9 Make sure students know how to use the
singular and plural forms.
This is
A nn a
These ’s bac
kpack
are Ch .
This is
not m
ris’s g
y cam
la s s e s. Grammar in Context
My br era. It
others ’s Jo s e p
’ name h’s.
Is tha s are N
t Jam
es’s n e w ton an Objectives: Raise awareness of the use of the
My sis ew c a d Aaro genitive case.
ter’s n r? n.
Is this ame is
your p Ruth.
arent
s ’ hou
se?
Activities 1 and 2
We use ’s and (’ ) to indicate Books open.

plural.
x possession.
2 Complete the chart with the sentences in Activity 1. make sure they understand that they are
supposed to complete both tasks based on
the sentences given.
Add ’s to singular nouns Add apostrophe (’) to plural nouns 3 While checking their work with the whole
and proper names class, encourage students to provide further
examples.
Anna’s
Joseph’s
brothers’
sister’s
parents’
Chris’s
James’s
151
153
TURNING POINT 1
Activity 3
Books open.
1 Read the instructions and the example given with students and make sure they understand what they are supposed to do.
2 After students do the task individually, check their answers with the whole group and clear up any questions they may have.
3 Then, have them practice the conversations in pairs.
Answer key:
a A: Are these your keys?

B: No, they’re Frank ’s .
b A: Who are those guys?

B: They’re my mother ’s students. TURNING POINT
c A: What’s Charles’s s address?
B: It’s 5830 Main Street, apt. 6B. 3 Read the conversations and add ’s or ’ in the appropriate places. Follow the example.
d A: Whose tablet is this? Whose phone is this?

I think it’s Karla’s.
B: Hmm… I think it’s Doris’s .
e A: What are your parents ’ names?

B: Thomas and Beatrice.
a ?
e your keys
A: Are thes k. b
’re Fran
B: No, they A: Who ar
e those gu
B: They’re ys?
my mother
students.
c dress?
Charles ad
A: What’s et, apt. 6B
.
: It ’s 5830 Main Stre
B
d
A: Whose
tablet is th
B: Hmm… is?
I think it’s
Doris.
e
A: What are your parents names?
B: Thomas and Beatrice.
Where? When?
Who?
What?
How?
Whose?
152
154
Vocabulary
Objectives: Present and practice vocabulary related to the parts of the house.
Activity 1
Books open.
2 Ask them to match the parts of the house with their corresponding definitions. Have them use their previous knowledge in order to complete
the task. Also, encourage them to use their Apps in order to hear the pronunciation of the names of the parts of the house.
Vocabulary
1 Match the words with the definitions.
a ATTIC f A room for receiving visitors, spending free time, watching TV, entertaining…
b BEDROOM a A room at the top of a house often used for storing things.
c BATHROOM j A room in the lowest part of a house.
d KITCHEN b A room used for sleeping in.
e DINING ROOM g A room used for washing clothes.
f LIVING ROOM c A room used for bathing and using the toilet.
g LAUNDRY ROOM d A room for preparing food.
h GARAGE e A room for having meals.
i YARD h An area for keeping a car.
J BASEMENT i An area around a house used for sitting, playing, and growing plants in.
153
155
TURNING POINT 1
Activity 2
Books open.
1 Still in pairs, ask students to write the names of each part of the house next to the corresponding pictures.
3 Have students practice saying the words in unison.
TURNING POINT
2 Now, label the parts of the house.
GARAGE
ATTIC
YARD
DINING ROOM
KITCHEN
BEDROOM
LAUNDRY
ROOM
BASEMENT
154
156
Activity 3
Books open.
1 Divide students into small groups and have them discuss the questions.
2 Walk around the room and monitor their work. Help whenever necessary, but try not to interfere.
3 When students have finished, ask them to share their answers with the whole class.
4 Then, draw students’ attention to the CULTURAL NOTE and read the text along with them.
5 Have them compare the information in the text to what it is like in their country.
LIVING
ROOM
BATHROOM
a Do you live in a house or an

apartment?
b How many rooms does it have?
c What’s your favorite room?

Why?
Cultural Note
In some parts of the world, including Europe and North America, apartment buildings and
dormitories often have laundry rooms, where residents share washing machines and dryers. The
machines are usually set to run only when money is put in the coin slot.
A typical laundry room in the USA is located in the basement of older homes, but in many modern
homes, the laundry room can be near the kitchen or upstairs near the bedrooms.
Source: http://www.websters-dictionary-online.com/definition/laundry
155
157
TURNING POINT 1
Reading
Objectives: Discuss household chores, and develop reading strategies.
Activity 1
Books open.
1 Go over the instructions and the questions with students, and have them read the text briefly.
2 While checking their answers, ask students which words helped them answer the activity.
TURNING POINT
Reading
1 Look at the text below and discuss these questions with a partner.
a What kind of text is it? It is a survey.

b What is the text about? It is about household chores.
c Does it reflect the reality in your house?
Who is most likely to do each of the following in

your household?
Based on married adults
Husband/Father Wife/Mother
68%
57%
10% 12%
Laundry Yard work

Dec. 6-9, 2007, GPSS Lifestyle Poll
Husband/ Wife/
Father % Mother %
Keeping the car in good condition 69 13
Doing yard work 57 12
Making decisions about savings or investments 35 18
Paying bills 34 48
Washing the dishes 16 48
Doing the grocery shopping 16 53
Preparing meals 14 58
Doing the laundry 10 68
Caring for the children on a daily basis
9 54
(asked of parents with children under 18)
Cleaning the house 6 61
Making decisions about furniture and decoration 6 60
GALLUP POLL
Adapted from: http://www.gallup.com/poll/106249/wives-still-laundry-men-yard-work.aspx
156
158
Activity 2
Books open.
1 Have students look at the list of things to do and choose the correct option.
2 Read and choose the correct answer.

This is a list of...
free time activities. x household chores. school tasks.
Things TO DO...
a. Set the table g. Clean out the desk
b. Wash the dishes h. Dust
c. Load the dishwasher i. Vacuum
d. Make the bed j. Take out the garbage
e. Tidy the closet k. Sweep the floor
f. Pick up toys l. Do the laundry
157
159
TURNING POINT 1
Activity 3
Books open.
1 Students should work in pairs to match the chores with the pictures. Point out to students that some chores are not represented in the images.
2 Allow them some time to do the task and then check their answers.
3 In order to check students’ understanding of the chores that are not represented in the images, have them explain their meanings, by miming or
acting them out.
TURNING POINT
3 Organize the pictures according to the list in Activity 2.
11 4 9
8 1 5 6
3 10 2
158
160
Activities 4 and 5
Books open.
1 Students should complete Activities 4 and 5 individually.
2 Make sure they know what they have to do. Monitor their work and help whenever necessary.
3 Then, have them compare their answers in groups of three.
4 Ask students to share their answers with the whole class.
4 Now, complete the chart with information about you and your family.
Who does the following activities? like/likes it do/does not

Choose: like it
I do. [ I ]
My mother does. [ M ]
My father does. [ F ]
My siblings do. [ S ]
Other people do. [ O ]
Set the table

Wash the dishes
Load the dishwasher
Make the bed
Tidy the closet
Pick up toys
Clean out the desk
Dust
Vacuum
Take out the garbage
Sweep the floor
Do the laundry
5 Answer these questions. Compare your answers with your classmates’.
a Who in your family does most of the activities?
b Are those activities done mostly by women/girls or men/boys?
c Which activities are mostly done by women/girls?
d Which activities are mostly done by men/boys?
159
161
TURNING POINT 1
Going Further
Objectives: Present language used to talk about actions that are happening at the moment of speaking. Develop students’ listening strategies.
Activity 1
Books open.
1 Divide students into small groups and allow them about 5 minutes to complete the spidergram with actions people usually perform in those places.
2 Monitor their work and help with any vocabulary questions they may have.
3 When the time is up, have the groups share their lists, and encourage them to add their classmates’ ideas to their lists as well.
TURNING POINT
Going Further
1 What do you usually do in the following places?
kitchen
laundry room
living room yard
bedroom
bathroom
160
162
Activity 2
Books open.
1 Ask students to say the names of the places and the actions represented in the pictures.
2 Before playing the recording, explain what students are supposed to do.
3 Play the recording a few times and have students compare their answers in pairs before checking with the whole group.
4 Draw students’ attention to pages 284 and 285 and play the recording again while students read along.
5 Then, have students role-play the conversations in pairs.
Script:
A: Hello?
B: Mildred, are you home?
A:
B:
No, I’m at the mall.
What are you doing?
A: I’m having a snack.
2 Listen to the conversations and match the people with where they are and what B: Do you wanna catch a movie later?
they are doing. A: Sure. What time?
B: How about 6:00?
A: Great!
a b A: Silvia, where is your brother?
B: He’s in his bedroom, Dad. He’s getting dressed.
A: Tell him to hurry up! The party is in 20 minutes!
g c A: Peter, where are you?
B: I’m still at the office. I’m finishing a report.
A: OK. Don’t take too long. We’re waiting on you
for dinner.
A: Where’s Claudia?
B: She’s in the kitchen.
a A: Is she fixing dinner?
B: No, she isn’t.
b A: What’s she doing?
B: I think she’s making a cake. She wants to try a
e new recipe.
A: Are you home alone? Where’s everyone?
B: Well, my sister is sleeping over at a friend’s
house, and my parents are celebrating their
a Mildred anniversary at a restaurant.
d A: Where’s Max?
b Silvia’s brother
B: He’s in the living room.
c Peter A: Is he watching TV?
B: No, he isn’t.
d Claudia
A: What’s he doing?
h e sister B: He’s listening to music.
A: Where are Rodney and Sue?
f parents
B: They’re in the yard.
g Max c A: What are they doing?
B: They’re mowing the grass.
h Rodney and Sue
f
g
f e
GO TO
APPENDIX
8
161
163
TURNING POINT 1
Grammar in Context
Objectives: Present language used to talk about actions that are happening at the moment of speaking. Develop students’ listening strategies.
Activity 1
Books open.
1 Have students read the sentences and classify them accordingly.
2 Before checking their work with the whole class, have students compare their answers in pairs.
Activity 2
Books open.
1 Have students match the questions

and the statements in order to make TURNING POINT
mini-conversations. They should do this
orally.
2 Check their work by having a few students

Grammar in Context
role-play the conversations in pairs out
loud. 1 Read the sentences below. Then, number them according to their classification.
1 Questions 2 Affirmative Statements
3 Negative Statements
2
I’m writing an e-mail. 3
We’re having breakfast. No, he’s not eating. He’s brushing his teeth.
I think she’s playing with the dog. No, they’re not watching TV. They’re listening to music.
They’re mowing the grass. No, she’s not cooking. She’s setting the table.
Yes, I am.
1
What are you doing, Dad?
What’s Hellen doing in the yard?
What are you and your sister doing now?
Is Mom fi xing dinner?
Is Ted having lunch now?
What are the boys doing?
Are you studying now?
Are Janet and Bryan watching a movie?
2 Now, with a classmate, find 8 mini-conversations. Match the questions to the answers.
What are you doing, Dad?
I’m writing an e-mail.
What’s Hellen doing in the yard?
I think she’s playing with the dog.
3 Study the sentences in Activity 1 and choose the correct answers.
What are you and your sister doing now?
We’re having breakfast.
a We use them to describe
Is mom fixing dinner?
No, she’s not cooking. She’s setting the table. habits and routine actions.
Is Ted having lunch now? x actions or events that are in progress at the moment of speaking.
No, he’s not eating. He’s brushing his teeth.
What are the boys doing?
They’re mowing the grass.
162
Are you studying now?
Yes, I am.
Are Janet and Bryan watching a movie?
No, they’re not watching TV. They’re listening
to music.
164
Activity 3
Books open.
1 Ask students to analyze the questions and statements one more time and choose the correct answers.
2 Have them check their answers in pairs before checking their work with the whole group.
Activity 4
Preparation: Make copies of the pictures provided at the end of the unit. Give one set to each pair of students.
Books open.
1 Divide students into pairs, and give one picture to each student. Ask them not to show it to their partners.
2 Students should take turns describing the

10 What are they doing? pictures while their partners draw.
3 Encourage students to use all the language

b The correct order of affirmative statements in the present continuous tense is and vocabulary they have learned so far in
order to give and ask for as much detail as
verb to be in the present + subject + verb in the –ing form. possible.
x subject + verb to be in the present + verb in the –ing form.
4 When they finish, have them compare the
subject + verb to be in the present + NOT + verb in the –ing form. original pictures to their drawings.
5 Ask students to share their work with the

c The correct order of negative statements in the present continuous tense is
whole class, and have them choose the
verb to be in the present + subject + verb in the –ing form. drawing that is the closest to the original
picture.
subject + verb to be in the present + verb in the –ing form.
x subject + verb to be in the present + NOT + verb in the –ing form. 6 In order to consolidate the language studied
d The correct order of questions in the present continuous tense is
x verb to be in the present + subject + verb in the –ing form.
subject + verb to be in the present + verb in the –ing form.
subject + verb to be in the present + NOT + verb in the –ing form.
4 Work in pairs. Describe the actions, listen and draw.
163
165
TURNING POINT 1
UNIT 11 – To buy or not to buy – that’s the question!

Overview
• learn colors, sizes and prices of items of clothing;
• practice language used for shopping and
• discuss shopping habits.

Getting started Introduce language to be used Talking about the colors of clothing:
Pages 168 to 170 throughout the unit. Develop Excuse me… Do you have this T-shirt in black?
students’ listening strategies. Talking about sizes:
What size do you wear?
I think it should be an extra-large.
Do you have them in a size 4?
Talking about prices:
How much is it?
It’s on sale: 50% off. Only 12 dollars.
And how much are those jeans?
They’re $45.10.
Making shopping decisions:
I’ll take it.
I’ll take them, too.
Vocabulary Present and practice the colors.

Pages 170 and 171
Going Further Introduce and practice language Describing clothing items and accessories: dark gray socks
Pages 172 to 176 used to describe clothing. violet shirt black leather shoes
white jacket black and white polka-dot dress
black skirt white headscarf
black purse black gloves
navy blue checked cap white sunglasses
blue checked shirt white high heels
gray striped pants green polo shirt
black sneakers green checked shorts
pink blouse green �ip-�ops
jean miniskirt watch
purple pantyhose black belt
yellow scarf �oral print dresses
yellow rubber boots blue checked hat
gray suit red sandals
striped tie navy blu��
ats
Putting into Words Practice language used to talk Talking about prices:
Pages 177 e 178 about prices. How much is that watch?
How much are they?
It’s $72.50 plus tax.
I think they’re $125.98.
It’s $304.00.
It’s on sale. Only $26.10.
They’re $49.15.
Reading Discuss shopping habits, and

Pages 178 to 181 develop students’ reading
strategies.
Putting into Words 2 Practice language used for

Page 182 shopping in a store.
Grammar in Context Raise awareness of singular

Page 183 and plural nouns and their
corresponding quanti�ers.
166
11 To buy or no to buy -
that’s the question!
TURNING POINT 11 To buy or not to buy –

11 To buy or not to buy – that’s the question!
3 4
1 2

- learn colors, sizes and prices of items of clothing
- practice language used for shopping
- discuss shopping habits
164 165
Books open.
1 Have students look at the picture and, in pairs, think of sentences they think these people might be saying. They should use their previous knowledge
to do this, but you may help them if they ask about new vocabulary.
2 Write their ideas on the board.
3 Ask them to use their Apps and listen to the recording from each person.
4 Have students compare the recording to their guesses on the board.
Script
1- I just got a pair of sneakers and some shorts.
2- Shopping is so not my thing…
3- I just got a new suit. 30% off!
4- I just love sales!
167
TURNING POINT 1
Getting Started
Talking about the colors of clothing:

Excuse me… Do you have this T-shirt in black?
Talking about sizes:

What size do you wear?
I think it should be an extra large.
Do you have them in a size 4?

How much is it?
It’s on sale - 50% off. Only 12 dollars.
And how much are those jeans?
They’re $45.10.
TURNING POINT
Making shopping decisions:
I’ll take it.
11
I’ll take them, too.
Activity 1
Books closed. To buy or not to buy – that’s the question!
1 Tell students that they are going to listen to
a conversation and that they should focus
on the people who are talking. Getting Started
students: 1 Listen to the conversation and choose the correct options.
Who is talking? (A salesclerk and a
customer.) a Where are they?
At a shoe store.
3 Encourage them to explain their answers.
x At a clothing store.
Books open. At an electronics store.
4 Go over the instructions and questions with b The customer wants to buy a present for her...
students. x brother.
5 Play the recording and have them compare father.
their answers in pairs first.
friend.
6 While checking their work with the whole
class, encourage students to name the c What does the customer buy?
objects depicted in question c. If they do
not know the words, take this opportunity
to teach them. (T-shirt/ soccer shoes/
wireless controller/ jeans/ flip-flops/
camcorder)
Script:
Salesclerk: Hi. May I help you?

Clarice: No, thanks. I’m just looking around. x
Salesclerk: Let me know if you need anything, all
right?
…
Clarice: Excuse me… Do you have this T-shirt
in black?
Salesclerk: Yes, we do. What size do you wear?
Clarice: Oh, no, it’s not for me. It’s for my
brother. I think it should be an extra
large.
Salesclerk: There you go.
Clarice: That’s perfect. How much is it?
Salesclerk: It’s on sale - 50% off. Only 12 dollars. 166
Clarice: Great. I’ll take it. And how much are
those jeans?
Salesclerk: They’re $45.10.
Clarice: Do you have them in a size 4?
Salesclerk: Sure. Here they are.
Clarice: Thanks. I’ll take them too.
168
Activity 2
Books open.
1 Ask students to look at the chart and make sure they understand how to complete it.
2 Draw students’ attention to the “size” column, and provide students with examples of the different sizes mentioned. You may also ask them what size
they usually wear.
3 Play the recording once or twice and have students complete the chart.
4 Check their work, and, if necessary, play the recording one more time for students to check their answers.
5 After checking the price, draw students’ attention to the post-it note and show them the different ways to describe prices. Provide further examples
and have students say the prices.
Activity 3
11 To buy or not to buy –
Books open.
2 Now, listen again and complete the chart. 1 Have students read the sentences taken from
the conversation and decide who the speakers
Items she buys Size Price are.
2 Play the recording for them to check their

on! small answers.
medium 3 Play the recording again and ask students
a black T-shirt large $12.00 to repeat after the customer’s lines.
x extra large
2
x 4
jeans 6 $45.10
8
3 Who said these lines? Listen and write C (customer) and S (salesperson).
s May I help you?

c I’m just looking around.
c Do you have this T-shirt in black?
s What size do you wear?
c How much is it?
s It’s on sale - 50% off. Only 12 dollars.
c Great. I’ll take it. And how much are those jeans?
s They’re $45.10.
c Do you have them in a size 4?
There are
two ways
c Thanks. I’ll take them too. describe
prices. F
to
example or
,
$45.10
= forty-
or forty five ten
-five do
and ten llars
cents.
167
169
TURNING POINT 1
Activity 4
Books open.
1 Have students work in groups of three in order to discuss the questions.
3 When students have finished, ask them to share their answers with the whole class.
Vocabulary
Objectives: Present and practice the colors.
Activity 1
Preparation: Bring to class the flashcards provided at the Resource book pages of Unit 11.
Books closed. TURNING POINT

each group a set of flashcards – colors and 4 Answer these questions.
words.
2 Ask students to match the colors with a Do you enjoy shopping?

their corresponding names. This is a good
opportunity to activate students’ previous
knowledge.
b How often do you go shopping?
3 Walk around the room and help whenever
necessary, but try not to interfere.
4 Check their work with the whole class. c What’s your favorite place to shop? Why?
Books open.
5 Have students write the names of the

colors in the spaces given. Also, have them
use their Apps in order to listen to the
Vocabulary
pronunciation of the colors.
1 Write the names of the colors.
7 Make sure students understand the concept

of dark and light and ask them to show
some objects in the classroom to check
their understanding.
8 Ask students to repeat the colors after you.
168
170
Activity 2
Books closed.
2 Call out a color and have students write down all the things they can see in the classroom that are that color as fast as they can.
3 Set a time limit of 30 seconds. When the time is up, ask them to stop writing and count how many words they have written down.
4 Check their work. The group that has the most words scores a point.
5 Do the same with different colors.
6 When the game is over, have students share their lists.

black white yellow
red pink purple
brown beige orange
gray blue navy blue
green light green dark green
silver gold
2 The color game! Follow your teacher’s instructions.
169
171
TURNING POINT 1
Going Further
Objectives: Introduce and practice language used to describe clothing.
Describing clothing items and accessories:

violet shirt
white jacket
black skirt
black purse
navy blue checked cap
blue checked shirt
gray striped pants
black sneakers
pink blouse
jean miniskirt
purple pantyhose
yellow scarf
yellow rubber boots TURNING POINT
gray suit
striped tie
dark gray socks Going Further
black leather shoes
black and white polka-dot dress 1 Match the photos in this catalog with the texts on pages 172 and 173. Write the numbers.
white headscarf Then, write the letters to identify the items of clothing and accessories. There are some
black gloves extra letters.
white sunglasses
white high heels SEE 2 1
green polo shirt INSIDE FOR GREAT NEW COLORS AND STYLES! 20% OFF WOMEN’S CLOTHING
green checked shorts
green flip-flops
watch A
black belt
floral print dresses
blue checked hat
B
red sandals B
navy blue flats A
E
Activity 1 C
Books open. C
1 Have students take a brief look at the catalog

as well and read, and explain to them that D
they should match the descriptions with
the corresponding pictures.
2 Ask them to work in pairs.

PROFESSIONAL 7 NEW 3
3 Note that even though students do not
know the names of some items of clothing WEAR COLORS!
in English, the colors work as clues.
5 Still in pairs, have students read the

texts one more time and listen to the
sentences on page 172 by using their D
Apps. A A
6 C
Then, ask them to write the
letters of the items of clothing next B
to the corresponding photos in the C
7 catalog.
E
Have students repeat the words for the
items of clothing after you. Help with any E
pronunciation problems they may have.
170
172

SAVINGS 4 LOW 8
IN MEN’S PROFESSIONAL WEAR PRICES
B
C D
A
D
C F
ADD 5 THIS SEASON’S 6

SOME ATTITUDE WITH ACCESSORIES MUST-HAVES!
D
A
B
171
173
TURNING POINT 1
TURNING POINT
A Violet shirt. $31. Save $8. Also available in blue, green and pink.
B White jacket. Save $12. Now $47.

C Black skirt. Save $10. Now $29.
D White high heels. $64
E Black purse. $30
A Navy blue checked cap. $35
B Blue checked shirt. $25
C Gray striped pants. $29. More styles available in store.
D Black sneakers. $31
A Pink blouse. $23. Save $6.
B Jean miniskirt. $17
C Purple pantyhose. $14.10
D Yellow scarf. $15. Other colors available.
E Yellow rubber boots. Introductory offer $40. Price after offer ends $50.
4
A Gray suit. $139
B Light gray shirt. $39
C Striped tie. Sale $36.99
D Dark gray socks. $13.50. Other colors available.
E Black leather shoes. $30. Save $10.
172
174

A Black and white polka-dot dress. Save $12. Now $47.
B White headscarf. $15. Styles and colors will vary from store to store.
C Black gloves. $31.60
D White sunglasses. $125
E White high heels. Save $15. Now $25.
A Green polo shirt. $39. Also available in white, yellow and orange.
B Green checked shorts. $25
C Green flip-flops. $6
D Watch. $35
A Black suit. $68
B Red shirt. $23. Save $6.
C Black belt. $25. Styles and colors will vary from store to store.
D Black pantyhose. $11.95
E Black high heels. Save $8. Now $32.
8
A Floral print dresses. Save $11. Now $44 each.
B White hat. $17.49
C Red sandals. $20. Save $10.
D Blue checked hat. $24.50
E White sunglasses. $13
F Navy blue flats. $16. Save $6.
173
175
TURNING POINT 1
Activity 2
Books open.
1 Have students complete the chart with the items of clothing from Activity 1.
2 Encourage them to add other words they already know. Teach them how to say different clothes , if they ask about these.
3 Help them with pronunciation, and have them practice repeating the words, if necessary.
Activity 3
Books open.
1 Ask students to answer the questions individually.
2 Then, divide them into small groups and have them share their answers.
3 Check their work by asking a few students

to report their answers to the whole class.
TURNING POINT
Activity 4 Write the items of clothing in the following categories. Then, add others to the list.
2
Books closed.

Have each group choose one student in the women’s clothing foot wear accessories
2 men’s clothing
classroom and write down what he/she is
wearing.
suit skirt leather shoes watch
3 Draw their attention back to the texts in pants miniskirt (rubber) boots purse
Activity 1 and ask students to use the shirt dress sandals tie
vocabulary presented there. You may want T-shirt blouse flats scarf
to give them an example to get them polo shirt T-shirt high heels headscarf
started. jacket shirt flip-flops hat
4 Walk around the room and help whenever coat polo shirt sneakers cap
necessary. shorts suit belt
jacket sunglasses
5 When students have finished writing, have coat gloves
each group read their texts while the other pants socks
groups try to guess who is being described. shorts pantyhose
6 The group that says the name of the
corresponding student first scores a point.
7 The group that scores the most points is 3 Answer these questions.
the winner.
a What do you usually wear to school?
b What do you usually wear to a party?
c What do you usually wear to hang out with friends?
174
176
Putting into Words

Objectives: Practice language used to talk about prices.

How much is that watch?
How much are they?
It’s $72.50 plus tax.
I think they’re $125.98.
It’s $304.00.
It’s on sale. Only $26.10.
They’re $49.15.
Activity 1
Books open.

1 Have students look at the pictures and
describe the clothing in as much detail as they can.
Putting into Words 2 Play the recording and ask students to

pay close attention to the prices and write them
down on the price tags next to the corresponding
1 Listen and write the prices. $49 photos.
.15
class, ask students to check their answers in pairs.
4 Draw students’ attention to the CULTURAL

NOTE and read the text with them. Make sure they
$26 understand the information provided then ask
.10
them to say whether there are sale taxes in their
country or not.
Script:
A: Excuse me. How much is that watch?

B: This one?
A: No, the gold one.
B: It’s $72.50 plus tax.
A: Thanks.
A: Oh, look at those high heels. They’re gorgeous!

How much are they? Can you see the price tag?
$12 B: Hmm... Let me see... I think they’re $125.98.
5.98
A: May I help you?
$304.00
B: Yes, please. How much is this shirt?
A: It’s $304.00.
B: $304.00? That’s a rip-off!
A: What a lovely blouse!

