StartUp
Ken Beatty, Series Consultant
Teacher’s Edition
Robyn Brinks Lockwood
S ta rtU p 2
T e a c h e r ’s E d it io n
C o p y r ig h t © 2 0 1 9 b y P e a r s o n E d u c a tio n , In c .
A ll r ig h ts r e s e r v e d . N o p a r t o f th is p u b lic a tio n m a y b e r e p r o d u c e d , s to r e d in a r e tr ie v a l s y s te m , o r tr a n s m itte d in a n y fo r m o r b y a n y
m e a n s , e le c tr o n ic , m e c h a n ic a l, p h o to c o p y in g , r e c o r d in g , o r o th e r w is e , w ith o u t th e p r io r p e r m is s io n o f th e p u b lis h e r.
P e a r s o n , 2 2 1 R iv e r S tr e e t, H o b o k e n , N J 0 7 0 3 0
S t a f f c r e d it s : T h e p e o p le w h o m a d e u p th e S ta r tU p te a m r e p r e s e n tin g e d ito r ia l, p r o d u c tio n , a n d d e s ig n a r e P ie tr o A lo n g i, H é c to r
G o n z á le z Á lv a r e z , G r e g o r y B a r tz , P e te r B e n s o n , M a g d a le n a B e r k o w s k a , S te p h a n ie C a lla h a n , J e n n ife r C a s tr o , T r a c e y M u n z C a ta ld o ,
D a v e D ic k e y , G in a D iL illo , Ir e n e F r a n k e l, S a r a h H e n r ic h , C h r is to p h e r L e o n o w ic z , B r id g e t M c L a u g h lin , K a m ila M ic h a la k , L a u r ie
N e a m a n , A lis o n P e i, J e n n ife r R a s p ille r, J e r e m y S c h a a r, K a th e r in e S u lliv a n , S te p h a n ie T h o r n to n , P a u la V a n E lls , a n d J o s e p h V e lla .
C o v e r c r e d it : F r o n t c o v e r : K la u s V e d fe lt/ G e tty Im a g e s . B a c k c o v e r : K la u s V e d fe lt/ G e tty Im a g e s (L e v e l 1 ); A le x a n d r e M o r e a u / G e tty
Im a g e s (L e v e l 2 ); M a tte o C o lo m b o / G e tty Im a g e s (L e v e l 3 ); J a v ie r O s o r e s / E y e E m / G e tty Im a g e s (L e v e l 4 ); L iy a o X ie / G e tty Im a g e s
(L e v e l 5 ); E z r a B a ile y / G e tty Im a g e s (L e v e l 6 ); g u v e n d e m ir / G e tty Im a g e s (L e v e l 7 ); Y u s u k e S h im a z u / E y e E m / G e tty Im a g e s (L e v e l 8 );
to v o v a n / S h u tte r s to c k (ic o n s )
T e x t c o m p o s it io n : E le c tr a G r a p h ic s
P h o to a n d illu s tra tio n c re d its : S e e p a g e 1 8 9 .
P r in te d in th e U n ite d S ta te s o f A m e r ic a
IS B N -1 0 : 0 -1 3 -5 1 8 1 3 6 -4
IS B N -1 3 : 9 7 8 -0 -1 3 -5 1 8 1 3 6 -2
1 1 9
Contents
Acknowledgments
iv
Learning Objectives
v i
To the Teacher
x
Using the Teacher’s Edition
x ii
The Global Scale of English
x iv
Pearson Practice English App
x v
Pearson English Portal
x v i
ActiveTeach / Workbook
x v ii
MyEnglishLab
x v iii
Reproducibles
x ix
Assessments
x x
Warm-Up Activity Bank
x x ii
Teaching Notes
Welcome Unit
2
Unit 1
T -5
Unit 2
T -1 7
Unit 3
T -2 9
Unit 4
T -4 1
Unit 5
T -5 3
Unit 6
T -6 5
Unit 7
T -7 7
Unit 8
T -8 9
Unit 9
T -1 0 1
Unit 10
T -1 1 3
Grammar Practice
T -1 2 5
Grammar Reference
1 5 0
Audio Scripts
1 5 2
Conversation Video Scripts
1 7 5
Put It Together Video Scripts
1 8 7
Credits
1 8 9
Pronunciation Table
1 9 8
P l e a s e v i s i t t h e P e a r s o n E n g l i s h P o r t a l f o r a w e a l t h o f t e a c h e r ’s s u p p o r t
m a te r ia l in c lu d in g th e R e a d y to T e a c h S ta r tU p — v id e o s e r ie s .
Contents
iii
Acknowledgments
W e w o u ld lik e to th a n k th e fo llo w in g p e o p le fo r th e ir in s ig h tfu l a n d h e lp fu l c o m m e n ts a n d
s u g g e s tio n s .
M a r ia A la m , E x te n s io n P r o g r a m -E s c u e la
A m e r ic a n a , S a n S a lv a d o r, E l S a lv a d o r ; M ilt o n
A s c e n c io , U n iv e r s id a d D o n B o s c o , S o y a p a n g o ,
E l S a lv a d o r ; R a u l A v a lo s , C A L U S A C , G u a te m a la
C ity , G u a te m a la ; A d r ia n B a r n e s , In s titu to
C h ile n o N o r te e r ic a n o , S a n tia g o , C h ile ; L a u r a
B e llo , C e n tr o d e Id io m a s X a la p a , U n iv e r s id a d
V e r a c r u z a n a , X a la p a , M é x ic o ; J e is s o n
A lo n s o R o d r ig u e z B o n c e s , F o rt D o rc h e s te r
H ig h S c h o o l, B o g o tá , C o lo m b ia ; J u a n P a b lo
C a ld e r ó n B r a v o , M a n p o w e r E n g lis h , S a n tia g o ,
C h ile ; E lle n J . C a m p b e ll, R M IT , H o C h i M in h
C ity , V ie tn a m ; V in ic io C a n c in o s , C A L U S A C ,
G u a te m a la C ity , G u a te m a la ; V iv ia n a C a s t illa ,
C e n tr o d e E n s e ñ a n z a d e L e n g u a s E x tr a n je r a s
U N , M é x ic o ; B e r n a l C e s p e d e s , U L A C IT ,
T o u r n ó n , C o s ta R ic a ; C a r lo s C e lis , C e l.
L e p Id io m a s S .A ., S ã o P a u lo , B r a z il; C a r lo s
E d u a r d o A g u ila r C o r t e s , U n iv e r s id a d d e lo s
A n d e s , B o g o tá , C o lo m b ia ; S o la n g e L o p e s
V in a g r e C o s t a , S e n a c -S P , S ã o P a u lo , B r a z il;
Is a b e l C u b illa , P a n a m a B ilin g ü e , P a n a m a C ity ,
P a n a m a ; V ic t o r ia D ie s t e , A lia n z a C u ltu r a l
U r u g u a y -E s ta d o s U n id o s , M o n te v id e o , U r u g u a y ;
F r a n c is c o D o m e r q u e , G e o r g a l Id io m a s , M é x ic o
C ity , M é x ic o ; V e r n E a t o n , S t. G ile s In te r n a tio n a l,
V a n c o u v e r, C a n a d a ; M a r ia F a ja r d o , E x te n s io n
P r o g r a m -E s c u e la A m e r ic a n a , S a n S a lv a d o r,
E l S a lv a d o r ; D ia n a E liz a b e t h L e a l F f r e n c h ,
L e t ’s S p e a k E n g l i s h , C a n c ú n , M é x i c o ; R o s a r i o
G ir a ld e z , A lia n z a C u ltu r a l U r u g u a y -E s ta d o s
U n id o s , M o n te v id e o , U r u g u a y ; L o u r d e s P a t r ic ia
R o d r íg u e z G ó m e z , In s titu to T e c n o ló g ic o d e
C h ih u a h u a , C h ih u a h u a , M é x ic o ; E lv a E liz a b e t h
M a r t ín e z d e G o n z á le z , E x te n s io n P r o g r a m E s c u e la A m e r ic a n a , S a n S a lv a d o r, E l S a lv a d o r ;
G a b r ie la G u e l, C e n tr o d e Id io m a s d e la N o r m a l
S u p e r io r, M o n te r r e y , M é x ic o ; A n a R a q u e l
F io r a n i H o r t a , S E N A C , R ib e ir ã o P r e to , B r a z il;
C a r o l H u t c h in s o n , H e a r tla n d In te r n a tio n a l
E n g lis h S c h o o l, W in n ip e g , C a n a d a ; D e y a n ir a
S o lís J u á r e z , C e n tr o d e Id io m a s d e la N o r m a l
S u p e r io r, M o n te r r e y , M é x ic o ; M ir ia m d e
K ä p p e l, C o le g io B ilin g ü e E l P r a d o , G u a te m a la
C ity , G u a te m a la ; Ik u k o K a s h iw a b a r a , O s a k a
E le c tr o -C o m m u n ic a tio n U n iv e r s ity , N e y a g a w a ,
J a p a n ; S t e v e K ir k , N ip p o n M e d ic a l S c h o o l,
T o k y o ,J a p a n ; J illL a n d r y , G E O S L a n g u a g e s
iv
Acknowledgments
P lu s , O tta w a , C a n a d a ; T if f a n y M a c D o n a ld ,
E a s t C o a s t S c h o o l o f L a n g u a g e s , H a lifa x ,
C a n a d a ; A n g é lic a C h á v e z E s c o b a r M a rtín e z ,
U n iv e r s id a d d e L e ó n , L e ó n , G u a n a ju a to ,
M é x ic o ; R e n a t a M a r t in e z , C A L U S A C ,
G u a te m a la C ity , G u a te m a la ; M a r ia A le ja n d r a
M o r a , K e is e r In te r n a tio n a l L a n g u a g e In s titu te ,
S a n M a r c o s , C a r a z o , N ic a r a g u a ; A le x a n d e r
C h a p e t ó n M o r a le s , A b r a h a m L in c o ln S c h o o l,
B o g o tá , C o lo m b ia ; J o s é L u is C a s t r o M o r e n o ,
U n iv e r s id a d d e L e ó n , L e ó n , G u a n a ju a to ,
M é x ic o ; Y u k a r i N a g a n u m a , E ik y o ju k u
fo r E n g lis h T e a c h e r s , T o k y o , J a p a n ; E r in a
O g a w a , D a ito B u n k a U n iv e r s ity , T o k y o , J a p a n ;
C a r o lin a Z e p e d a O r t e g a , L e ts S p e a k E n g lis h ,
C a n c ú n , M é x ic o ; L y n n P a s s m o r e , V a n c o u v e r
In te r n a tio n a l C o lle g e , V a n c o u v e r, C a n a d a ;
N o e lle P e a c h , E C E n g lis h , V a n c o u v e r, C a n a d a ;
A n a -M a r ija P e t r u n ic , G e o r g e B r o w n C o lle g e ,
T o ro n to , C a n a d a ; R o m in a P la n a s , C e n tro
C u ltu r a l P a r a g u a y o A m e r ic a n o , A s u n c ió n ,
P a ra g u a y ; S a ra E liz a b e th P o rte la , C e n tro
C u ltu r a l P a r a g u a y o A m e r ic a n o , A s u n c ió n ,
P a r a g u a y ; L u z R e y , C e n tr o C o lo m b o A m e r ic a n o ,
B o g o tá , C o lo m b ia ; A n a C a r o lin a G o n z á le z
R a m ír e z , U n iv e r s id a d d e C o s ta R ic a , S a n J o s é ,
C o s ta R ic a ; O c t a v io G a r d u n o R u iz , A IP T S e r v ic e
S .C ., C o y o a c á n , M é x ic o ; A m a d o S a c a lx o t ,
C o le g io L e h n s e n A m e r ic a s , G u a te m a la C ity ,
G u a te m a la ; D e y v is S a n c h e z , In s titu to C u ltu r a l
D o m in ic o -A m e r ic a n o , S a n to D o m in g o ,
D o m in ic a n R e p u b lic ; L u c y S lo n , J F K A d u lt
C e n tr e , M o n tr e a l, C a n a d a ; S c o t t S t u lb e r g ,
U n iv e r s ity o f R e g in a , R e g in a , C a n a d a ; M a r ia
T e r e s a S u a r e z , C o le g io s A P C E , S a n S a lv a d o r, E l
S a lv a d o r ; D a n ie l V a ld e r r a m a , C e n tr o C o lo m b o
A m e r ic a n o , B o g o tá , C o lo m b ia ; K r is V ic c a ,
F e n g C h ia U n iv e r s ity , T a ic h u n g , T a iw a n ; S a ir y
M a t o s V illa n u e v a , C e n tr o d e A c tu a liz a c ió n
d e l M a g is te r io , C h e tu m a l, Q .R ., M é x ic o ; E d it h
E s p in o V illa r r e a l, U n iv e r s id a d T e c n o ló g ic a d e
P a n a m a , E l D o ra d o , P a n a m a ; Is a b e la V illa s
B o a s , C a s a T h o m a s J e ffe r s o n , B r a s ília , B r a z il
Learning Objectives
WELCOME UNIT
p a g e 2
In th e c la s s r o o m
| L e a rn a b o u t y o u r b o o k
U n it
C o n v e r s a tio n /
S p e a k in g
L is te n in g
V o c a b u la r y
G ra m m a r
1
• T a lk a b o u t w h a t
y o u d o
• J o b s
• S im p le p r e s e n t o f
b e : R e v ie w
What do you do?
• D e s c r ib e y o u r
c o m m u te
• L is te n to a
p o d c a s t a b o u t
c o m m u tin g
p a g e 5
• T a lk a b o u t w h a t
p e o p le d o a t w o r k
S k ill L is te n fo r
n a m e s
| L e a rn a b o u t y o u r a p p
• C o m m u tin g
• W o r k a c tiv itie s
• S im p le p r e s e n t,
y e s / n o a n d w h q u e s tio n s : R e v ie w
S k ill G re e t s o m e o n e
2
Who’s that?
p a g e 1 7
• D e s c r ib e
s o m e o n e ’s
p e r s o n a lity
• L is te n to a
p o d c a s t a b o u t a
T V s h o w
• D e s c r ib e
s o m e o n e ’s
a p p e a ra n c e
S k ill Im a g in e w h a t
p e o p le ta lk a b o u t
• T a lk a b o u t s k ills
a n d a b ilitie s
• S im p le p r e s e n t:
R e v ie w
• F a m ily
r e la tio n s h ip s
• Q u e s tio n s w ith
w h o a n d w h a t;
A n s w e rs
• A d je c tiv e s
to d e s c r ib e
p e r s o n a lity
• B e v s . h a v e fo r
d e s c r ip tio n
• A p p e a ra n c e
• C a n fo r a b ility
• S k ills a n d a b ilitie s
S k ill S h o w in te r e s t
3
• T a lk a b o u t
h o u s e h o ld c h o r e s
• H o u s e h o ld c h o r e s
What are you
doing today?
• M a k e a n d
re s p o n d to
in v ita tio n s
• F r e e -tim e a c tiv itie s
p a g e 2 9
• T y p e s o f m o v ie s
• T h e p re s e n t
c o n tin u o u s fo r
e v e n ts h a p p e n in g
n o w : R e v ie w
• V e r b s + in  n itiv e s
a n d g e ru n d s
• T a lk a b o u t fr e e
tim e
S k ill S h o w y o u ’r e
u n s u re
4
• T a lk a b o u t w h o
o w n s s o m e th in g
• P e rs o n a l
p o s s e s s io n s
• Q u e s tio n s w ith
w h o s e
Whose phone is
this?
• A s k fo r a n d g iv e /
r e fu s e p e r m is s io n
• P o s s e s s iv e n o u n s
a n d p ro n o u n s
p a g e 4 1
• C o m p a r e th in g s
• V e rb s u s e d
w ith p e r s o n a l
p o s s e s s io n s
• T e c h n o lo g y
a d je c tiv e s
S k ill S h o w y o u ’r e
c o n fu s e d
5
Any plans for the
weekend?
p a g e 5 3
• T a lk a b o u t p la n s
• P la n a n a c tiv ity
w ith fr ie n d s
• T a lk a b o u t
p r o b le m s w ith
p la n s
S k ill C h a n g e th e
to p ic
v i
Learning Objectives
• L is te n to p h o n e
m e s s a g e s a b o u t
p r o b le m s w ith
p la n s
S k ill M a k e
p r e d ic tio n s
• T im e e x p r e s s io n s
• V e r b s fo r o ffe r s
• A c tiv itie s w ith g o
+ -in g
• P r o b le m s w ith
p la n s
• C o m p a r a tiv e
a d je c tiv e s :
R e g u la r a n d
ir r e g u la r
• P re s e n t
c o n tin u o u s fo r th e
fu tu re
• O b je c t p r o n o u n s
• W ill fo r fu tu r e
in te n tio n
P ro n u n c ia tio n
R e a d in g
W r itin g
M e d ia P ro je c t
L e a r n in g S tr a te g y
• S tr e s s e d s y lla b le s
• R e a d a b o u t s u p e r
c o m m u tin g
• W r ite a r é s u m é
• D e s c r ib e p h o to s
o f s o m e o n e y o u
k n o w a n d th e ir
w o rk
V o c a b u la r y
• S im p le p r e s e n t -s
e n d in g
S k ill M a k e
p r e d ic tio n s
S k ill C a p ita liz e
p ro p e r n o u n s
(r e v ie w )
• T h e v o w e l s o u n d
/ʌ /
• R e a d a b o u t a
fa m ily b u s in e s s
• D e s c r ib e y o u r s e lf
o n a n a p p lic a tio n
• C a n a n d c a n ’t
S k ill F in d th e to p ic
S k ill U s e c o r re c t
p u n c tu a tio n
• S tre s s e d w o rd s
• R e a d a b o u t a
p r o b le m w ith
te c h n o lo g y
• W r ite a b o u t w a y s
to r e la x
• B le n d in g : w a n t to
a n d h a v e to
S k ill F in d th e m a in
id e a
S k ill C o n n e c t id e a s
w ith a n d a n d b u t
• S tr e s s in
c o m p o u n d n o u n s
• R e a d a b o u t a lo s t
o b je c t
• W r ite a n o n lin e
p ro d u c t a d
• S tr e s s in
c o m p a r a tiv e
s e n te n c e s
S k ill U n d e r s ta n d
tim e o r d e r
S k ill A d d d e ta ils
• S o u n d s a n d
s p e llin g :
th e v o w e ls /a ɪ /, /ɪ /,
a n d /i/
• T a k e a p e r s o n a lity
q u iz
• W r ite a n e m a il to
m a k e p la n s
S k ill T h in k a b o u t
s im ila r r e a d in g s
S k ill U s e o r to
d e s c r ib e c h o ic e s
• C o n tr a c tio n s w ith
w ill
• M e s s a g e w o rd s
a n d p ic tu r e s
• D e s c r ib e p h o to s
o f s o m e o n e y o u
k n o w a n d th e ir
a p p e a ra n c e /
a b ilitie s
P ro n u n c ia tio n
• M a k e a v id e o o f
th in g s y o u lik e
a n d d o n ’t lik e t o
d o
V o c a b u la r y
• D e s c r ib e p h o to s
o f th in g s th a t a r e
im p o r ta n t to y o u
a n d y o u r fr ie n d s
G ra m m a r
• D e s c r ib e p h o to s
o f a p la c e fo r a n
e v e n t
G ra m m a r
• R e c o r d y o u r s e lf
s p e a k in g
• W r ite a b o u t y o u r
life
• W r ite a
c o n v e r s a tio n
• W r ite a s e n te n c e .
C h a n g e
s o m e th in g .
Learning Objectives
v ii
U n it
C o n v e r s a tio n /
S p e a k in g
L is te n in g
V o c a b u la r y
G ra m m a r
6
• T a lk a b o u t d a ily
r o u tin e s
• L is te n to a s p o r ts
s h o w
• D a ily r o u tin e s
• A d v e rb s o f
fre q u e n c y
Are you OK?
• T a lk a b o u t in ju r ie s
p a g e 6 5
• T a lk a b o u t
illn e s s e s a n d
r e m e d ie s
S k ill L is te n fo r
a g re e m e n t a n d
d is a g r e e m e n t
• P a rts o f th e b o d y
• Illn e s s e s
• R e m e d ie s
• S h o u ld fo r a d v ic e
a n d s u g g e s tio n s
S k ill S h o w s y m p a th y
7
How do I get
there?
p a g e 7 7
8
How was your
vacation?
p a g e 8 9
• M a k e a p h o n e c a ll
• A s k a b o u t p u b lic
tr a n s p o r ta tio n
• G iv e d ir e c tio n s
S k ill S h o w y o u
u n d e rs ta n d
• L is te n to a
p o d c a s t a b o u t
tr a n s p o r ta tio n
S k ill T h in k a b o u t th e
p u rp o s e
• T o u r is t a ttr a c tio n s
a n d a c tiv itie s
• T h e r e is / T h e r e
a r e : R e v ie w
• P u b lic
tr a n s p o r ta tio n
• P r e p o s itio n s o f
m o v e m e n t
• G e ttin g a r o u n d
th e c ity
• D e s c r ib e a p la c e
• W e a th e r
• T a lk a b o u t a
v a c a tio n
• T r a v e l e x p e r ie n c e
• T h in g s y o u d o o n
v a c a tio n
• D e s c r ib e a h o te l
e x p e r ie n c e
• H o te l a c tiv itie s
S k ill S h o w s u r p r is e
9
• T a lk a b o u t fo o d
y o u lik e
What’s for
dinner?
