ASC - 1 TM Corrected

Teacher’s Edition 1
Skills for Communication
Chuck Sandy • Curtis Kelly

Thomas Healy
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ACTIVE Skills for Communication, Copyright © 2010 Heinle, Cengage Learning
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1 2 3 4 5 6 7 8 9 10 13 12 11 10 09
Table of Contents
Scope and Sequence

Welcome!
Teaching Tips
How to Teach the Series
Pacing Guide
Lesson Notes
Unit 1: Class Album
Unit 2: Favorite Photos
Unit 3: Personal Goals
Project 1: Self-Improvement Plan
Unit 4: Believe It or Not

Unit 5: Where I Grew Up
Unit 6: Bargain Shopper
Project 2: Flea Market
Unit 7: The Perfect Gift

Unit 8: Party Planner
Unit 9: Music Profile
Project 3: Radio DJ
Unit 10: Style Makeover

Unit 11: Honesty
Unit 12: Making Things Better
Project 4: What I Learned
Audio Scripts
Unit Assessments
Mid-term Test
Final Test
Mid-term Speaking Test
Final Speaking Test
Answer Keys for Unit Assessments, Mid-term Test and Final Test
Answer Key for Workbook

SCOPE AND SEQUENCE
Unit Challenge Skills Fluency Language

1. Class Album Interviewing a Greeting Asking Personal information
classmate and people; politely with name, email address, hobbies & interests, etc.
making a class Sharing May I Wh- questions & answers
album personal ask . . . What’s your last name? It’s Garcia.
Yes/No questions & answers
information
Do you have a pet? Yes, I do. I have a dog.
Clarifying phrases
How do you spell that?; Can you say that again,
Page 13
please?
2. Favorite Sharing personal Describing Asking Present simple tense questions & answers
Photos photos and people, follow-up Who’s this? That’s my friend, Andrew.
information places, and questions Past simple tense questions & answers
events Where were you? We were at a baseball game.
People, places, & events
friend, office, baseball game, etc.
Adjectives
Page 21
kind, interesting, exciting, etc.
3. Personal Making an Explaining Giving advice Intentions with would like to/really want to +
Goals action plan and intentions with should infinitive
presenting a and future I’d like to go to Thailand, because I want to learn
personal goal plans how to cook Thai food.
Future with be going to + infinitive
I’m going to find a cooking school.
Infinitives
live abroad, be fluent in English, work for a big
company
Time expressions
Page 29
someday, by November, this winter, etc.
Project 1. Self-Improvement Plan Recycling themes and language from Unit 3

Page 37 Making and explaining a self-improvement plan poster
4. Believe It Telling short Describing Showing Past simple tense

or Not stories in a true/ past interest I went to a concert with my sister.
lie game experiences Present perfect tense with Have you ever . . .
Have you ever gone camping? No, I haven’t.
Time expressions
last year, one day, two years ago, etc.
Adjectives
Page 39 awful, amazing, great, etc.
5. Where I Making a map Describing Describing in Past routines with used to + when
Grew Up and taking past detail I used to go to the park when I was little.
classmates on a routines and Past simple tense
tour important What did you do there?
Present simple tense
memories
Do you still go there?
Locations
Page 47 park, store, high school, etc.
6. Bargain Bargaining Describing Refusing an Bargaining expressions

Shopper for goods in goods; offer May I help you?, How much is it?, That’s too much.,
a shopping Buying and etc.
simulation selling Shopping goods
watch, briefcase, necklace, etc.
goods
Adjectives
popular, gold, beautiful, etc.
Page 55 Locations
night market, flea market, online auction site, etc.
Project 2. Flea Market Recycling themes and language from Unit 6

Page 63 Selling, buying, and bargaining
iv
Unit Challenge Skills Fluency Language
7. The Perfect Explaining an Describing Giving and Would like to + infinitive to express wishes
Gift imaginative gift significant receiving I’d like to give Emma a one-year study trip . . .
idea people and Because and for + ing to give reasons
showing I’d like to give Ana a gift because she’s a good
friend.
gratitude
I’d like to thank you for reminding me about . . .
Special occasions
wedding, Mother’s Day, Valentine’s Day
Expressing thanks
Page 65 You’re so kind., That’s very thoughtful of you., etc.
8. Party Planning a party Giving Accepting Future with be going to + infinitive

Planner with a partner invitations and declining We’re going to cook some burgers and hot dogs.
and inviting and invitations Asking for a suggestion with should
classmates asking for Should I bring my camera?
Inviting, accepting, and declining expressions
information
Do you want to come? Yes, I’d love to. / I’m sorry.
I can’t., etc.
Parties and gatherings
Page 73
New Year’s party, birthday party, barbecue, etc.
9. Music Interviewing a Sharing Reporting Wh- questions & answers

Profile classmate and information with He What kind of music are you into? I love hip-hop.
presenting a on music said . . . and Yes/No questions & answers
music profile tastes He told Do you ever listen to classical music? Sometimes.
Recommendations
her . . .
What’s good to listen to when you feel down? I
recommend Beyoncé.
Music genres
Page 81 soul music, classical music, rock music, etc.
Project 3. Radio DJ Recycling themes and language from Unit 9

Page 89 Making a DJ recording and presenting a favorite song
10. Style Interviewing a Describing Giving advice Present simple tense

Makeover classmate and clothing and politely with I like to wear casual clothes.
presenting a new styles Why don’t Present progressive tense
clothing style you try . . . She’s wearing a blue and white checked dress.
Adjectives and comparatives
styles, colors, more fashionable, etc.
Clothing items
Page 91 pants, shirt, dress, etc.
11. Honesty Telling and Describing Asking for Present simple tense
discussing difficult clarification Your best friend gets a new hairstyle.
dilemma situations Hypothetical questions & answers using would
situations and giving What would you do? I would tell the truth.
Hypothetical questions with Would you (ever) . . .
opinions
Would you ever skip school to do something fun?
Page 99 Sure, why not?
12. Making Discussing a Describing Encouraging Result clauses with so

Things problem at problems, others to We don’t have enough homework, so I’m not
Better school and asking for speak learning much.
presenting the advice, and Determiners not enough, too much, too many, more
We don’t have enough homework., We have too
solution making
much homework., We have too many social events.,
suggestions We need more choices.
Suggestions with should and could
Page 107 What should I do? You could drink some coffee.
Project 4. What I Have Learned Evaluating progress and successes from Unit 10

Page 115 Self-evaluation
Audio Scripts and “Spoken English” Page 117


WELCOME!
What is Active Skills for Communication!
Active Skills for Communication is a three-level series that helps English learners
become more fluent, confident—and active—speakers of English.
By following simple, step-by-step activities, learners move toward a major speaking

task at the end of each unit. That task—called the Challenge—lets learners use what
they have learned, and interact in pairs or groups to achieve a goal. The Challenge
varies from unit to unit, and may be an interview, a discussion, a presentation, a role
play, a game, or an information gap.
The Challenges help boost students’ self-confidence and positive attitudes toward
learning English. Also, each Challenge presents a real-life situation that learners may
face when talking to English speakers, for example:
} showing and talking about their personal photos

} telling stories about their past
} talking about their hometowns
Active Skills for Communication is a partner to Active Skills for Reading. The topics
and language differ, but both series invite students to become active learners. They
can be used together in class or independently.
What is special about this series?
Brain studies reveal two keys to effective learning: personal relevance and deep
processing. Active Skills for Communication supports both.
• Personal relevance: When learners find a task meaningful, the brain releases
neurotransmitters, which helps them remember experiences and language
more clearly.
• Deep processing: When students engage in activities such as problem solving,
creative interaction, or critical thinking, the brain makes more connections.
Active Skills for Communication emphasizes meaningful experiences for learners.

Students use English to perform a variety of activities; they make things, discuss
ideas, and share personal history—activities that would be just as engaging in their
own language.
How is the syllabus organized?
The units in this book are organized according to grammatical and lexical, as well as
social and psychological criteria.
vi
• Grammatical and lexical organization: New grammar, vocabulary, functions, and
communication strategies progress in difficulty. Because learners understand more
than they can produce, the language in speaking and writing activities is simpler than
in listening and reading activities. The production tasks are also easy but open-ended.
Weaker students will have enough language to complete them, but stronger students
can take them to higher levels.
• Social and psychological organization: Activities fill language needs, but they also
fill personal needs by matching students’ developing relationships. For example, at
the beginning of a course, learners usually have a strong need to get to know each
other. Many units in the first half of each Student Book help students get to know each
other. Then, units in the second half shift toward creative thinking, opinion giving, and
teamwork.
Furthermore, since learning styles and personalities differ, the self-disclosure is

spread across units. Units based on highly personal activities (such as describing
an important person in one’s life) are interspersed with units based on less personal
activities (such as bargaining with a sales clerk).
The regular units are self-contained modules; they can be done in any order. The
projects, however, recycle the language in the two or three units that precede them.
Why does critical thinking appear in this series?
Critical thinking usually appears in reading series rather than EFL oral communication
classes. People often forget how much thinking is involved in a language exchange.
For native speakers, most of the analyzing, connecting, accenting and interpreting is
automatic. This is not the case for L2 students. For them, thinking critically to process
meaning is not automatic, so being “mindful” of this actually enhances learning. For
this reason, each unit offers at least one critical thinking activity. For further practice,
additional Critical Thinking exercises can be found in the Workbook.
How does the series make students more fluent?
Working on Fluency is a key feature in the series. Fluency is often thought of as the
ability to interact smoothly and accurately. Speaking, however, is rarely either of
these, even with native speakers. People tend to speak in fragments, leave parts out,
and jumble the rest. They do, however, rely heavily on key phrases that help listeners
make sense of the jumble. Someone might say “well” to show disagreement. “So”
might start off an inference, and “What do you mean?” might challenge it.

vii
Conversations are exchanges of meaning, so expressions like these are critical. Even
getting beginners to react with a simple “Really?” or “That’s interesting!” has a huge
effect on making them seem fluent. To encourage this, an entire page in each unit is
devoted to fluency tools. These are not offered haphazardly. The expressions offered
in the Working on Fluency sections are those needed in the following Challenge
activities.
What additional material is provided to extend the units?
This Teacher’s Edition has numerous expansion activities and suggestions for
modifying existing activities to fit different students’ needs better. It also includes
mid-course and final tests for teachers that require evaluation. In addition, each unit
in the Workbook has four pages of grammar, vocabulary, fluency, and critical thinking
exercises for teachers who want to give their learners extra language practice.
Workbook exercises can be assigned as homework or used in class.
The Student Book also has extra activities. In addition to four projects, there is a
When You Have Time page at the end of each unit, and a Spoken English expansion
on each listening transcript. The main purpose of the When You Have Time page is
to provide extra tasks for students who finish an activity before their classmates. The
activities include games, trivia quizzes, conversation topics and Level Up language
tasks. Although these activities were written for students to use on their own, they
can also be used as class exercises for a fun activity or to fill a few minutes of extra
time.
What should teachers and students gain from Active Skills for Communication?
The core goal is to foster classrooms where students engage in personally

meaningful activities. Because they are engaged, students will learn English at a
deeper level. Activating learners promotes active learning.

viii
TEACHING TIPS
What advantages are there in putting learners in pairs and groups for an activity?
Students learn more language, and at a deeper level, when speaking actively than
they do when listening passively. That is why interacting in pairs and groups is usually
the most effective way to have them learn English.
Some activities have instructions like “Tell other students . . .” Teachers should decide
what level of involvement is best for each classroom: as pairs, groups, or the whole
class. In some classes—such as those in cramped classrooms or with fixed seats—it
is hard to put learners into groups, so setting up pairs works better. In other classes—
such as those with fewer than ten learners—doing an activity together as a whole
class may work better.
How often should learners change partners?
Younger and shyer students are most prone to staying with a familiar partner—it
develops a comfort zone which can build confidence, but it also makes getting to
know the rest of the class more difficult. Learners should change partners often. Even
during one activity, changing partners should be encouraged. It helps learners engage
in the same interaction repeatedly with different partners. In the first exchange,
learners tend to focus on content and form. In succeeding interactions, form becomes
automatic so that they shift their focus to meaning and response. Students will
become more confident and involved by using dyadic circles and by changing the
requirements of interaction as they proceed. For example, learners may read from
their books while interacting with the first two or three partners and then close their
books with succeeding partners. Or learners may focus on the basic utterance the first
few times and then focus on asking follow-up questions, or some other fluency skill,
the next few times.
What are “dyadic circles”?
These are two circles of people facing each other so that they can rotate through a
series of partners. See page 27 of Student Book 1 for more information.
How should classes of learners with vastly different ability levels be handled?
The best way to handle differences in ability is to vary the responsibilities. There is
nothing wrong with putting higher demands on the more proficient English speakers,
especially in pair and group activities. When deciding whether to pair learners with
equal abilities together or to pair the most and least proficient learners together as a
kind of mentorship, it depends on the learners’ levels of maturity and willingness to
do so. As with most suggestions in this section, teacher discretion and learner feelings
are the guidelines.
ix
What should be done when learners start speaking in their native language during a
pair work activity?
This is only a problem if they speak solely in their native language, in which case
intervention is required. Changing partners or moving them near the front usually
helps, but the reason they’re not using English should also be understood. This might
lead to other, less top-down, means of intervening.
Language learners are more likely to continue speaking English in a controlled task,
such as dialog practice, but this should not set the standard for other more open-
ended tasks like the Challenges. These activities require a wider range of thought
processes, so learners are more likely to use their native language. However, this is
not necessarily a bad thing. Due to the greater demands, allowing learners to use
some of their native resources to decipher meaning might actually enhance, rather
than detract from, understanding.
Encourage learners to use only English, and to point out resources like those on
Working on Fluency pages and the Useful Expressions of the Student Book to
help them do so, but at the same time, be aware of how the relationship between
proficiency, negotiation of meaning, and just plain curiosity might lead learners to
slip into their own language from time to time. The key is to be able to determine the
point at which doing so becomes counterproductive.
What should be done when learners say they don’t like to draw pictures in an activity
that requires them to do so?
Not everyone likes to draw, so learners can also draw stick figures, or even just write
words, instead. Make sure everyone understands that.
Drawing is just one method of language acquisition and should probably be limited
to only a few minutes at a time. It is not always required, but it does have two
important effects on language learning. On one hand, drawing pictures helps learners
generate and organize the information they will need to express later. Then, when
presenting their ideas, the visual aids help listeners decipher what the speakers are
saying, thereby increasing comprehension. And, of course, in both these parts of a
task, the multisensory input caused by the pictures leads to higher levels of retention,
especially for less proficient learners or those with visual or kinesthetic learning
styles. In short, drawing pictures in activities improves internalization and raises
communication competence.

How can student progress be identified and evaluated?
Tests and quizzes can be found in this Teacher’s Edition and in the Workbook. In
addition, the Challenges provide regular opportunities to evaluate progress, which
might be more effective than giving a traditional written test. If the class size allows,
one or two Communicate or Challenge page activities can be used as oral tests.
Establish criteria to grade, such as 1. goal completion, 2. accuracy, 3. responsiveness,
4. genuineness, and 5. creativity. Then develop a scale for a numerical grade. Here are
examples of two descriptors in a 0–5 scale used in a pair-work activity:
5— Student completed the task in a creative and original way through

extensive negotiation that includes both members’ input. The
student responded well to his/her partner’s ideas and asked for
more information on several occasions.
Attitude seemed genuine and enthusiastic, and the few problems
with accuracy or pronunciation did not interfere with completing
the assignment.
2—Student completed most of the task in mechanical fashion, with

simple utterances and little innovation or responsiveness. Voice
seemed wooden and unnatural and problems with accuracy and
pronunciation led to misunderstandings.
Another important source of information on progress can be the learners themselves.

There are several ways they can assess their own progress.
- Learners can periodically refer back to their completed Are you an Active
Communicator? questionnaire at the front of each Student Book.
- Learners can also refer to the Reflections box at the end of each Challenge.
- Pass out small pieces of paper “communicards” at the end of class (a

technique developed by Professor Hiroyshi Harakara). Ask learners to write
how they did in today’s lesson, what they thought of it, or to write whatever
they want, whether it has to do with class or not. Sometimes, learners have
things they would like to express that the usual one-way communication mode
of the classroom makes impossible. For example, someone might write that
today is someone’s birthday, or how working on a report all night made that
person tired today. Providing learners with a means to speak directly with
the teacher, instead of the other way around, will probably make them more
positive and active in class.

xi
HOW TO TEACH THE SERIES
1. The Warm Up introduces the topic area and

related schema. It also helps get learners
actively engaged right at the beginning of the
class. Feel free to expand on the activity by
polling learners on their answers, asking
them to describe the pictures, or having them
add questions of their own.
2. The Challenge Preview shows learners what

they will be doing in the Challenge—the
major speaking activity at the end of the unit.
The listening dialog models students doing
part of the Challenge. While doing the
activities, point out what language skills
learners will need to use for the Challenge, so
they can set learning goals.

xii
3. Working on Language has students practice
the most important language structures they
will need to master for the Challenge.
The page starts off with simple noticing and
manipulation activities, and goes on to a
speaking activity to reinforce the new skills.
4. Communicate allows students to use what

they have learned in a longer, personalized
speaking activity. It also shifts the tone of the
class from working on language forms toward
more meaningful interactions with other
students. The Communicate page is also used
to introduce additional language needed for
the Challenge.
Note that the end of this page is a great place

to stop, if the unit is being taught in two
lessons.

xiii
5. Working on Fluency has learners practice
a key conversational strategy needed for the
Challenge while illustrating an aspect of
critical thinking. The fluency strategies
include asking follow-up questions, giving
simple responses to demonstrate
comprehension, encouraging a partner to
speak, and so on. The strategies are modeled
in a listening activity.
6. The Challenge is the unit’s main speaking

activity where students employ their
newly gained language skills. The Challenges
include games, interviews, role plays, and
other personalized activities. Most Challenges
start by having students think of what to say,
and then engaging in some kind of interaction
to achieve a goal.
Students should not worry about accuracy

and form while doing the Challenge. The goal
here is to raise their communicative
competence, and this is best measured by
successful completion of the task.

xiv
The Reflection Time box allows students to
self-assess their learning and to review new
language they would like to learn and remember.
7. When You Have Time has four activities for

students who finish an activity before their
peers. The activities either recycle the unit
language forms or the unit content area. The
Level Up section offers advanced language
forms to supplement those found on the
regular pages.

xv
Communicate More
The listening transcripts are in the back of the Student

Book (pp. 117–129). Each has a Spoken English section at
the bottom of the page in which learners focus on reduced
forms of spoken English.
There are four Projects in this Student Book. Learners do research

and prepare outside of class and then present their project to their
classmates. Each project gives learners the chance to express
themselves. There’s a flea market, a radio show, a self-improvement
plan, and a self-evaluation.

xvi
PACING GUIDE
This student book is designed to provide approximately 40 hours of class time,

but this can be extended to approximately 60 hours if the student book is used
in combination with the teacher’s edition and workbook.
Each student book core unit can be taught flexibly:
In two lessons Lesson 1: Warm Up ñ Communicate

Lesson 2: Working on Fluency ñ Challenge
In three lessons Lesson 1: Warm Up ñ Working on Language,

Lesson 2: Communicate ñ Working on Fluency
Lesson 3: Challenge
In one lesson Warm Up ñ Challenge

xvii
1 Class Album
Unit at a Glance
Theme
Important Points:
Meeting someone for the first time and sharing personal information
} Spend time familiarizing students with the student book unit
structure. Pages 1–5 in each unit prepare students for an
Rationale extended speaking activity—the Challenge—which is on pages
When people meet for the first time, they usually share information to get 6 and 7. Page 8 contains additional activities for students to do
to know each other better. This unit gives students the skills to ask and whenever they finish an activity before their classmates.
answer questions when meeting English speakers for the first time. } The Challenge contains a photocopiable student profile. After
all student profiles have been completed, they can be made
into a class album, photocopied and distributed to each
Skills student.
• Greeting people
• Sharing personal information
• Interviewing a classmate
• Fluency: Asking questions politely with May I ask . . .
Language
Personal information Yes/No questions and answers
name, contact details, age, interests and hobbies, nationality, family, etc. Do you have a pet? Yes, I do. I have a dog.
Can you play tennis? No, I can’t, but I can play badminton.
Wh- questions and answers Are you from China? No, I’m not. I’m from Seoul.
What’s your last name? It’s Garcia.
How old are you? I’m 21. Clarifying phrases
When’s your birthday? It’s June 19. How do you spell that?
Where do you live? I live near school. Can you say that again, please?
Who’s your favorite movie star? Maybe Kim Yoon-jin.

Objectives:
} This page introduces the theme of
the unit and activates the student’s
background knowledge.
} Students learn their classmates’ names.
Important Point:
} Make sure students establish eye
contact when they introduce
themselves.
Walk around the class, and introduce yourself to

individual students. Shake their hands and say,
Hi, I’m (your name). Then say, Nice to meet you,
(student’s name).
Books open. Focus attention on the goals in the
Unit Challenge box. Tell students that this unit
prepares them to make a class album in the
Challenge.
Have students describe the pictures. Elicit other
expressions that people use when they meet
someone for the first time. For example, How’s
it going? How are you doing? What’s up? Write
these on the board.
Explain that right as used on this page means
“correct.”
Have two students model the examples. Explain
that for cultural reasons, it is very important that
students make eye contact as they greet each
other. Explain that people in a formal situation,
such as a business meeting, usually shake hands
when they meet.
For Multilevel Classes: Have fast finishers

practice again using other greetings and
conversation openers.
Optional Activity: Have students explain what

their name means in English. For example, the
Additional Activity Japanese name Yuki can mean “snow” in English.
Elicit different situations where people meet for the
first time and write them on the board. For example,
ote
business, family, friends, bus, subway. Model a very Culture N speakers
ve English
polite greeting, for example, I’m pleased to meet you. When nati each othe
r
Have students consider situations where formal greetings e e t, th e y rarely ask e r,
m ion. Rath
fter quest
are appropriate. Then elicit other formal greetings; question a volunteer
for example, How do you do? Focus attention on the sp e a k e rs tend to
native .
formation
greetings in the book. Have students consider situations personal in converse in
studen tots
where less formal greetings are appropriate. Elicit Encourage answer th
e
other informal greetings. Then have students role-play is w a y , a nd not only .
th are asked
that they
appropriate greetings in different situations. questions

Class Album 13
Objectives:
} This page shows some students doing
the Challenge at the end of this unit.
} Students understand the Challenge:
how to ask and answer personal
questions.
Important Point:
} Encourage students to listen to the
CD without being concerned if they
don’t understand every word.
} This page introduces useful clarifying
✔
phrases such as, Can you say that
again, please?
A
Focus attention on the picture. Ask, What are they
doing? Elicit, They are talking to each other.
Pre-teach old friends, new classmates. Explain that
your
old friends are friends you have known for a long
time, perhaps from junior high school, or even
you
younger. New classmates are students in a new class.

Play the recording. you

B
your
Before playing the recording again, elicit the kinds
of personal information people share with friends you
or business contacts. Write these on the board.
For example, name, address, age, birthday, home
telephone number, cell phone number, email
address, home address.
Model how to say telephone numbers. When saying
a telephone number, pause for each dash. 0 is
pronounced oh or zero.
Have students write the missing words, before
playing the recording again.
Play the recording and have students
check their answers.
C Additional Activity
Model the conversation. Then substitute the text in Have students practice reading back personal
ote information to the person who is giving it. Model
Culture N
red with your own information.
Americas
Have students do the activity in pairs. E u ro p e and the d this for the students. For example,
People in e first, an
u t th e ir given nam A: What’s your telephone number?
usually p
Optional Activity: Elicit expressions that people .
y name last B: It’s 555-437-0921.
use to ask for clarification. For example, Can you their famil
A: 555-437-0921, right?
say that again? Can you repeat that? I’m sorry but B: That’s right.
I didn’t catch that. Model these for the class. Write
them on the board. Language Support
As students do the activity, walk around the class.
Make sure students are doing the activity in English. In Yes/No questions, such as May I ask you some questions?, there is rising intonation on the final word.
However, in Wh- questions, such as How do you spell that?, there is rising, then falling intonation on the
end of the question.

14 Unit 1
Objectives:
} This page presents key language and
grammatical forms that students need to
do the Challenge.
} Students review asking and answering
Wh- uestions and Yes/No questions.
Important Point:
} Because Wh- questions require more
detailed answers, they are often more
useful in developing a conversation than
GK10@fast.com.
Yes/No questions.
How 21. } Encourage students to ask as well as
When’s your June 19. answer questions. Explain that a
What kind of hip hop music.
conversation can be like a tennis match,
Where do you near school.
where both players need to hit the ball
Who’s your Kim Yoon-jin.
back and forth.
A
Focus attention on the Wh- words, and answers
in the chart. Make sure students relate who with
people, when with dates, and where with places.
Do the first item on the board as an example.
Model how to say email addresses. When saying
email addresses, the symbol @ is pronounced at.
Periods are pronounced dot. Words are typically
said rather than spelt out, except for country
codes, for example, yuki-at-fast-dot-co-dot-J-P.
After students have completed the activity, ask
the first question to several students. Elicit real
answers. Model all the questions in activity A.
Then have students do the activity in pairs.
For Multilevel Classes: Have fast finishers make

other questions using the question words in the
chart in activity A.
B
Match one question and answer on the board as
an example.
Additional Activity
Explain to students that in casual conversation,
In Taiwan, people who use English in their daily lives
you can answer with just No, rather than No, I’m
choose nicknames. These names are usually common
Culture N not. No, I can’t. No, I don’t.
personal names in English-speaking countries, such as ote
Korea use C
David or Tina. Some people choose the name of their s a tradit
system o ional Chin
favorite celebrity, or even their favorite cartoon character. f countin ese Model the example. Then focus attention on
Babies ar g someone’s
Have your students choose a nickname. Ask them to e conside age. the useful expressions. Show how to say these
old the y red one y
ear they ea r with the appropriate intonation. Explain that Me
explain their choices. If they already have a nickname, are born;
become t they
ask why they chose it. wo years neither. is used to agree with a negative statement.
Year’s Da old on Ne
y of the f w
ollowing y For example, I can’t play tennis. Me neither.
rather th ear,
an on the
Language Support ir birthda
y.
Teach more casual expressions to express likes, such as, I’m really into
(cooking). I’m crazy about (action movies). I think (hip-hop) is cool.

Class Album 15
Objectives:
} This page provides opportunities for
students to speak in a more open and
personalized way.
} Students are able to ask and answer
personal questions.
Important Point:
} The end of this page is a good place to stop
if you are doing the unit in two classes.
A
Have students look at the pictures and the question
prompts. Elicit example questions and write them
on the board. Then have students do the activity on
their own. As students work, walk around the class
Do you have any brothers or sisters?
and check their progress. Make sure students are
Are you an only child?
clear about word order.
What’s your favorite TV program?
Have students read their questions to the class.
Have you ever been abroad?
Other students write down the questions that Do you like school?
interest them. Ask students to read back what they
wrote down to check accuracy.
For Multilevel Classes: Students who need

additional support with the activity can use the Wh-
questions in the chart, on page 15 of the student
book.
Optional Activity: Have all the students stand

up and take turns generating questions, and write
them on the board. Students sit down when all
their written questions have been added to the list
and they can’t think of new ones. The last student
standing wins.
B
Put students in groups. Have two volunteers model
the activity. Explain that students should only write
down the things they have in common.
Make sure students use positive and negative
Culture Note Additional Activity
answers correctly. For example, Yes, I have. / No, I es, with regard
Point out cultural differenc
haven’t. on that people share. Conduct a class poll to find out what most
to the kinds of informati
mple, people often students have in common. For example,
In Northeast Asia, for exa
Encourage students to use the useful expressions
because of a popular find out if the class has cat lovers or dog
on page 15. Model these again, to demonstrate share their blood types,
influence personality. lovers, soccer fans or baseball fans, fish
how these expressions must be used with the belief that blood type can
ever, people would eaters or meat lovers.
correct intonation. In Western countries, how
od types. In fact, many
be unlikely to discuss blo
Variation: Students can do this as a whole class what their blood type is.
people there aren’t sure
activity, walking around the classroom.
Optional Activity: Depending on your class size, Language Support

students can report what they learned by telling the
So do I. has the same meaning as Me too. Neither do I. has the same meaning as Me neither. Remind
class or group. students that So do I. is only used with certain verbs. For example, we can’t use So do I. in reply to I’m
from China. or I can ski. For be use So am I. For can use So can I.

16 Unit 1
Objectives:
} Students understand how to ask potentially
sensitive questions using May I ask . . .
} Activity C links to the Level Up section of
the student book on page 20.
Important Point:
} Make sure students understand that
communication takes place in a context. It
is the context that determines whether
certain questions are appropriate.
090-555-6417.
Focus attention on the chart. Explain that you can
✔
make a question sound more polite by adding
May I. See if students notice the difference in
word order between the questions that start with,
✔
May I ask . . . and other familiar questions, such
192 cm.
as How old are you? Then model the responses.
Explain that a polite way of refusing to answer a
question is, Sorry. I’d rather not say.
A
✔
26 Focus attention on the people in the activity. Have
students guess details about these people, such as
their ages or their nationalities. Then focus attention
on the other items in the activity. Ask, Is it OK to ask
Julie about her phone number? Elicit answers. Then
have students do the activity. Before playing the
recording, have students guess if these people will
want to answer the questions or not.
Play the recording.
B
Pre-teach or elicit nationality, weight, height. To
May I ask what you do? May I ask if you’re married?
explain nationality, draw your national flag and point
May I ask how old you are?
to yourself. For weight, you can draw a feather and
an iron weight, and write 1,000 kg under the iron
weight. For height, draw a giraffe and ask students to
guess its average height. Ask, How tall is a giraffe—Is
Additional Activity
it ten meters, three meters, or five meters tall?
Elicit situations where inappropriate questions (Answer = ten meters)
might be appropriate. For example, age, height, and
Make sure students understand that this activity is
weight questions are appropriate at the doctor’s
about appropriate behavior. As a general rule, it is
office. Salary questions are appropriate in a job
not appropriate to ask anyone about their height, and
interview. It may be appropriate to ask a young
child more personal questions than someone who weight, except maybe children. In some cases, you
is older than you. should be careful asking about someone’s job too.
C
Model the example with a volunteer. Have student
Language Support
gets into groups and ask each other their questions.
Notice that the usual word order of a question changes when you start it with May I ask. . . For example,
Where are you from? changes to, May I ask where you are from? The verb and subject pronoun are For Multilevel Classes: Put students in pairs first,
transposed. if you have many shy or reluctant students in your
class.
Class Album 17
Objectives:
} Students get to know a classmate on a
deeper level through an extended interview.
Important Point:
} Students will enjoy getting to know more
about their classmates—especially if this is
a new class. Consider making a class album
to photocopy and distribute to every
student in the class. If you want to do this,
make photocopies of the worksheet (page What’s / Do you have a nickname?
19) before the class and give a copy to each May I ask what your phone number is?
May I ask what your email address is?
student.
May I ask where you live?
} Have students use pens rather than pencils. When’s your birthday?
Pencil does not photocopy well.
} Encourage students to participate freely.
Don’t focus too much on accuracy.
What’s your favorite TV program?
Who’s your favorite movie star?
Focus attention briefly on the Challenge Preview
What’s your favorite sport?
(page 14). Ask students, What’s Luis’s cell phone Do you have any special interests or hobbies?
number? Elicit, 090-555-1212. Do you have any special talents?
What do you want to do in the future?
If necessary, play the recording
Can you speak any other foreign languages?
to model the Challenge. Do you have any brothers or sisters?
A Which do you like better, dogs or cats?
Start by focusing attention on the worksheet on

the next page. Review each section.
Then have students look at questions 1 to 6. These
are personal information questions. Tell students
to think of the questions they need to ask in order
to complete items 2 to 6 on the worksheet.
Make sure students understand nickname before
they do the activity.
Elicit the answer to item 2, to make sure students
understand that they need to frame appropriate
questions, and not fill in their own information.
Then have students do the activity.
As students work, walk around the class. Check
that their questions are accurate.
Additional Activity Critical Thinking
For Multilevel Classes: Have fast finishers write
Collect the worksheets and display them Before students begin writing their questions,
both Wh- questions and Yes/No questions for
around the room, making sure to hide focus attention on the Critical Thinking box and
items 2 to 4. For example, Do you have an email
the students’ names, nicknames, and ask, When should you use “May I ask?” Possible
address? What’s your email address?
email addresses. Then have students walk answers are phone number, email address, home
Optional Activity: This is a good opportunity around the room and try to figure out address, birthday.
to practice the intonation of Wh- and Yes/No which profile fits which student.
questions. Have students read the questions
they wrote. Correct the intonation as necessary.
Also check that they are saying email addresses
correctly.

18 Unit 1
B
Explain to students that they need to think of
eight additional questions for items 7 to 15 on the
worksheet. Students need to read the worksheet
in order to make the correct questions for items
7 to 12. They can be creative for the additional
items. Encourage creativity by eliciting some
interesting examples and write them on the board.
Make sure students understand special talents
and future before they do the activity.
that their questions are accurate.
For Multilevel Classes: Have fast finishers help

other students by checking their questions, and
offering help as necessary.
C
Focus attention on the portrait box on the
worksheet. Have students draw a simple picture
of their partner before asking the questions. If
necessary, draw an example of someone (a friend,
someone famous, a family member) on the board.
Variation: If students are shy about their drawing

ability, have them draw a stick figure. Students
can write descriptions on the stick figure rather
than drawing. For example, short black hair, blue
denim shirt.
Have students interview their partner and
complete the worksheet. Then have students
change roles so that the interviewer becomes the
interviewee.
Once students have completed their interviews,
ask them to tell the class about one interesting
thing they learned about their partner.
Variation: Write the names of your students on

separate pieces of paper. Have students draw
at random the name of the student they will
Additional Activity interview.
After students have completed the Challenge, have them prepare a simple class survey about their Reflection Time
favorite things, interests and hobbies, special talents, or future plans. For example, for a favorite things Have students keep a journal of the words and
survey, students could ask each other: expressions they learned while studying this unit.
1. What’s your favorite drink? tea/coffee/juice/other
This reflection activity is included for all students
2. What’s your favorite day of the year? New Year’s Eve/Christmas Eve/Valentine’s Day/other
to do, not just fast finishers.
3. Who’s your favorite person? best friend/mom/dad/brother/other
Language Support
The expression special talents is different from interests and hobbies in that it includes abilities that are
not necessarily enjoyable. For example, a special talent includes certification, such as a lifeguard’s license,
work- or study-related skills, such as being able to type fast.
Class Album 19
Objectives:
} These extension activities are designed
for students who finish before others as
you teach the unit. They can also be used
as class expansion activities.
Important Point:
} Students can do activities A and B on their
own, or in pairs. Activity C should be done
in pairs.
} This page contains a Level Up section,
designed to help stronger students engage
Why? Which?
in the final Challenge at a higher level, by
presenting additional language and
structures.
} Additional listening and speaking exercises
can be found in the Spoken English section
at the back of the student book.
Where? What?
} There is a unit assessment that tests
students’ knowledge and understanding
of this unit. See page 130 at the back of this
teacher’s edition.
A
Students look at the pictures and guess which
question word they each represent. Hints:
1. Owl sounds like the ow in how. (Students who May I ask if you are married?
have actually heard barred or tawny owls may

May I ask if you have a boyfriend/girlfriend?
comment that who is a more appropriate
question word as their call is a homophone.)
May I ask if you live alone?
2. The capital letter Y is pronounced why.
3. Witch sounds like which. May I ask if you like studying English?
4. The boy is wearing a jacket.
5. Electricity is measured in watts. After students May I ask if you are interested in politics?
have completed the activity, they can check

their answers with a partner.
B
In this activity students complete the chart with
Level Up Activity
information about a family member or best friend
to see how well they know him/her. After students This activity presents and practices further examples of polite questions with May I ask. Note that
Yes/No questions with May I . . . are followed by if, and that the word order does not change. (unlike
have completed the activity, they can share their
Wh- questions with May I).
answers with a partner.
C
Students can write answers to these questions if Photocopiable Activity Intructions
they aren’t able to discuss them with a partner.
å Students can play this game in groups of four or more. Each student has a counter—a button, eraser or
paper clip.
ç Students put the counters on the Start square. They each take turns moving their marker on the board.
They should follow the instructions on the squares. If a student cannot answer the question, he/she
misses a turn.
é To move, students flip a coin: Head = move two squares forward; Tail = move one square back.
è The first student to land on “The End” wins the game.

