• Asking about family

• Describing family
members

t I Vocabulary
A What do we call our family members? Write the letter of the correct definition next to the words.

__ l. niece a. mother and father

__ 2. aunt b. grandmother and grandfather

__ 3_ nephew c. father's or mother's sister

__ 4. grandparents d. father's or mother's brother

__ 5_ uncle e. brother's or sister's son

__ 6. parents f. brother's or sister's daughter

__ 7_ cousins g. aunt's and uncle's children

• B PAIR WORK Take turns asking and answering the question "How many... do you have?"
Use the words above.
Example:
A: How many brothers do you have?
B: I have one brother. How many brothers do you have?
A: I don't have any brothers.

2 I Conversation
co1 fl) A Listen. How many sisters does Teresa have? How old is Teresa's brother?

Nate: Hi, Teresa! Did you get gifts for your family, yet?

Teresa: No. I have no idea what to get my sisters.

Nate: How many sisters do you have?

Teresa: I have three sisters.

Nate: Why don't you get them key chains?

Teresa: That sounds good. And now something for my brother.

Nate: You have a big family! How old is your brother?

Teresa: He's 12.

Nate: What's his name?

Teresa: His name is Sebastian .

• B PAIR WORK Practice the conversation.

co, fl!> C Listen. Write the changes you hear above the bold words. Practice the new conversation.

22
 3 I Language Booster
A Notice the different ways we ask about and describe family members.

No. I'm an only child.

Do you have any brothers or sisters/siblings? I have one brother. I don't have any sisters.
How many brothers and sisters do you have? I have two older sisters.
I have an older sister and a younger sister.
Is your cousin single? No, he isn't. He's married.
How old are your sisters? One sister is 15 and the other is 24.
Do you have any children? Yes, I have one son and one daughter.

• B PAIR WORK Take turns asking about and describing your family members.
Example:
A: Do you have any brothers or sisters?
B: No, I'm an only child.

4 I Pronunciation Final 's sounds

co1 fD A Listen and practice. Notice the final 's sounds.
1. My father's father is my grandfather. 3. My brother's brother is my brother.

2. My parents' daughter is my sister. 4. My cousin's parents are my aunt and uncle.

• B PAIR WORK Practice the questions below. Pay attention to the final 's sounds. Try to answer them.
1. What family member is your mother's mother's son?

2. What family member is your father's mother's daughter's son's sister?

ONLINE PRACTICE ......

_
�

• GROUP WORK Say three things about your family. Take turns asking one follow-up question each.

23
 • Describing someone's personality

• Comparing personalities

t I Vocabulary
A Check (.I') the words that describe you and your best friend.

You I Best friend You I Best friend

patient quiet

friendly smart

serious funny

shy confident

• B PAIR WORK Tell your partner which two words best describe you and your best friend.
Example:
A: I think I'm friendly and confident.
B: My best friend is patient, but shy.

21 Conversation
co, ED A Listen. How are Lily and her sister similar? How are they different?

Kelly: Is that your sister?

Lily: Yeah, that's Jennifer. She's 15.

Kelly: Is she like you?

Lily: Yes. in some ways. She's very funny.

And she's friendly, llke me.

Kelly: That's good.

Lily: But we're really different in some ways.

Kelly: How are you different?

Lily: Well, she's very patient. I'm not patient at all .

• B PAIR WORK Practice the conversation. Then exchange the blue and green words above
with the words below and practice it again.
. . . ........ .. . .
l Lily: And we're both friendly. '.> Kelly: That's nice to hear. '.>
:

�...........................................: ..........................,: ..................................,: ............................. .:

\ Kelly: Like how? ;> Lily: I'm very Impatient. l
· .......................................... ,· .............................................................. ·

24
 3 I Language Booster
A Notice the different ways we describe and compare people's personalities.

My sister is friendly. She's very friendly, like me.

She is very shy. We're both shy.
She's really serious. She's serious, but I'm not.
She isn't very patient. I'm very patient. She isn't patient at all.

• B PAIR WORK Take turns describing and comparing personalities of people you know.
Use the ideas below.

a little shy funny and confident quiet and serious not patient at all

Example:
A: My cousin Adam is a little shy sometimes.
B: So are you!

41 Listening
• A PAIR WORK Are these personalities positive or negative? Write P (positive) or N (negative).
__ 1. calm __ 2. creative __ 3. forgetful __ 4. generous __ 5. strict

co, fD B Listen. Mick and Katy are talking about the people below. Check (.I') the words that describe
the person's personality. Then compare your answers with a partner.

1. Mr. Lewis: D serious D strict D friendly D patient

2. Vanessa: D friendly D smart D shy D quiet
3. Joey: D calm D forgetful D funny D creative

(
ONLINE PRACTICE It_:-
A What kind of personalities do you think these people need?
Write two words for each person.

Personalities
�..
a babysitter
a parent
a best friend
a teacher
• ..-.-.....; --,,.._,,.,,_._
• B PAIR WORK Compare your answers with a partner.

25
 • Giving compliments

• Responding to compliments

11 Vocabulary
A Look at the picture. Write the letter of clothing or accessories you see in the picture.
a. a jacket d. jeans g. a shirt j. a T-shirt

b. shorts e. a skirt h. a sweater k. a dress

c. watch fa bracelet i. a ring I. a belt

• B PAIR WORK Tell your partner what you like to wear.

Example:
A: I like to wear sweaters with skirts.
B: I like to wear nice shirts with jeans.

2I Conversation
co, fl!) A Listen. What does Cindy like about Rachel's shirt? Where did she get it?

• B PAIR WORK Practice the conversation.

co, G C Listen. Write the changes you hear above the bold words. Practice the new conversation.

26
 3 I Language Booster
A Notice the different ways we give and respond to compliments.

Giving compliments Responding to compliments

I love your I like it, too.

Thanks.
I like your I got it on sale.
shirt. Thank you.
That's a nice It's my mother's.
That's nice of you.
What a cool It was a gift from my friend.

• B PAIR WORK Take turns giving and responding to a compliment.

Example:
A: I like your T-shirt.
B: Thanks. It's my favorite T-shirt. Those are nice shoes.
A: Thank you. I just got them.

4 I Pronunciation Sentence stress

co, Cl) A Listen and practice. Notice how the important words are stressed in these sentences.
A: I like your earrings.
B: Thank you. They're my mother's.

co, G B Listen. Underline the stressed words. Then practice the conversations.
A: What a pretty ring. B: I love your belt. Is it new?
B: Thank you. It was a gift. A: No. It's old. It's my brother's.

ONLINE PRACTICE �
� �

• CLASS ACTIVITY Go around the class and follow the three steps below.

1. Greet the person.

.. . .
2. Give a compliment.

