1

MY FAVORITES O PTI O NA L
Brainstorm a list of extreme sports. This list
ANSWER KEY can be used in After You Watch, D.

B E F O R E YO U WATC H B Point out the three states which are labeled

and model their pronunciation. Briefly elicit
A extreme sports: kayaking, mountain the names of any other states students are
biking, rock climbing familiar with.
team sports: baseball, basketball, rugby
Tell the students they are going to hear from
B Answers will vary. three people who live in the United States
talk about their favorite extreme sports.
W H I L E YO U WATC H
A Tennessee 1, Idaho 2, California 3
W H I L E YO U WATC H
A Play the video. Check answers.
B 1. Dane, Rebecca 2. Dane
3. Dane 4. Rebecca, Alex B Go over the chart before playing the video.
Define helmet and ask students if they can
A F T E R YO U WATC H remember any of the answers. Play the video
again, repeating if necessary.
A 1. 2, 1, 3 2. 3, 2, 1 3. 1, 4, 3, 2 Check answers.
B 1. South Africa 2. mountain biking
A F T E R YO U WATC H
3. California 4. United States/USA
A Have students get into pairs to do the task.
C 1. favorite 2. rock climber Tell them to take turns reading the sentences
3. kayak 4. extreme sports in order. Play the video again, if necessary.
5. mountain bike
B Tell students to refer to the sentences in A
D Answers will vary. to complete the chart. Check answers.
C Check answers.
TEACHER NOTES D Go over kayaking as an example before
having students complete the rest of the
B E F O R E YO U WATC H word web. Have students tell a partner
about the extreme sport they chose.
A Review the names of the sports represented
as well as the difference between extreme
sports and team sports (extreme sports are O PTI O NA L
usually considered dangerous or very excit- Have a class discussion about which extreme sports
ing, such as skydiving or bungee jumping). are possible in your students’ countries, and which
Discuss answers as a class. ones they have tried or would like to try.

1 Unit 1

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CANOPY CREATURES
ANSWER KEY
B E F O R E YO U WATC H
A jaguar, parrot, lizard
B 1. monkey 2. bat 3. coati
4. frog 5. snake

W H I L E YO U WATC H
A coati, capuchin monkey, red-eyed tree frog
B 1. island 2. rain forest
3. treetops 4. trees

A F T E R YO U WATC H
A 2, 4, 3, 1
(At night there are fruit bats. The bats

fly high over the trees. This is a red-eyed
tree frog. It’s small but it lives high in
the trees, too.)

B 1. Are 2. are 3. Are

4. are 5. Is 6. is

C Answers will vary.

D Answers will vary.

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 2
CANOPY CREATURES
TEACHER NOTES
B E F O R E YO U WATC H
A Check answers. See if students know the
names of the animals.
B Check answers. Ask a few questions about
the animals; e.g., How does it move from
one place to another? Is it loud or quiet?
Is it safe or dangerous?
Content Note: Coati
A coati is from the raccoon family. It lives
in Central and South America.
Tell students they are going to watch a
video about 5 rain forest animals.
W H I L E YO U WATC H
A Play the video and check answers. Ask
students what they remember about each
animal. See if any students know any details
about the other animals.
B Review the descriptive vocabulary from the
box. Play the video and check answers.
O PTI O NA L
Before class, make a few larger copies of this activity
and cut out a set of four sentence strips, one set per
pair of students. In class, give students sentence
strips to move around and decide on the best order.
B Review the language focus, is vs. are. Have
students get into pairs to do the task. Instruct
them to take turns asking and answering the
questions aloud. Check answers.
C Give students 2–5 minutes to write their
sentences. Call on volunteers to share their
answers.
D Have students get into pairs and do the task.
Check answers. Have students practice
reading the sentences aloud.
O PTI O NA L
Instruct students to make a poster of their animal,
including a picture of the animal with labeled body
parts and the two sentences describing the animal.

A F T E R YO U WATC H
A Have students get into pairs to do the task.
Play the relevant part of the video for
students to check answers.

C HA LLE N GE
Discuss the clues that help you know the order
of the sentences (point out the pronouns).