• D e s c r ib e h o w to
c o o k s o m e th in g
p a g e 1 0 1
• O rd e r fo o d
• L is te n to a r e c ip e
• C o m m o n fo o d s
S k ill L is te n fo r
s e q u e n c e
• M e a s u re m e n ts
• C o o k in g v e r b s
• F o o d s o n a m e n u
S k ill M a k e s u re
s o m e th in g is O K
10
Where are you
going?
p a g e 1 1 3
• T a lk a b o u t
im p o r ta n t life
e v e n ts
• L is te n to a
p o d c a s t a b o u t a
fa m o u s p e rs o n
• D e s c r ib e w h e n
e v e n ts h a p p e n e d
S k ill L is te n fo r tim e
o rd e r
• S a y in g d a te s
S k ill In v ite s o m e o n e
to ta lk
G R A M M A R P R A C T IC E
p a g e 1 2 5
G R A M M A R R E F E R E N C E
p a g e 1 5 0
Learning Objectives
• S im p le p a s t,
r e g u la r v e r b s :
R e v ie w
• S im p le p a s t,
ir r e g u la r v e r b s :
R e v ie w
• Q u e s tio n s w ith
H o w m u c h a n d
H o w m a n y
• S o m e / a n y w ith
c o u n t a n d n o n c o u n t n o u n s :
R e v ie w
• W o u ld lik e fo r
p re fe re n c e s a n d
p o lite r e q u e s ts
• T a lk a b o u t life
p la n s a n d g o a ls
v iii
• S im p le p a s t w ith
b e : R e v ie w
• M ile s to n e s
• P a s t tim e m a r k e r s
• F u tu r e tim e
m a rk e rs
• S im p le p a s t,
y e s / n o a n d
w h - q u e s tio n s
• F u tu r e p la n s w ith
b e g o in g to
P ro n u n c ia tio n
R e a d in g
W r itin g
M e d ia P ro je c t
L e a r n in g S tr a te g y
• E m p h a tic s tr e s s
• R e a d a b o u t th e
b e n e  ts o f h o t
s p r in g s
• W r ite s im p le
h e a lth a d v ic e
• M a k e a v id e o
a b o u t w a y s to s ta y
h e a lth y
P ro n u n c ia tio n
• D e s c r ib e p h o to s
o f s p e c ia l p la c e s
V o c a b u la r y
• S ile n t le tte r s
S k ill U n d e r s ta n d
th e p u rp o s e o f e a c h
p a ra g ra p h
S k ill G iv e e x a m p le s
w ith fo r e x a m p le
a n d lik e
• L in k in g a v o w e l to
a v o w e l
• R e a d a s to ry a b o u t
g e ttin g lo s t
• W r ite d ir e c tio n s to
a p la c e
• T h e v o ic e le s s th
s o u n d /θ /
S k ill Id e n tify
s u p p o r tin g
e x a m p le s
S k ill S h o w o rd e r
w ith s ig n a l w o r d s
• W a s / w a s n ’t a n d
w e r e / w e r e n ’t
• R e a d a b o u t a n
u n u s u a l jo b
• W r ite a h o te l
r e v ie w
• S im p le p a s t -e d
e n d in g
S k ill F in d d e ta ils
S k ill C o n n e c t id e a s
w i t h s o a n d t h a t ’s
w h y
• C o n s o n a n t g ro u p s
• R e a d a b o u t fo o d
a n d m e m o r ie s
• W r ite a r e s ta u r a n t
r e v ie w
S k ill In fe r m e a n in g
S k ill C o n n e c t id e a s
w ith th is , th a t, a n d
o th e r p ro n o u n s
• T h e s o u n d s /ɚ /
a n d /ɔ r /
• R e a d a d v ic e o n
 n d in g a jo b
• W r ite a c o v e r
le tte r
• B le n d in g : g o in g
to (“g o n n a ”)
S k ill In fe r w h y
s o m e o n e d o e s
s o m e th in g
S k ill O r g a n iz e a
c o v e r le tte r
• U n s tre s s e d w o rd s :
a , o f, a n , a n d
• D e s c r ib e p h o to s
o f a p e rs o n y o u
v is ite d a n d th e
th in g s y o u d id
• S tu d y s y lla b le s
• W o rd m a p s
G ra m m a r
• F in d g r a m m a r
o n lin e
• M a k e a v id e o
a b o u t h o w to
m a k e a s im p le
fo o d
P ro n u n c ia tio n
• D e s c r ib e p h o to s
th a t s h o w y o u r
p la n s
V o c a b u la r y
• S e n te n c e s w ith
s o u n d s
• M a k e a tim e lin e
K e y
00-00 a u
d io
 a s h c a rd s
COACH
v id e o
A c tiv e T e a c h
v id e o / c o a c h
w e b s e a rc h
Learning Objectives
ix
To the Teacher
Welcome to StartUp
x
S ta rtU p is a n in n o v a tiv e e ig h t-le v e l, g e n e r a l A m e r ic a n E n g lis h c o u r s e fo r a d u lts a n d y o u n g a d u lts
w h o w a n t to m a k e th e ir w a y in th e w o r ld a n d n e e d E n g lis h to d o it. T h e c o u r s e ta k e s s tu d e n ts
fr o m C E F R A 1 to C 1 a n d e n a b le s te a c h e r s a n d s tu d e n ts to tr a c k th e ir p r o g r e s s in d e ta il a g a in s t th e
G lo b a l S c a le o f E n g lis h (G S E ) L e a r n in g O b je c tiv e s .
S ta rtU p
L e v e l
G S E
R a n g e
C E F R
D e s c r ip tio n
S ta rtU p
L e v e l
G S E
R a n g e
C E F R
D e s c r ip tio n
1
2 2 – 3 3
A 1
B e g in n e r
5
4 9 – 5 8
B 1 +
H ig h in te r m e d ia te
2
3 0 – 3 7
A 2
H ig h b e g in n e r
6
5 6 – 6 6
B 2
U p p e r in te r m e d ia te
3
3 4 – 4 3
A 2 +
L o w in te r m e d ia te
7
6 4 – 7 5
B 2 +
L o w a d v a n c e d
4
4 1 – 5 1
B 1
In te r m e d ia te
8
7 3 – 8 4
C 1
A d v a n c e d
English for 21st century learners
Motivating and relevant learning
S ta r tU p h e lp s y o u r s tu d e n ts d e v e lo p th e s p o k e n
a n d w r itte n la n g u a g e th e y n e e d to c o m m u n ic a te
in th e ir p e r s o n a l, a c a d e m ic , a n d w o r k liv e s .
In e a c h le s s o n , y o u h e lp s tu d e n ts b u ild th e
c o lla b o r a tiv e a n d c r itic a l th in k in g s k ills s o
e s s e n tia l fo r s u c c e s s in th e 2 1 s t c e n tu r y . S ta r tU p
a llo w s s tu d e n ts to le a r n th e la n g u a g e in w a y s
th a t w o r k fo r th e m : a n y tim e , a n y w h e r e . T h e
P e a r s o n P r a c tic e E n g lis h A p p a llo w s s tu d e n ts
to a c c e s s th e ir E n g lis h p r a c tic e o n th e g o .
A d d itio n a lly , s tu d e n ts h a v e a ll th e a u d io a n d
v id e o  le s a t th e ir  n g e r tip s in th e a p p a n d o n
th e P e a r s o n E n g lis h P o r ta l.
S ta r tU p c r e a te s a n im m e r s iv e le a r n in g
e x p e r ie n c e w ith a r ic h b le n d o f m u ltim e d ia
a n d in te r a c tiv e a c tiv itie s , in c lu d in g in te r a c tiv e
 a s h c a r d s fo r v o c a b u la r y p r a c tic e ; G r a m m a r
C o a c h a n d P r o n u n c ia tio n C o a c h v id e o s ;
in te r a c tiv e g r a m m a r a c tiv itie s ; p o d c a s ts ,
in te r v ie w s , a n d o th e r a u d io te x ts fo r lis te n in g
p r a c tic e ; h u m o r o u s , e n g a g in g v id e o s w ith a n
in te r n a tio n a l c a s t o f c h a r a c te r s fo r m o d e lin g
c o n v e r s a tio n s ; h ig h -in te r e s t v id e o ta lk s
b e g in n in g a t L e v e l 5 ; m e d ia p r o je c t v id e o s
in L e v e ls 1 – 4 a n d p r e s e n ta tio n s k ills v id e o s in
L e v e ls 5 – 8 fo r e n d -o f-u n it s k ills c o n s o lid a tio n .
Personalized, flexible teaching
Access at your Ȩngertips
T h e u n it s tr u c tu r e a n d th e w e a lth o f s u p p o r t
m a te r ia ls g iv e y o u o p tio n s to p e r s o n a liz e th e
c la s s to b e s t m e e t y o u r s tu d e n ts ’ n e e d s . S ta r tU p
g iv e s y o u th e fr e e d o m to fo c u s o n d iffe r e n t
s tr a n d s a n d s k ills ; fo r e x a m p le , y o u c a n s p e n d
m o r e c la s s tim e o n lis te n in g a n d s p e a k in g . Y o u
c a n c h o o s e to te a c h tr a d itio n a lly o r  ip th e
le a r n in g . Y o u c a n te a c h s e c tio n s o f th e le s s o n in
th e o r d e r y o u p r e fe r. A n d y o u c a n u s e th e id e a s
i n t h e T e a c h e r ’s E d i t i o n t o h e l p y o u e x t e n d a n d
d iffe r e n tia te in s tr u c tio n , p a r tic u la r ly fo r m ix e d a b ility a n d fo r la r g e a n d s m a ll c la s s e s .
S ta r tU p p r o v id e s s tu d e n ts w ith e v e r y th in g
th e y n e e d to e x te n d th e ir le a r n in g to th e ir
m o b ile d e v ic e . T h e a p p e m p o w e r s s tu d e n ts to
ta k e c h a r g e o f th e ir le a r n in g o u ts id e o f c la s s ,
a llo w in g th e m to p r a c tic e E n g lis h w h e n e v e r
a n d w h e r e v e r th e y w a n t, o n lin e o r
o f in e . T h e a p p p r o v id e s p r a c tic e
o f v o c a b u la r y , g r a m m a r, lis te n in g ,
a n d c o n v e r s a tio n . S tu d e n ts c a n
g o to a n y le s s o n b y s c a n n in g a Q R
c o d e o n th e ir S tu d e n t B o o k p a g e
o r th ro u g h th e a p p m e n u . T h e a p p
a ls o p r o v id e s s tu d e n ts w ith a c c e s s
to a ll th e a u d io a n d v id e o  le s fr o m
th e c o u rs e .
To the Teacher
Components
F o r th e T e a c h e r
S ta rtU p p r o v id e s e v e r y th in g y o u n e e d to p la n , te a c h ,
m o n ito r p r o g r e s s , a n d a s s e s s le a r n in g .
T h e StartUp A c t i v e T e a c h f r o n t - o f - c l a s s t o o l a l l o w s y o u t o
•
z o o m i n o n t h e p a g e t o f o c u s t h e c l a s s ’s a t t e n t i o n
•
la u n c h th e v o c a b u la r y  a s h c a r d d e c k s fr o m th e p a g e
•
u s e to o ls , lik e a h ig h lig h te r, to e m p h a s iz e s p e c i c te x t
•
p la y a ll th e a u d io te x ts a n d v id e o s fr o m th e p a g e
•
p o p u p in te r a c tiv e g r a m m a r a c tiv itie s
•
m o v e e a s ily to a n d fr o m a n y c r o s s -r e fe r e n c e d p a g e s
T h e in t e r le a v e d T e a c h e r ’s E d it io n in c lu d e s
•
a n a c c e s s c o d e to th e P e a r s o n P r a c tic e E n g lis h A p p a n d
a ll d ig ita l r e s o u r c e s
•
la n g u a g e a n d c u ltu r e n o te s
•
te a c h in g tip s to h e lp y o u im p r o v e y o u r te a c h in g p r a c tic e
•
L o o k fo r n o te s to h e lp a s s e s s s tu d e n ts ’ p e r fo r m a n c e
•
a n s w e r k e y s to a ll S tu d e n t B o o k e x e r c is e s o n th e fa c in g
p a g e o f th e n o te s
•
a n d m o re !
T e a c h e r ’s D ig it a l R e s o u r c e s , a ll a v a ila b le o n t h e P e a r s o n E n g lis h P o r t a l, in c lu d e
•
T e a c h e r M e th o d o lo g y
•
R u b r ic s fo r s p e a k in g
H a n d b o o k
a n d w r itin g
•
A u n it w a lk th r o u g h
•
H u n d r e d s o f r e p r o d u c ib le
w o rk s h e e ts
•
A c tiv e T e a c h fr o n t-o f-c la s s
s o ftw a re
•
A n s w e r k e y s fo r a ll p r a c tic e
•
E x a m V ie w a s s e s s m e n t
•
A u d io a n d v id e o s c r ip ts
s o ftw a re
•
T h e G S E T e a c h e r
M a p p in g B o o k le t
•
T e a c h e r ’s n o t e s f o r e v e r y
S tu d e n t B o o k p a g e
•
T h e G S E T o o lk it
F o r th e S tu d e n t
S ta rtU p p r o v id e s s tu d e n ts w ith e v e r y th in g th e y n e e d to e x te n d th e ir le a r n in g .
T h e o p t i o n a l M y E n g l i s h L a b f o r StartUp g i v e s s t u d e n t s m o r e f o r m a l o n l i n e
p r a c tic e a n d p r o v id e s im m e d ia te fe e d b a c k , h in ts , a n d tip s . It in c lu d e s
•
g r a m m a r p r a c tic e w ith r e m e d ia l a c tiv itie s a n d a c c e s s to a ll th e
G r a m m a r C o a c h v id e o s
•
v o c a b u la r y p r a c tic e , in c lu d in g g a m e s a n d  a s h c a r d s
•
s p e a k in g a n d p r o n u n c ia tio n a c tiv itie s , in c lu d in g a c c e s s to a ll th e
c o n v e r s a tio n v id e o s a n d P r o n u n c ia tio n C o a c h v id e o s
•
lis te n -a n d -r e c o r d p r a c tic e th a t le ts s tu d e n ts r e c o r d th e m s e lv e s a n d
c o m p a r e th e ir r e c o r d in g s to m o d e ls
•
a u to -g r a d e d r e a d in g a n d w r itin g p r a c tic e th a t r e in fo r c e s s k ills ta u g h t
in th e S tu d e n t B o o k
•
s u m m a tiv e a s s e s s m e n ts th a t m e a s u r e s tu d e n ts ’ m a s te r y o f lis te n in g , v o c a b u la r y ,
g r a m m a r, p r o n u n c ia tio n , a n d r e a d in g
•
a g r a d e b o o k , w h ic h r e c o r d s s c o r e s o n p r a c tic e a n d a s s e s s m e n ts , th a t b o th
s tu d e n ts a n d y o u c a n u s e to h e lp m o n ito r p r o g r e s s a n d p la n fu r th e r p r a c tic e
UNIT 1 HOW’S IT GOING?
LESSON 1 VOCABULARY
Complete the conversation. Use sentences from the box.
Nice to meet you, too.
Hi. My name is Kate.
B:
A:
B:
Complete the conversations. Circle the correct response.
1. A: Hi.
4. A:
B:
oo ni ht.
B:
a. Hello.
a. See you tomorrow.
b. Bye.
b. Fine, thanks.
c. I’m fine.
c. Hi.
2. A: How are you?
5. A:
B:
oo
ye.
B:
a. See you tomorrow.
a. How are you?
b. Fine, thanks.
b. Hello.
c. Hi.
c. See you later.
3. A: See you later.
6. A: How are you?
B:
B:
a.
oo mornin .
a. Fine, thanks. n you?
b. Hello.
c.
oo
b. Fine, thanks. Nice to meet you.
ye.
Complete the crosswor p
c. Fine, thanks. re you?
le.
1
AC
2. Bye.
oo
.
oo
.
. Hi.
are you?
. See you
.
5.
2
3
4
5
T h e o p t i o n a l StartUp W o r k b o o k p r o v i d e s p r a c t i c e o f v o c a b u l a r y , g r a m m a r ,
r e a d in g , a n d w r it in g a n d in c lu d e s s e lf-a s s e s s m e n t s o f g r a m m a r a n d v o c a b u la r y .
Nice to meet you.
A: Hi. I’m Tom.
T
6
1. I’m
. Thank you.
. n you?
4. See you
.
6.
ye.
3. Fine,
Unit 1 1
To the Teacher
x i
Using the
Teacher’sEdition
T h e S t a r t U p T e a c h e r ’s E d i t i o n ( T E ) i s a w a y f o r y o u t o l e a r n m o r e a b o u t g e t t i n g t h e b e s t r e s u l t s
w it h S t a r t U p a n d is y o u r s o u r c e f o r h e lp f u l t e a c h in g id e a s . O n t h e in s id e f r o n t c o v e r , y o u ’ll  n d
a n a c c e s s c o d e , w h ic h y o u ’ll u s e f o r t h e P e a r s o n P r a c t ic e E n g lis h A p p a n d t h e p o r t a l.
A t th e b e g in n in g o f th e T E y o u s e e :
•
In fo r m a tio n a b o u t S ta r tU p a n d th e G lo b a l S c a le o f E n g lis h
•
In fo r m a tio n a b o u t
T h e P e a r s o n P r a c tic e E n g lis h A p p , w h ic h a c c o m p a n ie s th e S tu d e n t B o o k
T h e P e a r s o n E n g lis h P o r t a l, w h e r e y o u ’ll  n d a ll y o u r S t a r t U p t e a c h e r r e s o u r c e s
T h e A c tiv e T e a c h te a c h e r p r e s e n ta tio n to o l
T h e A s s e s s m e n t p ro g ra m
O p tio n a l s tu d e n t p r a c tic e : th e W o r k b o o k , M y E n g lis h L a b , a n d R e p r o d u c ib le s
•
B a n k o f W a r m -u p A c tiv itie s
A t t h e b a c k o f t h e T E , y o u ’ll  n d t h e a u d io a n d v id e o s c r ip t s f o r e a c h u n it .
A d d itio n a l in fo r m a tio n c a n b e fo u n d in th e p o r ta l. T h is in c lu d e s :
H o w to u s e  ip p e d le a r n in g
•
H o w S ta r tU p in c o r p o r a te s 2 1 st c e n tu r y s k ills
•
U s in g m o b ile p h o n e s in th e c la s s r o o m
•
A n d m o re !
•
F o r e a c h u n it o f S ta r tU p th e T E in c lu d e s th e S tu d e n t B o o k p a g e s w ith a n s w e r s a n n o ta te d in
b l u e i n k a n d c o r r e s p o n d i n g t e a c h e r ’s n o t e s o n t h e f a c i n g p a g e s .
1 . E a c h u n it b e g in s w ith a c h a r t th a t le ts y o u p r e v ie w th e u n it a n d s h o w s
•
th e U n it T it le , w h ic h is a G S E L e a r n in g O b je c tiv e
•
th e V o c a b u la r y , G r a m m a r , P r o n u n c ia t io n , a n d o th e r s k ills in e a c h le s s o n
•
th e c o n te n ts o f th e P u t It T o g e th e r p a g e
7 HOW DO I GET THERE?
PREVIEW THE UNIT
LESSON 1
LESSON 2
LESSON 3
LESSON 4
Make a phone call
Vocabulary
Tourist attractions and activities
Speaking
Talking on the phone
Pronunciation
Linking a vowel to a vowel
In this unit, you
make a phone call
ask about public
transportation
give directions
read a story about getting lost
write directions to a place
Ask about public transportation
Vocabulary
Public transportation
Grammar
There is / There are: Review
Listening Skill
Think about the purpose
Give directions
Vocabulary
Getting around the city
Grammar
Prepositions of movement
Pronunciation
The voiceless th sound /θ/
Conversation Skill
Show you understand
Read a story about getting lost
Reading skill
LESSON 5
DO I GET
7 HOW
THERE?
LEARNING GOALS
dentify supporting e amples
Write directions to a place
Writing skill
Show order with signal words
Media project
Photos: Talk about places that are special to you
PUT IT TOGETHER
Learning strategy
hoose a warm up activity from the
ocabulary word maps
arm p ctivity ank on page
ii
GET STARTED
• Read the unit title Then tell Ss to read the Learning Goals individually
sk Which topics do you feel con dent about?
Which topics are new for you? f Ss have studied the topics before reassure them that they will learn some new things
•
sk What do you see? n pairs have Ss look at the photo and talk about what they see ring the class together and
ask pairs to share rite words on the board or e ample a busy city buses and ta is people walking and biking
skyscrapers / tall buildings
• ocus on the social media message and bring Ss’ attention to the photo and name
•
nvite Ss to call out answers
video of Rosa
ave Ss turn back to page
sk What do you know about Rosa?
ave them reread what Rosa says in Meet the People of TSW Media on page or play the
Read the social media message aloud Then ask Have you ever been to ew ork ity?
GET STARTED
Read the title and the learning goals.
Look at the photo of the city. How can people
move around the city?
T-77
x ii
Using the Teacher’sEdition
Now read Rosa’s message. Where is she going next week?
ROSA DELGADO
@RosaD
I’m going to New York City for work next
week! is is going to e so m
f n!
2 . T h e n th e r e is a
s u g g e s tio n th a t y o u
c h o o s e a W a rm -U p to
u s e a t th e b e g in n in g
o f th e c la s s .
3 . T h is is fo llo w e d
b y te a c h in g n o te s
th a t h e lp y o u G e t
S t a r t e d : to e s ta b lis h
th e to p ic o f th e
u n it, s e t th e c o n te x t,
a n d in tr o d u c e th e
c h a r a c te r w h o is th e
c e n te r o f th e u n it.
1 . S t e p -b y -S t e p te a c h in g n o te s h e lp y o u g iv e c le a r in s tr u c tio n s
a n d e x p la n a tio n s fo r e a c h a c tiv ity . T h e n o te s u s e th e
a b b r e v ia tio n “ S s ” fo r s tu d e n ts .
2 . E x t e n s io n s p r o v id e
LESSON2
TALK ABOUT A VACATION
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
DIEGO SALAS
My last vacation was in
an exciting, cold place.
Next time I t in I’ll go to a
elaxing, s nny place
08-09 Listen. Then listen and repeat.
exciting p ace Where does he want to go on his next
vacation? a sunny re axing p ace Ask Which kind of
place do you prefer? Why?
• Read the esson tit e a oud. ay In this lesson, we’re
@DiegoS
1 VOCABULARY Things you do on vacation
going to talk about vacations.
•
hen read the socia media message a oud. Ask
Where did Diego go on his last vacation? a co d
1 VOCABULARY
•
ay the audio. ave s isten and then isten
and repeat.
s We can
watch the sunrise at the beginning of the day, and we
can watch the sunset at the end of the day.
ave s read the examp e conversation a oud. hen in
pairs have them ta k a out their favorite
vacation activities.
•
• ocus on the picture of the sunrise. e
• Bring the c ass together to share their answers. o the
c ass a out each of the activities in A. or examp e
ask Who likes to walk on the beach? or each uestion
ta y the num er of responses. Ask Is anyone surprised
by the results?
• Ask uestions to con rm that s understand the
walkonthebeach
sunbathe
visit atourist attraction
watchthesunrise
talktolocal people
explorethecity
voca u ary. or examp e What do people do when
they sunbathe? ie in the sun What are some local
customs you can learn about? or examp e cooking
dancing
gosightseeing
learnabout local customs
2. walk on the beach
3. watch the sunrise
learn about local customs
shop for souvenirs
visit a tourist attraction
shopfor souvenirs
sunbathe
watch the sunset
explore the city
•
PAIRS What do you li e to do on acation What don’t you li e to do
A : I like to walk on the beach.
B : I do, too. I also like to explore the city.
COACH
OPTION f you assign the rainstorming extension
task a ove and s need inspiration to come up with
vacation spots ring in trave rochures or print out
information a out different vacation spots from the
internet. ave s preview these materia s to get ideas
for vacation spots.
ave s comp ete the exercise individua y.
• Bring the c ass together and go over the answers.
•
o icit vo unteers to ta k a out why the answers they
chose do not e ong.
Negative statements
Subject
Verb
I
She
visited
Miami
watched
the sunset
Subject
Did + not
Verb
I
She
e
did not
like
2 GRAMMAR
the beaches
otes
• e almost always use the contraction didn’t in speech and informal writing
Spelling rules for regular verbs
• or most verbs, add -ed to the base form en oy ➞ en oyed walk ➞ walked
• or verbs that end in e, add only d. like ➞ liked love ➞ loved
• or verbs that end in a consonant y, change the y to i and add ed.
study ➞ studied try ➞ tried
• or most verbs that end in consonant vowel consonant, double the last consonant
stop ➞ stopped plan ➞ planned
• Write on the oard I traveled to
exico last year.
Under ine the ed ending on traveled. ay his is a
regular simple past verb. We add a -d or -ed to the end
of the verb to make the simple past form. Ask s to ca
out other regu ar ver s they can think of. ake a ist on
the oard.
• Answer any uestions.
EXTENSION ui s on regu ar simp e past forms.
Write the ase forms of a num er of regu ar ver s
on ank cards or a piece of paper and put them in
a ag. hen pu one card out at a time and have s
spe the simp e past form correct y. his activity can
e done individua y in the form of a written test or
as a team activity in which one student from each
team goes to the oard and writes the past tense
correct y. ossi e ver s to use ask asked bake
aked care cared clap c apped cry cried ll
ed hate hated hurry hurried start started
worry worried
• ocus on the grammar chart. Read the af rmative and
negative statements a oud. raw attention to the fact
that in negative statements the main ver is in the
ase form. n y did takes the simp e past form.
•
>>FOR PRACTICE, GO TO PAGE 143
2
TEACHING TIP Brainstorming is an effective way to
generate ideas and engage the who e c ass. Write a
word or sentence on the oard and ask s to think
of things re ated to that concept. s can say anything
that comes to mind and ui d on each other’s ideas.
Brainstorming provides va ua e information a out
what s may or may not a ready know. f s are
hesitant to participate in rainstorming encourage
them y saying that there are no wrong answers.
ave s read the options. f appropriate go over the
rst item as an examp e. Ask Which two activities do
you do with people? ta k to oca peop e earn
a out oca customs What activity can you do
alone? sun athe
•
2 GRAMMAR Simple past, regular verbs: Review
Affirmative statements
EXTENSION ivide the c ass into sma groups and
have them rainstorm a ist of vacation spots where
they can do each of the activities in A. ave s share
their ists.