B: Look! It’s on sale. Only $26.10.
A: Great! I’ll take it.
$72 A: I need to buy a new pair of jeans… These look

.
plus 50 good. How much are they?
tax B: They’re $49.15. 10% off if you pay cash.
Cultural Note
In the United States, it’s common to hear prices said, “It’s … dollars plus tax.” This phrase refers to
the taxes placed on the sale of products and services in the United States. Sales tax is calculated by
multiplying the price of the product by the applicable tax rate. Tax rates vary from less than 1% to
over 10%, depending on the state.
Source: http://www.tripadvisor.com/Travel-g191-c1484/United-States:Sales.Tax.html
175
177
TURNING POINT 1
Activity 2
Books open.
1 Have students work in pairs asking and answering questions about the prices of the items in the catalog.
2 Model a conversation with one or two students so that they know what they have to do.
3 Ask a few volunteers to role-play the conversations in pairs out loud. Encourage them to describe the price in both possible ways.
Reading
Objectives: Discuss shopping habits, and develop students’ reading strategies.
Activity 1
Books open.
1 Ask students to read the expressions and TURNING POINT

guess what they are going to read about.
2 Have them read the texts and write the titles 2 Ask and answer questions about the prices of the following items.
in the correct places.
3 When checking their work, encourage ON SALE FOR 2 WEEKS

students to explain their answers.
Activity 2
Chart CDs and compilations from
Books open.
1 Go over the instructions and questions with

what they are supposed to do.
TH E B EST O F ROC K
R&B SESSIONS
$ 14.95
$ 22.55
LOVE SONGS $ 19.99
HOT HITS $ 15.75

$
14 .95
POP 4 EVER $ 14.95 CLASSICS $ 17.20
pairs before checking their work with the
whole group.
3 If necessary, have them practice saying the

words/expressions as a class.
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176
178

Reading
1 Read the texts below and write their titles in the corresponding spaces.
Shopping Pro Shopaholic
Reluctant Shopper
A Reluctant Shopper
Shopping is not your thing. You just don’t get what’s so fun about it.
It’s great that you don’t spend your money on material things, but shopping can be fun when you go
with friends.
B Shopping Pro
Okay, so maybe you shop a lot, but you do it the right way. You’re an expert bargain hunter and you
always find good items on sale. But at the same time, you know when to spend money on an item
you really want. Keep it up. You are a wise shopper.
Shopaholic
C
Let’s just say you shop almost every day. If you need a new outfit to go out or a nice shirt to wear to
school, you go to the mall instead of your closet. You just can’t get enough of your favorite stores,
and you love wearing something brand new. It’s great that you have awesome style, but your buying
decisions can be very irrational.
2 Read the texts again and find the words/expressions that mean:
a Available to buy at a reduced price (Text B):
on sale
b A set of clothes for a particular occasion or activity (Text C):
outfit
c Completely new (Text C):
brand new
d A person who shops for items sold at cheap, especially discounted, prices (Text B):
bargain hunter
177
179
TURNING POINT 1
Activities 3, 4 and 5
Books open.
1 Have students answer the quiz in pairs.
2 Walk around the room and monitor their work. Help with any vocabulary problems they may have.
3 Ask them to check their results and discuss whether or not they agree with them and why (or why not).
TURNING POINT
3 Now, answer the questions about your shopping habits and check your results.
QUIZ
1 How often do you go to the mall?
a Hmm... almost every day.
b Only when I absolutely need something.
c Once every few weeks.
2 How do you buy things?

a On the spur-of-the-moment.
b I decide what to buy before I go to buy.
c I ask my parents to buy them for me.
3 Do you calculate the cost and compare with other shops before buying something?
a No, never.
b Only sometimes.
c Yes, always.
4 When you go shopping, do you end up buying things which you already have?
a Yes.
b Sometimes.
c No.
5 Do you save money?

a Rarely.
b Regularly.
c As much as possible.
6 What do you spend the most money on?

a New fashion, latest products and accessories, etc.
b First, I purchase the things I really need, and only then do I buy superfluous things.
c Only the necessary items.
178
180

7 Think about your closet. What’s in there?

a My closet is used more for storage than clothes...
b A few expensive items, a few cheap ones. It’s a mix.
c All of the latest trends and lots of high-end labels. I
8 How often are you short of money due to shopping sprees?
a Most of the time.
b Sometimes.
Shopping
c Very rarely.
RESULTS:
Question 1 Question 2 Question 3 Question 4
a = 3 points a = 3 points a = 3 points a = 3 points
b = 1 point b = 2 points b = 2 points b = 2 points
c = 2 points c = 1 point c = 1 point c = 1 point
Question 5 Question 6 Question 7 Question 8
a = 3 points a = 3 points a = 1 point a = 3 points
b = 2 points b = 2 points b = 2 points b = 2 points
c = 1 point c = 1 point c = 3 points c = 1 point
more than 17 points: Shopaholic
11 to 17 points: Shopping Pro
up to 10 points: Reluctant Shopper
Adapted from:
http://quizzes.teen.com/take/165/0/1/0
http://www.funquizcards.com/quiz/shopping/are-you-a-compulsive-shopper.php
http://www.funquizcards.com/quiz/shopping/are-you-a-smart-shopper.php
179
181
TURNING POINT 1
Putting into Words

Objectives: Practice language used for shopping in a store.
Activity 1
Books open.
1 Go over the instructions with students and make sure they understand they have to draw lines in order to form two conversations.
2 Ask students to compare their answers in pairs.
3 Play the recording and have students check their work.
4 Play it again and have students repeat after each sentence.
5 Draw their attention to the singular and plural forms.
6 Have students role-play both conversations

in pairs. TURNING POINT
CULTURAL NOTE and have them compare 4 What kind of shopper are you?
the different shoe sizes for the countries
listed.
9 Ask a few students: What shoe size do you

wear?, and help them answer accordingly.
10 Tell them to ask and answer about their
shoe sizes in pairs.
5 Do you agree with your result? Why or why not?
Activity 2
Preparation: Make one copy of the customer cards
and several copies of the salesperson card that you
can fin on Unit 11 Resource book pages.
Books closed.
Putting into Words
1 Pair up students and give one customer
card and one salesperson card to each pair. 1 Find the two possible conversations. Draw lines. Then, listen to the conversations and
check your work.
2 Tell students they are going to role-play a
conversation according to the cards they
have. Customer:
Salesperson:
3 Elicit from students the vocabulary they Do you have this shirt in white?
will need to perform the task. Write some Hi. May I help you?
Do you have these pants in a large?
examples on the board if necessary.
What size do you wear? Brown.
4 Walk around the room and monitor their In what color, please? Medium.
work. Help whenever necessary, but try not
to interfere. Sure. Here it is. How much are they?
Let me see… Yes, here they are. How much is it?
5 Give the pairs different customer cards and It’s 32 dollars. Thanks. I’ll take it.
have them exchange roles. They’re $48.75. Thanks. I’ll take them.
6 Have a few students role-play their
conversations out loud to check their work.
Cultural Note
There are several different shoe size systems that are used worldwide. See some below.
M 33 33,5 34 35 35,5 36 36,5 37 38 39 40 41 42 43 44 46

Brazil
F 33 33,5 34 35 35,5 36 36,5 37 38 39 40 41 42 43 44,5 46
Europe 35 35½ 36 37 37½ 38 38½ 39 40 41 42 43 44 45 46½ 48½
M 3½ 4 4½ 5 5½ 6 6½ 7 7½ 8 8½ 9 10½ 11½ 12½ 14
USA
F 5 5½ 6 6½ 7 7½ 8 8½ 9 9½ 10 10.5 12 13 14 15.5
Source: http://sapatarialud.com.br/size_shoes.html
180
182
Grammar in Context
Objectives: Raise awareness of singular and plural nouns and their corresponding quantifiers.
Activity 1
Preparation: Make copies of the BINGO cards that you can find in Unit 11 Resource book pages.
Books closed.
2 Give one bingo card to each pair of students.
3 Show students one card depicting clothing at a time, and have them check the corresponding words on their cards.
4 As soon as a pair of students checks three words in a row (vertically, horizontally, or diagonally), they should say BINGO!
5 Check their work. If it is correct, they score a

that’s the question! point.
6 Play BINGO several times, as long as

2 You’re in a store. Use the cards the teacher gives you. students are having fun and there is time
available.
Grammar in Context
Activity 2
1 Let’s play BINGO! Books open.
1 Divide students into groups and have

2 Use the information on the BINGO cards to complete the chart. them complete the chart according to the
information they have on their BINGO cards.
2 When checking their work, encourage

A PAIR OF/SOME A/AN
students to come up with different examples
and write them in the corresponding
(orange) hat columns.
cap
shorts
jacket
pants
coat Activity 3
jeans
skirt
gloves Books open.
miniskirt
sunglasses
shirt
leather shoes 1 Ask students to analyze the words in the
T-shirt
sandals chart and underline the correct options.
polo shirt
flats
dress 2 Check their work with the whole class.
high heels
suit
sneakers 3 You might want to ask students to do the
tie
flip-flops activity suggested in the Activity Book in
purse
boots
belt class for reinforcement.
pantyhose
watch
scarf
3 Based on the chart in Activity 2, underline the correct options.
a We use a pair of and some with singular nouns/plural nouns.
b We use a and an with singular nouns/plural nouns.
GO TO
APPENDIX
this guide.
9
181
183
TURNING POINT 1
UNIT 12 – What can you do?

Overview
• learn about abilities and special talents and
• describe how well and how often people do things.

Getting started Introduce language to be used Talking about abilities and talents:
Pages 186 to 188 throughout the unit. Develop Can you do anything special?
students’ listening strategies. I can dance and I can play the drums very well!
I can sell tickets and promote events like this talent show like no one else.
Going Further Introduce and practice language Talking about abilities:

Pages 189 and 190 used to talk about abilities. I can dance, sing and act.
You can do martial arts.
He can swim.
She/It can play soccer.
We can write novels.
You can play basketball.
They can draw.
Putting into Words Practice language used to talk Talking about abilities: Yes, I can.
Page 191 about abilities. Can you play table tennis? No, I can’t.
Can you do tricks with a yo-yo? I can hold my breath for 40 seconds.
Can you drive a car? I can juggle. I can’t do magic tricks.
Can you whistle?
Grammar in Context Raise awareness of the modals

Page 192 can and cannot/can’t used to talk
about abilities.
Going Further 2 Practice language used to talk Talking about abilities: Yes, I can.
Pages 193 to 195 about abilities. Review language Can you ride a tube? Can you swim backstroke?
used to talk about likes and I sure can! I can, but not very well.
dislikes and how often people Can you dunk? Can he do kick-ups?
do things. Develop listening Oh… No, I can’t. No, he can’t.
strategies. Can you perform a kick�ip?
Reading Discuss some abilities animals

Pages 196 to 198 have. Develop students’ reading
strategies.
Going Further 3 Present and practice language

Pages 198 and 199 used to talk about abilities and
how well people can do things.
Putting into Words 2 Provide students with an

open communication in English.
184
12 What can you do?
TURNING POINT 12 What can you do?
12 What can you do?

- learn about abilities and special talents
- describe how well and how often people do things
182 183
Books open.
1 Have students look at the picture and explain what the people are doing.
2 Then, have them listen to the question on their Apps and answer it.
3 Ask them what kind of rhythms they can dance to and have them answer using I can dance . Only do this briefly because the use of can will
be studied throughout the unit.
Script
Can you dance hip hop?
185
TURNING POINT 1
Getting Started
Talking about abilities and talents:

Can you do anything special?
I can dance and I can play the drums very well!
I can sell tickets and promote events like this talent show like no one else.
Activity 1
Books closed.
1 Before playing the recording, tell students they should focus on who is speaking and the type of conversation they are having.

students:
Who is talking? - Are they friends?
Classmates? Co-workers? Related?
12
(Jake and Felicia. They’re classmates.)
Are they having a conversation? Doing an
interview? A survey? (A conversation.)
What are they talking about? (A talent
show.) What can you do?
Books open.
3 Have students look at the poster and Getting Started

confirm what the topic of the conversation
is.
4 Have them read the information and ask

them a few questions:
What kinds of activities will be performed?
When is the event?
What time does it start?
Where is it going to be?
How much is it?
5 Make sure students understand the
activities mentioned. Then, ask them to
say which activity is mentioned in the
conversation. (Dancing.)
6 Go over the instructions as well as the

statements with students.
7 Have them choose TRUE or FALSE before

playing the recording again.
8 Play the recording for students to check

their answers and to correct the sentences
that are false.
9 Have them compare their answers in pairs

before checking their work with the whole
class.
184
186
12 What can you do?
Script:
A: Hey Felicia... What’s that?
B: Hi Jake. It’s the poster of this year’s talent show.
A: Cool! Are our pictures on there? Do I look good?
B: You? Are you participating? Can you do anything special?
A: Are you kidding me?! I can dance and I can play the drums very well! My band is opening the talent show!
B: So you are one of the Black Roses! That’s awesome!
A: Yep! What about you? What’s your special talent?
B: Me? I can sell tickets and promote events like this talent show like no one else.
A: That’s a talent, for sure.
Activities 2 and 3
12 What can you do?
Books open.
1 Listen to the conversation and choose true or false. Correct the false sentences. 1 Have students look at the pictures and
check the ones that represent Jake’s talents.
a Felicia and Jake are looking at their pictures on the poster. TRUE X FALSE
Felicia and Jake are looking at the poster and talking about the school talent show.
3 Then, have students match the pictures with
X TRUE the names of the activities.
b Jake has special abilities. FALSE
4 Check their work and have the students
practice saying the activities.
c Felicia knows who the Black Roses are. TRUE
X FALSE
Felicia doesn’t know Jake plays in the band.
d Felicia is not good at promoting events.

X
TRUE FALSE
Felicia is good at promoting events.
2 Listen again and check the correct pictures.

What are Jake’s special talents?
1 2 3
4 5 6
185
187
TURNING POINT 1
Activity 4
1 Go over the instructions with students.
2 Make sure they understand the meaning of can and can’t.
3 When checking their answers, ask students:
Can you…?
Encourage them to use complete sentences when talking about themselves:
I can sing.
I can’t speak Japanese.
Activity 5
Books open.
1 Before letting students work on their own, draw their attention to the CULTURAL NOTE and read the information with them.
2 Divide students into groups of three and
have them discuss the questions. TURNING POINT
work. Help whenever necessary, but try not 3 Match the photos in the previous activity with the names of the activities.
to interfere.
4 When students have finished, ask them to 4 speak Japanese
share their answers with the whole group.
1 sing
6 make ice sculptures
2 cook
3 play the drums
5 dance
4 Underline the activities you can do and circle the ones you can't do in activity 3.
5 Answer these questions.
a What do you think of talent shows?
b Do you ever participate in talent shows?
c How do you participate?
Cultural Note
A talent show is an event where participants perform their talent or talents of acting, singing,
dancing, acrobatics, drumming, martial arts, playing an instrument, and other activities to showcase
a unique form of talent, sometimes for a reward, trophy or prize. Most school talent shows are
performances rather than contests, but some school talent shows are actual contests, giving out
place awards of first, second and third place.
Source: http://www.answers.com/topic/talent-show-1
186
188
12 What can you do?
Going Further
Objectives: Introduce and practice language used to talk about abilities.
Talking about abilities:
I can dance, sing and act. We can write novels.
You can do martial arts. You can play basketball.
He can swim. They can draw.
She/It can play soccer.
Activity 1
12 What can you do?
Books open.
Going Further 1 Have students look at the pictures and ask

them to say the names of the activities and
whether they can do them or not. Make sure
1 List some famous people you know who can do the activities below. students understand the meaning of can.
2 Pair up students and have them complete

the sentences with the names of some
famous people who can perform those
activities.
can play soccer.
can do martial arts.
can play basketball.
can write novels.
can dance, sing and act.
can swim.
can draw.
187
189
TURNING POINT 1
Activity 2
Preparation: Students search the Internet about their idols or celebrities that they think have other abilities than the ones that made them famous.
Books open.
1 After they have gathered the information they need about the famous people, divide students into small groups and have them prepare a quiz. The
quiz should have 5 questions for them to challenge the other groups with.
2 Write down an example of a possible question on the board and make sure they understand how to structure their quizzes:
Johnny Depp can .
play the guitar
play soccer
sing
3 As soon as they finish, ask students to exchange books with the other groups and try to answer the 5 questions correctly.
4 Time the activity. The group that answers
the most questions correctly within the TURNING POINT
time given is the winner.
2 Do you know any celebrities who have other abilities besides the ones that made them
famous? Do you know any athletes who can sing or play musical instruments? Any
actors who can play sports very well?
Follow your teacher’s instructions and make up your own quiz.
188
190
12 What can you do?
Putting into Words

Objectives: Practice language used to talk about abilities.
Can you play table tennis?
Can you do tricks with a yo-yo?
Can you drive a car?
Can you whistle?
Yes, I can.
No, I can’t.
I can hold my breath for 40 seconds.
I can juggle. I can’t do magic tricks.
12 What can you do?

Activity 1
Preparation: Make copies of the memory game
cards that you can find in Unit 12 Resource book
Putting into Words pages. Give one set to each pair of students.
Books closed.
1 Let’s play a memory game.
2 Choose the options that are true about you. Then, talk to your partner. Take notes of 2 They should find the pairs of cards by
his/her answers. matching the pictures with the words.
3 This game is preparation for the next

activity.
4 When checking their work, show the

Can you... You Your partner pictures and have students read the words.
can can't can can't Help them with pronunciation.
5 If necessary, have students practice

1. play table tennis? repeating the expressions.
2. do tricks with a yo-yo?

Activity 2
3. drive a car?
Books open.
4. whistle?
1 Ask students to fill in the chart according to
5. hold your breath for 40 seconds? their own abilities.
6. juggle? 2 Then, have them work in pairs taking turns

asking about their partner’s abilities and
7. do magic tricks? answering their partner’s questions.
8. run long distances? 3 Walk around the room and monitor their
work.
9. jump rope?
4 When checking their work, have students
10. make a chewing gum bubble?
say complete sentences. For instance:
11. hula hoop? and I can .
12. touch your head with your foot? and I can’t .
13. make sandcastles? can , but I can’t.
14. tell jokes? can’t , but I can.
189
191
TURNING POINT 1
Grammar in Context
Objectives: Raise awareness of the modals can and cannot/can’t used to talk about abilities.
Activity 1
Preparation: Bring to class the FLASHCARDS that you can find on Unit 12 Resource book pages.
Books closed.
1 Show the flashcards to students and make sure they know how to say the activities depicted.
2 Have each student choose one photo that shows an activity that they can or cannot do. They may also draw another activity if they want to.
3 Ask them to sit in a circle and hold the picture they have chosen so that everyone can see all of the pictures.
4 Have students guess whether their peers can or cannot perform the activity depicted by saying complete sentences, for example:
Caroline can/can’t sing.
5 That student should then answer TURNING POINT
accordingly:
Yes, I can. Grammar in Context
No, I can’t.
6 Whenever the answer is affirmative, 1 Game! Follow your teacher’s instructions.
students should perform the activity in
order to prove that they can really do it. Be 2 Go back to the previous activities and find examples of some abilities people have and
mindful of students that may be shy and some they don’t.
don’t force students to perform if they do
not want to.
Affirmative Negative
Activity 2
Books open.
1 Have students work in pairs in order to look

for examples of sentences that have can
and can’t throughout the unit.
2 Allow them some time to complete the

chart.
3 CURIOUS FAN
Activity 3
You are about to meet your idol. Prepare some questions you would like to ask about his/her
Books open. abilities.
1 Ask students to think of their idols and
come up with some questions that they
would like to ask them about the things
they can or cannot do.
2 Have them work individually first, and then

share their ideas in small groups.
Activity 4
4 Choose the correct option.
Books open.
After can and can’t/cannot, we use a verb in the
1 As a wrap-up, have students analyze the
affirmative and negative statements in infinitive form (“to sing”).
Activity 2 as well as the questions they X base form (“sing”).
have prepared, and choose the correct –ing form (“singing”).
answer.

190
192
12 What can you do?
Going Further
Objectives: Practice language used to talk about abilities. Review language used to talk about likes and dislikes and how often people do things. Develop
listening strategies.

Can you ride a tube? Yes, I can.
I sure can! Can you swim backstroke?
Can you dunk? I can, but not very well.
Oh… No, I can’t. Can he do kick-ups?
Can you perform a kickflip? No, he can’t.
Activity 1
12 What can you do?
Books open.
Going Further 1 Have students look at the pictures as well as

read the names of the moves they represent.
1 Look at the pictures and write the names of the sport or activity. 2 Ask students whether they can perform any
of those moves or not.
3 Have students practice repeating the words

and help them with any pronunciation
J problems they may have.
A 4 In pairs, students should write the names of
the activities related to the moves.
SURFING Check their work with the whole group.
5
ride a tube do a floater do an aerial
L B
BASKETBALL
block dunk do a set-shot
SKATEBOARDING
J
perform a kickflip perform an ollie perform a boardslide
191
193
TURNING POINT 1
Activities 2 and 3
Books open.
2 Tell them to focus on the moves mentioned in the conversations.
3 Play the recording while students circle the correct pictures.
4 Play the recording one more time.
5 This time ask students to focus on the moves the people in the conversations can perform and the ones they can’t.
6 Students should draw J or L next to the moves they hear.
7 Before checking their work with the whole class, ask students to compare their answers in pairs.
Script:
TURNING POINT
A: Excuse me. Can you answer a few questions for
our website?
B: Sure.
A:
B:
Do you ever go surfing?
Yes…
L
A: How often do you go surfing? D
B: Hmm… Every weekend.
A: Can you ride a tube?
SWIMMING
B: I sure can!
A: What about you? Do you like sports?
C: Uh-huh. I love basketball.
A: Do you play or just watch?
C: Well, sometimes I play with my friends. Usually
on Sundays.
A: Can you dunk? dive do butterfly do
C: Oh… No, I can’t. stroke backstroke
A: We’re carrying out a survey for our web site.

Would you like to participate?
B: Hmm… OK.
A: Do you skateboard? E
B: Yes, I do.
A: How often do you go skateboarding? SOCCER
B: Every day.
A: Can you perform a kickflip?
B: Yes, I can.
A: That’s all. Thanks.
L
A: Excuse me. Can you answer a few questions for
our website? head a soccer ball do kick-ups do a bicycle kick
B: No problem.
A: Do you know how to swim?

B: Yes, I do.
A:
B:
A:
How often do you go swimming?
Twice a week – on Tuesdays and Thursdays.
Can you swim backstroke? F
J
B: No, not very well.
DANCING
A: Would you like to participate in our website (HIP-HOP)
survey?
B: OK…
A:
B:
Do you play soccer?
No, I don’t, but my brother does. J
A: How often does he play soccer?
B: About three times a week. Every Monday,
Wednesday and Friday. do a handstand do a backflip do a headspin
A: Can he do kick-ups?
B: No, he can’t.
2 Listen to the conversations and circle the pictures that represent the moves you hear.
A: Would you like to participate in our website
survey?
B: I’m really in a hurry.
A: It won’t take long… Do you like to dance? 192
B: Yes, I do. In fact, I’m into hip-hop.
A: Cool! How often do you dance?
B: Every day. You know, “practice makes perfect”.
A: Can you do a headspin?
B: And a backflip!
194
12 What can you do?
Activity 4
Books open.
2 Tell students that they should focus on how often people do the activities mentioned in the conversations.
3 Play the recording one more time.
12 What can you do?
3 Go back to Activity 1 and draw a  next to the moves that the people in the
conversations can do. Draw a  next to the activities they can't do.
4 Listen again and mark how often the people in the conversations do
those activities.
P P
P P P P P P P
P P
P P P
P P P P P P P
193
195
TURNING POINT 1
Reading
Objectives: Discuss some abilities animals have. Develop students’ reading strategies.
Activity 1
Books open.
1 Read the sentences with students and ask them what they are about. (Animals’ abilities.)
2 Divide students into pairs and have them read the texts and decide where each sentence goes.
3 While checking their work with the whole class, encourage students to explain their answers.
TURNING POINT
Reading
1 Use the sentences below to complete the texts.
c Boa constrictors (like pythons and pit vipers) can hunt in zero visibility.
f Migratory birds can fly great distances and not get lost.
a Bats can navigate the darkness with the use of soundwaves.
d Hummingbirds are the only birds that can hover and fly backwards and upside down.
b Sharks can track down even the smallest fish hiding under sand on the ocean floor.
e Moths are literally love bugs. They can detect love signals, called pheromones, in the air.
A Bats can navigate the darkness with

the use of soundwaves.
They can emit ultrasonic squeaks and interpret

the echoes that bounce back from objects in the
environment. Then, from the echo, they determine
the size, shape and distance of the object up ahead.
B
Sharks can track down even the
smallest fish hiding under sand on
the ocean floor.
When a fish swims or even breathes, the water
around it generates electrical pulses that go off in
every direction. Some big fish can pick up these
signals from a mile away, and when they do, start
swimming!
194
196
12 What can you do?
12 What can you do?
C
Boa constrictors (like pythons and
pit vipers) can hunt in zero visibility.
They can detect body heat from a considerable distance,

in complete darkness. There’s no question they are some
of the most dangerous creatures in the world!
D Hummingbirds are the only birds

that can hover and fly backwards
and upside down.

In fact, their wings are so agile that some can flap
their wings as fast as 15-80 times per second. Also,
they can perceive colors that are well outside the Moths are literally love bugs. They
visible range of human beings.
can detect love signals, called
E pheromones, in the air.
These signals are emitted by the opposite sex from

up to seven miles away. That’s a lot of distance.
According to new studies, humans can detect
pheromones too, but only during close encounters.
F
Migratory birds can fly great
distances and not get lost.
Researchers believe they are born with a form of

synesthesia that permits them to see the Earth’s
magnetic lines that normal people can’t.
Adapted from: www.dyscario.com/pets-and-animals/most-amazing-animal-abilities.html
195
197
TURNING POINT 1
Activity 2
Books open.
1 Still in pairs, have students underline the information in the texts that show the abilities those animals have.
Activity 3
Books closed.
1 Divide students into small groups and ask them to think of different animals and the abilities they have.
2 As students may not have the vocabulary they need to express their ideas, monitor their work and help whenever necessary.
3 Ask students to share their work.
4 You may also assign this activity as

homework and have students do some
research about animals and their abilities. TURNING POINT
If you do so, check their work the next class.
2 Read the texts about these animals again and underline the information that shows
their special abilities.
Activity 4
Books open.
3 Do you know any other special abilities animals have?
1 Allow students some time to answer the
questions on their own, and then have
them share what they wrote with a partner.
2 Ask for volunteers to share their answers

with the class.
4 Answer the question.
Going Further
Which of those abilities would you like to have? Why?
Objectives: Present and practice language used to

talk about abilities and how well people can do
things.
Activities 1 and 2 Going Further

Books open.
1 How well can you do the activities below? Check the corresponding columns. Add others
1 Have students fill in the chart individually first. if you can.
Make sure they understand what the adverbs
mean.
very well well a little bit not very well can’t
2 When they have finished, have them
ride a bike
exchange books with a partner.
draw
3 Allow them some time to check their sing
partner’s abilities.
play an instrument (Which?)
4 Then, have students listen to the recording
while they read the balloons. jump rope
dance
5 Have them listen and repeat the sentences.
cook
6 Ask students to practice the conversation swim
with a different partner using the play volleyball
information they have learned about their use computers
classmates. Draw their attention to the
expressions in the box so that they can see
the answer choices they have.

necessary.
8 Once they have finished, ask for volunteers to

perform the conversation for the rest of the
class. 196
198
12 What can you do?
Putting into Words

English.
Preparation: Make several copies of the cards that you can find in Unit 12 Resource book pages. Give one to each student.
Activity 1
Books closed.
1 Tell students that they have to prepare a few questions to interview their classmates, according to the cards they have.
2 Have students brainstorm some of the topics related to each card.
3 Ask students the language they may need in

12 What can you do? order to carry out the interview. If necessary,
write some examples on the board.
2 Read the balloons and practice the conversation.
4 Encourage students to talk about likes and
dislikes, their abilities, how often and how
well they do things.
Yes,
he can. 5 Have them talk to several students and take
Can Ted ride a notes of their answers.
bike?