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OCEAN ODDITIES
ANSWER KEY
B E F O R E YO U WATC H C  1

C
A 1. jellyfish
2. clam R
2
3. whale S E A W E E D
4. sea turtle 3

A J
4
B Answers may vary.
S T R A N G E
W H I L E YO U WATC H U L
5

A a. 1 b. 3 c. 2 d. 4 C O L O R F U L L
B 1. plant E Y
2. jellyfish F
3. tongue
D Answers will vary.
I
A F T E R YO U WATC H S
A 1. b H
2. a
EclipseCrossword.com
3. c
4. a
B 1. in
2. around
3. under
4. in

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OCEAN ODDITIES
TEACHER NOTES
B E F O R E YO U WATC H A F T E R YO U WATC H
A Check answers. Discuss how these sea A Have students get into pairs to do the
animals protect themselves; i. e., what they task. Have them read the questions aloud
do to stay safe, or what body parts they to each other.
have to keep them safe.
B Survey the class for their answers. Define O PTI O NA L
the word camouflage (hide by looking like Encourage students to answer in full
the things around you), if students can sentences.
locate the Sargassum fish. If they can’t
locate the fish, re-vist the question after
watching the video. B Review prepositions of location as needed.
Check answers. Play the video again to
Tell students they will watch a video about
check answers if desired.
some unusual sea animals.
C Assist students with the crossword as
W H I L E YO U WATC H needed.
A Play the video. Check answers. Ask what D Have students rank the sea animals
they remember about each sea animal. individually before putting the students in
B Play the video and check answers. Play the pairs. Encourage pairs to give at least two
video again for students to listen carefully reasons for their selections.
for the answer.
O PTI O NA L
OP T ION AL Survey the class to see which people ranked
which sea animal 1st. Discuss their reasons
Ask students to count the number of times
as a class.
they hear the word look. Discuss the
differences in meaning between “Look out!”
(warning, something dangerous is coming),
“Look!” (an order, tell someone to look at
something interesting), and “… looks like”
(when two things look similar/alike but
aren’t the same).

5 Unit 3

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MEGAFAMILY
ANSWER KEY
B E F O R E YO U WATC H A F T E R YO U WATC H
A  1. father 2. mother A 1. d
2. e
3. c
4. a
5. b

B 1. have
2. has
3. are
4. have
5. does

C 1. difficult
2. small
3. sister 4. brother 3. same
4. unhappy
B Answers may vary. 18 people, 7 sisters, 9
brothers, 2 babies D Answers will vary.

W H I L E YO U WATC H
A 1. 7
2. 9
3. 17
4. 22

B  watch TV
✓ celebrate birthdays
✓ fight with each other
✓ get in the car
✓ play outside
go to sleep at night

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 4
MEGAFAMILY
TEACHER NOTES
B E F O R E YO U WATC H
A Check answers. Discuss students’ families
(i.e., how many brothers or sisters they have).
B Elicit answers from the class. Tell students
they are going to watch a video about this
family, the Cason family.
W H I L E YO U WATC H
A Before playing the video, encourage students
to guess the ages of the children pictured.
Play the video and check answers.
B Before playing the video, read through the
activities aloud. Ask a few questions to check
for comprehension (e.g., “You never fight with
your brothers or sisters, do you?”). Play the
video and check answers.
C Check answers and ask students to make a
new sentence with the opposite word (e.g.,
Having a big family is not easy.).
D Have students get into pairs or small groups
and do the task. Ask pairs/groups to share
their ideas with the class.
CHA L L E NG E
Discuss any points that could be seen as both a
good thing and a bad thing depending on the
situation. For example, having to share everything
could be good if it means sharing experiences or
making problems less difficult. It could be a bad
thing to never feel lonely—perhaps there are
times when you want to be alone.

OP T I ON AL
Discuss what it must be like to get ready in
the morning/at night with so many people in
the house.

A F T E R YO U WATC H
A Have students get into pairs and do the
task. Have students take turns asking and
answering the questions aloud.
B Review subject verb agreement with
have/has, is/are, and do/does as needed.
Check answers.

7 Unit 4

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 5
A STRANGE MEAL
ANSWER KEY
B E F O R E YO U WATC H
A Answers will vary.
B 1. worm
2. cockroach
3. spider
4. scorpion
5. cricket

W H I L E YO U WATC H
A 1. worms
2. looks
3. scorpions

B 

A F T E R YO U WATC H
A 2, 3, 4, 1
B 1. like
2. likes
3. like
4. like
5. like

C 1. c
2. e
3. a
4. b
5. d

D Answers will vary.