OPTION Write the weather words from A on page
on the oard. Ask In what kind of weather can we
do these things on vacation? n pairs have s match
the activities with the type of weather they can e
done in. or examp e We can wa k on the each in
sunny weather. Remind s some activities can e
done in more than one kind of weather. hen e icit
answers from s and write them on the oard.
Circle the phrase that does not belong.
1. talk to local people
m o r e p r a c tic e w ith
s p e c i c s k ills .
3 . T e a c h in g T ip s g iv e
h e lp fu l te a c h in g
te c h n iq u e s a n d
s tr a te g ie s .
4 . O p t io n s g iv e y o u
w a y s to v a ry a n
a c tiv ity a n d o fte n
s u g g e s t h o w y o u c a n
m o d ify a n a c tiv ity
fo r s tu d e n ts w h o a re
p e r fo r m in g a t h ig h e r
o r lo w e r le v e ls .
LESSON 2 TALK ABOUT A VACATION
resent the otes in the second ha f of the grammar
chart. each the spe ing ru es for regu ar ver s in the
simp e past. Read the examp es of each ru e a oud.
Ask an you think of more examples for each spelling
rule? icit suggestions and have s add the ver s to
the charts in their ooks.
• or grammar practice have s turn to the grammar
activities on page
.
UNIT 8 T-92
UNIT 8
1 . L a n g u a g e a n d
C u ltu re N o te s o ffe r
in s ig h tfu l a n d
h e lp fu l in fo r m a tio n
a b o u t E n g lis h .
2 . L o o k fo r n o te s
h e lp y o u a s s e s s
y o u r s tu d e n ts ’
p e rfo rm a n c e .
3 . E x it T ic k e ts a re
a c tiv itie s s tu d e n ts
d o a t th e e n d o f
e a c h le s s o n to h e lp
y o u k n o w w h ic h
s tu d e n ts m a y n e e d
a d d itio n a lp r a c tic e .
3 CONVERSATION
3 CONVERSATION
• Have Ss look at the photo of the hotel room. Ask, What
•
is this? (a hotel room) Does this look like a room you
have stayed in before?
hen have them listen and ll in the aps with the
words they hear.
•
all on two Ss to read the completed conversation. o
over any estions.
• Have Ss preview the chart before they listen or watch.
Ask, What do you think Rosa and Diego are going to
talk about now? (hotels in different places)
verb tense is being used? (simple past) Say, ist the
irregular verbs you heard (was, had, went, ot, ate)
✓
lay the a dio and have Ss repeat chorally, line by line.
spa
✓
exercise individ ally.
•
odel the conversation.
gym
✓
o over the answers as a class. eplay the a dio
if appropriate.
• Have Ss listen and repeat a ain.
restaurant
✓
✓
Wi-Fi
✓
✓
• oc s on the
onversation Skill box on the ri ht. Have
Ss read it silently. hen read it alo d.
lay the a dio. Ask Ss to raise their hands when they
hear lan a e for showin s rprise.
LANGUAGE NOTE Here are a few other ways to
express s rprise in n lish Wow! That’s a surprise!
What?! Are you serious? Seriously? ou must
be oking!
• Ask Ss to preview the conversation and predict ways
•
hen in pairs, have Ss practice the conversation.
irc late and listen for the tar et lan a e. ime
permittin , have Ss swap roles and practice a ain.
• Have Ss se the model in B to make new
conversations sin the new words. hey sho ld
replace the hi hli hted words in the model with the
words with the same color. oint o t that they need to
chan e the verbs to the past tense.
• Have Ss se the model in B to make new
conversations a ain. his time, they sho ld replace the
hi hli hted words with their own ideas.
the aps mi ht be lled.
4 TRY IT YOURSELF
•
osa’s hotel in
iego’s hotel
Ecuador
in ondon
pool
•
• Books open, have Ss complete the
•
iego’s hotel
in io
• oc s on the content of the conversation. Ask, What
• Books closed, have Ss listen or watch.
•
08-19 isten or watch. omplete the chart. heck the
things each hotel has.
o over the memory ame directions. Solicit
vol nteers to read the example alo d.
• Have each ro p sit in a circle. hen ask one S to be in
the ame with a sentence abo t a hotel he or she
stayed at. o aro nd the circle and have each S try to
remember and repeat as many sentences as they can
before they add their own sentence. heck to make
s re the new sentences Ss add are rammatically
correct and make sense. ach time a S for ets one of
the sentences, start the ame over.
TEACHING TIP hen yo cond ct an activity that
involves the whole class or lar e ro ps, consider
formin smaller ro ps and havin each ro p do the
activity separately. his will ive each S more time to
practice and, in many cases, make the activity easier
to complete.
•
o over the r th or ies directions. Solicit vol nteers
to read the example.
•
lay one example ro nd of the ame with two Ss.
Say two tr e thin s and one lie abo t a vacation yo
recently had and have the Ss ess which statement
was the lie. nco ra e them to ive reasons for
their esses.
• orm ro ps and have Ss play several ro nds of
the ame.
CULTURE NOTE r th or ies is a pop lar ame. t is
often played as an icebreaker at parties in the nited
States. An icebreaker is a ame or conversation that
helps people relax and be in talkin .
EXTENSION efer back to ie o’s social media
messa e at the be innin of the lesson. Say, et’s
nd out about some other unusual hotels n ro ps,
have Ss do online research to nd answers to
these estions
What is the smallest hotel in the world?
Are there any underwater hotels?
Are there any hotels made out of i e?
Are there any hotels built in trees?
hen have them share their ndin s with the class.
LOOK FOR hile Ss are completin the ry t
o rself activity, walk aro nd the class and listen to Ss’
conversations. heck to see if Ss are
✓ sin hotel activities vocab lary
✓ sin simple past irre lar verbs
✓ showin s rprise
EXIT TICKET n a blank card or piece of paper, have
Ss write a co ple of sentences abo t what they did
at the last hotel they stayed at. ollect the cards or
papers. ead them to identify areas for review in later
lessons and to identify individ al Ss who may need
additional practice.
08-20
✓
✓
isten or watch. omplete the con ersation.
iego: What
was
osa: Well, it
The kids
every day.
E SATI
your hotel like?
had
went
everything we needed.
swimming in the pool
iego: That’s great.
got
osa: And Oscar and
ate
We also
restaurant.
massages.
reak ast in the hotel
iego: That sounds per ect.
08-21
S I
Show surprise
To show that you are surprised
by something, say:
• No way!
• You’re kidding!
• Really?
Listen to or wat h the ideo
again Raise your hand when you
hear someone show surprise
isten and repeat. Then practice with a partner.
AI S Make new con ersations. se these words or your own ideas.
hange the names o the places. se the simple past o the erbs.
uy souvenirs in the gi t shop
have spa treatments
hang out in the lo
y
4 TRY IT YOURSELF
GAME Work in a group. Student A: Imagine you stayed in a hotel last week. Tell the group
that you stayed in a great hotel or a terrible hotel. Then go in a circle. Say each student’s
sentence and add a new sentence. ow many sentences can you say
A: I stayed in a great hotel last week.
B: I stayed in a great hotel last week. I went swimming in the pool.
C: I stayed in a great hotel last week. I went swimming in the pool. I bought …
GAME lay Truth or ies with a new group. Say two true things and one lie about a acation
you had or a hotel you stayed in. The other students guess which thing you said is a lie.
A: I went to M exico City last year. M y hotel had three pools. I walked on the beach.
B: That’s a lie! You didn’t walk on the beach in M exico City! There’s no beach there!
A: You’re right!
I CAN DESCRIBE A HOTEL EXPERIENCE.
T-95
UNIT 8
UNIT 8
Using the Teacher’sEdition
x iii
The Global Scale
ofEnglish
T h e G lo b a l S c a le o f E n g lis h (G S E ) is a s ta n d a r d iz e d , g r a n u la r s c a le th a t m e a s u r e s E n g lis h la n g u a g e
p r o  c ie n c y . U s in g th e G S E , le a r n e r s a n d te a c h e r s c a n n o w a n s w e r th r e e q u e s tio n s a c c u r a te ly :
E x a c tly h o w g o o d is m y E n g lis h ? W h a t p r o g r e s s h a v e I m a d e to w a r d s m y le a r n in g g o a l? W h a t d o I
n e e d to d o n e x t if I w a n t to im p r o v e ?
T h e G S E w a s c r e a te d to r a is e s ta n d a r d s in te a c h in g a n d le a r n in g E n g lis h . It id e n ti e s w h a t a le a r n e r
c a n d o a t e a c h p o in t o n a s c a le fr o m 1 0 to 9 0 , a c r o s s a ll fo u r s k ills (lis te n in g , r e a d in g , s p e a k in g , a n d
w r itin g ), a s w e ll a s th e e n a b lin g s k ills o f g r a m m a r a n d v o c a b u la r y . T h is a llo w s le a r n e r s a n d te a c h e r s
t o u n d e r s t a n d a l e a r n e r ’s e x a c t l e v e l o f p r o  c i e n c y — w h a t p r o g r e s s t h e y h a v e m a d e a n d w h a t t h e y
n e e d to le a r n n e x t.
S ta r tU p h a s b e e n c o n s tr u c te d u s in g le a r n in g o b je c tiv e s fr o m th e G S E . T h e s e o b je c tiv e s a r e r e a lw o r ld r e le v a n t a n d a p p r o p r ia te fo r y o u r le a r n e r s ’ n e e d s . T h is ta b le s h o w s th e r a n g e o f o b je c tiv e s
th a t a r e c o v e r e d w ith in e a c h o f th e e ig h t le v e ls o f S ta r tU p .
S ta rtU p
L e v e l
G S E
R a n g e
C E F R
D e s c r ip tio n
S ta rtU p
L e v e l
G S E
R a n g e
C E F R
D e s c r ip tio n
1
2 2 – 3 3
A 1
B e g in n e r
5
4 9 – 5 8
B 1 +
H ig h in te r m e d ia te
2
3 0 – 3 7
A 2
H ig h b e g in n e r
6
5 6 – 6 6
B 2
U p p e r in te r m e d ia te
3
3 4 – 4 3
A 2 +
L o w in te r m e d ia te
7
6 4 – 7 5
B 2 +
L o w a d v a n c e d
4
4 1 – 5 1
B 1
In te r m e d ia te
8
7 3 – 8 4
C 1
A d v a n c e d
S ta r tU p p r o v id e s a w id e a r r a y o f m a te r ia ls , fo r e x a m p le , s tu d e n t b o o k , m o b ile a p p , o n lin e p r a c tic e ,
w o r k b o o k , a n d r e p r o d u c ib le w o r k s h e e ts . A s le a r n e r s w o r k th r o u g h th e c o n te n t, th e y w ill h a v e
o p p o r tu n itie s to d e m o n s tr a te m a s te r y o f a v a r ie ty o f le a r n in g o b je c tiv e s u s e d in s id e th e le a r n in g
r a n g e . It d o e s n o t m e a n th a t le a r n e r s n e e d to h a v e m a s te r e d a ll o f th e o b je c tiv e s b e lo w th e r a n g e
b e fo r e s ta r tin g th e c o u r s e , o r th a t th e y w ill a ll b e a t th e to p o f th e r a n g e b y th e e n d .
E v e r y u n it o p e n e r o f S ta r tU p p r o v id e s y o u w ith th e G S E le a r n in g o b je c tiv e s fo r lis te n in g , s p e a k in g ,
r e a d in g , a n d w r itin g . T h e s a m e u n it o b je c tiv e s a r e th e n u s e d in th e R e  e c t a n d P la n s e lf-a s s e s s m e n t
a c tiv ity a t th e e n d o f th e u n it.
Teacher Mapping Booklet and GSE Toolkit
Y o u w ill  n d th e G S E T e a c h e r M a p p in g B o o k le t fo r S ta r tU p o n lin e o n e n g lis h .c o m / s ta r tu p a s w e ll a s
in th e p o r ta l. T h is b o o k le t p r o v id e s a n o v e r v ie w o f a ll th e le a r n in g o b je c tiv e s c o v e r e d in e a c h u n it o f
S ta r tU p , le s s o n b y le s s o n .
T h e s e G S E le a r n in g o b je c tiv e s a r e o n ly a s e le c tio n fr o m th e la r g e r c o lle c tio n c o n ta in e d w ith in th e
G S E . T o e x p lo r e a d d itio n a l r e s o u r c e s to s u p p o r t le a r n e r s , th e r e is a n o n lin e G S E T e a c h e r T o o lk it.
T h is s e a r c h a b le o n lin e d a ta b a s e g iv e s y o u q u ic k a n d e a s y a c c e s s to th e le a r n in g o b je c tiv e s a n d
g r a m m a r a n d v o c a b u la r y r e s o u r c e s . It a ls o g iv e s y o u a c c e s s to G S E jo b p r o  le s : 2 5 0 jo b s k ills
m a p p e d to G S E le a r n in g o b je c tiv e s , e n a b lin g y o u to p in p o in t th e s p e c i c la n g u a g e s k ills r e q u ir e d
fo r p r o fe s s io n a l le a r n e r s .
F o r m o r e in fo r m a tio n a b o u t h o w u s in g th e G S E c a n s u p p o r t y o u r p la n n in g a n d te a c h in g , e n h a n c e th e
a s s e s s m e n t o f y o u r le a r n e r s , a n d s u p p le m e n t y o u r c o r e p r o g r a m , p le a s e g o to e n g lis h .c o m / g s e .
x iv
The Global Scale ofEnglish
Pearson Practice
English App
What is the Pearson Practice English App?
T h e P e a r s o n P r a c tic e E n g lis h A p p c o m e s w ith e v e r y S ta r tU p S tu d e n t B o o k a n d
is fo r le a r n e r s to u s e o n th e ir m o b ile p h o n e s . T h e a p p le ts le a r n e r s e x te n d th e ir
E n g lis h s tu d ie s a n y tim e , a n y w h e r e , w ith v o c a b u la r y , g r a m m a r, lis te n in g , a n d
c o n v e r s a tio n a c tiv itie s o n th e g o . A ll th e a c tiv itie s a r e tie d d ir e c tly to th e m a te r ia l
in th e S tu d e n t B o o k . T h e y h a v e a c c e s s to a ll th e S tu d e n t B o o k a u d io tr a c k s a n d
v id e o c lip s w h e n e v e r a n d w h e r e v e r th e y w a n t o n th e a p p .
How do you access the app?
F ir s t, d o w n lo a d th e a p p fr o m th e G o o g le P la y s to r e o r th e A p p s to r e .
W h e n y o u o p e n t h e a p p , y o u ’ll s e e a lis t o f a ll t h e P e a r s o n c o u r s e s t h a t a r e
c u r r e n tly a v a ila b le .
S e le c t S t a r t U p . O n c e y o u ’v e s e le c t e d S t a r t U p , y o u ’ll s e e a lis t o f le v e ls . S e le c t
th e le v e l y o u w a n t, fo r e x a m p le S ta r tU p 2 . W h e n y o u p ic k a le v e l, y o u c a n s e e
its ta b le o f c o n te n ts . F r o m th is m o m e n t, th e p r o d u c t le v e l y o u h a v e s e le c te d
b e c o m e s y o u r d e fa u lt a n d w ill r u n a u to m a tic a lly w h e n y o u r u n th e a p p a g a in .
T o s ta r t b r o w s in g c o n te n t, y o u m u s t d o w n lo a d a u n it o r a le s s o n . O n c e it h a s
b e e n d o w n lo a d e d , y o u c a n a c c e s s it o f in e . W h e n y o u n o lo n g e r w a n t to
p r a c t ic e t h a t u n it o r le s s o n , y o u c a n r e m o v e it s o it d o e s n ’t u s e u p s p a c e in y o u r
p h o n e . B y d e fa u lt, U n it 1 o f e a c h le v e l is a v a ila b le w ith o u t r e s tr ic tio n s . T o o p e n
o th e r u n its , y o u n e e d to u n lo c k th e c o n te n t b y p r o v id in g a n a c c e s s c o d e a n d s ig n in g in . T h e a c c e s s
c o d e f o r t e a c h e r s i s i n t h e i n s i d e f r o n t c o v e r o f t h i s T e a c h e r ’s E d i t i o n ; i f y o u a l r e a d y h a v e a n a c c o u n t
fo r P e a r s o n d ig ita l p r o d u c ts , s u c h a s th e p o r ta l o r th e M y E n g lis h L a b , y o u c a n s ig n in w ith th e s a m e
c r e d e n t ia ls . If y o u d o n ’t h a v e a n a c c o u n t y e t , y o u ’ll n e e d t o c r e a t e a n a c c o u n t . T h is is ju s t a
fe w s te p s !
O n c e y o u h a v e d o w n lo a d e d th e c o n te n t, y o u c a n g e t to it in tw o w a y s : e ith e r th r o u g h
th e a p p ta b le o f c o n te n ts o r b y s c a n n in g th e Q R c o d e in th e lo w e r r ig h t c o r n e r o f
L e s s o n s 1 , 2 , a n d 3 . W h e n y o u s c a n t h e Q R c o d e , y o u g o d i r e c t l y t o p r a c t i c e t h a t ’s
a s s o c ia te d w ith th a t s p e c i c le s s o n .
What will you Ȩnd in the app?
A s m e n tio n e d , th e a p p h a s in t e r a c t iv e a c t iv it ie s fo r a ll th e
lis te n in g a n d s p e a k in g le s s o n s in S ta r tU p . T h e s e in c lu d e
v o c a b u la r y , g r a m m a r, lis te n in g , s p e a k in g , a n d c o n v e r s a tio n
a c tiv itie s .
L e a r n e r s g e t im m e d ia te fe e d b a c k o n th e ir p r a c tic e a n d s e e
h o w w e ll t h e y ’v e d o n e a t t h e e n d o f t h e a c t iv it y .
In a d d itio n to th e in te r a c tiv e a c tiv itie s , th e a p p h a s a ll t h e
a u d io a n d v id e o fi le s th a t g o w ith e a c h u n it. T h e a u d io tr a c k s
a n d v id e o c lip s c a n b e p la y e d w ith o r w ith o u t th e tr a n s c r ip t. In
a d d itio n , th e a u d io c a n b e p la y e d a t a s lo w e r o r fa s te r s p e e d .
G o t o t h e p o r t a l fo r id e a s a b o u t u s in g m o b ile p h o n e s w it h S t a r t U p .
Pearson Practice English App
x v
Pearson English Portal
What is the Pearson English Portal?
T h e P e a r s o n E n g lis h P o r ta l (th e p o r ta l) c o n ta in s
th e c lo u d -b a s e d r e s o u r c e s y o u n e e d to te a c h
S ta r tU p . G o o n lin e to g e t in to th e p o r ta l a n d
d o w n lo a d w h a te v e r y o u n e e d .
How do you access the portal?
G o to h ttp s :/ / e n g lis h -d a s h b o a r d .p e a r s o n .c o m .
C h o o s e “ C r e a te a n a c c o u n t ” a n d fo llo w th e
s im p le in s tr u c tio n s . If y o u a lr e a d y h a v e a n
a c c o u n t, y o u c a n ju s t s ig n in . U s e th e s a m e s ig n in c r e d e n tia ls fo r a n y P e a r s o n p r o d u c ts to w h ic h
y o u h a v e a c c e s s .
Y o u w ill b e a s k e d to ty p e in y o u r a c c e s s c o d e ,
f o u n d o n t h e i n s i d e f r o n t c o v e r o f t h i s T e a c h e r ’s
E d it io n . If y o u d o n ’t h a v e a n a c c e s s c o d e , p le a s e
c o n ta c t y o u r P e a r s o n s a le s r e p .
O n c e y o u h a v e ty p e d in y o u r a c c e s s c o d e ,
y o u ’ll b e p r o m p t e d t o G o t o P r o d u c t s t o “ a d d a
p r o d u c t .” C h o o s e S t a r t U p .
F in a lly , y o u ’ll b e a s k e d t o c h o o s e y o u r s c h o o l o r
i n s t i t u t i o n f r o m a p u l l - d o w n m e n u . I f i t ’s n o t o n
th e lis t, p le a s e a s k y o u r P e a r s o n s a le s r e p .
Y o u ’r e n o w d o n e ! L o o k a t y o u r p e r s o n a l
d a s h b o a r d to s e e a ll y o u r P e a r s o n p r o d u c ts .
What will you Ȩnd in the portal?
T h e p o r ta l c o n ta in s a ll th e r e s o u r c e s y o u n e e d
to te a c h a n d s u p p le m e n t S ta r tU p . E x p lo r e th e
fo llo w in g to m a k e te a c h in g w ith S ta r tU p e a s ie r,
m o r e e f c ie n t, a n d m o r e e ffe c tiv e .
•
S tu d e n t B o o k A u d io F ile s
T h e s e in c lu d e th e v o c a b u la r y , lis te n in g
le s s o n s , a u d io v e r s io n s o f th e v id e o s ,
a r tic le s in th e r e a d in g le s s o n s , a n d
lis te n in g a c tiv itie s in th e g r a m m a r
p r a c tic e .
•
S tu d e n t B o o k V id e o F ile s
T h e s e in c lu d e th e G r a m m a r C o a c h
v id e o s , th e P r o n u n c ia tio n C o a c h v id e o s ,
th e C o n v e r s a tio n v id e o s , th e M e d ia
P r o je c t v id e o s in L e v e ls 1 – 4 , th e T a lk a n d
P r e s e n ta tio n v id e o s in L e v e ls 5 – 8 .
x v i
Pearson English Portal
A c tiv e T e a c h
C lic k o n th e .e x e  le to d o w n lo a d th is
s o ftw a r e o n to th e c o m p u te r y o u u s e in
y o u r c la s s r o o m .
•
A s s e s s m e n t P r o g r a m (d e ta ils o n p a g e x x )
E x a m V ie w T e s ts
U s e th e .e x e  le to d o w n lo a d
th e s o ftw a r e o n to y o u r c o m p u te r
to c r e a te te s ts .
C o n s u l t t h e T e a c h e r ’s G u i d e i n t h i s
fo ld e r fo r m o r e in fo r m a tio n o n h o w to
u s e th e th e E x a m V ie w s o ftw a r e
O p tio n a lly , u s e th e p d fs o f th e te s ts
( F o r m s A a n d B ) if y o u d o n ’t c h o o s e t o
u s e th e s o ftw a re .
A u d io  le s fo r th e te s ts
O p tio n a l S p e a k in g T e s ts : a ll te s ts p lu s th e
r u b r ic fo r a s s e s s in g s p e a k in g
O p tio n a l W r itin g T e s ts : a ll te s ts p lu s th e
r u b r ic fo r a s s e s s in g w r itin g
•
T e a c h e r E d itio n N o te s
T h e s e a r e th e s a m e n o te s a s th is T e a c h e r
E d itio n , w ith o u t th e S tu d e n t B o o k p a g e s .
•
U s in g S ta r tU p – te a c h e r tr a in in g v id e o s
G e t th e m o s t o u t o f S ta r tU p b y a c c e s s in g
s h o r t a n d s im p le te a c h e r tr a in in g v id e o s .
E a c h v id e o is o n o n e to p ic o n ly .
S e e th e lis t o f to p ic s in th e p o r ta l.
•
R e p r o d u c ib le s (d e ta ils o n p a g e x ix )
U n it r e v ie w b o a r d g a m e s
G ra m m a r w o rk s h e e ts
In d u c tiv e g r a m m a r p r a c tic e
•
F la s h c a r d s
•
A n s w e r k e y s
F o r th e S tu d e n t B o o k (a ls o in th e T e a c h e r
E d itio n , o n th e S tu d e n t B o o k p a g e s )
F o r th e W o rk b o o k
F o r th e R e p r o d u c ib le s
•
A u d io s c r ip ts fo r a ll a u d io
•
V id e o s c r ip ts fo r a ll th e c o n v e r s a tio n v id e o s
•
S ta r tU p M y E n g lis h L a b lin k
•
T h e G lo b a l S c a le o f E n g lis h (G S E ) M a p p in g
B o o k le t w ith e a c h G S E L e a r n in g O b je c tiv e in
th e c o u r s e b y u n it a n d le s s o n .
•
T h e G S E T o o lk it lin k , w h ic h le ts y o u e x p lo r e
th e L e a r n in g O b je c tiv e s in th e G S E .