3. Respond and say goodbye.

27
 Asking what someone
•is wearing

• Describing what someone

is wearing

t I Vocabulary
.. A PAIR WORK Take turns describing Fred's clothes.
red blue green pink gray
w orange purple brown �

.. B PAIR WORK Close your book. What do you remember

about Fred's clothes?
Example:
A; Fred's shire is orange and pink.
B: His socks are ...

21 Conversation
co1., A Listen. Why doesn' t Casey like the yellow shirt? What color sweater does Casey like for Brad?

Brad: What do you think of this shirt?

. www.irLanguagl com
.
Casey: Yellow Isn't really a good color for you.

You're wearing blue today. That color

looks nice on you.

Brad: Hm ... what about that purple sweater?

Casey: I really llke it!

Brad: OK. Let's go and look at Jackets.

Casey: OK. By the way, didn't you say that you

don't like shopping?

Brad: I don't ...why?

Casey: Well, we've been in this store for two hours.

v'{hen are we going to the women's section?

.. B PAIR WORK Practice the conversation. Then exchange the blue and green words above with
the words below and practice it again.

[ Brad: Do you like this shirt? "'.:==· Casey: That's not a good color on you. },·
...........................................................................,...........................................................................,............... �
:
: ..........................................................................,=>·••......•...........•....••..........•••.......•..•.................... ..:
1 Casey: That looks nice on you. Brad: Let's go look at shoes. \

28
 3 I Language Booster
A Notice the different ways we ask and describe what someone is wearing.

He's wearing a blue T-shirt, jeans,

What is Brad wearing?
and white tennis shoes.

What color is Brad's T-shirt? It's blue.

Who's wearing a pink shirt? Casey is. She's also wearing black pants.

• B PAIR WORK Practice asking and describing what your teacher is wearing.
Example:
A: What's our teacher wearing today?
B: She's wearing a skirt. What color is her skirt?

4 I Listening
co, G) A Listen. Number the people from 1 to 4 in the order you hear them.

co, G) B Listen again. Write one word that describes each person's personality.
l. ______ 2. ______ 3 _______ 4. ______

• C PAIR WORK Take turns describing the people in part A.

(ONLINE PRACTICE�
,�

$,P,JE�H wJiftJm erc»aF�Jl))E�M,eE

• GROUP WORK Think of someone in the class, but don't tell
your group members who it is. Take turns asking
questions to guess the person. The group can
only ask five questions.
 English in Action
11Preview
• PAIR WORK Jill is showing Tom and Eric photos of her family. Take turns describing what Jill's mother,
father, and grandmother are wearing. What do you think their personalities are like?

21 Understand
A Watch the video. Number the photos from 1 to 4 in the order Jill talks about them.
B Watch the video again. Check (,/) the correct answers to complete the sentences.
l. Tom compliments Jill on her ... 3. Jill's mother is ...
D jacket. D shirt. D easygoing. D hardworking.
2. Jill's father is quiet ... 4. Jill's grandmother is ...
D and easygoing. D and shy. D 75. D 80.

31 Discuss
• GROUP WORK Answer the questions.
1. Imagine you're meeting your friend's parents. What would you wear?
2. What questions do you think they would ask you? What would you ask them?

Student A: Turn to page 84.

@;oNFIDENCE BOOSTER Student B: Turn to page 92.
30
A Student A: Ask Student B questions about
his or her family.
Student B: Tell Student A about
your family.
B Now change roles.

I can ask about family. I can describe family members.

O Very well O I need more practice. O Very well O I need more practice.
See Language Booster page 23.

A Student A: Ask Student B three questions about

his or her friends.
Student B: Tell Student A about two of your
close friends and describe
their personalities.
B Now change roles.

I can describe someone's personality. I can compare personalitie5

O Very well O I need more practice. O Very well O I need more practice.
See Language Booster page 25.

A Student A: Compliment Student B on something

he or she is wearing.
Student B: Respond to Student A's compliment.
B Now change roles.

I can give a compliment. I can respond to a compliment.

O Very well O I need more practice. O Very well O I need more practice.
See Language Booster page 27.

A Student A: Ask Student B what three people in your class

are wearing. Ask at least two questions for
each person.
Student B: Answer Student A's questions.
B Now change roles.

I can ask what someone is wearing. I can describe what someone is wearing.
O Very well O I need more practice. O Very well O I need more practice.
See Language Booster page 29.

ONLINE PRACTICE �
� 31
 Student A
Who is Julie's sister?
1. Ask and answer questions to complete the missing information below.
Example:
A: Who is Julie's sister?
B: Julie's sister is Michelle.
A: How do you spell chat?
B: M-i-c-h-e-1-1-e. Who is Julie's father?
A: Her father is Mark.

Joseph + Kelly

_______+ Patricia Tracy+ Mark

Tony Peter Oliver Karen Julie

Conversation Practice
2. Have a conversation with your partner (1-6). Read the first sentence to your partner. Listen to your
partner's response (2). If it is correct, choose the next correct response to continue the conversation.
1. Is that your brother?

3. a. What's he like?
b. I love that shirt.

5. a. You're not shy! You're friendly.

b. I like your earrings.

84 pair with student B (soNFIDENCE BOOSTER 9-12 on p. s2

 Student B
Who is Julie's sister?
1. Ask and answer questions to complete the missing information below.
Example:
A: Who is Julie's sister?
B: Julie's sister is Michelle.
A: How do you spell that?
B: M-i-c-h-e-1-1-e. Who is Julie's father?
A: Julie's father is Mark.

Joe+ Patricia Nancy+ Mike

Tony Barbara Karen Michelle Julie

Conversation Practice
2. Have a conversation with your partner (1-�). Listen to your partner's sentence. Read the sentences (2)
and choose the correct response. Listen to your partner's response (3). If it is correct, choose the next
correct response to continue the conversation.

2. a. Yes. I have two sisters.

b. Yes. His name is Jonathan.

4. a. He's shy, like me.

b. What is he wearing?

6. I am shy. I feel nervous talking to new people.

92 �trhJSt-uii'e��A)(sONFIDENCE BOOSTER@.:::.:tr2):o�
structure
cl
ass
Lessons 9-12: Grammar A PEOPLE

This/That/These/Those

This/These refer to people or things that are near.

A: Who is this, Lisa? B: This is my brother, Mark.

A: Whose shoes are you wearing? B: These are my shoes.

That/Those refer to people or things that are not near.

A: Who was that person in the car? B: That was my cousin.

B: How much are those shoes in the window? B: Those shoes are S 150.
Singular Plural

Near this these

Not near that those

Part 1
Circle the correct word.

1. SThis socks are purple.

2. Those/That T-shirt is nice. I ' ll take it, please.
3. Excuse me, how much are those/that pants?
4. These/This ring isn't new. It's my mother's.
5. Those/That shoes are black, not brown.
6. Where did you get that/those beautiful earrings?
7. I like to wear this/these sweater in the winter.