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 5
A STRANGE MEAL
TEACHER NOTES
B E F O R E YO U WATC H A F T E R YO U WATC H
A Discuss what foods students in the class like. A To check answers, if desired, play the first
Ask if any have tried insects, or if they know part of the video again.
of any dishes that have insects in them.
B Check answers. Review subject/verb
B Pronounce the names of the creatures, and agreement and question formation of
see if anyone in the class knows which ones like vs. likes.
they are. Have students repeat the names of
the insects after you. C Have students get into pairs and do the task.
Check answers.
Tell students they are going to watch a video
about a strange meal—a meal that includes D Set up the activity by reading through the
these five creatures. flowchart aloud. Explain how the flowchart
works—if the answer to question 1 is YES,
ask the next question on the right side. If the
W H I L E YO U WATC H answer is NO, ask the other question on the
A Play the video and check answers. left side. Continue to question 2 and 3.
Each person should answer 6 questions.
OP T ION AL
Discuss what chefs do with the insects before
people eat them (e.g., wash them, cook rice or
bake bread that goes with them, make the dish
look nice).

B See if students can identify Gene Rurka

before they watch. Have them watch the
video again to check their answer.

OP T ION AL
Ask a few questions about the men in the
photographs: who students think they are/what
profession they might have, whether they like
the food, etc.

9 Unit 5

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 6
KAKENYA’S SCHOOL
ANSWER KEY
B E F O R E YO U WATC H A F T E R YO U WATC H
A  A 1. has
6:00 am: wake up
2. get
6:30 am: make breakfast 3. go
7:15 am: go to school 4. is
3:30 pm: come home 5. like
6:00 pm: eat dinner
B 1. b
7:00 pm: do homework 2. a
9:00 pm: go to bed 3. c
4. d
B  HOUSEWORK SCHOOL WORK
C Answers will vary.
cook food learn math D Answers will vary.
get water from river learn to play sports
feed animals study school subjects

W H I L E YO U WATC H
A 1. Village girls help with housework.
2. They cook food.
3. They feed the animals.
4. They look after their younger
brothers and sisters.

B  Village girls Boarding school girls Both

1. usually gets up early? ✓

2. cooks food? ✓
3. always helps with housework? ✓
4. studies different subjects? ✓
5. learns how to play soccer and volleyball? ✓

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 6
KAKENYA’S SCHOOL
TEACHER NOTES
B E F O R E YO U WATC H
A Check answers. Ask students how their
schedule is similar or different than this one.
B Discuss the meaning of housework and school
work before beginning. Check answers. Elicit
additional examples for
each column.
Tell students they will watch a video about
Massai girls in Kenya, Africa.

W H I L E YO U WATC H
A Check answers. Ask if the girl is a student.
B Have students get in pairs and do the task.
Tell them to check answers with another pair
by asking and answering the questions.

A F T E R YO U WATC H
A Review subject/verb agreement for the verbs
have, get, go, be, and like as needed.
B Elicit further examples as time allows.
C Encourage students to write a sentence for
each quadrant. Call on volunteers to share
their answers.
D Have students get in pairs and do the task.
Encourage students to discuss the similarities
as well as the differences.

11 Unit 6

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 7
CONTACT JUGGLING
ANSWER KEY B Have students work individually then in pairs.
Check answers by asking students questions,
B E F O R E YO U WATC H e.g., “Jake, can Kim juggle?”
A 1. juggle 3. dance Tell students they are going to watch a
2. do magic tricks 4. throw a ball special kind of juggler.

B Answers will vary.

W H I L E YO U WATC H
W H I L E YO U WATC H A Play the video and ask what is going on in
each photo. Check answers.
A 1. a
2. c B Before playing the video, ask students what
3. b the girl in While You Watch, A, photo 3, is
doing. Tell students to watch the video again
B  dance with him and pay attention to what the people around
✓ stop and watch him Okotanpe are doing.
✓ take photos/videos with their phones
✓ talk to their friends about him A F T E R YO U WATC H
take a ball and try to juggle
A Have students work individually or in pairs.
A F T E R YO U WATC H B After checking answers, remind students that
the verbs following can do not take an –s.
A 1. c 2. d 3. a 4. b
C Encourage students to list actions (verbs) that
B 1. can’t 2. can 3. can 4. can
they can/can’t do. Put them in pairs to share
C Answers will vary. their answers.
D Answers will vary. D Refer students back to the Before You
Watch B. Call on students to read their
answers aloud.
TEACHER NOTES
O PTI O NA L
B E F O R E YO U WATC H Encourage pairs to ask follow up questions. For
example, for things their partner can do, have the
A Ask students what the people are doing in other student ask questions like, “When did you
each photo. Check answers. start doing that?” For things they can’t do, tell
students to ask questions like, “Do you want to
learn how to ?”