N o te th a t th e r e is a ls o a p o r ta l fo r le a r n e r s , w ith
 a s h c a r d s , a u d io  le s , a n d v id e o  le s .
•
ActiveTeach
T h e A c tiv e T e a c h p r e s e n ta tio n to o l is s o ftw a r e th a t a llo w s y o u to p r o je c t a d ig ita l r e p r e s e n ta tio n
o fth e S tu d e n t B o o k in y o u r c la s s .
How do you get the ActiveTeach?
A s w ith a ll th e r e s o u r c e s a n d te a c h e r s u p p o r t fo r S ta r tU p , y o u g e t y o u r A c tiv e T e a c h s o ftw a r e fr o m
th e P e a r s o n E n g lis h P o r ta l. It is a d o w n lo a d a b le e x e c u ta b le (.e x e )  le . D o w n lo a d th e A c tiv e T e a c h
to th e c o m p u te r y o u w ill u s e in y o u r c la s s r o o m a n d th e n y o u c a n u s e it o f in e . (If y o u a r e o n a M a c ,
p le a s e c o n ta c t y o u r P e a r s o n s a le s r e p .)
F o r m o r e h e lp a n d tr a in in g w ith u s in g A c tiv e T e a c h , p le a s e g o to w w w .M y P e a r s o n H e lp .c o m .
What equipment do you need to use ActiveTeach?
Y o u n e e d a c o m p u te r — w ith th e A c tiv e T e a c h s o ftw a r e d o w n lo a d e d o n it— a n d a p r o je c to r. Y o u c a n
u s e A c tiv e T e a c h w ith o r w ith o u t a n in te r a c tiv e w h ite b o a r d (IW B ), b u t th e u s e r e x p e r ie n c e a n d
fu n c tio n a lity w ill b e e n h a n c e d w ith a n IW B .
Why use ActiveTeach?
A c tiv e T e a c h m a k e s it e a s y fo r y o u to u s e ta k e a d v a n ta g e o f th e r ic h n e s s o f S ta r tU p . It le ts y o u :
•
fo c u s y o u r s t u d e n t s ’ a tt e n t io n o n s p e c i c p a r ts o f a p a g e o f th e b o o k b y p r o je c tin g th e p a g e
a n d th e n z o o m in g in
•
p la y a ll t h e a u d io a n d v id e o t e x t s f r o m t h e p a g e , s im p ly b y c lic k in g th e p la y b u tto n o n th e p a g e
•
p o p u p in t e r a c t iv e g r a m m a r a c t iv it ie s , d is p la y th e m , a n d th e n s h o w a n s w e r s
•
p o p u p a n d d o t h e in t e r a c t iv e g r a m m a r a c tiv itie s w ith th e c la s s , in c lu d in g s h o w in g a n s w e r s
•
u s e t o o ls fr o m t h e t o o lb o x to m a k e n o te s o r m a r k s o n th e d ig ita l p a g e ; fo r e x a m p le , y o u c a n u s e
th e h ig h lig h te r to o l to d r a w a tte n tio n to c e r ta in c o n te n t o r y o u c a n u s e th e p e n to o l to d r a w a
c ir c le a r o u n d s o m e th in g
Workbook
What is the StartUp Workbook?
T h e S ta r tU p W o r k b o o k is a n o p tio n a l c o m p o n e n t. It p r o v id e s e x tr a o u t-o f-c la s s p r a c tic e fo r
th e m a te r ia l p r e s e n te d in th e S tu d e n t B o o k . E a c h w o r k b o o k u n it in c lu d e s g r a m m a r e x e r c is e s ,
v o c a b u la r y e x e r c is e s a n d p u z z le s , a n d r e a d in g a n d w r itin g p r a c tic e . T h e ta s k s a r e a ll c lo s e d -e n d e d
to m a k e th e m e a s ie r to m a r k . T h e a n s w e r k e y is in y o u r p o r ta l a n d is n o t a v a ila b le to le a r n e r s .
E a c h u n it o f th e w o r k b o o k a ls o in c lu d e s a o n e - p a g e S e lf- Q u iz s o le a r n e r s c a n c h e c k th e ir m a s te r y o f th e
v o c a b u la r y a n d g r a m m a r in th e u n it. T h e a n s w e r k e y fo r th e S e lf- Q u iz z e s is in th e b a c k o f th e w o r k b o o k .
How should you check the workbook assignments?
H e r e a r e tw o w a y s y o u c a n c h e c k th e w o r k y o u r le a r n e r s h a v e d o n e :
1 . In c la s s , p a ir le a r n e r s a n d h a v e th e m c o m p a r e a n s w e r s , w a lk in g a r o u n d th e c la s s w h ile th e y w o r k
to a n s w e r q u e s tio n s . T h is a p p r o a c h e n c o u r a g e s c o lla b o r a tio n a n d p e e r -te a c h in g .
2 . D is tr ib u te th e a n s w e r k e y a h e a d s o le a r n e r s c a n c h e c k th e ir o w n w o r k w h e n th e y d o it; in c la s s ,
le a r n e r s c a n a s k y o u t o h e lp w it h a n y t h in g t h e y d id n ’t u n d e r s t a n d . T h is a p p r o a c h e n c o u r a g e s
in d e p e n d e n t le a r n in g .
A s k le a r n e r s h o w w e ll th e y d id o n th e S e lf-Q u iz a n d a n s w e r th e ir q u e s tio n s .
ActiveTeach / Workbook
x v ii
MyEnglishLab
T h is o p tio n a l c o m p o n e n t p r o v id e s o u ts id e -o f-c la s s p r a c tic e . It r e in fo r c e s th e c o n c e p ts a n d s k ills
ta u g h t in th e S ta r tU p S tu d e n t B o o k .
What is MyEnglishLab for StartUp?
M y E n g lis h L a b fo r S ta r tU p g iv e s y o u r le a r n e r s o n lin e o u ts id e -o f-c la s s p r a c tic e . A ll p r a c tic e d e liv e r e d
in M y E n g lis h L a b is a u to m a tic a lly g r a d e d , a n d le a r n e r s g e t im m e d ia te fe e d b a c k o n w r o n g a n s w e r s .
T o a s s ig n h o m e w o r k in M y E n g lis h L a b , y o u c a n e ith e r te ll y o u r le a r n e r s to d o th e p r a c tic e a s y o u
w o u ld a s s ig n a n y h o m e w o r k a s s ig n o r p r a c tic e th r o u g h M y E n g lis h L a b its e lf. N o te th a t a lth o u g h a ll
p r a c tic e a c tiv itie s a r e a lw a y s a v a ila b le to y o u r le a r n e r s , a s s e s s m e n ts a r e o n ly a v a ila b le to th e m if
y o u a s s ig n th e m .
How do you access MyEnglishLab?
In y o u r P e a r s o n E n g lis h P o r t a l, y o u ’ll  n d a lin k t o M y E n g lis h L a b . T o s ig n in , u s e t h e s a m e n a m e a n d
p a s s w o rd y o u u s e d to c re a te y o u r p o rta l a c c o u n t.
What will you Ȩnd in MyEnglishLab?
S t a r t U p ’s M y E n g l i s h L a b p r o v i d e s t h e f o l l o w i n g o n l i n e p r a c t i c e :
•
g r a m m a r p r a c tic e a n d a c c e s s to a ll th e G r a m m a r C o a c h v id e o s
•
v o c a b u la r y p r a c tic e , in c lu d in g  a s h c a r d s a n d g a m e s , p lu s lis te n -a n d r e c o r d p r a c tic e th a t le ts le a r n e r s r e c o r d th e m s e lv e s a n d c o m p a r e th e ir
r e c o r d in g s to m o d e ls
•
s p e a k in g a n d p r o n u n c ia tio n a c tiv itie s , in c lu d in g a c c e s s to a ll th e
c o n v e r s a tio n v id e o s a n d P r o n u n c ia tio n C o a c h v id e o s , a lo n g w ith
lis te n -a n d -r e c o r d p r a c tic e
•
r e a d in g a n d w r itin g p r a c tic e th a t r e in fo r c e s th e S tu d e n t B o o k s k ills
•
s u m m a tiv e a s s e s s m e n ts th a t m e a s u r e le a r n e r s ’ m a s te r y o f lis te n in g ,
v o c a b u la r y , g r a m m a r, p r o n u n c ia tio n , a n d r e a d in g . Y o u n e e d to a s s ig n
th e s e a s s e s s m e n ts .
•
a g r a d e b o o k , w h ic h r e c o r d s s c o r e s o n p r a c tic e ta s k s a n d a s s e s s m e n ts ,
th a t b o th y o u a n d y o u r le a r n e r s c a n u s e to h e lp m o n ito r p r o g r e s s a n d
p la n fu r th e r p r a c tic e
T h e C o m m o n E r r o r r e p o r t c a n b e a c c e s s e d fo r a s s ig n m e n ts a n d te s ts .
It s h o w s y o u th e c o m m o n e r r o r s y o u r c la s s is m a k in g s o y o u c a n r e v ie w
s p e c i c c o n c e p ts w ith y o u r c la s s .
•
T im e / S tu d e n t s h o w s th e tim e e a c h le a r n e r h a s s p e n t o n ta s k s in th e
c o u rs e .
•
S c o r e / S k ill s h o w s th e a v e r a g e s c o r e fo r e a c h s k ill.
•
T im e / S u b -s e c tio n s h o w s th e a m o u n t o f tim e th a t h a s b e e n s p e n t.
•
S c o r e / S tu d e n t s h o w s th e s c o r e o f e a c h le a r n e r.
•
A tte m p t/S c o re s h o w s th e a v e ra g e n u m b e r o f a tte m p ts a n d s c o re s .
x v iii
MyEnglishLab
Reproducibles
What are the StartUp
Reproducibles?
R e p r o d u c ib le s a r e p r in ta b le w o r k s h e e ts . T h e y
in c lu d e g r a m m a r w o r k s h e e ts , A c tiv e T e a c h
g r a m m a r a c tiv itie s , in d u c tiv e g r a m m a r
w o r k s h e e ts , a n d u n it r e v ie w b o a r d g a m e s . T h e
r e p r o d u c ib le s a r e in a fo ld e r in th e p o r ta l.
What grammar practice is
provided?
T h e r e a r e th r e e d iffe r e n t ty p e s o f e x tr a
g r a m m a r p r a c tic e .
1 . A c tiv e T e a c h g r a m m a r a c tiv itie s
W h a t a r e th e s e ? T h e A c tiv e T e a c h in c lu d e s
tw o in te r a c tiv e g r a m m a r a c tiv itie s fo r e v e r y
g r a m m a r p o in t. V e r s io n s o f th e s e a c tiv itie s
a r e a v a ila b le a s h a n d o u ts .
H o w c a n y o u u s e th e s e ? In c la s s , d o th e
A c tiv e T e a c h in te r a c tiv e a c tiv itie s w ith
th e w h o le c la s s a n d th e n h a n d o u t th e s e
r e p r o d u c ib le s a s a fo llo w -u p fo r s tu d e n ts to
d o in c la s s o r fo r h o m e w o r k .
2 . G ra m m a r w o r k s h e e ts
W h a t a r e th e s e ? F o r e a c h g r a m m a r p o in t,
th e r e is a g r a m m a r w o r k s h e e t th a t p r o v id e s
tw o o r th r e e a d d itio n a l g r a m m a r p r a c tic e
e x e r c is e s .
H o w c a n y o u u s e th e s e ?
•
In c la s s , g iv e th e w o r k s h e e t to le a r n e r s w h o
 n is h a n a c tiv ity a h e a d o f o th e r s to k e e p
th e m fo c u s e d o n E n g lis h w h ile th e y w a it.
•
In c la s s , p a ir a m o r e -a b le le a r n e r w ith
a le a r n e r w h o is h a v in g p r o b le m s w ith
th a t g r a m m a r p o in t. H a v e th e m d o a
w o r k s h e e t to g e th e r, w ith th e m o r e -a b le
le a r n e r h e lp in g h is o r h e r c la s s m a te
u n d e rs ta n d .
•
A s h o m e w o r k , g iv e a w o r k s h e e t to
le a r n e r s w h o n e e d e x tr a p r a c tic e w ith a
p a r tic u la r g r a m m a r p o in t. S u g g e s t th e y
w a tc h th e G r a m m a r C o a c h v id e o  r s t.
3 . In d u c tiv e g r a m m a r w o r k s h e e ts
W h a t a r e th e s e ? F o r e a c h g r a m m a r p o in t,
th e r e is a n in d u c tiv e g r a m m a r w o r k s h e e t
th a t g u id e s th e le a r n e r s to  g u r e o u t th e
g r a m m a r r u le s . S p e c i c a lly , th e w o r k s h e e t
p r e s e n ts e x a m p le s o f th e g r a m m a r p o in t
a n d th e n c h a lle n g e s th e le a r n e r s to u s e
c r itic a l th in k in g . A t th e e n d o f th e a c tiv ity ,
th e le a r n e r w ill h a v e a s e t o f r u le s .
H o w c a n y o u u s e th e s e ?
•
In c la s s , u s e th e m w ith a w h o le c la s s a s
a n a lte r n a tiv e to h a v in g y o u r le a r n e r s
s tu d y th e g ra m m a r c h a rt o n th e S tu d e n t
B o o k p a g e .
•
In c la s s , h a v e th e le a r n e r s s tu d y th e
g r a m m a r c h a r t a n d fo llo w u p w ith th e
in d u c tiv e g r a m m a r w o r k s h e e t.
•
In c la s s , u s e th e m to c h a lle n g e m o r e -a b le
le a r n e r s w h o f e e l t h a t t h e y ’v e a lr e a d y
le a r n e d a g r a m m a r p o in t.
•
In c la s s , g iv e th e m to m o r e -a b le le a r n e r s
w h o  n is h a n a c tiv ity a h e a d o f o th e r s to
k e e p th e m fo c u s e d w h ile th e y w a it.
•
A s h o m e w o r k , g iv e th e m to le a r n e r s w h o
e n jo y g r a m m a r.
What are the Unit Review
BoardGames?
F o r e a c h u n it o f S ta r tU p , th e r e is a u n it r e v ie w
b o a r d g a m e . T h e r e a r e s e v e r a l v a r ia tio n s o f
th e s e g a m e s , b u t e a c h o n e p r o v id e s a w a y
fo r le a r n e r s to d e m o n s tr a te u n d e r s ta n d in g o f
th e v o c a b u la r y , g r a m m a r, p r o n u n c ia tio n , a n d
s p e a k in g / c o n v e r s a tio n s k ills in th e u n it. T h e
g a m e r e v ie w s c o n te n t ta u g h t o n ly in th e c u r r e n t
u n it; it d o e s n o t in c lu d e c o n te n t fr o m o th e r
u n its o r in tr o d u c e n e w c o n te n t. T h e g a m e is
d e s ig n e d fo r in -c la s s p la y . L e a r n e r s a r e lik e ly
to m a k e m is ta k e s a n d s h o u ld b e e n c o u r a g e d
to h e lp e a c h o th e r in a s u p p o r tiv e a n d r e la x e d
w a y . T h e u n d e r ly in g r e a s o n fo r th e r e v ie w is to
h e lp le a r n e r s s e e w h e r e th e y n e e d to im p r o v e .
E a c h g a m e is o n o n e p a g e . T h e r e p r o d u c ib le s
fo ld e r in th e p o r ta l in c lu d e s a n a n s w e r k e y fo r
e a c h b o a r d g a m e , a s w e ll a s in s tr u c tio n s o n
h o w to p la y th e g a m e .
How do you use the board games?
T h e b o a r d g a m e s m u s t b e d o n e in c la s s .
L e a r n e r s w ill p la y in p a ir s o r in s m a ll g r o u p s , s o
y o u w o n ’t h a v e t o m a k e c o p ie s f o r e a c h le a r n e r ,
ju s t fo r e a c h p a ir o r g r o u p .
In s tr u c tio n s fo r p la y in g th e b o a r d g a m e s a r e in
th e b o a r d g a m e s fo ld e r in th e p o r ta l.
Reproducibles
x ix
Assessments
Different ways to assess learners
S ta r tU p h a s m a n y a s s e s s m e n ts to h e lp y o u
a n d y o u r le a r n e r s m o n ito r p r o g r e s s . T h e
a s s e s s m e n ts a r e b o th fo r m a tiv e a n d s u m m a tiv e .
F o r m a tiv e fe e d b a c k — a s s e s s m e n t fo r le a r n in g —
g iv e s le a r n e r s a n in fo r m a l id e a o f h o w w e ll
th e y a r e d o in g a n d w h a t th e y n e e d to w o r k o n .
S u m m a tiv e fe e d b a c k — a s s e s s m e n t o f le a r n in g —
h e lp s y o u m e a s u r e le a r n e r s ’ p r o g r e s s fo r  n a l
g ra d e s .
Formative assessments/
Assessment for learning
W h a t is a s s e s s m e n t fo r le a r n in g ?
F o r m a tiv e a s s e s s m e n ts p r o v id e fe e d b a c k
a n d h e lp le a r n e r s u n d e r s ta n d th e ir p r o g r e s s .
F o r m a tiv e a s s e s s m e n t, o r a s s e s s m e n t fo r
le a r n in g :
•
p r o v id e s e ffe c tiv e fe e d b a c k to le a r n e r s
•
in v o lv e s le a r n e r s in th e ir o w n le a r n in g
•
h e lp s y o u a d ju s t y o u r te a c h in g b a s e d o n th e
r e s u lts o f fo r m a tiv e a s s e s s m e n ts
•
m o tiv a te s a n d b u ild s le a r n e r s ’ s e lf-e s te e m
•
a llo w s le a r n e r s to a s s e s s th e m s e lv e s a n d
u n d e r s ta n d h o w to im p r o v e
Using assessment for learning
with StartUp
S ta r tU p o ffe r s m a n y o p p o r tu n itie s fo r y o u to
a s s e s s le a r n e r s ’ m a s te r y o f th e c o n te n t a n d
c o n c e p ts o f th e c o u r s e a n d p r o v id e s u p p o r t
w h e r e th e y a r e h a v in g p r o b le m s . E a c h le s s o n
o f S ta r tU p e n d s w ith a T r y It Y o u r s e lf o r M a k e It
P e r s o n a l a c t iv it y , w h e r e le a r n e r s s h o w t h e y ’v e
m a s te r e d a G S E le a r n in g o b je c tiv e .
T h e L o o k fo r n o te s in th is T e a c h e r E d itio n te lls
y o u w h a t to lo o k fo r w h e n le a r n e r s a r e d o in g
T r y It Y o u r s e lf o r M a k e It P e r s o n a l a c tiv itie s . T h e y
h e lp y o u a s s e s s le a r n e r s ’ p e r fo r m a n c e , g iv e
le a r n e r s c o n s tr u c tiv e fe e d b a c k , a n d s u g g e s t
a d d itio n a l p r a c tic e . F o r e x a m p le :
•
in c la s s , s u p p ly w o r k s h e e ts fr o m th e
r e p r o d u c ib le s in th e p o r ta l a n d p a ir th e m
w ith a m o r e -a b le le a r n e r c la s s
•
fo r h o m e w o r k , s u g g e s t a c tiv itie s in th e ir
a p p o r M y E n g lis h L a b
x x
Assessments
M a k e le a r n e r s m o r e in v o lv e d in th e ir o w n
le a r n in g a n d s e lf-a s s e s s m e n t. E n c o u r a g e th e m
to d o th e a c tiv itie s o n th e ir m o b ile a p p in th e
s k ill a r e a s th e y a r e th e w e a k e s t a n d to r e v ie w
a n y o f th e a u d io tr a c k s o r v id e o c lip s o u ts id e
o f c la s s to im p r o v e th e ir lis te n in g a n d s p e a k in g
s k ills . W ith th e e n d -o f-u n it R e  e c t a n d P la n
s e c tio n , r e m in d le a r n e r s to fo c u s o n w h a t th e y
h a v e le a r n e d in th e u n it a n d e v a lu a te th e ir
o w n p r o g r e s s . L e a r n e r s n e e d to m a k e a p la n
to im p r o v e th o s e s k ills w h e r e th e y n e e d m o r e
p r o g r e s s . B e fo r e y o u b e g in a n e w u n it, a s k h o w
th e y h a v e u s e d th e le a r n in g s tr a te g y a t th e e n d
o f th e u n it to im p r o v e th e ir E n g lis h .
Using summative assessment
with StartUp
S t a r t U p ’s a s s e s s m e n t p r o g r a m p r o v i d e s u n i t
te s ts , te s ts o f U n its 1 – 5 a n d 6 – 1 0 , a n d a te s t o f
U n its 1 – 1 0 .
•
U n it T e s ts h a v e 3 3 ite m s a n d ta k e a b o u t 3 0
m in u te s o f c la s s tim e . E a c h ite m is w o r th 3
p o in ts fo r a to ta l o f 9 9 p o in ts ; a ll le a r n e r s g e t
1 b o n u s p o in t, to m a k e th e to ta l o u t o f 1 0 0 % .
•
U n its 1 – 5 a n d 6 – 1 0 te s ts h a v e 5 0 ite m s a n d
ta k e a b o u t 6 0 m in u te s o f c la s s tim e
•
U n its 1 – 1 0 te s ts h a v e 5 0 ite m s a n d ta k e
a b o u t 6 0 m in u te s o f c la s s tim e .
•
U n it te s ts c o m b in e e a s y -to -g r a d e m u ltip le
c h o ic e ,  ll-in , m a tc h in g , a n d u n s c r a m b le
s e n te n c e ite m s .
•
A ll te s ts a s s e s s g r a m m a r, v o c a b u la r y ,
r e a d in g , w r itin g , c o n v e r s a tio n , lis te n in g , a n d
p r o n u n c ia tio n ;
th e s e la s t tw o
w ith a u d io  le s .
S p e a k in g a n d p r o n u n c ia tio n a r e te s te d
r e c e p tiv e ly . F o r e x a m p le , le a r n e r s w ill n e e d
to p u t lin e s o f a d ia lo g in th e c o r r e c t o r d e r.
T o te s t s p e a k in g a n d w r itin g p r o d u c tiv e ly ,
u s e th e o p tio n a l w r itin g a n d s p e a k in g te s ts
a n d c o r r e s p o n d in g r u b r ic s fo r g r a d in g th e s e ,
in c lu d e d in th e a s s e s s m e n t p r o g r a m fo ld e r.
Finding and using the
assessmentprogram
F in d th e S ta r tU p te s ts in th e E x a m V ie w
A s s e s s m e n t S u ite a n d o n M y E n g lis h L a b , b o th
o f w h ic h a r e a c c e s s ib le fr o m th e a s s e s s m e n t
p r o g r a m fo ld e r in th e p o r ta l. T h e te s ts in
E x a m V ie w a n d in M y E n g lis h L a b te s t th e s a m e
c o n te n t, b u t th e y a r e n o t id e n tic a l te s ts . In o th e r
w o r d s , y o u c a n h a v e le a r n e r s d o th e te s ts in
M y E n g lis h L a b a s p r a c tic e , if y o u lik e , a n d th e n
g iv e th e m th e E x a m V ie w te s ts in c la s s .
E x a m V ie w S u ite
A ll te s ts a r e o n th e E x a m V ie w A s s e s s m e n t S u ite
s o ftw a r e . P r in t th e te s ts a s th e y a r e o r c u s to m iz e
th e m . F o r e x a m p le , y o u c a n c r e a te te s ts o f
g r a m m a r ite m s o n ly fo r U n its 1 – 3 . O r y o u c a n
s c r a m b le th e a n s w e r s o n a te s t to c r e a te a
s e c o n d v e r s io n . W h e n y o u c u s to m iz e a te s t,
E x a m V ie w c r e a te s a n e w m a tc h in g a n s w e r k e y .
In s tr u c tio n s o n h o w to u s e E x a m V ie w
A s s e s s m e n t s o ftw a r e a r e in th e a s s e s s m e n t
fo ld e r o n th e p o r ta l.