20 Unit 1
Facebook Game
Start
Ask the person Ask the person

sitting on your right What things are you Do you have a sitting on your left a
a question with interested in? special talent? question with How
What . . . ? many . . . ?
Ask the person

Ask any student
sitting on your
What’s your blood in your group a What are your
right a question
type? question with May I future plans?
about personal
ask . . . ?
relationships.
Ask the person Ask any student

What is the most
Where does your sitting on your left in your group a
interesting thing
family live? a question with question with
about you?
When . . . ? Where . . . ?
Final Challenge:
The Ask your teacher Ask the person Who is the most
about his or her sitting on your right interesting person
age, height, weight, a question with in your family?
romantic partner, or Do . . . ? Why?
salary. Be careful!
©2010 Heinle, Cengage Learning. ALL RIGHTS RESERVED

2 Favorite Photos
Unit at a Glance
Theme
Important Points:
Discussing favorite photos
} The Challenge requires students to bring in two or three of
their favorite photos to class. If your students forget to bring
Rationale these to class, they can use other kinds of pictures, for example
People can deepen their relationships with others by showing and discussing on cell phones or even hand-drawn pictures.
their personal photos. Showing photos allows people to explain where they } This unit continues the theme of getting to know someone.
are from, what they have done in the past, and who is important to them. There are many opportunities to recycle the language learned
This unit gives students these competencies. in the previous unit.
Skills
• Greeting people
• Fluency: Asking follow-up questions to extend conversations
Language
Present simple tense questions and answers People, places, and events
Who’s this? That’s my friend Andrew. trip, high school, friend, baseball game, amusement park, sister, vacation,
Do you still see Andrew? Sometimes. China, apartment, parent’s house, high school graduation, mom and dad,
What does he do? He works in an office. teacher, boyfriend, little sister, roommate, brother, office, wedding, beach
barbecue, classmate
Past simple tense questions and answers
Where were you? We were at a baseball game. Adjectives
Was it fun? Yes, it was a great day. kind, crazy, favorite, bad, good, important, great, cool, small, interesting,
Where did you take it? At a park near our house. nice, exciting, close, cute, older, younger

Objectives:
} Students are reminded of their own
important memories.
Important Point:
} At this early stage in the unit, focus more
on the theme of the unit—favorite photos—
than the language presented on this page.
Books open. Introduce the theme of the unit and

ask some students to describe their own favorite
personal photos.
1
Focus attention on the goal in the Unit Challenge
box. Tell students that they will show their
classmates two or three personal photos in the
Challenge.
Have students describe the photos in the student
book. Ask questions such as, What’s happening?
3 Where are the people? What do you see?
Then have students match the pictures and the
2
sentences.
Pre-teach or elicit won, kind, can’t talk, crazy
things, trip. You can do this by making simple
drawings on the board, by telling stories, or by
miming. For example, for won, write a recent
sports score that your students will be familiar
with on the board. Circle the winning team. Then
mime how athletes and sports stars react when
they win a game. You can also tell a story of
someone scratching a lottery ticket, or listening to
5 lottery numbers being announced. Jump up and
4
down and say, I won!
After students have completed the activity, have
them compare their answers in pairs.
Optional Activity: Ask students to describe

people and events from their past that are similar
to the ones in each photo. For example, have
students describe a competition they won, or a
Language Support favorite teacher.

We use both the present and past tenses to describe photos. When the focus is on the event, we use the
other captions for the pictures. For example, for
past. When we describe people who are still alive, and who we are still in contact with, we usually use
the photo of the teacher, students could write, She
the simple present and present perfect tenses. For example,
was my fourth grade teacher. For the picture of
1. That’s Makiko. She was my friend in elementary school. (no longer in contact)
the mountain climbers, they could write, I’ll never
2. That’s Makiko. We won the school relay race. We were really happy! (the focus is the event)
forget that trip.
3. That’s Makiko. She’s my best friend. I’ve known her since elementary school. (still in contact)
4. That’s Tamma. She was my first cat. (Tamma is dead.)
5. That’s Tamma. Isn’t she cute? I’ve had her for four years. (Tamma is still alive)
Note that examples 3 and 5 are in the present perfect tense (has/have + past participle), which is a
present tense used for talking about something that started in the past.

Favorite Photos 21
Objectives:
showing their personal photos to each
other.
Important Point:
} Tell students that they need to bring their
own photos to class for the Challenge.
} This page introduces questions and
✔
answers in the present and past tense.
A
Focus attention on the picture. Ask, What are
Ethan and Yumi doing? Elicit, They are looking at
something/a photo.
Explain that picture can mean a photo.
Focus attention on a bad day, a good memory,
some important information. Elicit examples of
each. For example, It rained on the day I went to Who
the beach. There is some news about the class or

school. Where

Play the recording.
Was
B
Do
Before doing the activity, ask, What question
words do you know? Elicit Wh- question words
and Yes/No questions Do you . . ., Has he . . ., Is
she . . . etc.
Make sure students fill in the missing words
before they listen for a second time.
Pre-teach see. Explain that to see someone can be
used to mean “to be in contact with”.
C
Focus attention on the model in activity B and
write it on the board. Show how students can
substitute the items in activity C into the model.
Additional Activity
Then have students do the activity in pairs.
Visualize a scene from your own past, and have
Variation: Have students practice the ote
Culture N
students draw a picture of it. The more details
popular in
conversation again, substituting their own ideas
h b a se ball is very you provide, the more students will enjoy it. For
Altho u g st Asia, it
into the model conversation. For example, e ri c a s a n d Northea example, tell students that you are in Disneyland,
the Am e, Africa
students could talk about their own best friends u n k n o w n in Europ standing in front of the castle, with two friends.
is almost
from junior high. lia.
and Austra One friend is a man, the other a woman. The
Optional Activity: Invite pairs to the front of the man and woman are holding hands, etc.
class to present their conversations.
Language Support
Students may have trouble forming Yes/No questions. When the main verb is be, the verb is put at the
beginning of the question. For example, Was it fun? not It was fun?

22 Unit 2
Objectives:
} This page presents key language and
grammatical forms that students need to
do the Challenge.
} Students understand how to describe
photos in detail.
Important Point:
} Focus on accuracy as students do this
stage of the lesson.
} Students may find that they use the past
progressive tense to describe the photos.
If so, more information can be found in
the Level Up section.
Focus attention on the chart. We usually use this

rather than that when describing our own photos.
We usually use that when asking questions about
someone else’s photos. For example,
A: This is my sister.
B: Really? And is that your brother?
A
Focus attention on the items in the word bank. Pre-
teach graduation, proud. Pre-teach graduation by
my mom and dad. They love camping.
This is a picture of my high school graduation. I was so proud.
describing what happens when a student finishes
This is a picture of my parent’s house. It’s really large. in junior or senior high school, or university. For
(Answers will vary) This is a picture of the Great Wall of China. I went there last summer. example, You go to the school gym or to a hall and
This is a picture of me and my brother. We were 10 years old. get your certificate. Use gestures to explain proud
by standing up straight and looking confident.
Then focus attention on the picture of the two
people. Elicit the answer, This is a picture of my
parents. They love camping. Then have students
complete the activity.
For Multilevel Classes: If students have difficulty

thinking of their own original ideas for the final
two pictures, ask the class for suggestions, and
Culture N write them on the board in random order.
ote B
In North
America,
students high scho Focus attention on the useful expressions. Pre-
and unive ol
wear gow rsity stud teach or elicit other examples such as, That’s
ns and ha ents
called a m ts (tradit amazing. That sounds incredible. You really look
ortar boa ionally
graduatio rd) at like your mom. Model the expressions and show
n ceremo
nies.
how they should be said with the appropriate
intonation and facial expressions. Emphasize
interesting, nice, exciting. Have students practice
Language Support
the expressions with the appropriate emotions.
Students often confuse whether to use I or me. Use I when referring to the subject of a sentence. For Explain that students can make up any details they
example, My sister and I really enjoy spending time together. Use me when referring to the object of a want about the pictures.
sentence; for example, This is a picture of my sister and me. In everyday conversational English, people
For Multilevel Classes: Fast finishers can make
often use me to refer to the subject of the sentence as well.
up more details about each picture.
Favorite Photos 23
Objectives:
follow-up questions about people they
know.
Important Point:
} The end of this page is a good place to stop
if you are doing the unit in two classes.
} If you stop here, remind students to bring
in two or three of their favorite photos
(of people, pets, or places) to the next class.
A
Write A: That’s Ms. Jones. She was my high school
teacher./ B: Nice photo. What did she teach? on
3 2
the board. Explain that we use the present tense
1 4
for current relationships. We use the past tense for
relationships that have ended.
Explain that when looking at photos, it is common
to make a comment right away, and then ask a
follow-up question.
Pre-teach little sister, roommate, cute, close.
Explain that younger/youngest sister has the same
meaning as little sister.
After students have numbered the conversations,
have them practice the dialogs in pairs. Encourage
students to answer the questions and continue
each conversation. This is a good place to check if
students understand how to use the present tense
for current relationships, and the past tense for
relationships that have ended. As they practice,
walk around the class to check that they are using
the tenses correctly.
B
Draw a simple picture of a young man on the
board and label him Chan (the name in the
following dialog). Model the dialog. Then elicit
other follow-up questions and write them on the
board. Additional Activity
te In groups, have students make lists to
Culture No
Have students draw simple pictures of three ers use
s, brothers and sist r describe the qualities of a good friend.
people that they can really talk about, and label
In some culture nger siste
or you
each picture. as o ld er brother t Write examples on the board, such as,
titles suc h xplain tha
to e a ch other. E d A good friend is patient. A good friend
when talk ing rothers n
a
Optional Activity: Have a competition to see
a k ing cultures, b er.
in English-s
p e to eac oth
h calls me every day. Then have a whole
how long pairs can discuss one of the pictures. rs t n am e s to speak
fi
Each pair should stand up. When pairs stop sisters use class discussion to determine the three
important characteristics of a good friend.
talking, or take long pauses between questions,
have them sit down.
Language Support
Are you close? is a good follow-up question to ask regarding family relationships. However, it would be
an inappropriate question to ask a married person about his or her spouse.

24 Unit 2
Objectives:
} This page extends students’ knowledge
of the unit theme and presents ways to
help students talk in English more fluently.
} Students are able to discuss photos and ask
✔
follow-up questions with greater confidence.
✔ Important Point:
✔ } Explain to students that they don’t need
✔ to understand every word to be able to
✔
understand the listening activities.
A
Focus attention on the picture. Ask, What do you
see? Have students describe the picture. Preview
the eight follow-up questions. Model them for
the class. This is a good opportunity for students
to notice and practice the intonation of questions
which require a yes or no answer. This kind of
question always has a rising intonation.
Instruct students to check the six questions they
hear.
Play the recording.

short answers above the questions as they listen.
B
When did you take the picture? Where beach did you have the barbecue?
Elicit example follow-up questions for each picture
Where was the wedding? Did you take the picture recently?
Did many people attend? Can I come with you next time?
before doing the activity.
Write Wh- questions, and question words, such as
Did, and Are, on the board to encourage creativity
and variety.
C
Before students start the activity, focus attention
on the useful expressions on page 23. Then model
the example.
Variation: Allow time for students to write notes

Additional Activity as they think about their imaginary story about
Have students choose other pictures to critique in class. They may choose pictures from the pictures.
magazines that you hand out in class, or have students print pictures out from the Internet.
For Multilevel Classes: Direct students who
Have students explain why they like these particular pictures. Write ideas in various categories
need additional help to other example follow-up
on the board. For example, subject (what’s in the picture) and technique (how the picture was
questions in this unit.
taken—lighting, composition, etc.) Write examples on the board that students can adapt. For
example, I like the subject. The image in the picture makes me feel relaxed. I like the lighting.
It makes the person look very sophisticated.

Favorite Photos 25
Objectives:
} Students discuss their photos and get to
know each other on a deeper level.
Important Point:
} Remind students ahead of time to bring in
two or three of their favorite personal
photos to class.
} To make the Challenge interesting, make
sure students don’t show their photos to
each other until the activity starts.
} This is an ideal activity for multilevel classes,
as students have an opportunity to practice
for a short time, with several partners.
You can use this technique (dyadic circles)
elsewhere in the book.

(page 22). Ask students, What did Ethan’s photo
show? Elicit answers such as, friends at a baseball
game, a good memory, Ethan and Andrew. (Answers will vary.)

to model the Challenge. Is that your brother?
A No, it’s my best friend?
Have students take out their personal photos. If What was he called?
students have forgotten to bring in photos, have Min-ho.
them check their cell phones, bags, and wallets for Do you still see him?
d to a different city when
Unfortunately, no. We move
any photos they might have. Students without any we lost touch .
I was eight , so
photos should check their notebooks for photos of
favorite singers, etc. Students without any photos
can also draw pictures of family members, or use
the pictures showing important experiences on
page 21.
Focus attention on the instructions, and the
example. Elicit other examples and write them on
the board.
As students work, walk around the class to check
progress and offer help. Make sure students don’t
write down obvious questions. Usually, we ask
Critical Thinking
questions about what we don’t know, not about This critical thinking activity gets students to predict
what is obvious in a photo. and plan their own conversations. In preparation,
ask students questions about the picnic photo
Optional Activity: Have students get into pairs
and elicit replies, such as, Do you have any
and practice asking and answering their questions,
grandparents? Do you see them often? Where do
while looking at each other’s photos. Encourage
you normally meet them? Did you go to the park
students to ask follow-up questions. Students can
with them a lot when you were younger? Have a
write short notes while doing the activity and then
show of hands to determine the most interesting
check with their partners to see if they understood
questions.
correctly.

26 Unit 2
B
As this is the first time in the book that students
practice in dyadic circles, take time explaining the
activity.
Have students stand up, holding their photos.
Then split the class into two equal-sized groups.
Have the groups make an inner and outer circle,
as shown in the pictures. Each student should be
facing another student. Explain that when you
say Change, students in the outer circle should
move one person to the right. Practice this before
starting the activity.
In pairs, have students take turns to show a photo
and ask questions. After two minutes, say Change.
Have the outer circle move one person to the right
and continue the activity.
Repeat this procedure until students have had
several chances to show their photos and ask
questions.
Variation: If it is not possible for your class to

make circles, have students do the activity in two
parallel lines. When it is time to change partners,
have a student at the end of one line come to
the front of the line. If your class has fixed desks,
have students turn towards each other in lines as
described above. Students can then switch chairs.
Optional Activity: At the end of the game, have

students nominate the most interesting photos.
Have the students who brought in these photos
describe them to the class. Encourage the class to
ask follow-up questions.
Reflection Time
Have students keep a journal of the words and
expressions they learned while studying this unit.
Additional Activity
Choose a popular topic from the students’ conversations and have a class discussion. For example,
if several students brought in holiday photos, have a discussion about travel. Ask questions such as,
What’s the best trip you ever took? Who did you go with? What did you do? What other photos do
you have of the trip?
Language Support
Pre-teach the following expressions before starting the game:

I’m sorry, can you say that again? Can you repeat that?
Can you ask that in a different way? Can you ask me another question?
Remind students that they can refer to the classroom language on page 12 for more ideas of useful
expressions.

Favorite Photos 27
Objectives:
Important Point:
of this unit. See page 131 at the back of
this teacher’s edition.
A
Students search for the words related to photos.
The words can go from top down, from the
bottom up, and diagonally. After students have were camping in
completed the activity, they can write sentences Yellowstone National Park.
containing these words. For example,

1. I took a video of the class New Year party.
2. This is a snapshot of my twin sisters with my
camera.
book glue
3. I think slides are better than digital photos. were running on
the beach.
4. I put a photo of my girlfriend in a nice frame.
B
Students look at the close-up shots and guess She was having/
celebrating her ninth

what the items are. All items are related to school.
birthday party.
After students have completed the activity, they
pencil (eraser) school bus
can check their answers with a partner.
She was teaching an
C
English class.
Students can write answers to these questions, if
Level Up Activity
The past progressive tense is used to describe actions taking place over a period of time in the past.
It is a good tense to use when describing photos as it makes storytelling more vivid and dynamic.
However, this tense should not be overused as this would sound unnatural in English.
The past progressive is made by was/were + ing form of a verb. For example, We were having dinner.
When asking about a photo, we usually say, What were you doing? rather than, What did you do?
Photocopiable Activity Intructions

å Photocopy this page and cut out the cards. Students can play this game in groups of four or more.
Give one set of cards to each group.
ç Have students choose cards at random. Every member of the group answers the question before
moving to another card.

28 Unit 2
Tell us . . .
What’s the most What’s the most What do you miss
interesting thing interesting thing most about your
you learned about a you learned about past?
classmate? yourself?
What place, person, Who was the Is there a person

or event will you biggest influence in you know who you
never forget? your life? Why? don’t want to be
like? Why?
Did you prefer

elementary school, Did you ever lose Are you close to
junior high school, a friend? What your family? Give
or senior high? happened? an example of this.
Why?
Describe the best

Who was your day of your life. Did you ever make
favorite teacher? Where were you? a big mistake? What
Why? Who were you happened?
with?
©2010 Heinle, Cengage Learning. ALL Copyright

RIGHTS RESERVED
© 2010 Heinle, Cengage Learning
3 Personal Goals
Unit at a Glance
Theme
Important Points:
Discussing personal goals
} Students make action plans to accomplish a personal goal in
the Challenge. Encourage them to take their plans home and
Rationale put them in action.
To deepen relationships, some people might talk about what they are planning } Make sure students choose goals they really want
to do in the future and how they are going to do it. For example, students to accomplish.
might explain why they are studying English, and what they plan to do after } The project following this unit—Self-Improvement Plan—
graduation. This unit teaches students how to discuss their personal goals. is related to this unit.
Skills
• Explaining personal goals and future plans
• Fluency: Giving advice to someone with should
Language
Explaining intentions with would like to and (really) want to Time expressions
I’d like to go to Thailand, because I want to learn how to cook Thai food. someday, in the future, this winter, tonight, by November, next month,
this year, within five years, before I graduate, etc.
Infinitives
live abroad, be famous, work for a big company, move to a different city, be The future with going to
fluent in English, go to Thailand, get married, travel abroad, find a new job, I’m going to find a cooking school on the Internet.
have a child, take the TOEIC test, go to Egypt, run a marathon, lose two kilos,
become a singer, start a business

Objectives:
} Students start thinking about their
personal goals.
Important Point:
} At this early stage in the unit, focus more
on the theme of the unit—personal goals—
than the language presented on this page.
} You can change the focus of this page
easily depending on your students’ ages
and aspirations. For example, junior high
school students are more focused on
entering senior high school than working
for a big company.
Books open. Focus attention on the goals in

the Unit Challenge box. Tell students that they
will create their own action plans to achieve a
personal goal in the Challenge.
Ask questions about your students’ plans.
Depending on their ages, ask questions such as,
In five years, where do you want to be? Do you
want to be married? What kind of job do you
want to have?
A
Focus attention on the pictures. Pre-teach or elicit
abroad, famous, big company, fluent. Explain that
abroad means in another country and that fluent
means being able to speak a language without
difficulty Ask, Do you want to do, or to be, these
things in the future? Then have students rank the
goals by checking the pictures.
Optional Activity: Elicit other goals and write
them on the board.
B
Have two volunteers model the example
conversation. Then have students do the activity
in pairs.
ote
Additional Activity Culture N rs do not
say Make sure students notice the particle to in the
E n g li sh speake
Ask students to describe a goal that they have Na ti ve Usuall ,
y example. Elicit similar examples, such as, Do you
c o m p a n y employee.
already achieved. Give some examples, such as, I I’m a tion or role want to live abroad? Do you want to be famous?
eir occupa
passed the high school entrance exam. I got my they say th r example
, I’m Ask follow-up questions, such as, Where do you
mpany; fo
within a co arketi g.
n
nt. I’m in m
driving license./ I passed my driving test. want to live abroad? Where do you want to move
an a c c o u n ta
to? Why do you want to work for a big company?
Optional Activity: Have students come to

Language Support
the front one at a time, to draw their goals on
When you agree with a positive statement, use Me too. When you agree with a negative statement, use the board. Have other students guess what the
Me neither. or Neither do I. In the example, Me too. is said in agreement with the statement I do (want drawings mean.
to live abroad).
Someday is a useful time word when discussing future plans, as the time is vague.

Personal Goals 29
Objectives:
interviewing someone about his/her
goals.
Important Point:
} This page introduces would like to and be
going to. Would like to describes a wish
✔
for the future. Be going to is used for
future plans and intentions.
A
Write, What’s something you’d like to do? and I’d
like to . . . on the board. Explain that you’d like
to means you would like to. Draw a stick figure
of someone freezing in the cold. Then draw a
thought bubble, showing the stick figure standing
under a warm sun. Say, I’m cold. I’d like to go to
Hawaii. Repeat this procedure with tired, I’d like to
go to bed and hungry, I’d like to have dinner.
Now write, What would you like to do this
this winter
weekend? Elicit answers and write them on the
board.
Pre-teach or elicit cook, Thai food, open a
restaurant, save. Mime cooking. Explain that open
tonight
a restaurant means to start a new restaurant
business. For save, write bank on the board; then
mime putting money from your wallet into the
by November
bank.
Play the recording.
B
Write, I’d like to . . . and I’m going to . . . on the
board. Explain that would like to is something that
we want to do, and going to is something we plan
to do. Do this by pretending you have no money
and say, I’m going to go to the bank.
Have students predict the missing time
Additional Activity
expressions, before playing the recording again.
Have students practice giving advice. In groups or as a
whole class activity, students take turns making statements
with I’d like to . . . Other students make suggestions, using,
Optional Activity: This is a good place to
Well, I think you should . . . For example,
practice months and other time expressions, such
A: I’d like to save $100.
as next month, next year, etc.
B: Well, I think you should eat at home next month.
C
write it on the board. Show how students can Language Support
substitute the items in activity C into the model. Be going to and will are both used to describe future plans and intentions. Be going to is usually used
Have students do the activity in pairs. for definite plans that are made before the time of speaking. Will is usually used for decisions made at
the time of speaking—There’s the phone. I’ll get it.

30 Unit 3
Objectives:
} Students understand how to explain
personal goals using would like to and
really want to.
Important Point:
} Focus on accuracy as students do this
stage of the lesson.
} The target language on this page can be
presented as fixed expressions. There is
no need to complicate the presentation by
teaching the subjunctive mood.
} Have students practice the conversational
expressions using appropriate intonation
and gestures to show interest.
Focus attention on the statements in the chart, I

would like . . ., and I really want to . . . Explain that
these essentially mean the same thing, but that
really want to is stronger in meaning than would
like to.
A
Focus attention on the example. Ask students
(Answers will vary.) I would like to travel abroad this summer. questions such as, Who would like to take the
I would like to find a job before I graduate. TOEIC test this year? What’s the TOEIC test?
I really want to have a child within ten years. Write What and When on the board. Elicit other
I really want to take this TOEIC test this year.
goals and time expressions and write them under
I would like to write a book someday.
the appropriate heading on the board. Then have
students do the activity.
This is a good opportunity to check students’
understanding. Walk around the class as they
work, to see how they are progressing.
For Multilevel Classes: Encourage stronger

students to use their own ideas rather than the
goals in the book.
B
Focus attention on the photos and the useful
Culture N
ote expressions. Elicit or pre-teach other expressions
The TOE
Additional Activity IC® is th such as, That sounds amazing. I think that’s a
Internat e Test of
ional Com English f
m unication or great idea. Model these and show how they
Have a show of hands to determine what the who are f . Students
amiliar w
most popular and least popular goals are. Follow be intere ith the t should be said with meaning, using appropriate
sted to le est might
Japanese arn that facial expressions and body language.
up by finding out why so many students want students Korean a
make up nd
to do the most popular things, and why so few the stude o ver 80% Have students do the activity in pairs.
nts who t of
ake the t
want to do the least popular things. est annua
lly.
Language Support
Make sure students do not confuse I’d like to . . . with I’d like . . . The latter expression (without to) is
used when ordering something. For example, I’d like a regular coffee, please.

Personal Goals 31
Objectives:
} Students are able to give reasons for a
variety of goals.
Important Point:
} The end of this page is a good place to
stop if you are doing the unit in two classes.
} This page recycles I would like to . . .
and introduces clauses with because as
new language.
A
Write one of the example sentences from the
Working on Language chart on page 31 on the
board. Underline the What clause. Circle the
When clause. Label each clause What and When.
For example, I would like to go to Thailand
next month. (Answers will vary.)
it’s a good way to share information.
Now, erase the When label and write because. (Answers will va
ry.)
we want to do something as a class.
Then erase the When clause and replace it with it’s Friday to
day!
tonight. we’re interested in technology.
Code” is on TV
because I need a vacation. Then focus attention “The Da Vinci
to morrow.
udy for a test
on the other examples in the chart. we have to st
Pre-teach finish class early, class blog before

doing the activity.
Model the example for the class. Encourage
students to come up with as many reasons as
possible. Elicit several examples and have a show
of hands to decide which reason is the best.
I would like to travel abroad this summer because I want to practice my English.
B I would like to find a job before I graduate because I don’t want to be unemployed.
Have students look back at activity A, page 31, I really want to have a child within ten years because it’s easier to have a child when you’re younger.
before doing this activity. Elicit several goals and I really want to take this TOEIC test this year because I need it to get a job.
reasons before students do the activity on their I would like to write a book someday because I want to be famous.
own. Write several variations of reasons on the

board, such as because I’d like to . . ., because I
want to . . ., etc.
After students have written their goals, have a
pair model the activity. Write the question and
answer on the board. Encourage students to use
appropriate intonation. Additional Activity
Have students write because phrases on
pieces of paper. Collect and redistribute
more detailed answers.
them. Then have students write
Variation: Students can do this as a whole class appropriate What phrases, as in the
activity, walking around the classroom. language chart.
Language Support
Other reason clauses you might like to teach are since and as. For example, I’d like to go art school
since I’m really good at art. I’d like to get a job as I want to earn some money.

32 Unit 3
Objectives:
} Students are able to make suggestions
about other people’s goals.
Important Point:
} Explain to the students that they don’t
✔ ✔ have to understand every word to be able
✔
to understand the listening activity.
✔
(Answers will vary.) He should buy a map.

A
He should buy a suitcase.
Focus attention on the picture of the Sydney
Opera House. Ask students questions about it,
such as, What building is this? Where is it? What
can you do in this building?
Pre-teach TOEFL, cash, travel agent, travel
insurance. Explain that TOEFL means the Test
of English as a Foreign Language. Cash means
“money.” A travel agency is a company which
sells vacations, as well as airline and other travel
tickets. If you have a health insurance card, show
it to your students to teach insurance.
Play the recording.
B
Focus attention on the example. Then write I
think you should . . . on the board. Elicit possible
answers before students start the activity on their
own.
If you have any students in your class who have
studied abroad, ask them to share some of their
experiences.
Optional Activity: Encourage students to

prioritize their suggestions, from most important
to least important.
Culture N
ote C
Additional Activity The TOE
FL® is th
Foreign L e Test of This activity is open-ended, and does not relate
anguage. English a
Have the class work together to decide something It is an a sa
of Englis cademic to Luis’s trip to Australia in the previous two
they’d like to do as a whole class. They should h. Many c t e st
in North olleges a activities. Allow time for each group to choose one
America nd univer
gather advice, and work out the steps. and elsew s it ie s
foreign s here req goal before beginning the activity. Students can
tudents t uire
being adm o t ake the t
itted. est befor use a goal from activity A on page 31 or one of the
e
pictoral prompts on the page.
Model the example conversation with a student.
Language Support
Encourage the class to provide additional
Students may be familiar with the expression You had better . . . You had is the formal, written form suggestions, such as, I think you should learn
and You’d is the spoken form. This expression is no longer common as it sounds too preachy and some Arabic. I think you should save some
didactic. Explain that You should is . . . more natural. The phrase I think you should . . . is a way of money.
softening your advice.

Personal Goals 33
Objectives:
} Students prepare an action plan and
explain their idea to one or more partners.
Important Point:
} Before doing the activity, have students
bring in colored pens and sheets of
drawing paper large enough for their
classmates to see their drawing.
} Make sure students choose goals they
really want to accomplish, and encourage
them to take their Action Plan posters
home and use them.
} Encourage students to brainstorm as many
ideas as possible during activity B, and
explain that their ideas serve as the basis
for the critical thinking activity.

(page 30). Ask students, What would Sang-mi like
(Answers will vary.)
to do this winter? Elicit answers such as, She’d like Find some musicians—1
to go to Thailand. She’d like to learn how to cook. Put an ad in the newspaper for a singer and a drummer—3
If necessary, play the recording Put some posters around campus—2
Give a free concert—6

to model the Challenge.
Choose a name—4
A
Write some songs—5
Focus attention on the chart. This brings together
the new language students learned previously
in the unit. Elicit an example and write it on the
board.
B
Put students into pairs and focus attention on
the model conversation. Tell students that the
conversation introduces the new expression, So
how are you going to do it? You can teach this
as a fixed expression. Explain that each student
should help each other to prepare a list of six Culture N
ote
things they should do in order to achieve their Critical Thinking Many coll
eges and
Asia have universit
own goals. Have students take turns, speaking one school fe ies in
Suggestions are more useful when given in a are not a stivals. T
at a time. s common hese
certain order. For example, from what someone of the wo in other
Encourage the partners to use expressions such rld. r e gions
should do first, second, third, etc., or from the
as, Why? How are you going to do it? What next?
most important to the least important.
When are you going to do it?
Language Support
Teach students sequence words, such as first, next, then, etc. Have students use these, where
appropriate, when they are giving advice in a group. For example, First you should . . ., Next you should
. . ., etc.

34 Unit 3
C
Have students look at the example start a rock
band on page 35. Make sure students notice the
time expressions as well as the steps that are
outlined. Explain that all good action plans have
time goals, and have various stages in the plan
identified. Encourage students to choose a time
goal for each item on their list. Point out the
logical order of the plan.
Then have students do the activity. Allow plenty of
time for them to make their posters.
D
This activity gives students an opportunity to
present their plans to the class.
You can allow the class to ask questions at any
time during the presentations, or ask students to
keep their questions until the end. If you allow
interruptions, teach useful expressions such as,
Can I ask a question? May I interrupt? Yes, of
course. Go ahead.
Focus attention on the Presentation Tip. Usually, a
presenter introduces him or herself and mentions
the purpose of their presentation at the start. You
might also explain that all good presenters start
with a “hook”, which is a statement, question, or
gesture that grabs the attention of the audience.
Variation: Put the posters on the walls. Have

students walk around the class, so that they can
see each other’s posters.
Reflection Time
Additional Activity
In groups, have students imagine that it is the future, and that they have already achieved their goals.
Encourage students to have fun and be creative. Students should describe what happened. Provide
some model language on the board. For example, I interviewed other musicians. We gave a free
concert. A famous rock star saw our concert. He contacted his recording company. They came to our
next concert. Elicit statements in the past simple tense, before students do this activity.
Language Support
Pre-teach the following expressions before students do their presentations:

I want to tell you about my goal. Let me tell you my first step.
Does everyone understand? Any questions?

Personal Goals 35
Objectives:
as class expansion activities. p a s s p o r t
Important Point: t
} Additional listening and speaking exercises u
can be found in the Spoken English section c h i l d r e n
at the back of the student book. a y

} There is a unit assessment that tests n
d r i v i n g c
of this unit. See page 132 at the back of this
y i a
c s
F r e n c h
A y
Students read each sentence and write the missing

word in the crossword puzzle. If students have
difficulty with the activity, write the answers
(and include a few extra words as distractors)
on the board as a reference. After students have
completed the activity, they can check their
B
Have students think of one friend or classmate
for each goal, as they do this activity. This is a
personalized activity, with no correct answers.
can compare their answers with a partner.
2
C 2
Students can write answers to these questions, if 1
they aren’t able to discuss them with a partner. 1

2
Level Up Activity
You can use have to and need to instead of must to say that something is necessary or extremely
important. Note that have to and need to are both conjugated as regular verbs and therefore require
an auxiliary verb in the question form. For example, Do you have to save some money? Do you need
to buy a ticket?

å Photocopy this form. Use it to give feedback to students for the presentation carried out on
page 35, activity D.
ç Before students make their presentation, give one form to each student watching the presentations.
Review the evaluation categories and suggest the types of comments they could make on their
friend’s presentation. This will also help improve the students’ presentation skills.

36 Unit 3
Presentation Feedback Form
From: (Your name)____________________________________
To: (Classmate’s name)________________________________
Strong Points Things to work on
1. Interest
2. Language:
Grammar and
Intonation
3. Body language
and eye contact
4. Use of visuals
Comments:

PROJECT 1
Objectives:
} This project allows students to practice
the language and skills presented in the
previous units.
Important Point:
} This project can be done as an
individual or group assignment. It can
be completed in or outside of class.
} Review each activity in class before
assigning the project as homework.
Books closed. Elicit what students know about

self-improvement plans. Ask them to describe
any self-improvement plans they have seen
advertised on TV,
or in books or magazines. Elicit the kinds
of things people commonly do to improve
themselves. For example, lose weight, get more
exercise, take a yoga class, etc.
Books open. Focus attention on the goal of the
project—students make a poster and present it
to the class.
A
Do this activity in class, even if you are
Have students look back at Unit 3. Focus
attention on the language of talking about the
future, making suggestions, and setting goals.
Then have students do this activity.
Ask students if they can relate to the situations
in the pictures. Make sure students understand
the concept of wanting to improve yourself.
Elicit advice that students might give for each
situation. For example, what other advice can
students give to someone who wants to make
more friends. Elicit suggestions, such as, join a
volunteer organization, get a part-time job, etc.
Optional Activity: Ask students to explain Optional Activity: In some classes, students will enjoy sharing personal information. In classes where
how doing these things will improve the lives students are more reticent, have students write profiles of people they know. The profiles should include
of the people in the pictures. For example, How personal traits in need of improvement. Present language that students can use such as, He needs to . . .,
will making new friends improve the life of the She should . . ., etc. Students can use these fictional roles, rather than their own personal information, in
person in the first picture? Elicit ideas such as, this activity.
She won’t be lonely. She’ll be more active.
Variation: Students can do this activity at home on their own.
B
Encourage students to refer to Unit 3 as they do
this activity.

37
C
If students do not want to draw, they can use
pictures from magazines, or downloaded images
from the Internet to make their poster.
There are “before” and “after” sketches of a
student in the student book. Have students look
at these pictures as you explain how to organize
the poster.
D
Review the Presentation Tip of introducing
yourself in the student book on page 35.
If necessary, review the language of introductions
in Unit 1.
This is a good opportunity to review the Critical
Thinking tip of putting suggestions into a logical
order, in the student book on page 34. Have
students do this before students explain their self-
improvement plans to their classmates.
There are too many students in my classes, so I can’t talk to the teacher.
There are too many exams, so I am always stressed out.
The school fees are too high, so I have to work two part-time jobs.
We don’t have any lockers, so I have to carry my books all day.
Additional Activity
Have students bring in articles (in English) from the Internet,
about celebrities who are having trouble. Have a class discussion
about how the celebrity might solve their problems.
Language Support
Negative imperatives are quite simple to form, by placing don’t

before the base form of the verb. For example, Go to bed before 11
o’ clock. Don’t go to bed late. Drink healthy drinks. Don’t drink too
much coffee.

Project 1 38
4 Believe It or Not
Unit at a Glance
Theme
Important Points:
Telling short stories about personal experiences
} The Challenge is a Truth-Lie Game. In groups, students tell
personal stories to each other, some are true and some are lies.
Rationale The other students have to guess if they are true or not.
As people get to know each other, they often share past personal experiences. } When teaching the students how to respond while listening,
People do this by telling stories about themselves. This unit focuses on simple get them to work on intonation as well. You might point out that
storytelling skills. even short, well-intoned utterances, such as Really? are an easy
way to sound far more fluent.
Skills
• Describing past experiences
• Fluency: Reacting to other peoples’ stories using intonation and expressions
Language
Past simple tense
I went to a concert with my sister two years ago. We saw Madonna. Adjectives related to feelings
She was amazing. great, strange, awful, amazing, terrible, horrible, scary, sad, funny
Present perfect tense with Have you ever . . . Expressions to introduce a story
Have you ever (eaten something strange)? Yes, I have. Listen to this.
gone camping, had a pet, made a snowman, ridden a horse, seen a ghost, Guess what.
been on television, told a lie, taken music lessons, seen a crime, lost anything Let me tell you about . . .
valuable, had an unusual friend, been really scared
Time expressions
last year, last summer, one day, two years ago, last week, when I was little,
three years ago, last night

Objectives:
} Students tell each other about interesting
personal experiences.
Important Point:
} At this early stage in the unit, focus
more on the theme of the unit—personal
experiences—than the language presented
on this page. Later activities focus on
accuracy.