Part2
Write the correct word: this, that, these, those.

1. A: I love your shirt. Where did you get it? B: I got ________ shirt at The Shirt Shop.
2. Are ________ jeans over there blue or black?
3. A: I Jost my earrings! B: Wait! Here they are. Are your earrings?
4. A: I like your hat. Is it new? B: No, hat is old.
5. A: You left a jacket at my house. B: OK, I ' ll come over and get jacket tonight.
6. The shoes in the closet are Dave's, but shoes here are mine.
7. I have two jackets. one is red, and the other one is black.
Lessons 9-12: Grammar B PEOPLE

Adjectives and adverbs

Adjectives describe nouns or pronouns.

a red shirt my older sister

pretty shoes a funny guy
Adjectives often follow a form of be (am, Is, are). Adjectives come after the verb be
and before the noun.

I am single. She is a smart student.

His jacket is blue. My neighbors are nice people.
Adverbs can describe the action of a verb.

You speak English well. I really like your sweater.

I don't usually wear pink. He often wears shorts.
Adverbs can be used to give Information about adjectives.

This TV show is pretty funny. Your watch is really nice.

That dress is incredibly beautiful. I'm very impatient.

Adverbs can be used to modify other adverbs. They come before the adverb
they modify.

She dresses really well. You speak very confidently.

Part 1
Read the sentence. Decide if the word in bold is an adjective or an adverb. Circle your choice.

1. My older brother sings really well. Adjective

Adjective
S
Adverb
2. Jason's sister is a pretty good student.
3. Mara is a little shy, like me. Adjective Adverb
4. The Smith family often eats dinner together. Adjective Adverb
5. Your younger brother is incredibly funny! Adjective Adverb

Part2
Write the adjective or adverb in parentheses in the correct place in the sentence.

very
1. My cousin is a ---�C..,.---- funny ________ guy. (very)
2. Oscar is wearing his--------T-shirt today. (favorite)
3. Dani speaks Spanish-------- pretty ________ . (well)
4. Mike's friends ________ are --------· (creative)
5. Your grandparents are -------- nice-------- ! (incredibly)

6. Sam doesn't usually wear -------- shorts--------. (pink)

Lesson 9: Reading & Writing PEOPLE

Part 1
Read the e-mail below from Cynthia.

Subject: Welcome to our home!

Date: May 5, 2013
To: Yumiko Matsuo

Dear Yumiko,
My name is Cynthia Watson, and you are going to stay with us for three months
while you study English in the United States.
There are four people in our family. My husband James is a teacher. He loves
kayaking. Do you want to try it while you are here? We have two children, my
seven-year-old daughter Kelly, and my four-year-old son Kyle. Kelly loves to play
outside with her cousin, Beka. She lives down the street with her parents, Frank
and Sandy. They have a boat and want to take you for a ride in June. My parents,
Austin and Nadine, live near us, too. They are going to have you over to swim in
their pool during the summer.
We are so excited to meet you! See you next week!
Cynthia "Mom"

Complete the sentences.

1. Cynthia's niece's name is ---------

2. Nadine is Kyle's ________
3. Beka's cousins are ________ and--------
4. -------- is an only child.
5. Beka's uncle is _________ , and her aunt is _________

PAIR WORK Discuss the questions.

1. Would you like to stay with the Watson family? Give reasons for your answers.
2. What kind of interests would your perfect host family have?
3. Where would you like to go to study English? How long would you stay? Why?

Part2
Write an e-mail to Cynthia to tell her about you and your family members. Finish by telling her you
are also excited to meet her family.

Part3
Share your e-mail with your partner. What are the most important things for schools to think about
when they put host students with host families?
Lesson 1 O: Reading & Writing PEOPLE

Part 1
Read the e-mail from David.

Subject: Portuguese tutor

Date: Friday, August 25, 2013
To: Jose Silva, Exchange Student Director

Dear Mr. Silva,

My name is David Lopez. I heard that you are looking for conversation partners to
help American students who are corning here to learn Portuguese. I want to be
a partner. I speak good English, and I know it is important to speak slowly when
you help someone learn another language. At first, when the students don't know
very much Portuguese, I can use English to help them, too.
I am friendly and patient, and I don't mind repeating myself. My friends say I am
funny, so I think I can help the students relax when they first get here. I can also
help them meet other people quickly.
I am looking forward to meeting the new students at the first meeting next
Thursday.
Sincerely,
David

Complete the sentences.

l. David will help _________ learn a new language.

2. David speaks _________ and _________

3. David and Mr. Silva _________ met before.

4. David _________ shy.

5. The first meeting is on ---------· 2013.

PAIR WORK Discuss the questions.

l. Do you think David will be a good conversation partner? Give reasons for your answer.
2. What other types of personalities are good for conversation partners?
3. Should David correct all of the mistakes his partner makes? Why or why not?

Partl
Imagine some Americans are visiting your school and you want to be a conversation partner.
Write a short e-mail. Describe your personality and say why you will be a good partner.

Part3
In class, compare your e-mails. What different types of personalities do your classmates have?
Which is the best type to be a conversation partner.
Lesson 11: Reading & Writing PEOPLE

Part 1
Read the poster.

Clothing Forever
Where Fashion is Fun
Sale! Sale! Sale!
All summer clothes* on sale to make space for fall fashions!
Summer dresses 40% off
Save 10-60% on shirts and T-shirts
Summer skirts only $10 each
Hurry now. The sale ends Friday!
Be sure to stop by to see our new fall and winter clothes!
Boys' and girls' jeans and jean jackets
Women's jackets
Men's sweaters
Store hours: M-Th 10-9, F & Sat 10-10, Sun 10-5
7400 Galleria Drive
*No discount on designer clothes. Summer accessories not included in the sale. All sales final.

Mark the statements T (True) or F (False).

l. In the United States, you would probably see this poster in May.
2. Shorts are probably on sale, too.
3. This store only has clothing for children.
4. The store opens every day at 10 a.m.
5. A watch with summer flowers is also on sale.

PAIR WORK Correct the false sentences with a partner.

Part2
Think of your favorite store. Make a poster telling people about a sale at the store.

Part3
Share your poster with a partner. Ask them what they want to buy and why. Write a list of the things
you want from your partner's favorite store. What day is the best to go shopping there?
Lesson 12: Reading & Writing PEOPLE

Part 1
Read the page from the catalog below.

The Perfect Look

This jacket makes it easy to This shirt looks as
look great everywhere. Wear good at 7 p.m. as it
it with pants at the office, or does at 7 a.m., so
for more informal situations, you can look your
wear it with jeans. It comes in best all day long. In
brown and black. $89.99 blue, green, pink,
yellow, white, and
black. $39.95
These shoes say, "I know
who I am!"They feel great
and have a unique look When you wear
that will make people ask, these jeans, all of
"Where did you get those your friends will
shoesr $59 say, "I love your
jeans!" Perfect for
day or night. $50

Circle the correct word to complete the sentence.