In t h e a s s e s s m e n t p r o g r a m f o ld e r , y o u ’ll a ls o
 n d F o r m A a n d F o r m B p d f v e r s io n s o f e a c h
te s t, w ith a n s w e r k e y s . T h e s e te s ts h a v e th e
s a m e q u e s tio n s , b u t th e a n s w e r c h o ic e s a r e
s c r a m b le d .
T h e fo ld e r a ls o c o n ta in s d o w n lo a d a b le a u d io
 le s fo r E x a m V ie w a n d p d f te s ts .
M y E n g lis h L a b
T h e M y E n g lis h L a b h a s d iffe r e n t v e r s io n s o f th e
E x a m V ie w . L e a r n e r s d o n o t h a v e a c c e s s to th e s e
te s ts u n til y o u a s s ig n th e m . T h e M y E n g lis h L a b
te s ts a r e a u to m a tic a lly g r a d e d a n d r e p o r te d to
th e g r a d e b o o k , s o y o u c a n s e e a t a g la n c e th e
r e s u lts o f in d iv id u a l le a r n e r s o r w h o le c la s s .
A ll te s t ite m s a r e ta g g e d w ith in fo r m a tio n
th a t h e lp s y o u d iffe r e n tia te a n d p e r s o n a liz e
in s tr u c tio n . F o r e x a m p le , y o u c a n s e e le a r n e r
p r o g r e s s o n in d iv id u a l s k ills a n d G S E le a r n in g
o b je c tiv e s . T h is in fo r m a tio n h e lp s y o u a s s ig n
e x tr a w o r k to in d iv id u a l le a r n e r s a n d s u g g e s t
w a y s th e y c a n im p r o v e .
U s in g a lte r n a tiv e a s s e s s m e n t w ith S ta rtU p
T e a c h e r s o fte n w a n t to u s e a lte r n a tiv e
a s s e s s m e n ts in s te a d o f tr a d itio n a l te s ts ; a
p o p u la r a lte r n a tiv e a s s e s s m e n t is a p o r tfo lio :
le a r n e r s c r e a te a p o r tfo lio o f th e ir w o r k o v e r
a s e m e s te r to d e m o n s tr a te th e ir m a s te r y o f
th e s k ills , c o n te n t, a n d o b je c tiv e s . E n c o u r a g e
le a r n e r s to c r e a te a d ig ita l p o r tfo lio o f a ll th e ir
m e d ia p r o je c ts (L e v e ls 1 – 4 ) a n d p r e s e n ta tio n s
( L e v e ls 5 – 8 ) o r t o k e e p a ll t h e w r it in g t h e y ’v e
d o n e in th e c o u r s e . P o r tfo lio a s s e s s m e n ts
h e lp y o u a n d th e le a r n e r s s e e in d iv id u a l
a c h ie v e m e n ts .
Assessments
x x i
Warm-Up Activity Bank
A s y o u ’ll s e e in t h e n o t e s f o r e a c h u n it , w e s u g g e s t y o u d o a w a r m - u p a c t iv it y b e f o r e y o u s t a r t
e a c h u n it. T h e p u r p o s e o f th e w a r m -u p g a m e s is to :
•
h e lp s tu d e n ts tr a n s itio n fr o m th e ir  r s t la n g u a g e e n v ir o n m e n t to a n E n g lis h -s p e a k in g o n e
•
a c c o m m o d a te la te c o m e r s to c la s s (a n d m o tiv a te s tu d e n ts to b e o n tim e )
•
a d d s o m e fu n to th e s ta r t o f c la s s
W a r m - u p s r e c y c le la n g u a g e s t u d ie d in o n e o r m o r e p r e v io u s u n it s . T h e y d o n ’t r e q u ir e a n y e x t r a
m a te r ia ls o r s p e c ia l e q u ip m e n t.
W a r m -u p s s h o u ld ta k e o n ly 2 – 3 m in u te s o f c la s s tim e . Y o u m a y w a n t to u s e a n e g g tim e r o r th e
tim e r o n y o u r p h o n e , o r a s k a le a r n e r to b e th e tim e k e e p e r.
LEVELS 1–3
1 . C a t e g o r y c ir c le : W r ite a c a te g o r y o n th e b o a r d (e .g ., fr u it). A s k th e c la s s to s ta n d
in a c ir c le . M o v in g c lo c k w is e a r o u n d th e c ir c le , h a v e s tu d e n ts n a m e a n o b je c t in
t h a t c a t e g o r y ( e .g ., b a n a n a , a p p le , o r a n g e , p in e a p p le ) . If s t u d e n t s c a n ’t t h in k o f
a n o b je c t, th e y c a n s a y p a s s .
2 . I s e e s o m e t h in g : W r ite o n th e b o a r d , A : I s e e s o m e th in g [c o lo r ]. B : Is it _ _ _ ?
In p a ir s , s tu d e n t A c o m p le te s th e s ta te m e n t w ith th e c o lo r o f a n o b je c t in th e
c la s s r o o m , a n d s tu d e n t B g u e s s e s w h ic h o b je c t s tu d e n t A s e e s . F o r e x a m p le , A :
I s e e s o m e t h i n g r e d . B : I s i t M a r i a ’s b a c k p a c k ? A : Y e s ! W h e n s t u d e n t B g u e s s e s
c o r r e c tly , s tu d e n ts s w a p r o le s a n d r e p e a t th e a c tiv ity .
3 . M e m o r y c h a lle n g e : P r o je c t o r w r ite a lis t o f 1 0 – 1 5 r e la te d w o r d s o n th e b o a r d
(e .g ., m o th e r, fa th e r, p a r e n ts , s is te r, b r o th e r, s ib lin g s , d a u g h te r, s o n , c h ild r e n ,
g r a n d p a r e n ts , n ie c e , n e p h e w , a u n t, u n c le , c o u s in ). G iv e s tu d e n ts th ir ty s e c o n d s
to lo o k a t th e lis t. T h e n c o v e r u p th e lis t a n d a s k s tu d e n ts to w r ite d o w n a s m a n y
o f th e w o r d s a s th e y c a n r e m e m b e r. A fte r o n e m in u te , c a ll tim e . S h o w th e lis t
a g a in . H a v e s tu d e n ts c h e c k th e ir w o r k .
4 . T h e b ig t h r e e : O n th e b o a r d , w r ite D e s c r ib e th r e e w a y s to _ _ _ . F ill in th e b la n k
w ith a v e r b . R e a d th e s e n te n c e a lo u d . G iv e s tu d e n ts th ir ty s e c o n d s to c o m e u p
w ith th e ir a n s w e r s in s m a ll g r o u p s . F o r e x a m p le , T : D e s c r ib e th r e e w a y s to tr a v e l.
S s : P la n e , b u s , c a r. T : D e s c r ib e th r e e w a y s to g r e e t s o m e o n e . S s : A h a n d s h a k e , a
h u g , a w a v e . R e p e a t 2 – 3 tim e s .
x x ii
Warm-Up Activity Bank
5 . S n o w m a n : T h in k o f a w o r d . O n th e b o a r d , d r a w th e n u m b e r o f b la n k s e q u iv a le n t
to th e n u m b e r o f le tte r s in th e w o r d . F o r e x a m p le , th e w o r d w e b s ite w o u ld h a v e
s e v e n b la n k s . H a v e s tu d e n ts ta k e tu r n s g u e s s in g th e w o r d o n e le tte r a t a tim e .
If a s tu d e n t g u e s s e s a le tte r w h ic h is p a r t o f th e w o r d ,  ll in th e a p p r o p r ia te
b la n k (s ) w ith th a t le tte r. If th e le tte r is n o t p a r t o f th e w o r d , d r a w o n e p a r t o f a
s n o w m a n o n th e b o a r d : th r e e c ir c le s fo r th e b o d y , tw o s tic k s fo r th e a r m s , 4 – 5
b u tto n s d o w n th e fr o n t, a s c a r f, tw o e y e s , a n o s e , a h a t, a n d a fr o w n . T h e c la s s
w in s if s tu d e n ts g u e s s th e w o r d b e fo r e th e c o m p le te s n o w m a n is d r a w n .
6 . S u r p r is e e n d in g : W r ite th e b e g in n in g o f a s to r y o n th e b o a r d . F o r e x a m p le , Y o u
h e a r a lo u d b a n g in g n o is e in th e o th e r r o o m . Y o u o p e n th e d o o r a n d  n d … G iv e
s tu d e n ts o n e m in u te to  n is h th e s to r y in d iv id u a lly a n d th e n s h a r e th e ir e n d in g s
in s m a ll g r o u p s . (e .g ., Y o u o p e n th e d o o r a n d  n d a g o r illa ju m p in g o n th e b e d !
Y o u o p e n th e d o o r a n d  n d g r a n d m a lis te n in g to r o c k m u s ic !)
7 . W h e r e a m I? In p a ir s , s tu d e n ts ta k e tu r n s im a g in in g a p la c e a n d d e s c r ib in g w h a t
th e y s e e , s m e ll, a n d h e a r. F r o m th is in fo r m a tio n , th e ir p a r tn e r g u e s s e s w h e r e th e y
a r e . F o r e x a m p le , A : I s e e s a n d . I s m e ll s a lt. I h e a r w a v e s . B : Y o u a r e a t th e b e a c h !
8 . S im ila r it ie s : In s m a ll g r o u p s , s tu d e n ts a s k e a c h o th e r q u e s tio n s to  n d th r e e
th in g s th e y h a v e in c o m m o n . F o r e x a m p le , W h a t k in d o f m u s ic d o y o u lik e ? T im e
p e r m ittin g , g r o u p s s h a r e th e ir  n d in g s w ith th e c la s s . F o r e x a m p le , W e a ll lik e
p o p m u s ic .
9 . T h r e e w is h e s : T e ll s tu d e n ts th e y h a v e b e e n g r a n te d th r e e w is h e s b u t m u s t
d e c id e w h a t th e y w a n t in th e n e x t 6 0 s e c o n d s o r th e ir w is h e s w ill n o t c o m e tr u e .
E x p la in th a t th e y c a n n o t w is h fo r m o r e w is h e s . G iv e s tu d e n ts o n e m in u te to w r ite
d o w n th r e e id e a s , a n d th e n s h a r e th e ir w is h e s in s m a ll g r o u p s . (e .g ., I w is h fo r a
n e w c a r. I w is h fo r n o m o r e p o llu tio n .)
1 0 . T h is is m e : W r ite o n th e b o a r d , I b e lie v e … , I lo v e … , I w is h … H a v e s tu d e n ts u s e
th e s e s e n te n c e s s ta r te r s to w r ite s ta te m e n ts th a t a r e tr u e fo r th e m a n d ta k e tu r n s
s h a r in g th e m in s m a ll g r o u p s (e .g ., I b e lie v e th a t s u c c e s s ta k e s h a r d w o r k . I lo v e
p la y in g g u ita r. I w is h I c o u ld  y .) A d d itio n a l id e a s fo r v e r b s a r e a p p r e c ia te , d r e a m ,
h o p e , d o n ’t k n o w , lik e , d is lik e .
Warm-Up Activity Bank
x x iii
welcome UnIt
1 IN THE CLASSROOM
G e t to k n o w y o u r c la s s m a te s
P la y th e N a m e G a m e .
H i, m y n a m e is G in a .
T h is is G in a . M y n a m e is R ic k .
T h is is G in a . T h is is
R ic k . M y n a m e is S a r a .
A s k fo r h e lp
C o m p le te th e c o n v e r s a tio n s w ith s e n te n c e s fr o m th e b o x . T h e n lis te n a n d c h e c k y o u r
a n s w e rs .
0 0 -0 1
C a n y o u s p e a k m o r e s lo w ly ?
C a n y o u re p e a t th a t?
H o w d o y o u p r o n o u n c e th is ?
H o w d o y o u s p e ll th a t?
W h a t d o e s th is w o r d m e a n ?
W h a t ’s t h i s c a l l e d i n E n g l i s h ?
W h e re a re
y o u fro m ?
I’m s o r r y . C a n
you
s p e a k m o r e s lo w ly ?
O h , s o rry . W h e re
a re y o u fro m ?
I’m f r o m K o r e a .
W h a t ’s t h is c a lle d
in E n g lis h ?
I t ’s a p e n c i l
s h a rp e n e r.
S u re .
y o u p r o n o u n c e t h is ?
R e g is tr a tio n ?
T h a n k y o u .
P le a s e tu r n to p a g e 4 5 .
C a n y o u h e lp m e ?
E x c u s e m e . H o w d o
I’m s o r r y .C a n y o u
re p e a t th a t?
M y n a m e
is C h ia o .
Y e s . T h a t ’s
r ig h t.
C h ia o ? H o w d o
y o u s p e ll t h a t ?
C -H -I-A -O .
T h a n k s .
W h a t d o e s t h is
w o rd m e a n ?
O c c u p a tio n ? It m e a n s
a jo b o r c a r e e r.
S u r e . P le a s e
tu rn to p a g e 4 5 .
R O L E P L A Y C h o o s e o n e c o n v e r s a tio n fr o m 1 B . M a k e y o u r o w n c o n v e r s a tio n .
2
welcome UnIt
R e g is tr a tio n .
WELCOME UNIT
W e lc o m e th e S s to c la s s . In tr o d u c e th e c o u r s e n a m e
a n d s a y y o u r n a m e . W r ite th e m o n th e b o a r d . A llo w
tim e fo r a g r e e tin g e x c h a n g e . S a y , M y n a m e is A n ita .
T h e n a s k e a c h s t u d e n t , W h a t ’s y o u r n a m e ? A f t e r e a c h
s t u d e n t s a y s h i s o r h e r n a m e , s a y I t ’s n i c e t o m e e t y o u .
1 IN THE CLASSROOM
T E A C H IN G T IP T e a c h e rs c a n m a k e th e m o s t o f th e
 r s t d a y o f c la s s b y e s ta b lis h in g r o u tin e s . L e t s tu d e n ts
k n o w w h e r e s u p p lie s a r e k e p t a n d fa m ilia r iz e s tu d e n ts
w ith s c h e d u le s th a t w ill b e th e s a m e e v e r y d a y .
• S h o w S s th e  r s t o n e th a t h a s b e e n d o n e fo r th e m a s
a n e x a m p le . M a k e s u r e e v e r y o n e u n d e r s ta n d s .
• G iv e S s tim e to c o m p le te th e o th e r c o n v e r s a tio n s
u s in g th e p h r a s e s in th e b o x .
• P la y th e a u d io fo r S s to c h e c k th e ir a n s w e r s .
T E A C H IN G T IP T h is te x tb o o k is fo r A 2 le v e l le a r n e r s .
A 2 le a r n e r s a r e h ig h b e g in n e r s . T h e y c a n u s u a lly
u n d e r s ta n d a n d u s e s im p le la n g u a g e to ta lk a b o u t
fa m ilia r to p ic s s u c h a s fa m ily , h o b b ie s , a n d w o r k . T h e y
c a n c o m m u n ic a te b a s ic p e r s o n a l in fo r m a tio n w ith
e a s e . T o b e s t c o m m u n ic a te w ith A 2 le a r n e r s , u s e b a s ic
la n g u a g e s tr u c tu r e s , s p e a k c le a r ly , ta lk s lo w ly , a n d
e n u n c ia te . U s e b o d y la n g u a g e a n d fa c ia l e x p r e s s io n s
to h e lp c o m m u n ic a te th e c o n te n t. U s e v is u a l a id s to
h e lp w h e n a v a ila b le .
• H a v e S s g e t th e ir te x tb o o k s o u t. S a y , T h is is S ta r tU p .
W e w ill u s e th is b o o k fo r o u r E n g lis h c la s s . H a v e S s
lo o k a t th e c o v e r o f th e b o o k . A s k , W h a t d o y o u th in k
th e s e p e o p le a r e d o in g ? G iv e a n e x a m p le . S a y , I th in k
th e y a r e ta k in g a v a c a tio n . G iv e S s tim e to b r a in s to r m
id e a s in p a ir s . T h e n a s k p a ir s to s h a r e th e ir id e a s w ith
th e c la s s .
L A N G U A G E N O T E S ta r t u p m e a n s to s ta r t s o m e th in g ,
s u c h a s a jo u r n e y . E x p la in th a t title m e a n s th a t
s tu d e n ts w ill b e s ta r tin g o n a jo u r n e y to le a r n
m o r e E n g lis h . S ta r tu p h a s o th e r m e a n in g s a s w e ll.
W h e n u s e d a s a n o u n , a s ta r tu p is a n e w c o m p a n y
o r b u s in e s s .
• T e ll S s to tu r n to p a g e 2 . A s k , D o y o u k n o w e v e r y o n e in
th e c la s s ? S a y , E n g lis h c a n b e m o r e fu n w h e n w e g e t to
k n o w e a c h o th e r.
• D r a w a tte n tio n to th e  r s t a c tiv ity in th e b o o k . T e ll S s
th e y w ill p la y th e N a m e G a m e . E x p la in th a t th is g a m e
w i l l h e l p t h e m l e a r n e v e r y o n e ’s n a m e s .
• S o lic it th r e e v o lu n te e r s to r e a d th e s p e e c h b u b b le s in
th e p h o to . T h e n te ll S s th e y w ill in tr o d u c e th e m s e lv e s
to e a c h o th e r.
• M o d e l th e a c tiv ity u s in g y o u r n a m e o r S s ’ n a m e s .
S : H i, m y n a m e is M a r g a r ita .
T : T h is is M a r g a r ita . M y n a m e is A n ita .
• G iv e S s tim e to p la y .
O P T IO N F o r a la r g e r c la s s d iv id e th e c la s s in to
s m a lle r g r o u p s a n d th e n h a v e S s c h a n g e g r o u p s
s e v e r a l tim e s s o th e y c a n m e e t e v e r y o n e .
T E A C H IN G T IP It is im p o r ta n t to c r e a te a c o m m u n ity
w ith in th e c la s s r o o m , a p la c e w h e r e it is o k a y to g iv e
o p in io n s , ta k e r is k s , a n d m a k e m is ta k e s . P r o m o te a n
e n v ir o n m e n t w h e r e S s fe e l c o m fo r ta b le a n d h e lp e a c h
o th e r. O n e o f th e b e s t w a y s to d o th is is to p la y th e
n a m e g a m e s s o S s k n o w e a c h o th e r. E n c o u ra g e S s to
a lw a y s a s k q u e s tio n s a n d tr y a ll th e a c tiv itie s .
E X T E N S IO N P a ir S s to r e a d th e c o n v e r s a tio n s
a lo u d fo r e x tr a p r a c tic e . G iv e th e m e n o u g h tim e to
e x c h a n g e r o le s s o th e y h a v e a c h a n c e to p r a c tic e
b o th th e q u e s tio n s a n d th e a n s w e r s .
L A N G U A G E N O T E P o in t o u t th a t s e v e r a l o f th e
p h r a s e s in c lu d e t h e w o r d s I’m s o r r y , S o r r y , o r E x c u s e
m e . T h e s e p h r a s e s a r e u s e d to b e p o lite o r fo r m a l,
s o th e y a r e o fte n u s e d in c la s s r o o m s o r p r o fe s s io n a l
s e ttin g s w h e n a s k in g fo r h e lp .
• S a y , T h e s e q u e s tio n s c a n b e u s e d w ith o th e r s p e c i c
in fo r m a tio n . W r ite o n th e b o a r d :
E x c u s e m e . H o w d o y o u p r o n o u n c e th is ?
R e g is tr a tio n .
R e g is tr a tio n ?
Y e s . T h a t ’s r i g h t .
• D r a w a n X th r o u g h b o th in s ta n c e s o f R e g is tr a tio n .
• S a y , F o r e x a m p le , y o u c a n u s e th is q u e s tio n to a s k
a b o u t o th e r s p e c i c in fo r m a tio n .
• R e p la c e th e c r o s s e d o u t in fo r m a tio n w ith p h a r m a c is t.
E x c u s e m e . H o w d o y o u p r o n o u n c e th is ?
P h a r m a c is t.
P h a r m a c is t?
Y e s . T h a t ’s r i g h t .
H a v e tw o s tu d e n ts r e a d th is n e w c o n v e r s a tio n .
• P a ir S s to m a k e th e ir o w n c o n v e r s a tio n s u s in g a
c o n v e r s a tio n fr o m 1 B . E x te n d th e p a ir w o r k b y a s k in g
S s to c o m p le te m o r e th a n o n e c o n v e r s a tio n .
O P T IO N A s k fo r v o lu n te e r s to r e a d th e ir n e w
c o n v e r s a tio n s fo r th e r e s t o f th e c la s s .
• S a y , It is o k a y to a s k fo r h e lp . T h e r e a r e s e v e r a l
q u e s tio n s y o u m a y a s k in th is c la s s . H a v e S s lo o k a t
th e p ic tu r e s .
WELCOME UNIT
T -2
2 LEARN ABOUT YOUR BOOK
• R e a d th e a c tiv ity title a lo u d . D r a w a tte n tio n to th e
p ic tu r e a n d s a y T h is is o u r b o o k . It is im p o r ta n t to k n o w
a b o u t o u r b o o k .
• G iv e S s tim e to a n s w e r th e q u e s tio n s .
• G o o v e r th e a n s w e r s .
O P T IO N F o r lo w e r -le v e l S s , h a v e th e m c o m p le te th e
a c tiv ity in p a ir s .
L A N G U A G E N O T E T h is b o o k in c lu d e s Q R c o d e s .
Q R s ta n d s fo r Q u ic k R e s p o n s e . Q R c o d e s w e r e  r s t
d e s ig n e d in 1 9 9 4 in th e a u to m o tiv e in d u s tr y in J a p a n .
3 LEARN ABOUT YOUR APP
• R e a d th e a c tiv ity title a lo u d . D r a w a tte n tio n to
th e p ic tu r e . A s k , W h a t is a n a p p ? (a n a p p lic a tio n
d o w n lo a d e d b y th e u s e r fo r a m o b ile d e v ic e ). E x te n d
th e d is c u s s io n b y a s k in g W h o h a s a p p s o n th e ir
p h o n e ? W h a t is y o u r fa v o r ite a p p ? M a k e a lis t o f
fa v o r ite a p p s o n th e b o a r d .
• S a y , O u r b o o k h a s a n a p p . L e t ’s l e a r n m o r e a b o u t i t .
E X T E N S IO N H a v e S s d o w n lo a d th e a p p o n to th e ir
p h o n e s in c la s s . L e t S s e x p lo r e a n d  n d e x a m p le s o f
th e ite m s in Q u e s tio n s 4 , 5 , a n d 6 . G iv e th e m tim e to
r e g is te r th e a p p . If y o u r s c h o o l h a s o n e , s c h e d u le tim e
fo r IT o r th e c o m p u te r la b a s s is ta n ts to b e a v a ila b le
fo r a n y te c h n ic a l is s u e s th a t a r is e a s S s d o w n lo a d a n d
r e g is te r th e P e a r s o n P r a c tic e E n g lis h a p p .
• G iv e S s tim e to a n s w e r th e q u e s tio n s .
• G o o v e r th e a n s w e r s .
L A N G U A G E N O T E A p p is s h o r t fo r a p p lic a tio n .
A n a p p lic a tio n is a s o ftw a r e p r o g r a m fo r a c o m p u te r
o r p h o n e .
T E A C H IN G T IP F a m ilia r iz e y o u r s e lf w ith th e a p p
b e fo r e c la s s . R e v ie w th e s e c tio n o n u s in g th e a p p o n
p a g e x v o f t h e T e a c h e r ’s E d i t i o n .
O P T IO N F o r lo w e r -le v e l S s , h a v e th e m c o m p le te th e
a c tiv ity in p a ir s .
T -3
WELCOME UNIT
T E A C H IN G T IP If w i is n o t a v a ila b le a t s c h o o l, a s s ig n
d o w n lo a d in g th e a p p a s a h o m e w o r k a s s ig n m e n t.
C h a lle n g e S s to d o w n lo a d b y th e n e x t c la s s p e r io d .
T e ll S s y o u w ill a s k h o w m a n y p e o p le d o w n lo a d e d th e
a p p in th e n e x t c la s s a n d s e e w h o h a s a lr e a d y d o n e
th e m o s t a c tiv itie s .