Unit Challenge box.
Have students describe the pictures. Then have
students describe their own experiences of
vacations, movies, and concerts. Elicit other kinds
of memorable experiences, such as dining at a
good restaurant or meeting someone interesting.
Write them on the board.
Have students describe experiences that were not
good. For example, getting lost or going to a really
bad party. Write them on the board too. Have
students ask each other follow-up questions. Elicit
the Wh- questions: Where? Who? What? When?
Focus attention on the interview prompts.
Encourage students to do the activity as freely as
possible, without thinking too much on whether
their language is correct or not. If students cannot
talk about any of the experiences in the student
book, have them talk about the experiences
written on the board.
Optional Activity: When students have

completed the activity, have them tell the class
the most interesting thing they learned about
their partner. Write prompts on the board. For
example,
My partner went to _______. She/He went
Additional Activity to _______. She/He saw _______. The most
Have students brainstorm different kinds of trips, movies, parties, and concerts. For interesting place she/he visited was _______.
example, Allow time for students to prepare, and to re-
Trip: a business trip, a vacation, a study trip interview their partner if necessary. Have a show
Movie: an art-house movie, a Hollywood blockbuster, a teen romance of hands to decide who in the class had the most
Party: a birthday party, a New Year’s Eve party, a Christmas party interesting experience.
Concert: an outdoor concert in a park, a music festival, a free concert, a school concert
Language Support
Expressions such as, That sounds great! are usually said with a particular intonation to convey maximum
meaning, Often, each word is very clearly enunciated, with a strong emphasis on That and great.

Believe It or Not 39
Objectives:
telling real and made-up stories about
personal experiences.
Important Point:
} This page introduces questions with Have
you ever . . . and answers in the past tense.
} Students evaluate if their partner is telling
✔
the truth or lying. ✔
A
Focus attention on the picture. Write believe
and don’t believe on the board. Then model the
conversation. Shake your head and say Really?
in a doubtful way and point to don’t believe. Nod
your head and say Really! as though convinced
and point to believe.
Pre-teach strange, Canada, forest, bug. Write
usual on the board, and make statements like, I
eat noodles for lunch. Write strange on the board
took
and make statements like, I eat crayons for lunch.
went found
Draw a simple map to show Canada, and stick
ate was
figures for the other items. ate
Play the recording.
B
Ask What past tense verbs can you see? Elicit
took, ate, was, found, and went. Make sure
students fill in the missing words before they listen
for a second time.
For Multilevel Classes: Have stronger students
dictate the complete and correct paragraph to the
class.
C
Write Really? on the board and show how it can
Additional Activity
be said to express doubt or belief. Have students
Write on the board, 1. One day, I saw _____. 2. Once, I found ___. Elicit
repeat after you. Have students practice the
examples of famous people for item 1 and interesting things such as money,
conversation in pairs saying Really? to show belief
jewelry, snakes for item 2. Write them on the board. Have students write down
and disbelief.
complete sentences on pieces of paper, using real or imaginary experiences.
Then have students read their sentences to a partner. Their partner will guess if
they are telling the truth or not.
Language Support
Really? can mean That’s amazing! or Is that so? or I don’t believe you! depending on how it is said.
Often really is used to mean “very” as in It’s really expensive. and to emphasize something, as in I really
like Indian food. Really, as used to mean very, is presented on page 43 of this unit.

40 Unit 4
Objectives:
} Students understand how to describe past
experiences in detail using the past tense.
Important Point:
} Count nouns take a or an. Non-count
nouns and proper nouns don’t; for
example, I found money. I saw Reese
Witherspoon.
} Students may make the error I was boring.
Make sure they use -ed adjectives with the
pronoun I.
er FI race / with my best friend
concert / with my sist
(Answers will vary.) pop } Have students practice the conversational
two years ago
last year } Activity A links to the Level Up section of
crash
Britney Spears
Focus attention on the example in the chart. Make
sure students recognize how much information is
contained in the sentence I went to a concert with
horrible
great my sister last week. We saw Madonna. She was
amazing. This statement provides information
on what the speaker did, who he/she went with,
when they went and whether or not they enjoyed
themselves. Effective communicators provide
detailed explanations. This makes what they say
interesting and informative.
A
Elicit examples of interesting experiences and
write them on the board. Have students provide
as many different verbs as they can; for example,
went, saw, visited, tried, bought.
Have students write sentences rather than notes.
This will give you a chance to check students’
understanding. Walk around the class as they
work, to see how they are progressing.
Culture N B
ote
F1 means Focus attention on the useful expressions. Elicit or
Additional Activity Formula O
This is th ne motor pre-teach other examples such as, Listen to me.
e most po racing.
Have students practice the “feeling” competit pular mot
ion in the or racing Wait until you hear this. I have a great story for
expressions and useful expressions with Madonna world.
is a singe you. Write the expressions on the board. Then
the appropriate emotions. author, a r , dancer,
nd songw actress, model them and show how they should be said
States. S r iter from t
he was bo he United with meaning to establish suspense.
rn on Aug
ust 16, 19
58. Model the example story for the class.

Language Support present their stories to the class.
Wh- questions require a detailed answer. You can’t answer Yes or No to a Wh- question. Explain
that asking Wh- questions is a good conversation management strategy, as these questions keep the
conversation going.

Objectives:
questions that begin Have you ever . . .
Important Point:
} Students may make the error, I have went.
Make sure they say, Yes, I have. I went . . .
A
Write, Have you ever gone camping? on the
board. Then write, Yes, I have. I went camping
to (place) last year. Explain that if we describe a
specific time in our answer, we need to use the
past simple tense. Write other examples on the
board. For example, Have you ever eaten sushi?
Yes, I have.
Focus attention on the verbs in activity A. Ask,
What’s the past participle and simple past of
“go?” Elicit gone/went. Repeat this procedure for
the other verbs.
Pre-teach or elicit the past simple tense and past
participles of the verbs. Write I go, I went, I have
gone on the board. Point to the past and past
participles to elicit had/had, made/made, rode/
ridden, saw/seen, was/been, told/told, took/taken.
Write these on the board.
Model the example for the class.
B (Answers will vary.) Have you ever borrowed something without asking?
This is a good place to check if students Have you ever broken any bones?
Have you ever cheated on a test?

understand how to ask and answer Have you
Have you ever traveled abroad?
ever . . . questions. If students have difficulty with
the activity, focus attention back on the examples
in activity A. If necessary, you can have students
do activity A again.
Then put students in groups. Have two students
model the activity. Write the question and answer
on the board. Make sure students are using Yes, I Additional Activity
have. or No, I haven’t. correctly. Write the items, gone camping, etc. from
activity A on separate pieces of paper or
For Multilevel Classes: Have students who
card. Have individual students take a card
finish early write answers to their questions or go
at random and mime what’s on the card.
to the When You Have Time page.
Variation: Students can do this walking around

the classroom. Language Support
We often use questions with Have you ever . . . to ask general questions about someone’s past
experiences. This is the present perfect. Negative answers are No, I haven’t. or No, I have never . . .
Positive answers are Yes, I have. If we refer to a specific time in our answer, we use the past tense. For
example, Yes, I have. I went . . .

42 Unit 4
Objectives:
} Students are able to tell stories with
greater confidence.
} Students understand how to listen to a
story and react to what they hear.
Important Point:
} For the listening activities, explain to
students that they don’t have to understand
every word to be able to understand the
main idea of the story, or to do the activities.
3 2 1 4
A
Focus attention on the pictures. Ask What do you
see? Have students describe the pictures. Write
✔ ✔
the main details on the board. For example, poor
✔ ✔ ✔ man, dogs, etc.
✔ Have students guess the order before they listen.
Explain that they need to order the pictures by
writing 1, 2, 3, etc.
Pre-teach along a river, bridge, homeless man,
cardboard box, to beg, medicine before playing
the recording. Point to the pictures as you pre-
One day my sister
teach the vocabulary.
a convenience store
David Beckham red

For Multilevel Classes: Ask stronger students to
look at the pictures and retell the story.
I like your
haircut a UFO Play the recording.
surprised
B
Focus attention on the expressions. Model them
before doing the activity.
Play the recording again.
C
Focus attention on the expressions Guess what?
and Listen to this. Explain that we use these to
make the stories interesting.
Make sure students understand the prompts, a
Additional Activity
place, famous person, etc. Give examples of each,
Have students choose one story in activity C, and if necessary.
draw a cartoon strip like in activity A. Then have Before students tell their stories to a partner,
students show their cartoons to a partner. focus attention on the expressions in activity B.
Model these with a variety of intonations to show
different meaning, such as surprise, disbelief,
anger, sympathy.
Language Support
Have students model Guess what? and Listen
The expression the poor man is often used to show sympathy. Poor can have the meaning of to this. Encourage them to tell each story with
“unfortunate”. The expression It was so touching means “It touched my heart.” or “It made me suspense and exaggerate their responses.
emotional.” Have students change partners at least twice.
That’s really funny. means That’s very funny. Students should practice both parts of the activity.

Objectives:
} Students tell interesting stories and answer
questions about them.
Important Point:
} Explain that students need to answer Yes, I
have. for every Have you ever question
they are asked, and then answer with a
true experience or a lie.
} Students can also play the game in groups
of three or five.

(page 40). Ask students, Did Steven tell the truth
or a lie? Elicit the answer, He told a lie.
A
Focus attention on the example, I ate an eraser
once. When we don’t mention exactly when we
did something, we often use the word once.
This shows that when we did the action is not
important.
Have a student read the example to the class. Ask,
Do you believe this story? Elicit answers. Explain
that if the writer did eat an eraser, then the story
is true. Explain that if he or she didn’t, then the
story is a lie.
Then tell the class a story about something
unusual you ate, also telling them that it is either
true or a lie. For example, you went to Chiang Mai
in Thailand and ate bamboo worms, a delicacy in
Thailand. Then focus attention on the Truth or Lie
buttons in the student book. Have students press
the appropriate button for whether they believe
you or not.
Finally, have them work individually to write
answers to the two questions, which are the first Additional Activity
two questions in the game. Emphasize that one Teach the word actually. Explain that we often use actually to emphasize something we say
answer must be a completely true and that the that is unusual or interesting, or to soften when we disagree with someone. For example,
other must be completely false, a lie (but not A: Have you ever eaten an eraser? A: That sounds terrible.
necessarily in this order). Also, emphasize that B: Actually, I have. I ate an eraser in school once. B: Actually, it wasn’t so bad.
they must not tell anyone else which one is the lie.
Make sure students understand that their answers
need to be detailed. Detailed answers are more Critical Thinking
vivid and potentially convincing than simple ones. Before students play the game, ask them how they will guess if someone is telling the truth or lying.
Explain the basic physical and verbal signs of lying. When people tell lies, they tend to take longer
to say something and be vague. They might seem tense and concentrated, with higher voices than
usual. They might press their lips together. They might stare at you harder, look away, or look to the
side, and often, just for an instant, their faces might show their real feelings.

44 Unit 4
B
Focus attention on the instructions. Explain that
students take turns asking every student in the
group the same question. Every student must
answer Yes to this question, and then answer
with a true experience or a lie. Other students in
the group may ask the speaker questions, and
then they should show whether they believe the
speaker by pushing the Truth or Lie button on
the student book page. Finally, the speaker says
whether the story was true or not and scores are
tallied.
Tell students that their answers should be
completely true or completely false.
Have students model the conversation and actions
in the picture.
Focus attention on the five questions in the
chart. These are the questions that every student
must ask and answer. Make sure that students
understand each question. Pre-teach crime,
valuable. To explain crime, sneak around the
classroom and pretend to take people’s bags or
books. For valuable, give students examples of
items that are expensive and/or important to you,
such as a ring, a watch, an iPod, or a personal
photo.
Model the first question as an example before
beginning the activity. Elicit from students whether
or not they believe you. Have them push the Truth
or Lie button.
Explain the scoring system. The listeners get one
point each if they guess correctly. They should
write in their scores in the chart each time a
student tells a story.
Optional Activity: Ask students if they can

describe why they believed or did not believe their
classmates’ stories. Was it body language, lack of
Additional Activity eye contact, hesitation, etc?
Focus attention on page 43, activity C. In pairs, have Variation: Have the storytellers collect points
students think of another interesting story and write their as well. The storyteller gets one point for each
story as a conversation. Have the stronger students act listener who guesses incorrectly.
the conversation out in front of the class.
Reflection Time
Language Support
You can pre-teach the following expressions before starting the game.
I think she’s lying. So do I.
Actually, I don’t. I think it’s the truth.
I think it’s a lie. You’re right. It’s a lie.
You’re wrong! It’s the truth.

Objectives:
Important Point: b r l
} There is a unit assessment that tests o i l e
students’ knowledge and understanding f o u n d o a

of this unit. See page 133 at the back of this g d s r
teacher’s edition. e a t e n
h
t n e
h a d
A
Students complete the crossword with the past
participles of the verbs.
B
Student may like to know the following trivia: True
1. Apples are the favorite fruit of Steve Jobs, one False
of the founders of Apple Computers. Macintosh is

True
a variety of apple.
False
2. The name comes from the words sonus, which
means sound, and sonny, which means bright False
youngster in US slang. True hilarious
3. Hotmail contains the letters HTML, the

True
computer language used to write the base of web
deafening
pages. The service was launched on July 4, 1996
(Independence Day) in the United States. terrified
starving
4. Panasonic made audio speakers first. The
Panasonic name was created from pan meaning
all and sonic meaning sound. huge
5. The name Disneyland comes from Walt Disney,

the creator of the Disney organization. Their most
recent theme park is Hong Kong Disneyland.
6. Microsoft was founded by Bill Gates. Windows
is its best-selling product.
Level Up Activity
7. CISCO systems is a computer networking
This is a vocabulary activity which presents and practices adjectives. When describing something,
company based outside San Francisco, California.
encourage students to be more specific, so that their meaning is clear. Explain that terms such as nice,
C
good, or excellent, lack a precise meaning—one person’s idea of what good is may differ from another’s.

å Review the sample questions and answers before doing the quiz. Make sure students know the
vocabulary items, such as white lies, skip school.
ç Have students answer the questions and exchange papers with a partner.
é The partner checks the answers and the students discuss the results in pairs.
è Find the most honest person in the whole class.

46 Unit 4
Honesty Quiz
How honest are you? Read the quiz and answer a., b., c., or d.
1. Have you ever cheated on a test?

a. never b. sometimes c. frequently d. all the time
2. How often do you tell “white lies?”

3. Have you ever been on a secret date with someone who was not your girlfriend or boyfriend?
4. Have you ever pretended to be sick to skip school or work?

5. Have you ever said I’ll call you after a first date when you know you won’t?
6. Have you ever lied to your parents about where you were?
7. Have you ever cheated the subway by pretending to lose your ticket?
8. Have you ever lied about your age or height?

9. What do you do when a store clerk gives you too much change?
a. give back the change
b. give back the change and feel sad Answer Key:
c. keep the change and feel guilty Mostly a’s: You are really honest. You should work in a bank.
d. keep the change and feel happy Mostly b’s: You are quite honest. Keep it up.
Mostly c’s: You are not very honest. You need to try harder.
Mostly d’s: You are not honest at all!
Did you answer these questions truthfully?

5 Where I Grew Up
Unit at a Glance
Theme
Important Points:
Discussing past routines and important memories
} If you have a class of high school students who are all
living in the same town, change the focus of this unit to “my
Rationale neighborhood” or “my block.”
People often like to talk about where they grew up and the special places in } This unit can be adapted to address a specific stage of life, such
their hometowns. They might also guide a visitor around their hometown. as first year of work memories, or childhood memories.
This unit gives students these competencies. } Emphasize to students that they are learning more than just
describing memories; they are also learning how to guide a
visitor around their hometown.
Skills
} This unit does not present how to give directions. However,
• Describing past routines and important memories
if you wish to teach or review the language of giving directions,
• Fluency: Making descriptions more vivid
you can do this in the Challenge.
Language
Explaining past routines with used to + when Present simple tense
I used to go to the park when I was little. Why is that place special for you?
When I was in high school, I used to play baseball. Do you still go there?
Past simple tense Location words

How often did you go there? Every day. a park, a scary place, a store, a place to play sports, a stadium, a relative’s
What did you do there? We used to talk about our dreams. house, hometown, river, college, (junior) high school, elementary school

Objectives:
} Students start thinking about places in
their hometown that hold special
memories.
Important Point:
} This page introduces the idea that places
have important associations and memories.
} The term special places is the key
expression in the unit.
} Make sure students notice that the present
tense is used when describing places that
still exist and the past tense for places that
are no longer there.

Unit Challenge box. Tell students that they will
make presentations on their hometowns in the
Challenge.
Have students describe the places in the pictures.
Then elicit words that students associate with
these places. For example, for a park, elicit words
such as, enjoyable, friends, picnic.
Explain that special places are places that hold
important memories for us. Ask students to name
some special places in their hometowns and say
what happened at those places. If necessary, tell
students about a special place in your hometown.
A
Pre-teach or elicit possible scary places in a town
such as train tracks, prison, cemetery; kinds of
stores such as clothing store, department store;
relatives such as aunt, uncle, grandparents,
cousin; and sports facilities such as tennis courts,
swimming pool, etc.
B
Focus attention on the model. Write it on the
Culture N board. Show how students can substitute their
ote
In some own ideas into the model.
cultures,
hometow the notio
Additional Activity n is quite n of a Asking follow-up questions is an essential
States, f vague. In
or examp the Unite conversation strategy. Once students have
In groups, have students describe famous le, many d
move fre f a milies completed the activity, ask pairs to repeat their
places (sports stadiums, landmarks, etc.), quently. A
people id s a result
entify mo , many conversations for the class. Have the rest of the
while other students guess the place. state rat r e with th
her than eir home class ask follow-up questions, such as How often
a hometo
wn. did you go there?
Language Support Optional Activity: Have students draw simple

pictures of the special places in their hometown.
Students may confuse What’s it like? with Did you like it?
Then have students write two or three sentences
about their pictures.

Where I Grew Up 47
Objectives:
sharing information about their
hometown and past lives.
Important Point:
} When doing this page, focus more on
the general theme of remembering the
past rather than on the structure used to.
This structure is covered in greater detail ✔
on the following page.
A
Focus attention on the picture. Ask, What are they
looking at? Elicit, They are looking at a map. Then
ask, What do you think they are talking about?
Elicit, They are talking about Ana’s hometown.
Ana is telling Ethan about the things she did.
Pre-teach the future and the past. Do this by
writing several past years and future years on
the board. For example, to teach the past, make
Why
statements such as, In 2004, I went to London.
Then, for the future say, In 2020, I’m going to
How often
move to Brazil.

Play the recording. What

B
Focus attention on the conversation. Have
students model them for the class. Do
Have students write the missing words, before
playing the recording again. Encourage students
to listen for the questions, without focusing too
much on Ana’s answers.
dictate the complete and correct conversation to
the class.
C Additional Activity
Focus attention on the model in activity B and Have students write down two more questions that Ethan could ask Ana. Then have the
write it on the board. Show how students can class stand up. Have each student read their favorite question. Write the questions on
substitute the items in activity C into the model. the board. Students can sit down only when they have presented their question to the
Have students do the activity in pairs. class.
Variation: Have students practice the Make sure students notice that questions about specific events are in the past tense.
conversation again, substituting their own ideas Questions about how Ana feels now, or whether she still goes there, are in the present.
into the model conversation.
Language Support
Use the questions in activity B to reinforce the correct pronunciation of questions. Wh- questions have
rising then falling intonation on the last word of each question. Questions with implied Yes/No answers,
such as Do you still go there? have rising intonation on the last word.

48 Unit 5
Objectives:
} Students understand how to talk about
their past experiences using the structure
used to + when.
Important Point:
} Focus on accuracy as students do the
activities on this page.
} Students may confuse used to + infinitive
with be/get used to. Make sure students
do not say I’m used to go to a park near
my house.
On the board, write I used to go to the park

when I was little. Explain how used to describes
a regular action in the past. The infinitive form of
the verb always follows used to. The verb in the
time clause, when I was little, is usually in the past
soccer simple tense.
learn French
Show how the time clause can be put at the start
have a pen pal.
of the sentence without any change in meaning.
drawing.
For example, When I was little, I used to . . .
A
Focus attention on the photos. Elicit statements
about them, such as When he was little, he used
to play in the park/go rollerblading in the park.
Then have students write sentences about
themselves. This is a good place to check for
accuracy. Have students do the activity on their
own. Walk around the class to check progress.

write more original sentences, suggesting other
adverbial phrases, such as when I was a teenager,
when I was in kindergarten, etc.
Additional Activity
B
Students write three things they used to do on pieces of paper. Collect papers from four students and
Students tell what they wrote in activity A to a
have them stand up. Read interesting statements off their papers and the rest of the class guesses who
partner, and ask and answer follow-up questions.
wrote them. Repeat the activity several times.
Encourage students to show interest by using the
useful expressions.
Language Support If students have trouble generating follow-up
questions, refer to page 48, activity B, and review
Used to is used to describe something at an earlier stage in life, rather than just actions that occurred in
the examples.
the past, for example, When I was in junior high school, I used to play the violin. You cannot say, When I
had a test last month, I used to study hard.
Encourage students who are younger than 25 years old to say When I was younger, rather than When I
was young.
Explain that the final d in used to is pronounced [t] rather than [d], and that often used to is contracted, so
that it sounds like usetta. Have students practice this pronunciation.
Where I Grew Up 49
Objectives:
} Students are able to talk about interesting
personal experiences using the past
simple tense and used to + infinitive.
Important Point:
} Make sure students understand that used
to describes repeated actions in the past.
Single actions take the past simple tense.
A
This activity helps students determine when to use
used to or the past simple tense. Have students
decide whether the pictures depict regular actions,
such as play a sport, or single actions, such as get
hurt in an accident.
Focus attention on the chart with When did it
happen? What happened? and Where did it
happen? Point out that used to describes what
someone did regularly in the past. For example,
When I was ten, I used to play tennis at school.
Not, When I used to be ten, I played tennis at
school.
Elicit other time expressions and write them on
the board. For example, When I lived in another
town/was a baby/was younger, etc.

additional things about their past.
B
Before beginning the activity, elicit several follow-
up questions and write them on the board. For
example, What happened next? How did you feel?
Do you still (go there) now?
As they practice, encourage students to use the
expressions to show interest on page 49.
Optional Activity: Put students in groups and Additional Activity

have them each share an interesting story they Have students make cards with drawings and
learned about their partner. As students take captions, similar to the illustrations in activity
turns describing their partner’s experience, have A. Distribute these to the class. Have students
classmates ask follow-up questions. use these as conversation prompts.
Variation: Have students write one interesting
experience on a piece of paper. Collect the papers
and read them to the class. Have the class guess Language Support
whose experience it was. Although there is a question form of used to, it is more common to ask questions in the past tense than
with used to. For example,
A: I used to play tennis in high school.
B: Were you good? (rather than Did you used to be good?)

50 Unit 5
Objectives:
} Students are able to use their senses—
sound, sight and smell—to generate more
information about their experiences.
Important Point:
} The listening activity is a memory activation
and relaxation exercise. Make sure the
students understand that there is no
correct answer for this activity.
What: A soccer game with my dad
Where: In the city park

} Activity A links to the Level Up section of
When: 9 years old
Sounds: kicking a soccer ball
Smells: grass, trees A

es talking and playing Before doing the activity, have a brief discussion
Sights: park, trees, other famili
Feeling: hot, sunny day, happy, tired about memory. Ask, What are some of your
favorite memories? Then ask, What makes you
think of these memories? Elicit ideas such as, I think
of my old boyfriend when I hear that song. I think
of my grandmother when I smell bread.
Focus attention on the activity.
This is a relaxation and memory activation exercise,
rather than a listening comprehension activity.
Explain to students that they should follow the
instructions in their minds.
You should relax students before doing the activity.
Have students close their eyes and take several
deep breaths. If possible, play tranquil music for a
few minutes, while students sit with their eyes shut.
Play the recording.
For Multilevel Classes: Read the script for this

activity to the class instead of playing the recording.
Since you can judge students’ reactions, you can
control the pace of the activity, and repeat key
sentences if necessary.
B
Write on the board sights, sounds, smells, tastes,
and feelings. Have students consider all of their
Additional Activity
senses and experiences during the memory
Write prompts on the board such as, a proud
activation exercise. Then have students write down
moment, a touching moment, etc. Have students
all the things they remember.
remember the places where these kinds of events
C
took place and repeat the relaxation activity.
Go over the questions, and then elicit examples of
follow-up questions before doing the activity and
write them on the board.
Optional Activity: Have students take turns

describing memories. The other students listening
draw a picture of the speaker’s experience.

Where I Grew Up 51
Objectives:
} Students prepare a map of their hometown
and describe its special places to other
students.
Important Point:
} Make sure the students understand that the
places they choose should be special to
them, and not necessarily famous landmarks.
} Encourage the students to participate freely.
Don’t focus too much on accuracy.
} Provide additional support for this activity
by eliciting follow-up questions.
} Focus attention on the map in activity C
to give students an idea of the kind of
map they are expected to draw.

(page 48). Ask, What is Ana’s special place? Elicit,
a river in her hometown.
A
Model the Challenge by drawing a map of your
hometown on the board. Indicate one or two
special places, and tell the class why they are
important to you.

provide more details about why their chosen
places are special. For other students, you can
provide more structure for this activity by referring
back to activity pages 49 and 50.
B
Focus attention on the map that you drew on the
board. Then have students do the activity.
While students are working, walk around the class
and elicit some of the places that students are
drawing. Additional Activity
Encourage students to put as many details
Tell me about is a very useful conversation opener or conversation management tool. Tell me
as possible in their maps. This will help other
about is often used when a speaker wants to change the subject of a conversation, or ask for
students ask follow-up questions later.
more specific details such as, Tell me about yourself. Tell me about your job.
Variation: Students who do not like to draw can
write brief descriptions of places, which they can
then label with key words.
Critical Thinking
Optional Activity: In pairs, have one student
Have students consider the best way to attract and keep the listener’s attention when they are
describe the scene to their partner, who draws
preparing their tours. They should consider who they are talking to, what that person would find
the scene. Make sure students draw using pencils.
interesting, what they themselves find interesting, and what’s special and unique about the place.
Pre-teach expressions such as, Can you say that
again? No, that’s not quite correct, etc. before
doing this optional activity B.
52 Unit 5
C
Before doing the activity, elicit possible follow-up
questions and write them on the board.
Use the example to reinforce when used to should
be used. Emphasize how used to relates to every
weekend when I was in high school.
Tell students to imagine that they are taking
their classmates on a tour of their hometown, as
visitors. Model some of the language they might
use, such as Over here is where I went to school.
Write sights, sounds, smells, and feelings on the
board. Challenge students to include all these
senses in their descriptions at least once.
Have students point to their maps as they tell each
other about their special places.
For Multilevel Classes: If students have

difficulty generating follow-up questions, have
them go through the unit and write a list of the
appropriate follow-up questions that appear in
earlier pages.
Variation: Rather than having students do the

activity in pairs, have them practice in pairs, then
do the activity in small groups. One student stands
up and presents his/her map, while the other
students ask follow-up questions.
Optional Activity: Some students will share

potentially sensitive information. In preparation
for this, review the Critical Thinking question on
page 17 and the phrase May I ask . . .
Reflection Time
Additional Activity
1. Have students write a paragraph describing a special day in their youth at one of their special places.
2. After students have completed the Challenge, have them prepare a simple class survey about their
most memorable experiences. For example, students could ask each other:
a. What was your favorite holiday when you were little?
b. Did you ever belong to any clubs at school?
c. What was the most fun thing you did at school?
Language Support
You can pre-teach the following expressions before starting the game:
Next to (the bank) Behind (the supermarket) On the right/left
Near (the river) Opposite (the pharmacy)

Where I Grew Up 53
Objectives:
Important Point:
A
Students write a number next to each place. After
students have completed the activity, they can
check their answers with a partner. 6 3
Students may be interested to know the following 2 1
information: 4 5
Photo 3 is The Guggenheim—a modern art deafening, noisy, quiet
museum located in New York City. The museum

salty, delicious, spicy
showcases avant-garde art by early modernists,
such as Wassily Kandinsky and Piet Mondrian. huge, minute, colorful
This building, completed in 1959, was designed by

calm, delighted, devastated
the world famous architect Frank Lloyd Wright. It cemetery
was Wright’s last major work.
B church, Buddhist temple, cemetery
Students categorize the places from activity A. boat on a lake. It was quiet.
Their answers may vary. After students have a minute ant on a slice of melon.
arts center a spicy Indian curry.
completed the activity, they can check their
answers with a partner. devastated.
stadium, swimming pool
C
Level Up Activity
This is a vocabulary activity which presents and practices some adjectives associated with the senses.

å Photocopy this page and cut out the cards.
ç Students can play this game in groups of four or more. Give one set of cards to each group.
é As a warm-up activity, have students ask for and give directions to places in your neighborhood.
For example,
Question: Is there a (coffee shop) near here?
Answer: Sure. Go straight. Turn left on (X) street. Turn right on (Y) street. Go (2) blocks.
It’s on (Z) street. It’s in front of/next to/across from/behind the (supermarket).
è Have students choose cards at random. Every member of the group answers the question before
moving to another card.

54 Unit 5
Plan a Route
an Internet café a good Chinese a hotel a quiet park
restaurant
a subway station a public restroom a bookstore a convenience store
a trendy
a supermarket a bank a grocery store
clothes store
Supermarket
Park Coffee Woman’s
Shop Clothes
Japanese Store
Restaurant
Jackson Street
The Grand Internet
Adams Boulevard
Maple Avenue
Hotel Clark Street Café
Main Street
Subway
Fast Food
Restaurant
Chestnut Street
Chinese
Bank
Restaurant
Grocery
Store
Men’s
Clothes You are here.
Store
Oak Street
Bank
Bookstore
Convenience Clothes
Store Subway Store
Wells Avenue
Children’s
Clothes Bank Italian
Store Restaurant
©2010 Heinle, Cengage Learning. ALL Copyright © 2010 Heinle,

RIGHTS RESERVED Cengage Learning
6 Bargain Shopper
Unit at a Glance
Theme
Important Points:
Describing products and bargaining for goods
} If bargaining is not common your students’ country or
countries, make sure that you teach the concept and how to
Rationale bargain.
When traveling abroad, people often go shopping. For some people, it is the } Dollars are used as the standard currency in this unit, but
only interaction they will have in English in a foreign country. Learning how to this currency can be changed according to your circumstances.
interact with shopkeepers is an important skill, especially in countries where Alternatively, check the exchange rate for U.S. dollars into the
bargaining is done. This unit gives students practice in shopping and bargaining. local currency and teach students this value.
} The project following this unit—Flea Market—is related to
this unit.
Skills
• Describing and selling shopping items
• Bargaining for shopping items
• Fluency: Refusing an offer when bargaining for shopping items
Language
Present simple tense Bargaining expressions
This is a leather briefcase. It’s from France. It’s nice, isn’t it? May I help you? Yes, please.
How much is it? It’s $200.
Adjectives That’s too much/expensive/high/low.
real gold, beautiful, popular, good, silver, handmade, second-hand, designer, Can you give me a better price? I can let you have it for $180.
leather, nice, silk, wool, high quality, fashionable, cute, perfect, cool, expensive, OK. I’ll take it.
brand new, reasonable
Prices
Shopping goods Dollars and students’ own currency
souvenir, watch, ring, briefcase, necklace, camera, umbrella, backpack, bag
Shopping places
online auction site, night market, vintage clothing store, clearance sale,
flea market

Objectives:
} Students’ background knowledge of
shopping is activated.
Important Point:
} This page introduces situations where
bargaining is common. In countries
where fixed-price shopping is the norm,
students may have little idea of bargaining.
Make sure they understand the concept.
In some cultures, store keepers bargain
with shoppers. Prices are not fixed. In
Europe and North America, bargaining is
common in flea markets and second-hand
goods stores only.
Books closed. Ask students about their shopping

and fashion preferences. On the board write, Do
you usually . . . or . . . ? Then ask, Do you usually
buy cheap clothes, or brand name clothes?
Continue with, buy expensive food or cheap
but healthy food, buy bargain goods or brands
you know and like, prefer new fashions or cool
second-hand clothes.
Elicit similar questions and write them on the
board. Have students ask and answer these
questions in pairs.
Books open. Focus attention on the unit title and
goals in the Unit Challenge box. Tell students that
they will do a bargaining shopping role-play in the
Challenge.
Have students look at the pictures. Elicit details
about the pictures by asking questions such
as, What’s a night market? Do you like vintage
clothes?
Optional Activity: Ask, In which of the places in

the photos can you bargain for a lower price?
Culture Note Choose two students to model the activity. Then
Night markets are outdoor markets that open in the evening. They sell a wide range of
have students do the activity in pairs.
new goods, including food. Bargaining is common.
Ebay is an example of a famous online auction website, where members can auction or
purchase second-hand or new items. Prices are not fixed.
The expression a vintage clothing store describes second-hand clothes that have become
fashionable again. You can often bargain for a lower price.
A clearance sale typically takes place in a regular store. Unsold or unpopular items go on
sale for a lower price. Usually, the prices are fixed.
Additional Activity
In groups, have students list things they would buy second-hand, and things they
definitely would never buy second-hand. Then have students compare lists.

Bargain Shopper 55
Objectives:
shopping, selling and bargaining (to get
the best price).
Important Point:
} Asking for details about a product, and
describing a product in detail are
important bargaining functions. Asking
for details will help the buyer bargain for
a lower price. Describing a product will ✔
help a seller sell an item at a better price.
A
Focus attention on the picture. Explain that Sang-
Mi is selling some watches. Steven is bargaining
with her. Then ask students to model the prices.
Play the recording.
Variation: Have students write down all the

prices they hear. (Starting price = $200, Next offer
real beautiful
= $180, Final price = $150)
For Multilevel Classes: Fast finishers can role- popular reasonable
play asking and answering other questions about

the watch, such as, Does it have a new battery?
B
Focus attention on the adjectives before playing
the recording. Before playing the recording again,
focus attention on the tag question, isn’t it?
Explain that we use tag questions when we want
someone to agree with us. Point out the other
ways the seller is trying to convince the buyer. For
example, she uses expressions such as, real gold,
very popular brand, etc.
Have students write the missing adjectives, before
check their answers. Additional Activity
For Multilevel Classes: Have fast finishers think
In pairs or groups, have students discuss how much they would pay for these shopping
of comments that the shopper could use to reduce
items in their own currency: 1. a real gold watch. 2. a handmade silver bracelet. 3. a
the price. For example, It looks a little old. It’s
second-hand cell phone. Have students continue discussing the prices for other items.
scratched.
C
Language Support
substitute the items in activity C into the model. Can and may are modals. Modals are generally followed by the base form of the verb; for example,
Have students do the activity in pairs. May I help you? Can you give me a better price?

56 Unit 6
Objectives:
some sales items.
Important Point:
} Focus on the skill of persuading as students
work through these activities; students
should make sure that their descriptions are
all positive.
} This is a good place to present and practice
the order of adjectives. This is covered in
more detail in Unit 10.
high quality
popular Do you like it? On the board, write, This is a leather briefcase.
Explain that the adjective comes before the noun.
This is a designer umbrella. It’s a reasonable price. Do you like it?
Then focus attention on the questions. Elicit why a
seller would stress these—to convince the buyer.
A
This is a black leather jacket. It’s from the U.S. It’s cool, isn’t it?
Have students describe the pictures before doing
the activity. Elicit adjectives and write them on
(Answers will vary.) the board. Then have students complete the
sentences.
Explain that to convince someone, the tag
question isn’t it? would usually be used with an
opinion adjective such as, It’s beautiful, isn’t it?

complete the sentences again with more than one
adjective. Check that they use the adjectives in the
correct order.
Variation: Before doing the activity, elicit other

appropriate adjectives. On the board, make two
lists—one for women and one for men—with the
headings materials, qualities, adjectives. Elicit
words and write them on the board, such as,
plastic, cloth, paper; fashionable, trendy, useful;
feminine (bag), pretty (dress), cute (skirt); cool
(suit), well-cut (shirt).
Encourage students to produce one sentence
starting with This is and another with It’s. Point
out that students don’t need to repeat the noun in
Language Support the second sentence. For example, This is a 100%
gold watch. It’s very high quality.
Adjectives that come before a noun usually take this order: Opinion adjectives—nice, beautiful—usually
B
come first.
Don’t extend this into a bargaining activity, as
Then, adjectives usually take the following order: size, quality, age, color, material. For example, It’s a
students do this on the next page. Encourage
beautiful, big, handmade, new, brown, leather briefcase.
students to practice the useful expressions. Notice
However, English speakers usually only use two or three adjectives together; for example, a big, shiny
that when declining, you would use negative
new car.
adjectives. Elicit other possible ones, such as,
Materials, such as gold, silver, silk, and leather, are both adjectives and non-count nouns. In this unit,
bulky, too big, etc.
they are adjectives.