No, not read the texts and decide where each
very well. sentence goes.
Can he ride
a bike well? 8 While checking their work with the whole
class, encourage students to explain their
answers.
9 In order to consolidate the language studied

Yes, very well. Review 6 at this point. Find the instructions
Yes, he/she well. for Review 6 on page 240 in this guide.
Well, a little bit.
Putting into Words

You’re a talent scout and you’re
looking for people with special
abilities and talents. Use the card
your teacher gives you and conduct
an interview. Share your findings.
197
199
TURNING POINT 1
REVIEW 1
Overview
Section Objectives
Vocabulary Review vocabulary related to countries and nationalities.
Page 202
Language in Use Review language used to greet friends, introduce other people, talk about places of origin, and spell
Pages 203 and 204 names. Develop listening strategies.
Putting into Words Review and practice language studied in Units 1 and 2.
Pages 204 and 205
Vocabulary 2 Review the letters of the alphabet and numbers.
Page 205
Language in Use 2 Review language studied in previous units. Develop students’ listening skills.
Page 206
Reading Develop reading strategies. Raise students’ awareness of safety on social networks.
Page 207
REVIEW 2
Overview
Section Objectives
Language in Use Develop listening skills. Review family relationships, relationship statuses, ages and origins. Raise
Pages 208 and 209 awareness of different family structures.
Putting into Words Review language used to talk about families. Practice YES/NO questions.
Page 210
Language in Use 2 Review language used to talk about names, ages, relationship statuses and families. Identify people.
Page 211
Reading Develop reading strategies and raise awareness about responsible pet ownership.
Pages 212 and 213
REVIEW 3
Overview
Section Objectives
Language in Use Review language used to talk about occupations, tasks and responsibilities, places of work and routines.
Pages 214 and 215 Develop listening strategies.
Putting into Words Review and practice language used to talk about occupations, tasks and responsibilities, and places of
Page 216 work.
Vocabulary Review language used to tell the time.
Page 217
Language in Use 2 Review language used to talk about daily routines at school. Develop listening strategies.
Pages 218 and 219
Pages 219 and 220
Putting into Words Review and practice language studied so far.
Pages 220 and 221
200
REVIEW 4
Overview
Section Objectives
Vocabulary Review vocabulary related to kinds of movies, books, music, TV shows and sports.
Page 222
Putting into words Review language used to talk about likes and dislikes, preferences and favorites.
Page 222
Vocabulary 2 Review language used to talk about how often we do things.
Pages 223 and 224
Language in Use Review language used to express opinions, talk about free time activities and how often people do them,
Pages 225 to 227 likes and dislikes. Develop listening skills.
Pages 227 to 230
Putting into words 2 Review and practice language studied so far.
Pages 230 and 231
REVIEW 5
Overview
Section Objectives
Putting into Words Review vocabulary related to adjectives used to express opinions about people and things.
Page 232
Vocabulary Review language used to talk about past events and activities.
Pages 233 and 234
Language in Use Review language used to talk about past events and activities and give opinions. Develop students’
Pages 234 and 235 listening strategies.
Putting into Words 2 Develop students’ reading strategies. Read about the story of the Chinese Zodiac.
Pages 235 to 237
Reading Discuss real estate ads. Develop reading strategies.
Pages 237 and 238
Putting into Words 3 Review language used to talk about the existence of things and locations.
Page 239
REVIEW 6
Overview
Section Objectives
Language in Use Review language used to talk about clothing items and accessories. Develop listening strategies.
Page 240
Reading Discuss the skills and abilities needed for different jobs. Develop reading strategies.
Pages 241 and 242
Language in Use 2 Review language used to talk about skills and abilities needed for different jobs.
Pages 242 and 243 Develop listening strategies.
Putting into Words Review language used to talk about abilities.
Page 243
201
TURNING POINT 1
Review 1
Vocabulary
Objectives: Review vocabulary related to countries and nationalities.
Activity 1
Preparation: Slips of paper with nationalities.
Suggested list of nationalities for the slips of paper:

Spanish French Dutch South African
Argentinian Mexican Greek Japanese
Portuguese Canadian English Chinese
Russian German Brazilian
American Australian Italian
Books open.
1 Have students write down 9 countries –
1
one country in each space on the BINGO
card.
2 Draw students’ attention to Unit 1 in case

they need help. Have students repeat the
countries and nationalities to build up
Review 1
their confidence before they work on their
own.
3 Draw one slip of paper at a time, say the Vocabulary

nationality out loud and have students
1 Let’s play BINGO!
check the corresponding country on
their cards. If they do not have the
corresponding country, they don’t need
to check anything.
4 The first student who checks 3 countries

in a row (horizontally, vertically, or
diagonally) is the winner.
5 You may play the game once more, but

this time have students check all countries
on their BINGO cards.
Activity 2
Books open.
1 Ask students to look at the photo and 2 Where are you from?
identify the countries depicted on the flags. Follow your teacher’s instructions.
2 Draw their attention to the dialogue and

ask two students to read it out loud.
3 Have students choose any country and

write it down on a piece of paper.
A: Are you from Argentina?
4 Tell them not to show the country they
B: Yes, I am./No, I’m not. I’m Portuguese.
have chosen to their classmates.
5 Explain they are supposed to find

classmates who have selected the same
country as they have. To do so, they should
ask and answer according to the dialogue
in their books.
200
6 Whenever they find someone with the
same country, they should stay together.
7 When they finish the task, have them identify the most popular countries.
8 Take this opportunity to encourage students to talk a little about these countries by using their previous knowledge. They can mention the
languages spoken in these countries, their capital cities, and any other information they might know.
202
1 REVIEW 1
Language in Use
Objectives: Review language used to greet friends, introduce other people, talk about places of origin, and spell names. Develop listening strategies.
Activity 1
Books open.
1 Go over the instructions and the statements with students. Make sure they understand what they have to do.
2 Play the recording once and ask them to focus on names, countries and nationalities.
3 Play the recording again and let them do the task.
5 Play the recording once more for them to
1 REVIEW 1
check their answers.
Language in Use Script:
Kate: Hi, Joseph!

Joseph: Hey, Kate!
Kate: This is Niklas. He’s an exchange student.
Joseph: Cool! Where are you from, dude?
Niklas: I’m from Germany.
Joseph: I have some German friends on my SNS!
Niklas: Add me too. Niklas Zimmerman.
Joseph: Is it N – I – C – L – A – S?
Niklas: Nope. N – I – K – L – A – S.
Joseph: OK... And how do you spell your last name?
Niklas: Z – I – M – M – E – R – M – A – N.
Joseph: Got it!
1 Listen to the conversation and correct the wrong information.
a Kate is an exchange student.
Niklas is an exchange student.
b Niklas is Russian.
Niklas is German.
c Joseph has friends from Greece on his social networking site.
Joseph has friends from Germany on his social networking site.
201
203
TURNING POINT 1
Activity 2
Books open.
1 Have students look over Niklas’s profile by reading all of the pieces of information provided.
2 Ask them which pieces of information are missing and have them complete the profile accordingly.
3 Play the recording and have students check their work.
Activity 3
Books open.
1 Draw students’ attention to the questions and have them discuss them in pairs or groups of three.
3 As a wrap-up, ask students to share their

answers with the whole group.
TURNING POINT
2 Complete Niklas’ social network profile. Listen to the conversation again and check your
Putting into Words answers.
Objectives: Review and practice language studied in

Units 1 and 2.
back
Activity 1 HOME PROFILE FRIENDS INBOX (8) SETTINGS LOGOUT SEARCH
Preparation: Make copies of the cards in the Review 1
Resource book pages, and give one set to each group.
Books closed.
NIKLAS ZIMMERMAN
give each group a set of cards.
WALL INFO PHOTOS
2 Ask them to match the questions with the
answers in order to form mini-conversations.
What’s up?
Here I am in the USA!
3 Allow them some time to do the task.
Attach Share
4 Once they have finished, check their work
by asking students to read the dialogues Updates
in pairs out loud.
EDIT MY PROFILE Niklas has just arrived in Chicago, Illinois!
Activity 2 Relationship status Niklas and Justin are now friends.
Single
Books open. Niklas wrote on Justin’s wall.
Read the instructions with students and
Country
1
elicit from them the questions they will Germany Niklas liked Ned’s photo.
need to ask in order to complete the chart
with information about their peers. Birthday
Feb 5, 1997
2 Divide students into pairs and let them do
the task.
3 While checking their work, have a few pairs

perform their conversations for the rest of 3 Answer the following questions.
the class.
a Do you know any exchange students? Where are they from?
Activity 3
Preparation: Memory Game cards from Unit 1 Resource
book pages.
b Would you like to participate in an exchange program? Where would you like to go?
Books open.
1 Ask students to role-play the dialogues in
pairs.
2 Explain that they are going to use the

202
dialogues as a model for the game proposed.
3 Divide the class into two groups.
4 Give one card to each student in both groups.
5 Have the groups form two rows facing each other (one row at the front of the class and another at the back, for example).
204
1 REVIEW 1
6 Have all students hold their cards in front of them, showing their fl ag, for about 30 seconds.
7 Tell students they should memorize the people and their fl ags.
8 When time is up, ask students to flip their cards around with the flags facing their own group.
9 Have a student from group A try to guess the card a student from group B has by asking the opposing group, for example, Is Clara American?, to
which they should answer accordingly, for example, Yes, she is. or No, she isn’t. She’s from Italy.
10 If the answer is affirmative, the student scores a point for his/her group. If it is negative, the opposing group scores a point.
11 Play the game until all students have had the chance to ask and answer.
Vocabulary
Objectives: Review the letters of the alphabet and
numbers.
1 REVIEW 1
Activity 1
Putting into Words Books closed.

1 Write the letters of the alphabet randomly
on the board.
1 Match the questions with the answers on the cards your teacher gives you.
2 Divide the class into two groups and have
2 Talk to a classmate and complete the chart with his/her information. them form two lines facing the board.
3 Whenever you call out a letter, have the

full name
first students in line rush to the board and
nickname circle the letter they heard.
place of origin
4 The student who circles the correct letter
address
first scores a point for his/her group.
phone number
5 Students take turns trying to circle the
e-mail address
correct letter on the board.
3 Let’s play concentration! 6 The group that scores the most points is
the winner.
7 If necessary, when the game is over,

conduct choral repetition of the letters of
the alphabet.
Activity 2
Books closed.
1 Write the symbols “@”, “_”, “-“ and “.” on the
board and ask students how to say them in
English.
2 Divide students into two groups and

A: Is Carol Australian? A: Is Jacques French?
B: Yes, she is./No, she isn’t. She’s from England. B: Yes, he is./No, he isn’t. He’s from Canada.
choose two students, one from each
group, to think of a password that should
contain both letters and numbers as well
Vocabulary as symbols and write it down on a piece of
paper. Since passwords are personal, they
should not show them to their classmates.
1 The Alphabet Game!
3 Ask students to form a circle in both groups.
2 What’s your password? Follow your teacher’s instructions. 4 The students who have written the passwords
should spell their passwords to the students
on their left by whispering in their ears.
5 Those students, in turn, should do the same

203 with the students on their left until all the
students in the circle have heard the passwords.
6 The last students in the circles to hear the passwords should then write the passwords on the board and spell them out loud.
7 Compare the passwords on the board with the ones the students had previously written on the pieces of paper.
8 The group that has a matching password is the winner. You may play the game more than once if students want to and time permits.
205
TURNING POINT 1
Language in Use
Objectives: Review language studied in previous units. Develop students’ listening skills.
Activity 1
Books open.
1 Divide the class into groups of three.
2 Draw students’ attention to the questions proposed and have them answer according to their own experience.
3 Check their answers by asking a few students to report their answers for the rest of the class.
Activity 2
Books open.
1 Ask students to read the instructions as
well as the questions and make sure they TURNING POINT
know what they are supposed to do.
2 Before playing the recording, tell students Language in Use

they should focus on the numbers
mentioned in the conversation.
3 After playing the recording once, have

4 Play the recording one more time, and

check their work with the whole class.
Script:
Mike: Wow, Joseph! You have a lot of friends on

your SNS.
Joseph: Yep! Now that I added Niklas, I have a total
of 399 friends.
Mike: 21 more than I do. I have 378.
Joseph: Are all your friends American?
Mike: No, I have friends from other countries too. 1 Discuss these questions.
Joseph: Where are they from?
a Do you have a profile on a social networking site?
Mike: Well, I have 8 German friends, 31 English
friends and 3 Japanese friends. What about
you?
Joseph: Hmm... let me see... I have 22 friends
from Germany, 64 English and 7 Japanese b How many friends do you have on your SNS?
friends.
c Where are they from?

Activity 3
Books open.
1 Explain to students that this time they
2 Listen to the conversation and write the numbers.
should listen to the conversation and
399
write down the number of friends Joseph a Joseph has a total of friends.
and Mike have according to their places of 378
origin/nationalities. b Mike has a total of friends.
2 Play the recording once or twice and let

them complete the task. 3 Listen again and complete the chart.

The USA England Germany Japan
4 Call students’ attention to the fact that Joseph 306 64 22 7
the number of American friends is not
Mike 336 31 8 3
mentioned in the conversation. Students
are supposed to do the math in order to get
to that number. Allow them time to do so. 204
206
1 REVIEW 1
Reading
Objectives: Develop reading strategies. Raise students’ awareness of safety on social networks.
Activity 1
Books open.
1 Call students’ attention to the title and make sure they understand the word “safe”.
2 Ask them to guess what the text is going to be about. If necessary, write their guesses on the board for future reference.
3 Go over the instructions with students and have them complete the sentences with the words given.
4 Have them compare their answers in pairs.
5 Check their work with the whole class and remind students of their guesses. Were they right?
Activity 2
1 REVIEW 1
Books open.
Reading
1 Students should circle eitherC D or in
Activity 1 indicating which are the DOs
and DON’Ts they should follow in order to
1 Complete the following sentences with the words below. Use each word only once. stay safe on social networking sites.
2 While checking their answers, ask students

POST CHATROOMS ADD WEBSITES PROFILE PHOTOS NAME
whether they follow these DOs and
DON’Ts.
Stay Safe on Social Networking Sites
3 Also, encourage them to think of different
rules while you write them on the board.
Have students write the sentences in their
books.
Add
a friends you know in real life or friends of friends only. 
b Don’t write your personal address or phone numbers in your
profile 
c Post basic information such as name , age, gender and location,
plus a profile picture. 

d Don’t post or send pictures showing the name of your school
or club. 
e Post favorite quotes, movies, music and links to personal or
favorite websites 
f Don’t post photos and videos showing your daily routine
or where it takes place. 
g Don’t visit chatrooms that aren’t carefully moderated/supervised. 

2 Circle the correct options according to the DO’s ( ) and DON’Ts () in Activity 1.
Add others below.
205
207
TURNING POINT 1
Review 2
Language in Use
Objectives: Develop listening skills. Review family relationships, relationship statuses, ages and origins. Raise awareness of different family structures.
Activity 1
Books closed.
1 Write some words related to female family members (such as grandmother, mother, aunt, sister, niece) on the board.
2 Divide the class into groups.
3 Call out the male equivalents to the words written on the board (grandfather, father, uncle, brother, nephew, etc), one at a time, and ask one
student from each group to rush to the board and point to the corresponding words.
4 The group that points to the most words first is the winner.
5 As a wrap-up, ask students to say other

words related to family members that TURNING POINT
they already know.
2
Activity 2
Books closed.
1 Divide students into two groups.
Allow some time for each group to think

of six sentences that describe family
2 Review 2
members. Language in Use
3 Provide students with an example so that 1 Follow your teacher’s instructions and have fun!
they know what they are supposed to
do. Say the following sentence and have 2 The family game!
students guess whom you are talking
about: 3 Listen and identify the people who are speaking. Look at the pictures and circle them.
My mother has a husband. He is my…

(father)
You may refer students to the Activity

Audio 1
Book (Unit 4 – Vocabulary) for other
examples.
4 Have one group say a sentence while the

other tries to guess which family member
they are talking about.
5 If the guess is correct, the group scores

a point and it is their turn to say the Audio 2
sentence while the other group guesses. If
it is incorrect, no points are scored.
6 The game goes on in this way all sentences

have been said.
Activity 3
Books open. Audio 3
1 Have students look at the people in the
pictures and try to guess who they are.
2 You may write their guesses on the board

for future reference.

and make sure they understand what they 206
have to do.
4 Tell them to focus on the family relationships mentioned in order to find out who is speaking in each audio passage.
6 Have them compare their answers in pairs.
208
1 REVIEW 2
7 Play it once more and check their work with the whole class. Encourage students to say what helped them find out who each person was.
Script:
1 I have a big family. My father is from the USA, but my mom is from Tokyo. Their names are Conrad and Yoko. We live in Japan.
I have two brothers and two sisters. I’m 11 and my big sis is 14. She’s my best friend. Her name’s Tomiko.
2 I’m married, and my wife’s name is Janet. We have two children. Our daughter, Laura, is married to Albert, and they have two lovely children, Rob and Leo. They’re
twins. Neil has a fiancée, Barbara. I’m looking forward to having more grandchildren soon. I love them very much!
3 I have a sister. Her name’s Carla. She’s divorced and lives with our parents and her two kids, Pam and Josh. They love grandpa Jack. When I get married, I want to
have kids just like them!
Activities 4 and 5
2 REVIEW 2
Books open.
1 Have students read the instructions and
4 Listen again and fill in the blanks.
the sentences in the activity carefully.
Audio 1 2 Tell students to focus on the names as well as

the information they need to fill in the blanks.
family relationships Audio 2
a Conrad is her father. family relationships 3 Play the recording as many times as
necessary for students to do this task.
b Yoko is her mother. a Janet is his wife.
c Tomiko is her sister. b Laura is his daughter. 4 While checking their work, play the
recording again and pause after each
c Neil is his son.
ages grandchildren/ audio passage.
d Tomiko is fourteen (years old). d Leo and Rob are his grandsons.
5 Have students look at the people in the
e The speaker is eleven (years old). relationship statuses
photos again and try to identify each
e Laura is married. person.
nationalities
f Neil is engaged.
f Conrad is American. 6 Compare their answers to the predictions
g The speaker is married. written on the board. Ask them if they
g Yoko is Japanese.
were right.
7 After analyzing the people in the pictures,

Audio 3 have students discuss the questions
family relationships proposed by comparing these families to
a Carla is his sister.

their own and using the language they
already know. Encourage them to talk
b Pam is his niece. about the number of family members,
c Josh is his nephew. their relationship statuses, whom they live
d Jack is his father. with, and any other relevant information.
Help them whenever necessary.
relationship statuses
e Carla is divorced.
f The speaker is probably single/engaged.

a How are these families different from your family?
b How are they similar?
207
209
TURNING POINT 1
Putting into Words

Objectives: Review language used to talk about families. Practice YES/NO questions.
Activity 1
Preparation: Make copies of the BINGO cards in the Review 2 Resource Book pages and accompanying sentences provided at the end of the unit.
Books closed.
1 Give one bingo card to each student. Appendix 10
instructions: go to
2 Call out the sentences on your list and have students mark the possible corresponding sentences on their cards. page 265 in this
guide.
3 The first student who has checked all 3 sentences is the winner.
4 You may play the game again, as long as

students are having fun.
TURNING POINT
Activity 2
Putting into Words
Books open.
1 Let’s play BINGO!
GO TO
APPENDIX
1 Have students match the questions to
their appropriate answers individually. 10
2 While checking their work, ask for
volunteers to read the questions and
2 Match the questions to the answers.
answers out loud.
3 This activity prepares students for

Activity 3. If necessary, have them repeat a Do you have any brothers or sisters?
an d.
the sentences. my husb
. Dennis is
b Do you have any children? c Yes, I am
4 Introduce other YES/NO questions
students may use in the following activity, c Are you married?
such as: d Are you twelve years old? f No, th
ey a ren’t. Th
Do you have a brother? ey are m
e Is Stephanie your mother? y grandp
Do you have a sister? arents.
Do you have a daughter? f Are Robert and Jane your parents?
Do you have a son?
g Is Ryan your brother? only chil
d.
’t. I’m an
5 Also, have students come up with other a No, I don
YES/NO questions.
gN
o, he
6 Make sure students know how to answer is n’t. H
e is my
those questions. cous
in .
een.
d No, I’m not. I’m thirt
Activity 3
r.
a daughte
Books open. o. I have
b Yes, I d
1 Have students choose one person from e Yes,
she is.
Simone’s or Dennis’s family (Appendix 10)
and pretend they are that person.
2 Tell them they are not supposed to say

who they are.
3 One student goes to the front of the 3 Who are you? Follow your teacher’s instructions.
classroom and the others have to ask YES/
NO questions until they guess who he/she
is.
4 The student who guesses correctly should

208
go to the front of the classroom and now
take a turn answering the questions.
5 The game goes on until all students have had the opportunity to answer questions about the people they have chosen.
210
1 REVIEW 2
Language in Use
Objectives: Review language used to talk about names, ages, relationship statuses and families. Identify people.
Activity 1
Books open.
1 Go over the instructions with students and make sure they understand what they have to do. It is important that they know they should read each
paragraph thoroughly before starting any corrections.
2 Have them work individually first, and then check their answers in pairs. Point out that as far as names and ages are concerned, no exact answers
are expected.
3 Monitor their work helping whenever necessary.
4 Have volunteers read the texts with their

2 REVIEW 2
suggested corrections in order to check
their answers with the whole group.
Language in Use
Activity 2
Preparation: Make copies of the Memory Game
1 Read what these people say about their families. Correct the information in the texts
that does not correspond to the pictures. cards in the Review 2 Resource Book pages. Cut
them out and paste them onto construction
paper. Give one set to each group.
Books closed.
Home Photos Album
My Family each group a set of Memory Game cards.
2 Each student should turn two cards over in

order to find the pairs (pictures x statements).
3 Whenever they turn the cards over, they have to

read the sentences written on the cards out loud.
1 2 4 The student that matches the most pairs of
fourteen brothers cards is the winner.
My name's Jordan and I'm eight. I live with my Hi! I'm Malcolm. I'm fifteen years old. I have two
parents and my grandma. I'm an only child. It's younger siblings: a brother and a sister. Their
cool because grandma is my best friend and we names are Delroy and Valerie. Our parents are
go shopping, use the Internet and play games divorced, and we live with our mom. Our dad is Activity 3
together all the time. grandpa cool and we visit him every weekend. John
Preparation: Write some fictitious names on
slips of paper. Those slips should be big enough
to be read across the room.
Books closed.
1 Give one slip of paper to each student and
3 4
have them display these slips for about 30
twenty-five
My name's Bill, and I'm forty-five. I'm married, My name’s Sonya, and I’m thirty years old. I don’t seconds.
niece
and my wife's name is Laura. We have a son. have any children, but I have a nephew who is
two daughter Her Danielle She
She He's eleven years old. We love spending time on the love of my life. His name’s Daniel. He’s 2 Students should try to memorize the
two niece
the computer playing games and watching twelve. I take my nephew to the playground every
children's videos. chance I get. We’re very good friends. fictitious names of each student.
3 When the time is up, have students hide

their slips and change seats.
4 In pairs or in small groups, students should

2 Let’s play a memory game!
write the name of the fictitious person that
they want their classmates to identify in
3 Concentration game! their notebooks.
5 Then, they describe where this person is

by saying, “This person is between Romeo
and Juliet.”, for example.
209
6 The other students try to remember that
person’s fictitious name.
7 The pair/group that knows the correct name scores a point.
8 Remind students to check whether it is the same name they have written in their notebooks or not, and whether that is the name assigned to that
person.
211
TURNING POINT 1
Reading
Objectives: Develop reading strategies and raise awareness about responsible pet ownership.
Activities 1 and 2
Books open.
1 Have students answer the quiz in pairs.
2 Monitor their work and help whenever necessary, but try not to interfere.
3 When they have finished, ask them to check their score.
4 Refer them to Activity 2 and have them answer the questions.
5 Help them elaborate their answers.
TURNING POINT
Activities 3 and 4
Books open.
1 Have students come up with a list of pets. Reading
Help them with any vocabulary they may
1 Which pet is right for you? Take the quiz and find out.
need.
2 Go over the instructions and make sure 2 How much

your family? mo
spend on yo ney can you
students understand what they have to 1 How big is ur pet?
do. child.
a I am an only .
a $10 per mon
d my siblings th.
y parents an b
3 Read the sentences in the balloons and I live with m $25 per mon
b ad. th.
ask students to repeat after you. d my mom/d c
c It’s just me an $50 per mon
th.
d $75 per mon
4 Have a few students role-play the th or more.
conversation in open pairs before they
work on their own. ?
3 Are you physically active
puter.
all of my time on the com
5 Students need to talk to at least four a Not really. I like to spend
classmates in order to complete the table es.
b Kind of. I exercise sometim
with their information. 4 Why do you want a pet?
c Yep. I play sports.
Allow them enough time to do the task a I love animals! They make great com
6 panions!
and then have them share their findings b I need a bodyguard.
with the whole class. c I think pets are really cute.
7 Have students group the people who have

?
uld you devote to your pet
the same kind of pets in order to find 5 How much quality time wo
out which pet is the most popular in the
a 24/ 7.
classroom.
b All my free time.
c One hour a day.

a b c d
Question #1 3 points 1 point 2 points -
Question #2 0 point 1 point 2 points 3 points
Question #3 1 point 2 points 3 points -
Question #4 3 points 0 point 1 point -
Question #5 3 points 2 points 1 point -
12 - 15 POINTS: 8 - 11 POINTS: 5 - 7 POINTS: 0 - 4 POINTS:

THIS ISN’T THE RIGHT TIME FOR YOU
YOU ARE READY YOU ARE READY YOU ARE READY
TO HAVE A PET. BEFORE CONSIDERING
TO WELCOME A TO WELCOME A TO WELCOME A
HAVING A PET, WHY DON’T YOU PUT A
DOG INTO YOUR CAT INTO YOUR FISH INTO YOUR
BIRD FEEDER OUTSIDE YOUR WINDOW,
HOME AND INTO HOME AND INTO HOME AND INTO
OR VOLUNTEER AT LOCAL ANIMAL
YOUR HEART! YOUR HEART! YOUR HEART!
REHABILITATION CENTERS?
Adapted from: http://animal.discovery.com/pet-planet/pet-picker/
210
212
1 REVIEW 2
2 REVIEW 2
2 Do you agree with your results? Why or why not?
3 Talk to your classmates and complete the table.
No, I don’t.
Do you have a pet? Yes, I have a dog.
What’s its name?
Classmates’ names Pets Pets’ names
4 Now, report your findings to the class.
What’s the most popular pet in the classroom?
GO TO
APPENDIX
this guide.
11
211
213
TURNING POINT 1
Review 3
Language in Use
Objectives: Review language used to talk about occupations, tasks and responsibilities, places of work and routines. Develop listening strategies.
Activity 1
Books closed.
2 Have each group think of an occupation for a member of the opposing group to act out.
3 While the student is acting out the occupation, the group may ask up to five Yes/No questions in order to get more clues about what occupation
it is.
4 When the group guesses it correctly, they score one point and it is the other group’s turn.
5 If the group is unable to guess the

occupation, they do not score a point. TURNING POINT
6 Have students play the game for as long
3
as they are having fun, and as time allows.
Possible Yes/No questions students
Review 3
may ask:
Do you work at a restaurant?
Do you treat patients?
Are you a teacher? Language in Use

1 What do you do? Let’s play Charades!
Activity 2
Books open.
1 Tell students they will listen to five audio
passages.
2 Go over the instructions and the questions so

that students know what they are supposed
to do.