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 8
A MOROCCAN MARKET
ANSWER KEY
B E F O R E YO U WATC H A F T E R YO U WATC H
A  seller stall A 1. 2, 1, 3
1. 5.
2. 3, 1, 2

B 1. is
2. are
3. This
4. Those
5. like
6. like

C 1. 225
2. goldfish
3. bird
4. Moroccan
5. interesting

D Answers will vary.

2. price money 4. buyer

3.

B 1. can 3. noisy

2. many 4. interesting

W H I L E YO U WATC H
A  ✓sleeping baby ✓ baskets
electronics drinks
✓chickens ✓ fruit
✓clothing ✓ bags
B 1. 225 3. 120
2. 110 4. 130

13 Unit 8

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 TEACHER NOTES
B E F O R E YO U WATC H
A Review the terms as a class. Elicit any other
vocabulary related to shopping (market,
basket, shop, etc.)
B Have students get in pairs and do the task.
Ask them to read the sentences out loud.
Review the definition of haggle. (To haggle
means to discuss the price of something.
The buyer and seller try to agree on a good
price. People don’t usually haggle in stores,
but they sometimes haggle in markets.)
Tell students they are going to watch a
video about a Moroccan market.
A F T E R YO U WATC H
A To check answers, play the video again
if desired.
B Review subject/verb agreement for be and
like, the plural vs. singular pronouns
(this/ that/ these/those), and the expression
would like.
C Discuss the meaning of the phrases and
collocations (interesting experience, goldfish
bowl, etc.) as needed.
D Give students time to write their own
answers. Then put them in pairs to take
turns role-playing the conversation.

W H I L E YO U WATC H
A Play the video and check answers. Play the
video again and let students call out an item
when they see it.
B Before playing the video, have students read
through the sentences. Tell them to write the
numbers, not words.

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 9
A NEW PHOTOGRAPHER
ANSWER KEY TEACHER NOTES
B E F O R E YO U WATC H B E F O R E YO U WATC H
A 1. cell phone camera A See if anyone is familiar with remote
2. digital camera controlled cameras. Tell students they will
3. remote controlled camera be watching a video about one of these.
Answers will vary. B Complete as a class.
B 1. in groups
2. hunt for meat W H I L E YO U WATC H
3. yes
A Check answers. Ask students to describe
4. yes
what is happening in each photo.

W H I L E YO U WATC H B Have students get in pairs and do the task.

Play the video again for students to check
A a. 2 b. 1 c. 4 d. 3 answers if desired.
B 1. dangerous
2. interested in A F T E R YO U WATC H
3. inside
A Check answers.
4. check to see if
5. play with B Review present progressive formation
as needed.
A F T E R YO U WATC H C Encourage students to make complete
A 1. People sentences (e.g., The buggy is low to the
2. buggy ground, so it can take photos closer to the
3. camera ground.). Assist students as needed.
4. McLennan
D Encourage students to be creative.
5. lions
Encourage them to make complete
B 1. are biting sentences when they share
2. are walking their answers.
3. are watching
4. is running
5. is checking

C Answers will vary.

D Answers will vary.

15 Unit 9

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 10
TORNADO CHASERS
ANSWER KEY
B E F O R E YO U WATC H A F T E R YO U WATC H
A 1. heavy rain A 1. e
2. tornado 2. a
3. clouds 3. d
4. lighting 4. b
5. hail 5. c
B 1. False B 1. What’s the weather like in spring?
2. True 2. It’s usually stormy in spring.
3. True 3. Is it cold during a tornado?
4. False 4. No, it’s not.
5. How warm is it?
W H I L E YO U WATC H C 1. cause
A  What causes tornadoes? 2. take place
3. stay away
✓ How should people stay safe 4. advise
during tornadoes? 5. hide
✓ Who are storm chasers?
D Answers will vary.
B 1. twisters
2. windows
3. get close
4. lighting

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 10
TORNADO CHASERS
TEACHER NOTES
B E F O R E YO U WATC H
A Review the terms as needed.
B Discuss the answers as a class. Also, when
you get to question 4, discuss the best places
to hide during a tornado and why (the
basement, because it saves you from flying
and falling debris; the car is not safe because
it can get blown away).
Tell students they are going to watch a video
about tornadoes and tornado chasers.
A F T E R YO U WATC H
A Have students get in pairs and do the task.
Check answers.
B Review the contractions “What’s” and “it’s”.
Check answers aloud.
C Review the meaning of the verbs as needed.
D Have students complete the task individually.
Survey the class to see how many different
answers there are.