Bargain Shopper 57
Objectives:
} Students are able to bargain for various
items.
Important Point:
stop if you are doing the unit in two
classes. Can you tell me about this camera?
} The dialog in activity A serves a model for

That’s too expensive. Can you give me a better price?
the other activities on the page.
That’s still too much. How about $50?
A OK. Thanks. I’ll take it.

Explain that I’ll is a contraction of I will. Will, in
the context of shopping, expresses a decision. The
negative is I won’t. For example, I’ll take it. or I
won’t take it.
Pre-teach a better price, brand new. A former has
the same meaning as a lower price. Brand new
means very new—it does not mean a new brand
of something.

a list of expressions the seller can use to persuade
the buyer. For example, Do you like it?
B
Make sure students know the precise English word
for their national currency before they start.
Have students put personal items, such as bags,
books, watches, on their desks. Focus attention
on the pictures, and the model conversation
to provide some ideas for the kinds of things
students can practice with.
Make sure students do not practice with personal
items which are not typically for sale, such as ID
cards, and keys.
Before beginning, elicit some adjectives that the
seller can use to describe the items. For example,
fashionable, useful, convenient, etc.
Have students complete the I bought a . . . and I
Additional Activity
sold a . . . charts as they do the activity.
Have pairs present their conversations to the
Variation: Write the completed dialog from class. After the activity, have students vote
activity A on the board. Erase, or have students for the best sales person, and most effective
erase parts of the dialog that can change. For shopper in the class.
example, Can you tell me about this . . . ? Students
can use the dialog on the board as they do the
activity. Language Support
Will is never contracted when it appears at the end of a sentence. For example, Will you take it? Yes, I
will. Not, Yes, I’ll.

58 Unit 6
Objectives:
} Students are able to bargain with greater
confidence and refuse offers politely.
Important Point:
3 5
} Explain to the students that they don’t
2 4 have to understand every word to be able
1 6 to understand the listening activity.
✔
A
✔ Pre-teach offer, accept, compare prices. Use hand
✔ gestures to mime offering and accepting. Label
the items with different prices when explaining
compare prices. Preview the tips before playing
the recording.
Before playing the recording, have students put
the bargaining tips in the most effective sequence.
Play the recording.
For Multilevel Classes: Elicit other tips students

think are effective.
B
Focus attention on the statements. Model them
before playing the recording for a second time.
Play the recording. again
For Multilevel Classes: Have fast finishers refer

to the audio script at the back of the student book,
and act out the dialog as if it were a TV show on
bargaining tips.
C
This activity recycles much of the language on the
Communicate page. Make sure students focus on
the target language and skill of polite refusal as
they work.
Elicit the names of the items in the pictures.
Critical Thinking Then elicit adjectives that a seller might use
There are many ways to make statements more polite in English. In addition to words such as to describe before starting on the activity. For
Thanks, softening expressions, such as I think or I don’t think, are commonly used, instead of the example, reasonable, fashionable, cool, etc. Elicit
more direct No. statements the buyer might use in order to get a
better price. For example, I’m not sure. I’d don’t
know if I like it/them.
Optional Activity: Elicit other items for students

to bargain for and write them on the board.
Language Support
However, this time don’t ask for price suggestions.
No way! can be considered rude, depending on the intonation of the speaker. It needs to be said with Have students decide on the prices as they are
enthusiasm, like, That sounds great, as on page 29. No way! is a good alternative to Really!, which some bargaining.
students can overuse.

Bargain Shopper 59
Objectives:
} Students buy or sell items in a fun
shopping simulation.
Important Point:
} Photocopiable play money and sales items
are available in this teacher’s edition at the
end of Unit 6 to use with this activity.
} Tell students that they will be competing
to find the best shopper (who spends the
least amount of money) and best seller
(who makes the most profit) in the class.

(page 56). Ask, What’s Sang-mi trying to sell?
Elicit, a watch. Then ask, What was her starting
price? ($200) How much did Steven eventually
pay? ($150) If necessary, play the recording to
model the Challenge.
A
Explain that students will practice bargaining—
either buying or selling. They will bargain for three
items (one high quality, one good value, and one
discount item).
Each item has a maximum price—students should
not buy or sell their items above this price. Write
these maximum prices on the board, and tell
buyers and sellers not to exceed these amounts.
B
Divide the class into two groups—shoppers and
sellers—and then move to different places in the
room. There should be roughly three shoppers to
one seller. For example, if you have a class of 28
students, you can have 21 shoppers and 7 sellers.
Then, make sure that there is roughly an equal
number of sellers for each item. For example, two Culture Note
bag sellers, two watch sellers, and three camera In places where
bargaining is co
such as flea mark mmon,
sellers. ets and night ma
credit cards ar rkets,
Have students read the instructions for their roles. e often not acce
Transactions ar pt ed .
e cash only.
Language Support
Explain how to make tag questions, such as isn’t it? The use of tag questions is a useful selling technique.
For example, when asked, It’s nice, isn’t it? the shopper may find it difficult to say No. Tag questions
come at the end of both negative and positive statements. They don’t come after questions. Note that
positive statements have negative tags, and negative statements have positive tags. For example, It’s very
warm, isn’t it? It’s not very busy, is it?

60 Unit 6
Sellers
Gather the sellers (out of hearing range of the
shoppers) and tell them to do the following:
• Spread out around the classroom.
• Write their store name on a folded piece of
paper.
• Make their sales shelf. Draw pictures of their
assigned sales item in three levels of quality on
a piece of paper. The quality should be
indicated on the drawings.
• Make a secret sales list and calculate profits.
Demonstrate how to do this and tell sellers
they should never let the shoppers find out
how much profit they are making.
• Try hard to get customers and sell. The seller
who makes the most profit is the winner.
Shoppers
Before the activity starts, tell the buyers:
• They must buy one watch, one bag, and one
camera. Each item should be of a different
quality. They should record their purchases
and prices in the suitcase.
• They should shop aggressively, by going to
various stores before buying and pitting sellers
against each other. The shopper who spends
the least amount of money is the winner.
C
Tell the shoppers go to the buyers to start
shopping. Tell them to go to the other side of the
room when they have finished shopping.
At the end of the activity, tell the shoppers to
calculate the total amount of money they spent,
and tell the sellers calculate their profits. Have
them announce their results to find the winners:
the best shopper and the best seller. If possible
give these winners some kind of reward (medal,
applause, bonus points).
Additional Activity Reflection Time
EXTRA! Additional Activities Have students keep a journal of the words and
1. Ask students to rank their shopping skills from 1 to 4: 1 is the highest and 4 is the lowest. expressions they learned while studying this unit.
Have a show of hands to find the average ability level of the class. Repeat by having students rank
their selling skills.
2. After students have completed the Challenge, have a class discussion about shopping. For example,
ask questions such as:
a. How much would you pay for a cell phone?
b. How much would you pay for a (your idea)?
c. How much money do you usually carry?
d. Do you ever shop online?

Bargain Shopper 61
Objectives:
Important Point:
} Students can now take the Mid-term test.
See pages 142–143 and pages 146–147 at
the back of this teacher’s edition.
A
Pre-teach shopaholic. A shopaholic is someone
who is addicted to shopping—they cannot stop
shopping.
Students think about their own shopping habits,
and write if each statement is true or false. This is
a personalized activity, with no correct answers.
drugstore
After students have completed the activity, they 2
candy store
can compare their answers with a partner or in
stationery store 8
small groups. grocery store 5
B men’s store
4
This activity requires students to consider
difference between American and British English. chemist’s
6
confectioner’s
Students may need to use their dictionaries. Have 9
stationer’s
students complete the chart with the appropriate 7
greengrocer’s 3
stores. After students have completed the activity, tailor’s
they can check their answers with a partner.
C
Level Up Activity
This activity presents and practices additional bargaining expressions that students can use in the
Challenge activity.

å Give $200 to each shopper and seller to use the Challenge activity. (The seller needs money in
order to give change back to the shopper after a sale.)
ç The shoppers should try to spend as little money as possible.
Note: There is a total of $205 on the sheet for photocopying.

62 Unit 6
Money Photocopy the money on this page. You can use it when students do the activities in Unit 6.
#

PROJECT 2
Objectives:
previous units.
Important Point:
} Preparation for this project is mostly
done outside of class.
} You can do this project after completing
Unit 6, if students have enjoyed
bargaining and if you want to provide
further practice while the material is
still fresh.
} This project differs from the Challenge in
Unit 6 in that it asks students to buy and
sell real things.
} Check your school’s policies regarding
the sale of goods on campus first. If this is
not permitted, students can barter things,
or bring things they no longer want and
are prepared to give away.
Books closed. Review how to describe objects.

Ask students to put one of their possessions, or
an item of clothing on their desks. Then have
students describe the things. For example, This is
my wallet. It’s made of black leather. I bought it
when I went to Seoul last summer.
project—students prepare to buy and sell items in
class.
A
Do this activity in class, even if you are assigning
the project as homework.
Have students look back briefly at the language of
reacting to a story (Unit 4 page 17), talking about
the past (Unit 5 page 49), and describing items For Multilevel Classes: You can scaffold this activity by writing discussion points on the board. What is it?
(Unit 5 page 51), before starting the activity. Where does it come from? How much is it? What condition is it in? Is it new or old?
Have students choose the item(s) they would buy,
and give reasons for their choice. Optional Activity This is a good place for students to consider the tone of reading passages. Ask students
This is a good place to discuss the value of foreign to identify the positive words in the three product descriptions. Write them on the board. Then ask, Why are
currency. Ask students if they know the equivalent there so many positive words? Elicit, Because the people are trying to sell something.
prices of the products in their own currency. Language Support
The following are commonly used bargaining expressions:

last price, deal, no deal, brand new, never been used/worn, in excellent condition, one-of-a-kind

63
B
Students can do this activity in class or at home.
Have students write money amounts in their
home currencies, rather than U.S. dollars. If you
do this activity in class, have students discuss their
ideas in groups Encourage students to consider
items they have but no longer need or use, such
as CDs, old toys, travel souvenirs, jewelry. Have
them think of things they could make and sell too,
such as cookies, or even services, such as I’ll braid
your hair. or I’ll give you 30 minutes of homework
help.
Explain that students must think of how they are
going to make their products attractive to others.
What story can they tell? Make sure students
understand that they need to market their goods,
by using an appropriate tone.
Optional Activity: Books closed. Before

doing this on their own, have students practice
marketing some of their possessions to the class.
Elicit appropriate words and expressions and write
them on the board. It’s just like new. My jeans are
old, but they’re broken in!
Books open. Then review the items in the useful
expressions.
C
In addition to writing the sales tags, students
can think of how they are going to describe their
products in an appealing way.
Optional Activity: Have students make flyers,

packaging or boxes for their goods. Students can
decorate them, and write marketing slogans.
D
Review the language of shopping and bargaining
on pages 57–59 of the student book before doing
the activity.
E
Have students take turns being a shopper or a
Additional Activity seller. Arrange the desks so that students can
create their own stalls. Have a draw to determine
Have students discuss their experiences (or knowledge of) online
who buys or sells first. You can do this by writing
shopping. Encourage students to discuss the benefits and risks.
buy or sell on separate pieces of paper. The
For example, the convenience of being able to buy or sell online,
number of pieces of paper should be the same as
the risks of Internet fraud, etc.
the number of students in your class.

Project 2 64
7 The Perfect Gift
Unit at a Glance
Theme
Important Points:
Giving and receiving gifts to express gratitude, and showing appreciation
} Different countries have different ways of giving and receiving
to other people
gifts. Also, there can be great differences in how people express
gratitude to others. To avoid problems, it is a good idea to
Rationale research how to say thanks and give gifts if you are planning to
Giving and receiving gifts is one aspect of intercultural communication, and is visit a foreign county.
particularly important in certain cultures where gift-giving is common. This unit } The Challenge is a humanistic giving activity that should touch
offers students opportunities to practice giving and receiving gifts. student’s hearts. This unit is well suited to use during gift-giving
holiday seasons.
Skills
• Describing significant people and showing gratitude
• Fluency: Giving and receiving gifts
Language
Present perfect tense Holidays and special occasions
Have you ever given a gift to a couple on their wedding day? wedding day, Mother’s Day, Valentine’s Day
Would like to + infinitive to express wishes Expressing thanks

I’d like to (give Emma a one-year study trip to the United States). You’re so kind.
give Ana a gift, buy lunch for my friend, take my dad to a baseball game, thank That’s very thoughtful of you.
you That’s nice of you.
Because and for + ing to give reasons

I would like to give Ana a gift because (she’s a good friend).
she’s teaching me Spanish, she helped my brother find a job
I’d like to thank you for (reminding me about the homework).
giving me advice, being a good partner, helping me with English, lending me a
pencil, sharing your textbook with me, giving me something to eat, showing me
how to buy a train ticket, doing my homework

Objectives:
} Students start thinking about the occasions
they have given gifts.
Important Point:
} You can change the gift-giving occasions,
depending on your local circumstances.

they will think of a special gift, and then share
their ideas, in the Challenge.
Have students describe the gifts in the pictures.
Elicit the occasions when students give these gifts;
for example, a birthday present.
A
Explain that someone means another person.
Focus attention on the occasions when people
give gifts. Pre-teach to say “sorry,” a couple,
Mother’s Day. To explain sorry, mime that you
are bumping into, or tripping over your students.
Say “sorry” each time. You can explain couple by
drawing stick figures on the board. For Mother’s
Day, draw a rough calendar, then a card. Point to
the calendar and then the card.
Optional Activity: Elicit other occasions when

people give gifts. For example, Father’s Day, when
someone is leaving a job, and to a teacher at the
end of the school year.
B
board. Show how students can substitute the
occasions in activity A into the model.
When students have completed the activity, ask
pairs to repeat their conversations for the class.
Optional Activity: Ask, What’s the best gift

you’ve ever received? and, What’s the best gift
Additional Activity Culture Note you’ve ever given?
This page is a good opportunity to practice Most cultures ce
lebrate Mother’s
United States, Day. In the For Multilevel Classes: To simplify the activity,
ordinal numbers. Write dates on the board, Mother’s Day is
the second Sund ce le brated on play a word association game first. Name an
or say the names of well-known holidays ay of May. Vale
is celebrated on ntine’s Day occasion, such as Valentine’s Day, and elicit
such as Christmas Day. Elicit, the 25th of February 14. In
Asia, women typi Northeast
December. cally give gifts appropriate gifts. Write these on the board.
Valentine’s Day. to men on
Men reciprocat
Day, March 14. e on White
In Korea, on Ap
people who didn ril 14, single
’t send or receive
or White Day gi a Valentine’s Language Support
ft celebrate Blac
meet their singl k Day. They
e friends and ea Holidays, such as Mother’s Day and
black bean sauc t no odles with
e. Valentine’s Day, are proper nouns, and are
capitalized.

The Perfect Gift 65
Objectives:
explaining a gift they have chosen for
someone special.
Important Point:
} This page introduces the idea of a
magical gift. This gift may be impossible ✔
to give, or it can be an actual gift, like

those introduced on the previous page.
A
Focus attention on the picture. Explain that
students are discussing special gifts they would
give to friends and family members.
Pre-teach scholarship. Explain that this means
money to help you pay for your studies. Explain
that in this context, could is the past tense of can.
Couldn’t is the negative.
Model the possible answers before playing the
recording. study trip
Play the recording.

scholarship high school
B
Focus attention on the paragraph. Encourage
students to predict the missing words.
Play the recording and have students study abroad

Optional Activity: Once students have done the
activity, elicit gifts that students would like to give
to their best friends. Have a class vote to decide
the best gift, the most thoughtful gift, the most
romantic gift, etc.
C
substitute the items in activity C into the model,
and how they can use appropriate intonation to Additional Activity
show interest.
Have student discuss gift giving. Write on the board, If I came back from a trip, I’d give
Have students do the activity in pairs.
you . . . and elicit ideas from the class. Then write the following situations on the board.
1. If it was Valentine’s Day, 2. If you were in a hospital . . ., 3. If you got married . . ., 4.
If I wanted to say “sorry” to you . . .
Put students into pairs and have them tell their partners what they would give on these
occasions. For example,
A: If you got married, I’d give you a washing machine.
B: Um . . . thank you.

66 Unit 7
Objectives:
} Students are able to explain the gifts they
want to give using would like to
because . . .
Important Point:
} I will . . . is used for definite future
intentions. For example, I will go to the
bank this afternoon. Whereas, I would like
to . . . is used to express a less definite
intention.
Focus attention on the chart. Make sure students

notice that the main verbs in the Why column are
in the present tense, present continuous, and past
simple.
buy lunch for my friend because she invited me to her party. A
I would like to take my dad to a baseball game because he always works so hard. Focus attention on the example. Relate it to the
I would like to get my brother a pet dog, because he lives alone.
chart.
I would like to buy Jessie dinner, because she shared her lunch with me yesterday.
Have students look at the photos and elicit
I would like to give John a gift, because it’s his birthday soon.
example sentences with because. Then have
students do the activity. Encourage students to
personalize the activity by mentioning their own
family and friends.
This is a good place to check for accuracy. As
students do the activity, walk around the class to
check progress. If students have trouble writing
statements, focus attention again on the chart.
B
This is also a good place to check for accuracy.
As students do the activity, walk around the class
to check progress. Encourage students to use the
useful expressions, and to ask follow-up questions
Additional Activity as they do the activity.
Have students work with a partner. Have each student choose one of the gift-giving situations Optional Activity: On strips of paper, have
and write a dialog for it. Pairs then act out their dialogs in front of the class. For example, students write the first part the sentence (but
A: Hi, John. I’d like to give you a ticket to tomorrow’s baseball game. We can go together. putting in an actual relative / classmate’s name).
B: You’re taking me to the game? Thanks! Collect the strips and redistribute them to the class
A: That’s OK. I know you love baseball. at random. Have students complete the sentence
B: But why are you doing this? they get (because . . .), and read it to the class.
A: Well, you’re always doing things for me, so I wanted to do something for you this time.
B: That’s really kind. Thanks, Randy.

The Perfect Gift 67
Objectives:
} Students are able to explain the gifts they
want to give using would like to . . .
for + ing.
Important Point:
classes.
} Students may not be able to think of
things that they can thank their classmates
for. If so, elicit ideas from the whole class
and write them on the board. If necessary,
have students give their suggestions in
their native language and have the rest of
the class translate the ideas into English.
A
Focus attention on the example. Make sure
students notice that verbs used with for take
-ing. For example, I would like to thank you for
reminding me about the homework.
Elicit other possibilities and write them on the
board. For example, giving me a compliment,
inviting me to the party, etc.
Saying, You’re welcome. is an important aspect
of communication. Make sure students do this as
they practice. Elicit other ways of expressing this,
such as, Not at all. My pleasure. Don’t mention it.
For Multilevel Classes: To simplify the activity,

write the gerund form of the verbs in the activity
on the board.
Optional Activity: Invite students to the board

one at a time. Have students draw pictures on
the board. Other students guess the thank-you
statements using the picture prompts.
B
Have students thank each other, one after the Additional Activity
other. They can do this in rows, in groups, or one Elicit significant people in the lives of students, such as parents, a best friend, a favorite teacher
after another in their seats. Make sure students in elementary school. Write these on the board. Ask students to choose someone significant from
are able to choose whom they thank. their past, and write a sentence of thanks to this person. For example, I’d like to thank my work
Make sure students use the correct verb forms. colleagues for arranging my leaving/farewell party.
If students don’t know each other very well,
encourage them to be creative and to make
Language Support
something up, such as, I’d like to thank you for
being cheerful/smiling/trying so hard in class. Both because and for + ing are used to show purpose and cause. Because is used at the start of a
clause, before a subject and a verb.
Make sure students do not make the common error of saying I’d like to thank you to inviting me. or I’d
like to thank you to invite me.
A less formal way of expressing thanks is to drop the words I’d like to before thank you.

68 Unit 7
Objectives:
} Students are able to give and receive
various gifts in a polite manner.
Important Point:
} Play the recording two or three times to
✔ ✔ help students fully understand the situation,
✔
and answer the Critical Thinking question.
A
Before doing the activity, draw a simple picture
of a ring (but not an engagement ring) on the
board. Elicit words and expressions that students
Can I open it? associate with rings. For example, I love you,
expensive, etc. Then have a brief discussion about
what rings represent in the students’ culture.
Do you like it?
Focus attention on the answer options. This
Thank you so much.
listening requires students to infer the answers.
You’re welcome.
Their answers depend on how they interpret the
events. Explain this to the students.
Play the recording.
Optional Activity: Have a show of hands to

find out the students’ attitudes to gift giving. Ask
if students agree with the following statements:
1. Kirsten should give the gift back. 2. Ethan is
wrong. 3. Kirsten is wrong. 4. The ring is not really
a gift.
B
Have a pair of students model the activity, leaving
the blanks, before the class does the activity.
Optional Activity: Have students read the

completed dialog, exaggerating their intonation
for expressing surprise and thanks.
C
Make sure students know what the items are in
Additional Activity Culture Note the pictures: chocolates, flowers, donuts, smelly
In some cultures, it is taboo to give certain gifts. In many Asian co
untries, it is im socks. Elicit other ideas.
to unwrap a gift polite
For example, in Japan you do not give a plant in the presence
the gift-giver in of For Multilevel Classes: Students can use the
to someone in hospital, because this implies the some contexts,
as in business. Th su ch completed dialog in activity B as a model. Have
person will be in hospital for a long time. Discuss is is not the case
English-speakin in students underline Oh, it’s a ring. Explain that they
which gifts are appropriate or inappropriate in g countries.
your students’ cultures. can substitute other gifts here.
Language Support
Critical Thinking
You shouldn’t have. is not meant in a literal
This activity encourages the students to imagine how they would react in a hypothetical situation. sense. This is a very polite way of expressing
Have a class discussion about the most mature thing Ethan and Kirsten can do in this situation. thanks.

The Perfect Gift 69
Objectives:
} Students think of a gift—real or imaginary—
and make a presentation about it to the
class.
Important Point:
} Encourage students to come up with
creative “impossible” gifts for someone
they care about.
} Emphasize that students need to think of
a gift for someone else, and not for
themselves or a group such as “my friends.” ✔
} This activity tends to arouse deep emotions

in students, which leads to a greater level
of sharing and bonding. However, it can
be modified to focus on non-emotional or
humorous situations as well.

(page 66). Ask students, What would Ana like
to give her friend? Why? Elicit, a one-year study
trip to the U.S. If necessary, play the recording to
A
Have students read the example situation about
the student’s brother. If necessary, relate the
information in the example to the chart, so that
students clearly understand who this is about,
what the gift is, and why the student is giving the
gift.
For Multilevel Classes: Have fast finishers draw

a simple picture of the old family house.
B
Students should write about the gifts they will
give, not the gift written about in the previous
activity.
Additional Activity
Explain that you can give anything, even
something impossible. Give examples, such as, a 1. Have students write a short paragraph about a person who has really helped or
new house, good health, etc. inspired them in their lives. Have students read the paragraphs to each other in groups.
Give your own example before students start. If 2. Have students write a list of the top ten gifts that they have ever received. Students
you want students to share personal information should chose the ten best items they received. They can write the year or occasion
later, give a personal example here. If not, think of when they received each gift and a short description for each item as well. Then have a
a more lighthearted example. class discussion to find the best and most popular items.
Students can use who, what and why questions to
structure their answers.

70 Unit 7
C
Variation: First, have students practice explaining
their gift ideas in pairs. Elicit follow-up questions
that partners can ask and write these on the
board.
Encourage students to explain their relationship to
the person in detail.
Ask learners if there are other ways in their
culture to demonstrate interest or appreciation
when listening to someone.
This is meant to be a sharing activity rather than
a presentation activity. Let students speak to
the other students from their seats. If possible,
arrange seats in a circle. Encourage students
to speak directly to the class, and not to read
from their worksheets. Avoid correcting errors.
Encourage other students to ask questions and
give comments on the gifts.
Optional Activity: Have the listeners write short

messages to the students explaining gifts, with
questions or comments. Allow them to distribute
their messages after class.
Reflection Time
Additional Activity
Refer students to the conversation on page 69 and to the Level Up section on page 72. Have students
role-play giving and receiving their gifts to each other.
Language Support
Elicit things that students can say in response to the stories they hear and write them on the board. For
example,
I think that’s amazing. I’m impressed that you feel like that.
I’m really touched by your story. That’s the nicest thing I’ve heard all (week/year)!

The Perfect Gift 71
Objectives:
as class expansion activities. g
Important Point: b
i
V a l e n t i n e ’s
i c
n g r e a t
e u
} Additional listening and speaking exercises g
can be found in the Spoken English section a s o
at the back of the student book. M o t h e r ‘s e
o f
n
A
Students complete the crossword with the missing
words. After students have completed the activity,
they can check their answers with a partner.
B
Have students read the example random acts of
kindness, and then write their own ideas. This is
a personalized activity, with no correct answers.
can compare their answers with a partner or in
small groups. say thanks
The Random Acts of Kindness Week was created
by The Random Acts of Kindness Foundation, no problem
and takes place during the same week as very grateful
Valentine’s Day every year. Individuals, schools,

and organizations choose numerous ways to
help others and celebrate this week. For more appreciate it
information on random acts of kindness as well as mention it
resources and ideas to set up your own Random
Acts of Kindness Week, go to the website www.
actsofkindness.org.
C
Students can write answers to these questions if
they aren’t able to discuss them with a partner. Level Up Activity
The activity presents and practices other ways of thanking and responding to thanks.

å Students can play this game in groups of four or more. Each student has a counter—a button,
eraser, or a paper clip.
ç Students put their counters on the Start square. They each take turns moving their marker on the
board. They should follow the instructions on the squares. If a student cannot answer the question,
he/she misses a turn.
é To move, students flip a coin: Head = move two squares forward; Tail = move one square back.
è The first student to land on square 14 wins the game.
72 Unit 7
What about You?
Start here If you could study abroad, If you had children, how Complete the statement:
where would you like to go? many would you have? Why I’d like to give a gift to . . .
Have you ever given a gift Why? that number? because . . .
on Valentine’s day? I’d like to go to . . . I’d like to have . . .
because . . . because . . .
Move 1 space. Move 1 space. Move that number of spaces. Move 1 space.
If your parents didn’t like Which celebrity would you

your boyfriend or girlfriend, like to meet and why?
what would you do? I’d like to meet . . .
I’d . . . because . . .
Move 1 space. Move 1 space.

Finish
Describe the best gift you How many gifts did you give
ever gave. Why was it such a last month?
good gift? Who did you give Who did you give the gifts
it to? to?
I gave . . . to . . . I gave . . . to . . .
It was . . .
Move that number of spaces.
Move 1 space.
Ask your classmate a Complete the statement:

question: If I had a lot of money,
If you . . ., what would I’d . . .
you . . . ?
Move 1 space. Move 1 space.
If your friend gave you a Complete the statement: How many things can you Complete the statement:
gift you didn’t like, what I’d like to complain thank your classmates for? I’d like to get . . .
wouldyou do? about . . . because . . . For what? from . . .
I’d . . . I can thank . . . for . . . because . . .
Move 1 space. Move that number of spaces. Move that number of spaces. Move 1 space.

8 Party Planner
Unit at a Glance
Theme
Important Points:
Accepting and refusing invitations
} In the Challenge, students come up with ideas for parties.
Encourage students to be as creative as they can.
Rationale } Parties is used throughout the unit to mean gatherings of
Inviting someone or being invited to a gathering, a party, a dinner, or a almost any type—wedding receptions, dinners, bowling with
movie is a common occurrence. This unit gives students the competencies friends, etc.
needed to do this successfully. } Parties are more than having fun. Research shows that students
who know each other tend to learn more. Consider having one
of the imaginative parties that students plan in this unit.
Skills
• Giving invitations
• Asking for information
• Fluency: Accepting and declining invitations
Language
The future with be + going to Making alternative suggestions with Let’s . . . and How about . . .
Where are you going to do? Let’s get some DVDs, some popcorn, and watch movies all night.
We’re going to cook some burgers and hot dogs. How about this instead?
Asking for a suggestion with should Parties and gatherings

Should I bring my camera? New Year’s party, birthday party, barbecue, all night party, wedding,
Halloween party, picnic, hike, bug hunt, dance, pot-luck dinner party,
Inviting, accepting, and declining expressions class picnic, beach party, surprise party
We’re having a barbecue on Saturday. Can you come?
I’m going to the library tonight. Do you want to come?
Yes, I’d love to. / I’m not sure I can. / I’m sorry. I can’t. I’m busy that day.

Objectives:
parties is activated.
Important Point:
} The term party in this unit is used to mean
a formal or informal gathering of people.
Ask students, Have you been to any good

parties recently? Elicit answers and ask follow-up
questions.
goals in the Unit Challenge box.
Have students describe the events in the pictures.
Then elicit words that students associate with
these events. For example, for New Year’s party,
elicit New Year’s Eve, family and friends, ring a
bell, etc. For wedding, elicit bride and groom,
wedding cake, etc.
Have students describe the kinds of parties they
like. Then ask them to give reasons.
A
Allow time for students to look at the pictures, and
recall parties they had attended.
a list of other types of parties they have attended.
For example, a graduation party, a Halloween
party, an engagement party, a stag party, a hen
night, etc.
B
board. Show how students can substitute their
own information in the model. Underline the
words that can change. For example, When I
was a child, I went to a birthday party in a park.
Provide other examples, such as, When I was
a junior high student, I went to Australia. Elicit
follow-up questions, such as, Did you enjoy it? Did
Language Support you ever do that again?
When students have completed the activity, ask
Barbecue (also B-B-Q and Bar-B-Q) can be used as a noun or a verb. As a noun, it means both the pairs to repeat their conversation for the class.
food (usually meat) and the event. As a verb, it refers to a kind of cooking on a gas or charcoal fire.
A wedding refers to the ceremony and the reception that is often held afterwards. The expression Optional Activity: Have students choose one of
wedding party refers to the main people involved in the occasion—the bride and groom, the best man the pictures and describe a typical party in their
and bridesmaids, the guests, etc. culture. Have students describe how people dress,
where they go, who they go with, and what they do.

Party Planner 73
Objectives:
giving party invitations.
Important Point:
} This page shows how students can use
be + going to, the simple present tense,
✔
and the simple present progressive tense
to talk about the future.
} This page introduces the kinds of
decisions that people need to make when
planning or agreeing to join a party.
A
Ask, What do you do when you are planning a
party? Elicit ideas and write them on the board.
For example, invite friends, choose a place/venue,
etc.
Focus attention on the picture. Ask, What is Sang-
mi doing? Elicit, She’s inviting Luis to a party. Who
Pre-teach I’m a little busy this weekend. This is a

polite way to decline an invitation. what
Play the recording. what else
B
what time
Have students read the conversation for a few
minutes. Then ask questions such as, What are
burgers? What’s a hot dog?
Have students notice that be + going to, the
simple present tense, and the simple present
progressive tense are all used in the conversation
to talk about the future. For example, Who’s going
to come? I’m inviting everyone. When does it
start?
Have students fill in the missing Wh- question
words in the blanks.
Additional Activity Culture Note
Optional Activity: Before playing the recording,
RSVP is an abbr
ask students (or tell your own experiences) about Have students make lists of other activities eviation of the
Répondez s’il vo French
their experiences of going to a barbecue or party. people do at the parties mentioned on this us plaît, which me
“please reply.” Th ans
page. For example, light candles (Birthday), is is a polite wa
Elicit the day of the week, the kind of party, the to ask people to y
reply to a writt
time it started, the number of people who were play games (Halloween), etc. invitation. en
there, and what people did at the party. Halloween is a ho
liday that takes
C on October 31. place
Originally celebr
Focus attention on the model in activity B and in Ireland and Sc at ed
otland, it has sp
to the U.S., as we re ad
write it on the board. Show how students can ll as other English
speaking countr -
substitute the occasions in activity C into the ies. In tradition
culture, October al Celtic
model. 31 was the nigh
ghosts and spiri t when
Then have students do the activity in pairs. ts roamed the la
nd.

74 Unit 8
Objectives:
} Students understand how to ask about
future events, using going to and should.
Important Point:
} In speech, going to is often contracted to
gonna. For example, When are we gonna
eat dinner?
When are you going to have the picnic?
Who’s going to come?
Should I bring anything to drink?
What are we going to do?
What are we going to eat? Pre-teach picnic. Explain that a picnic is a meal
Should I bring something to eat?
eaten outdoors and people usually play games.
How much is it going to cost?
Focus attention on the chart. Write, Where are
we going to eat dinner? and Should I bring my
camera? on the board. Explain that we usually use
be + going to when we refer to something that is
planned in the future. Then explain that we use
should to ask for and give advice.
A
Ask students about their experiences in planning
or going on a picnic. Then focus attention on the
prompts in the book. Explain that students need
to write questions they can ask, if someone invites
them to a picnic.
What movie are you going to Where is she going to get Who else is going to come?
Elicit examples with going to and should.
see? married?
This is a good place to check for accuracy. Have
students do the activity on their own. Walk around
the class to check progress. Make sure that
students don’t write gonna. Explain that gonna is
spoken but not written English.

example sentences on the board. Encourage other
students to use these for help.
B
Additional Activity Explain that these are good examples of polite
Have students draw prompts for different types of parties on pieces of paper. For ways to make invitations. Model them for the class
example, draw wedding bells to represent wedding. Collect these and invite pairs to before students do the activity.
the front of the class. Have students take a piece of paper at random, and role-play the This is a good critical thinking opportunity for
appropriate conversation. students. Encourage students to come up with the
most logical questions to ask.
Language Support Variation: You can do this as an oral activity, one

question at a time.
Drink can be used as a non-count noun or a verb. Food however, is a non-count noun. Invitations
C
often say Bring something to eat. or Bring some food.
Have two students model the example before
BYOB often appears on invitations. It means Bring your own bottle (or beverage).
starting the activity. Explain that some of the
Shouldn’t is the negative of should. However, we usually soften this by using don’t have to. For
questions in activity A cannot logically be used.
example, A: Should I bring my camera? B: You don’t have to. I have a camera.

Party Planner 75
Objectives:
} Students are able to invite and respond
to invitations in a polite manner.
Important Point:
classes.
Write the invitations on the board. Underline the

words which can be adapted to other parties,
dates, or places: I’m going to the library tonight.
Provide other examples, such as, I’m going to a
barbecue on Saturday. Then focus attention on
the examples of acceptance and refusal language.
Point out polite expressions, such as, I’m sorry, I’d
love to, etc.
A
Review time expressions and write students’ ideas
on the board.
The pictures show different kinds of events. Read
the events and elicit the kinds of things people do.
For example, at a beach party, people often play
games such as volleyball.
Then focus attention on the example conversation
in the chart and model it with a student.
Pre-teach pot-luck party. Explain that this is a
party where everyone brings one dish.
Encourage students to use the examples as they
do the activity. Note that the wedding provides a
useful critical thinking opportunity for students,
since they cannot realistically use the expression
What are we going to do?

difficulty asking follow-up questions, refer them
back to the examples on page 75.
Optional Activity: Have students tell the class

Additional Activity
about the most interesting party invitations they
Elicit interesting and boring/unpleasant things to do for each kind of party. For example, for beach
received and write an example on the board. For
party, an exciting activity might be having a barbecue. A boring event might be singing folk songs.
example, My partner invited me to an all-night
Write these on the board. Have students practice each situation using both interesting and boring
beach party. We’re going to dance all night. Point
activities.
out the tense change in the example. Students
need to use both the past tense and going to
when describing their plans. Language Support
Note how can and the present simple are sometimes used to describe future plans. For example, I can’t.
I’m busy that day. is used instead of I’ll be busy that day.
This is a good place to teach stalling expressions, such as, I don’t really know. Hmmm, can I get back to
you about that?