4 Play the recording once more, pausing

after each audio passage, and check their
work with the whole class. Encourage
students to justify their answers.
212
214
1 REVIEW 3
3 REVIEW 3
Script:
1 I help doctors treat patients. My favorite

2 Listen to the audio passages and circle all the possible answers. patients are children. They are very kind
to people who are there to assist them.
I work every other day - on Mondays,
1 Wednesdays, Fridays and some weekends
a on Saturdays and other weekends on
He work Sundays - from 7 a.m. to 7 p.m. I love my
s at a clin
b He work ic
/ hospit job. It’s very rewarding.
s with an al / dru
c im gstore.
He work als / pe 2 I’ve loved music as long as I can remember.
s twice o p le / childre
d / three n. I love getting on stage and seeing all those
He is a times / people who are there to see me. We go on
doctor four tim
/ nurse es a we the road after every new album I launch.
/ pedia ek.
trician. I perform every Saturday and Sunday
evening and two to three times a week,
too. My agent says I have to slow down,
but I can’t disappoint my fans.
2 otographer. 3 I’m a people person and I always thought
an actor / a ph
a He is a singer / d.
being a flight attendant would be very
ekday / weeken exciting, but I am afraid of flying, so I had
er y Friday / we
b He performs ev to look for a job that didn’t involve planes.
I like my job very much. I get to serve
3 different people every day. The food and
drinks at Al’s are delicious! I work every
a She’s a flight
atte
ndant / recept day, except Monday.
b She works on ionist / waitr
ess. 4 I think “to protect and to serve” is what
a
plane / at a ba
c r / at a restau best describes my job. I don’t want to be
She works ev rant.
ery day, except a hero or anything like that, but I think my
Mondays / Frid
ays / Sundays. job is essential to the community. The guys
from the fire department say they are the
real heroes, but dedicated officers like me
port.
the air and my dad make a difference and save
office
r. nt / at
olice departme people’s lives, too.
r/p lice
fighte the po 5 I think I can call myself an artist. I always
4 ye r / fire e n t / in
a law par tm job. wanted to work in fashion, so I decided to
She’s h e fire de th e same design websites for high fashion brands. I
a t
er ha s
orks in moth
b She w a ther /
have worked for Prada and Gucci. It’s hard
/ f work - I have to work mornings, afternoons
ncle
c Her u and evenings straight sometimes because
of some projects - but it’s exciting to see
5 the final product when it’s finished. One
of the great things about my job, besides
a She’s an a meeting very interesting people all the
rtis
t / a fashio time, is that I can decide on my work hours
b She work n designe
s at a store r / a web and I can work from home. I don’t work
/ for a fash designer.
c Her yoga ion comp on Wednesday afternoons, for example,
classes are any / at h because of my yoga classes.
once / tw ome.
ice / three
times a w
eek.
213
215
TURNING POINT 1
Putting into Words

Objectives: Review and practice language used to talk about occupations, tasks and responsibilities, and places of work.
Preparation: Bring dice and markers to class. Students should use their Apps.
Books open.
1 Pair up students and give one die and two markers to each pair.
2 Students roll the dice in order to find out which space they should listen to the corresponding audio (if the picture has an A, they should play the
audio A, if the picture has a B, they shloud play the audio B, and if the picture has a C, they should play the audio C).
3 Have students listen to the audio and respond according to the photo. If they are correct, they place their markers on that space. If not, they do
not move their markers from the previous position.
4 Walk around the classroom and monitor their work.
5 The game continues until students get to TURNING POINT
the FINISH space.
Script:
Putting into Words
A- What do you do? Game! Follow your teacher’s instructions.
B- Where do you work?
C- What do you do exactly?
A
B
A A
START
I work for TIME
I’m a magazine. I’m a police I’m a fashion
teacher. officer. designer. C
I take care of
passengers.
B
C
C C
C I work at a
I design and hospital.
I serve people
I provide legal I coach players build things. at a drugstore.
advice and services. and teams.
B
A B
I work in B
the fire B
department. I work at a
I’m an supermarket. I’m a graphic
I work at a interpreter I work in designer.
restaurant. and translator. an office.
A
I’m a computer
C programmer.
B
C
A
I prepare
I work for a I treat financial
A records.
TV station. animals.
I’m a
B zoologist.
I work at
a hotel.
A
I’m a physical
C therapist. A
I’m a singer. A I’m an actress. FINISH
I design clothing.
214
216
1 REVIEW 3
Vocabulary
Objectives: Review language used to tell the time.
Books closed.
1 Review how to tell the time with students. Write several times on the board and have students say what time it is.
Books open.
2 Ask students to work in pairs and have them decide who is going to be Xs and who is going to be Os.
3 Students should tell the time displayed on the grid in a different way. If the answer is correct, they draw an X or an O, according to what they
have chosen previously. If it is wrong, they do not draw anything (and the other student may choose the same square, as he/she wants to).
4 The student that gets three Xs or three Os in a row (horizontally, vertically or diagonally) is the winner.
3 REVIEW 3
Vocabulary
Let’s play TIC-TAC-TOE! It’s
twenty
It’s three after It’s six
thirty. seven. fifteen.
It’s It’s
It’s a
three thirty. seven
quarter
twenty.
after six.
It’s ten to It’s It’s nine

twelve. eleven fifty. forty-five.
It’s It’s ten after
two ten. two.
It’s a quarter
to ten.
It’s It’s It’s four

eight forty. five to five. twenty-five.
It’s twenty It’s twenty-

to nine. It’s four five after
fifty-five. four.
It’s noon / It’s one It’s a quarter

midnight. thirty. It’s after ten.
It’s one ten fifteen.
It’s twelve
o’clock. thirty.
It’s ten It’s five It’s a quarter It’s

oh five. It’s five
thirty-five. to three. ten to six. fifty.
It’s two
forty-five.
It’s five It’s seven It’s twenty

after ten. fifty-five. after nine.
It’s twenty- It’s five to It’s nine
five to six. eight. twenty.
215
217
TURNING POINT 1
Language in Use
Objectives: Review language used to talk about daily routines at school. Develop listening strategies.
Activity 1
Books open.
1 Tell students they are going to listen to a conversation.
2 Before playing the recording, go over the options students have to choose from and ask them to imagine what they would expect to hear if the
first option were the correct answer.
3 Then, do the same with the other two options. Write their assumptions on the board for future reference.
4 Play the recording once or twice and compare it with their guesses on the board. Have them check the correct answer in their books.
A: Hey Melinda!
TURNING POINT
B: Hey Scott! What are you doing?
A: Trying to figure out how this calendar app I
downloaded works… My mom keeps nagging
me, saying I’m never on time for anything. I’m
Language in Use
going to change that!
B: Are you that busy? 1 Listen and answer about Scott.
A: Well, besides the classes, drama group
rehearsals and soccer practice at school, I have He is tired. He needs to relax.
karate on Mondays and Wednesdays at 5 P.M. I
also give guitar lessons to underprivileged kids x He is very busy. He does a lot of activities.
every Saturday afternoon.
B: Wow! How often do you have soccer practice? He is worried. He needs to study more.
A: Every day after last period, around 2 P.M.
B: How often does the drama group get together
to rehearse? 2 Listen again and check the activities you hear.
A: On Tuesdays and Thursdays around 4.
B: Don’t you get tired doing all that? volleyball game x guitar lessons photography club
A: I like being busy. I’m tired of listening to my
mom complain, though. x karate x soccer practice Spanish classes
x drama group rehearsal band rehearsal math test

Activity 2
Books open.
3 Help Scott organize his activities on the calendar he downloaded. Listen and write the
1 Go over the instructions and the options activities in the correct spaces.
with students.
2 Before playing the recording, tell students Create

TODAY
Day Week Month 4 days Planner More
Sun 11/25 Mon 11/26 Tue 11/27 Wed 11/28 Thur 11/29 Fri 11/30 Sat 12/1
that this time they will have to focus on the
NOVEMBER 11 A . M .
activities mentioned in the conversation.
12 P. M .
3 Play the recording and check their
1 P. M .
answers.
soccer soccer soccer soccer soccer
2 P. M .
My calendars practice practice practice practice practice
guitar
Activity 3 Other calendars
3 P. M .
lessons
drama group drama group
Books open. 4 P. M .
rehearsal rehearsal
1 Have students look at the picture and tell
5 P. M . karate karate
you what it is.
6 P. M .
2 Ask them whether they keep a record of
their own daily activities or not. If they do,
ask them where they keep them.
4 Answer the following questions.
3 Play the recording once or twice and
have students complete the calendar with a Are you a busy person?
Scott’s activities.
b How many days a week are you busy?
4 Have students compare their answers
in pairs before checking with the whole
group. 216
218
1 REVIEW 3
Activity 4
Books open.
1 Divide students into small groups and have them discuss the questions proposed.
2 Walk around the room and help with any vocabulary questions they might have.
3 Have them share their answers with the whole group.
3 REVIEW 3
Reading
Reading Objectives: Develop reading strategies.
1 Camille is editing her blog. Use the following sentences to complete the text.
Activity 1
:30 A.M.
egin at 8
My school is closed on Wednesdays. Classes b Books open.
My name 1 Have students look at the layout of the text
is Camille
twelve ye Boncour. I and predict what it is about. Write their
ars old an am
d I live in
Paris. guesses on the board.
ballet.
ool I do My favori 2 Have them read the text before they try to
After sch te subject is
his tory! complete it with the sentences above.
3 Then, have students work on their own to

complete the task. Have them check their
answers in pairs before group correction.

work at all times.
My name is Camille Boncour. I am twelve years old and I live in

Bonjour (hello)! Paris.
Paris is the capital of France and is also the largest city in my country.
My day begins around 7:30 A.M. Before school, I have a quick breakfast.
Classes begin at 8:30 A.M.
We break for lunch at 11:30. I eat in the school cafeteria with my classmates. Classes begin again at 1:30 P.M. and go until
4:30 P.M.
I study math, history, science, geography, French, technology, music and English.
My favorite subject is history!
After school I do ballet.

Hey, did you know that ballet first started in France? And of course,
I bet you already knew that French is the main language spoken in France. But in some areas (especially along the
borders), people also speak Breton, German, and Dutch.
In the evening, I have dinner at home with my family, and I generally go to bed at 10 P.M.
In France, the school week is different from the school week in some other countries.
My school is closed on Wednesdays.
That is when I have flute lessons. The downside of this is that I have to go to school on Saturday mornings!
Adapted from: http://www.ambafrance-uk.org/Look-at-France-A-day-in-the-life

and http://library.thinkquest.org/CR0212302/france.html
217
219
TURNING POINT 1
Activity 2
Books open.
1 Have students complete the chart with information about Camille.
2 Have them compare their answers in pairs before you check them with the whole group.
Activity 3
Books open.
1 Go over the instructions with students and make sure they know what they have to do.
2 Have them compare their answers in pairs before you check them with the whole group.
3 As a wrap-up, have students say what time they do these activities.
Activity 4
1 Have students check what is true about
2 Complete the chart with information about Camille.
Camille.
2 Correct their answers with the whole age place of origin favorite subject
group.
twelve years old Paris, France history
Putting into Words

3 Read the text and find out what time Camille.
Objectives: Review and practice language
a gets up: 7:30 A.M.
studied so far.
b starts school: 8:30 A.M.

Activity 1
Preparation: Students should use their English c has lunch: 11:30 A.M.
pens.
d leaves school: 4:30 P.M.
Books open.
1 Divide students into small groups and let e goes to bed: 10 P.M.
them know that the objective of the game
is to be the first to score 1500 points. 4 Check what is true about Camille...
2 Let students decide who begins playing.

x She plays a musical instrument.
3 On their respective turns, players should
She studies German on Wednesdays.
decide how many points they want to bet
and place their pens on the corresponding x She has ballet after school.
squares in order to answer or ask questions. She has classes at school every day, from Monday to Saturday.
4 The columns Affirmative answers and
Negative answers will pose questions
students should answer accordingly. When
answering negatively, students should
give complete answers. For example:
English pen: Is he Dutch?
Student: No, he isn’t. He’s Polish.
The Questions column contains answers
for which students should create
appropriate questions.
5 If a student gets an answer right, he/she

scores that amount of points. Then, it’s
another player’s turn to try. If not, he/
she doesn’t score any points and the next
player goes. 218
their work, helping whenever necessary.
7 The game continues until one student reaches 1500 points.
8 Have students play the game for as long as they are having fun and as time allows.
220
1 REVIEW 3
Activity 2
Books closed.
1 Divide students into small groups and have them discuss what they think their ideal school would be like.
2 Have them think about the subjects and activities this school would offer.
Books open.
3 Allow students some time to fill in the timetable with the class schedules and main activities of their group’s ideal school.
4 When they have finished, have them describe their ideal schools to the rest of the class.
5 Then, have the whole group vote for the best school.
3 REVIEW 3
Script - JEOPARDY
1- Are you single?

Putting into Words 2- Do you like music?
3- Are you 12 years old?
1 Let’s play JEOPARDY!
4- Is she from Germany?
5- Do you study Spanish?
Affirmative answers Negative answers Questions 6- Are you a student?
7- Is Doug an engineer?
1 100 11 200 21 300
8- Do you work at a hotel?
2 100 12 200 22 300 9- Do you treat animals?
31 100 1
13 200 1
23 300 10- Do you have piano lessons twice a week?
4 100 14 200 24 300
11- Are you from Spain?
5 100 15 200 25 300
12- Do you work?
61 100 1
16 200 1
26 300
13- Is your name Sebastian?
7 100 17 200 27 300 14- Is he Dutch?
8 100 18 200 28 300 15- Do you take photography lessons?
91 100 1
19 200 1
29 300 16- Are you an accountant?
17- Is Martha a lawyer?
1
10 100 1
20 200 1
30 300
18- Do you work at a hospital?
19- Do you have lunch at school?
2 PROJECT: My ideal school. Follow your teacher’s instructions. 20- Do you have math class on Mondays?
Name: School: Year:

21- Yes, I am. I don’t have any brothers or sisters.
Monday Tuesday Wednesday Thursday Friday 22- Yes, I do. His name’s Charles.
: 23- No, I’m not. I’m Canadian.
:
24- No, he isn’t. He’s from South Africa.
25- No, I don’t. I have math class on Mondays
:
and Wednesdays.
:
26- I serve food and drinks to people at tables.
: 27- I have IT classes three times a week.
: 28- I work at an airport.
: 29- I go to Boston High.
:
30- On Tuesdays and Thursdays.
:
After School
Notes:
219
221
TURNING POINT 1
Review 4
Vocabulary
Objectives: Review vocabulary related to kinds of movies, books, music, TV shows and sports.
Books open.
1 Divide students into pairs or groups of three and have them use the grid in one of the students’ books.
2 Explain that whenever you say a category (kinds of movies, sports, TV shows, books, music), they are supposed to come up with a list of words
that go under that category.
3 Allow them some time to write a few words down (20 to 30 seconds should be enough).
4 As soon as time is up, say STOP and everyone has to stop writing.
5 Ask students to count how many words they have on their lists. Check their work.
6 The group that has the most words scores

one point.
TURNING POINT
7 Do the same with the other categories and
4
have students take turns writing the words
in the list
Putting into Words

Review 4
Objectives: Review language used to talk about
likes and dislikes, preferences and favorites.
Books open.
Vocabulary
Let’s play STOP!
make sure they understand what they are
supposed to do.
2 Ask students the questions they need for

each topic in the chart. If necessary, write
the questions on the board.
3 Pair up students and have them ask and

answer questions about the topics from
the chart.
4 Whenever students get a negative answer,

they should move on to the next topic.
5 Remind them to take notes of their peers’

answers.

work.
Putting into Words
7 When checking their work, have students
report their peers’ answers. Interview a classmate or write about yourself on the following topics and take notes.
Possible exchanges: Likes / Dislikes Preferences Favorites

A: Do you like movies? Movies
B: Yes, I do.
Music
A: What kind of movies do you like?
B: I love comedies. Sports
A: Who’s your favorite actor? Books
B: Ben Stiller.
A: What’s your favorite movie? TV Shows
B: Meet the Parents.
220
222
1 REVIEW 4
Vocabulary
Objectives: Review language used to talk about how often we do things.
Activity 1
Books closed.
2 Have each group think of a free time activity for the other group to guess.
3 A student from group A should draw the activity that group B chooses on the board.
4 Students from group A have around 1 minute to try to guess the activity.
5 If they get it right, they score a point.

4 REVIEW 4
6 Then, it is group B’s turn to draw on the
board and guess the activity.
Vocabulary 7 The group with the most points at the end
1 Complete the crossword puzzle with the names of the activities. is the winner.
Books open.
2 8 Pair up students and have them complete
1
the crossword puzzle according to the
pictures.

3
5 R
G E 8
O A S 4
1 G O W I N D S U R F I N G
S R
3
W F
I
M T
M H
I E
N 2 P L A Y S O C C E R
G I 4
5 N R
6 L I S T E N T O M U S I C
E D 6
R E
7 G O B O W L I N G
E A
7 T
B
8
I
K
E
221
223
TURNING POINT 1
Activity 2
Books open.
1 Have students complete the spidergrams with the activities they do according to how often they do them.
2 Have students share their answers in groups of three by saying, I always in my free time., I usually in my free time., etc.
3 Monitor their work, and help whenever necessary, but try not to interfere.
4 Then, ask a few students to share their answers with the whole group.
TURNING POINT
2 Complete the spidergrams with the activities you do. How often do you do them?
ALWAYS
USUALLY
SOMETIMES
NEVER
RARELY
222
224
1 REVIEW 4
Language in Use
Objectives: Review language used to express opinions, talk about free time activities and how often people do them, and likes and dislikes. Develop
listening skills.
Activity 1
Books open.
1 Have students look at the pictures and guess what the listening passages are about.
2 You may also ask them to talk about those activities.
3 Go over the instructions and make sure students know what they have to do.
4 Play the recording once or twice while students number the pictures accordingly.
5 If necessary, play it again before checking

4 REVIEW 4 their work.
Language in Use Script:
1 Number the pictures according to the audio passages. 1 My brother, Rodney, and I are into extreme
sports, you know. We always go hang-
gliding and scuba diving. I sometimes go
bungee jumping, but my brother doesn’t
like it. He says it’s just dangerous. He
doesn’t see the point in it. I just LOVE it!
1 2 Ethan is not an outdoor kind of person. He

likes to read, listen to music and surf the
Internet in his free time. He spends hours
in his computer sometimes. On weekends,
3 he usually eats out or plays cards with his
2 friends at home. He likes to have friends
over.
3 Kristen loves camping and all kinds of
3 outdoor activities. She goes hiking once
a month and she rides her bike or goes
rollerblading every chance she gets. She
usually travels to the beach with her family
on vacations. They love going for walks
along the seashore.
2
4 April is very interested in all forms of art.
3 She wants to be a musician when she
grows up. She plays the violin every day.
1 She likes to go to museums and watch
classical music concerts in her free time.
3 2
4
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225
TURNING POINT 1
Activity 2
Books open.
1 Have students read the statements and complete them with the verbs provided.
3 Play the recording for them to check their work and correct any wrong information, if there is any.
Activity 3
Books open.
1 Divide students into groups of three and have them talk about some activites they and their family or friends do.
2 Have them mention which activities these people like, their opinions of them, how often they do them, etc.
4 Then, allow some time for students to

TURNING POINT
write down their ideas.
5 When they have finished, have students 2 Complete the sentences with the words below. Listen and check your answers.
read their sentences out loud for the rest
of the class.
loves likes doesn’t like
Activity 4
a April likes different forms of art.
Preparation: Make copies of the cards provided
at the Resource book pages from Review 4. b Kristen loves camping and walking along the seashore.
Books closed. c Rodney doesn’t like bungee jumping, but he likes hang-gliding.
1 Show each card to students and have
d Ethan doesn’t like outdoor activities a lot.
them say which activity it is.
2 Ask students for the questions used to ask

for someone’s opinion. 3 Write about yourself and two family members or friends.
3 Model one or two example conversations

with students before they work on their own.
4 Encourage students to expand the

conversation by asking a few more
questions about frequency, time of day, 4 Talk to your classmate and express your opinion. Use the card the teacher gives you.
company, place, preferences, favorites, etc.
5 Pair up students and give one card to each 5 BOPP Game! Follow your teacher’s instructions. Possible exchanges:
A: What do you think of
student. bowling?
B: I don’t like it. I think
Do you Do you it’s boring.
6 When they have finished, ask them to BOPP at
BOPP in the Do you A: Yeah. Me too./I do. I
role-play their conversations for the rest morning? school? think it’s fun.
BOPP with
of the class. B: Do you ever go bowling
your friends? with your parents?
A: Yes, sometimes.
B: How often do you go
Activity 5 Where do bowling?
A: Once or twice a month.
Preparation: Slips of paper with activities. you BOPP?
Do you ever A: What do you think of
classical music?
BOPP on the B: I like it. I think it’s
SUGGESTIONS FOR THE SLIPS OF PAPER:

weekends? relaxing.
A: I do too./I don’t. I think
BRUSH YOUR TEETH it’s dull.
B: What kind of music do
PLAY VIDEO GAMES How often do you like?
GO SWIMMING you BOPP? A: I prefer pop music.
B: What’s your favorite
CHECK YOUR E-MAIL When do band?
you BOPP? A: Green Day.
STUDY ENGLISH
PLAY BASKETBALL
TRAVEL
GO SKATING
224
TAKE A NAP
WATCH TV READ
GO SHOPPING RIDE YOUR BIKE
GO FOR A WALK LISTEN TO MUSIC
(You may substitute activities or add others according to your group.)
226
1 REVIEW 4
Books closed.
1 Give one slip of paper to each student, and ask them not to show it to anyone.
2 Have one student come to the front of the class. He/She is going to answer questions about the activity he/she has on the slip of paper.
3 The other students have to ask up to 10 yes/no questions in order to find out what the activity is. Since the students do not know the activity, they
should substitute it for the word Bopp. For example:
Do you bopp in the morning?
Do you ever bopp on weekends?
Do you bopp at school? etc
4 If they cannot guess the activity, they are allowed to ask up to 3 WH questions. For example:
How often do you bopp?

Where do you bopp?
When do you bopp? etc
5 If a student knows what the activity is, he/
4 REVIEW 4 she should say it out loud. If it is correct,
he/she scores one point.
Reading 6 If nobody guesses what the activity is, the

student that is answering the questions
1 Answer the quiz about yourself. scores the point.
FREE TIME ACTIVITIES QUIZ 7 The student that has the most points wins
the game.
How often do you... usually sometimes rarely never Reading

a watch TV? Objectives: Develop reading strategies.
b use social networking sites?

Activities 1 and 2
c read books? Books open.
1 Have students answer the quiz individually
d listen to the radio? first, and then have them ask and answer
the questions in pairs.
e read magazines?
2 When they have finished, ask students to
f use mobile devices to share what they and their partners do in
surf the Internet? their free time.
g play online games?
h play games on your cell phone?
i go to the movies?
j rent DVDs?
k read e-books?
l play video games?
m read other people’s blogs?
n watch video blogs (vlogs)?
o write on your blog?
225
227
TURNING POINT 1
Activity 3
Books open.
1 Go over the instructions with students and have them analyze the information in the chart.
2 Divide students into pairs or groups of three, and have them answer the questions.
3 Help students elaborate their written answers when appropriate.
4 While checking their work with the whole class, ask students to show you and the group the information that led them to their answers.
TURNING POINT
2 Now, talk to your classmate about his/her free time activities.
3 Read the results of an entertainment survey conducted in the UK and answer the
questions.
% usually do BOYS (15-19 years old)

GIRLS (15-19 years old)
watch TV 47% 47%
use social networking sites 63% 79%
read books 26% 38%
listen to the radio 25% 24%
read magazines 16% 25%
use mobile devices to surf the Internet 50% 43%
play online games 51% 29%
play games on your cell phone 39% 36%
go to the movies 17% 24%
rent DVDs 9% 12%
read e-books 9% 12%
play video games 24% 15%
read other people’s blogs 17% 14%
watch video blogs (vlogs) 18% 15%
write on your blog 7% 8%
Adapted from: http://www.imrg.org/ImrgWebsite/IMRGContents/Files/Wiggin_des2012_np.pdf
226
228
1 REVIEW 4
4 REVIEW 4
a Who spends more time on social networking sites?
The girls.
b Who prefers reading magazines to listening to music?
The girls.
c On which activities do boys and girls spend the same amount of time?
Watching TV.
d Which is the boys’ favorite free time activity?
Using social networking sites.
e Which is the girls’ favorite free time activity?
Using social networking sites.
f Which activity do boys enjoy the least?
Writing on their own blogs.
g Which activity do girls enjoy the least?
Writing on their own blogs.
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229
TURNING POINT 1
Activity 4
Books open.
1 Students are going to walk around and talk to their classmates in order to find out the number of students who usually do the activities in the
chart.
2 They should decide on one question per student so that they can organize the results. Help them during this process.
3 If they do not want to work with percentages, have them write down how many students in class usually do those activities.
4 When they have finished, have them complete the chart with the information from the group and check their work.
Activity 5
Books open.
have them discuss the questions.
TURNING POINT
necessary, but try not to interfere. 4 Go around the room and talk to your classmates. Write the results of your class survey here.
3 Then, have students share their answers
with the whole class.
% usually do BOYS GIRLS
watch TV
Putting into Words use social networking sites
read books
Objectives: Review and practice language
studied so far. listen to the radio
read magazines
Activity 1 use mobile devices to surf the Internet
Books closed. play online games

1 Ask students to sit in a circle. play games on your cell phone
2 Have all of them say what they do in their
go to the movies
free time.
rent DVDs
3 Ask them to pay close attention to what
read e-books
each student says because they will need
that information as part of the game. play video games
read other people’s blogs

4 Divide the class into small groups and
have each group challenge the others by watch video blogs (vlogs)
asking questions about a student: Does write on your blog
he/she play soccer on Saturdays?
The group that raises their hands answers 5 Now, compare these results with those of the survey conducted in the UK.
5
the question: a What is similar?
Yes, he does.
or b What is different?
No, he doesn’t. He plays the piano on
Saturdays.
Whenever the answer is negative, students
should give further information.
6 If it is correct, this group scores a point.