O P T IO N H a v e S s p r a c tic e s c a n n in g Q R c o d e s in th e
b o o k a n d / o r o n o th e r w e b s ite s .
2 LEARN ABOUT YOUR BOOK
1 . L o o k a t p a g e s iv – v ii. W h a t in fo r m a tio n is o n th o s e p a g e s ?
t h e L e a r n in g O b je c t iv e s
2 . H o w m a n y u n its a r e in th e b o o k ?
3 . H o w m a n y le s s o n s a r e in e a c h u n it?
1 0
5
4 . W h e r e is th e g r a m m a r p r a c tic e ? o n p a g e s 1 2 5 - 1 4 9
5 . L o o k a t th e Q R c o d e
. F in d th e ic o n o n p a g e 7 .
W h a td o e s it m e a n ?
T h e r e ’s p r a c t ic e o n t h e m o b ile a p p .
I cAn stAtement a t t h e b o t t o m o f p a g e 7 .
W h a t d o e s it te ll y o u ?
6 . L o o k a t th e
t h e g o a l o f t h e le s s o n
7 . L o o k a t th is ic o n
. F in d it o n p a g e 1 3 . W h a td o e s it m e a n ?
in t e r n e t s e a r c h a c t iv it y
3 LEARN ABOUT YOUR APP
1 . L o o k in s id e th e fr o n t c o v e r. W h e r e c a n y o u g o to
d o w n lo a d th e P e a r s o n P r a c tic e E n g lis h a p p fo r
S t a r t U p ? t o t h e A p p le s t o r e , t h e G o o g le P la y s t o r e
2 . W h e r e a r e th e in s tr u c tio n s fo r r e g is te r in g fo r
th e a p p ?
in t h e a p p a n d o n t h e w e b s it e : p e a r s o n E L T .c o m / s t a r t u p
1
3 . L o o k a t th e p ic tu r e o f th e a p p . W h a t d o y o u s e e ?
T a b le o f C o n t e n t s , A c t iv it ie s f o r L e s s o n 1 - 3 , U n it A u d io ,
U n it V id e o
2
4 . L o o k a t th e p ic tu r e a g a in . F ill in th e b la n k s w ith
th e n u m b e r s 1 – 3 .
1
N u m b e r
s h o w s th e p r a c tic e a c tiv itie s .
3
b . N u m b e r
s h o w s th e v id e o  le s .
2
c . N u m b e r
s h o w s th e a u d io  le s .
a .
3
5 . L o o k a t th e p ic tu r e a g a in . W h a t d o e s th is
m e a n ?
d o w n lo a d t h e  le s
6 . L o o k a t th e Q R c o d e o n p a g e 7 a g a in . W h a t
h a p p e n s w h e n y o u s c a n th e c o d e ?
y o u g o t o t h e p r a c t ic e a c t iv it ie s f o r t h a t le s s o n
welcome UnIt
3
meet tHe PeoPle
oF tsw medIA
T S W M e d ia is a b ig c o m p a n y w ith b ig id e a s . It h a s o f c e s a ll o v e r th e w o r ld . It w o r k s w ith
in te r n a tio n a l c lie n ts to h e lp th e m m a r k e t th e ir p r o d u c ts a n d s e r v ic e s .
S IM O N
H A R R IS
Y U K I O G A W A
S o c ia l m e d ia m a n a g e r
M a rk e t re s e a rc h e r
H e llo . I’m S im o n H a r r is a n d I’m a
m a r k e t r e s e a r c h e r. I liv e in T o r o n to , b u t I o fte n
tr a v e l to T S W o f c e s a r o u n d th e w o r ld . L u c k ily ,
I’m r e a lly g o o d a t s le e p in g o n a ir p la n e s !
0 0 -0 2
R O S A
D E L G A D O
C A R L O S
M O R E N O
V id e o p r o d u c e r
M u lt im e d ia a r t is t
0 0 -0 4 H i! M y n a m e is R o s a D e lg a d o , a n d
I’m a v id e o p r o d u c e r in S a n t ia g o , C h ile . I’m
a ls o a p h o to g r a p h e r. I lo v e to ta k e p h o to s o f
m y t w o k id s . B u t I d o n ’t lik e p h o t o s o f m e !
0 0 -0 5 H e y . I’m C a r lo s M o r e n o . I’m a
m u ltim e d ia a r tis t h e r e in N e w Y o r k C ity . I lik e
m y jo b . I’m a b ig s o c c e r f a n a n d I n e v e r m is s
a m a tc h !
D IE G O S A L A S
E M M A D A V IS
M a rk e t re s e a rc h e r
A c c o u n t m a n a g e r
0 0 -0 6 H e y t h e r e . I’m D ie g o S a la s . I w o r k
in t h e B o g o t á o f c e . I’m a m a r k e t r e s e a r c h e r . I
r e a lly lik e e a tin g h e a lth y a n d e x e r c is in g . I g o to
th e g y m a lm o s t e v e r y m o r n in g .
4
H i th e r e . M y n a m e is Y u k i O g a w a .
I liv e a n d w o r k in T o k y o , J a p a n , a s a s o c ia l
m e d ia m a n a g e r. In m y fr e e tim e , I lik e g o in g to
c o n c e r ts . I s a w a lm o s t 5 0 s h o w s la s t y e a r !
0 0 -0 3
welcome UnIt
0 0 -0 7 H i! I’m E m m a D a v is . I’m a n a c c o u n t
m a n a g e r in N e w Y o r k . I o fte n w o r k la te o n
w e e k d a y s , b u t w e e k e n d s a r e fo r m y fa m ily a n d
fr ie n d s . M y fa v o r ite th in g is to in v ite fr ie n d s
o v e r fo r d in n e r.
MEET THE PEOPLE OF TSW MEDIA
T S W M e d ia is a b ig c o m p a n y th a t h a s lo c a tio n s a r o u n d
th e w o r ld . S im o n , Y u k i, R o s a , C a r lo s , D ie g o , a n d E m m a
a ll w o r k fo r T S W M e d ia . T h e s e c h a r a c te r s w ill a p p e a r
th r o u g h o u t th e b o o k . E a c h u n it fe a tu r e s o n e o f th e
c h a r a c te r s . E a c h u n it in c lu d e s c o n v e r s a tio n s th a t
fe a tu r e s o m e o f th e la n g u a g e a n d v o c a b u la r y u s e d in
th e u n it, s o S s c a n h e a r th e la n g u a g e in c o n te x t. T h e
c o n v e r s a tio n s a r e o fte n fu n a n d s o m e tim e s h u m o r o u s .
• H a v e S s tu r n to p a g e 4 . S a y , O u r te x tb o o k in c lu d e s
c o n v e r s a t i o n s w i t h t h e s e p e o p l e . L e t ’s r e a d m o r e a b o u t
th e m a n d th e c o m p a n y th e y w o rk fo r.
• R e a d th e in tr o d u c tio n to T S W M e d ia a lo u d . A s k , D o
y o u k n o w a n y o th e r c o m p a n ie s th a t h a v e o f c e s a r o u n d
th e w o r ld lik e T S W M e d ia ?
• T o h e lp S s fo c u s w h ile th e y lis te n , w r ite th e fo llo w in g
q u e s tio n s o n th e b o a r d :
W h o liv e s in T o r o n to ?
W h o liv e s in N e w Y o r k ?
W h o a re m a n a g e rs ?
T e ll S s to lis te n a n d w r ite th e a n s w e r s to
th e q u e s tio n s .
• S a y , L e t ’s m e e t t h e c h a r a c t e r s n o w . P l a y
e a c h c lip .
• G o o v e r th e a n s w e r s to th e q u e s tio n s o n th e b o a r d .
(S im o n liv e s in T o r o n to . C a r lo s a n d E m m a liv e in
N e w Y o r k . Y u k i a n d E m m a a r e m a n a g e r s .)
• A s k fo llo w -u p q u e s tio n s s u c h a s W h ic h jo b w o u ld
y o u w a n t to h a v e ? W h o w o u ld lik e to v is it o n e o f
th e p la c e s w h e r e th e s e p e o p le w o r k ? D o e s a n y o n e
lik e to d o th e s a m e th in g s a s th e s e c h a r a c te r s ?
D o e s a n y o n e h a v e o r w a n t th e s a m e k in d o f jo b a s
th e s e c h a r a c te r s ?
E X T E N S IO N C h e c k c o m p r e h e n s io n b y a s k in g
q u e s tio n s :
W h e r e d o e s S im o n w o r k ? (T o r o n to )
W h a t i s S i m o n ’s j o b ? ( a m a r k e t r e s e a r c h e r )
W h e r e d o e s S im o n h a v e to s le e p s o m e tim e s ?
(o n a ir p la n e s )
W h a t d o e s Y u k i d o ? (a s o c ia l m e d ia m a n a g e r )
W h e re d o e s Y u k i w o rk ? (T o k y o )
W h a t d o e s Y u k i lik e to d o ? (g o to c o n c e r ts )
H o w m a n y c h ild r e n d o e s R o s a h a v e ? (tw o )
W h e r e is R o s a fr o m fr o m ? (S a n tia g o , C h ile )
W h a t i s R o s a ’s j o b ? ( a p h o t o g r a p h e r )
W h e r e d o e s C a r lo s w o r k ? (N e w Y o r k C ity )
W h a t i s C a r l o s ’s j o b ? ( a m u l t i m e d i a a r t i s t )
W h a t d o e s C a r lo s n e v e r m is s ? (a s o c c e r m a tc h )
W h e r e d o e s D ie g o w o r k ? (B o g o tá )
W h a t i s D i e g o ’s j o b ? ( a m a r k e t r e s e a r c h e r )
W h a t d o e s D ie g o lik e to d o ? (e a tin g h e a lth y
a n d e x e r c is in g )
W h e re d o e s E m m a w o rk ? (N e w Y o rk )
W h a t i s E m m a ’s j o b ? ( a n a c c o u n t s m a n a g e r )
W h e n d o e s s h e w o r k la te ? (d u r in g th e w e e k )
O P T IO N F o r h ig h e r -le v e l S s , h a v e S s ta k e n o te s
w h ile lis te n in g a n d th e n c lo s e th e ir b o o k s . W r ite th e
fo llo w in g q u e s tio n s o n th e b o a r d a n d h a v e S s a n s w e r
th e q u e s tio n s w h ile th e y lis te n .
W h y d o e s S im o n s le e p o n a ir p la n e s ? (h e o fte n tr a v e ls
to o th e r T S W o f c e s )
H o w m a n y c o n c e r ts d id Y u k i g o to la s t y e a r ? (a lm o s t5 0 )
W h e r e d o e s D ie g o g o a lm o s t e v e r y m o r n in g ? (to
th e g y m )
W h o lik e s to s p e n d w e e k e n d s w ith fa m ily a n d
fr ie n d s ? (E m m a )
W h o d o e s n o t lik e to h a v e h e r p ic tu r e ta k e n ? (R o s a )
T E A C H IN G T IP T h r o u g h o u t th e u n its , S s m ig h t n e e d
h e lp w ith s o m e o f th e h u m o r o r v o c a b u la r y u s e d in th e
v id e o s . A llo w tim e in e a c h u n it to a d d r e s s q u e s tio n s .
WELCOME UNIT
T -4
1 WHAT DO YOU DO?
PREVIEW THE UNIT
LESSON 1
LESSON 2
LESSON 3
LESSON 4
T a lk a b o u t w h a t y o u d o
V o c a b u la ry
J o b s
G ra m m a r
S im p le p r e s e n t o f b e : R e v ie w
P ro n u n c ia tio n
S tr e s s e d s y lla b le s
D e s c r ib e y o u r c o m m u te
V o c a b u la ry
C o m m u tin g
G ra m m a r
S im p le p r e s e n t: R e v ie w
L is te n in g
L is te n fo r n a m e s
T a lk a b o u t w h a t p e o p le d o a t w o r k
V o c a b u la ry
W o r k a c tiv itie s
G ra m m a r
S im p le p r e s e n t, y e s / n o a n d in fo r m a tio n q u e s tio n s : R e v ie w
P ro n u n c ia tio n
S im p le p r e s e n t -s e n d in g
C o n v e rs a tio n
G re e t s o m e o n e
R e a d a b o u t s u p e r c o m m u tin g
R e a d in g s k ill
LESSON 5
M a k e p r e d ic tio n s
W r ite a ré s u m é
W ritin g s k ill
C a p ita liz e p r o p e r n o u n s (r e v ie w )
M e d ia p ro je c t
P h o to s : D e s c r ib e w h a t p e o p le s tu d y a n d th e ir c o m m u te
L e a rn in g s tra te g y
M e s s a g e w o r d s a n d p ic tu r e s
PUT IT TOGETHER
C h o o s e a w a r m -u p a c tiv ity fr o m th e W a r m -U p A c tiv ity B a n k o n p a g e x x ii.
GET STARTED
• R e a d th e u n it title . T h e n te ll S s to r e a d th e L e a r n in g G o a ls in d iv id u a lly . A s k , W h ic h to p ic s d o y o u fe e l c o n  d e n t a b o u t?
W h ic h to p ic s a r e n e w fo r y o u ? If S s h a v e s tu d ie d th e to p ic s b e fo r e , r e a s s u r e th e m th a t th e y w ill le a r n s o m e n e w th in g s .
• A s k , W h a t d o y o u s e e ? In p a ir s , h a v e S s lo o k a t th e p h o to a n d ta lk a b o u t w h a t th e y s e e . B r in g th e c la s s to g e th e r a n d a s k
p a ir s to s h a r e . W r ite w o r d s o n th e b o a r d . (F o r e x a m p le , s u b w a y , tr a in , p e o p le , w o r k e r s )
• R e a d th e s o c ia l m e d ia m e s s a g e a n d b r in g S s ’ a tte n tio n to th e p h o to a n d n a m e . A s k , W h a t d o y o u k n o w a b o u t S im o n ?
In v ite S s to c a ll o u t a n s w e r s . H a v e th e m r e a d w h a t S im o n s a y s in M e e t th e P e o p le o f T S W M e d ia o n p a g e 4 o r p la y th e
v id e o o f S im o n . T h e n a s k a g a in , W h a t d o y o u k n o w a b o u t S im o n ?
• H a v e S s tu r n b a c k to p a g e 5 . R e a d th e s o c ia l m e d ia m e s s a g e a lo u d . A s k , W h e r e is S im o n ? (a t th e T S W o f c e )
T -5
1
LEARNING GOALS
WHAT DO YOU DO?
GET STARTED
R e a d th e title a n d th e le a r n in g g o a ls .
L o o k a t th e p h o to o f th e p e o p le . W h a t d o y o u s e e ?
In th is u n it, y o u
ta lk a b o u t w h a t y o u d o
d e s c r ib e y o u r c o m m u te
ta lk a b o u t w h a t p e o p le d o
a tw o r k
r e a d a b o u t s u p e r c o m m u tin g
w r ite a r é s u m é
S IM O N H A R R IS
@ S im o n H
I’m a t t h e T S W o ffi c e fo r a w e e k .
E x c it e d t o m e e t e v e r y o n e h e r e !
N o w r e a d S i m o n ’s m e s s a g e . W h e r e i s h e ? W h y i s h e e x c i t e d ?
5
LESSON 1
TALK ABOUT WHAT YOU DO
S IM O N H A R R IS
@ S im o n H
T h e r e ’s a b ig m e e t in g t h is m o r n in g .
I d o n ’ t w a n t t o b e la t e …
1 VOCABULARY J o b s
0 1 -0 1
L is te n . T h e n lis te n a n d r e p e a t.
a n u rse
a la w y e r
a s o ftw a re e n g in e e r
a ch e f
a te a c h e r
a d o c to r
a p ilo t
a n a c c o u n ta n t
a p h a rm a c is t
a m a rk e t re se a rch e r
a h o te l m a n a g e r
a jo u rn a lis t
O f  c e : a la w y e r, a
L o o k a t t h e j o b s in 1 A . W h o w o r k s in a n o f  c e ? a s c h o o l ? a h o s p it a l ? a r e s t a u r a n t ? s o f t w a r e e n g in e e r,
G R O U P S
W e ll, I k n o w a b o u t c h e fs . T h e y w o r k in r e s t a u r a n t s a n d c o o k
C O A C H
2 GRAMMAR S i m p l e p r e s e n t o f b e : R e v i e w
A ffi r m a tiv e s ta te m e n ts
N e g a tiv e s ta te m e n ts
S u b je c t
B e
S u b je c t
B e
I
a m
a d o c to r.
I
a m
S h e
is
in N e w Y o r k .
S h e
is
Q u e s tio n s
W h - w o rd
a n a c c o u n ta n t, a m a rk e t
r e s e a r c h e r, a jo u r n a lis t
S c h o o l: a te a c h e r
fo o d .
H o s p it a l: a n u rs e , a
d o c t o r, a p h a r m a c is t
R e s ta u ra n t: a c h e f
SEE PAGE 150 FOR A COMPLETE CHART.
C h o o s e o n e jo b . T e ll y o u r g r o u p tw o th in g s a b o u t th a t jo b .
N o t
n o t
a d o c to r.
in N e w Y o r k .
N e g a tiv e c o n tr a c tio n s
I a m n o t ➞I’m n o t
s h e is n o t ➞s h e is n ’t /
s h e ’s n o t
w e a r e n o t ➞w e a r e n ’t /
w e ’r e n o t
A n s w e rs
B e
S u b je c t
Is
h e
in L o n d o n ?
Y e s , h e is . / N o , h e is n ’t.
W h e re
is
s h e
fro m ?
B r a z il.
W h o
a re
th e y ?
A ffi r m a tiv e c o n tr a c tio n s
I a m ➞I’m
h e i s ➞ h e ’s
y o u a r e ➞y o u ’r e
T h e y ’r e m a r k e t r e s e a r c h e r s .
N o te s
• W e a lm o s t a lw a y s u s e c o n tr a c tio n s in s p e a k in g a n d in fo r m a l w r itin g .
• D o n ’t u s e c o n t r a c t io n s in a f r m a t iv e s h o r t a n s w e r s .
Y e s , h e i s . N O T Y e s , h e ’s .
C o n tr a c tio n s w ith
w h - w o rd s
W h o i s ➞ W h o ’s
W h e r e i s ➞W h e r e ’s
6
>> FOR PRACTICE, GO TO PAGE 125
UNIT 1
LESSON 1 TALK ABOUT WHAT YOU DO
• R e a d th e le s s o n title a lo u d . S a y , T a lk a b o u t w h a t y o u d o
m e a n s T a lk a b o u t y o u r jo b . C a ll o n d iffe r e n t S s a n d a s k ,
W h a t d o y o u d o ? W r ite S s ’ r e s p o n s e s o n th e b o a r d .
L A N G U A G E N O T E T h e m o s t c o m m o n w a y to a s k
a b o u t a p e r s o n ’s j o b i n E n g l i s h i s W h a t d o y o u d o ?
Y o u c a n a ls o a s k , W h a t is y o u r jo b ? o r D o y o u h a v e
a jo b ?
• R e a d th e s o c ia l m e d ia m e s s a g e a lo u d a n d a s k , W h y
d o e s n ’t S im o n w a n t t o b e la t e ? ( H e h a s a b ig m e e t in g .)
1 VOCABULARY
• H a v e S s s c a n th e p ic tu r e s a n d th e w o r d s a s th e y lis te n .
• H a v e S s lis te n a n d r e p e a t.
O P T IO N S a y , R a is e y o u r h a n d if y o u a r e a n u r s e .
R a is e y o u r h a n d if y o u a r e a la w y e r. C o n tin u e w ith
e a c h o c c u p a tio n .
• A s k S s to g iv e a n e x a m p le o f e a c h lo c a tio n lis te d
in th e d ir e c tio n s . (F o r e x a m p le , W h a t is a r e s ta u r a n t
y o u k n o w ? )
• H a v e S s c h o o s e a t le a s t o n e jo b fo r e a c h lo c a tio n .
• G o o v e r a n s w e r s w ith th e c la s s . C a ll S s to th e b o a r d to
w r ite th e ir a n s w e r s .
E X T E N S IO N A s k , W h ic h jo b s d o n ’t w o r k in a n y o f
th e s e p la c e s ? (h o te l m a n a g e r, p h a r m a c is t) D o y o u
k n o w w h e r e th e s e p e o p le w o r k ? (a t a h o te l, in
a p h a r m a c y )
• R e a d th e d ir e c tio n s a n d th e e x a m p le a lo u d . T h e n a s k ,
W h a t d o y o u k n o w a b o u t te a c h e r s ? E lic it id e a s a n d
w r ite th e m o n th e b o a r d . (F o r e x a m p le , T e a c h e r s te a c h
s tu d e n ts . T e a c h e r s w o r k in a s c h o o l.)
• H a v e g r o u p s w o r k to g e th e r to d is c u s s th e jo b s . T h e n
h a v e g r o u p s s h a r e th e ir s e n te n c e s w ith th e c la s s .
O P T IO N F o r lo w e r - le v e l S s , w r ite a fe w s e n te n c e s o n
th e b o a r d to g u id e th e m a s th e y c o m p le te th e ta s k .
F o r e x a m p le , fo r n u r s e s a n d la w y e r s :
_ _ _ _ _ _ _ w o r k w ith d o c to r s .
_ _ _ _ _ _ _ w o r k in c o u r tr o o m s . T h e y ta lk in fr o n t o fp e o p le .
E X T E N S IO N H a v e S s r e p e a t th e a c tiv ity w ith n e w
jo b s . A s k , W h a t is a n o th e r jo b y o u k n o w a b o u t? W r ite
a n y jo b s th a t a r e n o t in th e b o o k o n th e b o a r d . (F o r
e x a m p le , c a s h ie r ) A s k S s to a d d th e n e w v o c a b u la r y
to th e ir b o o k s . T h e n m a k e a c h a r t o n th e b o a r d w ith
th e lo c a tio n s in 1 B (o f c e , s c h o o l, h o s p ita l, r e s ta u r a n t)
a t th e to p o f e a c h c o lu m n . A s k , W h e r e d o p e o p le d o
th e s e n e w jo b s ? C o m p le te th e c h a r t. A d d a d d itio n a l
c o lu m n s w ith o th e r lo c a tio n s a s S s c a ll th e m o u t.
(F o r e x a m p le , A c a s h ie r w o r k s in a s to r e .)
2 GRAMMAR
• A s k S s to c lo s e th e ir b o o k s . T o w a r m u p th e S s , w r ite
I a m a te a c h e r o n th e b o a r d . P o in t to th e u n d e r lin e d
w o r d . S a y , A m is th e s im p le p r e s e n t o f b e . E lic it o th e r
e x a m p le s o f s e n te n c e s th a t u s e th e s im p le p r e s e n t o f
b e . W r ite th e m o n th e b o a r d .
• F o c u s o n th e c h a r t. P o in t to th e  r s t a f r m a tiv e
s ta te m e n t a n d r e a d it a lo u d . T h e n r e a d th e  r s t
n e g a tiv e s ta te m e n t a lo u d . A s k , W h a t is th e d iffe r e n c e
b e tw e e n th e s e tw o s ta te m e n ts ? (O n e u s e s th e w o rd
n o t.) H o w d o w e m a k e a s e n te n c e n e g a tiv e ? (A d d th e
w o r d n o t.)
• A s k S s to m a k e o n e a f r m a tiv e a n d o n e n e g a tiv e
s im p le p r e s e n t b e s ta te m e n t a b o u t th e m s e lv e s . (F o r
e x a m p le , I a m a s tu d e n t. I a m n o t a d o c to r.) R e p e a t th e
p r o c e s s u s in g h e o r s h e . (F o r e x a m p le , S h e is a s tu d e n t.
S h e is n o t a d o c to r.)
• F o c u s o n th e y e s / n o q u e s tio n a n d a n s w e r in th e c h a r t.
R e a d th e e x a m p le s a lo u d . E x p la in th a t w e c a n a n s w e r
th e s e q u e s tio n s in th e a f r m a tiv e o r n e g a tiv e .