76 Unit 8
Objectives:
} Students are able to discuss, make, and
adapt plans together.
Important Point:
3 4 2 1 } This page presents useful expressions for
agreeing and disagreeing.
A
Before playing the recording, ask students to
describe what happens at these parties. Then ask
Do you like these kinds of parties? Elicit ideas for
other kinds of parties or events which students
find interesting or enjoyable.
Play the recording.
For Multilevel Classes: You can simplify the

activity by eliciting or pre-teaching the following
activities that people do at these kinds of events,
such as, wear a costume, stay awake, eat cake,
surprise the guest, etc.
make a cake
B
Preview the items in the activity before playing the
all hide recording.
Play the recording. again

take her to a nice restaurant
For Multilevel Classes: Play the recording twice.
Encourage fast finishers to complete the activity in
all tidy up together
one listening.
Focus attention on the Critical Thinking question
before moving on to the next activity. The first two
show agreement; the latter two, disagreement.
C
Have students practice making suggestions
before starting. Elicit expressions, such as, Let’s
(buy some soft drinks). How about (making
decorations)? Have students practice disagreeing
Additional Activity by making other suggestions.
Have pairs read their plans to the class. Elicit examples of possible plans and write
Then have the class make other suggestions them on the board. As students do the activity,
to develop the plan further. Once complete, encourage them to agree and disagree, and to
vote to decide which pair made the most suggest other plans.
interesting plan.
Variation: Write different kinds of parties on
pieces of paper. Have pairs choose these at
Critical Thinking random and plan that kind of party.
Focus students’ attention on the difference between the actual words the speaker uses and the For Multilevel Classes: If pairs have problems
intended meaning. Point out that students may have to consider the speakers’ tone of voice to infer generating ideas or making suggestions, do this
their real opinions, in addition to the actual words. activity in groups.

Party Planner 77
Objectives:
} Students invite each other to parties that
they have planned.
Important Point:
} Make sure students plan a different kind
of party than the one they discussed on
page 77 of the student book in activity C.
} If students do the Challenge in groups
rather than pairs, try to have equal
numbers in each group, as you may want
to split the students into pairs for activity C.
} Focus attention on the invitation in activity
B to give students an idea of the kind of
party they are expected to plan.

(page 74). Ask students, What kind of party is Ana
planning? Elicit, a barbecue. If necessary, play the
recording to model the Challenge.
A
Encourage students to use the language of making
suggestions as they do the activity.
Write prompts, such as, Where, When, What, etc.
on the board.
Have students explain why they think their party
ideas are fun.
Variation: Encourage pairs to think of as many

parties as they can. Have them select the most
enjoyable three from this list.

difficulty with the activity, have them look forward
to activity B as they plan their party. Encourage
students to discuss the details that are contained
in the invitation. For example, the date, time, Language Support
place, etc. If necessary, review the language of
This is a good place to practice how to ask for approval or to ask someone to make a suggestion.
disagreeing politely before doing the activity.
On the board write expressions such as:
Optional Activity: Have pairs make a list of What you think of that? What do you think of my idea?
adjectives to describe the different elements Do you agree? Do you think that’s a good idea?
in their party. They can use this later in the
Challenge, when they are inviting other students
to their party. For example, The food: delicious,
unusual, plentiful. The place: popular, interesting,
cool, fashionable.

78 Unit 8
B
Focus attention on the invitation. Write a short
version of it on the board. Have pairs come to
the board and demonstrate how to change the
model in the book with information about their
own parties. Students should substitute some of
the details on the board, such as the time, date,
and so on. Follow up by asking questions. For
example, When is their party? What time is their
party?
Have pairs draw pictures to illustrate their party.
Bring to class one piece of paper per student.
Have students fold them to make cards. They can
illustrate the front, as well as the inside spread.
Encourage students to add other details, such as
what to wear, directions, etc.
Optional Activity: When the Challenge is

completed, you can display these cards on the
walls of the classroom.
C
Have pairs take turns walking around the class or
staying at their desks. The students who are sitting
down at their desks should explain their party to
the students who are walking around. Then, the
students who are sitting down should invite the
other students to attend.
Encourage students to take notes about the
different kinds of parties they are invited to,
and the people who invited them. Students will
choose their three favorite parties at the end of
the activity.
After a time, have the pairs switch roles.
D
Allow time at the end of the activity for students to
vote on the party they would most like to attend.
Variation: Have students write RSVP letters to the

pair whose party they would most like to attend.
Have students describe why they would like to go
Additional Activity to this particular party.
Have students discuss which of the parties could be held as a class event. Have a class vote to decide.
Optional Activity: After doing the activity,
Then have students organize the class party. Divide the students into groups: group 1 plans when and
play a guessing game. Have students read the
where; group 2 makes invitations; group 3 gets party supplies; group 4 manages the party activities;
what to bring sections of their invitations, while
everyone cleans up after the party.
other students guess what kind of party they are
planning.
Reflection Time

Party Planner 79
Objectives:
Important Point: w e d d i n g
} There is a unit assessment that tests r s
students’ knowledge and understanding a u
of this unit. See page 137 at the back of b i r t h d a y r
this teacher’s edition. e u p
} Additional listening and speaking exercises a p a r Korea Denmark

can be found in the Spoken English section C h r i s t m a s i Mexico Ireland
at the back of the student book. h c i s
n o f f i c e
i n
A
c
Students complete the crossword puzzle. After
students have completed the activity, they can
check their answers with a partner.
B
they can’t discuss them with a partner.
C
Students look at the pictures and match them to
the places. Students may be interested to know
the following: When will the party start?
1. In Korea, children take part in the Toljabee
Where will it take place?
ceremony on their first birthday. In this ceremony,
various foods and objects are placed before the How much will it cost?
child and the child is encouraged to pick one
What will we eat?
or two items. According to tradition, the first or
second choice foretells the infant’s future.
3. Piñatas are brightly-colored containers filled Will there be anything to eat? Yes, there will.
with sweets and/or toys, used during celebrations,

such as birthdays, Christmas, and Easter.
Blindfolded children try to break the piñata with a
stick, in order to collect the items inside of it.
2. The Danish flag is the oldest state flag in the
world still in use, dating back to the 14th century. Level Up Activity
4. A birthday tradition in Ireland is to lift the There are several ways to refer to the future in English. The modal will + base form of verb is often
birthday child upside down and have them gently called the future tense. In spoken English, I/She/He/You/It/They/We will is usually contracted to I/She/
“bumped” on the floor for good luck. The He/You/It/They/We’ll, unless the speaker wishes to emphasize something.
number of bumps given is the age of the child plus
one for extra good luck.
å Photocopy the page and cut out the cards.
ç Students can play this game in groups of four or more. Give one set of cards to each group.
é Have students choose cards at random. Every member of the group takes turns to follow the
instructions on the card before moving to another card.
è Pre-teach vocabulary as necessary. Explain what to do a mime means.

80 Unit 8
Pick a Card
Take a card at random. Do what it says on the card. Your friends must
guess the special occasion. The student who guesses first gets a point.
New Year’s Eve Valentine’s Day

Christmas Read out these hints: Read out these hints:
Sing a Christmas carol. 1. This is a cold holiday. 1. The color is red.
2. This is a dark holiday. 2. The food is chocolate.
3. This is a noisy holiday. 3. The shape is a heart.
4. This is a HAPPY 4. It’s a romantic time.
holiday.
Thanksgiving
Read out these hints:
Birthday Halloween
1. This holiday is in
Sing Happy Birthday. Do a mime: witch, ghost
North America.
or monster
2. It’s in November.
3. Everyone eats turkey.
4. It’s always on a Thursday.
White Day
Your idea
Read out these hints:
1. This holiday is in Japan, Easter
Korea, and Taiwan. Draw a picture on the
2. The food is chocolate or board: Easter egg and
candies. chick/ rabbit.
3. This holiday is in March.
4. The color is white.

9 Music Profile
Unit at a Glance
Theme
Important Points:
Discussing musical preferences
} In the Challenge, students make profiles of a classmate’s
musical tastes. You can use these to put together a booklet
Rationale about the class’s taste in music.
Discussing musical preferences is a common way for people to get to know } Additional vocabulary, such as the names of bands and
one another. This unit practices asking and answering questions about music. performers, as well as kinds of music, is required in this unit.
} The activities in this unit can be extended easily with song
dictations.
Skills
• Making a presentation
• Fluency: Using reported speech with He/She said (that) . . .,
He/She told her/him (that) . . .
Language
Wh- questions and Yes/No questions Expressing likes and dislikes
What kind of music are you into? Yumi loves all kinds of music.
Have you ever been to a rock concert? Yumi is really into hip-hop.
What do you think of U2? She is crazy about the group Black Eyed Peas.
Do you like BoA? “Where is the Love?” is one of her favorite songs.
Do you ever listen to classical music?
Can you play any musical instruments? Musical genres
Who’s your favorite singer? Why do you like her? soul, classical music, rock music, Latin music, pop music, hip-hop, punk
Recommendations
What’s good to listen to when you feel down? I recommend Beyoncé.
Can you recommend one Ramones song? I recommend “Blitzkrieg Bop.”

Objectives:
} Students’ background knowledge of music
is activated.
Important Point:
} Make sure to expand the types of music
presented on this page with those your
students are familiar with.
Books closed. Ask, Who are your favorite

musicians and bands? Write a list of names on
the board.
goals in the Unit Challenge box. Tell students
that they will make a presentation about one
classmate’s musical tastes in the Challenge.
Have students describe the photos. Ask questions,
such as, What instruments do you see? What kind
of music do these musicians play? Do you like
that kind of music?
A
Before doing the activity, elicit famous musicians
for each kind of music. The following are
examples of musicians that are well-known in the
English-speaking world. Try to elicit musicians
that come from your students’ home country or
countries, as well as international acts.
Soul: Beyoncé, R. Kelly, Marvin Gaye
Latin: Shakira, Enriqué Iglesias
Hip-hop: Black Eyed Peas, Jay-Z
Classical: Beethoven, Mozart
Rock: The Rolling Stones, U2
Pop: Madonna, No Doubt
When students have ranked the kinds of music,
elicit other kinds of music they are familiar with.
For example, jazz, country, blue grass, traditional.
Optional Activity: If they have MP3 players or

Culture Note iPods, ask students to describe the music they
Soul music originated in the United States. It was influenced by gospel music and pop music. The listen to the most. Ask other students if they know
first wave of soul artists includes Ray Charles, James Brown and Aretha Franklin. Contemporary soul the kind of music these musicians play.
music is known as R&B or Soul/R&B. Well-known artists include Usher, R. Kelly, and Norah Jones B
Nowadays, rap music is called hip-hop. Hip-hop originated in New York City in the 1970s. Artists Model the example conversation. Then elicit other
typically speak rather than sing the lyrics. Jay-Z is a popular hip-hop artist. expressions, such as, I love it. I hate it. and I’m not
Generally classical music refers to that of tradition European origin, not folk music. Violinist sure. I haven’t heard it.
Vanessa-Mae is considered a crossover musician—starting in classical, but switching to techno In order to encourage students to provide detailed
fusion. Yo-yo Ma is a cellist who has produced some pop music too, while Domingo is a tenor, who answers as to why they like or dislike certain
sang for the Barcelona Olympic Games opening ceremony.
kinds of music, elicit adjectives they would use
to describe music. For example, relaxing, catchy,
sophisticated, creative, memorable, boring,
Language Support unoriginal, e
Point out that some kinds of music are normally used with the word music. For example, I like classical
music. I love dance music. I don’t like country music.
Music Profile 81
Objectives:
talking about musical tastes.
Important Point:
} The recording focuses on how to describe
music. This is a key function that students
practice throughout the unit.
} This page introduces indirect speech.
✔
A
Set the scene. One student is describing what she
learned about a classmate’s taste in music.
Pre-teach DJ. Explain that DJ is an abbreviation of
disk jockey.
Play the recording.
B
Make sure students understand that Black Eyed
Peas is the name of a band. This is a good loves
opportunity to explain that proper nouns are into crazy
capitalized. Recognizing proper nouns is a useful favorite
reading strategy, as students often attempt to

decode them thinking they are other kinds of
nouns, or parts of speech.
Pre-teach to be into something. Explain that
this means “to like” or “to be interested in” it.
Walk around the classroom and ask students at
random, What kind of music are you into? and,
What kind of movies are you into? Elicit answers,
such as, I’m into rock music. I’m into horror
movies.
Have students predict the missing words, before
playing the recording.
C
write it on the board. Show how students can Culture Note
substitute the items in activity C into the model. Black-Eyed Peas is a popular American hip-h
op band from California. They
Then have students do the activity in pairs. have sold an estimated twenty-seven millio
n albums and singles worldwide.
Linkin Park is a rock band from California in
the United States. Since
For Multilevel Classes: Students who finish their formation in 1996, the band has sold
more than fifty million albums
early can use the model and talk to a partner and won two Grammy awards.
about their own tastes in music.
Language Support
Students may be familiar with examples of written English where present tense verbs are reported in
the past tense. For example, Yumi said she loved music and listened to it all the time. Explain that
for immediate reporting in spoken English—that is, when the speaker is reporting something they have
just heard—the verb in the noun clause does not change. For example, Yumi said she loves music.

82 Unit 9
Objectives:
} Students understand how to ask and
answer questions about musical tastes.
Important Point:
} This page recycles both Yes/No and Wh-
questions. Make sure students can
distinguish between them.
} Because Wh- questions require more
What kind of I love hip hop.
detailed answers, they are often more
Have you ever Yes, I have.
useful in developing a conversation than
What do you I like them a lot.
Do you Sure.
Yes/No questions.
Do you ever Sometimes.
Who’s your Alicia Keys.

Pre-teach picnic. Explain that a picnic is a meal
Why do you She’s got a great voice.
eaten outdoors.Focus attention on the chart.
Can you Just the piano.
Write, Where are we going to eat dinner? and
Should I bring my camera? on the board. Explain
that we usually use be + going to when we refer
to something that is planned in the future. Then
explain that we use should to ask for and give advice.
A
Elicit possible answers to the questions in the
chart. Point out that a question with Who requires
an answer that includes a name.
Make sure students know that U2 is a band, and
that BoA is a Korean female singer.
Optional Activity: Elicit questions that might be

asked to get the responses listed in the chart.
Have students do the activity on their own.
For Multilevel Classes: Have students identify

the proper nouns (Alicia Keys, BoA, and U2)
before doing the activity. This will make some of
the items easier to complete.
B
It is important that students do the activity using
the appropriate intonation to express likes and
dislikes.
Additional Activity
Survey the class to determine what instruments Make sure students are doing the activity in English.
the students can play. Have students determine
the kind of music groups the class might be able Optional Activity: Elicit follow-up questions and
to form. For example, a string quartet, a jazz trio, answers and write these on the board, such as,
a rock band, a choir. Why are you into him/her/them? Elicit occasions
when people listen to music, such as, when I’m in
the subway, when I’m cleaning the kitchen, etc.
Culture Note Also, elicit reasons why people like certain songs,
BoA is a Kor such as, I love the lyrics. I really like the melody.
ean pop sing
BoA means er, Boa Kwon
Beat of Ang .
U2 is a rock el .
band from Ir For Multilevel Classes: If students have trouble
eland.
doing the activity, focus attention on the questions
and answers in the chart at the top of the page.
Music Profile 83
Objectives:
} Students are able to ask and answer a
broader range of questions about musical
tastes.
Important Point:
classes.
} The expressions on this page can be
presented as fixed expressions. There is
`no need to complicate the presentation
by teaching infinitives and phrasal verbs.
A
Have students look at the pictures and the
question prompts. Elicit example questions and
Have you ever written a song?
write them on the board. Then have students do
the activity on their own. Encourage students of
think of questions that are relevant to themselves What’s your favorite CD of all
time?
and their classmates. As students work, walk
around the class and check their progress. Can you recommend a place to sing
karaoke?
Variation: Have students read their questions to
the class. Other students write down the questions Do you ever buy music online?
What’s the number one song this
that interest them. Ask students to read back what
week?
they wrote down, to check accuracy. Then, once
several students have had a chance to read their
questions aloud, provide the class with a second
chance to come up with interesting questions.
For Multilevel Classes: Having students do this

activity in groups will help them come up with
more interesting and complicated questions.
B
Model the example. Make sure you use the
appropriate intonation when you say, Her music
really makes me feel good. Have students take
notes of their partner’s answers. Additional Activity
Optional Activity: Have students tell the class Teach or elicit the names of several musical
the most interesting things they heard about instruments. Then have students name the Culture Note
other people in their class. Have a show of hands musical instruments that they associate with Beyoncé is an
American R
to determine the most interesting fact the class particular genres. For example, rock: guitar, songwriter &B singer-
solo artist.
learned about a student. Invite that student to the bass, drums, keyboard. as the lead S he rose to fam
singer of th e
board. Encourage the class to ask other follow-up Destiny’s Chi e R & B group
ld, the world
questions. female grou ’s best-selli
p of all time. ng

84 Unit 9
Objectives:
} Students are able to report what someone
else said.
Important Point:
} The recording introduces additional useful
questions relating to music. For example,
How did you get into punk? Who do you
recommend?
} Activity B links to the Level Up section
of the student book on page 88.
A
Set the scene. Students are going to listen to an
interview with a musician. Focus attention on the
photo and ask, What kind of musician do you
think he is?
Pre-teach to form a band. You can do this by
he really likes punk. he recommends Blitzkrieg Bop.
providing similar expressions such as, to start a
should listen to The Ramones. he likes the lyrics.
band. Note that you cannot say make a band.
Explain that lyrics are the words to a song.
Optional Activity: Ask additional

comprehension questions to fast finishers. For
example, What music does Ota not like? What
kind of music do his parents like?
Play the recording.
Check answers before going on to the next activity.

B
Focus attention on the examples in the language
chart before doing the activity.
Make sure students notice that they are changing
statements into reported speech.
Explain that in reported speech, Wh- questions
follow this pattern: She asked what/who/where.
Yes/No questions follow this pattern. She asked
if . . . For practice of reported speech with Yes/No
questions turn to the Level Up section of this unit.
Critical Thinking
C
This activity focuses on interviewing techniques. Remind students that Wh- questions allow Model the example with two students to show
interviewers to get more information than Yes/No questions. Possible answers are: What are your how the activity works. Elicit ideas for questions
most popular songs? How did your group first get together? Can you tell me about your future and write them on the board.
plans for the band? Have students do the activity in groups of three.
This will allow students the chance to take turns
observing what is said.
Language Support Culture Note For Multilevel Classes: If necessary, have
The Ramones
are consider students role-play examples of the reported
Note that in writing, quotation marks are first punk ro ed to be the
ck band. The speech in activity B.
not used in reported speech. in New York y were formed
City in the m
id 1970s.

Music Profile 85
Objectives:
} Students interview a partner about their
musical tastes and present the findings
to the class.
Important Point:
} Completed music profiles can be used to
make a book for the class. If you want
to do this, make photocopies of the Music
Profile worksheet (page 87) before the class.
Who’s your favorite singer or band?
Give a copy to each student. Later, collect What do you think of rap?
the completed profiles, and make copies for What was the best concert you saw?
every student. What’s your favorite song?
} Have students use pens rather than pencils. Why do you like it?
Pencil does not photocopy well.

Do you play any instruments?
} Have students who may not know each
What’s the best song to listen to when you feel down?
other very well work together on this What group or song do you recommend for someone who likes indie music? Why?
activity.

(page 82). Ask students, What kind of music is
Yumi into? Elicit, hip-hop. If necessary, play the
recording to model the Challenge.
A
Focus attention on the worksheet on the next
page. Explain that the goal of the activity is to
interview a classmate in detail about their music
tastes, and then report back to the class.
This activity provides students with an opportunity
to prepare for the interview.
Allow time for students to review the key language
presented in this unit. As students look back at the
unit, point out expressions such as, I’m really
into . . ., etc. Encourage students to use this
language, rather than simpler expressions they are
more familiar with, such as, I really like.
The first six questions are set out. Students can Additional Activity
determine these by reading the Music Profile on This is a good opportunity to practice how to ask for more information. Present expressions, such
the next page. Questions 7 through 10 are left to as, May I ask you a question? Can you clarify something for me? May I ask you an additional
the students’ imagination. question?
Do not allow students to ask a follow-up question directly to the interviewee. Encourage students to
For Multilevel Classes: Spend time
ask the interviewer, who then needs to ask the question directly to the interviewee and then report
brainstorming ideas for the “open-ended”
the answer to the class.
questions before having the class complete
the questions.
Language Support
Rockin’ is slang for “cool.” It is derived from rocking, which refers to rock music. The apostrophe is
used to show that a letter is missing.

86 Unit 9
B
As students work, walk around the class, to
monitor progress. Students should complete
questions 1 through 6 with notes rather than
complete sentences. For questions 7 through 10,
students will need to provide information about
each question, as well as the answer. Students can
use items 1 through 6 as a model.
As the class starts to complete the activity, ask
students what they learned in item 11 (The
most interesting thing). Challenge students
who have not truly discovered an interesting
thing about their partner to try again by asking
more questions.

additional interview questions on the board.
C
Have students look at the Presentation Tip before
doing the activity.
The ellipses in the model, and in the speech
bubble, represent appropriate places for the
speaker to pause. Model this for the class, and
explain that the speaker should pause between
major points of information. This allows the
listener to process information as they hear it.
Make sure students model this correctly as they
report what they learned about their partner.
In addition, encourage students to use the
appropriate intonation when reporting the
interesting information they learned about their
partner. For example, He plays the drums in
a rock band! is expressed differently than His
favorite song is “Yesterday’” by The Beatles.
Focus attention on the Critical Thinking question
on page 85. Have students make inferences about
the students they interviewed when doing
activity C.
Optional Activity: Have students make pairs

Additional Activity with other partners. Students then dictate their
Collect the profiles and make copies for the class. original partner’s musical profile to their new
partner.
Reflection Time
Language Support
What kind of music are you into? is an idiomatic way of asking What kind of music do you like? What
. . . are you into? is commonly used in speech in questions about preferences. This expression is rarely
used in written English.

Music Profile 87
Objectives:
as class expansion activities. g
Important Point:
u
v i o l i n
t
a k
t r u m p e t
u y
b b
p i a n o o
s a x
A
r
Students complete the crossword with the names
d r u m
of instruments. If students find this activity difficult
to complete on their own, have them work in
small groups.
B
Students write the names of singers in the
corresponding lists. If students find this activity
difficult to complete on their own, have them work
in small groups.
Students may be interested to know the following: ’s into rock music.
Japanese pop singer Ayumi Hamasaki has sold
more than 45 million records in Japan alone. group he recommends.
The most widely known reggae singer in the

world, Bob Marley is regarded by many as a I asked if The Ramones are a punk band.
Jay Chou, Beyonce Bob Marley, Peter Tosh
prophet of the Rastafari movement.
’s into rock music.
The Saint John Coltrane African Orthodox Church Ella Fitzgerald, John Coltrane Ayumi Hamasaki, Lee Hyo-lee
in San Francisco recognizes American jazz I asked what their best song is.
saxophonist and composer John Coltrane as Avril Lavigne, Blink 182 Shakira, Enrique Iglesias
a saint.
Canadian rock/punk-pop singer Avril Lavigne
was ranked by Canadian Business Magazine as
Level Up Activity
the seventh most powerful Canadian in Hollywood
in 2006. Have students note the difference in word order between Wh- questions and Yes/No questions in
Shakira Isabel Mebarak Ripoll is the highest- reported speech. Wh- questions follow this pattern: She asked what/who/where. whereas Yes/No
selling Colombian artist of all time, having sold questions follow this pattern: She asked if . . .
more than 60 million albums worldwide.
C Photocopiable Activity Intructions
å Have students make groups and give 12 blank cards to each group. (There is no need to cut up
the photocopied sheet.)
ç Review the sample questions and answers, and the useful language.
é Have each group write quiz questions and answers on the cards.
è Collect all the completed cards, and redistribute them at random to other groups.
ê Each student in the group reads a question. The other students in the group take turns answering.
ë You can have a final round facing off the students who answered the most questions.

88 Unit 9
Music Quiz
Useful Language:
lead singer drummer biggest hit album
lead guitar first hit song members song write
Sample Question: Who was the bass guitar player of Sample Question: Where is the band Coldplay from?
The Beatles? Answer: The U.K.
Answer: Paul McCartney
1. Question: 2. Question:
Answer: Answer:
Answer: Answer:
Answer: Answer:
Answer: Answer:

Answer: Answer:

Answer: Answer:

PROJECT 3
Objectives:
previous units.
Important Point:
} This project can be done as an
individual or group assignment. It can
be completed in or outside of class.
} You will need some kind of audio
equipment, such as an audio cassette
player. Encourage your students to
sing English songs.
Books closed. Elicit what kind of music shows (on

radio, TV, or on the Internet) students enjoy. Have
students explain why they like the shows.
project—students prepare a broadcast for the
class.
A
Have students look at the photo and the text.
Ask students if they know the song “Girlfriend.”
Ask students if they know any other songs by
Avril Lavigne.
Variation: Some students will not be interested

in music. You can adapt the activities in the
rest of the project, by having students focus
on other kinds of content they enjoy, such as
advertisements for movies or new TV shows.
What is it? Where does it come from? How much
is it? What condition is it in? Is it new or old?
B
If you do this activity in class, have students
discuss their ideas in groups. Optional Activity: Ask students to consider the question, Why do you want to share it?
Variation: Students who are not interested in Language Support

music can consider other kinds of radio show they A DJ (pronounced Dee-Jay) means a disk jockey. The DJ is someone who plays music, either on the radio or
listen to frequently. in a club. Today, with the advent of Video CDs, there is a new player known as the VDJ or video disk jockey.
Encourage students to think carefully about the
question, Why do you like it?
Many students will know information about Additional Activity
their chosen singer or band already. Additional If you can, bring a radio to class. Have your class listen to the tone of radio DJs. Many countries have an
information is easily found on the Internet. English language pop music radio channel. If so, have your students listen to the DJs.

89
C
Model the speaking style of the DJs for your class.
Encourage students to write descriptions of the
singers or bands with an appropriate tone.
D
Before doing the activity, be sure to explain how
students can do the activity. For example, they
should make a recording that can be played back
in class.
Set limits on how much of a song should be
played before fadeout (you may wish to give only
a short playback time per song).
Encourage students to speak their scripts with the
appropriate tone.
Optional Activity 1: Students can bring in the

song lyrics for their song and distribute them to
the class. Students can then discuss the lyrics in
small groups.
Variation: Depending on the number of students

in your class, consider the following options: Have
students do the activity in pairs or groups. Then
choose one or two students to present the results
of their discussion to the class.
Optional Activity 2: Assign each student to do

a DJ presentation at the beginning or end of the
class for the rest of the course.
For Multilevel Classes: Prepare or write on the

board a list of how students can evaluate their
classmates’ performance. You can discuss and
select the criteria with your class; for example,
the best song selection, the most effective song
description, etc.
Additional Activity
Have students research English language radio stations that are
broadcast on the Internet. Have students listen to and evaluate
some stations. Then, they can report about and recommend

Project 3 90
10 Style Makeover
Unit at a Glance
Theme
Important Points:
Discussing clothes, fashion and personal style
} The Challenge is a style makeover. Students recommend a new
style for their partners.
Rationale } When teaching this unit, be sure to add other vocabulary items
Talking about clothes and fashion styles is also a common area of interaction that reflect your students’ style preferences, and items that are
among young adults. This unit gives students practice in this area. currently in fashion.
Skills
• Describing clothing and personal styles
• Interviewing a classmate and asking meaningful follow-up questions
• Fluency: Giving advice politely with, Why don’t you try . . .
Language
Present simple tense Adjectival order
I like to wear casual clothes. opinion + color + design/material + clothing item
white leather sneakers, brown cotton pants, a blue denim shirt, black
Present progressive tense denim jeans, black leather vest, brown leather cowboy hat, a blue and
She’s wearing a blue and white checked dress. white checked dress, red and white checked shirt
Is she wearing a T-shirt?
Adjectives to describe clothing and personal appearance
Giving advice with should dressy, feminine, sporty, casual, fashionable, unusual, current
I think you should wear a skirt. white, leather, brown, cotton, blue denim, black, cotton, wool, striped,
checked, short/long-sleeved, red, dark blue
Comparatives to describe personal appearance
I want to look (taller). Clothing items
shorter, taller, younger, older, more fashionable, bigger, thinner, more/less pants, shirt, sneakers, jeans, vest, cowboy boots, dress, T-shirt, polo shirt,
serious, more feminine, more like a college student blouse, sweater, skirt, shorts, sandals, high heels, running shoes, suit

Objectives:
fashion and clothing styles is activated.
Important Point:
} Language from Unit 9 can be readily
recycled here, such as I’m into . . ., What
do you think about (vintage clothing)? etc.
Books closed. Ask, Who are your favorite

musicians and bands? Write a list of names on the
board.
goals in the Unit Challenge box. Tell students
that they will make a presentation about one
classmate’s musical tastes in the Challenge.
Have students describe the photos. Ask questions,
such as, What instruments do you see? What kind
of music do these musicians play? Do you like
that kind of music?
A
Before doing the activity, pre-teach the vocabulary
items. Dressy means clothes that you might wear
going to a formal party or other occasion. You
wear casual clothes at home, on vacation, or to
college, etc.—but you do not wear them on formal
occasions.
Elicit other words students know to describe
clothing and fashion; for example, classic, retro,
vintage, winter, summer, mature, formal, well/
poorly dressed.
Optional Activity: Students can rank the kinds

of clothes they like to wear most.
B
Have students give examples of types of clothes
they wear to these places, such as jeans, jackets,
etc.
Additional Activity Unit 6 introduced the topic of appropriate and
Culture Note
inappropriate questions. Here, you can focus on
Survey the class to determine what kinds of Many companies in North America
appropriate and inappropriate clothing.
clothes are being worn in the class. Do this for have a custom called Casual Friday.
types of clothes, such as jeans, skirts, etc. and On Fridays, employees can wear Have students do the activity. Then elicit some
adjectives, such as casual, sporty, etc. more casual clothes. Men do not answers. Students can use reported speech, which
need to wear ties, for example. they studied in Unit 9, to tell the class what their
partner likes to wear to different places. Then ask
questions such as, Is it OK to wear (sporty clothes
to work)?
Language Support
Some students will be familiar with the word sexy to describe certain female fashions. Students should
know that sexy in American English is generally not an appropriate word to describe what you or
someone else is wearing.

Style Makeover 91
Objectives:
} Students understand the Challenge: how
to present a style makeover.
Important Point:
} Students should be aware that the tone
of the recording is comical rather than
realistic. If your students seem
disinterested in the topic of fashion,
create a humorous, light-hearted tone for
this unit.
✔
A
Focus attention on the Steven’s sketches. Have
students describe what they see. Have students
describe Ethan’s current look and cowboy look.
Write, style makeover on the board. Elicit the
meaning, a complete change in someone’s style
or fashion.
Play the recording.
B
Point out that here look means appearance. brown cotton blue denim
white leather
Have students write the missing adjectives, before
C
Pre-teach or elicit vest, cowboy boots. Explain
that vest is a jacket without sleeves in American
English, whereas in British English, a vest is a
piece of underwear that you wear on the top half
of your body to keep warm (in American English,
an undershirt). Then explain that cowboy wear
continues to be popular in the western United
States. In Texas, men wear cowboy boots and
cowboy hats along with formal suits and ties.
write it on the board. Show how students can Additional Activity Culture Note
substitute the items in activity C into the model. Elicit articles of frequency from students and write them on A vest in British English is an
Have students do the activity in pairs. the board, such as sometimes, often, never. Then ask students undergarment. A sleeveless
if they like to wear any of the clothing items on this page jacket in British English is
Optional Activity: Have students describe called a waistcoat.
and elicit replies. For example, Do you ever wear cowboy
fashion disasters they have had in the past. Ask,
boots? Yes, sometimes. Put students into pairs and have them
What did you wear? What color was it? Why was
interview each other.
it a fashion disaster?
Language Support
Jeans, pants, sneakers, and cowboy boots are plural nouns. Plural nouns do not usually take the article a. For
example, She’s wearing a shirt. She’s wearing jeans. We often use a pair of when counting and referring to
clothing items that are plural nouns. For example, I need to buy a pair of jeans. I like that pair of boots.

92 Unit 10
Objectives:
various clothing items in greater detail.
Important Point:
} Try to include vocabulary that describes
current fashion and styles.
} Review the adjectives presented in Unit 6
of the student book on page 57.
Focus attention on the adjectives and nouns in

the chart. Explain to students that the order of
adjectives is important in English. Have students
make sentences by reading the examples from left
to right.
Next, draw a three-column chart on the board.
Title the columns:
1. color(s), 2. design or material, 3. clothing item
Have students come up to the board to fill in the
a black cotton T-shirt blue and gray striped a white short-sleeved
chart with appropriate words. Preview all the
polo shirt blouse
gray cotton pants blue cotton shorts a blue denim skirt

items in the chart before moving on to activity A.
yellow leather high Optional Activity: Look around the class. Point
red leather sneakers brown leather sandals heels out particularly interesting items of clothing,
accessories, and colors. Have students complete
the chart with words to describe these things.
A
Have students attempt this activity before focusing
on words they do not understand. Encourage
students to complete the activity using a process
of elimination. Teach the remaining words.
Optional Activity: Focus attention on the

adjectives on page 91. Then have students label
the pictures with the appropriate word: sporty,
casual, feminine, etc.
B
Additional Activity
This activity is open ended to allow you and your
Write these phrases on the board: go to school/work, relax at home, dress up, exercise, look
class to focus on clothing, colors, fabrics, and
my best. Then write this model, When I want to look my best, I like to wear my designer jeans,
patterns that are fashionable right now.
a cool T-shirt, and my brown leather jacket. Elicit other clothing items and show they can be
C
substituted into the statement, before having the students work in pairs. Have students make
Students do this activity sitting or standing back to
statements for each of the five situations listed on the board.
back. Allow students time to look at their partner
first. Make sure students answer with complete
statements.
Language Support
Make sure students use and between the color adjectives. For example, red and white, gray and blue,
etc. However, students should not use and between other adjectives. For example, a black and cotton
T-shirt.

Style Makeover 93
Objectives:
} Students are able to ask questions about
what other people are wearing.
Important Point:
classes.
} Point out students can only ask Yes/No
questions in the game.
A
The goal of the game is to be able to guess who
the speaker has chosen using as few guesses as
possible. It is possible to guess correctly with just
four questions or less.
Students often have problems with pronouncing
personal names. Spend time modeling the names
with choral practice, before doing the activity.
Have students make pairs. Have one student write
down the name of one of the people depicted in
the pictures. The other student should not know
which person their partner has chosen.
Have students take turns asking and answering
questions.
B
Start by playing this game as a whole class activity.
Then have students continue in pairs or groups.
Before beginning the activity, brainstorm as many
appropriate nouns and adjectives and write them
on the board.
Optional Activity: See if students can come up

with names for the styles that students represent.
For example, a trend-setter, a business-casual
dresser, a fashion victim (this is someone who
needs to have the most up-to-date fashions),
a laid back dresser, etc. Give examples of Additional Activity
statements, such as, She’s the laid back person.
Use the pictures in activity A to play Bingo. Have students chose six people
She’s the trendy girl.
and write their names in a list. Then start describing the people in the pictures
in random order. For example, She’s wearing a blue T-shirt and sandals. Have
students say the name of the person you are describing. Students cross out
the name if it is on their list. The student who crosses out the six names on his
or her list first wins the game.

94 Unit 10
Objectives:
} Students are able to give each other advice
on how to change the way they look.
Important Point:
} If you think that activity C seems too
personal for your students, have them role-
play the characters in this student book
instead. For example, Sang-mi wants to
look sporty. Ethan wants to look less
serious.
} Be careful not to force students to select
physical characteristics in activities B and
C, as individuals can find issues, such as
weight and height, embarrassing.
pink miniskirt, blouse with black shirt, dots A

vertical stripes Set the scene. Explain that students are going to
listen to conversations where people ask for and
receive fashion tips.
Have students close their books. On the board
write, Do and Don’t. Teach or elicit fashion tips
from your class; for example, Don’t wear white
sneakers with a business suit. Primary colors
more fashionable and less serious. make someone look younger. Shades of white
want to look shorter and thinner. worn together should be the same.
Books open. Have students listen to the tape and
do the activity.
Play the recording.
Optional Activity: Have students listen for what

Yumi and Luis want to change about themselves.
If students don’t like to draw, have them write
descriptions of the makeovers recommended to
Yumi and Luis.
B
Elicit or teach other expressions, such as, I want to
look more professional. I want to look like Brad
Additional Activity Pitt.
Extend the activity on this page by discussing the appearance of If students find this activity difficult, focus attention
celebrities. If possible, bring in a magazine or have students bring on the models in activity A.
in magazines which have images of celebrities. C
Before doing the activity, review the language of
giving advice, Unit 3 of the student book on page
Language Support 33 and the language of politely turning down
suggestions Unit 6 of the student book on page
Students are used to using comparatives (younger/older) with than. Explain that in this context, they do
59.
not have to use than. For example, I want to look younger than.
Then focus attention on the language of giving
positive suggestions that is presented on this page.
Make sure students notice that the advice begins
with a compliment.
Style Makeover 95
Objectives:
} Students interview a partner and make a
style makeover presentation.
Important Point:
} If you think your students would feel shy
talking about themselves, have them write
role-playing cards. These cards should
specify age, gender, hair style and color,
plus reasons why the person wants to
change their look.
} Before doing the activity, have students
prepare to draw, by bringing in colored
pens and sheets of drawing paper large
enough for their classmates to see their
drawing.
} Depending on your class size and the
number of hours in your course, consider
devoting a whole lesson to the
presentation activity.