1. The shirt probably looks very good unless/even after you wear it many hours.
2. The shoes are unusual/usual.
3. The shirt/jeans comes in many colors.
4. You can wear the shirt/jacket in formal situations.
5. The shoes can/cannot talk.

PAIR WORK Discuss the questions.

1. Do you want to wear the clothes in the catalog picture? Why or why not?
2. How often do you go shopping for clothes?
3. What is your favorite color? How often do you wear it?

Part2
Choose three of your favorite pieces of clothing. What do you like about them? Write short
descriptions like those you would find in a catalog.

Part3
In class, read the descriptions you wrote, but don't say the type of clothing. Have your partner
guess what kind of clothing you wrote about.
Lessons 9-12: Video Cloze PEOPLE

Watch Meet the Family and fill in the blanks.

Tom: What time does your birthday party start Jill: Well, my -------- is
(6)
tonight? --------· And shy. Dad doesn't
(7)
Jill: At 7:00. Maria is cleaning our say much at first.
apartment now. Tom: And your
(8)
Tom: No work for you on your birthday, huh? Jill: Mom is easy going and
(9)
Jill: That's right! That's a nice like me.
Tom: Do you have any _________ ?
(1) (10)
Tom: Thanks! You look nice. Is that Jill: Yes, I have two . As you
(11)
--------- new? can see, they love to play video games. Their
(2)
Jill: Yes, I got it for tonight. Is it OK? names are Brent and David.

Tom: It's cool. I like it a lot. Tom: What is Brent _________ ?

(12)

Jill: Eric is here. Jill: Brent is wearing the--------­

(BJ
T-shirt. And David is wearing the gray
Eric: Hi, guys. Sorry I'm late. I wanted to get
something new for your party tonight. (14)

What do you think? Jill: Brent will be there, but David doesn't live
around here. He lives in Chicago. You can
Jill: It's an _________ shirt.
(3)
meet him another time.
Eric: So, we're going to get to meet your
Eric: How old are they?
(4)
Jill: Brent is 23 years old and David is 22. You'll
Jill: Yes. They're arriving later this afternoon.
also meet my _________
Eric: That's nice. But I 'm always a little (15)

--------- around new people. Eric: What's she like?

(5)
Jill: Grandma is great. She's 75 but she doesn't act
Tom: Not me! Tell us about them!
or dress her age. Her style is very ... different.
But we love her!
 • Asking about routines

• Describing routines

t I Vocabulary
A These are activities that may be part of your daily routine. Check (,/) the ones you do every day.

__ get up early __ check e-mail __ watch TV __ talk on the phone

__ study __ have lunch __ take a shower __ exercise

• B PAIR WORK Tell your partner something you do every day.

Example:
A: I study every day.
B: I don't. But I have lunch every day!
A: So do I.

21 Conversation
co, 0A Listen. What does Kurt do at 8:30 a.m.? When does he finish school?

Tess: Do you want to meet on Friday?

Kurt: That's a great idea!

Tess: What time do you wake up?

Kurt: I wake up at 7:30 a.m.

Tess: So, we can meet at around 8:30?

Kurt: At 8:30, I go to my karate lesson.

Tess: So... 9:30? Do you have time then?

Kurt: Well, at 10:00 I start school.

Tess: When do you finish?

Kurt: At 5:00 p.m. So, let's meet at 5:15-for dinner?

Tess: Sounds great!

• B PAIR WORK Practice the conversation.

co, GC Listen. Write the changes you hear above the bold words. Practice the new conversation.

32
 3 I Language Booster
A Notice the different ways we ask about and describe routines.

What time do you get up? I usually get up at 7:30 a.m.

What do you do after class? I always go to the library.
When do you go to work? I go to work at 10:00 every day.

Do you go to bed late? No, I go to bed around 10:30 p.m.

Do you have lunch at home? No, I have lunch in the cafeteria.
Do you study every day? Yes, I study every day.

- 8 PAIR WORK Take turns asking and answering questions about routines. Use the phrases below.

get to cl ass get home eat dinner go to bed

41 Pronunciation Reduction of do you

co1 G, A Listen and practice. Notice how we reduce do you to Ida ya/ in these questions.

/d:i y:i/ /d:i y:i/

1. What time do you get up? 3. When do you start class?
/d:i y:i/ /d:i y:i/
2. When do you have lunch? 4. What do you do after work?

- 8 PAIR WORK Ask and answer these questions. Pay attention to the reduction of do you.
1. What time do you eat dinner? 2. When do you finish class? 3. Where do you go after class?

ONLINE PRACTICE .....

_
�

- CLASS ACTIVITY Walk around the class and ask your classmates if they do any of
the activities below. Try to find different people for each acttvtty.

'
Do you .•• ? Name
i
take the bus to class
make coffee in the morning
eat a light breakfast
have lunch at home
watch TV at night
goto a gym
-
 • Asking follow-up questions

t I Vocabulary
A Do you usually do these activities alone or with someone else? Write A (alone) or S (someone else).
__ go shopping __ go out to eat __ work out __ go to the library

__ go to the mall __ watch sports __ watch movies __ take a walk

• B PAIR WORK Share your answers with your partner.

Example:
A: I usually go shopping alone.
B: Not me. I always go wich a friend.

2 I Conversation
co1 ED A Listen. What does Laura do at the gym? What does Sophie do at the gym?

Laura: I love to work out early. It's nice and quiet.

Sophie: When do you get here?

Laura: Around 6:30 a.m.

Sophie: And do you have a routine?

Laura: No. I just run on the treadmill.

Sophie: How long do you run for?

Laura: For around 40 minutes. How about you?

Sophie: I do yoga for an hour. I'm starving.

Laura: They have great doughnuts at the coffee shop!

• B PAIR WORK Practice the conversation. Then exchange the blue and green words above with
the words below and practice it again.
.. .. .. . ............ ....... .........."'-
i=•·
.. ... ........... ...
j Sophie: What time do you start? ;::,. Laura: I Just llft weights.
• ••••••••••••••••••••••••••••• , ••••••••,_ •••••••••••••• ,••••••••••••••••••••,A.,,, ••••••••••••••••••••••••••••••••••••••••, •••••••••••••••••••• J'

l Sophie: For how long? ;> Laura: What about you? \

· ............................... ................ ......... ,· ................................................................ ·

34
 3 I Language Booster
A Notice how we continue a conversation by asking follow-up questions.

Comment Asking follow-up questions ,�

What kind of exercise do you do?