• R e a d th e in fo r m a tio n q u e s tio n s a lo u d . P o in t o u t th a t
th e W h - w o r d s W h o a n d W h e r e c a n a ls o b e c o n tr a c te d
in th e th ir d p e r s o n s in g u la r.
• R e a d th e N o te s a lo u d . T h e n g o o v e r th e lis t o f
E X T E N S IO N T o p r a c tic e y e s / n o a n d in fo r m a tio n
q u e s tio n s , b r in g p h o to s o f p la c e s S s w ill r e c o g n iz e .
H o ld u p a p h o to a n d a s k S s q u e s tio n s a b o u t it. (F o r
e x a m p le , h o ld u p a p h o to o f th e S ta tu e o f L ib e r ty .) A s k ,
I s s h e b i g ? ( Y e s , s h e i s . ) W h e r e i s s h e ? ( S h e ’s i n N e w Y o r k
C ity .) E n c o u r a g e S s to m a k e u p th e ir o w n q u e s tio n s
a b o u t e a c h p la c e a n d a s k o th e r S s th e s e q u e s tio n s .
E X T E N S IO N B o o k s c lo s e d . T o te s t S s ’ u n d e r s ta n d in g
o f c o n tr a c tio n s , w r ite th e fo llo w in g p h r a s e s o n th e
b o a r d : I a m , I a m n o t, Y o u a r e , Y o u a r e n o t, H e is , H e
is n o t, S h e is , S h e is n o t, It is , It is n o t, W e a r e , W e a r e
n o t, T h e y a r e , T h e y a r e n o t, W h e r e is , W h e n is . A s k S s
to w r ite th e c o n tr a c te d fo r m s o f th e w o r d s in th e ir
n o t e b o o k s . ( I’m , I’m n o t , Y o u ’r e , Y o u a r e n ’t / Y o u ’r e
n o t , H e ’s , H e i s n ’t / H e ’s n o t , S h e ’s , S h e i s n ’t / S h e ’s
n o t , I t ’s , I t i s n ’t , W e ’r e , W e a r e n ’t / W e ’r e n o t , T h e y ’r e ,
T h e y a r e n ’t / T h e y ’r e n o t , W h e r e ’s , W h e n ’s )
• F o r m o r e in fo r m a tio n a b o u t th e s im p le p r e s e n t o f b e ,
h a v e S s tu rn to th e c h a rt o n p a g e 1 5 0 .
• F o r g r a m m a r p r a c tic e , h a v e S s tu r n to th e g r a m m a r
a c tiv itie s o n p a g e 1 2 5 .
c o n tr a c tio n s . P o in t o u t th a t w e d o n o t u s u a lly c o n tr a c t
W h o a re a n d W h e re a re .
UNIT 1
T -6
3 PRONUNCIATION
• A s k , W h a t is a s y lla b le ? (a p a r t o f a w o r d th a t h a s o n e
v o w e l s o u n d ) T h e n r e a d th e N o te o n s tr e s s e d s y lla b le s
a lo u d . P o in t o u t th a t a la r g e d o t a n d b o ld e d te x t
in d ic a te w h ic h s y lla b le is s tr o n g a n d c le a r in a w o r d .
• D ir e c t S s ’ a tte n tio n to th e th r e e w o r d s . P o in t o u t th a t
e a c h h a s o n e s tr e s s e d s y lla b le . S a y , W e s tr e s s d iffe r e n t
s y lla b le s in d iffe r e n t w o r d s .
• P la y th e a u d io . H a v e S s lis te n . T h e n h a v e th e m lis te n
a n d re p e a t.
• F o c u s o n th e s tr e s s p a tte r n s a t th e b e g in n in g o f e a c h
ite m . E lic it a n e x a m p le o f e a c h s tr e s s p a tte r n . (F o r
e x a m p le , fo r ite m 1 : M E E tin g )
• T h e n fo c u s o n th e lis t o f w o r d s th a t fo llo w s e a c h s tr e s s
p a tte r n . P o in t o u t th a t S s c a n c ir c le m o r e th a n o n e
w o rd fo r e a c h s tre s s p a tte rn .
• P la y th e a u d io . H a v e S s m a r k th e s tr e s s o v e r th e
s y lla b le s a s th e y lis te n .
• P la y th e a u d io a g a in . T h is tim e , h a v e S s c ir c le th e
w o rd s th a t h a v e th e s tre s s s h o w n .
• P a ir S s . H a v e th e m c o m p le te th e e x e r c is e . C ir c u la te
a n d c h e c k p r o n u n c ia tio n a s S s w o r k .
E X T E N S IO N P u t S s in to s m a ll g r o u p s . H a v e th e m
th in k o f tw o a d d itio n a l w o r d s th a t  t e a c h s tr e s s
p a tte r n in 3 B . A s k S s to w r ite th e ir w o r d s o n in d e x
c a r d s . H a v e S s r e a d th e ir c a r d s a lo u d to S s in a n o th e r
g r o u p a n d s e e if th o s e S s c a n id e n tify th e s tr e s s
p a tte r n s . E n c o u r a g e S s to a d d a n y n e w v o c a b u la r y to
th e ir n o te b o o k s .
4 CONVERSATION
• D r a w a tte n tio n to th e p ic tu r e . A s k , W h o a r e th e s e
p e o p le ? (S im o n , Y u k i, a n d Z o e y ) If n e c e s s a r y , h a v e S s
r e fe r b a c k to th e c h a r a c te r b io s o n p a g e 4 to r e m in d
S s w h o th e p e o p le a r e . T h e n a s k , W h e r e a r e th e y ? (in a
m e e tin g r o o m )
• H a v e S s lo o k a t th e c h a r t. E x p la in th a t th e y w ill h e a r
S im o n , Y u k i, a n d Z o e y ta lk in g a b o u t th e ir jo b s .
• B e fo r e th e y lis te n , h a v e S s p r e v ie w th e q u e s tio n s to g e t
a n id e a o f th e c o n v e r s a tio n .
• H a v e S s lis te n o r w a tc h . H a v e th e m c o m p le te th e c h a r t.
• H a v e S s lis te n a g a in if a p p r o p r ia te .
• G o o v e r th e a n s w e r s a s a c la s s . If a p p r o p r ia te , p la y th e
a u d io / v id e o a g a in .
• A s k S s to s k im th e c o n v e r s a tio n a n d p r e d ic t w a y s th e
g a p s m ig h t b e  lle d .
• T h e n h a v e th e m lis te n a n d  ll in th e g a p s w ith th e
w o rd s th e y h e a r.
• C a ll o n tw o S s to r e a d th e c o m p le te d c o n v e r s a tio n . G o
o v e r a n y q u e s tio n s .
• F o c u s o n th e c o n te n t o f th e c o n v e r s a tio n . A s k , W h e r e
is S im o n fr o m ? (T o r o n to , C a n a d a ) W h e r e is Y u k i fr o m ?
(T o k y o , J a p a n )
• P la y th e a u d io a n d h a v e S s r e p e a t c h o r a lly , lin e b y lin e .
• M o d e l th e c o n v e r s a tio n .
• H a v e S s lis te n a n d r e p e a t a g a in .
• T h e n in p a ir s , h a v e S s p r a c tic e th e c o n v e r s a tio n .
C ir c u la te a n d lis te n fo r p r o n u n c ia tio n is s u e s . T im e
p e r m ittin g , h a v e S s s w a p r o le s a n d p r a c tic e a g a in .
• H a v e S s u s e th e m o d e l in 4 B to m a k e n e w
c o n v e r s a tio n s u s in g th e n e w w o r d s . S a y , R e p la c e th e
h ig h lig h te d w o r d s in th e m o d e l w ith th e w o r d s w ith th e
s a m e c o lo r .
• H a v e S s u s e th e m o d e l in 4 B to m a k e n e w
c o n v e r s a tio n s a g a in . T h is tim e , th e y s h o u ld r e p la c e th e
h ig h lig h te d w o r d s w ith th e ir o w n id e a s .
• F o r lo w e r -le v e l S s , R e fe r th e m b a c k to th e v o c a b u la r y
lis t o n p a g e 6 f o r o t h e r jo b s t h e y c a n u s e if t h e y c a n ’t
th in k o f th e ir o w n .
5 TRY IT YOURSELF
• C a ll o n tw o v o lu n te e r s to r e a d th e e x a m p le
c o n v e r s a tio n a lo u d .
• In p a ir s , h a v e S s c o n d u c t th e ir o w n c o n v e r s a tio n s
a b o u t w h a t th e y d o . T e ll th e m th e y c a n m a k e u p
a n s w e r s if th e y w a n t.
T E A C H IN G T IP W a lk a r o u n d a n d lis te n to S s ’
c o n v e r s a t io n s . T a k e n o t e s o n e r r o r s , b u t d o n ’t
in te r r u p t. T h is a llo w s S s to fo c u s o n  u e n c y . A fte r
c o m p le tin g th e a c tiv ity , g o o v e r c o m m o n p r o b le m s a s
a c la s s . If a p p r o p r ia te , h a v e S s r e p e a t th e e x e r c is e .
• C ir c u la te a n d h e lp a s n e e d e d .
• H a v e S s w a lk a r o u n d a n d te ll th r e e c la s s m a te s w h a t
th e ir p a r tn e r d o e s .
L O O K F O R W h ile S s a r e c o m p le tin g th e T r y It
Y o u r s e lf a c tiv ity , w a lk a r o u n d th e c la s s a n d lis te n to S s ’
c o n v e r s a tio n s . C h e c k to m a k e s u r e th a t S s a r e :
✓ u s in g th e s im p le p r e s e n t o f th e v e r b b e
✓ u s in g a n d p r o n o u n c in g c o n tr a c tio n s c o r r e c tly
✓ u s in g a f r m a tiv e s ta te m e n ts
✓ p r o n o u n c in g w o r d s w ith th e c o r r e c t
s y lla b le s s tr e s s e d
T -7
UNIT 1
E X IT T IC K E T H a v e S s lin e u p a t th e d o o r w h e n th e
c la s s is a lm o s t o v e r. T o r e v ie w , s h a k e h a n d s w ith e a c h
S a n d s a y :
T : H i. I’m [ y o u r n a m e ] . I’m a t e a c h e r .
S : N i c e t o m e e t y o u , [ y o u r n a m e ] . I ’m [ S ’s n a m e ] .
I’m a [ jo b ] .
N o te w h ic h S s s p e a k w ith e a s e a n d w h ic h o n e s a r e
le s s s u r e o f th e m s e lv e s .
C O A C H
3 PRONUNCIATION
S tr e s s e d s y lla b le s
In w o r d s w it h m o r e t h a n o n e s y lla b le ,
o n e s y lla b le is s tr e s s e d : t e a • c h e r T h e
s tr e s s e d s y lla b le is s tr o n g a n d c le a r.
L is te n . N o tic e th e s tr e s s e d s y lla b le in e a c h w o r d .
T h e n lis te n a n d r e p e a t.
0 1 -0 3
s c i• e n c e
a c • c o u n t• a n t
h o s • p i• ta l
L is te n . C ir c le th e w o r d s th a t h a v e th e s tr e s s s h o w n . T h e n lis te n a n d r e p e a t th e w o r d s
w ith th e s tr e s s s h o w n .
0 1 -0 4
d o c to r
c o m p u te r
jo u r n a lis t
1 .
2 .
3 .
h o te l
a tte n d a n t
p h a r m a c is t
la w y e r
a s s is ta n t
e n g in e e r
p ilo t
re s e a rc h e r
m a n a g e r
P A IR S S a y tw o w o r d s . T h e n ta lk w ith y o u r p a r tn e r. D o th e tw o w o r d s h a v e th e s a m e o r
d iffe r e n t s tr e s s e d s y lla b le s ?
4 CONVERSATION
0 1 -0 5
L is te n o r w a tc h . C o m p le te th e c h a r t. C h e c k th e n a m e s to a n s w e r th e q u e s tio n s .
S im o n
1 . W h o is a s o c ia l m e d ia m a n a g e r ?
Y u k i
✓
✓
2 . W h o is a m a r k e t r e s e a r c h e r ?
✓
3 . W h o is a m a r k e tin g s tu d e n t?
0 1 -0 6
Z o e y
L is te n o r w a tc h . C o m p le te th e c o n v e r s a tio n .
Y u k i:
S o , S im o n , w h e r e a r e y o u fr o m ?
T o ro n to
S im o n : I’m f r o m
Y u k i:
O h , y e a h ?
m a n a g e r.
I’m
I’m
. I’m a m a r k e t r e s e a r c h e r .
a s o c ia l m e d ia
fro m T o k y o .
S i m o n : O h , t h a t ’s g r e a t !
0 1 -0 7
L is te n a n d r e p e a t. T h e n p r a c tic e w ith a p a r tn e r.
P A IR S M a k e tw o n e w c o n v e r s a tio n s . U s e th e s e w o r d s
o r y o u r o w n id e a s . U s e y o u r o w n n a m e s a n d p la c e s .
a la w y e r
a te a c h e r
a d o c to r
a n u rs e
5 TRY IT YOURSELF
M A K E IT P E R S O N A L In tr o d u c e y o u r s e lf to a p a r tn e r. T a lk a b o u t w h a t y o u d o .
A : H i . I ’m L i s a . I ’m a n u r s e .
B : N i c e t o m e e t y o u , L i s a . I ’m F r a n c o . I ’m a s t u d e n t .
W A L K A R O U N D
In tr o d u c e y o u r p a r tn e r to th r e e c la s s m a te s .
A : T h i s i s F r a n c o . H e ’s a s t u d e n t .
I CAN TALK ABOUT WHAT I DO.
UNIT 1
7
LESSON 2
DESCRIBE YOUR COMMUTE
S IM O N H A R R IS
@ S im o n H
I ju s t lis t e n e d t o a p o d c a s t a b o u t h o w
p e o p le g e t t o w o r k . O n e g u y t r a v e ls t h r e e
a n d a h a lf h o u r s e v e r y d a y !
1 VOCABULARY C o m m u t i n g
0 1 -0 8
L is te n . T h e n lis te n a n d r e p e a t.
M y a p a r t m e n t is c lo s e to w o rk .
It ta k e s m e fi fte e n m in u te s t o g e t
to m y o f c e . I h a v e a
s h o rt c o m m u te .
0 1 -0 9
M y h o u s e is fa r fro m w o rk .
M y o f c e is tw o h o u rs a w a y .
I h a v e a lo n g c o m m u te .
L is te n to e a c h p e r s o n . C ir c le th e c o r r e c t a n s w e r.
1 . A n n a h a s a lo n g / s h o rt c o m m u te .
2 . It ta k e s J e ff a lo n g / s h o r t tim e to g e t to w o r k .
3 . M e l a n i e ’s a p a r t m e n t i s c l o s e t o / f a r f r o m w o r k .
C O A C H
2 GRAMMAR S i m p l e p r e s e n t : R e v i e w
A ffi r m a tiv e s ta te m e n ts
N e g a tiv e s ta te m e n ts
S u b je c t
S u b je c t
I
W e
H e
V e rb
liv e
liv e s
I
c lo s e to s c h o o l.
W e
H e
D o / D o e s
d o
N o t
B a s e fo rm
o f v e rb
n o t
h a v e
a lo n g c o m m u te .
d o e s
N o te s
• W e a lm o s t a lw a y s u s e c o n tr a c tio n s w ith d o a n d d o e s + n o t in s p e a k in g a n d in fo r m a l w r itin g .
d o n o t ➞d o n ’t
d o e s n o t ➞d o e s n ’t
D o , h a v e , a n d g o a r e ir r e g u la r w ith h e , s h e , a n d it.
•
S p e llin g r u le s fo r v e r b s w ith h e , s h e , a n d it
• F o r m o s t v e rb s , a d d – s to th e b a s e fo rm .
• F o r v e r b s th a t e n d in – c h , -s , -s h , -x , o r -z , a d d -e s .
• F o r v e r b s th a t e n d in a c o n s o n a n t + -y ,
c h a n g e th e -y to -i a n d a d d -e s .
d o ➞d o e s
h a v e ➞h a s
w o r k ➞w o r k s
t e a c h ➞t e a c h e s
s t u d y ➞s t u d ie s
g o ➞g o e s
p la y ➞p la y s
m is s ➞m is s e s
c a r r y ➞c a r r ie s
8
>> FOR PRACTICE, GO TO PAGE 126
UNIT 1
LESSON 2 DESCRIBE YOUR COMMUTE
C h o o s e a w a r m -u p a c tiv ity fr o m th e W a r m -U p A c tiv ity B a n k o n p a g e x x ii.
• R e a d th e le s s o n title a lo u d . A s k , W h a t d o e s it m e a n to
c o m m u te ? (tra v e l to a n d fro m w o rk )
• R e a d th e s o c ia l m e d ia m e s s a g e a lo u d . A s k , W h a t d id
S im o n lis te n to ? (a p o d c a s t a b o u t h o w p e o p le g e t
to w o r k ) W h a t is a p o d c a s t? (a d ig ita l a u d io  le . Y o u
c a n d o w n lo a d it fr o m a c o m p u te r, p h o n e , ta b le t, o r
o th e r m o b ile d e v ic e .) D o e s a n y o n e h e r e r e c o m m e n d
p o d c a s ts to p e o p le o n s o c ia l m e d ia ? D o y o u r e s p o n d
to p o s ts lik e th is o n e o n s o c ia l m e d ia ?
1 VOCABULARY
• H a v e S s lo o k a t th e p h o to s a n d m a p . T h e n h a v e S s
lis te n , a n d th e n lis te n a n d r e p e a t.
• T o te s t u n d e r s ta n d in g , a s k , W h e r e d o th e s e p e o p le
w o r k ? (in th e o f c e ) W h e r e d o e s th e m a n liv e ? (in a n
a p a r tm e n t, c lo s e to th e o f c e , in M a n h a tta n ) W h e r e
d o e s th e w o m a n liv e ? (in a h o u s e fa r fr o m th e o f c e ,
in Q u e e n s ) H o w lo n g d o e s it ta k e th e m to g e t to w o r k ?
(It ta k e s th e m a n  fte e n m in u te s a n d th e w o m a n
tw o h o u r s .)
• H a v e S s p r e v ie w th e s ta te m e n ts b e fo r e th e y lis te n .
T h e n h a v e th e m lis te n a n d c ir c le th e c o r r e c t a n s w e r s .
• G o o v e r th e a n s w e r s a s a c la s s .
E X T E N S IO N H a v e S s lis te n a g a in a n d th e n w r ite
tw o a d d itio n a l s e n te n c e s a b o u t e a c h p e r s o n in th e
lis te n in g . (F o r e x a m p le , A n n a liv e s c lo s e to w o r k . It
ta k e s A n n a te n m in u te s to g e t to w o r k .) F o r lo w e r le v e l S s , h a v e th e m c o m p le te th is ta s k in p a ir s .
2 GRAMMAR
• B o o k s c lo s e d . T o r e v ie w th e s im p le p r e s e n t, w r ite o n
th e b o a r d : I a m a te a c h e r. I liv e in [n a m e o f y o u r c ity o r
to w n ]. U n d e r lin e a m . A s k , W h a t v e r b is th is ? (b e ) W h a t
te n s e is th e v e r b in ? (th e s im p le p r e s e n t) U n d e r lin e liv e .
S a y , W h a t te n s e is th is v e r b in ? (th e s im p le p r e s e n t)
S a y , T h is le s s o n is a b o u t s im p le p r e s e n t s ta te m e n ts th a t
d o n ’t in c lu d e t h e v e r b b e .
• F o c u s o n th e g r a m m a r c h a r t. P o in t to th e a f r m a tiv e
s ta te m e n ts a n d r e a d th e m a lo u d . A s k , H o w a r e th e s e
th r e e s e n te n c e s d iffe r e n t fr o m e a c h o th e r ? (T h e y h a v e
d iffe r e n t s u b je c ts a n d d iffe r e n t fo r m s o f th e v e r b liv e .)
W h e n d o w e u s e liv e ? (w ith th e s u b je c ts I, y o u , w e ,
th e y ) W h e n d o w e u s e liv e s ? (w ith th e s u b je c ts h e ,
s h e ,it )
• P o in t to th e n e g a tiv e s ta te m e n ts a n d r e a d th e m a lo u d .
S a y , T h e n e g a tiv e fo r m u s e s n o t a n d th e b a s e fo r m o f
th e v e rb .
• F o c u s o n th e  r s t N o te . E x p la in th a t fo r th e n e g a tiv e ,
w e u s e d o n ’t o r d o e s n ’t in s p e a k in g a n d in f o r m a l
w r itin g .
• F o c u s o n th e N o te a b o u t d o , h a v e , a n d g o . R e a d th e
e x a m p le s a lo u d . E x p la in th a t th e s e v e r b s h a v e r e g u la r
fo r m s w ith I, y o u , w e , a n d th e y , b u t th e y a r e ir r e g u la r
w ith h e , s h e , a n d it.
• F o c u s o n th e s p e llin g r u le s . W r ite o n th e b o a r d : w o r k s ,
te a c h s , s tu d y s . A s k , W h ic h w o r d is s p e lle d c o r r e c tly ?
(w o r k s ) C r o s s o u t th e tw o in c o r r e c t s p e llin g s . T h e n
r e a d th e s p e llin g r u le s fo r v e r b s w ith h e , s h e , a n d
ita lo u d . T e ll S s th a t s p e llin g e r r o r s a r e c o m m o n
a n d k n o w in g th e s p e llin g r u le s c a n h e lp th e m a v o id
m is ta k e s .
• W r ite th e s p e llin g r u le s o n th e b o a r d . A s k , W h a t is
o n e m o r e v e r b fo r e a c h r u le ? (F o r e x a m p le , ta lk / ta lk s ,
p a s s / p a s s e s , h u r r y / h u r r ie s ) W r ite th e v e r b s o n th e
b o a r d n e x t to th e r u le s .
E X T E N S IO N B o o k s c lo s e d . G iv e S s a s p e llin g q u iz .
S a y th e b a s e fo r m s o f v e r b s a n d h a v e S s w r ite th e
s im p le p r e s e n t fo r m s fo r h e , s h e , a n d it. G iv e S s a n
e x a m p le . S a y s e e a n d e lic it th e fo r m s e e s . W r ite it o n
th e b o a rd .
P o s s ib le v e r b s to in c lu d e in th e q u iz : to u c h (to u c h e s ),
w o r r y (w o r r ie s ), w a lk (w a lk s ), w is h (w is h e s ), m ix (m ix e s ),
m a r r y (m a r r ie s ), s to p (s to p s ), w a tc h (w a tc h e s ),
w r ite (w r ite s )
• F o r m o r e in fo r m a tio n a b o u t th e s im p le p r e s e n t, h a v e
S s tu rn to th e c h a rt o n p a g e 1 5 0 .
• F o r g r a m m a r p r a c tic e , h a v e S s tu r n to th e g r a m m a r
a c tiv itie s o n p a g e 1 2 6 .
UNIT 1
T -8
3 LISTENING
• D r a w a tte n tio n to th e p e o p le in th e p ic tu r e s . A s k ,
W h e r e is th e m a n ? (in a c a r ) W h e r e is th e w o m a n ? (in
a n o f c e in h e r h o m e ) A s k , W h a t k in d s o f jo b s d o y o u
th in k th e p e o p le h a v e ? (A n s w e r s w ill v a r y .) H o w d o
y o u th in k th e y g e t to w o r k ? (F o r e x a m p le , T h e w o m a n
w o r k s fr o m h o m e . T h e m a n d r iv e s to w o r k .)
• H a v e S s t u r n b a c k t o S i m o n ’s s o c i a l m e d i a m e s s a g e o n
p a g e 8 . S a y , N o w w e a r e g o in g to lis te n to th e p o d c a s t
S im o n is ta lk in g a b o u t in th is m e s s a g e .
• B e fo r e th e y lis te n , h a v e S s p r e v ie w th e s e n te n c e s .
T h e n h a v e S s lis te n a n d m a r k th e c o r r e c t a n s w e r. If
a p p r o p r ia te , h a v e th e m lis te n a g a in .
• A s k a v o lu n te e r to id e n tify th e tr u e s e n te n c e .