(page 92). Ask students, Can you describe Ethan’s
current look? Can you describe Ethan’s new look?
Elicit answers. If necessary, play the recording to
A
Have students look at the description of clothes in
activity A on page 93 before doing the activity.
Optional Activity: Set a target for the number of

points students have to make. For example, have
students write at least six things.
For Multilevel Classes: Write the following

categories on the board: style, hair, colors,
clothes, accessories, shoes.
Explain that students need to write interview Critical Thinking
questions on the topic of style makeovers. Before students begin writing their questions, focus attention on the Critical Thinking box and ask,
Read the example and elicit other examples from When should you use “May I ask?” For example, it is normally OK to ask What is your favorite
the class. color? However, it may be more appropriate to use the polite form for the question, May I ask how
B you want to change your look? Then ask students for other ways of asking more personal questions.
Focus attention on the model. Remind students For example, Could I ask you (personal) question? Do you mind if I ask you a question?
that here look means appearance. Then have
students do the activity in pairs.
For Multilevel Classes: Do the activity in groups

of three and four. Have students take turns
responding to the question, How do you want to
change your look?

96 Unit 10
C
You can skip the drawing part of this activity if
you think it is not appropriate for your particular
students. Have students just write notes. Students
who don’t like to draw can use stick figures and
words.
For Multilevel Classes: Fast finishers can

describe one of their pictures to another fast
finisher, who draws what they hear. For example,
when a student hears She has long, straight hair .
. . they draw the details they hear.
Then set the scene. Students are going to present
the makeover they have planned for their partner.
Go back to Unit 9 of the student book on page
85 to review reported speech so students can
accurately explain the Interview Comments
section.

model possible questions and answers about their
presentation before the class starts the activity.
D
Before doing the activity, focus attention on
the Presentation Tip. Then elicit other tips. For
example, Don’t move around too much. Try to
look relaxed and confident. Write these on the
board.
With regard to eye contact, explain that good
presenters typically just look in three directions
when they present: to the left, to the right, and to
the middle.
Have students practice in pairs before doing the
activity. Make sure students use the visual aid they
created in activity C as they present.
Optional Activity: Have students vote for the

designs in a variety of categories, such as the
best design, the most practical design, the most
creative design, etc.
Additional Activity Reflection Time
1. Have students write and illustrate presentation tip posters. If possible, put these on the walls Have students keep a journal of the words and
of the classroom. expressions they learned while studying this unit.
2. In groups, have students design fashionable clothes for the class out of newspaper,
magazines, or colored paper. You will need to provide each group with scissors, markers,
staplers or tape, and paper.
3. Have a class discussion about shopping for clothes. Ask questions such as, a. What do you
think about shopping for clothes? b. Where do you usually shop? c. How often do you buy
new clothes?

Style Makeover 97
Objectives:
pants
Important Point:
sandals
} Additional listening and speaking exercises jeans
can be found in the Spoken English section sweater
at the back of the student book. jacket

A
Students unscramble the clothing words. Pairs can
compare notes to check answers.
B
Students identify the fashions. Students may be
interested to know the following:
A zoot suit was an oversized suit. In March of lovely short
fashionable large
1942, the United States government banned zoot
beautiful long
suit production because they felt the style wasted traditional small
valuable suit material during wartime.
The Bouffant hairstyle was also a mainstream
large, gray cotton sweatshirt
hairstyle in the mid-to-late 17th century in Western
Europe. a short, blue denim jacket
In the 1960s, teenage girls would iron each

other’s hair to make it as straight as possible. The 3 a fashionable, blue and white striped T-shirt
process could take up to one hour, as the hair was 2
5
ironed in small sections. a beautiful long black dress
6
Although Afros are usually associated with 1 a traditional short-sleeved shirt
people of indigenous African descent, the ancient 4
Egyptians were also known to wear their hair in

this style.
A leisure suit consists of a shirt-like jacket
and matching pants, and was usually made of Level Up Activity
polyester.
The activity presents and practices more sophisticated examples of adjectival order used to describe
Historians have suggested that platform shoes
clothing items. For further information on adjectival order, refer to page 59 of this teacher’s edition.
were worn in 18th century Europe as a way to
avoid contact with dirty urban streets. It has also
been suggested that Japanese geta share the Photocopiable Activity Intructions
same origins.
å In groups of four or more, students discuss the amount of money they spend on clothing and
C
accessories every month. Find the average amount. This is their budget.
If students aren’t able to discuss the questions
ç Students choose whether to do a makeover for a man or woman. Next, they discuss their favorite
with a partner, they can write answers or a short
hairdressers and places to shop. Make sure they consider the advantages and disadvantages.
essay on the topic.
For example, My hairdresser is very good. However, she’s expensive.
é Students draw pictures and write descriptions to complete the Shopping Guide.
è Remind students they cannot go over budget..

98 Unit 10
Shopping Guide
Budget _________________________
Hair
Hairdresser:
Where:
Why do you
recommend it?
Price:
Make up / Toiletries
Store name:
Where:
What to buy and
Accessories why?
Store name:
Where: Price:
What to buy and
why?
Price:
Clothes
Store name:
Where:
What to buy and
Shoes why?
Store name:
Where: Price (list items):
What to buy and
why?
Price of pair
of shoes:
Price:

11 Honesty
Unit at a Glance
Theme
Important Points:
Discussing personal values
} The Challenge in this unit uses the storytelling skills students
gained in Unit 4, Believe It or Not.
Rationale } This unit creates discussion and debate regarding moral issues.
This unit gives students practice in discussing, comparing, and examining Students themselves determine the right or wrong of the issues
moral values. that are raised.
Skills
• Telling and discussing dilemma situations
• Describing difficult situations and giving opinions
• Fluency: Asking questions to clarify what a speaker has said
Language
Present simple tense Personal values expressions
Your best friend gets a new haircut. I could never do that.
You find a diamond ring in the park. It’s wrong.
You break something in a store. Lots of people do it.
It’s not my problem.
Hypothetical questions and answers using would It’s his/her own fault.
What would you do? I would tell the truth.
Hypothetical questions with Would you (ever) . . .

Would you tell her the truth?
Would you ever (skip school to do something fun)?
skip school to do something fun, take someone else’s umbrella, take a
“souvenir” from a hotel or restaurant, send text messages during class, tell a
teacher you’re sick when you’re not, keep money you find on a street

Objectives:
} Students start thinking about their values.
Important Point:
} Tell students that they will think of, and
discuss, a difficult situation in the
Challenge.
} As you work through this page, focus
more on the situations raised, rather than
on language accuracy.

goals in the Unit Challenge box. Explain that the
activities in this unit prepare students to explain a
dilemma and discuss what you would do in that
situation. The dilemma can be real or made-up.
Have students describe the pictures. Then review
the text. Make sure students understand the
words lie, right, and wrong, and the four contexts
depicted in the pictures.
A
Have students decide which lies are acceptable
to them. You can have a show of hands once
students have checked the pictures to determine
the attitude of the class to the situations depicted
on this page.
Variation: Students can rank the lies from 1 to 5,

5 being harmful, and 1 being harmless.
Optional Activity: Have students role-play

the conversations. Make sure students use the
appropriate intonation for each scene. Students
can vote for the students who do the best
reenactments.
B
Model the conversation. Then show students how
they can adapt this conversation as they discuss
the four scenes. Elicit the following openers: Do
Culture Note you think it’s OK to lie about: where you are?
A white lie is a lie told without what you feel about a gift? your homework to a
malice. The intention is to save teacher? a friend’s new hairstyle?
someone’s feelings, such as saying, Encourage students to give reasons why they
I like your hairstyle. (when really think a particular lie is OK or not OK. Explain that
you don’t). whether a lie is OK or not often depends on the
particular situation.
Optional Activity: If students are willing, have

Language Support them describe some situations where they told
Do you think it’s OK to . . . is a very useful expression. Students can use this in a variety of situations, lies. Provide your own examples to set the scene.
when asking for permission or checking whether something is appropriate or not.

Honesty 99
Objectives:
describing and making choices about
moral dilemmas.
Important Point:
} The recording focuses on the language ✔
of discussing hypothetical situations that ✔
students practice throughout the unit.

✔
A
Set the scene. Three students are going to say
whether or not they would ever lie to a best
friend. Give examples of questions using Would
you ever . . . by asking, Would you ever go
bungee jumping? Would you cheat in a test?
Pre-teach hurt someone’s feelings, tell the truth,
awful, stupid. Explain that hurt someone’s feelings
means making someone feel bad or upset. You
can explain tell the truth by putting your hand
gets
over your heart and saying, This is not a lie.
likes think
Explain that awful means extremely bad.
asks tell
Optional Activity: See if students can predict the

answers before playing the recording.
Play the recording.
B
Have students write the answers before listening
to the recording again.
For Multilevel Classes: Play the recording
several times, if necessary.
Optional Activity: Have a show of hands to

determine how many students in the class agree
with Luis, Ethan, or Sang-mi.
C Critical Thinking
Have students look at the photo of the hat and Culture Note
explain that, for the purpose of this activity, this Several ways to make statements more polite are presented In some languages, a lie is
hat is ugly. in this student book. Softening expressions, such as I think synonymous with a mistake.
Then write the model conversation in activity B on (you should) . . . (student book page 33), are often used when This is not the case in English.
the board. Have students repeat the conversation giving negative feedback. Also, Luis could compliment the
after you. Show students how to substitute items best friend’s old hairstyle, before he explains that he doesn’t
in this activity into the conversation. like the new hairstyle. See activity C, student book page 95,
Have students do the activity in pairs. for further information.
Language Support
Would is often used with if to describe unreal or hypothetical situations. Usually, the verb in the if-clause
is in the past tense. For example, I would cheat if the test was important.

100 Unit 11
Objectives:
answer hypothetical questions.
Important Point:
} Teach the key expression in the chart as a
set expression, rather than trying to
explain conditionals.
} Make sure students understand that
conditional questions are used for
imaginary situations. They can give
opinions regarding these situations
without having experienced them.
The answers in the chart represent three

possible responses to the question: definitely
yes, definitely no, and maybe. This is a good
opportunity to teach expressions such as, No way,
In no circumstances would I do that. Absolutely
not. Maybe, it depends. I’m not sure. Probably.
Certainly. Sure. Definitely.
A
Make sure students understand the hypothetical
questions before doing the activity. Pre-teach skip
school, by having students say what the girl in
picture 1. is doing, and predict where she is going
Would you ever cheat in a card game? to go next. Point out that souvenir is in inverted
Would you ever read your friend’s private emails? commas. Explain that this suggests that this word
is being used in an ironical manner.
Optional Activity: Students in pairs can take

turns reading the questions to a partner.
B
Elicit some examples before doing the activity.
Check answers before moving on to the next
activity. For example, Would you ever cheat on a
test? Would you ever break up with someone via
email? Would you ever pretend to be someone
Additional Activity else?
Teach the expression What if and elicit circumstances when students would change their answers For Multilevel Classes: Encourage stronger
to the situations in activity A. For example, for item 2. ask, What if you only needed the umbrella students to explain their answers. Have them ask
for a short time? What if you found a dirty old umbrella on the train? each other, Why would you do that?
Note that What if can be used with the present or past tense. The past tense suggests that the C
situation is imaginary or unreal. For example, Go over the questions and answers again in
A: I’m going to fail that test. the chart.
B: What if you study all weekend? Maybe you can pass it.

Honesty 101
Objectives:
answer a broader range of hypothetical
questions.
Important Point:
classes.
A
Elicit some examples of difficult situations before
doing the activity, such as you see someone
shoplifting in a store, or you lose a friend’s I would give it to the police.
favorite CD. Then focus attention on the situations

It’s not my ring.
in the book. Check the vocabulary as necessary.
For example, copy, test paper, diamond ring,
change, and gossip. Model the example and the
useful expressions.
Do one of the situations as another example.
I wouldn’t say anything.
Level Up
As an extension, the Level Up activity presents I don’t have much money!
and practices more sophisticated examples of
hypothetical questions. Students can use this new
information in activity B.
Optional Activity: When you have completed

the activity, have students rank the seriousness of
the situations.
B
Have students ask each other follow-up questions
as they discuss the situations. For example, Has
this happened to you? What happened?
Optional Activity: As a whole class activity,

ask students questions about their answers and
recycle reported speech. For example, consider Additional Activity
the following conversation:
Have students discuss possible solutions of the situations in activity A. Focus
A: What would Carla do if she saw someone
attention on the second situation. Ask, If you wouldn’t keep it, what would
cheating on a test? What did she say?
you do? Elicit, I’d take it to the police station. Continue as a whole class
B: She said she wouldn’t do anything because
activity, or have students make groups.
she doesn’t like to get involved.
A: Really?
B: Yes, and in any case, she told me the
invigilator will probably find out.
The question, What did she say? provides a
natural way for students to say,, She said she’d . . .

102 Unit 11
Objectives:
} Students are able to ask for clarification.
Important Point:
} The recording provides examples of
follow-up questions used to elicit
information to clarify situations.
A
Focus attention on the pictures. Have students
describe what they see. Then have students guess
what kind of problem each picture might be
describing.
Play the recording.

✔
B
Pre-teach jealous, ex. An ex is an ex boyfriend or
girlfriend. You can explain that this is similar in
meaning to old boyfriend or old girlfriend. When
explaining jealousy, describe situations when
✔ someone feels terrible because their ex has a new
partner, or because their friend has a new car.
Explain that jealousy describes a stronger emotion
✔
than envy.
✔
Play the recording again.
Optional Activity: Elicit other ways we can ask

for clarification, and write them on the board. For
example, Can you explain why? I’m not sure what
you mean by that. Refer students back to Unit 1
(pages 14 and 17) for other examples.
C
Write the examples on the board. Then have
students complete a sentence I hate it when . . .
with their own ideas. Elicit a couple of ideas
before students do the activity.
For Multilevel Classes: If students are having

Additional Activity Critical Thinking trouble with the activity, have them write the
Have students make role-playing cards, Encourage students to use I guess . . ., I following patterns on the board: . . . it (rains), . . .
by writing a situation on a piece of paper. suppose . . ., or I think . . . before they give people don’t ask before they borrow my things,
Distribute the cards to other pairs. their opinions, as a way to soften their . . . someone borrows my things without asking
answers. For example, I suppose I would tell me, etc.
Marco to tell his girlfriend the truth. Optional Activity: Have students discuss
possible solutions to the problems mentioned in
activity C.
Language Support
In certain circumstances, students might need to soften the expression, What do you mean by . . .
They can do this by addition, May I ask what you mean by . . .

Honesty 103
Objectives:
} Students create moral dilemma stories
and discuss them with each other.
Important Point:
} Make sure students select situations where
the moral choice is ambiguous. For
example, it is clear what to do if you see
someone robbing a store; it is less clear if
you recognize that the person is your
friend.
} If your students find this activity too
challenging, spend time eliciting story
ideas. Students can pick one of these
ideas to write about.

(page 100). Ask students, Which students would
tell their best friend the truth? Elicit, Ethan and
Sang-mi. If necessary, play the recording to model
the Challenge.
A
Ask a student to read the story aloud. Clarify the
vocabulary and the overall meaning of the story,
as necessary. Make sure that students are aware
of the dilemma in the story. Have students circle
what the boss in the story wants the person in the
story to do—work on Sunday. Then have students
underline why the boss wants this—because his
daughter is getting married. Next have students
double underline what the person in the story
wants to do—go to a party.
Then go over the answer options and explain
vocabulary as necessary. Then have students
check what they would do in this situation.
Optional Activity: Have students explain the

reason for their answers. Additional Activity
B Have students draw comic strips. Illustrating
Explain to students that their story must have a the story they wrote in activity B, and the best
dilemma like the story in activity A. Namely, what outcome that was suggested to them in activity D.
one person needs and why, what that person
should do and why.
Language Support
For Multilevel Classes: Ask fast finishers to help
other students complete their stories. This is a good opportunity to teach or review modal verbs for degrees of certainty. For example,
I might tell her that . . ., I could tell her . . ., He may think . . .
Optional Activity: If students cannot come up
with interesting ideas, or get stuck, have them
read what they have written to the class.

104 Unit 11
C
Review page 103 if students have problems asking
for clarification.
Select one pair and have them practice their story
for the class. When the pair have completed their
dialogue, have other students in the class make
suggestions regarding the follow-up questions and
statements with Then, I’d . . . that the pair used.
When each pair has had a chance to tell their
story, students can take turns reading the
suggestions they wrote down. Have a group vote
to determine the best suggestion.
Optional Activity: Have students choose a

situation. In pairs, students can write a dialogue
that depicts what happened in the story. Then
have students narrate what happened, from one
particular character’s point of view.
Reflection Time
Additional Activity
Have students choose the most interesting dilemma (or dilemmas depending on class size)
in their group, and that student can present his/her story to the class. Then the other group
members explain what they would do in this situation. Have a class vote on the most popular
response to the dilemma.
Language Support
Use the models on this page to show how content words are often emphasized when we speak. For
example, Why, lie and boss are stressed in the question Why would you lie to your boss?

Honesty 105
Objectives:
Important Point:
A
Students search for the words appearing in the
unit. The words can go from top down, from
the bottom up, and diagonally. After students
have completed the activity, they can check their
B
Students can do this activity individually and then
What would you do if you found a diamond ring
discuss their answers in pairs, groups, or as a in the park?
whole class.
What would you do if you broke something in a
C
store?
If students aren’t able to discuss the questions
with a partner, they can write answers or a short What would you do if a classmate asked to copy
essay on the topic. your homework?
What would you do if a store clerk gave you too

much change?
What would you do if you heard some gossip

about a friend?
Level Up Activity
Spend time showing students how to make questions with, What would you do if . . . before doing the
activities on this page. Remind students that the verb in the If- clause needs to be in the past tense.
Have students identify the verbs in the sentences—find, break, copy, etc., and give their past tense
forms.

å Have students work in groups.
ç Make copies of this page and cut out the cards. Give one set of cards to each group.
é Have students make as many meaningful sentences as they can with the cards. Have students
write a list of the sentences they make.

106 Unit 11
What Would You Do?
Column A Column B
If I had tickets to a baseball game I’d skip class
If I had a lot of money I’d travel around the world
If I found a diamond ring I’d sell it on the Internet
If I had a day off I’d go to the beach
If my ex called me I’d be very happy
If it were my birthday I’d have a party with my friends
I’d probably buy a car If I won a lot of money
I’d probably go to the doctor If I felt sick
I’d probably go to a movie If it was Saturday
I’d get a part-time job If I needed money

12 Making Things Better
Unit at a Glance
Theme
Important Points:
Discussing change
} Although this unit focuses on academic institutions, such as
colleges or high schools, the activities can be easily adapted to
Rationale other teaching and learning situations, such as private or
At some point, students are likely to discuss problems with their educational company classes, and language schools.
environment and the things they would like to change. This unit provides } This unit utilizes the stills presented and practiced in the earlier
students with the language to discuss these issues. units of the book.
} You can use the activities, and particularly the Challenge as
a final course evaluation for your students.
Skills
• Discussing problems and presenting solutions
• Asking for advice and making suggestions
• Fluency: Encouraging others to speak in group discussions
Language
Result clauses with so Discussion expressions
We don’t have enough homework, so I’m not learning much. I think so too.
I agree. I don’t like that either.
Determiners not enough, too much, too many, and more Really? That doesn’t bother me.
We don’t have enough homework. That’s a nice idea.
We have not too much homework. Nice!
There are not enough social events. What else should I do?
There are too many social events.
We need more choices.
Suggestions with should and could

What should/could I do?
You could drink some coffee.

Objectives:
} Students start thinking about their school
environment.
Important Point:
} This unit recycles the language and skills
students have acquired in the previous
units of the student book.
} This unit practices the strategy of
discussing a situation or problem without
“naming names.”
Ask students, What do you like about your

school? Elicit answers and write them on
the board.
they will identify problems at school and think of
solutions in the Challenge.
Explain to students that in later activities, they
will have a chance to discuss things they may not
like about their school. Explain that all criticisms
should be balanced, and that the most successful
strategy for change is to highlight the positive
things along with the negative.
A
Have students describe the pictures, and the
captions.
Have students check things that they like about
their school.
Optional Activity: Have students list three other

things they like about their school. Elicit these and
B
Have students do this activity in pairs or groups.
Encourage them to ask follow-up questions.
Use the example to demonstrate this. Model the
example and then ask, So where do you live?
Additional Activity
Optional Activity: Have a class vote to
In groups, have students make an illustrated list of what their ideal school would have. This determine what thing the students like best about
might include a school next to a theme park such as Disneyland, on a tropical island, etc. the school.
Encourage students to be creative and to have fun.
Language Support
Many schools in urban areas will not have a traditional campus—a group of buildings set in a green
area. Explain that the word campus is used to mean the buildings and grounds of a college or
university.
Many group nouns, such as staff, can take either the singular or plural form of the verb; for example,
The staff are friendly. Or, The staff is friendly.

Making Things Better 107
Objectives:
holding a group discussion about school.
Important Point:
} This unit focuses on the topic of how to
improve their school.
} If students have trouble using the key
language I would like to . . ., they can use
the simple present I want to . . . instead.
For example, I’d like to improve the ✔
library. / I want to improve the library.

} Have students focus on physical aspects
of the school, rather than people.
A
Set the scene. The students in the picture are
describing changes that they would make to the
school. Ask students about what they do at lunch.
Ask questions such as, What do you do for lunch?
Where do you eat? Do many people have lunch enough
too many enough

at the same time? Does it take a lot of time to
buy lunch?
Pre-teach stall. Explain that in this context, stall
more
means a kind of simple store.
Play the recording.
B
Have students write the missing words.
To confirm the answers, have three students take
turns reading the paragraph line by line.
C
Model the conversation. Then substitute the text in
red with your own information.
Have students do the activity in pairs.
Additional Activity
Many of your students will have been members of, or at least aware of, student committees
in high school. Ask students to describe what problems they identified in high school and any
changes they were able to make.
Language Support
In activity B, too has a negative meaning. For example, It is too busy. Compare this with, It is very busy.
Enough means the amount that is needed. Enough is usually placed before nouns, as in Is there
enough time? Is there enough food for everyone? Or, enough is used after adjectives: Is it cool
enough?
Make sure to explain the negative forms: There aren’t enough seats. It’s not warm enough in here.
More in this context means extra, and comes before nouns. For example, We need more time.

108 Unit 12
Objectives:
problems in detail.
Important Point:
} Encourage students not to write or discuss
people, such as teachers or classmates,
but to focus on more general problems.
and gestures.
Focus attention on the phrases in the chart.

Demonstrate how the ideas are strung together:
problem + effect.
A
progress and offer help as necessary.
For Multilevel Classes: Have fast finishers read

their answers to the class. Students who have
trouble generating ideas can write problems
There are too many students in my classes, so I can’t talk to the teacher. relating to the photos. For example, We have too
There are too many exams, so I am always stressed out.
much time between classes so I often get bored.
The school fees are too high, so I have to work two part-time jobs.
We don’t have any lockers, so I have to carry my books all day. Variation: You can do this as an oral activity, one
question at a time.
B
In this activity, have students share what they
wrote in activity A. Students write down any
other problems they hear that are problems for
them also.
Encourage students to share their own attitudes
about the problems. For example, I get frustrated/
irritated/lonely/nervous/stressed. Model the
useful expressions, and provide other phrases,
such as, That’s not a problem for me. That’s a
problem for me, too. I don’t mind that. I don’t
care about that.
Additional Activity
Optional Activity: Have each student read
Ask students about the whether complaining in their culture is widespread or not. Explain that a problem, and have a show of hands to see
in certain cultures, complaining is seen as a natural thing to do. In other cultures, complaining is whether other students share the same problem.
seen as something to avoid doing. Take a note of this. At the end of the activity, tell
the class what the most common problems are.
Language Support
Make sure students stress the most important word in sentences, such as I get bored. Encourage
students to pause between the problem and the effect. Review pausing between points of information
(on page 86 of the student book) if necessary.

Objectives:
} Students are able to talk about problems
and suggest solutions.
Important Point:
classes.
} Explain that You could . . . and You
should . . . have very similar meanings.
However, You could . . . is seen as more
of a suggestion than a command, and is
less direct.
A
Have students read the problem. Then have
students discuss the solutions in the model. Ask
You could walk around the class when you feel sleepy.
for other suggestions. Get students to identify the You could go to bed earlier.
best solution, and explain why.
Then have students identify solutions they may
not agree with.
Allow sufficient time for students to consider the
problem and write answers.
For Multilevel Classes: Provide other

expressions, such as You can . . ., or encourage
students to use imperatives, such as Bring a
pillow. Go to bed early.
B
Have students read the example. Spend time
brainstorming solutions, such as, Maybe you
could join a club. Maybe you could invite some
classmates for a coffee after class.
Have students read out the problems. Then have
the students make groups. Encourage the groups
to write as many solutions as possible to the
problems.
Optional Activity: Have students rank the

ideas according to whether they are good or not.
Additional Activity
Various categories can be used, such as most You can expand the discussion in activity B to include other kinds of
delicious idea, most practical idea, most difficult problems. Have students make a list of general problems outside the life of
idea, etc. the school before doing the activity.
For Multilevel Classes: Set a target (one idea

for every problem, for example) if your class has
Language Support
difficulty with this activity.
In the context of giving advice, the negative of, You could bring a pillow to class. is not, You couldn’t
bring a pillow to class. Use an imperative, such as Don’t bring . . ., or You shouldn’t bring . . .
Note that the negative of You should is You shouldn’t.

110 Unit 12
Objectives:
} Students understand how to include
and encourage participants in a
group discussion.
Important Point:
} We often encourage people through
gestures and body language, by nodding,
or leaning forward, etc. Make sure to
model the appropriate gestures.
Encourage students to use gestures.
A
Before playing the recording, encourage students
to describe what’s happening in each picture.
Make sure students understand that the pictures
✔
relate to the issue of a baseball team spending
money. Elicit statements such as, They want to
✔ go to a professional baseball game. They want
✔ ✔ to have a party. They want to buy energy drinks.
They want to buy new uniforms.
Play the recording.
B
Model the questions and expressions, or have
students take turns modeling them, before playing
the recording.
We often use a particular intonation and stress
pattern when trying to include someone in a
conversation. For example, we would stress, Well/
Ana/you in the question, Well, Ana, what do you
think?
Optional Activity: Write the questions and

expressions on the board. Then ask students to
circle the expressions they have heard you use
often in class. Ask students why they think you use
these or similar expressions so much.
Additional Activity Critical Thinking Play the recording again.
Give students an imaginary budget, say When students are halfway through activity C
the equivalent of an average annual C, focus attention on the Critical Thinking Focus attention on the school bulletin. Have
month’s salary for a teacher or for a box and ask the question. Elicit answers and students take turns reading the list aloud. Ask,
student’s part-time job, and ask them how complete activity C. If you notice any changes What are events?
they would spend it to improve life in the in behavior, such as students being more Have students make groups and discuss the merits
school. willing to encourage others, point it out. of each of the things on the list. Students should
encourage each other to speak, or provide more
information, using the language they studied in
Language Support activity B.
Tell me more. is an imperative. Imperatives are often used to encourage and support. Other examples
include, Don’t worry about it. Try again. Keep talking.

Objectives:
} Students have a group discussion about
school, and then make a group presentation.
Important Point:
} Before doing the activity, ask students to
bring in colored pens and sheets of
drawing paper. As the paper will be used
as a visual aid in a presentation, it should
be large enough for students to see from
the back of the class.
} This challenge culminates in a presentation.
Telling this in advance can be motivating
for students.
} Encourage students not to use ideas that
were discussed in earlier parts of the unit. You
can modify the topic if you feel that students
have exhausted the topic. For example, you
could have students consider problems in the
vicinity of the school, or transport problems. If
you need to do this, try to keep the discussion
to local problems.

(page 108). Ask students, What problem does
Yumi’s group face at school? Elicit answers such
as, The cafeteria is too crowded. There are too
many people. There isn’t enough time to eat
lunch. If necessary, play the recording to model
the Challenge.
A
Have students first think of some problems on
their own, before discussing their ideas in groups.
The discussion is a good opportunity for students
to practice how to encourage others to speak, how
to agree and disagree politely, and how to make
suggestions. Review the useful expressions in this Additional Activity Culture N
ote
unit and the expressions in activity B on page 111. Students can make posters illustrating the An Englis
h table is
regularly an inform
B problems and proposed solutions. If possible, scheduled al but
to speak E opportunit
Students can volunteer for or be nominated as display these in the class. nglish. It y
group of c might be
the discussion leader. One way to do this is to lassmates a
same table who sit at
have a pop quiz. Have students close their books. in the caf the
speak Eng eteria and
Then without telling students why you are doing lish, or it
meeting. could be a
lunch
this, have students list the expressions they know
to encourage others to speak. For example,
Well, Ana, what do you think? The student who
provides the most could be chosen.

112 Unit 12
C
Allow plenty of time for students to prepare this
activity. Note that effective presentations have
good visuals. Encourage students to draw charts
and illustrations.
Before the activity, review expressions such as,
first, second, third, I’m going to explain . . ., I’ll
hand you over to my colleague who will
explain. . ., As my colleague said. . ., I want to
stress that. . ., etc.
Make sure that students are clear about their
assigned roles as they prepare. You may choose to
assign roles yourself, based on your knowledge of
your students’ abilities.
You can combine roles if you want students to do
this in smaller groups or even pairs.
Focus attention on the Presentation Tip. In most
effective presentations, the speaker has a clear
idea of the main message of the presentation.
Often, this message is condensed into a few
words, which can be repeated throughout the
presentation.
For Multilevel Classes: Some students will want

to prepare and present on their own. If they do it
on their own, make sure that they follow the list
in the student book of areas they need to cover in
their presentation.
D
Pre-teach expressions that students can use, such
as, Are there any questions? Can I ask a question?
You can use this opportunity to assess students as
they present. Use the assessment form on page
146 of this teacher’s edition.
Allow enough time for the class to ask questions
after each presentation.
Optional Activity: You or your students will

probably have access to a video camera. Videoing
presentations and watching them later is a very
Additional Activity Culture N
ote valuable way to improve your students’ general
Toastmas
1. Many schools have a volunteering club. Ask ters Inte language skills. If you use the assessment form on
a non-pro rnational
fit organiz is
your class to find out more about the activities ation that page 146, give students the opportunity to look at
helps mem
of this club. bers beco
presenter me bette the feedback before showing the video.
s. It was r
2. Choose one plan that your school could the Unite f ounded in
d States, Reflection Time
actually do. Write a letter about it, explaining in 1924. I in Califor
t now has nia, Have students keep a journal of the words and
the problem and how to solve it (including what 200,000 m m ore than
embers in expressions they learned while studying this unit.
you will do). Then give the letter to your school. different over 90
countries
.

Objectives:
Important Point:
} Students can now take the Final test. See
pages 144–146 and 148 at the back of this France
England
New Zealand
A
Students can do this activity individually and then The United States
discuss their answers in pairs, groups or as a Peru

whole class.
Egypt
Student may like to know the following trivia:
• The idea for the International Olympic Spain
Committee was first presented in the
Scotland
Sorbonne in 1894.
• The University of Cambridge is the second-
oldest university in the English-speaking world.
• The University of Otago graduates are
✔
among the most dispersed in the world, with
✔
many graduates settling in Australia, Europe,
✔
North America, Asia, or elsewhere in New ✔
Zealand. ✔
• Major National University of San Marcos ✔
is the oldest officially established university in

the Americas.
• The Al-Azhar library, part of Al-Azhar
University houses 99,062 books, some dating Level Up Activity
back to the 8th century.
The activity presents and practices polite ways to disagree with someone during a discussion.
B
All of these people failed to complete high school.
Students can do this activity individually and then Photocopiable Activity Intructions
discuss their answers in pairs, groups, or as a
å Have students work in groups. Assign a number to each group.
whole class.
ç Photocopy the cards, cut them out, and give one set, including the example, to each group.
C Then read the example.
é Have students complete the complaints section of the cards. Make sure students write their group
they aren’t able to discuss them with a partner. number on each complaint they write.
è Collect and redistribute the cards. Have students complete the advice sections.
ê Have a class vote to determine the best (and worst) advice.

114 Unit 12
Advice Columnists
Group Number: 2 Group Number:
Complaint: We don’t have enough money
to buy the latest fashions. As a result,
we don’t look cool.
Advice: Advice:
1. Get a part-time job during the school
break. Save all the money you earn.
2. Look through fashion magazines.
Try to find a “classic” look.
3. Spend your money on one or two really
good things, rather than on a few
cheap, fashionable items.
Group Number: Group Number:
Advice: Advice:
©2010 Heinle, Cengage Learning. ALL Copyright

RIGHTS RESERVED
© 2010 Heinle, Cengage Learning
PROJECT 4
Objectives:
previous units.
Important Point:
} This project can be done as an individual
or group assignment. It can be completed
in or outside of class.
} You can assign activities A to D as a self-
assessment project.
Books closed. Elicit what students have learned

in the class. You can scaffold this discussion by
writing the following categories on the board:
Language, Communication Skills, Presentation
Skills, Personal Skills
Have students look at the Reflection Time charts
throughout the student book. Allow time for
students to read what they wrote. If students
haven’t completed these yet, encourage students
to do so at home as they prepare this project.
project—students make a poster, which they
present later to the class.
A
Ask students if they can relate to the situations in
the pictures. Have students make notes about why
they are the same as, or different from the people
in the pictures. Elicit some of these reactions, and
B
Students often underestimate their ability.
Encourage students to be as positive as they can
when checking the boxes.
If you did Project 1, focus students’ attention on
how they depicted themselves before and after Which unit did you think was most useful? the most helpful? the hardest? the easiest?
on page 38. Students can draw similar pictures to What advice would you give students taking this class in the future?
illustrate the sentences they write in this activity, What three things did you like most about this class? What did you like least?
What three words best describe how you feel about studying English?
Variation: Have students discuss their ideas in
pairs to help students generate more ideas.
Optional Activity: You can expand part 2 by

having students respond in writing to additional
questions, such as:

115
C
Encourage students to choose at least three things.
Students can illustrate their posters with before
and after drawings, or short comic strip style
stories.
Variation: Instead of drawing a poster, students
can do a reflective writing activity or a learning
journal.
D
Review all the presentation tips that students
studied previously.
Prepare or write on the board a list of how
students can evaluate their classmates’
performance. You can discuss and select
the criteria with your class; for example,
pronunciation, confidence, body language, eye
contact, etc.
Variation: You can do this in groups or as a

whole class activity.
Additional Activity
Have students make a list of tips and suggestions for how to study
English effectively.