If it is not, the group that asked the
question scores a point.
7 The group that scores the most points

wins the game.
228
230
1 REVIEW 4
Activity 2
Preparation: Students should use their Apps and a pen.
Books open.
1 Ask students to work in pairs and decide who starts the game.
2 On their respective turns, players should place a pens on the wheel and spin them.
3 Then, they should look for the audio in the App corresponding to where the tip of the pen points to in order to answer or ask questions.
4 If a student gets an answer right, he/she scores that number of points and then it’s another player’s turn to try. If not, he/she doesn’t score any points
and the next player goes.
5 Walk around the classroom and monitor their work, helping whenever necessary.
4 REVIEW 4
Script:
100
Putting into Words A - What do you do in your free time?

B - How often do you play computer games?
C - Do you like to read?
D - What’s your favorite movie?
200
A - What do you think of extreme sports?
2 Let’s play Wheel of Fortune! B - I don’t like to watch soap operas.
C - Does Cindy ever go swimming?
D - How often does Abigail ride her bike?
E - Twice a week.
F - Does Elaine like movies?
G - What kind of books does Thelma like?
-A
-A
-E
300
-G
-A
A - Yes, my family and I sometimes travel.

B - I like action movies.
-B
-D
C - Neymar.
D - What does Martin do on weekends?
- -F
A E - Yes, he likes jazz.
F - Yes, they like to watch soap operas.
G - He’s into extreme sports.
-B
-G 500
A - She always goes rollerblading.
-C B - No, he doesn’t.
C - They go surfing.
D - Yes, they sometimes go to a restaurant on
Sundays.
E - He plays four times a week.
-D
-B
-E
-D
-B
-C
-C
-F
-C
-D
-E
229
231
TURNING POINT 1
Review 5
Putting into Words
Objectives: Review vocabulary related to personal objects, and language used to talk about possession.
Activity 1
Books closed.
1 Divide the class into three teams.
2 Tell students: I want… or Give me…+ the name of an object. Have each group hand this item to your as fast as they can. Choose objects that you
can easily find in the classroom or even in the school.
3 The first group to hand you the item scores a point.
4 Put each item into a bag.
5 When the game is over, show each item

and ask the class: Whose … is this/are
5
these?. Have students answer accordingly.
Activity 2
Preparation: Students should use their Apps. Review 5
Books open.
1 Have students work in pairs, exploring the

Putting into Words
pictures. 1 Game! Follow your teacher’s instructions.
2 Tell students that they are going to listen
2 Listen to the audio clips. Whose objects are these? Write their names in the appropriate
to some audio clips about the people spaces.
whose names are below the instructions.
3 Play the recording and ask students PAUL SAMANTHA CINDY JULIAN MARIA FERNANDO
to listen attentively to the information
provided.
4 Make sure students understand they are

LOST AND FOUND
l
supposed to ask and answer questions Pau
about possession according to what they ket
Mari i s rac
hear. a tenn
5 If necessary, write some guidelines on the suitca le s

se o gg
board before letting students work on g
their own, and draw their attention to the Fernando
singular and plural forms:
A: Whose book is this?
B: I think it’s John’s.
a
A: Whose pens are these? Samanth
B: I think they’re Charles’s. spo
rts
Cind bot
Walk around the room and monitor their y tle
6
work. diar y
7 Check their work with the whole class
and encourage students to explain their
choices. DVD
s
Julian
230
232
1 REVIEW 5
Vocabulary
Objectives: Review and introduce some vocabulary related to parts of the house, furniture and appliances.
Activity 1
Books open.
1 Students work in pairs, looking over the pictures and listening to the recordings.
2 Then, have them decide where they can find those items by mentioning the parts of the house.
3 While checking their work, ask several students: Where can I find…?.
4 Then, draw students’ attention to the post-it note and read the information with them. Have them repeat the words after you.
5 Have students listen and repeat the words

5 REVIEW 5 after you.
Vocabulary
1 Listen to the words and answer: Where can you find the following items?
Digite aqui
? SOFA
In the living room.

BED
In the bedroom. STOVE
In the kitchen.
WASHING MACHINE
In the laundry room.

BATHTUB REFRIGERATOR
In the bathroom. In the kitchen. In the bathroom.
SHOWER
MICROWAVE
ALARM CLOCK
In the kitchen.
In the bedroom.
WARDROBE
In the bedroom.
STEREO
In the living room/
bedroom.
In the bathroom.
TV
In the living room/ TOOTHBRUSH
bedroom.
MIRROR sofa = co
uch
refrigerat
In the bedroom/bathroom. or = fridge
bathtub
= tub
DISHWASHER ward robe
= closet
In the kitchen.
231
233
TURNING POINT 1
Activity 2
Books open.
1 Go over the instructions and the example with students. Make sure they know what they have to do.
2 Allow them some time to jot down some ideas.
4 Monitor their work and help whenever necessary, but try not to interfere.
5 Ask students to share their work with the whole class.
Activity 3
Preparation: Make copies of the cards provided at the Resource book pages of Review 5. Give one set to each pair of students.
Books closed.
1 Have students work in pairs. TURNING POINT
2 Give one set of question cards and one set
2 Now, talk about the items you have in your house. Follow the example.
of image cards to each pair.
3 Have students place the question cards

There are three TVs in my house. One is in my bedroom, one is in my parents’
face down in a pile. bedroom, and the other is in the living room. There are two beds in my bedroom.
My sister and I share a bedroom. There is a fridge, a stove and a microwave in our
4 Ask them to shuffle the image cards and
kitchen and two cars in the garage.
divide them into 2 stacks – 5 cards for
each student.
5 Let them decide who starts. The student

who starts the game should turn over one
card and read the question out loud.
6 Students take turns placing the cards they

have in their hands, one by one, in another
pile. When they see a card that shows an
action described in the question
7 The first student to slap the card should

answer accordingly. For example: 3 Let’s play cards! Follow your teacher’s instructions.
I usually watch TV in my bedroom.
8 Then, students get another question card Language in Use

from the pile and continue the game.
1 What are they doing? Listen.
9 The student who slaps most of the cards
and makes correct sentences is the winner. 2 Listen and write down what these people are
doing.
10 When the game is over, ask students to
share with the whole class where they
usually do those activities. Jen is washing the dishes for her mom.
Justin is playing the guitar in his bedroom.

Language in Use
Pete is listening to music.
ongoing activities. Develop listening strategies.
oys are playing video games.
The b
Activity 1
ael is taking a shower.
Books closed. Mich
1 Tell students that they will listen to some
sounds and that they should imagine what
the people are doing. 232
2 Play the recording once. Then, play it

again, pausing after each sound.
3 Have students say what they think the people are doing, and write their answers on the board for future reference.
234
1 REVIEW 5
Script:
1 Sound effects: taking a shower. 3 Sound effects: listening to loud music 5 Sound effects: washing the dishes.
2 Sound effects: playing the guitar 4 Sound effects: cooking.
Activity 2
Books open.
1 Go over the instructions with students, and ask them to focus on what each person is doing.
2 Play the recording once or twice while students take notes on the actions they hear.
3 Before checking their answers with the whole group, ask students to compare their answers in pairs.
5 REVIEW 5 Script:
Putting into Words 1 A: Hey Jen. What are you doing?

B: Hey Karen. I’m washing the dishes for
my mom.
1 Let’s play Broken Telephone! A: How about catching a movie later?
B: Cool! I’ll call you when I finish this.
A: OK.
2 A: Hey man... What’s your brother doing?
B: Justin is playing the guitar in his
bedroom.
A: I got that, but what kind of music is
that?!
B: Oh, he plays all kinds of music!
3 A: What do you think you are doing, Pete?
B: I’m just listening to music, Mom. What’s
the problem?
A: The neighbors are the problem! Turn it
down!
4 A: Where are the boys?
B: In their bedroom.
A: Are they sleeping?
B: No, they are playing video games.
5 A: Is Michael still taking a shower?
B: Yep.
A: Oh my!
Putting into Words

actions that are taking place at the moment.
Activity 1
Books closed.
1 Divide students into two teams and have
them form two lines.
2 The first student in line whispers an action

in the present continuous tense to the next
student.
3 The message must be passed from one

student to the next by whispering.
4 The last student must act out the

action.
233
5 The first group that acts out the action
correctly, scores a point.
235
TURNING POINT 1
Activity 2
Books open.
1 Divide students into groups.
2 Tell them they should write as many sentences as they can based on the picture. Give them 5 minutes or so.
3 When the time is up, have students count how many sentences they have written.
4 The group that has the most correct sentences is the winner.
5 Look over the picture with students and encourage them to write other sentences.
Activity 3
Preparation: Bring dice and markers to class. Students should use their Apps.
Books open.
TURNING POINT
1 Pair up students and give one dice and
two markers to each pair.
3 Board Game!
2 Tell students they are going to review the
simple present and present continuous tenses.
3 Ask them to give some examples in both

tenses – questions, affi rmative statements,
as well as negative statements.
4 Students roll the dice in order to find

which space they should listen to the audio
from the App.
5
Have students listen to the audio and
respond accordingly. Make sure they
use complete sentences instead of short
answers. If their answer is correct, they
place their markers on that space. If it is
not, they do not move their markers from
the previous position.
6
Walk around the classroom and monitor
their work.
7
The game continues until one of the
students gets to the FINISH space.
Script:
1. What are you doing now?
2. How often do you have English classes?
3. What’s Mark doing now?
4. Does Chuck play any sports?
5. What’s Denise doing now?
6. Does Cindy like music?
7. What are you and your friends doing?
8. How often do you and your family travel?
9. What are your parents doing?
10. Do your grandparents live with you?
11. Are you watching TV now?
12. Do you ever go skateboarding?
13. Is Brad sleeping now?
14. When does Julian play the guitar?
15. Is Maria working now?
16. When does Carla study Spanish?
17. Are you and your sister eating now?
18. Do you and your friends ever go to the movies?
19. What do you usually do in your free time?
20. What does Karen do in her free time?
21. What does Malcolm do in his free time?
22. What do you and your family do in your free time?
23. What do Quincy and Jared do in their free time?
24. I’m playing video games.
234
236
1 REVIEW 5
25. She usually goes dancing.

26. He is listening to music.
27. They work every day.
28. I never go to bed before 11 P.M.
29. He always rides his bike in the park.
30. She is washing the dishes.
31. They’re having dinner.
32. No, never.
33. Yes, I do.
34. Yes, he does.
35. Yes, she does.
36. Yes, we do.
37. Yes, they do.
38. No, I don’t.
39. No, he doesn’t.
40. No, she doesn’t.
41. No, they don’t.
42. No, we don’t.
43. Twice a week.
5 REVIEW 5
44. Once a month.
45. Yes, I am. I have a test tomorrow.
46. Yes, he is. He loves sports.
47. Yes, she is. She always helps her mother with the
Reading household chores.
48. Yes, we are. We love music.
49. Yes, they are. They go to school in the morning.
1 Take a brief look at the text below and answer. 50. No, I’m not. I’m doing the laundry.
51. No, she isn’t. She’s reading.
a What kind of ads are these? 52. No, he isn’t. He’s talking on the phone.
53. No, we aren’t. We’re playing computer games.
Job wanted. 54. No, they aren’t. They’re having breakfast.
55. Yes, I always do.
x Properties for rent. 56. Well, sometimes they do.
57. No, he rarely does.
Lost and found. 58. Yes, she usually does.
59. It’s playing in the yard.
60. Three times a week.
b Underline the words in the text that helped you answer the previous question. 61. Every weekend.
62. No, it’s not. It’s sleeping.
Reading
1. Beautifully furnished one-bedroom apartment in the heart of the Upper East Side.
Luxury building with doorman, recently renovated lobby and halls. Apartment located on
the 10th floor. Good lighting and city view. Laundry facilities on every floor. Gym, sun deck,
Objectives: Discuss real estate ads. Develop
and large courtyard for building residents. Very pet and child-friendly. Granite countertops in reading strategies.
kitchen and granite counter, marble tiles and tub in bathroom. Living and Bedroom: hardwood
floors. 3 closets. Easy access to 6 train and bus lines. For more information...
2. Residential/Non-Condo 3-bedroom house.

Kitchen out of this world! Spacious closets! Activity 1
Very large family room. 2 completely renovated full baths with tiled walls. Hardwood floor. Books open.
Covered porches. Large deck, good for entertaining. Workshop. 2-car garage. Landscaped garden.
1 Ask students to quickly read the text in
3. 2-Bedroom in building with elevator.
Bright apartment with many windows. Unobstructed views. order to answer the question.
Remodeled bathroom. Lots of closets. Hardwood floors. Pool, laundry facilities in basement with
bike room. Heating and hot water included. No pets allowed. Near public and private schools. 2 They should focus on keywords and
4. Well-located 1-bedroom 1-bath apartment in charming building with elevator on underline them.
South Beach.
Newly remodeled, fully furnished, washer and dryer on every floor. Nice pool, jacuzzi and near Check their answers with the whole group.
the beach! Right in the middle of beach parks and walking distance to dining, nightlife, grocery
3
stores! Pet friendly. Suitable for elderly. Wheelchair accessible.
Adapted from: http://www.classifiedads.com/apartments-ad4024064.htm

http://www.househunt.com/houses-for-sale/7687-KIOWA-ST_MILLINGTON_TN_38053_3258570,15684/
http://hotpads.com/real-estate/2265-Gerritsen-Avenue-5A-Brooklyn-NY-11229--1ewmw58s1knt1#lat=40.600681&lon=-73.933424&zoom=20&previewId=1e
wmw58s1knt1&previewType=listing&detailsOpen=true&dupeGrouping=building&listingTypes=sale,newHome,foreclosure,auction&pricingFrequency=once
&loan=30,0.04,0&resultsPerQuad=24
https://sites.google.com/site/oceandrive135/1bedroomforrent2
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237
TURNING POINT 1
Activity 2
Books open.
1 Have students look at the pictures, and read the words with them.
2 Ask them to read the text and match the columns. Explain that the context will help them do the task.
3 While checking their work, encourage students to talk about their houses/apartments. You may help them get started by asking a few questions:
Do you have a jacuzzi?
Does your house have a garden?
Does your house have a porch?
Is there a lobby in your apartment building?
Activity 3
Books open.
and make sure they understand that they
TURNING POINT
should read the families’ profiles in order
to match them with the corresponding 2 Read the text and match the words with the pictures.
ads.
a porch (Ad 2)
2 Have them work in pairs.
b garden (Ad 2)
3 Check their work with the whole group,
c lobby (Ad 1)
and ask them to explain their answers.
d hardwood floor (Ads 1, 2 and 3) e
e jacuzzi (Ad 4) a
Activity 4
Books open.
1 Allow students some time to write their
answers.
2 Then, have them share their ideas with the

class. d
b c
3 These families are looking for houses/apartments to rent. Which properties advertised in
the text do you think they will be interested in? Write the corresponding numbers below.
3 Guy and Sarah have a seven-year-old son, Hugo, in elementary school. Sarah is an elementary
school teacher, but she isn’t working at the moment. They love riding their bikes on weekends.
They don’t have any pets.
1 Robert and Chris work in multinational companies and have very demanding jobs. They don’t
have any children because sometimes they have to work 10 to 12 hours straight. They often travel
on business as well. They have a cat. In their free time, they like to exercise or lay out in the sun.
4 Jack and Margareth are both 77 years old. They are retired and their kids live in another city with their
families. They have a dog. In their free time, they love to go for long walks and watch the sunset.
2 Robert and Susan Gilmore have two nine-year-old twin daughters and a teenage son. They love to
have their kids’ friends over for play dates and sleepovers. The kids love to play all kinds of sports -
from Frisbee to American football. Susan always prepares delicious snacks for everyone.
4 What about your family? Which of the properties advertised would be best for you? Explain why.
236
238
1 REVIEW 5
Putting into Words

Objectives: Review language used to talk about the existence of things and locations.
Preparation: Students should use their Apps.
Books open.
1 Explore the pictures with students and have them say the name of each store/facility depicted.
2 Divide students into pairs and have them decide who starts the game.
3 They should choose a picture, listen to the corresponding audio in the App and answer the questions according to the map. If the answer is
correct, they place a coin or eraser on the corresponding grid. (Make sure students choose different items.) If it is wrong, they do not place
anything there (and the other student may choose the same square, as he/she pleases).
4 The student that makes a line (horizontally,

5 REVIEW 5 vertically or diagonally) is the winner.
Putting into Words Script:
Let’s play TIC-TAC-TOE! A
A B 1 - Is there a toy store on the first floor?

2 - Are there any music stores in this mall?
3 - Is there a drugstore here?
4 - Where is the jewelry store?
5 - How about having a pizza? I’m starving!
6 - Are there any shoe stores on the second floor?
7 - Where are the ATMs, please?
1 2 3 1 2 3 8 - I need to buy a present for my sister. Where
can I find a good clothing store?
9 - Do you know where the new Japanese
restaurant is?
B
4 5 6 4 5 6
1- Where are the escalators, please?
2 - Is there a cosmetics store on the first floor? I
need to buy some lotion.
3 - Are there any sporting goods stores here?
4 - Is there a bookstore in this mall?
7 8 9 7 8 9 5 - Is there an electronics store here?
6 - Excuse me. Where’s the elevator?
7 - Do you wanna have something to drink? How
about some cake too?
8 - Do you know where the parking lot is?
9 - Where’s the food court?
237
239
TURNING POINT 1
Review 6
Language in Use
Objectives: Review language used to talk about clothing items and accessories. Develop listening strategies.
Game
Preparation: Bring to class the clothing FLASHCARDS that you can find in Review 6 Resource book pages.
Variation: Instead of using fl ashcards, you may bring fashion magazines to class and ask students to browse through the magazines in order to find the
pieces of clothing you describe.
Books closed.
1 Place the fl ashcards around the classroom.
2 Divide students into pairs or groups of three.
3 Tell students they work as salesclerks

TURNING POINT
in a department store and you are the
customer.
6
4 Describe some pieces of clothing and
have students find the corresponding
Review 6
fl ashcards and hand them to you. For
instance:
I need a pair of black leather boots.
I want a blue striped polo shirt.
I’m looking for some red gloves.
5 The group that hands you each fl ashcard Language in Use

first scores a point.
1 Listen to the descriptions and draw what is missing.
6 Then, ask students to describe the clothing
items while the others try to find them. If
students want to provide further details
about the pieces of clothing, teach them
the vocabulary they may need in order
to do so, such as pleated, khaki, cotton,
nylon, wool , etc.
Activity 1
Preparation: Bring colored pencils to class
Books open.
2 Have them look at the photos and decide

which events best suit each outfit. If
necessary, write some suggestions on the
board for example, going to a party, going
to the movies, going on a trip, going to
school, eating out with family, hanging
out with friends, etc. 2 Game! Follow your teacher’s instructions.
3 Encourage students to explain their 3 Write a short paragraph describing what you are wearing.
answers.

and make sure they understand they are GO TO
APPENDIX
supposed to draw the missing pieces of
clothing and accessories. If students do 12
not have colored pencils, ask them to
write the names of the colors next to the
238
items they draw.
5 Play the recording once and have students

take notes first.
this guide.
6 Play the recording again while students draw.
7 Have them check their answers in pairs first. Then, check their work with the whole class.
240
1 REVIEW 6
Activity 2
Script: Preparation: Sticky tack or adhesive tape and
copies of the cards from the game at the beginning
Cynthia is wearing a polka-dot dress, high heels and a silver purse.
of this section, which you can also find in Review 6
Daniel is wearing a black T-shirt, beige shorts, white socks and black sneakers.
Resource book pages.
Bernard is wearing a striped T-shirt over a black shirt, jeans, a pair of beige sneakers and sunglasses.
Books closed.
Louise is wearing a striped blouse, jeans, a black belt and black sandals.
1 Lay out all the cards on your table and
Rick is wearing a red cap, a blue T-shirt, a pair of jeans and sneakers.
divide the students into two groups.
Claudia is wearing a floral dress and pink flats.
Tina is wearing a blue and white blouse, a pink scarf, a pair of jeans and blue flip-flops. 2 Draw two outlines of bodies on the board
to which students should stick the pieces of
clothing.
3 The groups should challenge each other by
taking turns to describe an outfit using the
items on the cards and put it together. For
6 REVIEW 6 instance, one group says, Paolo is wearing
a pair of orange shorts, a Hawaiian shirt and
Reading navy blue flip-flops. The other group has 30
seconds to put together the outfit on the
1 Check the texts below and answer the questions. board to score one point. If they get it right,
they score. If not, the other group scores one
What kind of texts are they?
point and it’s their turn to build the outfit.
Résumés. 4 Play the game for as long as students are
X Job ads. having fun and time allows.
5 The group that scores the most points is the
Park and club ads.
winner.
How do you know?

Activity 3
Because of the layout and some words, such as “jobs”, “work(ing)”, Books open.
1 Have students write a short paragraph
“qualifications”. in their books, describing what they are
wearing. Tell them not to show it to their
classmates.
2 If necessary, write an example paragraph on
the board describing what you are wearing,
so that students feel confident about what
they are supposed to do.
work. Help whenever necessary.
4 Collect all their books and then hand them
back out to different students. Make sure
they do not get their own.
5 Students should try to find out who wrote
the description.
Job Duties:
6 Ask them to read the paragraphs out loud
and say the name of the student whose
clothes are being described.
Reading
Objectives: Discuss the skills and abilities needed
Adapted from: http://www.hireteen.com/amusement-parks/wild-rivers/ for different jobs. Develop reading strategies.
http://www.adk.org/page.php?pname=job-board - http://dunnbros.com/jobs/272/
Activities 1 and 2
239 Books open.
1 Ask students to quickly read the text in
order to answer the questions in Activity 1.
2 They should focus on the layout and
3 Then, ask students to answer Activity 2.
keywords.
241
TURNING POINT 1
Activity 3
Books open.
2 Have them work in pairs.
Activity 4
Books open.
1 Allow students some time to answer the questions on their own.
2 When explaining why they would like to apply for a specific job, encourage students to talk about their likes and dislikes, skills and abilities.
3 Then, ask for volunteers to share their answers with the whole group.
Language in Use TURNING POINT
2 What kinds of jobs are offered?

skills and abilities needed for different jobs. X Part-time/seasonal. Full-time. Volunteer.
Develop listening strategies.

3 Circle the personal characteristics and underline the physical abilities needed for each
job in the ads.
Activity 1
4 Which of these jobs would you apply for? Why?
Books open.
some job interviews and that they should
focus on each applicant’s abilities and
qualifications.
Play the recording once or twice for

Language in Use
2
students to take notes. 1 Listen to some job interviews and write down the applicants’ qualifications.

share their notes. 1
view
Inter loves coffee and drinks made with it, can learn fast, can work
have them confirm their answers. on weekends
2
view
Script:
Inter can clean and fix things, can swim
Interview 1
Woman: Why should I give you this job, Mr.
Delgado?
Carlos: You can call me Carlos, ma’am. What can
I say… I love coffee and drinks made with
3
it. I’d love to learn how to make them. view
Woman: Can you learn fast? Inter can speak in public, can walk long distances, can multitask
Carlos: Yes, my teachers always say I’m a fast
learner.
Woman: Can you work on weekends?
Carlos: Sure. If I can have a day off during the
week, no problem.
Woman: All right then. We’ll be in touch, Carlos.
2 Each teen being interviewed is applying for one of the jobs in the Reading section.
Carlos: Thank you, ma’am.
Write the numbers of the interviews next to the jobs below.
Interview 2
Man: I see you are interested in joining our 2 Ground Keeper at Wild Rivers Waterpark.
staff.
Boy: Yes, sir. I’d love to work here. 3 Assistant for the Info Center at Adirondack Mountain Club.
Man: How old are you?
1 Barista at Dunn Bros Coffee.
Boy: I’m 16.
Man: Well, we have an opening in our
housekeeping department. Can you
clean and do minor repairs? 240
Boy: Yes, I can. I help my mom clean the house
and I fix things at home all the time.
Man: Can you swim?
Boy: Yes, I can, but will my job involve
swimming too?
Man: Not really, but according to our
regulations, all park employees must
know how to swim.
242
1 REVIEW 6
Boy: That’s no problem for me, sir.

Man: OK. We’ll let you know our decision by Friday, all right?
Boy: Sure. Thanks.
Interview 3
Woman: Tell me… Why are you interested in this job?
Girl: I love working with people and I’ve always wanted to work here.
Woman: Are you good at speaking in public? Our assistants have to deal with groups of visitors frequently.
Girl: Yes, I have no problems speaking to groups of people.
Woman: Can you walk long distances?
Girl: Sure. Hiking is one of my favorite pastimes.
Woman: Can you do more than one task at the same time?
Girl: You mean like answering the phone while assisting visitors at the information desk?
Woman: Yeah, something like that.
Girl: Sure. No problem.
Woman: OK. We’ll contact you before the end of this week.
Activity 2
6 REVIEW 6
Books open.
Putting into Words make sure they understand what they have
Can you ... to do.
Let’s play!
2 Allow them some time to review the ads
2
in the Reading section before playing
... play 4
... dance the recording again.
table ... speak
samba? ... cook?
tennis? 1 a foreign 3 Check their answers with the whole group.
3 language?
... roller-
9 blade?
Putting into Words
7 5
... jump ... skate- Objectives: Review language used to talk about
11 ...
... swim? rope? ... draw? board?
juggle? abilities.
... ice 10 8
6
skate? Preparation: Make copies of the cards that you

13
can fi nd on Review 6 Resource book pages so
15
... do ... twirl ... type there is one set for each pair of students. Bring
magic your fast? ... drive? dice and markers to class. Students should use
tricks? 12 tongue? 14
their Apps.
17 Books open.
... ride a
18
19 ... play a ... do 1 Pair up students and give each pair one
musical kick-ups? bike? die, two markers and a set of cards.
... make 16
sculptures? instrument? Tell students they are going to review

2
23
21
language used to talk about abilities.
...
do 24
... fly a whistle? ... make 3 Students divide the cards into two – a stack
martial ... yo-yo? 25
plane? sandcastles? for each student.
arts? 20 22 ... twirl
hoola- 4 Then, they should roll the die in order to
hoops?
29 fi nd out which space they should place
27 ... ride a
their pens on.
... perform tube?
... dive?
... do a head a board- ... dunk?
26
5 Have students listen to the audio and
31
spin? slide?
30 respond according to the cards they have
... make 28
cookies? in their hands. If they have the card that

represents the action in the question, they
33
32 35
... do a should answer Yes, I can. If not, they should
... do a ... do a set ... do a
floater? shot handstand? bicycle answer “No, I can’t” and go back to their
kick? previous position on the game board.
34

their work.
241
7 The student who gets to the FINISH square
first wins the game.
243
TURNING POINT 1
PHONETICS
Unit 1
Books open.
2 Play the recording from Activity 1 while students listen to the sentences and pay close attention to the /oʊ/ sound.
3 Play the recording from Activity 2 and have students repeat after each pause. If necessary, play it one more time.
Books open.
1 Play the recording and have students listen to the words while they read along and repeat after each word.
2 Ask students to check the words that have the /oʊ/ sound.
3 Play the recording one more time for

them to confirm their answers.
Unit 2 Phonetics
Books open.
1 Have students read the words and pay
special attention to the highlighted syllables.
2 Explain to them that those are the
stressed syllables in each word. Unit 1
3 Play the recording from Activity 1
while they read along. 1 Listen and check how the initial H is usually pronounced in
English.
4 Then, play the recording from Activity 2
for students to repeat after each word. Hi.
Hello. /h/
Hey, Mark!
How are you doing?
How’s it going?
How do you spell it?
2 Now, listen again and

repeat.
Unit 2
1 Listen to the following sentences and pay attention to the highlighted
parts.
559, Manson Street.
/iː/
271, Mapple Tree Rd.
1518, Lincoln Avenue, apartment 6B.
Are you a green person?

repeat.
242
244
PHONETICS
Unit 3
Books open.
1 Draw students’ attention to the highlighted parts as well as the phonetic symbols in both groups of words.
2 Play the recording from Activity 1 while students listen to the words. Make sure students notice the difference
between the sounds.