W H I L E YO U WATC H
A Prior to playing the video, have students
read through the questions. Play the video
and check answers. Discuss the questions
as a review.
(Answers to the questions: Tornadoes are

caused by a mix of warm, wet air and cool,
dry air as well as high winds. People should
go away from the tornado, hide in a
basement or under a big piece of furniture,
and stay away from windows. Storm chasers
are scientists who study tornadoes and follow
them in order to learn what causes them.)
B Before replaying the video, give students
time to read through the sentences and fill in
the answers from memory. Play the video to
check answers.

17 Unit 10

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 11
AN AMAZING TRIP
ANSWER KEY
B E F O R E YO U WATC H A F T E R YO U WATC H
A 1. trek A 1. a
2. wildlife 2. c
3. anniversary 3. e
4. digital nomad 4. b
5. d
B  kangaroos
✓ mountains B 1. trip
✓ temples 2.
3.
amazing
countries
✓ sea animals 4. like
✓ islands 5. favorite
penguins 6. sounds

C 1. went
W H I L E YO U WATC H 2. was
3. did
A Answers will vary. Possible answers: 4. went
1. He saw mountains/jellyfish/temples. 5. were
2. He packed/carried his bag 6. had
3. He took photographs/videos.
4. He went diving/on a boat ride. D Answers will vary.

B 1. c
2. d
3. a
4. b

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 11
AN AMAZING TRIP
TEACHER NOTES
B E F O R E YO U WATC H A F T E R YO U WATC H
A Discuss terms as needed. A Ask follow up questions, such as, “Where
did Andrew Evans trek/dive/see animals?”
T ell students they are going to watch a video
about a man’s trip to see these places as well B Have students get in pairs and do the task.
as several more countries. Have them role-play the conversation.
B Discuss as a class. Look at the countries on Check answers.
the map. Discuss what they might see in C Review simple past tense of go, be, do,
these places (for example wild animals in and have as needed.
Botswana, Africa).
D Encourage students to make up an amazing
adventure. Students can talk about a real
OP T ION AL
trip if they wish.
Ask students what kind of buildings they think
they’ll see (a palace, tower, bridge, houses, etc.)
O PTI O NA L
Assign this as homework. Ask students to find
photos online of places or wildlife in the country
W H I L E YO U WATC H of their choice. Instruct them to use the photos
to give a short presentation of their imagined trip.
A Before playing the video, ensure students
know where the countries are on the map.
B Check answers. Replay the video, if desired.

19 Unit 11

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 12
MONKEY FESTIVAL
ANSWER KEY
B E F O R E YO U WATC H A F T E R YO U WATC H
A 1. monkeys A 1. d
2. Sunday 2. c
3. festival 3. b
4. a
B Answers will vary.
B funny popular naughty tasty not
angry
W H I L E YO U WATC H
✓ watch monkeys 1. monkeys ✓ ✓
A 
✓ put up special decorations 2. Hanuman ✓
✓ wear monkey costumes 3. a tourist ✓
visit family members 4. the food ✓
watch fireworks
C 
open presents 1

✓ have a parade D
2 3

eat bananas F E S T I V A L
B 1. a O N
U C
2. b
3. c 4
P A R A D E
I
5
C O S T U M E
T
EclipseCrossword.com
D Answers will vary.

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 12
MONKEY FESTIVAL
TEACHER NOTES
B E F O R E YO U WATC H
A Direct students attention to the photo and
have them describe what they see. Give them
time to read the sentences and fill in the
blanks. Check answers. See if anyone is
familiar with the festival.
B Read through the activities. Survey the
class to see which ones they think would
take place.
Tell students they will watch a video about
the monkey festival in Thailand
W H I L E YO U WATC H
A Play the video twice if needed. The second
time, allow students to call out the activities
they see.
B Check answers.
21 Unit 12
60306_pt01_ptg01_hr_001-021.indd 22
A F T E R YO U WATC H
A Have students get in pairs and do the task.
Check the answers aloud by having one
student ask the question and the other give
the answer.
B Go over the meaning of the adjectives as
needed. Play the video again to check
answers if desired. Ask follow up questions,
such as, “How are the monkeys funny /
naughty?”
C Assist students with the crossword as
needed.
D Go over the instructions, using the
monkey festival as a model. Have students
work individually and then share their
answers with a partner.
O PTI O NA L
Assign this as homework. Ask students to find
photos online of a real festival or activities they
would have in an imagined one. Instruct students
to use the photos to give a short presentation
of their festival.
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