Project 4 116
AUDIO SCRIPTS
Unit 1
Challenge Preview Unit 1 Assessment

Track 1 Kirsten: Hi, I’m Kirsten. What’s your name? Track 25 1.
Luis: I’m Luis. Nice to meet you, Kirsten. Teacher: What’s your cell phone number, Mike?
Kirsten: It’s nice to meet you too. So Luis, may I ask you Man: It’s 091-555-1891
some questions? Teacher: That’s 091-555-1891.
Luis: Sure, Kirsten. Man: That’s right.
Kirsten: Um, what’s your last name, Luis? 2.
Luis: It’s Garcia. Teacher: What’s your family name, Mike?
Kirsten: How do you spell that? Man: It’s Wright.
Luis: G-A-R-C-I-A. Teacher: How do you spell that?
Kirsten: Did you say G-A-R-C-I-A? Man: W-R-I-G-H-T.
Luis: Yes, that’s right. Teacher: Got it. Right with a “w.” W-R-I-G-H-T.
Kirsten: OK. What’s your cell phone number? 3.
Luis: It’s 090-555-1212. Teacher: Do you have an email address?
Kirsten: Can you say that again, please? Man: It’s mikewright@mat.com.
Luis: Sure. 090-555-1212. Teacher: Is there an underscore or dot between Mike
Kirsten: OK. I got it. Now, may I ask . . . and Wright?
Man: No, it’s just mike wright—M-I-K-E, W-R-I-G-H-T
Working on Fluency at M-A-T dot com.
Track 2 1. Teacher: Got it.
Man 1: Hey, Julie. 4.
Julie: Hi, Ryan. What’s up? Teacher: Do you have a nickname, or should I call you Mike?
Man 1: May I ask what your cell phone number is? Man: Please call me m and m. Everyone does.
Julie: Oh, sure. It’s 090-555-6417. Teacher: M and M, huh. That’s funny.
Man 1: Thanks, Julie. 5.
Julie: I don’t usually tell people my phone number, but Teacher: How about hobbies?
we’re classmates, so why not? Maybe we can help Man: Tennis. I’m a member of my community tennis club.
each other sometimes. I play almost every weekend.
2. Teacher: Even in winter?
Woman 1: Hi, Andrew. May I ask you a personal question? Man: Sure. In winter, we play indoors.
Andrew: Sure, please do.
Woman 1: You’re really big. How tall are you?
Andrew: I’m 192 centimeters.
People always want to know my height. Her
question didn’t bother me at all. After all, I am big.
3.
Man 2: Hi Emma. Nice to meet you.
Emma: Hi.
Man 2: Hey, I’d really like to know . . . how old are you?
Emma: Hmm. Sorry. I’d rather not say. I hate talking about
my age because I’m 26. I’m a few years older than
the other students.

117
Unit 2

Track 3 Yumi: Hi, Ethan. Track 26 Woman: Nice photo, David. Is that your girlfriend?
Ethan: Hi, Yumi. This is a picture of me when I was in high Man: No, it’s my sister, Gina.
school. Woman: Your sister? Wow. She doesn’t look like you at all.
Yumi: OK. Who’s this? What were you doing in the photo?
Ethan: That’s my friend, Andrew. Man: We were at a baseball game.
Yumi: Where were you? Woman: In the United States?
Ethan: Um, we were at a baseball game. Man: No, in Japan. My sister lives in Korea, in Seoul. Last
Yumi: Was it fun? year, we went on vacation together. We spent a
Ethan: Yeah, it was a great day. week in Korea and a week in Japan. When we were
Yumi: Do you still see Andrew? in Tokyo, we went to a baseball game.
Ethan: Sometimes. He’s a cool guy. Woman: Looks like you had a great time. Is she back in Seoul
now?
Working on Fluency Man: Yes, she is. She’s a teacher at a college there.
Track 4 Kirsten: Well, this is a picture of my sister, Mary. It’s one Woman: You must miss her, huh?
of my favorite photos. Man: I do. But I’m going to see her again in two months.
Steven: She’s cute. May I ask you some questions? She’s coming to visit me for the holidays.
Kirsten: Sure, please do.
Steven: How old is she?
Kirsten: She’s 13.
Steven: Where did you take it?
Kirsten: Um, at the park near our house.
Steven: Is that a volleyball?
Kirsten: Yes, it is.
Steven: Did she have a game that day?
Kirsten: Yeah, a BIG game. I took this before the game
started.
Steven: So she likes volleyball. Is that her favorite sport?
Kirsten: It was. Now she’s into soccer.
Steven: Oh, soccer . . . Do you have any other sisters?
Kirsten: No, just Mary. One sister is enough!

118 Audio Scripts
Unit 3

Track 5 Steven: So, Sang-mi, what’s something you’d like to do in Track 27 Woman: Hi. I’m Mariko and I’m really interested in Brazil.
the future? I love Brazilian culture. I love the music, I love the
Sang-mi: I’d like to go to Thailand this winter. food. I’ve even become a soccer fan! Recently I
Steven: Really? Why? decided that I’m finally going to go next year. First, I
Sang-mi: Because I want to learn how to cook Thai food. need to save money. Brazil is a long way away and
Steven: So, what’s your plan? the ticket is going to be expensive. I have to cook at
Sang-mi: Well, tonight, I’m going to find a cooking school on home and not eat out so much in the future.
the Internet.
Another reason I have to save is because I want
Steven: That’s a good idea.
to learn Portuguese. Did you know that in Brazil
Sang-mi: Then, by November, I’m going to book my ticket and
people speak Portuguese and not Spanish? Not
a hotel room.
many people can speak English in Brazil, so I’m
Steven: That sounds good too, Sang-mi.
going to learn Portuguese next. Portuguese classes
are quite expensive. Next year, when I have enough
Working on Fluency
money, I’ll get a passport. I’ve never been abroad
Track 6 Yumi: What’s something you’d like to do, Luis?
before. Then I’ll call a travel agent. The travel agent
Luis: I really want to go to Australia next summer and
can arrange my airline tickets and hotels. When I
study English.
have my tickets, I’ll get my visa. These are my big
Yumi: That sounds good.
plans for the next few months.
Luis: So what should I do? Do you have any suggestions?
Ana: Well, I think you should go to a language school in
Sydney.
Luis: Really? Why?
Ana: Oh, it’s a fantastic city. I did a home stay there two
years ago and had a great time.
Yumi: I think you should take the TOEFL test. Some schools
ask for a TOEFL score when you apply.
Luis: OK. That’s a good idea.
Ethan: I think you should talk to a travel agency.
Luis: About air tickets?
Ethan: Yeah, and ask about discount tickets. You should try
to get a cheap ticket.
Luis: Good idea. Thanks.

Audio Scripts 119
Unit 4

Track 7 Ethan: Steven, have you ever eaten anything strange? Track 28 1.
Steven: Yes, I have. Let me tell you about it. Woman: Hi, Carl. I haven’t seen you for a while. Where have
Last summer, I took a trip to Canada. One day, I you been?
went into a forest. I found an apple and ate it. But Man: Hi Sandra. I’ve just come back from Brazil.
there was a bug inside the apple, so I ate that too! Woman: Really? That’s amazing.
Kirsten: Really? 2.
Steven: Uh-huh. It was awful. Man: Oh, Brazil was amazing. You know, I grew up in
Ethan: Really? Brazil.
Sang-mi: I believe you. Woman: Wow! I didn’t know that. Can you speak Portuguese?
Kirsten: Me too. Man: Sure I can.
Ethan: Oh, I don’t. It’s a lie. 3:
Steven: It’s not true. You were right, Ethan . . . OK, now it’s Man: My mother was a famous model, and my father was
your turn, Sang-mi a soccer player. We moved here about five years
ago.
Working on Fluency Woman: Carl! Is that true?
Track 8 Yumi: Let me tell you about an amazing man I met. 4.
Luis: OK. Man: It’s true. It’s all true. We also lived in Africa for a few
Yumi: One day, I went to the river near my home. I walked years.
along the river and came to a bridge. Woman: In Africa . . . really . . .
Luis: Uh-huh. 5.
Yumi: There was a homeless man under the bridge. I was Man: I’m not kidding. You can read about my parents on
shocked. The poor man had a house made from a the Internet.
cardboard box. And guess what? He had about 20 Woman: Oh, really.
dogs. Man: I promise. OK, OK. It’s not true. I was at my
Luis: Oh, that sounds scary. grandparents’ home.
Yumi: So I asked, “Why do you have so many dogs?” and
he said “These dogs are homeless too. I take care of
them.” Every day, he looked for food for the dogs.
Luis: Really?
Yumi: And some of the dogs were very sick. He even asked
strangers for money to buy medicine.
Luis: Oh, that’s sad.
Yumi: It was so touching. The man was poor and
homeless, but he tried so hard to help those dogs.
Luis: Thanks, Yumi. That’s a great story.

120 Audio Scripts
Unit 5

Track 9 Ana: So, Ethan. Let me give you a tour of my hometown. Track 29 1.
Ethan: OK. Man: Sarah, nice photo. Is that you?
Ana: Well, there was a river near my house. It was really Woman: Yes, it is, John. That’s me.
beautiful. Man: How old are you in that photo?
Ethan: Why is that place special for you? Woman: About six or seven.
Ana: I used to go there with my boyfriend. Man: Who’s that with you?
Ethan: How often did you go? Woman: That’s my piano teacher.
Ana: Hmm, every day, usually. Man: I didn’t know you play the piano.
Ethan: That sounds nice. What did you do there? Woman: I don’t. I used to when I was a kid.
Ana: We used to talk about our dreams and college—you 2.
know, the future. Woman: Did you play the piano when you were younger?
Ethan: Do you still go there? Man: A little. My grandmother used to teach me. I used to
Ana: Yes, sometimes. love visiting her house when I was a kid.
Ethan: Thanks for telling me about that. What’s next? Woman: How about now? Do you see her often?
Man: Sure I do, but not as much as before.
Working on Fluency 3.
Track 10 Man 1: Now, you’re going to do a relaxation exercise. It will Woman: Would you say that your grandmother’s house is
help you remember a place, or maybe a person or your special place?
an event from your past. Are you ready? Close your Man: Not really. I mean, I like it there, but I don’t really
eyes and listen. Take a deep breath and relax. have a special place.
4.
Think about somewhere you used to go. Where did
Man: How about you? Do you have a special place?
you go? Think of that place. Can you see it? What
Woman: Yeah, I do. I really love the beach near my parents’
are some of the things you can see? Relax. Take
house. That’s where I go when I need to think.
deep breaths. Remember the place. See it in your
5.
mind.
Man: I didn’t know you grew up near a beach.
Now smell. Breathe in deeply. What happened to Woman: Yeah. It was wonderful. It was a great place to grow
you there? Remember it. See it in your mind. Take a up. I used to hang out at the beach with my friends
deep breath. What can you smell? when I was in high school.
Now listen. Listen and remember. What sounds can Man: When did you move here?
you hear? Is there someone talking? What are they Woman: Last year. To go to college.
saying? Can you hear any sounds in the distance?
Relax. Think about your feelings. How did you feel?

Were you happy? Or, were you sad? Relax and
remember how you felt.
OK. Slowly, I’m going to bring you back. Slowly . . .

Slowly . . . open your eyes. OK. What did you
remember?

Audio Scripts 121
Unit 6

Track 11 Sang-mi: Hello. May I help you? Track 30 1.
Steven: Yes, please. Can you tell me about this watch? Man: How much is the camera?
Sang-mi: Oh, this watch is real gold. It’s beautiful, isn’t it? Woman: It’s $50. That’s a really good camera.
Steven: Yes, it is. Man: Hmmm. Can you give me a better price?
Sang-mi: It’s a very popular brand. And it’s a reasonable Woman: Well, OK. I can let you have it for $45.
price too. Man: Can you make it $30?
Steven: Really? How much is it? Woman: No, I’m sorry. That’s a really good camera. Look at it.
Sang-mi: It’s $200. It’s brand new.
Steven: That’s too much. Can you give me a better price? Man: OK. OK. I’ll take it. Here’s $45.
Sang-mi: OK. I can let you have it for $180. Woman: Thank you.
Steven: Can you make it $150? 2.
Sang-mi: OK. It’s a deal. Woman: How much is the watch?
Steven: Thanks. Man: It’s $150. It’s real gold.
Woman: That’s too much.
Working on Fluency Man: I can let you have it for $100.
Track 12 Man: Hi, I’m Rick Jeeves. I’m in Vancouver at Canada’s Woman: No, that’s too much. Thanks anyway.
biggest flea market. Today, I’m going to buy a 3.
camera. Listen to how I bargain. Woman: How much is that bag?
Woman: May I help you? Man: This one? Oh, this is a nice bag—very high quality.
Man: I went to other shops and compared prices before It’s from Japan.
coming to this shop. Woman: How much it is it?
Umm, how much is this camera? Man: $120.
Woman: This one? Oh, that’s a very high quality camera. It’s Woman: Now that’s too much. Can you give me a better
only $100. price?
Man: That’s too much, so I’ll ask for a lower price. Man: I can let you have it for $100. But that’s my final
That’s high. Can you give me a better price? price.
Woman: Well, how about $90? Woman: OK. I’ll take it. You said $100 . . . here you are.
Man: Hmm. That’s not good. I’ll offer a really low price. Man: Thank you. Here’s your bag.
Thanks, but that’s too much. How about $50? 4.
Woman: $50? Oh, I’m sorry. That’s too low. How about $75? Man: How much is that camera?
Man: No, sorry. Well, thanks anyway. Woman: This one? I’ll let you have it for $30.
I’m walking away. Man: That’s too much. Well, thanks for your time.
Woman: No, no wait. Come back. OK. I can let you have this Woman: Come back. Come back. OK. I can let you have this
camera for $70. camera for $25.
Man: What? Oh, $70. All right. I’ll take it. Man: No way! I hate bargaining!
So, from $100 to $70. Now that is a good price. I’m 5.
Rick Jeeves. Happy bargaining! Woman: Nice shirt!
Man: Do you like it? I got it for $10.
Woman: It’s a European brand, isn’t it? Did you buy it online?
Man: No, I never shop online. I get all my clothes at the
night market.

122 Audio Scripts
Unit 7

Track 13 Yumi: So, what’s your gift, Ana? Track 31 1. I have a present for you. I’d like to thank you for helping me so
Ana: Oh, I have the perfect gift for my friend. I’d like to much this year.
give Emma a one-year study trip to the United 2. Oh, it’s beautiful. It’s my favorite color!
States. 3. Have you ever given a present to someone on Valentine’s Day?
Yumi: Uh-huh. 4. Why did you get flowers for Linda?
Ana: Her school gave her a scholarship when she was in 5. If you were sick, what kind of gift would you like to get?
high school, but she couldn’t go.
Yumi: Really?
Ana: Yes, her father got sick, so she had to take care of
him.
Yumi: That’s too bad.
Ana: Emma really wanted to study abroad, and it’s still
her dream.
So, I want to give her that chance.
Yumi: That’s a lovely gift, Ana.
Working on Fluency
Track 14
Kirsten: Thanks for inviting me to dinner, Ethan.
Ethan: You’re welcome, Kirsten. I really enjoyed it.
Anyway, Kirsten . . .
Kirsten: Yes?
Ethan: I have a present for you.
Kirsten: For me? You shouldn’t have. Can I open it?
Ethan: Yes, of course. Please do.
Kirsten: Oh, it’s a ring.
Ethan: Do you like it?
Kirsten: Yes. It’s beautiful. I love it. Thank you so much.
Ethan: You’re welcome . . .
Ethan: Hi, Kirsten. It’s Ethan.

Kirsten: Hey, Ethan. What’s up?
Ethan: So, are we going out tonight?
Kirsten: Tonight? Um, I can’t. I’m meeting Joey tonight.
Ethan: Joey? I thought . . .
Kirsten: What?
Ethan: Well, you know, I gave you that ring and . . .
Kirsten: Yeah, I’m wearing it now. I really like it.
Ethan: I guess, well, I guess I’d like it back.
Kirsten: Why? I thought it was a gift.
Ethan: It was. But I thought you were my girlfriend.
Kirsten: Girlfriend? Um, no. I really don’t know how you got
that. . .

Audio Scripts 123
Unit 8

Track 15 Sang-mi: We’re having a barbecue on Saturday. Can you Track 32 1.
come? Woman 1: Let’s have an all-night party on Saturday night. We
Luis: Hmm, Saturday? I’m a little busy this weekend. can have it at my house.
Who’s going to come? Woman 2: An all-night party? Umm. How about we go to a
Sang-mi: I’m inviting everyone from our English class. movie?
Luis: So, what are you going to do? 2.
Sang-mi: Well, we’re going to cook some burgers and hot Man 1: I haven’t been skiing so far this winter. Let’s go.
dogs. Man 2: You mean, for the weekend?
Luis: What else are you going to do? Man 1: Yeah. Let’s go on Saturday and come back Sunday
Sang-mi: Yumi’s band is going to play for us too. evening.
Luis: Hey, that sounds fun. What time does it start? Man 2: That’s a great idea.
Sang-mi: At about 7:30. So can you come? 3.
Luis: Sure. I’d love to. Thanks for inviting me. Woman 1: Let’s go to a movie.
Woman 2: That’s a great idea. What do you want to see?
Working on Fluency Woman 1: There’s a horror movie I want to see at the Grand
Track 16
1. Cinema.
Woman 1: Let’s surprise her when she gets home. We can turn Woman 2: Uh. How about we go for dinner instead?
off the lights and hide. 4.
Man 1: Yeah, I like it. She’s going to be so surprised. Man 1: Do you want to go out for dinner?
2. Man 2: Sounds good. What do you want to eat?
Man 2: Hmm. What should we do after Elisa and Hiroshi cut 5.
the cake? Woman: Guess what I’m doing on Saturday.
Woman 3: Oh, I have an idea. Let’s make them feed the cake to Man: What?
each other! Woman: I’m going on a bug hunt.
Man 2: That’s a good idea. That’ll be funny. Man: That sounds like fun.
3. Woman: Do you want to come?
Man 3: So, what are you going to wear? Man: I have an idea. Let’s have a picnic instead!
Woman 3: Let’s dress up together in a horse costume. I’ll be the
head and you be the tail.
Man 3: OK. How about this instead? I’LL be the head and
YOU be the tail.
4.
Woman 1: Let’s do this. We get some DVDs, make popcorn, and
watch movies all night.
Woman 2: Well, I’m not sure. You always fall asleep.
Woman 1: No problem. I can stay awake if I want to.

124 Audio Scripts
Unit 9

Track 17 Sang-mi: Hi, everybody. I interviewed Yumi about her musical Track 33 Woman: I interviewed David. He told me about his musical
tastes. Yumi said she loves all kinds of music and tastes. I didn’t know that David is really into music.
listens to it all the time. Yumi is really into hip-hop, He said he really loves music—especially rock music.
and she’s crazy about the group “Black Eyed Peas.” His favorite group is U2. And, he loves Elvis. He said
“Where is the Love?” is one of her favorite songs, his parents are big Elvis fans.
and it reminds her of her high school. Yumi saw
The most interesting thing David told me is that
“Black Eyed Peas” in concert last year. She said they
he can play two instruments—the piano and the
were amazing.
guitar. He said he would love to be in a band, but he
The most interesting thing Yumi told me is she wrote doesn’t have the time. Another interesting thing he
a hip-hop song in English! I think that’s really cool! told me is that he’s really into classical music. He
listens to it all the time. He said he loves going to
Working on Fluency classical concerts.
Track 18
Woman: So, may I ask you a few questions, Lamon?
Man: Sure. Go ahead.
Woman: What kind of music do you like?
Man: Well, I really like punk.
Woman: Do you like any other kinds of music?
Man: Um, not really. Rock is OK. But I hate pop and
country.
Woman: So, how did you get into punk?
Man: My parents had so many punk albums. One day, I
played one and . . . wow! I loved it.
Woman: Well, I don’t know much about punk. Who do you
recommend?
Man: You should listen to “The Ramones” first—you
should start with them.
Woman: Why? Who are they?
Man: They were a New York punk band in the 1970s.
Woman: OK, so can you recommend one “Ramones” song?
What do you think is their best song?
Man: I recommend “Blitzkrieg Bop.” It’s one of my
favorites.
Woman: Oh really, why?
Man: I love the lyrics: “Hey! Ho! Let’s Go! “
Woman: OK, thanks for recommending that to me. Now, can
I ask you about your band . . .

Audio Scripts 125
Unit 10

Track 19 Steven: Hi, everybody. I’m Steven, Ethan’s stylist. Today, I’m Track 34 Man: I want to look older. I’m job hunting, but I look like a
going to tell you about Ethan’s “style makeover.” teenager at my interviews!
Woman: Well, what clothes would give you an older look?
This is Ethan’s “current look.” Ethan is wearing
Man: I could wear a shirt and a tie . . .
brown cotton pants and a blue denim shirt. He’s
Woman: I think you should wear a suit.
also wearing some white leather sneakers. It’s a very
Man: A suit . . . really?
casual look.
Woman: Yes, you should get a new, blue suit. Blue looks good
Ethan said he wants to look more fashionable. His on you. A blue suit would make you look really
favorite colors are black, blue, and white. professional.
In his new look, Ethan is wearing black denim jeans, Man: I like blue, but I don’t think I could relax in a suit. I
a white long-sleeved shirt, and a black leather vest. can never relax when I wear dressy clothes.
He’s also wearing brown leather cowboy boots and Woman: But you are going to a job interview. This isn’t about
a cowboy hat from the United States. It’s a fun, relaxation. Also, a suit would make you look
fashionable look. Ethan loves it! handsome. I really like men who wear dressy
Ethan: That’s right, Steven. I love it. clothes.
Steven: So, what do you think?
Working on Fluency
Track 20 1.
Yumi: I want to look younger, so what should I wear? Do
you have any suggestions?
Ethan: So, you want to look younger. Let me see. Well, your
green skirt looks nice, but why don’t you try
something brighter? How about a pink miniskirt?
Yumi: Are you sure? . . . OK. And I want to look taller too.
Ethan: Taller . . . I think you should wear a blouse with
vertical stripes, you know, stripes that go up and
down.
Yumi: OK, vertical stripes. Thanks, Ethan.
Ethan: You’re welcome.
2.
Ana: What do you want to change, Luis?
Luis: Hmm. I don’t know. Let me think . . . Well, I want to
look thinner because I’m a little heavy. What should
I wear?
Ana: OK, I like your jeans, but I think you should wear
something dark, like a black shirt. Lighter colors
make people look big.
Luis: Ah, yes. I knew that. Good point.
Ana: And, wearing dots makes people look smaller too.
Luis: Dots? OK. Thanks, Ana.
Ana: It’s my pleasure.

126 Audio Scripts
Unit 11

Track 21 Kirsten: Here’s my story. What would you do in this Track 35 Man: Linda, would you ever skip school to do something
situation? Your best friend gets a new hairstyle. She fun?
likes it a lot, but you think it’s really bad. Then, she Woman: No, I wouldn’t. I only miss school when I’m sick.
asks you “Do you like my new hairstyle?” Would you Why?
tell her the truth? How about you, Luis? Man: Oh, no reason . . . Actually, my friend thinks he can
Luis: No way! I’d say “It’s . . . interesting.” get tickets to a basketball game next season.
Kirsten: Why not tell her the truth? Woman: Would you skip class to go to a basketball game?
Luis: Well, I don’t want to hurt her feelings. Man: Probably. You know, you’re the most honest person
Kirsten: OK. How about you, Ethan? Would you tell her the I know, Linda.
truth? Woman: Do you think so?
Ethan: Maybe. It depends. What do you mean by “really Man: Definitely. I bet you’ve never cheated on a test.
bad?” Woman: Are you kidding? I’d never cheat on a test. Would
Kirsten: I mean, REALLY bad! It looks awful. you?
Ethan: Then, I probably would tell her the truth. After all, Man: No . . . Actually, I did once, but it felt really bad. So I
she’s a good friend, right? wouldn’t do it again.
Kirsten: Right. And how about you, Sang-mi? Woman: Would you copy a classmate’s homework?
Sang-mi: Sure. I’d tell her the truth. Man: Maybe. It depends on the situation.
Luis: Sang-mi! Why?
Sang-mi: She looks stupid, right? So she needs to know.
Working on Fluency
Track 22 Grace: Hello?
Marco: Hi, Grace. It’s Marco.
Grace: Hey, what’s up, Marco?
Marco: Well, I’ve got a problem. I need your advice.
Grace: Sure.
Marco: Well, I was downtown today, and I met my “ex.”
Grace: What do you mean by “ex”?
Marco: I mean my ex-girlfriend. That girl I dated last year.
Grace: OK. I got it.
Marco: Anyway, she said she wanted to talk to me, so we
went to a restaurant together.
Grace: What kind of restaurant?
Marco: Just a café. Anyway, should I tell my current
girlfriend? What would you do?
Grace: You mean tell her about meeting your “ex”? I would.
I hate it when people lie to me.
Marco: Well, she’s really jealous.
Grace: How jealous?
Marco: She would probably break up with me.
Grace: That’s really jealous.

Audio Scripts 127
Unit 12

Track 23 Yumi: Hey, everybody! Today, we’re going to present our Track 36 1. My schedule is terrible. I don’t have enough time between
idea to improve school life. classes.
Steven: Great, let’s hear it. 2. You should try talking to the teachers. Maybe they can change
Yumi: First, Ana is going to tell you about the problem at your schedule.
our school, City University. Ana? 3. My problem is that I have a lot of morning classes.
Ana: Here’s the problem: we don’t have enough places 4. Also, I think our classes are too large.
to eat lunch at City U, so the cafeteria is always 5. What do you like most about this school?
crowded—there are too many people and there isn’t
enough time to eat lunch
Yumi: Thanks, Ana. Next, Kirsten is going to explain our
idea. Kirsten?
Kirsten: We need more places to eat, so we want to set up
food stalls. One stall sells lunch boxes. Another stall
sells sandwiches. And another one sells Indian food.
Yumi: Now, Ethan is going to show why this is a good idea.
Ethan?
Ethan: OK, look at this drawing. There are lines at each
food stall, but the lines are short. And the cafeteria
line is short too.
Yumi: OK, well, thanks for listening. What do you think?
Working on Fluency
Track 24 Steven: OK, everyone. I’ve got some good news. The school
soccer team has $1,000 to spend this year. How
should we spend it? Who wants to start?
Luis: Well, I’ve got an idea. We could have a big party,
you know, with the cheerleaders.
Steven: Sounds good. Does anyone else have an idea?
Kirsten: Can I say something?
Steven: Of course, Kirsten.
Kirsten: We could buy new uniforms. Our uniforms are
so old.
Steven: Right.
Kirsten: And we could get white uniforms next time, instead
of blue ones.
Steven: Nice idea! What do you think, Yumi?
Yumi: Hmm. I think it’s a great idea. Let’s get new
uniforms.
Kirsten: I’m glad you like my idea. Do you like it too, Luis?
Luis: I guess so, but I still want to have a party sometime.

128 Audio Scripts
AUDIO ASSESSMENT SCRIPTS
Test Audio Scripts
Mid-term Test Activity D Final Test Activity D

Track 37 1. May I ask how old you are? Track 39 1. Hi, Sarah. I looked everywhere for you. I have a present for you!
2. Who’s that in the photo? 2. Should I bring some food to the party?
3. What’s something you’d like to do in the future? 3. What’s a good song to listen to when you feel sad?
4. Tell me about a trip you took. 4. What kind of clothes do you like to wear?
5. Can you tell me about this watch? 5. You see someone shoplifting in a store. What would you do?
Mid-term Test Activity E Final Test Activity E

Track 38 Man: Where did you grow up? Woman: What do you think of our school?
Woman: Well, I was born in Boston, but I grew up in New Man: I’m sorry?
York. Woman: What do you like most about our school?
Man: Do you remember Boston? Man: Well, let me think. I like the location. It’s in a great
Woman: Yes, I do, actually. I was about six when we moved. I part of town.
remember there was a really nice park near our Woman: OK . . .
house. Man: I like my classesthey’re interesting. And I like my
Man: Do you want to move back there someday? friends.
Woman: To Boston? No, not really. I really want to live Woman: What would you like to change about your school
abroad. life?
Man: Have you ever been overseas? Man: You mean, what would I improve about the school?
Woman: Yes, I have. I’ve been to Mexico. I’d love to move Woman: Yeah, is there anything you want to change?
there. Man: Let me see. Well, I’d change the food in the
Man: What do you want to do when you graduate? cafeteria. It’s really boring. It never changes. I would
Woman: Well, I love cooking, so I’d like to open a restaurant. change the time classes start in the morning. Classes
Man: In Mexico? start at nine. I hate commuting in the morning
Woman: No, when I come back. In Mexico, I’d like to teach because the subway is so crowded. If classes started
English. at 9:30, the subway would be quieter when we’re
coming to school.
Woman: That’s a great idea.

Audio Assessment Scripts 129
UNIT ASSESSMENTS
Unit 1 Assessment
Name: _____________________________ Date: _____________ Class: _________ Score: ___/50
A Listening (15 points, 3 x 5)

Track 25 Listen. Complete the chart with information about Mike.
Example: First name: Mike 3. Email address:
1. Cell phone number: 4. Nickname:
2. Last name: 5. Hobby:
B Conversation (10 points, 2 x 5)

Write. Complete the conversation with the words and phrases below.
cell phone number may I ask not at all I’m from Seoul can you say that again
A: Hi. I’m Min-ho.

B: Nice to meet you, Min-ho. I’m Tina.
A: (1) _________________________ where you are from?
B: (2) _________________________. I’m from Taiwan.
A: How about you?
B: (3) _________________________.
A: What’s your email address?
B: Sorry, I don’t have one yet. My (4) _________________________ number is 090-555-3241.
A: (5) _________________________?
B: 090-555-3241
C Speaking (25 points, 5 x 5)

Speak. Play the game “Getting to Know You” (Teacher’s Edition 1, end of Unit 1).
Your teacher will grade you.
Criteria Score Comments

1. Accurancy /5
2. Speaks clearly /5
3. Use of polite language /5
4. Vocabulary /5
5. Effort /5
130 ©2010 Heinle, Cengage Learning. ALL RIGHTS RESERVED
Unit 2 Assessment

Track 26 Listen. David is talking about one of his photos. Circle T (True) or F (False).
1. David took the photo in Singapore. T/F

2. It’s a photo of David’s girlfriend. T/F
3. Gina lives in Seoul. T/F
4. David and Gina went to a baseball game. T/F
5. David misses his sister. T/F

Write. Complete the questions with the words and phrases below.
crazy things favorite teacher still see what’s where did
1. Did you have a _________________________ in high school?

2. Do you _________________________ your elementary school friends sometimes?
3. _________________________ your favorite memory?
4. What _________________________ did you do when you were younger?
5. _________________________ you take this photo?

Speak. Work with a partner. Ask and answer the questions in activity B.

1. Asks follow-up questions /5
2. Accurancy /5
3. Makes comments to show interest /5
4. Vocabulary /5
5. Responds quickly /5

©2010 Heinle, Cengage Learning. ALL RIGHTS RESERVED Unit Assessments 131
Unit 3 Assessment

Track 27 Listen. Mariko wants to go to Brazil. Number her plans from 1 to 5.
a. _____ get a visa

b. _____ save money
c. _____ gate a passport
d. _____ learn Portuguese
e. _____ call a travel agent

Read. Complete the conversation using the words and phrases below.
learn why do you want to go there like to I think you should I have to
A: What are your plans for the future?

B: Well, I’d (1) _________________________ go to London.
A: (2) __________________________________________?
B: Well, I want to (3) _________________________ English.
A: Well, (4)_________________________ save money. England is expensive.
B: I know. (5) _________________________ get a part-time job.

Speak. Role-play talking about your plans with a partner. Your teacher will grade you.

1. Accurancy /5
2. Speaks clearly /5
3. Gives good suggestions /5
4. Vocabulary /5
5. Effort /5

Unit 4 Assessment

Track 28 Listen. Does Sandra believe Carl? Circle believes or doesn’t believe.
1. She believes / doesn’t believe him.


Read. Complete the conversation with the words below.
amazing true seen Listen believe
A: Have you ever (1) _______________ a famous person?

B: No, I haven’t.
A: Well, I have. (2) _______________ to this, When I was in America, I saw Madonna.
B: What? I don’t (3) _______________ you!
A: It’s (4) _______________. She was coming out of a hotel.
B: That’s (5) _______________.
A: I’m kidding you!

Speak. Talk about an interesting personal experience with a partner.

1. Speaks with appropriate intonation /5
2. Accuracy /5
3. Speaks without hesitation /5
4. Vocabulary /5
5. Effort /5

Unit 5 Assessment

Track 29 Listen. Sarah and John are talking about their hometowns. Circle T (True) or F (False).
1. Sarah used to play the piano when she was a child. T/F
2. When John was a child, he loved to visit his grandmother’s house. T/F
3. John’s special place is a beach near his parent’s house. T/F
4. Sarah doesn’t have a special place. T/F
5. John and Sarah were friends in high school. T/F

Read. Complete the conversation with the words below.
used to parents photo show do
A: Can I (1) _______________ you a picture I took?

B: Sure. That’s a great (2) _______________. Where is it?
A: It’s a place near my parents’ house. I (3) _______________ go there when I was younger.
B: (4) _______________ you still go there?
A: No. My (5) _______________ moved to another town.
B: That’s too bad.

Speak. Work with a partner. Have a conversation with your partner about a place
where you used to go when you were younger. Your teacher will grade you.

1. Describes the place in detail /5
2. Accuracy /5
4. Vocabulary /5
5. Speaks with appropriate intontion /5

Unit 6 Assessment

Track 30 Listen. Some people are shopping. Circle T (True) or F (False).
1. Dan bought the camera for $20. T/F

2. Lisa didn’t buy the watch. T/F
3. Silvia bought a high quality bag from Japan. T/F
4. Steve loves bargaining. T/F
5. Mark buys his clothes on an online auction site. T/F

Circle and write. Circle five errors in the conversation. Correct the errors.
used to parents photo show do
help you
Example: Can I you help? ________________________
A: That’s beautiful. Is that a scarf silk? (1) ________________________
B: Yes. It is. It’s very nice, it it? (2) ________________________
A: Hmmm. Yes, is it. How much are it? (3) ________________________
B: I can let me have it for $50 dollars. (4) ________________________
A: Thanks, but that’s not high. (5) ________________________

Speak. Work with a partner. Your teacher will give you an item, and tell you if you are
the buyer or seller. Bargain for the item.

1. Speaks with appropriate intontion /5
2. Accuracy /5
4. Vocabulary /5
5. Responds appropriately /5

Unit 7 Assessment

Track 31 Listen. Some people are talking about gift giving. Circle the best response.
1. a. You shouldn’t have. b. Do you like it?

2. a. Can I open it? b. You’re welcome.
3. a. Yes, I have. b. A box of chocolates?
4. a. Because she helped me last year. b. I’d like to give her some flowers.
5. a. I’d give you some flowers. b. I’d like to get some chocolates.

Read. Number the conversation in the correct order from 1 to 5.
a. _____ I have something for you.

b. _____ It’s beautiful. I love it. Thank you.
c. _____ You’re welcome.
d. _____ Open it.
e. _____ Really? That’s very nice of you.

Speak. Role-play in pairs giving and receiving a gift. Your teacher will grade you.

1. Speaks with appropriate intonation– /5
expressing surprise and thanks
2. Accuracy /5
4. Vocabulary /5

Unit 8 Assessment

Track 32 Check [✔]. Do the listeners agree or disagree with the suggestions?
Check agree or disagree.
Suggestion Listener agrees Listener disagrees

1. all-night party ® ®
2. weekend trip ® ®
3. horror movie ® ®
4. dinner ® ®
5. bug hunt ® ®
Read and write. Complete the conversation using the questions below.
What should I bring Let’s bake a cake. What kind of party is it

Can you come Where is it
A: I’m going to a party on Friday. (1) ______________________________________?

B: I’m not sure. (2) ______________________________________?
A: It’s a Halloween party.
B: That sounds fun. (3) ______________________________________?
A: At my friend Steve’s house. So do you want to come?
B: I think so. (4) ______________________________________?
A: Bring some candy or some cake.
B: (5) ______________________________________ I love baking.

Speak. Work with a partner. Invite your partner to a party. Your teacher will grade you.

1. Accurancy /5
2. Describes the party in detail /5
4. Vocabulary /5
5. Speaks expressively /5
Unit 9 Assessment

Track 33 Listen. Sara is giving a presentation about David’s taste in music. Circle T (True)
or F (False).
1. David likes rock music. T/F

2. He can play the violin. T/F
3. He can’t stand Elvis. T/F
4. David is in a band. T/F
5. He’s into classical music. T/F

Read and write. Complete the conversation using the phrases below.
makes me feel relaxed I don’t know much what kind of

are you into how often do you buy CDs
A: (1) ________________________________ music do you listen to?

B: (2)________________________________ about music. How about you?
A: I’m really into music. I listen to it a lot.
B: What kind of music (3) ________________________________?
A: I love classical music. It (4) ________________________________.
B: (5) ________________________________?

Speak. Work with a partner. Have a conversation with your partner about the music you
are into. Your teacher will grade you.