Who do you exercise with?
Where do you exercise?
I exercise every day.
When do you get there?
Why do you exercise in the morning?
How do you get to the gym?

• B PAIR WORK Write comments about your routine below. Take turns commenting,
asking a follow-up question, and responding.

41 Listening
co, G) A Listen. Six people are talking about things they like to do. What follow-up question can you.ask each
person? Number the follow-up questions from 1 to 6 to match the conversations.
__ a. What's your favorite show? __ d. What shops do they have there?

__ b. Is it open every day? __ e. What kind of food do they have?

__ c. Why not? __ f. How long do you walk for?

• B PAIR WORK With your partner, think of other follow-up questions you can ask for each conversation.

ONLINE PRACTICE �
� -

GROUP WORK Take turns asking and answering questions.

Use the information above.
 • Asking about a sequence

• Describing a sequence

1 I Vocabulary
A Draw a line to connect the words and phrases to make five or more true statements.
I sleep in late ············· Sunday

: �,:y":/::: \ • // .::::; •morn;ngs.

I go our with friends on Wednesday afternoons.

I don't do much Thursday nights.

I feel my best Friday

I feel my worst Saturday

• B PAIR WORK Take turns saying a sentence and asking a follow-up question.

Examples:
A: I sleep in on Sunday mornings. B: I feel my best on Friday afternoons.
B: What time do you get up? A: What do you do on Fridays?

2 I Conversation
co1 CD A Listen. Who does Derek meet on Sundays? What does he do at the park?

Kristin: I'm really looking forward to the weekend.

Derek: Me too. Especially Sunday.

Kristin: What do you do on Sundays?

Derek: Well, first I meet some friends for breakfast. We go to Waffles and Eggs.

Kristin: Then what do you do?

Derek: Then we go to the park. There's an outdoor market

there on Sundays.

Kristin: Yeah, I like that place.

Derek: Next. we ride our bikes. And after that,

we have lunch. Later. we watch a movie.

Kristin: It sounds like a great way to spend Sundays.

Derek: You should join us next Sunday!

• B PAIR WORK Practice the conversation.

co1 (!) C Listen. Write the changes you hear above the bold words. Practice the new conversation.

36
 3 I Language Booster
A Notice how we ask about and describe a sequence of events.
'\''''"'��
Asking about a sequence Describing a seq1,1�t�e
.
What do you do first? First, I meet some friends.

Then we go to the park.

Then what do you do?
Next, we ride our bikes.

After that, we have lunch.

What do you do after that?
Later, we watch a movie.

• B PAIR WORK Take turns describing the sequence of the activities in the chart below.
Use first, then, next, after that, and later. Write down your partner's routine.

have breakfast do my homework

get up go to bed
take a shower have dinner
check e-mail watch TV

41 Pronunciation Sequence markers

co1 G) A Listen and practice. Notice how we stress the sequence markers in these sentences.
First, I have breakfast. Then I go for a run. After that, I take a shower.

• B PAIR WORK Look again at your partner's routine and describe it. Pay attention to the stress
in sequence markers.
First, you get up. Then you take a shower. Next, you check e-mail. After that, you ...

(
ONLINE PRACTICE llt_:-

A What do you do during these times? List four things in the order you do them.

Friday nights Saturday afternoons Sundays

37
 • Asking about ongoing activities

• Describing ongoing activities

11 Vocabulary
A Beth is majoring in business. Eddie is majoring in education. What classes do you think they are
taking? Write B (Beth), E (Eddie), or BE (both).

-- statistics __ history __ economics __ sociology __ math

__ marketing __ psychology __ management __ English __ literature

• B PAIR WORK Tell your partner what classes you think Beth and Eddie are taking.

Example:
A: I think Beth is taking history.
B: Actually, I chink both of chem are.

2 I Conversation
co, � A Listen. What does Greg want to do tonight? What kind of dance is Emi learning?

Really? What kind of meditation

I'm in the dance club.

So, show me what you can do.

• B PAIR WORK Practice the conversation. Then exchange the blue and green words above with the

·>·
words below and practice it again.

f Greg: Can you go see a movie tonight? y>· Emi: I'm part of the school meditation group.
• •••••••••••••••••.•••••••••••••••••••••••••••••••••••••••••••••••••••••••.••• , ••••••••••••• 'I..,, •••••••••••••••••••••••••••••• •••••• ., •••••••••••••••..•••.••••..•••••••••••••••••••••••••••••••••••••••••
•

( Greg: So, show me some moves. \. Emi Just watch me. \

: ............................................................................. �...................................................... :
38
 3 I Language Booster
A Notice the different ways we ask about and describe ongoing activities.

What are you doing these days? I'm taking dance lessons.
What kind of meditation is she learning? She's learning modern meditation.
Are you taking math this semester? No, I'm not taking math this semester.
Are you doing anything interesting in your classes? We're reading some cool books in my English class.

• B PAIR WORK Take turns talking about one thing you are doing at the moment. Answer any
follow-up questions.

4 I Listening
co, G) A Listen. Manuel and Claire are talking about their busy lives. Who is doing what?
Check (,/) the correct boxes.

Who is ... ?

rehearsing for a play

I Manuel
I Claire

studying for midterm exams

saving money for a trip
teaching French

co, G) B Listen again. Answer these questions with your partner.

1. �en is the play?-------------------------�

2. How many nights does Manuel work?--------------------

3. �ere does Manuel want to go next summer?-----------------

ONLINE PRACTICE lillli'-._

�

A What are you doing these days? Write three sentences

on three different pieces of paper. Don't write your name.

--
t'w.. Loo�L� foy Qjob.
l'w.. WQtC�L� A Lot of TV.

t'w.. slttpL� Q lot!

• B GROUP WORK Put the sentences on the table. Then read each sentence
and guess who wrote it. Ask follow-up questions.

39
 IL11!1jlis• im Aerti01J1
ti Preview
• PAIR WORK Jill and Eric are talking about their weekends. Look at the photos below. Tell your partner
what activities are pictured. Which of these activities do you do? How often you do them?

2 I Understand
Watch the video. Complete these sentences.

1. Eric is working on ------ at the new supermarket.

2. Jill gets to the park at ______ on Sunday morning.

3. Jill eats something------ for breakfast.

4. Jill plays volleyball for------ minutes.

31 Discuss
• GROUP WORK Answer the questions.
1. How would you describe Eric? Jill?
2. Do you exercise? If so, what do you do?
3. What's your favorite day of the week? How do you spend it?

Student A: Turn to page 85.

@;oNFIDENCE BOOSTER Student B: Turn to page 93.
40
 SReak
NOW
A Student A: Ask Student B about his or her daily routines.
Ask at least two yes/no and
wh- questions.
Student B: Answer Student A's questions.
B Now change roles.

I can ask about routines. I can describe routines.