Books open.
1 Play the recording from Activity 2 and have students repeat after each word. Make sure they pay attention to the sounds of the highlighted parts.
2 Ask students to number each word according to the code provided.
3 Play the recording one more time and check their answers as a whole group.
4 You may encourage students to come

PHONETICS
up with different words that have the
same sounds, or you may write some
Unit 3 minimal pairs on the board and ask
students to read the set of words. For
1 Listen to the following questions and pay attention to how the WH is
pronounced. instance:
wash X watch
/w/ cash X catch
ship X chip
Where is Thomas from?
shop X chop
wish X which
sheep X cheap
repeat.
Unit 4
Unit 4 Books open.
1 Play the recording while students read

1 Listen and check how the TH is pronounced in the following sentences. the sentences and notice how the
highlighted parts are pronounced.
That’s my sister, dude! I have an older brother.
2 Encourage students to say whether
Those are my parents. My mother is Korean. /ð/ these forms are formal or informal.
This is my cousin. My father is my best friend. 3 Play the recording again and have
These are my siblings. I live with my parents and my grandmother.
What are their names? My grandfather is from Greece. Books open.

How old are they? Play the recording and have students
1
match the highlighted words with their
2 Now, listen and repeat the standard forms.
words.
2 When checking their work as a whole
that brother group, have students contrast the
those mother sounds of both forms and have them
repeat after you.
this father
these grandmother
they grandfather
their
243
245
TURNING POINT 1
Unit 5
Books open.
1 Play the recording and have students repeat after each word.
2 Ask students to write 1 or 2 according to the number of syllables each word has.
3 Play the recording one more time for students to confirm their answers. You may tell students that the number of syllables is the same as the
number of vowel sounds heard. If necessary, give them a few examples.
Books open.
1 Go over each group of words and ask students what kind of words these are.
2 Then, draw their attention to the phonetic symbols. Ask students which group of verbs adds an extra syllable in the Simple Past tense.
3 Play the recording and have students

repeat after each verb.
TURNING POINT
Unit 6
Books open. Unit 5
1 Play the recording while students
listen to the words and note the 1 Listen to the following statements and note how the words are
highlighted parts, which show the linked.
stressed syllables.
Then, play the recording again and I’m a firefighter. I’m an interpreter and translator.
2
have students repeat. I’m a nurse. I’m an engineer.
I’m a webmaster. I’m an accountant.
I’m a fashion designer. I’m an architect.
I’m a waiter. I’m an editor.
I’m a sports coach. I’m an actress.

repeat.
Unit 6
1 Listen to these words and note the stressed
syllables.
Monday chemistry
Tuesday English
Wednesday Spanish
Thursday social studies
Friday literature
Saturday geography
Sunday photography
history

repeat.
244
246
PHONETICS
Unit 7
Books open.
1 Draw students’ attention to the symbols in red that show when the words are linked.
2 Tell students that a final consonant, or a final silent vowel, is usually linked to the following word when it starts with a vowel sound. Show them
a few examples or have them identify this in the sentences provided. Also, explain to students that two words that end and start with the same
consonant sounds are usually linked. Show students a few examples.
3 Play the recording while students listen attentively to how the words are linked.
4 Play the recording again and have students repeat. Encourage them to repeat the sentences with the linking sounds.
Unit 8
PHONETICS
Books open.
Unit 7 1 Draw students’ attention to the

highlighted parts as well as the
1 Listen and note how the TH is pronounced in the following phonetic symbols in both groups of
sentences.
/ θ/ words.
I think it’s really inspiring. When’s your birthday?
2 Play the recording while students listen
Do you like thrillers? I’m in the tenth grade. to the words. Make sure students notice
Thank you. Math is my favorite subject. the difference between the sounds.
Miami is in North America. I go to the movies twice a month.
Books open.
Nelson Mandela is from South Africa.
1 Play the recording and have students
repeat after each word. Make sure they
2 Listen and repeat the
words. pay attention to the sounds of the
highlighted parts.
think thank south tenth month
2 Ask students to number each word
thrillers north birthday math
according to the code provided.

3 Now compare it to the pronunciation of the TH you studied in Unit 4.
check their answers as a whole group.
4 You may encourage students to come

Unit 8 up with different words that have the
same sounds.
1 Listen to the groups of questions below and note the difference in intonation. Which have
rising intonation [↑ ]? Which have falling intonation [ ↓]?
Do they ever eat out on weekends? Do you have any brothers or sisters?
Does Jordan watch TV every night? Are you American?
Do you play any sports? Are you from Germany?
What do you do in your free time? Where do you go to school?
How often does he play the piano? How old is your brother?
What kind of music does she prefer? When do you have math class?

repeat.
245
247
TURNING POINT 1
Unit 9
Books closed.
1 Write the following words on the board and ask students what they have in common:
awesome, law, talk, straw, awful, saw, draw, paw, walk, tall, and raw
Books open.
2 Draw students’ attention to the phonetic symbol and its corresponding sound.
3 Play the recording while students listen and read along in silence.
4 Now, play the recording and have students repeat after each pause.
5 You may encourage students to think of different words that have the same vowel sound.
Unit 10
1 Ask students to analyze the underlined
words and say which words these are. Unit 9
2 Tell them that the affirmative and
negative forms of the verb to be in the 1 Listen to these words and note the stressed
syllables.
past have different stresses.
3 Play the recording and have students weekend drugstore tomorrow

pay close attention to how the
sandwich restroom appointment
underlined words are stressed.
concert restaurant museum
comedy elevator amusement park
ask students to repeat after each pause.
baseball escalator department store
entrance supermarket exhibition

Books open. bookstore parking lot
1 Play the recording again for students
to check the sentences in which the
underlined words are stressed. repeat.
Unit 10
1 Listen and note how the -ING is pronounced.
writing - I’m writing an e-mail.

/ɪŋ/ eating - No, he’s not eating.
having - We’re having breakfast. brushing - He’s brushing his teeth.
playing - I think she’s playing with the dog. watching - No, they’re not watching TV.
mowing - They’re mowing the grass. listening - They’re listening to music.
doing - What’s Hellen doing in the yard? cooking - No, she’s not cooking.
fi xing - Is mom fi xing dinner? setting - She’s setting the table.
studying - Are you studying now?

repeat.
246
248
PHONETICS
Unit 11
Books closed.
1 Write the following words on the board and ask students what they have in common:
door, score, core, floor, sore, your, four, sports, short, more, boring, and born
Books open.
2 Draw students’ attention to the phonetic symbol and its corresponding sound.
3 Play the recording while students listen and read along in silence.
4 Now, play the recording and have students repeat after each pause.
5 You may encourage students to think of different words that have the same vowel sound.
Unit 12
PHONETICS
Books open.
Unit 11 1 Play the recording while students

listen to the words and note the
highlighted parts, which show the
1 Listen to the groups of words below and note the pronunciation of the stressed syllables.
highlighted parts.
2 Then, play the recording again and
have students repeat.
pink this /ɪ/ jeans heel /iː/
flip-flops it green sneakers
print
2 Now, listen to these pairs of words and note the differences. Then,
repeat.
sheep – ship team – Tim deep – dip
cheap – chip seek – sick heel - hill
green – grin meal – mill
seat - sit meet – mitt
Unit 12
1 Listen and note the final
silent e.
dance write novels
ride a horse drive a car
make a cake jump rope
fly a plane tell a joke

repeat.
247
249
TURNING POINT 1
APPENDIXES
APPENDIX 1 - Information Gap Activity
Objectives: Practice language used to identify people.
Identifying people:
Who’s that guy between Saul and Pat?
That guy between Saul and Pat is Eric.
Who are these girls on the left?
These girls on the left are Jessie and Quince.
Who are those girls on the right?
Those girls on the right are Kate and Mel.
Who’s this boy/guy next to Rick?
This boy/guy next to Rick is Ronald.
Preparation: Bring magazine cutouts of some APPENDIX
1
famous people individual and groups.
Books closed.
Information Gap Activity
1 Show a picture of a female celebrity, and

ask students:
Who’s this woman/girl? Student A: Read below. Student B: Go to page 250.
2 Help them answer accordingly.
3 Next, show a picture of a male celebrity, Student A

and ask students:
a Talk with your classmate and identify the people in the photos. Write their names.
Who’s this man/boy?
Students should answer accordingly. 1

4
5 Now, show students different photos

depicting more than one famous person
and ask:
Who are those women/girls?
Who are these men/boys?
Who are these people? Who’s that girl next to Mike?
Who’s that girl on the right?
6 Allow them to answer. Who’s this girl between Mike and Lucas?
7 Then, write the questions you asked on Mike Lucas

the board and conduct a choral repetition
drill.
8 Finally, show some other pictures and

have some students ask and answer
Saul Pat
questions about the famous people. Help 2
them when necessary.
Who’s that guy next to Rose?

Who’s this boy between Saul and Pat?
Who are these girls on the left?
Rose
248
250
Appendix
Books open.
9 Divide students into pairs – Students A and Students B.
10 Direct Students A to page 248 and Students B to page 250.
11 Explain that this is an information gap activity. Students have to work in pairs in order to ask and answer questions about the people in the
pictures and write their corresponding names.
12 In Task a, Students A should ask questions. Draw their attention to the boxes with the questions they have to ask. Students B should answer
A’s questions based on the names on the pictures they have. Draw their attention to the boxes and have them fill in the blanks with the missing
names before they role-play the conversations.
13 While they are asking and answering questions about the people in the photos, walk around the room and monitor their work.
14 When they finish, ask students to compare their photos in order to check whether they have gotten the names right.
15 Then, check their work with the whole class
1 Appendix
by having a few students role-play the
conversations for the rest of the class.
b Answer your classmate’s questions based on the pictures. 16 In Task b, Students B are supposed to
ask questions. Draw their attention to the
1
boxes with the questions they have to
Debbie Susie ask. Students A are supposed to answer
Marlon Fred
B’s questions based on the names on the
Kate
pictures they have. Refer them to the boxes
and have them fill in the blanks with the
missing names before they role-play the
conversations.
17 Repeat steps 13 to 15.
This boy next to Debbie is

That boy on the right is
That girl between the boys is
Vicky
Laura Kate
Rick
Ronald
Mel
That girl between Rick and Vicky is

Those girls on the right are and
is next to Ronald.
This boy next to Rick is
249
251
TURNING POINT 1
TURNING POINT
Student B
a Answer your classmate’s questions based on the pictures.
1
Anna Mike Lisa Lucas Carla
That girl next to Mike is

This girl on the right is
This girl between and is Lisa.
2 Eric
Saul
Pat
Jessie Quince Phillip Rose
That dude next to Rose is

This guy between Saul and Pat is
These girls on the left are and
is next to Phillip.
250
252
Appendix
1 Appendix
b Talk with your classmate to identify the people in the photos. Write their names.
1
Debbie Susie
Who’s this boy next to Debbie?

Who’s that boy on the right?
Who’s that girl between the boys?
Vicky
Rick
Who’s that girl between Rick and Vicky?

Who are those girls on the right?
Who’s this boy next to Rick?
251
253
TURNING POINT 1
APPENDIX 2 - At a Birthday Party

English.
Books open.
1 Ask students to look at the picture and describe the context.
3 If necessary, elicit the language they may need to carry out the task.
4 Have students work in pairs and allow them some time to prepare their conversations.
5 Ask them to role-play the conversation in front of the rest of the class.
APPENDIX
2 At a Birthday Party
Stud
e
stude nt A: Y
n o d’s
at a t in a fo u are an f r i en
class reign t your is an
you mate coun exchang are a A
d ’s t
Stud on’t kno bir thday r y. You ar
e You ent ther
ent B w m e d e n t B: t y. Stud m ano ut
a par t y Stu ay pa r fr o abo
abou n
t the y people but
, d dent now /
se p e . bir th ge stu nts to k nswer his
ople Ask xch an d w a
r t y. A i s/ h e r
e
.
u n t r y an at the pa about h
co e ask
eopl and .
the p estions, too
u g e
her q ay and a
d
bir th
252
254
Appendix
APPENDIX 3 - Volunteer Work Interview
English.
Books open.
1 Ask students to study the picture and describe the context.
3 In order to prepare this role-play, students should do the activities proposed in the Language in Use section in the Activity Book first. If
necessary, ask students what language they may need to know to carry out the task.
4 Have students work in pairs and allow them some time to prepare their conversations.
5 Ask them to role-play the conversation for the rest of the class.
APPENDIX
Volunteer Work Interview
3
work
A wants to
: Student er by
Student A
: You are Student B ie w him /h
a volunte applying a vo lun teer. Interv /h er skills
er positio for as t his
n. tions abou on
questions
the intervie Answer the asking ques Decide which positi
wer asks yo sts.
u. and intere
him/her.
is best for
253
255
TURNING POINT 1
APPENDIX 4 - Talking About Activities

Books open.
1 Read the example in the speech balloons and have students repeat after you.
2 Have students work in pairs and name each student in the pair Student A and Student B. They should ask and answer the questions according
to the information in their charts and the map provided.
APPENDIX
4 Time Zones
It’s 4:30 P.M. in Tokyo.

What time is it in
Singapore?
It’s 3:30 P.M.
Work in pairs. Ask and tell the time. Follow the model.
London Moscow
Montreal Paris Vienna
New York Lisbon
Los Angeles Baghdad
Honolulu Dubai
Guatemala
Jakarta
Sao Paulo
Buenos Aires
Sydney
Student A Student B
New York Los Angeles
Dubai Sydney
06:15 A.M. 07:50 P.M.
Honolulu Paris
London Buenos Aires
08:20 P.M. 11:45 A.M.
Jakarta Montreal
Moscow Baghdad
11:00 P.M. 12:00 A.M.
Sao Paulo Guatemala
09:55 A.M. Vienna 01:30 P.M. Lisbon
254
256
Appendix
APPENDIX 5 - Free Time Activities

Books open.
1 Ask a few volunteers to read the conversations out loud.
2 Make sure students understand the use of “does” for the third person singular.
3 Provide students with a few more examples until they feel confident about asking and answering the questions.
4 Divide students into pairs – Student A and Student B.
5 As this is an information gap activity, each student in the pair has a different role. Make sure they understand this and they know what to do.
6 Monitor their work and help students as needed.
7 Have students role-play their conversations in front of the class.
APPENDIX
Free Time Activities
5
Work in pairs.
Student A: Read below. Student B: Go to the next page.
Follow the model.
A: Does Jessie like extreme sports? A: Does she go to the beach in her free time?
B: No, she doesn’t. B: No, she doesn’t.
A: Does she like outdoor activities? A: Does she ride her bike in her free time?
B: Yes, she does. B: Yes, she does.
Student A
a Talk to your classmate to find out who these people are and what they do in their free time.
Write their names under the pictures.
JESSIE TATE JULIAN MARY
b Answer Student B’s questions about what these people do in their free time.
Denise Bob Anne Bill
255
257
TURNING POINT 1
TURNING POINT
Student B
Follow the model.
A: Does Jessie like extreme sports? A: Does she go to the beach in her free time?
B: No, she doesn’t. B: No, she doesn’t.
A: Does she like outdoor activities? A: Does she ride her bike in her free time?
B: Yes, she does. B: Yes, she does.
a Answer Student A’s questions about what these people do in their free time.
Tate Julian Jessie Mary
Talk to your classmate to find out who these people are and what they do in their free time.
b
Write their names under the pictures.
BILL ANNE BOB DENISE
256
258
Appendix
APPENDIX 6 - Locations
Books open.
1 Ask students to work in pairs.
2 This is an information gap activity. Student A and Student B have different information and should work together in order to find the
information they need to complete the task.
3 Go over the instructions and make sure students know what they are supposed to do.
6 Have different pairs of students role-play their conversations while checking their answers.
APPENDIX
Locations
6
Work in pairs.
Student A
a Ask your partner about the locations of the following places and facilities. Identify them
on the map.
1- BOOKSTORE 2- ATMs 3- MUSIC STORE 4- FREE 5- DEPARTMENT

WIFI ZONE STORE
Is there a/an Are there any

Yes, there is one Yes, there are
No, there isn’t. No, there aren’t.
b Answer your partner’s questions based on the map.
Frozen
Yogurt
257
259
TURNING POINT 1
TURNING POINT
Student B
a Answer your partner’s questions based on the map.
Is there a/an Are there any

Yes, there is one Yes, there are
No, there isn’t. No, there aren’t.
b Ask your partner about the locations of the following places and facilities. Identify them
on the map.
SHOE STORE ICE CREAM DRUGSTORE PHONES MOVIE THEATER

PARLOR
258
260
Appendix
APPENDIX 7 - Whose books are these?

Books open.
1 Ask students to work in pairs.
2 This is an information gap activity. Student A and Student B have different information and should work together in order to find the
information they need to do the task.
3 Go over the instructions and make sure students know what they are supposed to do.
6 Have different pairs of students role-play their conversations out loud while checking their answers.
7 Appendix
APPENDIX
Whose books are these?
7
Work in pairs.
Student A
Talk to your partner to find out whose objects these are. Write their names in the
1 spaces provided.
2 Answer your partner’s questions based on the photos.
Richard Janet Thalia Samuel
259
261
TURNING POINT 1
TURNING POINT
Student B
1 Answer your partner’s questions based on the photos.
Mike Jeffrey Silvia Carla
Talk to your partner to find out whose objects these are. Write their names in the spaces
2 provided.
260
262
Appendix
APPENDIX 8 - Who am I?
Preparation: Make copies of the cards provided at the end of the unit.
Books closed.
1 Give one card to each student. Make sure you hand out all of the cards in order for the activity to work. Give more than one card to students, if
necessary.
2 Students should walk around and talk to their friends, asking questions and answering them using the information on their cards, until they find
the information they need.
3 Model one possible conversation with students before letting them work on their own.
4 Monitor their work, but try not to interfere.
5 As soon as students find the information they need, they should run to the board and write a sentence. For example:
Hillary is sleeping at home.
6 Check their work while they are doing the

APPENDIX activity.
Who am I?
8 Example of a possible conversation:
A: Where is Hillary?
B: I’m sorry. I don’t know./She is at home.
A: What is she doing?
Choose a character and challenge your friend! B: She’s sleeping.
Books open.
Anna
Sandy 7 Ask students to go to page 261.
Josh
8 Have each student choose a character and
Deb
pretend they are that person.
9 In pairs, students should ask and answer

Yes/No questions in order to guess who
their partners are. If necessary, model
a possible conversation with students
before letting them work on their own.
A: Are you drinking?

B: No, I’m not.
Gabriel
A: Are you eating?
B: No, I’m not.
Marcia
A: Are you dancing?
Joe
B: Yes, I am.
A: Are you Mary?
Greg B: Yes, I am!
Kathy
work.
Steve
261
263
TURNING POINT 1
APPENDIX 9 - At a Store
Books open.
2 Ask them to tell you the language they may need to carry out the task.
3 Model a conversation, if necessary.
4 Allow them some time to prepare their conversations.
5 Ask them to role-play the conversation for the rest of the class.
APPENDIX
9 At a Store
for a
a pr esent out
buy n ab
nt to perso
A : You wa o the sales
nt t
Stude ember. Talk
m ily m
fa .
ptions Studen
your o t
presen B: Your custo
t for mer w
presen someo ants to
t all the ne. As buy a
options sist him
you ha /her a
ve. nd
262
264
Appendix

Books open.
1 Divide students into pairs – Student A and Student B.
2 Explain to students that they are going to talk about other people’s families.
3 Go over the language students will need to carry out the task: identifying people, talking about other people’s family, other people’s ages,
names and relationship statuses, and spelling names.
4 Model one example with a student to make sure everyone understands what they are supposed to do. Walk around the room and monitor their
work.
5 Check their answers as a group by pointing to the people in the pictures and having students answer accordingly.
10 Appendix
APPENDIX
Information Gap Activity
10
Student A: Read below. Student B: Go to page 265.
Student A
a Answer your classmate’s questions about Simone’s family.
This is Simone.
And this is her family.
sister, 8
Sophia uncle, 30
brother, 6 Gus
Bernard
aunt, 29
Rose
mother, 36 cousin, 1
father, 41
Stephanie Rodney
Alan
263
265
TURNING POINT 1
TURNING POINT
b Talk to your classmate to identify each person in Dennis’s family and complete the
chart.
This is Dennis.
And this is his family.
family
relationship
name
age
264
266
Appendix
10 Appendix
Student B
a Talk to your classmate to identify each person in Simone’s family and complete the chart.
This is Simone.
And this is her family.
family
relationship
name
age
265
267
TURNING POINT 1
TURNING POINT
b Answer your classmate’s questions about Dennis’s family.
This is Dennis.
And this is his family.
nephew, 7 niece, 7
son, 2 RYAN WYONA grandmother, 71
JORDAN JANE
wife, 24 brother, 32 grandfather, 78

CLAUDIA RAY ROBERT
266
268
Appendix
APPENDIX 11 - Role-play
Preparation: Make copies of the celebrity cards provided at the end of the unit. You may prepare your own cards with information about the celebrities
you think are the most popular/interesting to your group.
Books open.
1 Before letting students work on their own, go over the language they will need to carry out the task.
2 Make sure they know how to ask the questions to find out the information they need to complete the bios.
3 Have students work in pairs in order to role-play the conversation.
4 Check their work by having a few pairs role-play their conversations for their peers.
APPENDIX
Role-play
11
Student A: You are a reporter for TEENS Magazine.
Interview the celebrity to get all the information
you need to complete his/her bio.
Student B: You are the celebrity. Answer the

questions according to the card your teacher
gives you.
Now, exchange roles.
BIO
Full name:
Nickname:
Birthday:
Place of origin:
Brothers and sisters: Name(s):
Relationship status:
Children: Name(s):
Pets: Name(s):
267
269
TURNING POINT 1

Books open.
1 Have students work in pairs – Student A and Student B.
2 Refer them to their respective pages in the Students’ books, and explain that this is an information gap activity. Have them cover the other
student’s page to keep from seeing the other’s information.
3 Students should ask and answer questions about the people in the photos.
4 Make sure students know what to do before letting them work on their own.
5 As soon as students identify the people, they should write their names next to the photos.
APPENDIX
12 Information Gap Activity
Work in pairs.
Student A
a Describe what the following people are wearing and what they are doing. Answer your
partner’s questions as well.
David
Donna
Phillip Stella
What’s wearing? What’s he/she doing?

He/She is wearing He/She is
b Ask your partner about these people. Identify them in the photos in Activity A.
LINCOLN ROBERTA SEAN PAULA
268
270
Appendix
12 Appendix
Student B
a Ask your partner about these people. Identify them in the photos in Activity B.
STELLA DAVID PHILLIP DONNA
What’s wearing?
He/She is wearing
What’s he/she doing?
He/She is
Describe what the following people are wearing and what they are doing. Answer your
b partner’s questions as well.
Paula
Sean
Lincoln
Roberta
269
271
TURNING POINT 1
Scripts
Unit 1 – Around the World Activity 4 (Page 15)
Australia, Canada, England, Ireland, New Zealand, Scotland, South

Getting Started Africa, the USA.
Activities 1, 2 and 3 (Pages 8 and 9)
Kevin: Hey, Justin! The Alphabet
Justin: Hey, Kev! Activity 3 (Page 20)
Kevin: This is Tim! He’s new here. Brenda: Good morning. My name is Brenda. What’s your name?
Justin: Hey, Tim! What’s up? Mr. Hopkins: I’m Mr. Hopkins.
Tim: Hi, Justin. How’s it going? Brenda: Nice to meet you, Mr. Hopkins!
Justin: Are you American? Mr. Hopkins: Nice to meet you too, Brenda!
Tim: No, I’m not. I’m from South Africa.
Justin: Cool! Welcome to our school. Mike: Good afternoon, girls.
Tim: Thanks! Sandra: Hello, Mike. This is my friend Julia!
Justin: Well, I have a class now. Gotta go! Catch up with you later. Mike: Good afternoon, Julia. Glad to meet you!
Tim: OK, man. See you. Julia: Glad to meet you too, Mike!
Activities 4 and 5 (Pages 9 and 10) Peter: Good morning, Mr. Hopkins. I’m your new student!
Ms. Roberts: Good morning, Mr. Stein! Mr. Hopkins: Good morning. What’s your name?
Mr. Stein: Oh, good morning, Ms. Roberts. How are you doing? Peter: My name is Peter Schwarz.
Ms. Roberts: Fine, thanks. What about you? Mr. Hopkins: How do you spell?
Mr. Stein: Good. Peter: S-C-H-W-A-R-Z.
Ms. Roberts: Mr. Stein, this is Carlos, our new student. Mr. Hopkins: Are you from Germany?
Mr. Stein: Nice to meet you, Carlos. Where are you from? Peter: Yes, from Berlin.
Carlos: Nice to meet you too. I’m from Mexico. Mr. Hopkins: Welcome. Pleased to meet you, Peter!
Mr. Stein: “Bienvenido”! Peter: Thank you, sir. Pleased to meet you too!
Mr. Stein: Sorry. I have to go now. See you later in class, Carlos. Ms. Roberts: Hello everyone! I’m Ms. Roberts. I’m the biology
Carlos: Sure. Bye. teacher. What are your names?
Kevin: I’m Kevin!
Greetings Carlos: I’m Carlos! I’m from Mexico!
Activity 2 (Page 12) Ms. Roberts: Great! It’s a pleasure to meet you, boys!
A brand new day Both: It’s a pleasure to meet you too, Ms. Roberts!
Every morning is a new day
To welcome you with a day full of fun.
No sad or bored faces
No sorrows for a good night’s sleep.
UNIT 2 – Digital Citizens
Getting Started
First comes the morning.
Then, the afternoon. Activities 3 and 5 (Pages 29 and 30)
Then, the evening and night.
Stars are bright.
Thomas: Yes. My name is Thomas. How’s it going?
Enjoy your day.
Melissa: Great,
thanks. This is Diane. She is also an exchange
And let the sun shine on your face.
student. We are working on this recycling project at
Have a nice day! school. Are you in?
Thomas: Hi, Diane!
Vocabulary Diane: Hello, Thomas!
Activity 1 (Page 13) Thomas: A recycling project? Sure! I’m from Germany, it’s an
France England South Africa Canada eco-friendly country! I’m very green, too.
The USA Japan Argentina Brazil Melissa: I just got an application form for you.
Mexico Portugal Greece Spain Thomas: Awesome! Let’s �ll it out right now.
Germany Australia China Italy Melissa: OK. Let me see... First, what’s your full name?
272
Scripts
Thomas: Thomas Mark Weiss.