1. Accurancy /5
2. Describes music in detail /5
4. Vocabulary /5
5. Effort /5

Unit 10 Assessment

Track 34 Listen. Jane is giving Michael some advice about fashion. Circle T (True) or F (False).
1. Michael wants to look more attractive. T/F

2. Jane says that Michael should wear a suit. T/F
3. Michael likes blue clothes. T/F
4. Michael can’t relax when he wears dressy clothes. T/F
5. Jane thinks dressy clothes look old-fashioned. T/F

Read and write. Complete the conversation using the words and phrases below.
never is wearing them you should wear more fashionable do you ever wear
A: I want to look (1) _________________________. What should I wear?

B: OK, if you want to look more fashionable, I think (2) _________________________ dress shoes.
A: Really? Why is that?
B: They’re really fashionable right now. (3) _________________________ cargo pants?
A: (4) _________________________. Why’s that?
B: They’re also fashionable. Everyone (5) _________________________.

Speak. Work with a partner. Give your partner advice on what to wear. Your teacher
will grade you.

1. Accurancy /5
2. Asking for and giving advice /5
4. Vocabulary /5

Unit 11 Assessment

Track 35 Listen. Linda and Dave are discussing how honest they are. Circle T (True) or F (False).
1. Linda would never skip school. T/F

2. Dave would skip school. T/F
3. Linda would never cheat on a test. T/F
4. Dave would cheat on a test again. T/F
5. Dave would never copy a classmate’s homework. T/F

I would I think it’s depends What about you Would you
A: (1) _________________________ do in this situation? You’re in the park and you find a wallet.
(2) _________________________ keep it?
B: Maybe. (3) _________________________. Is there any money in the wallet?
A: Yes, there’s a few dollars in the wallet.
B: In that case, (4) _________________________ take it to the police station. How about you?
A: I’d take it to the police too. (5) _________________________ to steal.
B: Is it stealing to keep money?
A: I think so.

Speak. Work with a partner. Have a conversation about an imaginary situation.

1. Accurancy /5
2. Intonation /5
4. Vocabulary /5
5. Describes the situation in detail /5

Unit 12 Assessment

Track 36 Circle. What is the best response? Circle a or b.
1. a. That’s a good idea. b. That’s a problem for me, too.

2. a. I think that’s a great idea. b. I have to stay up late.
3. a. We can’t use the Internet. b. Really? That doesn’t bother me.
4. a. Me too. I’d also like a smaller class. b. Let’s get some Indian food.
5. a. The location is great. b. That’s really a problem.

How about you What do you like I’d like to change

What would you like I like the location
A: (1) _________________________ about our school?

B: I really like my classes. They’re really interesting. (2) _________________________?
A: (3) _________________________. It’s very convenient for me.
B: (4) _________________________ to improve about your school life?
A: (5) _________________________ my schedule. I always have to run to my next class.

Speak. Your teacher will grade you when you do the Challenge presentation activity.

1. Eye contact /5
2. Pronunciation /5
4. Vocabulary /5
5. Effort /5

Mid-term Test
A Check [✔]. Choose the word that best completes each sentence. (10 points, 2 x 5)
1. When I was in high school, I ____ love reading about foreign countries.
a. used to b. used c. liked d. would
2. I went to Korea last year. I ____ some really beautiful and interesting places.
a. visit b. watched c. went d. visited
3. I got this ____ at a market in Seoul.
a. bag leather b. brand c. leather bag d. high quality
4. I’d like to ____ to Australia next year.
a. visit b. see c. ride d. go
5. I have to save a lot of money ____ I go.
a. before b. because c. within d. someday
B Circle and write. Circle the mistake in the sentence. Then correct it. (10 points, 2 x 5)
Example: May ask I how old you are?

May I ask
____________________________________________________
1. This is a picture of me when I am a baby.
____________________________________________________
2. I want to find a job before I am graduating.
____________________________________________________
3. Have you ever went camping?
____________________________________________________
4. When I was in high school I was used to go mountain climbing.
____________________________________________________
5. I’d like to buy a new shirt because I want to going to a party tonight.
____________________________________________________

C Write. Complete the conversation with words and phrases in the box. (10 points, 2 x 5)
a. when I was b. should c. used to

d. have you ever been e. I’d love
A: (1) ____ to go to Egypt one day.

B: Me too. I was really interested in Egypt (2) ____ younger.
A: When I was little, I (3) ____ go a museum near my house all the time.
B: (4) ____ to Cambodia? That’s a really interesting country, too.
A: No, I haven’t but I’d love to go. It’s my goal to save up some money so that I can travel.
B: That would be cool. You (5) ____ talk to a travel agent, so you know how much you need to save.
D Listen and check [✔]. Choose the best response. (2 points, 2 x 5)

Track 37
1. a. ® Sorry. I’d rather not say. b. ® Sure. I do. c. ® No, I am.

2. a. ® She’s younger than me. b. ® It’s my sister. c. ® We are close.
3. a. ® I’d like to get a part-time job. b. ® Me, too. c. ® No, not really.
4. a. ® I’d like to travel. b. ® No, I didn’t. c. ® Well, I went to Thailand
last year.
5. a. ® It’s a handmade necklace. b. ® Sure. It’s brand new. c. ® Thanks, anyway.
E Listen and write. Complete the chart with information about Emma. (2 points, 2 x 5)
Track 38
1. Born Boston
2. Grew up
3. She remembers a
4. She’d like to move to
5. She’d like to open a
6. She’d like to teach

©2010 Heinle, Cengage Learning. ALL RIGHTS RESERVED Mid-term Test 143
Final Test
A Check [✔]. Choose the word that best completes each sentence. (10 points, 2 x 5)
1. She would like to thank her sister ____ care of her.

a. take b. to take c. for take d. for taking
2. I’ll check my schedule and ____ later.
a. love to b. be busy c. I’m busy d. tell you
3. What kind of music ____ she into?
a. are b. is c. did d. does
4. He wants to look ____.
a. in fashionable b. as fashionable c. more fashionable d. fashion
5. Would you ____ skip school to do something fun?
a. if b. like c. ever d. never
B Circle and write. Circle the mistake in the sentence. Then correct it. (10 points, 2 x 5)
Example: We’re have a party.

having
____________________________________________________
1. He wants to giving his father a gift, because he works so hard.
____________________________________________________
2. Could you bringing something to drink to the party?
____________________________________________________
3. She asked what kind of music David is liking.
____________________________________________________
4. He’s wearing black leather jacket and running shoes.
____________________________________________________
5. There are too much social events so I can’t study.
____________________________________________________

C Write. Complete the conversation with words and phrases in the box. (10 points, 2 x 5)
a. that’s b. this c. should

d. him e. let’s
A: (1) ____ have a surprise party for Roger.

B: (2) ____ a great idea. Let’s have a barbecue.
A: How about (3) ____ instead? Let’s have the party in a restaurant instead.
B: OK. (4) ____ we buy him a present?
A: Let’s get him a new tie?
B: A tie? He never wears ties. I have an idea. Let’s get (5) ____ a funny T-shirt.
D Listen and check [✔]. Choose the best response. (2 points, 2 x 5)

Track 39
1. a. ® You’re welcome. b. ® You shouldn’t have! c. ® Are you sure?

2. a. ® That’s a good idea. b. ® You did? c. ® Let’s do this.
3. a. ® I recommend rock music. b. ® It’s really moving. c. ® I like it a lot.
4. a. ® I’m wearing a T-shirt. b. ® I want to look more c. ® My blue jacket and
fashionable. jeans.
5. a. ® I would tell someone. b. ® It’s a real gold watch. c. ® I hate it.
E Listen and circle. Listen to the statements and circle T (True) or F (False). (2 points, 2 x 5)
Track 40
1. Tom doesn’t like the location of the school. T/F

2. He thinks his classes are interesting. T/F
3. He would improve the food in the cafeteria. T/F
4. Tom’s classes start at 9:30. T/F
5. Jennifer doesn’t agree with Tom’s idea. T/F

©2010 Heinle, Cengage Learning. ALL RIGHTS RESERVED Final Test 145
Mid-term and Final Speaking Test Teacher Instructions
Students can take the mid-term speaking test and 2. Try to involve your students when you choose
final speaking test after completing the mid-term the assessment criteria. Have students identify
test and final test respectively. some area of their learning that they have
worked to improve.
1. Complete the chart below with the criteria you 3. Assess your students in pairs, in groups or
will use to assess your students. The criteria can individually, depending on your class size.
be those from the end of quiz tests—use of 4. When you have selected the assessment criteria,
vocabulary, pronunciation, speaking without be sure students know in advance what you are
hesitation, speaking without making errors that going to assess them on. Show your completed
interfere with communication, etc. If you choose chart to students so that they are clear what their
another criterion, make sure it is something you assessment goals are.
have focused on in class.
5. Have students select one of the activities.

1. / 10
2. / 10
3. / 10
4. / 10
5. / 10

Mid-term Speaking Test
Pick a card. Follow the instructions on the card.
Describe your goals for the Describe the place where

future. you grew up.
Describe your favorite

Describe your most
possession or item of
interesting, or strangest
clothing. For example, Do
experience. (It can be the
you have a special watch or
truth or a lie).
favorite pair of shoes?

1. / 10
2. / 10
3. / 10
4. / 10
5. / 10

©2010 Heinle, Cengage Learning. ALL RIGHTS RESERVED Mid-term Speaking Test 147
Final Speaking Test
Pick a card. Follow the instructions on the card.
What would you improve Describe the music you

in your school or in your like most. Why do you like
life? Describe in detail. it so much?
What advice would

What do you think of you give to someone
fashion? Describe some who is preparing for a
current fashion styles. presentation? Describe
your advice in detail.

1. / 10
2. / 10
3. / 10
4. / 10
5. / 10

148 Final Speaking Test ©2010 Heinle, Cengage Learning. ALL RIGHTS RESERVED
Unit Assessment Answer Key
Unit 1 Unit 9
A: 1. 091-555-1891; 2. Wright; A: 1. T; 2. F; 3. F; 4. F; 5. T
3. mikewright@mat.com; 4. M and M; 5. Tennis B: 1. What kind of; 2. I don’t know much;
B: 1. May if I ask; 2. Not at all.; 3. I’m from Seoul.; 3. are you into; 4. makes me feel relaxed;
4. cell phone number; 5. Can you say that again? 5. How often do you buy CDs
Unit 2 Unit 10
A: 1. F; 2. F; 3. T; 4. T; 5. T A: 1. F; 2. T; 3. T; 4. T; 5. F
B: 1. favorite teacher; 2. still see; 3. What’s; B: 1. more fashionable; 2. you should wear;
4. crazy things; 5. Where did 3. Do you ever wear; 4. Never; 5. is wearing them
Unit 3 Unit 11
A: 1. b; 2. d; 3. c; 4. e; 5. a A: 1. T; 2. T; 3. T; 4. F; 5. F
B: 1. like to; 2. Why do you want to go there; B: 1. What would you; 2. Would you;
3. learn; 4. I think you should; 5. I have to 3. It depends; 4. I would; 5. I think it’s
Unit 4 Unit 12
A: 1. believes; 2. believes; 3. doesn’t believe; A: 1. b; 2. a; 3. b; 4. a; 5. a
4. doesn’t believe; 5. doesn’t believe B: 1. What do you like; 2. How about you;
B: 1. seen; 2. Listen; 3. believe; 4. true; 5. amazing 3. I like the location; 4. What would you like;
5. I’d like to change
Unit 5
A: 1. T; 2. T; 3. F; 4. F; 5. F. Test Answer Key
B: 1. show; 2. photo; 3. used to; 4. Do; 5. parents Mid-term Test
A: 1. a; 2. d; 3. c; 4. d; 5. a
Unit 6 B: 1. when I was; 2. I graduate; 3. gone camping;
A: 1. F; 2. T; 3. T; 4. F; 5. F 4. I used to go; 5. to go to
B: 1. silk scarf; 2. is it?; 3. is it?; 4. let you; C: 1. e; 2. a; 3. c; 4. d; 5. b
5. too high. D: 1. a; 2. b; 3. a; 4. c; 5. b
E: 2. New York; 3. nice park near her house;
Unit 7 4. Mexico; 5. restaurant; 6. English in Mexico
A. 1. a, 2. b, 3. a, 4. a, 5. b
B. 1. a; 2. e; 3. d; 4. b.; 5. c
Final Test
A: 1. d; 2. d; 3. b; 4. c; 5. c
Unit 8
B: 1. to give; 2. bring; 3. likes;
A: 1. disagrees; 2. agrees; 3. disagrees; 4. agrees;
5. disagrees 4. a black leather jacket; 5. too many
B: 1. Can you come; 2. What kind of party is it; C: 1. e; 2. b; 3. a; 4. c; 5. d
3. Where is it; 4. What should I bring; D: 1. b; 2. a; 3. a; 4. c; 5. a
5. Let’s bake a cake. E: 1. F; 2. T; 3. T; 4. F; 5. F
n-shik?; 4. What kind of music do you like, Haruko?;

©2010 Heinle, Cengage Learning. ALL RIGHTS RESERVED 149
WORKBOOK ANSWER KEY
Unit 1
Working on Vocabulary
A: can: dance, sing, read, cook, type; can play: the guitar, tennis, badminton, soccer, chess, baseball
B: 2. last name; 3. nickname; 4. first name; 5. email address; 6. phone number, 7. hometown; 8. birthday;
Students should fill in their own information correctly.
C: Music: classical, jazz, rock, pop, reggae; Colors: orange, purple, green, yellow, blue; Pets: fish, turtles, birds,
dogs, cats
Working on Grammar
A: Possible answers are: 2. Do you have any pets?; 3. Can you play golf?; 4. Are you Canadian?; 5. How old are
you?; 6. Who’s your favorite movie star?
B: Possible answers are: 2. Yes, I can.; 3. Do you have a part-time job, Min-shik?; 4. What kind of music do you
like, Haruko?; 5. No, I’m not. I’m from Kyoto.; 6. How old are you, Min-shik?
C: Answers will vary.
Working on Fluency
A: a. 3; b. 2; c. 5; d. 1; e. 4
B: 1. Me too. / Not me.; 2. Me too. / Not me.; 3. Oh really? I do? / Me neither.; 4. Oh really? I do. / Me neither.;
5. Me too. / Not me.; 6. Me too. / Not me.
C: 1. Answer will vary.; 2. Answer will vary.; 3. What’s your favorite TV show?; 4. Do you have any pets?
Critical Thinking
A: Possible questions are: Classmate: 1, 2, 5, 6, 7, 8, 9.;Teacher: 1, 3, 8.
B: Possible questions are: May I ask where you are from?; May I ask if you are married?; May I ask what kinds
of things you are interested in?; May I ask if you have any children?

150
Unit 2
A: Positive: popular, friendly, great, helpful, kind; Negative: boring, sad, scary, dangerous, mean; Students
have to add another adjective to each list.
B: 1. sad; 2. mean; 3. boring; 4. delicious
C: 1. my favorite teacher, (positive adjective); 2. my best friends, (positive or negative adjective); 3. my brother,
popular; 4. my uncle’s pet dog, (negative adjective); 5. the actress, Keira Knightley, (positive or negative
adjective); (positive or negative adjective)
Working on Grammar
A: 1. was; 2. shopped, was, bought; 3. visited, ordered, ate, got
B: 1. d; 2. c; 3. a; 4. b
C: 1. She could see Hong Kong Island.; 2. She shared a room with Kirsten.; 3. What did she buy?; 4. Yes, she
did.; 5. She stayed there for one week.
Working on Fluency
A: 1. This is a photo of my pet snake. Is it dangerous? It is when it’s hungry! Has it eaten today?; 2. Is that your
car? No, it’s my brother’s. Have you ever driven it? No, but I want to someday.; 3. Who’s this?, My high school
basketball coach. She looks mean., Not really. I learned a lot from her.
B: 1. a, c; 2. a, d; 3. a, c
C: Possible questions are: 1. Where does she teach now?; 2. What happened to your old house?; 3. Do you like
disco too?
Critical Thinking
A: Person: 3; Place: 1, 5; Event: 2, 4
B: 1. place, (possible questions) What is this place?, Did you take this picture on vacation?; 2. person, (possible
questions) Who’s this?, Is she a good friend?; 3. event, (possible questions) What are they doing?, Were you
having a party?
C: a. 2; b. 3; c. 1

Workbook Answer Key 151
Unit 3
A: Across: 1. work; 2. star; 3. buy; 4. take; 5. travel; Down: 1. write; 2. start; 3. become
B: 1. start; 2. visit; 3. take; 4. sing; 5. give; 6. look
C: Answers will vary. Make sure students use the infinitive form after the “to.” Here is a sample answer: 1. join
a rock band; 2. work in a big company.; 3. start a family.; 4. quit my job; 5. live abroad.
Working on Grammar
A: 1. get a haircut.; 2. get married.; 3. She’d like to go shopping.; 4. He’d like to go to the movies.; 5. He’d like
to retire and build a house.
B: 1. e; 2. c; 3. a; 4. d; 5. b
C: 1. false; 2. true; 3. Karl; 4. Yuki
Working on Fluency
A: 1. a, c; 2. b, c; 3. a, c
B: a. 6; b. 3; c. 4; d. 7; e. 2; f. 5; g. 1; h. 8
C: Answers will vary. Make sure the responses are logical. Here is a sample answer: 1. I’d like to learn how to
drive.; 2. I live far from college and it’s difficult to get to school. 3. I really like cars.; 4. My brother has a cool
sports car. I’d like one too.
Critical Thinking
A: 1. û; 2. ü; 3. û; 4. û; 5. ü; 6. ü; 7. û
B: 1. get work experience; 2. graduate from college; 3. get a teaching certificate; 4. send a/your resumé
Review 1: Units 1–3
A: Across: 1. nickname; 6. pet; 7. marathon; 8. concert; 10. album; 11. exciting; 12. email; 14. music;
16. younger; 17. abroad; 18. someday; Down: 2. cool; 3. match; 4. boring; 5. sport; 6. picture; 8. camel;
9. vacation; 13. address; 15. crazy
B: Answers will vary.
C: 1. a; 2. e; 3. c; 4. h; 5. f; 6. g; 7. d; 8. b
D: Answers will vary.

152 Workbook Answer Key
Unit 4
A: Attend: a wedding; See: a movie, a show; Take: a trip, a vacation
B: a. 5; b. 1; c. 6; d. 3; e. 2; f. 4
C: Positive: exciting, great, fun, fantastic, beautiful, delicious, funny; Negative: boring, sad, scary, terrible,
disappointing, awful, weird, tiring
D: 1. excellent; 2. funny; 3. disappointing; 4. delicious; 5. Answer will vary; 6. Answer will vary
Working on Grammar
A: 1. She takes, She has taken; 2. They see, They saw; 3. You ate, You have eaten; 4. He does, He did; 5. I travel,
I have traveled; 6. We get, We got; 7. She tries, She has tried; 8. They were, They have been
B: been, got, done, traveled, saw, went, ate, was, eaten, tried, taken, get
1. Yes, he has.; 2. Yes, he did.; 3. No, he has not.; 4. Yes, he did.
Working on Fluency
A: 1. b; 2. a; 3. a; 4. a; 5. b
B: 1. b; 2. e; 3. c; 4. a; 5. d
C: Possible responses are: 1. Uh-huh.; 2. That sounds fun.; 3. Wow! Really?; 4. How disappointing!; 5. That’s
great!
Critical Thinking
A: Possible questions are: 1. Why do you love New York so much?; 2. Are you going to go there again soon?;
3. What do you want to do in the future?
B: Possible questions are: 1. Which mountain did you climb first?; 2. How old were you then?; 3. Which
mountain are you going to climb next?

Unit 5
A: 1. play, park; 2. eat, cafeteria; 3. love, station; 4. meet, theater; 5. snowboard, resort
B: a. 5; b. 3; c. 6; d. 4; e. 2; f. 1
C: Answers will vary. More able students could be challenged to produce a series of sentences such as the
following: 1. play in the park with my mom and dad.; 2. used to play soccer there with my friends.; 3. high
school, I was on the soccer team.; 4. play soccer every Saturday morning.
Working on Grammar
A: 1. d; 2. b; 3. a; 4. c
B: 1. Johnny Depp/He married Lori Allison in LA, California when he was 20 years old.; 2. Johnny Depp/He
bought an island in the Caribbean Sea when he was in his early forties.
Working on Fluency
A: 1. a; 2. a; 3. b ; 4. a
B: a. 2; b. 1; c. 3; d. 5; e. 4
C: Answers will vary. Make sure the responses are logical. Sample answer: 1. I used to go to the Karate dojo
after school.; 2. I used to practice with my friends.; 3. We always had fun and practiced hard.
Critical Thinking
A: 1. Yes, they are.; 2. No, she isn’t.; 3. No information is given.; 4. Yes, he does
B: 1. Yes, she does.; 2. I don’t know.; 3. I don’t know.; 4. Yes, he was.

Unit 6
A: Possible answers are: Denim: jacket, jeans; Silver: earrings, ring, necklace, bracelet; Handmade: shoes,
watch, suit Wool: scarf, gloves, hat, coat, socks; Leather: shoes, belt, pants, boots Gold: earrings, ring,
necklace, bracelet, watch; Designer: shoes, earrings, necklace, bracelet, clothes, sunglasses; Silk: jacket, dress,
shirt
B: 1. leather; 2. denim; 3. colorful; 4. gold
C: 1. sweater/pullover, c; 2. necklace, b; 3. shoes, e; 4. watch, a; 5. jacket, d
Working on Grammar
A: 1. a; 2. b; 3. a; 4. b; 5. b; 6. b
B: 1. elegant solid silver bracelet.; 2. This is a trendy green suitcase. It’s cool, isn’t it?; 3. This is a beautiful
antique vase. It’s in excellent condition, isn’t it?; 4. These are inexpensive handmade shoes. They’re
comfortable, aren’t they?
Working on Fluency
A: a. 5; b. 2; c. 3; d. 1. e. 4
B: 1. Can you tell me about this sweater?; Yes, the gray one.; How much is it?; That’s quite expensive.; 2. The
gold one or the silver one?, It’s made from real Spanish silver.; It is, isn’t it?; It’s $67. 50 plus tax.
C: Possible answers are: 1. I’m sorry. It’s still too expensive for me.; 2. Do you have anything cheaper?
Critical Thinking
A: Maria
B: 1. Maria, Yuki; 2. Maria; 3. Yuki; 4. Yuki; 5. Andrew; 6. Maria
A: Across: 3. famous; 4. seller; 5. material; 6. school; 7. discount; 12. ride; 14. fashionable; 15. past; 16. river; 17.
truth; 18. bargain; Down: 1. souvenir; 2. hometown; 6. strange; 8. camping; 9. boyfriend; 10. hamburger;
11. hospital; 13. designer; 15. park
C: 1. c.; 2. f.; 3. a.; 4. e; 5. g; 6. d; 7. h; 8. b

Unit 7
A: 1. birthdays; 2. Valentine’s Day; 3. Christmas; 4. Mother’s Day; 5. weddings; 6. New Year’s Eve
B: Possible answers are: Birthday: 1, 2, 3, 4, 5, 6; Valentine’s Day: 1, 2, 3, 6; Wedding: 2, 4, 5; Mother’s Day: 1, 2,
3, 4, 6
C: Possible answers are: 1. some golf balls; 2. my sister some baby clothes; 3. my cousin a tie; 4. some music
vouchers, my parents
Working on Grammar
A: 1. for; 2. because; 3. for; 4. for; 5. because; 6. for
B: 1. e; 2. d; 3. f; 4. a; 5. b; 6. c
C: 1. Kirsten wants to help Ana study for her test.; 2. He’d like to give his dad a tie.; 3. Luis and Steven like jazz
music.; 4. Luis fixed Steven’s computer.; 5. No, she doesn’t. She wants to do it for Kirsten.; 6. Ana has a test
next week.
Working on Fluency
A: a. 8; b. 7; c. 2; d. 4; e. 1; f. 5; g. 3; h. 6; i. 9
B: 1. That’s nice of him.; 2. That’s really good of you.; 3. How about a gift certificate?; 4. A box of chocolates.;
5. How sweet of her!
C: Possible answers are: 1. You’re welcome.; 2. That’s very kind of you.; 3. Thanks. It’s a great present.
Critical Thinking
A: Answers will vary.
B: Possible answers are: 1. too expensive; 2. reasonable; 3. too cheap.
D: Possible answers are: 1. golf balls, a cook book; 2. a CD, movie tickets; 3. an apron, gardening tools or
plants

Unit 8
A: 1. e; 2. a; 3. b; 4. c; 5. d; Hidden word: surprise
B: 1. inviting; 2. spoke; 3. ate; 4. went; 5. visited; 6. visited
C: a. 5; b. 2; c. 6; d. 4; e. 1; f. 3
Working on Grammar
A: 1. going to; 2. Will; 3. should; 4. going to; 5. going to; 6. going to; 7. should/will; 8. going to; 9. will;
10. Should; 11. Will
B: 1. b; 2. a; 3. a; 4. b
Working on Fluency
A: 1. c; 2. d; 3. b; 4. a
B: 1. ü; 2. û; 3. ü; 4. û
Critical Thinking
A: Brook Park
B: Possible answers are: 1. Cooking isn’t allowed at Chestnut Ridge Park.; 2. Cooking is allowed at Brook Park.;
3. Fireworks are allowed at Brook Park.
C: Chestnut Ridge Park: 1, 5; Brook Park: 2, 3, 4, 6

Unit 9
A: Possible answers are: Shakira, Latin Pop, Colombian, Hips Don’t Lie; Coldplay, Indie/Rock/Pop, British,
Yellow; Avril Lavigne, Rock/Punk, Canadian, Complicated.
B: 1. listen; 2. play; 3. wear; 4. dance; 5. download; 6. love
C: Possible answers are: Soul: relaxed, peaceful; Hip-hop: excited, energetic; Latin: relaxed, romantic; Classical:
wonderful, peaceful; Rock: angry, crazy; Pop: happy, energetic
Negative: bored, sleepy, sad would probably be applied to Classical, Soul, and Latin
Working on Grammar
A: 1. Who’s your, c; 2. Where, a; 3. Does she, e; 4. What do you, f; 5. Which of her, b; 6. Have you ever, d; 7. Do
you, h; 8. What other, g
B: 1. Can/Could/May; 2. How; 3. What; 4. Who’s; 5. How
C: Answers will vary. They should follow the model given in activity B.
Working on Fluency
A: a. 6; b. 5; c. 2; d. 4; e. 1; f. 3
B: 1. He wants reggae music.; 2. She prefers techno.; 3. He says/said anything is/was OK.
C: Answers will vary, but they might roughly follow these structures: 1. I prefer . . . ..; 2. How about . . .? He’s/
She’s/ They’re from . . ..; 3. I like . . . . It’s a great song.
Critical Thinking
B: 1. Grace; 2. Karl; 3. Grace; 4. Anton; 5. Karl; 6. Grace; 7. Grace; 8. Anton
A: Across: 1. singer; 4. bug; 7. granddad; 8. married; 15. aunt; 16. receiving; 17. classical; 18. surprise;
Down: 2. relaxed; 3. kind; 4. band; 5. gift; 6. costume; 7. grandma; 9. invite; 10. chocolate; 11. thank;
12. barbecue; 13. favorite; 14. candles
C: 1. h; 2. d; 3. b; 4. a; 5. f; 6. g; 7. e; 8. c

Unit 10
A: Across: 2. casual; 4. sporty; 6. feminine; 7. unusual; Down: 1. fashionable; 3. formal; 5. dressy
B: 1. To the gym: sneakers, running shorts; For a job interview: dress shirt, suit; At the pool: swim goggles,
swim cap; To go skiing: ski boots, warm gloves;
Students are supposed to add one more item to each list, such as, tracksuit, tie, swimsuit, woolen hat
C: Possible answers are: 1. shorts, T-shirt, sandals, skirt, summer dress, sunglasses; 2. gloves, coat, hat, scarf,
thick socks, pullover; 3. rubber boots, raincoat, waterproof jacket
Working on Grammar
A: 1. blue and red striped gloves; 2. a large straw hat; 3. a pretty blue dress; 4. a colorful short-sleeved shirt;
5. a long silk skirt
B: 1. bright green; 2. yellow nylon; 3. dark gray; 4. blue striped; 5. black leather; 6. baggy blue
Working on Fluency
A: 1. d; 2. c; 3. b; 4. a
B: 1. a; 2. b; 3. a; 4. a; 5. a
C: Possible answers are: 1. Why don’t you wear a dark blue jacket or a long dark skirt?; 2. I recommend you try
black shoes.; 3. Don’t forget to tie / put up your hair. You’ll look great.
Critical Thinking
A: 1. e; 2. d; 3. b; 4. c; 5. a; 6. f
B: Possible answers are: 2. When you say “too serious,” what exactly do you mean?; 3. So, you’re saying
you’d like to look less formal?; 4. What would you like to change about it?; 5. So you don’t like designer
clothes?
C: Possible answers are: 1. What don’t you like about the latest styles?; 2. What do you mean by “a bit more
formal?”; 3. What do you think would make you look more fashionable?

Unit 11
A: 1. cheat; 2. borrow; 3. keep; 4. tell; 5. copying; 6. use; 7. sleep; 8. asking
B:
M A K I S K I U G L
U A S K I N G M N K
S L E E P I N G I E
T A S E I O E L Y Y
E S C T U T A K P A
L K I H B O R R O W
L L K X E L Y W C F
X I C E O A E G E N
T U S E E A T K A O
N B W R E P M I B V
C: 1. a; 2. a; 3. b; 4. b; 5. a
Working on Grammar
A: 1. e; 2. a; 3. d; 4. f; 5. b; 6. c
B: 1. What would you do if, (possible answer) I’d try to help him/her.; 2. What would you do if, (possible
answer) I’d tell him/her to stop telling lies.; 3. What would you do if, (possible answer) I’d alert the shop
assistant.; 4. Would you ever, (possible answer) If I needed help, I’d ask.; 5. What would you do if, (possible
answer) I’d tell them the truth.
C: Possible answers are: 1. I’d tell the owner., Because I broke it.; 2. I’d keep it., I need the money!
Working on Fluency
A: 1. Would you ever take someone’s bicycle if you really needed it? What do you mean by really needed
it? For example, you are really late for class.; 2. Would you ever not wait for someone when you are in an
elevator? Do you mean not wait for someone and close the door? Exactly. Would you do that if you were in
a hurry?; 3. Would you ever “recycle” a gift?, Recycle?, Yeah—give someone a present that you received but
didn’t like.
B: Possible answers are: 1. Was it an old bicycle?; 2. Is there another elevator nearby?; 3. What kind of gift is it?
C: Possible answers are: 1. What do you mean by “souvenir?”, Yes, sure./No way. It’s wrong.; 2. Like what, for
example?, It’s wrong, but yes, I would./Maybe. It depends.
Critical Thinking
A: 1. b; 2. a; 3. c; 4. b

Unit 12
A: 1. interesting; 2. beautiful; 3. delicious; 4. friendly; 5. early; 6. noisy; 7. expensive; 8. difficult
B: 1. do; 2. give; 3. improve; 4. be; 5. tell; 6. be
C: Possible answers are: 1. I’d like my school to offer more English courses.; 2. The classrooms should be
newer.; 3. Classes could be more interesting.; 4. I’d like to have no classes on Friday.
Working on Grammar
A: 1. can’t; 2. have to, can’t; 3. can’t; 4. have to; 5. have to
B: 1. too, d; 2. too, f; 3. enough, b; 4. enough, c; 5. too, a; 6. too, h; 7. enough, e; 8. too, g
C: Possible answers are: 1. we have to work every evening until late.; 2. they aren’t very helpful after class.; 3. I
get tired sometimes.; 4. I can’t always find a seat.; 5. students often skip classes.; 6. they get tired and don’t listen.
Working on Fluency
A: 1. a, e; 2. b, c; 3. d, f
B: Possible answers are: 1. You could ask other students if they have problems too.; 2. How about sharing
books with other students?; 3. You should see if there are some restaurants near school.
C: 1. Who would like to start?; 2. Does anyone else have an idea?; 3. What do you think, Ana?; 4. How about
you, Ethan?
Critical Thinking
B: 1. a; 2. b; 3. a; 4. a
C: 1. b; 2. a; 3. a; 4. b
A: Across: 2. casual; 6. jeans; 8. interview; 9. homework; 11. umbrella; 13. Internet; 15. million; 16. cheating; 17.
masculine; 19. parent; Down: 1. sleepy; 3. schedule; 4. sandwich; 5. look; 7. shoplifting; 10. cafeteria;
12. classes; 14. diamond; 16. club; 18. skip
C: 1. b; 2. f; 3. c; 4. h; 5. e; 6. a; 7. g; 8. d

Progress Checks
Progress Check 1 Progress Check 3

A: 1. c; 2. b; 3. b; 4. a; 5. d A: 1. d; 2. c, 3. a; 4. b; 5. b
B: 1. play any sports; 2. are you; 3. Your; B: 1. How many CDs; 2. for giving me; 3. of music; 4. to
4. when she was little 5. to live in New York your friends; 5. to my house
C: 1. a; 2. b; 3. b; 4. c; 5. d C: 1. b; 2. b; 3. d; 4. a; 5. c
Progress Check 2 Progress Check 4

A: 1. d; 2. c; 3. a; 4. c; 5. b A: 1. b; 2. d; 3. d; 4. c; 5. a
B: 1. Did you; 2. tell me about; 3. isn’t it; B: 1. There aren’t; 2. What kind of clothes; 3. ever tell /
4. bought anything; 5. an amazing trip ever give; 4. Steven told me; 5. to make more friends.
C: 1. b; 2. d; 3. d; 4. c; 5. a C: 1. d; 2. b; 3. a; 4. a; 5. c


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Teacher’s Edition 1

Skills for Communication

Chuck Sandy • Curtis Kelly

Copyright © 2010 Heinle, Cengage Learning

Cengage Learning is a leading provider of customized learning solutions with office

Cengage Learning products are represented in Canada by Nelson ­Education, Ltd.

Visit Heinle online at elt.heinle.com

Scope and Sequence

Unit 4: Believe It or Not

Unit 7: The Perfect Gift

Unit 10: Style Makeover

Copyright © 2010 Heinle, Cengage Learning

Unit Challenge Skills Fluency Language

4. Believe It Telling short Describing Showing Past simple tense

6. Bargain Bargaining Describing Refusing an Bargaining expressions

Project 2. Flea Market Recycling themes and language from Unit 6

8. Party Planning a party Giving Accepting Future with be going to + infinitive

9. Music Interviewing a Sharing Reporting Wh- questions & answers

Project 3. Radio DJ Recycling themes and language from Unit 9

10. Style Interviewing a Describing Giving advice Present simple tense

12. Making Discussing a Describing Encouraging Result clauses with so

Audio Scripts and “Spoken English” Page 117

What is Active Skills for Communication!

By following simple, step-by-step activities, learners move toward a major speaking

} showing and talking about their personal photos

What is special about this series?

Active Skills for Communication emphasizes meaningful experiences for learners.

How is the syllabus organized?

Furthermore, since learning styles and personalities differ, the self-disclosure is

Why does critical thinking appear in this series?

How does the series make students more fluent?

Copyright © 2010 Heinle, Cengage Learning

What additional material is provided to extend the units?

The core goal is to foster classrooms where students engage in personally

Copyright © 2010 Heinle, Cengage Learning

How often should learners change partners?

What are “dyadic circles”?

Copyright © 2010 Heinle, Cengage Learning

5— Student completed the task in a creative and original way through

2—Student completed most of the task in mechanical fashion, with

Another important source of information on progress can be the learners themselves.

- Pass out small pieces of paper “communicards” at the end of class (a

Copyright © 2010 Heinle, Cengage Learning

1. The Warm Up introduces the topic area and

2. The Challenge Preview shows learners what

Copyright © 2010 Heinle, Cengage Learning

4. Communicate allows students to use what

Note that the end of this page is a great place

Copyright © 2010 Heinle, Cengage Learning

6. The Challenge is the unit’s main speaking

Students should not worry about accuracy

Copyright © 2010 Heinle, Cengage Learning

7. When You Have Time has four activities for

Copyright © 2010 Heinle, Cengage Learning

The listening transcripts are in the back of the Student

There are four Projects in this Student Book. Learners do research

Copyright © 2010 Heinle, Cengage Learning

This student book is designed to provide approximately 40 hours of class time,

Each student book core unit can be taught flexibly:

In two lessons Lesson 1: Warm Up ñ Communicate

In three lessons Lesson 1: Warm Up ñ Working on Language,

In one lesson Warm Up ñ Challenge

Copyright © 2010 Heinle, Cengage Learning

Cengage Learning products are represented in Canada by Nelson Education, Ltd.