O Very well O I need more practice. O Very well O I need more practice.
See Language Booster page 33.

A Student A: Tell Student B about three of your daily activities.

Answer his or her questions.
Student B: Ask Student A follow-up questions about
his or her daily activities.
B Now change roles.

I can ask follow-up questions.

O Very well O I need more practice.
See Language Booster page 35.

• 0 Wllra:t �0 ¥<:>u d:-0 .fi,nsil:1?

A Student A: Tell Student B how you spend a busy day.
Use sequence markers.
Student B: Ask Student A for more information about
the sequence of events.
B Now change roles.

I can describe a sequence. I can ask about a sequence.

O Very well O I need more practice. O Very well O I need more practice.
See Language Booster page 37.

A Student A: Ask Student B questions about

his or her ongoing activities.
Student B: Tell Student A about three ongoing
activities.
B Now change roles.

I can ask about ongoing activities. I can describe ongoing activities.

O Very well O I need more practice. O Very well � I need more practice.
See Language Booster page39.

ONLINE PRACTICE
 Student A
What tiltle do you wake up?
1. Interview Student B. Then answer Student B's questions. Ask questions to fill in the chart below. Ask
your own questions in 3 and 4 to keep the conversation going. Review Lesson 14 on how to continue
a conversation.
Example:
A: What time do you wake up?
B: I get up at 7:00 a.m.
A: What do you do next?

You ask:
I Student B's responses:

1. What time do you wake up?

2. What do you do next?

3.

4.

Conversation Practice
2. Have a conversation with your partner (1-6). Read the first sentence to your partner. Listen to your
partner's response (2). If it is correct, choose the next correct response to continue the conversation.
1. Hi. What are you doing these days?

3. a. Really? What time do you each lunch?

b. Really? Do you study every day?

5. a. I study every day.

b. Do you need to study alone?

pair with student B (soNFIDENCE BOOSTEJt 13-16 on p. 93 85

 Student B
What ti1ne do you wake up?
1. Answer Student A's questions. Then interview Student A. Ask questions to fill in the chart below. Ask
your own questions in 3 and 4 to keep the conversation going. Review Lesson 14 on how to continue
a conversation.
Example:
B: What time do you have dinner?
A: I eat at 8:00.
B: Who do you eat dinner with?

You ask:
I Student A's responses:

1. What time do you have dinner?

2. Who do you eat dinner with?

3.

4.

Conversation Practice
2. Have a conversation with your partner (1-6). Listen to your partner's sentence. Read the sentences (2)
and choose the correct response. Listen to your partner's response (3). If it is correct, choose the next
correct response to continue the conversation.
2. a. First I am meeting friends and then we're going to out to eat.
b. I'm working and studying French at night.

4. a. I have class on Tuesdays, but I study at home every night.

b. No, I'm not studying French this semester.

6. I study with my classmate.

�wi'ili stud'en-t :.\{sONFIDENCE BOOSTER�� 93

structure
cl
ass
Lessons 13-16: Grammar A DAILY LIFE

Information questions

In information questions with BE, the subject follows BE.

Question Word BE Subject

Where is the gym?

When is the concert?
What time is the game?
How are you?
In information questions with DO, the subject comes between DO and the main verb.

Question Word DO Subject Main verb

Where do you study?

When does the concert start?
What time does class end?
How do they feel today?

Part 1
Use the words to write information questions with the correct form of BE.

l. where/the library Where is the library?

2. what time/dinner today
3. when/the soccer game
4. how/your parents today
5. where/my English books
6. how/the weather in Miami today
7. what time/your dance lesson
8. where/the bus stop

Part2
Use the words to write information questions with the correct form of DO.

1. when/you/wake up When do �u wake up7

2. what time/Karl/eat breakfast
3. where/Anna/work
4. how/Josh and Lisa/get to school everyday
5. when/we/have lunch today
6. what/Mike/do after class every day
7. what time/you/go to work today
8. what/you and your sister/do on Sundays
Lessons 13-16: Grammar B DAILY LIFE

Present continuous

Use the simple present for habits, facts that are always true, or facts that are true
for a long time.

We usually eat lunch together in the cafeteria. (habit)

Jill has two brothers. (a fact that is always true)
We live in Miami. (a fact that is true for a long time)

Use the present continuous (be + verb + -Ing) for activities that are happening now,
are true temporarily, or are going to happen in the near future.

Someone is knocking on the door! Go see who it is!

Happening now:
I'm eating lunch now. Can I call you back later?

Alphonse is working at a restaurant these days.

True temporarily:
Theresa is living with her parents for the summer.

Going to happen in the You're studying in France next semester, right?

near future: I'm getting up early tomorrow.

Use the simple present for non-action verbs that are not usually used in the present
continuous: believe, need, dislike, see, hate, smell, hear, taste, know, think (meaning "to believe"), like,
understand, love, want

I love my history class. I think history is interesting.

Ben hates getting up early. Dinner smells great!

Circle the correct verb to complete the sentence.

1. Julie is eating@lunch at noon every day.

2. Today, Julie and Fred are having/have lunch at 11:30 a.m.
3. Lisa takes/is taking a Spanish class next semester.
4. Alex is sleeping/sleeps late on Saturday mornings.
5. Tina stays/is staying home from school this week.
6. I am going/go to work early tomorrow morning.
7. Sara studies/is studying marketing this semester.
8. Mario leaves/is leaving for school at 8 a.m. every day.
9. Ryan is understanding/understands the math lesson.
10. I love/am loving living in Miami!
11. The twins have/are having two older brothers.
12. The Martins are owning/own a house in Chicago.
13. Henry is hating/hates to do homework right after school.
14. Chloe is checking/checks her e-mail almost every day.
15. My classmates want/are wanting to have a party at the end of the semester.
Lesson 13: Reading & Writing DAILY LIFE

Part 1
Read the journal article .

Mobile Phones before Bed

W_hat do you usually do in the hour before you go to bed? If
you are like most Americans 19-29 years old, you talk on your
mobile phone, use your computer, or watch TV. But doing
those things might be keeping you up at night.
These people said, on average, that they go to sleep at
about midnight on weekdays and get up seven hours later.
Interestingly, younger people, 13-18 years old, do the same
things before bed, but they get up 40 minutes earlier on weekdays. However, because they
also go to bed one hour earlier, they actually get more sleep than the older people.

Complete the sentences.

1. People who are 19-29 years old usually get up around _________
2. This article is about people who live in---------
3. The younger and older people ------------- before bed.
4. People who are 13-18 years old go to bed at and get
up at _________ on weekdays.
5. People who are 13-18 years old sleep _________ than people
who are 19-29 years old.

PAIR WORK Discuss the questions.

How would the students in your country answer the question in the article? How would you answer?
What are the main reasons people stay up late instead of going to bed early?