Melissa: And what’s your address? Unit 3 – How old Are You Now?
Melissa: Your home phone number?
Getting Started
Thomas: 555-2674. Activities 1 to 5 (Pages 40, 41 and 42)
Melissa: 555-2674? Angelina: Hi, Susie!
Thomas: Yep. Susie: Hey Angelina! What are you doing?
Melissa: What’s your e-mail address? Check this out. These are the pictures from my last birthday.
Angelina:
Thomas: thomasw_13@aol.com. Susie: Cool! When’s your birthday?
Melissa: And your ID number? Angelina: It’s on December 2nd.
Thomas: It’s 121.4538. Susie: Let me see those... Hmm.... Who’s this?
Melissa: OK. Check if I got it right, then sign it. I’ll take it to Mrs. Angelina: That’s my friend Rachel.
Jones.
Susie: No! The boy on the left.
Thomas: Yay! Thanks!
Angelina: Oh! That’s Tom. He’s in my history class.
Going Further Susie: Cute! And who’s that girl on the right?
That’s Anushka. She’s from Russia. Hey... Your birthday is
Angelina:
Activity 4 (Page 33) coming up, isn’t it?
Susie: Yep. Next week... January 16th.
A: Your credit card number, please.
Angelina: How old are you?
B: 4265 3156 6351 7254.
Susie: I’m 15. ‘Til January 16th.
A: This is not my car. My license plate number is HX – N6374.
Angelina: All right!
B: Oh, I’m sorry.
A: Please, write down this code for your future reference – 4986905203507. Vocabulary
B: 4986905203507?
Activities 3 and 4 (Page 45)
A: That’s right.
A: What’s your social security number, please? Antonella: Hi! My name’s Antonella. I’m from Argentina. On October
12th we celebrate the Discovery of America. This holiday celebrates
B: My social security number is 955-02-8631.
Christopher Columbus’ arrival in the Americas in 1492.
Boy: We celebrate Australia Day on January 26th. It is a public holiday
Putting into Words here in Australia. This holiday remembers the day the British people
entered Australia in 1788 and made it their new homeland.
Activity 1 (Page 34)
Girl: September 10th is China’s annual Teacher’s Day. On this day we
a y e-mail address is ben_207@meganet.com. usually give gifts and cards to our teachers to show them our gratitude.
b A: What’s your e-mail address? Respecting and honoring teachers has been part of Chinese virtues
B: It’s 007-bond@mission.net. since ancient times.
Boy: In Mexico, Children’s Day is celebrated on April 30th. On this day
c A: Your e-mail address, please. there are special activities for the children at parks and sports centers
and they receive presents from their families.
B: Oh, it’s jk.brown@safemail.com.
Girl: Human Rights Day is a public holiday throughout South Africa
A: Thanks.
celebrated on March 21st. It’s a national day to re�ect, remember and
honor those who fought for a just and right democracy in South Africa.
d A: What’s your address?
Boy: Canada Day is the national day of Canada, a holiday celebrated on
B: It’s 271 Mapple Tree Rd., apartment 8B. July 1st. The celebrations include parades, carnivals, festivals, barbecues,
air and maritime shows, �reworks, and free musical concerts.
e A: What’s your full address?
B: 559 Manson Street, L.A. Zip Code – 005683. Unit 4 – Family Ties
Activity 2 (Page 35)
Getting Started
A: Hey! I found the website for the Smoothie Café!
B: Great! What time are they open? Activities 1 to 5 (Pages 54, 55 and 56)
A: From 12 to 10 p.m.
Paul: Hey, man! Who’s that cute girl you were talking to?
B: What’s their phone number?
Bart: Hey! That’s my sister, dude!
A: 555-9072.
Paul: Oops! So you have a sister, huh?
B: 555-9072?
A: That’s right.
B: What’s their address?
Jen is �fteen and Nathalie is seven. What about you? Do you
Bart:
A: 54 Ship Street. have any brothers or sisters?
B: Is there a contact e-mail address? Paul: Yeah, I have an older brother.
A: Yep. It’s cork_smoothie1@net.com. Bart: Cool! What’s his name?
B: Perfect. Paul: Eric.
273
TURNING POINT 1

2 I use cameras to take pictures. I publish some of my photos in
newspapers and magazines. Imagination and creativity, as well as
Paul: No, not yet, but he has a �ancée. a good technical understanding of photography, are necessary to
do my job.
Going Further
3 I take care of animals. I usually care for cats and dogs, but I also
Activities 1, 2 and 3 (Pages 59 and 60)
treat other pets, such as birds, ferrets, and rabbits.
a M y family is pretty small. It’s just me, my father, and our dog Fluke.
My father is my best friend. His name’s John. He’s forty-seven. 4 I inform the public about international, national and local
b I have a pretty ordinary family. My mother’s name is Melaine and news and events. I report the news for newspapers, magazines,
my father’s name is Wilson. They’re forty-two years old. I have a websites, television, and radio.
little sister too. Her name’s Kim and she’s six. We have a dog. His
name’s Hope. 5 I provide information to patients about their medications. I also
c I don’t have a very big family. It’s just me, my father, my mother mix, measure and dispense drugs prescribed by doctors.
and my twin sisters. Their names are Hannah and Celia. They are
six years old. My father’s name is Alfred. And my mother’s name is
Mary Ann. Oh, and I’m Tim. Unit 6 – Life at School
d I have a big family. I have two brothers and two sisters. Their
names are Mike, Jake, Alice and Beth. My mother is Korean. Her Getting Started
name’s Sun. My father’s English. His name’s Matthew. Activities 1 to 4 (Pages 86 and 87)
e I have a small family. I live with my mom, Hellen, and my younger
sister, Claire. She’s seven. We have two cats. Their names are Boots Jeremy: Hey, Allison!
and Cookie. Allison: Hey, Jeremy! This is my friend Simon.
Jeremy: What’s up, man?
Simon: Hey, Jeremy.
Unit 5 – What do you want to be when Jeremy: I think I know you… You go to Saint Paul’s, don’t you?
you grow up? Simon: Yeah.
Jeremy: Me too! What grade are you in?
Getting Started Simon: I’m in the ninth grade. What about you?
Activity 1 (Page 70) Jeremy: Me too. I think you are in my geography class.
Second period on Mondays and Wednesdays with Mrs.
Simon:
Teacher: Hi everyone! How are you doing today?
O’Donnel?
Class: Fine!
Teacher: As part of our Career Week, we have a special guest
Simon and I have photography and Spanish classes together.
Allison:
today. Mr. Burns, Tim’s father, is here to tell us about his
occupation. Let’s welcome Mr. Burns! Yep. Allison is helping me out with Spanish once a week after
Simon:
P. E.
Mr. Burns: Thank you very much. It’s a pleasure to be here.
Teacher: So... What do you do?
Mr. Burns: I’m a video game developer.
Allison: Jeremy and I are in the same social studies group.
Class: Awesome!
Hey… I gotta go, guys. See you in Mrs. O’Donnel’s class, man.
Jeremy:
Mr. Burns: I guess you have an idea of what I do, so I think we can go
straight to the questions. What do you think? Simon: See ya!
Teacher: Perfect! Robert has a question. Go ahead, Robert. Allison: Bye, Jeremy!
Where do you work? Do you work at an of�ce or from
Robert: Simon: Where did you guys meet?
home? Allison: Jeremy and I are in the same social studies group.
Mr. Burns: I work mostly from home, but sometimes I go in for a Hey… I gotta go, guys.
Jeremy:
meeting with other developers at the of�ce. Simon: See ya!
Patrick: Do you work for a company then? Allison: Bye, Jeremy!
Mr. Burns: I work for a small company.
Robert: What kind of work do you do exactly?
Putting into Words
Mr. Burns: Basically, I develop the codebases for the video games.
Kim: Do you create everything on the computer? Activities 1, 2 and 3 (Page 89)
Mr. Burns: Yes, but other developers prefer to draw sketches on paper A: Hi! We’re interviewing students from different classes for our school
�rst. paper. Can you answer a few questions? It won’t take more than �ve
Sidney: Are there any special talents or abilities you need to be a…? minutes.
B: OK.
Going Further A: So, what’s your full name?
Activities 1 and 2 (Pages 76 and 77) B: Lisa Marie Gibson.
A: What grade are you in?
1 I design buildings and other structures. I can draw, but it’s not
B: I’m in the eighth grade.
essential for my job. Computer skills and creativity are important
A: Do you like junior high?
qualities to become a good professional.
274
Scripts
B: It’s hard, but I like it, yes.

d A: Hello. I’m with “Teen Nation” Magazine. Do you have a minute?
A: What’s your favorite subject?
B: Yep.
B: I guess it’s math. I love numbers. A: Do you like car racing?
A: When do you have math class? B: No, I don’t.
B: On Mondays, Thursdays and Fridays. A: What kinds of sports do you like?
A: And what’s your least favorite subject? B: I’m into sur�ng and skateboarding.
Hmm… I’d have to say it’s history. I’m terrible at memorizing all those
B: A: That’d be all. Thank you.
dates.
A: OK. Thanks for your time.
Unit 8 – What do you do in your free time?
B: No problem.
Getting Started
Unit 7 – My Favorite Things Activities 1 and 2 (Page 114)
Getting Started Dennis: Hey Jake! Where’s your brother?

Jake: He’s at the baseball game with Thomas.
Activities 2 and 3 (Page 101)
Dennis: Baseball? I didn’t know Aaron liked baseball.
A: Hey Melissa! What’s that? He does. He plays baseball once a week. He also loves to
Jake:
B: The fan page I created for Justin Feldman. I’m adding some pictures. watch the games at the stadium whenever he can.
A: Cool! I didn’t know you liked Justin Feldman so much. Dennis: Doesn’t he play soccer for the school team?
B: I do! He’s awesome! There’s no one like him! How about you? Who’s Not anymore. He rarely plays soccer now. He’s into baseball
Jake:
your favorite actor? these days. What about you? Do you play any sports, Dennis?
I don’t like movies very much. But I love music! Boyz is my favorite
A: Dennis: Nah… I don’t like sports very much.
band. Do you like music? Jake: What do you do in your free time?
B Yes, I do. I like Boyz too. I usually play video games. Sometimes I hang out with my
Dennis:
A: What’s your favorite song? friends at the mall. Hey… Can you tell Aaron I wanna talk to
him?
B: Gotta have it.
A: Oh, I prefer Big fun.
Going Further Jake: Bye.
Activities 1 and 2 (Pages 106 and 107) Going Further

a Excuse me. I’m with “Teen Nation” Magazine. Can you answer
A: Activities 1 and 2 (Pages 122 and 123)
some questions?
B: Sure. Boy: My sister, Diane, loves extreme sports. She goes skateboarding
A: Do you like music? every day and she always goes sur�ng on the weekends. She thinks
extreme sports are exciting!
B: Yeah. I love music!
Girl: My cousin, Eric, doesn’t like outdoor activities very much. In his
A: What kinds of music do you like?
free time, he usually reads a good book or watches movies with his
B: Pop and rock. friends.
A: Thanks!
Boy: My friend, Joel, likes music very much. He plays the guitar and the
keyboard very well. He practices every afternoon after school. Oh, and
b Excuse me. I’m conducting a survey on free time and
A: he listens to music all the time too!
entertainment activities. Do you have a minute? Girl: My brother, Connor, doesn’t have a car, so he rides his bike to work
B: Yeah… every day. He rarely takes the bus. He says he likes it, and that he needs
A: Do you like to go to the movies? the exercise. He takes everything in his backpack.
B: Not really… I prefer to watch TV.
A: What kinds of TV programs do you like? Unit 9 – Do you wanna come with me?
B: Sitcoms.
A: Thanks for your time. Getting Started
B: No problem.
Activities 1, 2 and 3 (Pages 132, 133 and 134)
c A: Hi! I’m a reporter for “Teen Nation” magazine. Could you Gary: Hey, Brenda! What are your plans for Saturday?
answer some questions for a survey? Brenda: I gotta study for a test. Why?
B: OK. Gary: Do you wanna have a sandwich with me at the mall?
A: Do you like to read? Brenda: Sounds great, but I can’t…
B: Yes, I do. It’s one of my favorite pastimes. Gary: Why not? You can study after we go to the mall.
A: What kinds of books do you like? I know… but it’s my grandma’s birthday, and I have to see her
Brenda:
B: I love science �ction. too.
A: Thank you. Gary: How about Sunday? Are you free on Sunday?
B: You’re welcome. Brenda: Yes, I am!
Gary: Awesome!
Brenda: Where can we meet?
275
TURNING POINT 1
There is a new fast food place at the mall, Burgers&Buns. Do

Gary:
you know where it is?
Going Further
Brenda: On the third �oor next to the movie theater, right? Activity 2 (Page 161)
Nope. That’s AB Grill. Burgers&Buns is not in the food court.
Gary:
A: Hello?
It’s on the second �oor near the bookstore.
B: Mildred, are you home?
Brenda: Oh, OK. I remember now. What time?
A: No, I’m at the mall.
Gary: Is 5 o’clock OK with you?
B: What are you doing?
Brenda: Deal.
A: I’m having a snack.
Vocabulary B: Do you wanna catch a movie later?
A: Sure. What time?
Activities 2 and 3 (Pages 138 and 139)
B: How about 6:00?
1 A: Excuse me, do you know where the restrooms are? A: Great!
B: They are at the end of this corridor, next to the music store.
2 A: Are the ATMs on this �oor? A: Silvia, where is your brother?

B: Yes, they are in front of the supermarket. B: He’s in his bedroom, Dad. He’s getting dressed.
A: Tell him to hurry up! The party is in 20 minutes!
3 A: Where are the elevators?
B: They are between Ray Lauren and Laposte.
A: Peter, where are you?
4 A: Is the food court around here? B: I’m still at the of�ce. I’m �nishing a report.
B: No, it’s at the other end of this corridor, in front of the parking A: OK. Don’t take too long. We’re waiting on you for dinner.
lot.
5 A: Where are the telephones? A: Where’s Claudia?

B: They are in front of the movie theater. B: She’s in the kitchen.
6 A: Hey... Do you know where the parking lot is? A: Is she �xing dinner?
B: Sure. It’s in front of the toy store and the food court. B: No, she isn’t.
A: What’s she doing?
7 A: Excuse me, where are the stairs?
B: I think she’s making a cake. She wants to try a new recipe.
B: They are between Cotton Shop and Beauty cosmetics store.
8 A: Can you tell me where the exit is? A: Are you home alone? Where’s everyone?
B: It’s near the music store, in front of Banes and Tap Shoes. B: Well, my sister is sleeping over at a friend’s house, and my parents
are celebrating their anniversary at a restaurant.
9 A: Where’s the escalator, please?
B: It’s right over there, between Wire Electronics and Fox Books. A: Cool!
10 A: Excuse me, can you tell me where the information desk is?
A: Where’s Max?
B: It’s right across from the entrance.
B: He’s in the living room.
11 A: Do you know where I can �nd wheelchairs? A: Is he watching TV?
B: Near the food court, right in front of the toy store. B: No, he isn’t.
A: What’s he doing?
Unit 10 – What are they doing? B: He’s listening to music.
Getting Started A: Where are Rodney and Sue?

Activities 1, 2 and 3 (Pages 148 and 149) B: They’re in the yard.
A: What are they doing?
Mother: Hey kids... Whose backpack is this?
B: They’re mowing the grass.
Son: I think it’s Anna’s.
Mother: Go ask her, please. Where is she?
Son: She’s in her bedroom.
Unit 11 – To buy or not to buy – that’s
Mother: What’s she doing there? the question!
Son: She’s talking on the phone.
Mother: All day? I need her to help me out. Ask her to come here right
Getting Started
away.
Son: OK, but.... What are you doing, Mom? Activities 1, 2 and 3 (Pages 166 and 167)
Mother: I’m cleaning the attic. We need room to make a new of�ce for
Salesperson: Hi. May I help you?
your dad.
Clarice: No, thanks. I’m just looking around.
Son: Cool! Can I help?
Salesperson: Let me know if you need anything, all right?
Mother: You certainly can! There is a lot of stuff you have to put away
too.
Son: Oh, man... Clarice: Excuse me… Do you have this T-shirt in black?
Salesperson: Yes, we do. What size do you wear?
276
Scripts
Clarice: Oh,
no, it’s not for me. It’s for my brother. I think it should Yes…
B:
be an extra large. A: How often do you go sur�ng?
Salesperson: There you go. Hmm… Every weekend.
B:
Clarice: That’s perfect. How much is it? A: Can you ride a tube?
Salesperson: It’s on sale – 50% off. Only 12 dollars. I sure can!
B:
Clarice: Great. I’ll take it. And how much are those jeans? A: What about you? Do you like sports?
Salesperson: They’re $45.10. Uh-huh. I love basketball.
C:
Clarice: Do you have them in a size 4? A: Do you play or just watch?
Salesperson: Sure. Here they are. Well, sometimes I play with my friends. Usually on Sundays.
C:
Clarice: Thanks. I’ll take them too. A: Can you dunk?
Ohh… No, I can’t.
C:
Putting into Words
Activity 1 (Page 175) A: We’re carrying out a survey for our website. Would you like to
participate?
A: Excuse me. How much is that watch?
Hmm… OK.
B:
B: This one?
A: Do you skateboard?
A: No, the golden one.
Yes, I do.
B:
B: It’s $72.50 plus tax.
A: How often do you go skateboarding?
A: Thanks.
Every day.
B:
A: Can you perform a kick�ip?
A: Oh, look at those high heels. They’re gorgeous! How much are they?
Can you see the price tag? Yes, I can.
B:
B: Hmm... Let me see... I think they’re $125.98. A: That’s all. Thanks.
A: May I help you? A: Excuse me. Can you answer a few questions for our website?
B: Yes, please. How much is this shirt? No problem.

B:
A: It’s $304.00. A: Do you know how to swim?
B: $304.00? That’s a rip-off! Yes, I do.

B:
A: How often do you go swimming?
A: What a lovely blouse! Twice a week – on Tuesdays and Thursdays.

B:
B: Look! It’s on sale. Only $26.10. A: Can you swim backstroke?
A: Great! I’ll take it. I can, but not very well.

B:
A: I need to buy a new pair of jeans… These look good. How much are A: Would you like to participate in our website survey?
they? OK…
B:
B: They’re $49.15. 10% off if you pay cash. A: Do you play soccer?
No, I don’t, but my brother does.
B:
Unit 12 – What can you do? A: How often does he play soccer?
About three times a week. Every Monday, Wednesday and Friday.
B:
Getting Started A: Can he do kick-ups?
Activities 1 and 2 (Page 185) No, he can’t.
B:
A: Hey Felicia... What’s that?

A: Would you like to participate in our website survey?
B: Hi Jake. It’s the poster of this year’s talent show.
I’m really in a hurry.
B:
A: Cool! Are our pictures on there? Do I look good?
A: It won’t take long… Do you like to dance?
B: You? Are you participating? Can you do anything special?
Yes, I do. In fact I’m into hip-hop.
B:
A: Are you kidding me?! I can dance and I can play the drums very well!
My band is opening the talent show! A: Cool! How often do you dance?
B: So you are one of the Black Roses! That’s awesome! Every day. You know, “practice makes perfect”.
B:
A: Yep! What about you? What’s your special talent? A: Can you do a headspin?
B: Me? I can sell tickets and promote events like this talent show like no And a back�ip!
B:
one else.
A: That’s a talent, for sure.
Going Further
Activities 2 and 4 (Pages 192 and 193)
A: Excuse me. Can you answer a few questions for our website?
Sure.
B:
A: Do you ever go sur�ng?
277
1 Around the World
Turning Point 2 - Answer Key - Activity Book

Unit 1 2
Possible answers:
Vocabulary 1 A: Are you from Spain?
1 B: No, I’m not.

A: Where are you from?
1
B: I’m from France.
8 F
P R 2 A: Are you from the USA/Are you American?
O E B: Yes, I am.
4 G E R M A N N 3 A: Is Keiko from China?
7 S O U T H A F R I C A N B: No, she isn’t. She’s from Japan/She’s Japanese.
U H 4 A: Where is Carlos from?
5 3 G R E E K B: He’s from Brazil/He’s Brazilian.

C U 5 A: Is Maria Argentinian?
6 A M E R I C A N B: No, she isn’t.
N S A: Where is she from?
22 J A P A N E S E B: She’s from Spain/She’s Spanish.
D
6 A: Is Mario from Mexico/Is Mario Mexican?
I
B: Yes, he is.
A
N 3
2 1 A: Hey, Mel. This is Ted.

B: Hey! How’s it going, Ted?
NORTH SOUTH
ASIA AFRICA EUROPE ANTARCTICA AUSTRALIA
AMERICA AMERICA
C: Pretty good. How are you?
Japan South Canada France
Africa USA Greece B: Jus��
ne.
Germany
Portugal
2 A: Is Damian English?
B: No, he isn’t.
3 A: Where is he from?
Open answers. B: He’s from Russia.
3 A: Good morning, Mr. Gibson.

Language in Use B: Good morning, Kate. How are you?
1 A: I’m very well, thanks. And you?

B: I a��ne, thanks.
1 A: Hi Lisa! How are you?
4 A: Hello! I’m Katerina.
B: (I’m) pretty good/very well. :D
B: Hi! I’m Janice. Are you from Australia?
2 A: Hey… How is Michel? A: Nope. I’m American.
B: He is not so good. :( B: Cool!
3 A: How’s Jessica doing? 5 A: Mrs. Davies, this is George.
B: She is fine. :) B: Nice to meet you, George.
4 A: Hey! How’s it going? C: Pleased to meet you too.
B: Pretty bad. :’( 6 A: See you next class.

B: Bye.
5 A: Hey man! How are you?
B: (I’m) not so good. :(
281
TURNING POINT 1
Grammar in Context 4
1
Possible answers.
1 A: Is Markus German?
Hi, my name’s Paul and I’m 14. I’m from the Netherlands, and I live in Naarten.
B: No, he isn’t. In the Netherlands, most people go to school by bike. Cycling is a common way of
transport. c
A: Where is he from? The national sport is soccer. a We don’t play baseball or basketball (or American football).
Hockey is a popular sport too.
B: He is from Australia. The Tulip Festival and National Windmill Day are important celebrations in our country. d
And the country’s capital is Amsterdam.
2 A: Hey Cindy! What is up? Vincent Van Gogh and Rembrandt are very famous Dutch artists. Are you familiar with
these artists? b
The of�cial language is Dutch, but English is the second language.
B: Hi! Nothing much. How are you? Well, let me know about your country. I hope you write back soon!
A: I am pretty good. Take care,

Paul
3 A: Hi! I am Paula.
B: Hello. I am Jacob.
5
A: Are you from England?
B: No, I am not. Fact File
Country: the Netherlands Capital: Amsterdam

A: Where are you from?
Language: Dutch National Sports: soccer and hockey
B: I am from the United States. Famous Artists: Vincent Van Gogh and Rembrandt Festivals: The Tulip Festival and
National Windmill Day
4 A: Anna, this is Chris.
B: Hey! How is it going? 6
A: Jus��
ne. How are you doing?
B: Fine too.
5 A: Is Dora Brazilian?
B: No, she isn’t. She is from Ecuador.
Reading
1 and 2
x The Netherlands.
3
Possible answers:
x an e-mail message.
Writing
Open answer.
Hi, my name’s Paul and I’m 14. I’m from the Netherlands, and I live in Naarten.
In the Netherlands, most people go to school by bike. Cycling is a common way of transport.
The national sport is soccer. We don’t play baseball or basketball (or American football).
Hockey is a popular sport too.
The Tulip Festival and National Windmill Day are important celebrations in our country.
And the country’s capital is Amsterdam.
Vincent Van Gogh and Rembrandt are very famous Dutch artists. Are you familiar with these
artists?
The of�cial language is Dutch, but English is the second language.
Well, let me know about your country. I hope you write back soon!
Take care,
Paul
282
2 Digital Citizens
Unit 2 Language in Use

1
Vocabulary
1 x What’s you��
rst name, please?
1
2 x 70 Lincoln Road, apt. 63.
3 x Yes, my friends call me Lisa.
4 x How do you spell it?
2
Possible answers:
1 A: What’s your full name?
B: Michael McMartin Junior.
A: How do you spell your last name, please?
B: M – C – M – A – R – T – I – N.
A: OK. What’s your address?
B: It’s 2574 Sunset Avenue.
A: What’s your telephone number?
B: 203-8865.
2 A: Yo, man. What’s up?
B: Nothing much…
A: Hey, I want to send you this cool video I found on the Internet.
B: max_sk8r@safemail.com.
A: Just a sec. Let me add you to my contact list… There! And
2
what’s your IM name?
twelve forty B: max.2012. Look me up on Yachoo.
12 40
eight
3
8 16 sixteen
a I’m Swedish.
11 eleven 95 ninety-five
b Are you from the Netherlands?
22 twenty-two 14 fourteen
c My phone number is 521 6211.
300 three hundred 86 eighty-six d Do you have a nickname?
13 thirteen 61 sixty-one
Writing
15 fifteen 57 fifty-seven Open answer.
74 seventy-four 39
thirty-nine
Reading
3
1
a 32 – 10 x 2 = twelve
x e-mail
b 5 x 7 + 25 = sixty
x social networking site
c 12 : 3 + 18 = twenty-two
x blog
d 78 – 16 : 2 = seventy x text message
e 15 x 3 + 13 = fifty-eight x Internet forum
f 21 : 3 + 72 = seventy-nine x instant messaging
283
TURNING POINT 1
2
a Text 1: instant messaging
b Text 2: text message
c Text 3: social networking site
3
a These texts are examples of formal/informal communication.
b They all contain emoticons/abbreviations.
4
c skate
f Are you OK?
b See you.
e Oh my God!
a Got to go.
d later
5
Open answers.
284
Unit 3
3 How old are
you now?
Language in Use Vocabulary

1 1
11 7
Possible answers:
1 A: How old are you?

8 6 1 J A N U A R Y J
B: I’m 13.
O A O 12 U
C U J L
2 A: When’s your birthday?
B: It’s on October 4.
T G 4 F E B R U A R Y
O U N
3 A: Who’s that girl?
B: That’s Tomiko. She’s my classmate. B S 9 E
4 A: Who are those people? 10 S E P T E M B E R 3

B: These are my math and biology teachers. R A 5 M A Y
R D
2
Possible answers: 2 D E C E M B E R
1 A: How old are you? H I
B: I’m 13. L
2 A: When’s your birthday?

2
B: It’s on October 4.
3 A: Who’s that girl? Michael

Lucy
Hugo
B: That’s Tomiko. She’s my classmate. Nathan Jessica
Anna
4 A: Who are those people?
B: These are my math and biology teachers.
2
6 I’m 14.
2 Hugh and Sean. They’re in my science class.
4 hat’s Mrs. Geller. She’s our teacher. They had a surprise party
T
for me.
5 It’s on March 17.
3 Yes, these are Monica and Patricia.
1 othing much. Just checking out the pictures from my birthday
N
party. 3
Anna is the �rst in line.
Lucy is the second in line.
Hugo is the fourth in line.
Nathan is the sixth in line.
Jessica is the third in line.
Michael is the fifth in line.
285
TURNING POINT 1
Reading 6 A: Who are this/these people?
1 B: This/These are my classmates.
7 A: Who are this/these girls between you and Ted?
B: This/These are Anna and Thelma.
8 A: And who are that/those guys on the left?

cold
hot B: This/These is Paolo. He’s from Italy. And that/those is Juan.
windy
He’s from Mexico.
leaves
2 Writing
Open task.
Fall: This is the season of the year when grains, vegetables, and
fruits become ripe and are picked, and leaves fall. It is a time when
most animals look for food so they can store up for winter, when
they soon will be going into hibernation. The weather gets colder
and windier.
Spring: In this season, the weather becomes warmer, leaves and
plants start to grow again, an�� owers appear.
Summer: This is the season which has the hottest and longest days
of the year. It is a very good season for outdoor activities.
Winter: It is the coldest time of the year. The days become shorter
and the nights become longer. Some animals hibernate during this
season and in some places, the trees have no leaves.
3
Open answers.
4
Northern Hemisphere Southern Hemisphere
SPRING March September
Starts in: June December
Ends in:
SUMMER June December
Starts in: September March
Ends in:
FALL September March
Starts in: December June
Ends in:
WINTER December June
Starts in: March September
Ends in:
Reading
1 A: Who are that/those girls on the left?
B: That/Those are my friends Alissa and Marie.
2 A: Who’s this/these guy between Robert and Patrick?
B: That/Those is Markus, our neighbor.
3 A: Hey… Who’s that/those girl next to Daniel?
B: That/Those is Cindy. She’s Daniel’s friend.
4 A: Who are this/these boys on the right?
B: Hmm… Oh, this/these are Javier and Enrique. They’re from

Spain.
5 A: Who’s that/those boy next to you?
B: Oh, that/those is Marcel, my friend from computer class.
286
Unit 4
4 Family Ties
Vocabulary Vocabulary
1 1
Possible answers:
1 x What are their names?
1 My mother has two brothers. They’re my uncles.
2 x She’s twelve.
2 I live with my father and his mother. She’s my grandmother.
3 x Do you have any children?
3 My uncle has a daughter: She’s my cousin.
4 x Is your uncle married?
4 My aunt has a brother. He’s my father.
5 x What’s his name?
5 My sister has a son. He’s my nephew.
6 x He’s fourteen.
6 My father has a sister. She’s my aunt.
2 7 My brother has a daughter. She’s my niece.

Possible answers: 8 My grandparents have a daughter. She’s my mother.
1 A: Who’s that woman?
2
B: That’s my mom.
A: What’s her name? a uncle aunt

B: Sylvia.
A: How old is she? b grandfather grandmother
B: She’s forty-two.
c son daughter
2 A: Do you have any brothers or sisters?
B: No, I’m an only child. What about you?
d father mother
A: I have a brother and a sister.
B: What are their names?

e nephew niece
A: Anthony and Melissa.
B: How old are they?

f brother sister
A: Anthony i��
ve and Melissa is seven.
3 A: Look… That’s my aunt Karen. g husband wife

B: Dude! Your aunt?
A: Yep. She’s my dad’s sister. h grandson granddaughter
B: How old is she?
A: 33.
B: Is she married?
A: Nope, but she’s engaged.
B: Oh, well….
4 A: Do you have any brothers or sisters?

B: Yeah, I have a brother.
A: What’s his name?
B: Bruno.
A: How old is he?
B: He’s twenty-seven.
A: Is he single?
B: Yes, he is.
5 A: Do you have a pet?

B: Yes, I have a bird.
A: What’s its name?
B: Wings.
287
TURNING POINT 1
Grammar in Context 3
Possible answers.
x POPULAR PETS AROUND THE WORLD
Possible answer:
The text mentions pets and the countries/regions’ favorites.
5
POPULAR PETS COUNTRIES/REGIONS
dogs and cats the United States and Canada
Dear Jenna, rabbits Japan, the United States and Europe
I’m OK now that Toby is in perfect health. He’s not only my dog, he’s my best friend! goldfi sh China
Let me see… What can I tell you about my cousin Jonathan? He’s very intelligent and tortoises Taiwan
he’s a very good student too. All the teachers and students like him. His parents pigeons Middle East
divorced in 2010, so he lives with his mom now. But he has a good relationship
with his dad, my uncle. We/They go out together every Saturday afternoon.
Oh, and he doesn’t have a girlfriend! I’ll send you some more pictures of him.
6
I have �ve other cousins, but my favorite is Georgia. She is fourteen and Dogs and cats may be the most popular pets in the United States
she goes to my school. We have ballet classes together every Monday and Canada, but that’s not the case in countries throughout the
and Wednesday too. Her mother is my favorite aunt as well. world. Each culture has its own particular favorite.
My other cousins are Michael, Sam, Troy and Margaret. Sam and Troy are brothers. Rabbits are extremely popular in Japan especially because of
They live in Europe because their parents were transferred to Rome last year, their vegetarian diet. They are also popular in the United States
but we chat frequently. They are cool and their Italian friends are so cute! and Europe for their clean and quiet habits.
Hmm…. Gotta go now. Lots of homework to do. Talk to you soon. In China, the gold�sh is king. Chinese people believe these
distinctive fi sh bring good luck because of their gold color.
Bye. Tortoises are simple to care for and take up very little space,
Serena which makes them very aprecciated in Taiwan, a country where living
space and extra time is limitedd. The Taiwaneses believe tortoises
bring long life to the owners.
Pigeons have become very popular in the Middle East because it
would be somwhat unrealistic to have large animals in modern
Reading cities such as Dubai or Kuwait.
1, 2 and 4 7 and 8
Open answers.
hamster
ferret Writing
Open answer.
guinea pig
frog x
snake
rabbit
lizard
x
fi sh pigeon
x
cat x
dog
x tortoise
288
Unit 5
Vocabulary Grammar in Context

1 2
b She’s an accountant. Open answers.
c He’s a sports coach. a
d He’s an engineer./They’re engineers. A: What do you do?
e He’s a doctor/nurse. B: I am��re�ghter.
f She’s a lawyer/clerk. b
g He’s a waiter. A: Are you a student?
h They’re flight attendants. B: Yes, I am.
i He’s a computer programmer/webmaster/graphic designer. A: Where do you go to school?
B: I go to Palm Springs High School.

2
c
e I work at an airport.
A: Do you like sports?
d I work for a TV station. B: Yes, I do. I am into basketball.
a I work at a club.
d
b I work at a hospital.
A: Are you good with computers?
c I work at a police station.
B: Not really.
3 e
Possible answer.: A: Where do you work?
POLICE FIRE NEWSPAPER/ B: I work at a hospital.

SCHOOL HOTEL CLINIC PET SHOP TV STATION
STATION DEPARTMENT MAGAZINE
police teacher waiter/ firefighter doctor reporter vet actor/actress A: Are you a doctor?
officer waitress
librarian nurse journalist cashier TV host/
clerk
receptionist
clerk
receptionist photographer clerk
presenter B: No, I am not. I am a nurse.
receptionist journalist
coach editor
cashier reporter f
director
A: Are you interested in learning other languages?
B: Sure. I want to study Spanish and French.

Language in Use
g
1 A: Do you want to work with animals?
Possible answer:
B: No, I don’t.
Interviewer: Hi. (1) What’s your name?
Jeremy: Jeremy Young. Reading
Interviewer: (2) How old are you?
1
Jeremy: I’m �fteen.
Interviewer: (3) Where do you go to school? x An interview.
Jeremy: I go to Edina High School.
2
Interviewer: (4) Do you like books/to read?
Possible answer:
Jeremy: Yes, I love to read.
Interviewer: (5) Are you good with people? a S
he’s probably a teenager. Her mother, father, and tutor are
always around.
Jeremy: Yes, I am very good with people, especially children.
Interviewer: We need storytellers to work at a public day care b She’s an actress.
center. (6) Are you interested? c Open answers.
Jeremy: Yes, I’m interested. I love children.
d Open answers.
Interviewer: OK. Fill out this application form and we’ll contact
you with details.
Jeremy: Thanks! Writing
Open answer.
289
TURNING POINT 1
Unit 6
Vocabulary 3
1 a What time do you have lunch?
6
b When do you have English class?
P
c What time do you have Spanish class?
5 C H E M I S T R Y
Y d How often do you have IT/music class?

2 S e When do you do your homework?
G I
f When do you have P.E. class?
1 M A T H E M A T I C S
O S 8 4
3 G A
H R R It’s four ten/ten after four.

7 P H Y S I C A L E D U C A T I O N
S P
T H
It’s noon/midday.
4 B I O L O G Y
R
It’s seven thirty/after.
Y
2 It’s two forty-five/a quarter to three.
Open answers.
It’s six fifteen/a quarter after six.
Language in Use
1 It’s eight fifty/ten to nine.
a
A: Where do you go to school? It’s eleven forty/twenty to twelve.
B: I go to Lakeville Middle School.
b
A: What grade are you in?
B: I’m in the 9th grade.
Reading
c 1
A: What time do you get up on weekends? Possible answers:
B: I get up around 9.
school, teacher, students, books, school subjects, grade,
d
graduation, certificate, knowledge, information, etc.
A: When do you do your homework?
B: I do my homework every day after school. 2
e
Open answers.
A: How often do you play video games?
B: I play video games three or four times a week. 3
f a T
he American school year traditionally begins at the end of
A: What’s your favorite subject? August, after the traditional summer recess.
B: Biology. b I n the United States, children usually start school between
the ages of five and six.
2 c T
hey usually finish school when they are between the ages
Possible answers: of sixteen and eighteen.
a (I get up) at 7 a.m. d When students complete their senior year (12th grade).
b (I have breakfast) around 7:30 a.m. e When they earn a high school diploma.
c (I leave for school) at 8:30 a.m. f There are 12 grades.
d (I have math class) on Tuesdays and Thursdays.
e (I have IT class) at 9 a.m.
f (I have soccer practice) twice a week.
290
6 Life at School
4
a Elementary school, middle school and high school.
b Junior high school.
c Electives.
d S
cience, mathematics, English, social sciences and physical
education.
e C
omputers, athletics, career and technical education,
performing and visual arts and foreign languages.
5
Open answers.
6
Open answers.
Writing
Open answer.
291
TURNING POINT 1
Unit 7
Vocabulary Reading
1 1
a sitcoms x TV show
b novels
2
d folk
d cartoons a It’s a sitcom.
e soap operas b Nickelodeon.
c Five times a week – from Monday through Friday.
2
d No, they aren’t. WaterNymph doesn’t like it.
a films/movies. e Open answer.
b TV shows/programs.
Words
3
c are kinds of sports.
in group Open answers.
d books.
e music.
Writing
Open answer.
Language in Use
1
Possible answers:
A: Do you like to watch TV/Do you ever watch TV? (1)
B: Yes, I do. I watch TV every day before I go to bed.
A: What kinds of TV shows do you like? (2)
B: Sitcoms and movies.
A: What’s your favorite TV show/sitcom? (3)
B: Life with Girls. I never miss an episode!
A: Who’s your favorite actress? (4)
B: I’m a huge fan of Mariah Syrus. She’s so talented!
2 and 3
Open answers.
4
a
You: Do you like to watch movies/go to the movies?
Robert: No, I don’t.
b
You: Do you like American football/to play American
football?
Michael: No, I don’t.
c
You: Do you like to play video games?
Susanna: Yes, I do.
d
You: Do you like to read comic books?
Chris: Yes, I do.
e
You: Do you like opera?
Clair: Yes, I do.
292
Unit 8
8 What do you do in
your free time?
Vocabulary 2
Possible answers:
1
a Do you like sports/soccer/to play sports?
No, I don’t like sports very much.
b What do you usually do in your free time?
I hang out with my friends at the mall.
c Does your sister like music?
Yes, she loves it.
d How often do you go swimming?
Twice a week.
e When do you do your homework?
I always do it after dinner.
f Where does your brother play basketball?
He plays at the sports center.

2
g Does Michael like extreme sports?
Possible answers:
No, he doesn’t.
EXTREME TEAM INDIVIDUAL INDOOR OUTDOOR
SPORTS SPORTS SPORTS ACTIVITIES ACTIVITIES
hang-gliding volleyball rollerblading going to the

movies
hiking Grammar in Context
windsurfing basketball ice skating camping
going to the
bungee jumping
rafting
football
soccer
swimming
martial arts
museum going for a
walk 2
playing cards
going to the
scuba diving baseball tennis surfing the beach
bowling chess Internet
going to the
playing video park 1
games
riding a bike
watching TV A: What does Hellen do in her free time? (do)
traveling
reading
surfing B: She does yoga and reads novels. (do/read)
listening to
music
dancing 2
shopping
A: Does Michelle like to go swimming? (like)
B: Yes, she does.

a and b
A: Where does she go swimming? (go swimming)
Open answers.
B: She goes to the beach. (go)
Language in Use 3
A: What do you do in your free time? (do)
1
B: I play computer games. (play)
Possible answers:
A: Does your brother play with you? (play)
a I always play soccer with my friends after school. B: No, he doesn’t. He prefers to play chess. (prefer)
b I love going to the movies. My favorite kind of movie is 4
comedy. A: Where do you and your sister study? (study)
c I sometimes go to the museum on the weekends. B: I go to Roosevelt High and she goes to King’s Elementary School.
d I always listen to music in my free time./I like to take a nap (go)
after lunch. A: How do you go to school? (go)
e Sometimes my family and I go to the beach on Saturdays. B: We take the bus. (take)
4
A: How often does Sidnei watch TV? (watch)
B: He watches TV every day after dinner. (watch)
A: What kinds of programs does he like? (like)
B: He loves sitcoms and cartoons. (love)
293
TURNING POINT 1
2
a D
oug sometimes rides his bike to school./Sometimes Doug rides
his bike to school.
b Jeffrey rarely travels in his free time.
c Candice always goes for a walk in the evening.
d My parents never go to the movies on weekends.
e Amanda usually reads a book before going to bed.
Reading
1
x A park.
Possible answer:
Because of the kinds of activities offered.
playgrounds
renting a bike
self-guided
walking tour zoo
picknicking
ice skating concerts
3
Possible answers:
Plays, sports and other events.
4
Open answers.
Writing
Open answer.
294
Unit 9
9 Do you wanna
come with me?
Vocabulary 2
1 A: Are there/Is there a good shoe store here?
1 B: No, there is/there isn’t.

S
3
P
O A: I have to buy a present for my uncle. Are there/Is there an
R electronics store in this mall?
3 C L O T H I N G
* S T O R E
B: Yes, there is/there are two on the secon��
oor.
7 I
C N 4
O G A: Hey… Are there/Is there any fast food places here?
S 4 S H O E
* S T O R E
B: Yes, there are/there is. They are all in the food court.
M G
5 J E W E L R Y
* S T O R E 5
T O
A: Are there/Is there a sporting goods store on thi��
oor?
I D
B: No, there aren’t/there isn’t, but there are/there is one on the�rst
C 6 T O Y
* S T O R E
�oor, next to the department store.
S
*
* S
6
S T
T O
A: Where are the toy stores in this mall? I can’��
nd them!
2 E L E C T R O N I C S
* S T O R EE B: There are/There aren’t any toy stores here, sorry.
R E
Reading
E
2
1 and 3
Possible answers:
Open answers.
1 soccer shoes, tennis shoes, balls, etc. 2

2 TV, stereo, smartphone, cell phone, etc.
6 With
a lot of other people your age hanging out, it’s a great
opportunity to meet new friends. But make sure they’re the
3 T-shirt, shorts, skirt, pants, etc.
“right crowd” to hang out with.
4 boots, leather shoes, high heels, flats, etc. 5 You’re

going there anyway. You may not be interested in
shopping, but you will certainly get hungry.
5 watch, ring, earrings, bracelet, necklace, etc.
2 Weekends are probably best.
6 puzzles, games, dolls, Teddy bears, etc. 4 If you’re mainly browsing instead of buying, put all merchandise
back where you found it.
7 perfume, shampoo, lotion, etc. 1 This is the one where everyone will want to hang out.
3 You may take public transportation or ask a parent to take you.
Language in Use
1, 2 and 3 Writing
Open answers. Open answer.
Grammar in Context
1
A: I need to make an urgent call and my battery is low. Are there/

There are any public phones on thi��oor?
B: Yes, there are/there is some at the end of the hall, near the
restrooms.
295
TURNING POINT 1
Unit 10
Vocabulary 3
Possible answers:
1 and 2
Open answers. a
3 and 4 A: Where are the girls?
B: They’re in the living room.

9
2 3 A: Are they watching TV?

alterar a imagem por
B: No, they aren’t.
0606_154972097.jpg SNEAKERS
LAPTOP/NOTEBOOK A: What are they doing?

HEADPHONES
B: They’re sleeping.
4
1
7 b
FLASH DRIVE
A: Is this shirt Michael’s?
KEYS
CAMERA B: No, it isn’t.
A: Whose shirt is this?

5 2
3 B: It’s John’s.
6
2
c
SUNGLASSES SMARTPHONE/
WALLET CELL PHONE
A: Where is Carter?
B: He’s in the garage.

Language in Use
A: Is h��
xing the car?
1 B: No, he isn’t.
a NO A: What’s he doing?
b YES B: He’s vacuuming the car.
c NO d
d YES A: Is Bryan in the bedroom?
e NO B: No, he isn’t.
f NO A: Where is he?
g YES B: He’s in the kitchen.
2 A: What’s he doing there?
B: He’s eating a piece of cake.

b
A: Is Felicia sweeping th��
oor? e
B: Yes, she is. A: Where is Mom?
c B: She’s in the bathroom.
A: Is Rodney doing the laundry?
A: Is she taking a shower?
B: No, he isn’t. He is loading the dishwasher.
B: Yes, she is.
d
A: Is Roberta feeding the dog? f
B: Yes, she is. A: Whose books are these?
e
B: They’re Tanya’s.
A: Is Tara cleaning the dining room?
A: Where is she now?
B: No, she isn’t. She is cleaning the kitchen.
f B: She’s at school.
A: Is Toby playing the drums?

B: No, he isn’t. He’s playing the guitar.
g
A: Are the Collins having breakfast?
B: Yes, they are.
296
10 Once upon a time…
Grammar in Context Reading

1 1
a Possible answers:
A: Where is Jonah? (be) a It’s an online forum.

B: He is in the kitchen. (be) b They are talking about their favorite rooms in their houses.
A: Is he having dinner? (have)
B: No, he isn’t. He is loading the dishwasher. (be/load) 2

b
e watching TV, reading and studying.
A: Are Robbie and Chris cleaning the attic? (clean)
c relaxing on the sofa, studying, reading and watching movies.
B: No, they aren’t. (be)
b laughing and talking.
A: What are they doing? (do)
a hanging out with family.
B: They are playing with the dog in the yard. (play)
d listening to music and drinking coffee.
c
3
A: Where are the kids? (be)
d
B: Felicity is preparing breakfast, Claudia is setting the table and
Peter and Jack are making the beds. (prepare/set/make)
F
A: Wow! That’s great!
d
U
A: Is Mom doing the laundry? (do) c D A Y D R E A M

B: Yes, she is. (be)
A: Is your sister helping her out? (help) N
B: Nope. She is studying in her bedroom. She has an important test

I
tomorrow. (study)
2 T
a
a C O U C H
A: Who’s that woman?
B: That’s Carly(’s / ’ ) mother. R
b
b R E S T
A: Whose cap is this?
B: That’s Thomas(’s / ’).
c
Writing
Open answer.
A: The Browns(’s / ’) new dog is adorable!
B: What breed is it?
A: It’s a beagle.
A: Is that Pat(’s / ’) father?
B: No, that’s her uncle.
A: Are these your sisters(’s / ’) sneakers?
B: Yes, they are.
297
TURNING POINT 1
Unit 11
Vocabulary Grammar in Context
1 I need to buy a pair of/some sneakers for my cousin.
This is a black and white polka-dot skirt. 2 Chris wants to buy an elegant dress for the party.
3 Don’t you have a coat? It’s cold outside!
This is a brown leather jacket.

4 Jack needs to buy some/a pair of leather pants and a leather
jacket.
5 How about buying a new scarf? This one is so old!

These are checked slippers.
6 Dad wants some/a pair of shorts to play soccer at the beach.
This is a floral blouse. Reading

1
These are pink and blue striped socks.
3 5
This is a black and white checked hat. 7

Poncho
1
Kimono
Language in Use 4
Wellington boots
1
Sari
Possible answers. 8
Panama hat
Duffel coat
Salesperson: Hello. How can I help you?
6
Customer: Do you have this T-shirt in a small?
Salesperson: Sure. We have all sizes. In what color, please? 2

Kilt Aloha shirt
Customer: Violet, please.
Salesperson: Let me see… OK. Here it is. 2

Customer: How much is it?
h England a India and Southern Asia
Salesperson: It’s $19.99 plus tax.
f Hawaii e Japan
Customer: Thanks. I’ll take it. g South America c Scotland
d Ecuador b Belgium
Salesperson: Hi. May I help you?
2
Customer: Do you have these shorts in blue?
Possible answers:
Salesperson: Yes. We have blue, navy blue and yellow. What size do
you wear? Formal wear Casual wear
Customer: Large. Sari Sari
Salesperson: OK. There you go. Kilt Aloha shirt
Kimono Wellington boots
Customer: How much are they?
Duffel coat
Salesperson: They’re $25.50 plus tax. Poncho
Customer: Thanks. I’ll take them.
2 4
Open answers. Open answers.
Writing
Open answer.
298
Unit 12
12 What’s she like?
Vocabulary Language in Use

1 1
Possible answers:
A: Do you play table tennis/ping pong?
B: Yes, I do.
A: How often do you play?
B: Every weekend.
A: Can/Do you play well?
B: Yes, very well.
A: Does Camille go surfing?
2 B: Yes, she does.
A: How often does she go surfing?

a Soccer players can run long distances.
B: Twice a week.
b Mechanics can fix cars.
A: Can she do an aerial?
c Pilots can fly planes.
B: No, she can’t.
d Basketball players can jump high.
c
e Swimmers can dive.
A: Do Ted and Rick go skateboarding?
f Chefs can prepare meals.
g Translators and interpreters can speak foreign languages. B: Yes, they do.
A: How often do they go skateboarding?

h Secretaries can type fast.
B: Every day after class.
i Musicians can play instruments.
A: Can they perform an ollie?
j Magicians can do magic tricks.
B: Yes, they can.
3 d
Possible answers: A: Does Sebastian play soccer?
a x ride a tube B: Yes, he does.
I t’s related to surfing and the other words are related A: How often does he play?
to basketball.
B: On Mondays, Thursdays and Saturdays.
b x perform a backstroke
A: Can he do kick-ups?
It’s related to swimming and the other words are
related to skating. A: Yes, he can, but not very well.
c x d��
oater 2
I t’s related to surfing and the other words are related Open answers.
to soccer.
d x do an aerial
I t’s related to surfing and the other words are related

to dancing hip-hop.
299
TURNING POINT 1
Reading
1
Telepathy
Would you like to �nd out whether that girl/boy in your class likes
you back or not? Reading other people’s minds doesn’t sound like
a bad idea, huh? Professor Xavier and Jean Grey, from X-Men, are
examples of heroes who can read others’ minds.
Flying
Soaring in the skies like a bird offers many possibilities. You would
never have to worry about traf�c or paying for a plane ticket.
Superman, The Human Torch, and Ms. Marvel can do that any time
they want.
Super strength
Moving would be no problem if you could carry your sofa, bed and
reclining chair all at once. Being extremely strong would come in
handy in many other ways, too, like pushing your own car if it breaks
down – oh, and �ghting off bad guys. Lots of heroes have super
strength, but the really strong ones include the Hulk, the Thing, and
Thor.
Telekinesis
The ability to manipulate objects with your mind would add a whole
new dimension to being lazy and relaxing on the sofa if you never
had to get up to grab a snack or �nd the remote control. Examples
include Jean Grey from X-Men and the Silver Surfer (Fantastic Four).
Rapid healing
Wolverine can get cut or shot and hardly be affected by it. If you had
this power too, you would never suffer from the �u or a cold again
because you’d get better almost as quick as you got sick.
Invisibility
Where would you go if you were invisible? You could go anywhere.

You could follow the president around one day and see what his life
was like, spy on your neighbors, or simply just go invisible to be left
alone. Some examples include Invisible Girl and The Invisible Man.
Elasticity
Elastigirl is the superhero mom in the Disney/Pixar movie “The

Incredibles.” She can stretch her body in extreme ways. Her talent
for adapting to various situations enhances her power to help many
people. Mr. Fantastic is another superhero who can do that.
Shape shifting
Mystique, from X-Men, has the ability to transform herself into

anybody she wants. Her ability is extremely powerful and useful,
too. Who could resist being able to become anyone you wanted?
2
x Top 8 Superhero Powers
3
Open answers.
Writing
Open answer.
300
NOTES
301
NOTES
302
NOTES
303
NOTES
304

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TEACHER’S GUIDE

Coordenação de Produção Gráfica

Projeto Gráfico e Capa

COPYRIGHT © by Pearson Education do Brasil S.A.

Student’s Book; Tests (Online teacher’s resource);

Putting into Words

Resource Pack (Online resource):

Tests (Online resource):

TURNING POINT 1 – CLASS PLAN

UNIT 1 – Around the World

Section Objectives Functions

Vocabulary Present and practice vocabulary

Grammar in Context Raise students’ awareness of

Going Further 3 Present and practice language Saying goodbye:

Putting into Words 2 Provide students with an

In this unit you will:

Greeting people: Introducing other people and responding to introductions:

1 Tell students they are going to listen to a Getting Started

2 Play the recording once or twice and ask

3 Ask students to open their books to

Kevin: Hey, Justin!

4 Divide students into trios and ask them to

1 Tell students they are going to listen to

2 Play the recording once or twice and ask

4 Have them number the lines and check their

4 After checking their work with the whole

Activity 7 Ms. Roberts: Good morning, Mr. Stein!

F Nice to meet you, Carlos. I Cool.

1 Around the World Activities 1 and 2

2 Ask students whether they use emoticons or

3 You may also ask students which emoticons

6 In Activity 2, ask students How are you

2 Have a few students read the conversations

2 Check their work.

Activity 2 TURNING POINT

Then, the afternoon

Stars are bright.

1 Show students some pictures of famous

2 Write them on the board and help students

3 Ask students whether they have already

5 Play the recording once or twice and have

6 Then, check their work with the whole class.

7 Play the recording one more time and

Canada Brazil Spain Italy

2 Check their work.

1 Have students look at the comic strip and

Refer students to the note and make

down the English-speaking countries they

5 Compare these countries to the ones

6 Ask them which English-speaking country they

Australia, Canada, England, Ireland, New Zealand,

1 Divide students into small groups and have

4 The student that matches the most pairs of

Putting into Words

Talking about places of origin and nationalities:

2 Tell them not to show it to his/her classmates.

3 Have students take their time listening to

4 Before having students talk to different

5 Make sure they understand that they should

6 Monitor their work.

5 Check their work with the whole class and

4 Mary Shelley is the acclaimed author from London who wrote

2 King Tutankhamun (popularly called King Tut) was only 9 years