Part2
Write an article about the eating routines of young people in your country. What time and where
do they eat? Who do they eat with? Imagine students in another country will read it .

Part3
As a class, think about your Pair work answers and Part 2 articles. Do sleep routines change
eating routines?
Lesson 14: Reading & Writing DAILY LIFE

Part 1
Read the magazine article below.

Students Don't Study as Much as "Should"

A study of 472 university professors and 163,000 students has

some people surprised. According to the study, the professors
think their students should study at least 25 hours a week, but
only 11 percent of the students said they study that much.
44 percent of the students study ten hours or less. About 35
percent of students who study less than ten hours a week get
good grades.
Some students said that 25 hours a week is too much. That's
12.5 percent of each day! However, a professor said that it
isn't just about reading. "Students have to remember details
and think carefully about what they read:' Some students, it
seems, can do that more quickly than others.

Write the correct percentages next to each sentence.

11% 12.5% about 35% 44%

l. Students who study no more than ten hours a week.
2. Students who study as much as the professors want.
3. Percent of each day professors want students to study.
4. Students who study less than ten hours a week but get good grades.

PAIR WORK Discuss the questions.

1. How many hours a week do you study?

2. How many hours a week do you think your teachers want you to study?
3. Do students who study some subjects have to study more than other students?
Which subjects? Why?

Part2
Think about your daily activities in the past. Write an e-mail to a friend. Talk about how your activities
today are the same as or different than three years ago.

Part 3
With a partner, talk about your e-mail and how your activities will be the same or different three
years from now.
Lesson 15: Reading & Writing DAILY LIFE

Part 1
Read the business e-mail below.

From: Employment Department, Big Bend Electronics

Subject: What is your routine at work?
Date: Monday, November 25, 2013
To: All employees

Dear Colleagues,
We would like to help you better use your time at work. To understand what
you do and how you spend your work time, please answer these questions in
a reply e-mail.
What time do you usually get to and leave work?
What is the first thing you do when you get to work?
What is the last thing you do before you leave work?
How often do you check your e-mail?
Would you pay $10 a month to have coffee and donuts in the office every morning?
Is there anything we can do to make your first hour at work better?
Thank you for your help.
Sincerely,
Rika Kobayashi
Employment Department

Answer the questions.

1. What does Rika ask the other employees to do?

2. Who is getting this e-mail?
3. What company does Rika work for?
4. Why are they sending this e-mail?
5. Which parts of the work day seem to be important to Rika?

PAIR WORK Discuss the questions.

Do you think most people are happy at their jobs? Talk about why it's important for employees
to be happy and what companies can do to help them be happy.

Part2
Send Rika an e-mail and answer her questions. (Change work to school if you don't have a job.)

Part3
As a class, take turns saying your answers and find out which answers were the most popular.
Lesson 16: Reading & Writing DAILY LIFE

Part 1
Read the e-mail below.

Subject: Greetings from New Zealand!

Date: March 28, 2013
To: Daniel Rodriguez

Hi Daniel,
I can't believe it's already the end of March and I have been here for six weeks.
Everything is great. I'm reading some cool books in my English class. On the
weekends I'm learning some traditional songs , and on Friday after classes I
practice rugby. At first I didn't understand it, but now it's really fun.
Next month we have a day off, and some of us are going to try bungee jumping.
Cool, right?
What are you doing these days? Are you doing anything interesting in class?
Tell everyone hi and I miss them!
lsabeli

Mark the statements T (True) or F (False).

1. Daniel is in New Zealand now.

___ 2. Daniel and Isabeli are probably classmates.
3. Isabeli went bungee jumping and thought it was cool.
___ 4. Isabeli left her country in February.
5. Isabeli still doesn't understand rugby.

PAIR WORK Correct the false statements with your partner.

Part2
Write an e-mail to Isabeli and answer her questions. Tell her something cool you have
done this month.

Part3
In class, share your answers to Isabeli. What is the interesting thing you've done in class?
What is the cool thing you've done this month?
Lessons 13-16: Video Cloze
Watch Jill's Sunday and fill in the blanks.
Jill: What are you doing, Eric?
Eric: Oh, I'm just ________ for my
(1)
history exam.
Jill: Your--------- exam? That
(2)
doesn't sound fun. You know, you look a little
________ . Are you OK?
(3)
Eric: Yeah, I'm just really busy right now.
Jill: Do you go to bed ________ ?
(4)
Eric: I go to bed around 11 :30.
Jill: What time do you _________
(5)
(6)
Eric: I usually get up at 7:00. But I have a lot of
--------- and I'm working
(7)
on _________ at that new
(8)
supermarket. I'm trying to save money.
Jill: You need to go out and get some
_________ . I exercise every day.
(9)
Eric: What kind of exercise do you do?
Jill: Just light exercise. Why don't you come out
with me next _________ ?
(10)
Eric: What do you do on Sundays?
DAILY LIFE
Jill: Well, first I do some exercises at that
really large park nearby. I get there at
_________ . I exercise for about
(11)
fifteen minutes. Then I run on a trail for
about an hour. It's beautiful in the
(12)
Eric: I know what you mean. I like that park too!
Jill: Next, I eat a delicious breakfast.
Eric: I really enjoy _________
(13)
Jill: After that, I go for a swim nearby.
Eric: In the park?
Jill: No, there's a really great place to swim near
the park.
Eric: That sounds nice.
Jill: After that I play volleyball. I play with the
same team every Sunday. You can join us.
Eric: How long do you play?
Jill: About _________ minutes. Later I
(14)
eat a big _________
(15)
Eric: I love big lunches! How about I just meet you
for lunch?
Pr
es
en
ta
ti
on
DayIns
tructi
ons f
or S
tuden
ts:
-Y ou must use the vocabulary and grammar
structures you learned during the level.

-You can speak as much as you want but, you

have to make sure you answer all the questi
ons
f
rom the topic.

- The instructor has to give you f

eedback and
co rrections after your p
resentati
on.

Level 2 T
opi
c:
- Talk about your family members.
Describe their personali
ty.
- Describe your routine on weekda ys and weekends.
- Describe what you and your family are doing these
days
.
GENERAL
REVI
EW
Lesson 9: Vocabulary PEOPLE

Part 1
A family tree shows all of the people in a family. Imagine this is part of your father's family tree. Write
the words to finish the tree.

1. My grandmother and 2. my ________

3. My father 4. My _______ (woman) 5. My ________ (man)

Part2
Look at the family tree in Part l. Complete the sentences.

I. Person 1 and person 2 are my

2. Person 4's daughter is my
3. Person S's son is my
4. Person S's son is my father's
5. Person 4's daughter is my father's
6. My mother and father are my

Part3
Complete the sentences with true information about you. In class, take turns reading your sentences
with a partner.

I. two sisters.
2. My is single.
3. My is married.
4. My is years old.
5. I an only child.
6. My is older than me, but my is younger than me.
7. children.
8. one brother.
Lesson 10: Vocabulary PEOPLE

Part 1
Are these personalities positive, negative, or both? In class, talk about your ideas with a partner.

serious shy patient smart funny quiet friendly confident

Positive Negative

Part2
Use the words from Part 1 to complete each sentence. You won't use one word.

1. You and your friend waited in a long line for 30 minutes. Your friend wasn't angry.
She is ________
2. While you waited in line, your friend talked to many people. She is also ________
3. It was fun waiting with your friend, but you can't talk to other people very easily. You are kind of quiet
and---------
4. Your friend is good at studying English. He is very -------- and got an A on his last English test.
5. Your friend always thinks he will do well. People think he is --------
6. Many people smile when your friend says interesting things. He is --------
7. You always think a lot before you do things. You are--------

Part 3
1. Think about you and your friend. Which sentences in Part 2 are true? --------
2. Which sentences aren't true? --------
Lesson 11: Vocabulary PEOPLE

Part 1
Are these clothes tops (things you wear on the top part of your body), bottoms, or both? Write them in
the correct place in the diagram.

jackets jeans shirts T-shirts shorts skirts sweaters dresses watches bracelets rings belts

Tops Bottoms

Part2
Add three more kinds of clothes to the diagram in Part 1. In class, compare your ideas with a partner.

Part3
Complete the sentences with words from Part 1. In class, talk about your ideas with a partner.

l. People wear ________ and-------- when it's cold.

2. People wear --------and-------- when it's hot.
3. People wear ________ so they know what time it is.
4. People often wear _________ when they are married.
5. People often wear-------- to keep their jeans up.
6. Usually only women wear ________ and ________
Lesson 12: Vocabulary PEOPLE

Part 1

'/
Find the 11 color words in the puzzle below. The words go

� / i -----+ +----
t
p G z u Q D T 0 E T H w A u
B J H F l s E s 0 A A B H E R

T B Q A K p R R G y A G s y E

w c T A D A E u J R T s w R

x p w T H y p p E N R E E

s N 0 R E u l B E T l l D T

D l M H A p N l p G s B T 0

M E l G T u u 0 G H H K 0 c
K J E G N A R 0 y R T c B p u
s N y y p R p A G 0 A c R N R

D 0 T G u E l 0 0 l H y 0 T G

Q D D w H E M B E 0 K w G x
F A N l A s l E y p ·F s N H c
0 p N K c z D p y u l N E l

Part2
Look at the letters you didn't circle. Write every 6th letter below to find the hidden message.

I H

Part3
Write sentences with three of the colors. In class, take turns reading them with a partner.

1.
2.
3.
Lesson 13: Vocabulary DAILY LIFE

Part 1
When do you usually do these activities? Write them in the correct place in the diagram.

check e-mail watch TV talk on the phone study take a shower exercise

Mornings
Never

Afternoons Evenings

Part2
Add three more activities to the diagram in Part 1. In class, compare your ideas with a partner.

Part3
Answer the questions so they are true for you. In class, take turns asking and answering the questions
with a partner.

l. On the days when you get up early, what time do you wake up?
2. When do you usually have lunch?
3. What time do you usually get home on Wednesdays?
4. What time do you usually eat dinner on Fridays?
5. When do you usually go to bed?
6. What time do you get to class on Thursday?
7. Do you usually talk on the phone every day?
Lesson 14: Vocabulary DAILY LIFE

Part 1
Write one or two words to complete each activity. If a word is not needed, write an X.

I. shopping 5. to eat
2. work out 6. to the library
3. the mall 7. sports
4. movies 8. walk

Part2
How often do you do the activities in Part 1? Put the activities in order from most often to least often.
In class, talk about your ideas with a partner.

Part3
Write the activities from Part 1 to complete the first sentence in each conversation. Write a follow­
up question for the second person in each conversation. In class, practice the conversations with a
partner.

,.
Lian: I love to
Anna:

2.
Eduardo: ------------------------------------every day.
Keiko: ---------------------------------------�?
3.
Maria: I usually ---------------------------------�alone.
Manuel: ---------------------------------------�?

4.
Andrew: I usually ------------------------------ with my friends.
Matteo: ---------------------------------------�?
Lesson 15: Vocabulary DAILY LIFE

Part 1
When do you do these activities? Put the words into the best column for you. In class, talk about your
ideas with a partner.

go out with friends sleep in late don't do much get up early

feel my best stay up late feel my worst

Saturday-Sunday Monday-Friday Never

Part2
Write each of the activities from Part 1 once to complete the story.

My name is Maria. During the week, I usually get up at 6:45, but yesterday I got up at 5:30. I don't usually
(1) like that. On Saturday night I usually (2) ------------
We go out to eat or go to movies. I usually don't get home until after midnight. I don't really like to
(3) like that because the next day it's hard to get up. Because we stay out late,
I usually (4) on Sunday. Sometimes I get up at 11:00! When I do that, I
(5) , and I especially don't study or work. I just watch TV and go shopping. My
friends say, "I love Friday. I (6) _____________ on Friday because the weekend is about to start."
I (7) on Sunday. I like to get up and go to bed at the same time every day.

Part3
Answer the questions. In class, compare answers with a partner.

1. When you sleep in late, what time do you get up? ---------------------
2. What time do you go to bed when you stay up late?--------------------
3. What do you do on days when you don't do much?---------------------
4. When you go out with friends, what do you usually do?-------------------
5. What do you do first after you get up?--------------------------
6. What do you usually do after lunch?--------------------------
7. What do you usually do after dinner?------------------------- -
8. What time do you usually have breakfast?------------------------
9. What do you do after that?------------------------------
Lesson 16: Vocabulary DAILY LIFE

Part 1
Complete the sentences with class names.

1. Young children study 1 + 1=2 in -------- classes.

2. ________ is the study of how people think.
3. You study how to run companies when you study--------
4. People who like to read sometimes study-------- in college.
5. ________ is the study of how groups of people act together.
6. People who like numbers and think about what they mean like --------
7. If you know a lot about what happened 200 years ago, you know a lot about--------
8. You have to know-------- to sell things.
9. ________ includes things related to money, including how to make, buy, and sell things.
10. Around the world, -------- is a popular language to study.

Part2
Answer the questions. In class, compare your answers with a partner.

1. Which of the classes in Part 1 are you taking these days?

2. Which of those classes do you love?
3. Which do you not really like?

Part3
What kind of people like taking the classes in Part 1? Choose seven more classes. Write the class and
one or two characteristics for each person. In class, talk about your ideas with a partner.

EoQlisb: like totalk wi:tb people from othercountries