• B e fo r e S s s ta r t th is ta s k , g o o v e r th e in fo r m a tio n in th e
L is te n in g S k ill b o x . A s k , W h a t a r e th e n a m e s y o u h e a r d
in th e p o d c a s t? (R a n d a ll B a x te r, E le n a O r tiz , K in g s to n ,
N e w Y o r k , N e w Y o r k C ity , W o o d b u r y , T a r r y to w n , M e x ic o
C ity ) W r ite th e s e o n th e b o a r d . A s k S s to s e p a r a te th e
n a m e s in to p e o p le a n d p la c e s . (P e o p le : R a n d a ll B a x te r,
E le n a O r tiz ; P la c e s : K in g s to n , N e w Y o r k , N e w Y o r k C ity ,
W o o d b u r y , T a r r y to w n , M e x ic o C ity )
• P la y th e a u d io a g a in a n d h a v e S s lis te n fo r n a m e s a n d
O P T IO N F o r lo w e r - le v e l S s , p a u s e th e a u d io a fte r
e a c h n a m e a n d m a k e s u r e S s h e a r d it.
• P a ir S s . R e a d th e e x a m p le a lo u d . H a v e S s d e s c r ib e th e
p e o p le a n d th e ir c o m m u te s .
O P T IO N F o r lo w e r - le v e l S s , p r o v id e a d d itio n a l
g u id a n c e to h e lp th e m c o m p le te th e ta s k . W r ite
R a n d a ll B a x te r a n d E le n a O r tiz o n th e b o a r d a n d e lic it
a fe w fa c ts a b o u t e a c h p e r s o n . (F o r e x a m p le , R a n d a ll
B a x te r : liv e s in K in g s to n , N e w Y o r k ; w o r k s in N e w Y o r k
C ity ...) T h e n h a v e S s u s e th is in fo r m a tio n to d e s c r ib e
th e p e o p le .
E X T E N S IO N H a v e a c la s s d is c u s s io n a b o u t th e
p e o p le a n d c o m m u te s d e s c r ib e d in th e lis te n in g .
A s k q u e s tio n s to s tim u la te th e d is c u s s io n : W h o d o
y o u th in k h a s a b e tte r c o m m u te : R a n d a ll o r E le n a ?
D o y o u t h i n k i t ’s b e t t e r t o h a v e a l o n g c o m m u t e o r n o
c o m m u t e ? I s R a n d a l l ’s c o m m u t e t o o l o n g f o r y o u ? I s
E l e n a ’s c o m m u t e t o o s h o r t ? D o y o u a g r e e t h a t  f t e e n
m in u te s is a p e r fe c t c o m m u te ? W h y / w h y n o t? W h a t
k in d o f c o m m u te d o y o u w a n t?
a n s w e r th e q u e s tio n s . T h e n p la y th e a u d io o n c e m o r e
to c h e c k . L e t th e m lis te n a g a in if a p p r o p r ia te .
4 TRY IT YOURSELF
• S o lic it v o lu n te e r s to r e a d th e e x a m p le c o n v e r s a tio n
a lo u d . E n c o u r a g e S s to ta lk a b o u t w h e r e th e y liv e , h o w
th e y c o m m u te , a n d h o w lo n g th e ir c o m m u te ta k e s . If
a p p r o p r ia te , b e fo r e S s b e g in , r e v ie w v o c a b u la r y fo r
w a y s to c o m m u te . (F o r e x a m p le , I ta k e th e b u s . I ta k e
th e tr a in . I d r iv e . I w a lk to w o r k .)
• H a v e S s ta lk in p a ir s . C ir c u la te a n d h e lp a s n e e d e d .
• T h e n s a y , R a is e y o u r h a n d if y o u h a v e a s h o r t c o m m u te .
C o u n t th e n u m b e r o f S s a n d w r ite it o n th e b o a r d . S a y ,
R a is e y o u r h a n d if y o u h a v e a lo n g c o m m u te . W r ite th is
n u m b e r o n th e b o a rd . A s k , D o m o re s tu d e n ts h a v e a
s h o r t c o m m u te o r a lo n g c o m m u te ?
T E A C H IN G T IP W h e n y o u c o n d u c t a p e r s o n a liz a tio n
a c tiv ity in c la s s , it c a n b e h e lp fu l to s ta r t th e a c tiv ity
b y s h a r in g in fo r m a tio n a b o u t y o u r s e lf. S s a p p r e c ia te
p e r s o n a l e x a m p le s , a n d it h e lp s th e m to u n d e r s ta n d
th e ta s k b e tte r. (Y o u c a n p r o v id e fa ls e in fo r m a tio n
if y o u d o n ’t f e e l c o m f o r t a b le g iv in g t h e c la s s y o u r
p e r s o n a l d e ta ils .)
L O O K F O R W h ile S s a r e c o m p le tin g th e T r y It
Y o u r s e lf a c tiv ity , w a lk a r o u n d th e c la s s a n d lis te n to S s ’
c o n v e r s a tio n s . C h e c k to s e e if S s a r e
✓ u s in g th e s im p le p r e s e n t c o r r e c tly
✓ u s in g c o n tr a c tio n s fo r n e g a tiv e s ta te m e n ts
✓ u s in g p h r a s e s to d e s c r ib e c o m m u tin g
• R e a d th e d ir e c tio n s fo r th e p o ll. A s k , W h a t d o y o u
E X IT T IC K E T H a v e S s w r ite tw o o r th r e e s e n te n c e s
a b o u t th e ir o w n c o m m u te s o n a b la n k c a r d o r p ie c e
o f p a p e r. C o lle c t c a r d s a s S s le a v e . R e a d th e c a r d s to
id e n tify a r e a s fo r r e v ie w in la te r le s s o n s a n d to id e n tify
in d iv id u a l S s w h o m a y n e e d a d d itio n a l p r a c tic e .
th in k is a s h o r t c o m m u te ? If S s h a v e tr o u b le a n s w e r in g ,
r e p h r a s e th e q u e s tio n to D o y o u th in k te n m in u te s is
a s h o rt c o m m u te ? If S s a n s w e r y e s , th e n a s k , Is tw e n ty
m in u te s a s h o r t c o m m u te ? K e e p a d d in g m in u te s u n til
T -9
S s a n s w e r n o . T h e n s a y , S o y o u th in k X X m in u te s is a
lo n g c o m m u te .
UNIT 1
3 LISTENING
01-11 L sten to the o cast about
commut n . heck the true sentence
accor n to the o cast.
ost eo le have long commutes.
.
any eo le want to commute.
.
any eo le think about work
during their commutes.
.
✓
01-12 L sten a
sentences.
a n. om lete the
rcle the correct answer.
. Randall Baxter lives in
.
a. Kingston
b. Woodbury
c. New York City
. Randall’s commute takes
a. one minute
.
LISTENIN SKILL isten or names
You don’t need to understand every word. Think
about the information you need. While you listen to
the podcast, listen for the names of the people and
places. This can help you understand.
.
b. one hour
c. more than an hour
walks to work.
a. Randall Baxter
lena rti
. or many eo le the er ect commute is
.
a. one minute
b.
teen minutes
c. Nobody
b.
c.
orty minutes
PAIRS Talk about the eo le n the l sten n . escr be the r commutes.
Randall Baxter lives far from work. Every morning, he drives for about an hour. Then he…
4 TRY IT YOURSELF
MAKE IT PERSONAL Talk about your commute to work or school.
A : I live close to school, so I have a short commute. It takes ten minutes. I take the bus.
B : I live far from school…
TAKE A POLL How many eo le ha e short commutes
How many ha e lon commutes
I CAN DESCRIBE MY COMMUTE.
UNIT 1
LESSON3
TALK ABOUT WHAT PEOPLE DO AT WORK
SIMON HARRIS
@SimonH
What a long day! Great to meet everyone,
but now I need ome o ee …
1 VOCABULARY Work activities
01-13 Listen. Then listen and repeat.
cookfood
helppeople
superviseworkers
travel for work
answer phones
makepresentations
order supplies
meet newpeople
servecustomers
writereports
Circle the correct phrase.
1. A chef cooks food / travels for work in a restaurant.
2. Nurses help people / serve customers every day.
3. Lin is a market researcher. She orders supplies for / writes reports about products.
PAIRS Talk about jobs you kno
ell. escribe the jobs ith the phrases in 1A.
A : How about hotel managers? B : They do a lot of things! They supervise workers and…
COACH
2 GRAMMAR Simple present, yes / no and wh- questions: Review
Yes / No questions
Do
Subject
Do
you
Does
she
Short answers
Base form
of verb
work
Yes
at ni ht
es,
Subject do
do.
she
Wh- questions
Wh- word
What
Where
What
Why
does
No,
Subject do not
don’t.
she
doesn’t.
Answers
do / does Subject
do
does.
No
Base form
of verb
you
do
’m a teacher.
they
work
n a hotel.
she
do
at work
She serves customers.
ac
study
marketin
ecause he likes it.
>>FOR PRACTICE, GO TO PAGE 127
1
UNIT 1
LESSON 3 TALK ABOUT WHAT PEOPLE DO AT WORK
C h o o s e a w a r m -u p a c tiv ity fr o m th e W a r m -U p A c tiv ity B a n k o n p a g e x x ii.
• R e a d th e title o f th e le s s o n . A s k , W h a t k in d s o f th in g s
d o p e o p le d o a t w o r k ? S e e h o w m a n y a c tiv itie s S s c a n
th in k o f.
• R e a d th e s o c ia l m e d ia m e s s a g e a lo u d . A s k , W h y d o e s
S im o n n e e d c o ffe e ? (H e h a d a lo n g d a y a t w o r k .) D o
y o u e v e r fe e l th e w a y S im o n d o e s a fte r w o r k ?
1 VOCABULARY
• B e fo r e y o u p r e s e n t th e v o c a b u la r y , h a v e S s tu r n b a c k
• H a v e S s r e a d th e s e n te n c e s a n d c ir c le th e c o r r e c t
to th e jo b s v o c a b u la r y o n p a g e 6 . A s k , W h a t d o e s a
p ilo t d o ? (F o r e x a m p le , S h e w o r k s o n a n a ir p la n e . S h e
 ie s a n a ir p la n e .)
p h r a s e s . T e ll th e m to lo o k a t th e p ic tu r e s in 1 A if
a p p r o p r ia te .
• T u r n b a c k to th e p ic tu r e s o f w o r k a c tiv itie s o n p a g e 1 0 .
S a y , T h e s e a r e s o m e w o r k a c tiv itie s th a t p e o p le d o . A s k ,
D o e s a p ilo t d o a n y o f th e s e ? (y e s — tr a v e ls fo r w o r k ,
m e e ts n e w p e o p le )
• P la y th e a u d io a n d h a v e S s fo llo w a lo n g .
• A s k a fe w fo llo w -u p q u e s tio n s to m a k e s u r e S s
u n d e r s ta n d a ll th e te r m s . F o r e x a m p le , p o in t to th e
p ic tu r e fo r s u p e r v is e w o r k e r s . A s k , W h o is th e b o s s
in th is p ic tu r e ? (th e w o m a n ) W h a t is s h e d o in g ?
( S h e ’s t e l l i n g t h e m e n w h a t t o d o . ) F o c u s o n t h e
p ic tu r e fo r m a k e p r e s e n ta tio n s . A s k , W h o is m a k in g a
p r e s e n ta tio n ? (th e w o m a n in th e b lu e s h ir t) W h a t is s h e
d o i n g ? ( S h e ’s t e l l i n g p e o p l e a b o u t a b u s i n e s s . )
• G o o v e r th e a n s w e r s a s a c la s s .
• T e ll S s th e y w ill ta lk a b o u t jo b s th e y k n o w w e ll u s in g
th e p h r a s e s in 1 A .
• A s k tw o S s to r e a d th e e x a m p le c o n v e r s a tio n a lo u d .
• In p a ir s , h a v e S s d is c u s s s e v e r a l d iffe r e n t jo b s . T h e n
c a ll o n p a ir s to s h a r e th e ir c o n v e r s a tio n s w ith th e c la s s .
O P T IO N In p a ir s , h a v e S s lis t o th e r w o r k a c tiv itie s
th e y a r e fa m ilia r w ith . M a k e a lis t o f p h r a s e s o n th e
b o a r d a n d e n c o u r a g e S s to a d d n e w p h r a s e s to th e ir
te x tb o o k s o r n o te b o o k s .
• H a v e S s lis te n a g a in a n d r e p e a t.
2 GRAMMAR
• B o o k s c lo s e d . T o r e v ie w s im p le p r e s e n t q u e s tio n s ,
w r ite , D o y o u w o r k a t n ig h t? o n th e b o a r d . S a y , T h is
is m y a n s w e r to th is q u e s tio n . T h e n w r ite Y e s , I d o . o r
N o , I d o n ’t . o n t h e b o a r d , d e p e n d in g o n if y o u r c la s s
is d u r in g th e d a y o r a t n ig h t. L e a v e th e w o r d s o n th e
b o a r d to r e fe r to la te r.
• B o o k s o p e n . D r a w S s ’ a tte n tio n to th e y e s / n o
q u e s tio n s a n d s h o r t a n s w e r s in th e g r a m m a r c h a r t.
T h e n g o a r o u n d th e r o o m a n d a s k e a c h S th e q u e s tio n ,
D o y o u w o r k a t n ig h t?
• A fte r e v e r y o n e a n s w e r s th e q u e s tio n , q u iz S s to s e e
if th e y r e m e m b e r w h a t th e ir c la s s m a te s s a id . P o in t
to a fe m a le S a n d a s k , D o e s s h e w o r k a t n ig h t? E lic it
a n s w e r s . ( Y e s , s h e d o e s . o r N o , s h e d o e s n ’t .)
• F o c u s o n th e s e c o n d p a rt o f th e g ra m m a r c h a rt o n
in fo r m a tio n q u e s tio n s a n d a n s w e r s . P o in t to th e
e x a m p le s a n d r e a d th e m a lo u d . S a y , L o o k a t th e w o r d
o r d e r fo r in fo r m a tio n q u e s tio n s . T h e w h - w o r d c o m e s
 r s t, th e n d o / d o e s , th e n th e s u b je c t o f th e q u e s tio n ,
a n d th e n th e b a s e fo r m o f th e v e r b . A ls o p o in t o u t th a t
w e c a n a n s w e r th e s e q u e s tio n s w ith lo n g a n s w e r s (fo r
e x a m p le , I w o r k in a h o te l) o r s h o r t a n s w e r s (in a h o te l).
• G o a r o u n d th e r o o m a n d a s k e a c h S th e q u e s tio n ,
W h e r e d o y o u s tu d y E n g lis h ? E lic it a n s w e r s . (F o r
e x a m p le , a t s c h o o l, a t h o m e , in th e lib r a r y )
E X T E N S IO N P a ir S s a n d a s k th e m to in te r v ie w e a c h
o th e r u s in g th e q u e s tio n s in th e g r a m m a r c h a r t. H a v e
th e m ta k e n o te s a n d th e n in tr o d u c e th e ir p a r tn e r to
th e c la s s u s in g th e in fo r m a tio n th e y h a v e le a r n e d .
• F o r g r a m m a r p r a c tic e , h a v e S s tu r n to th e g r a m m a r
a c tiv itie s o n p a g e 1 2 7 .
UNIT 1
T -1 0
3 PRONUNCIATION
• R e a d th e S im p le p r e s e n t -s e n d in g N o te a lo u d . E x p la in
• H a v e S s lis te n a n d w r ite e a c h w o r d in th e c o r r e c t
th a t s a y in g th e -s s o u n d c o r r e c tly a t th e e n d o f s im p le
p r e s e n t v e r b s is v e r y im p o r ta n t fo r g o o d E n g lis h
p r o n u n c ia tio n .
c o lu m n in 3 A . P la y th e a u d io a g a in if a p p r o p r ia te .
• D r a w a tte n tio n to th e th r e e -c o lu m n c h a r t. T e ll S s th a t
th e s e a r e th e th r e e p o s s ib le w a y s to p r o n o u n c e th e -s
e n d in g . P o in t o u t th a t th e h e a d s in th e c h a r t u s e th e
p h o n e tic a lp h a b e t. S a y , T h is is a n a lp h a b e t th a t s h o w s
th e w a y w o r d s s o u n d . M o d e l th e s o u n d s in e a c h h e a d
f o r S s , e m p h a s i z i n g t h a t t h e /s/ s o u n d i s v o i c e l e s s , t h e
/z/ a n d /ɪz/ s o u n d s a r e v o i c e d , a n d t h e /ɪz/ s o u n d a d d s
a n e x tr a s y lla b le .
• H a v e S s lis te n to th e w o r d s in th e c h a r t. H a v e S s lis te n
a n d re p e a t.
• B e fo r e th e y lis te n , h a v e S s s k im th e e x e r c is e ite m s .
• G o o v e r th e a n s w e r s a s a c la s s . T h e n lis te n a n d r e p e a t.
E X T E N S IO N P la y a g a m e . D iv id e th e c la s s in to s m a ll
g r o u p s . A s k g r o u p s to w r ite d o w n a s m a n y w o r d s a s
th e y c a n fo r e a c h c a te g o r y o f -s e n d in g . E n c o u r a g e
th e m to w r ite w o r d s th a t in c lu d e a ll th e s o u n d s lis te d
in th e p r o n u n c ia tio n b o x . G iv e S s a fe w m in u te s to d o
th is . T h e te a m w ith th e m o s t c o r r e c t n e w w o r d s p e r
c a te g o r y w in s . W r ite a ll th e a n s w e r s o n th e b o a r d s o
S s c a n a d d n e w v o c a b u la r y to th e ir b o o k s .
• H a v e S s w r ite s e n te n c e s in d iv id u a lly . T h e n h a v e S s
r e a d th e ir s e n te n c e s a lo u d to th e ir p a r tn e r s .
• C ir c u la te a n d c h e c k th a t S s a r e p r o n o u n c in g th e
s im p le p r e s e n t -s e n d in g s c o r r e c tly .
4 CONVERSATION
• F o c u s o n th e v id e o s till. A s k , W h o is in th e p ic tu r e ?
(S im o n a n d Z o e y ) T h e n a s k , W h a t a r e S im o n a n d Z o e y
d o in g ? (d r in k in g c o ffe e , ta k in g a b r e a k )
• A s k S s to p r e v ie w th e e x e r c is e ite m s to g e t a n id e a o f
th e c o n v e r s a tio n .
• B o o k s o p e n . R e m in d S s th a t s o m e ite m s h a v e m o r e
th a n o n e c o r r e c t a n s w e r. T h e n h a v e th e m lis te n a n d
c o m p le te th e e x e r c is e in d iv id u a lly .
• G o o v e r th e a n s w e r s a s a c la s s .
• F o c u s o n th e C o n v e r s a tio n S k ill b o x o n th e r ig h t. R e a d
it a lo u d . B o o k s c lo s e d , h a v e S s lis te n o r w a tc h th e
v id e o a g a in . H a v e S s r a is e th e ir h a n d s e v e r y tim e th e y
h e a r a g r e e tin g .
• A s k S s to p r e v ie w th e c o n v e r s a tio n a n d p r e d ic t w a y s
th e g a p s m ig h t b e  lle d .
• H a v e th e m lis te n a n d  ll in th e g a p s w ith th e w o r d s
th e y h e a r.
• C a ll o n tw o S s to r e a d th e c o m p le te d c o n v e r s a tio n . G o
o v e r a n y q u e s tio n s .
• F o c u s o n th e c o n te n t o f th e c o n v e r s a tio n . A s k , W h ic h
q u e s tio n is a n in fo r m a tio n q u e s tio n ? (th e  r s t o n e )
W h ic h is a y e s / n o q u e s tio n ? (th e s e c o n d o n e )
• P la y th e a u d io a n d h a v e S s r e p e a t c h o r a lly , lin e b y lin e .
• M o d e l th e c o n v e r s a tio n in 4 B .
• H a v e S s lis te n a n d r e p e a t a g a in .
• T h e n in p a ir s , h a v e S s p r a c tic e th e c o n v e r s a tio n .
C ir c u la te a n d lis te n fo r p r o n u n c ia tio n is s u e s . T im e
p e r m ittin g , h a v e S s s w a p r o le s a n d p r a c tic e a g a in .
• H a v e S s u s e th e m o d e l in 4 B to m a k e n e w
c o n v e r s a tio n s u s in g th e n e w w o r d s . T h e y s h o u ld
r e p la c e th e h ig h lig h te d w o r d s in th e m o d e l w ith th e
w o r d s w ith th e s a m e c o lo r.
• H a v e S s u s e th e m o d e l in 4 B to m a k e n e w
c o n v e r s a tio n s a g a in . T h is tim e , th e y s h o u ld r e p la c e th e
h ig h lig h te d w o r d s w ith th e ir o w n id e a s .
5 TRY IT YOURSELF
• A s S s ta lk a b o u t th e ir jo b s , e n c o u r a g e th e m to u s e th e
c o n v e r s a tio n in 4 B a s a m o d e l.
O P T IO N F o r lo w e r - le v e l S s , b e fo r e s ta r tin g th e
a c tiv ity , m a k e a lis t o f p o s s ib le jo b s a n d w o r k a c tiv itie s
o n th e b o a rd fo r S s to re fe r to .
• H a v e S s w a lk a r o u n d th e r o o m a n d in te r v ie w o th e r
c la s s m a te s .
T E A C H IN G T IP W h e n y o u c o n d u c t c o n v e r s a tio n b a s e d a c tiv itie s in c la s s , e n c o u r a g e S s to ta lk to n e w
c la s s m a t e s t h a t t h e y h a v e n ’t b e e n p a ir e d w it h b e f o r e .
It is h e lp fu l fo r S s to b e e x p o s e d to d iffe r e n t p e o p le
w ith th e ir d iffe r e n t w a y s o f s p e a k in g E n g lis h .
T -1 1
UNIT 1
L O O K F O R W h ile S s a r e c o m p le tin g th e T r y It
Y o u r s e lf a c tiv ity , w a lk a r o u n d th e c la s s a n d lis te n to S s ’
c o n v e r s a tio n s . C h e c k to s e e if S s a r e
✓ u s in g s im p le p r e s e n t y e s / n o a n d in fo r m a tio n
q u e s tio n s
✓ u s in g c o r r e c t g r a m m a r to a n s w e r a f r m a tiv e ly a n d
n e g a tiv e ly
✓ u s in g w o r k a c tiv ity v o c a b u la r y
✓ p r o n o u n c in g th e s im p le p r e s e n t -s e n d in g c o r r e c tly
✓ g r e e tin g e a c h o th e r
E X IT T IC K E T W r ite o n th e b o a r d : W h a t d o y o u d o ?
W h e r e d o y o u w o r k ? H a v e S s w r ite a n s w e r s to th e s e
q u e s tio n s o n a b la n k c a r d o r p ie c e o f p a p e r. C o lle c t
c a r d s a s S s le a v e . R e a d th e c a r d s to id e n tify a r e a s fo r
r e v ie w in la te r le s s o n s a n d to id e n tify in d iv id u a l S s w h o
m a y n e e d a d d itio n a l p r a c tic e w ith th e s im p le p r e s e n t.
C O A C H
3 PRONUNCIATION
Simple present -s ending
01-15 Listen Noti e the soun
We pronounce the s es ending as
an e tra sy a e /ɪz/ a ter the sounds
/s/, /z/, /ʃ /, /ʧ/, and /ʤ/ spe ed -s, -ce,
-x, -z, -sh, -ch, -ge . ter other sounds,
we say the s ending as the sound /s/
or /z/ and do not add a sy a e.
of the s es en in
Then isten an repeat
/s/
/z/
/ɪz/
works
helps
serves
travels
supervises
teaches
w r it e s
a n s w e rs
u s e s
m a k e s
d r iv e s
 x e s
01-16 Listen
rite ea h erb in the orre t o umn in A Then isten an repeat
answers
PAIRS
writes
uses
xes
makes
rite three senten es about someone you know
4 CONVERSATION
drives
se three wor s from A or
ON ERSATION SKILL
reet someone
To start a conversation, ask:
• How’s it going?
• What’s up?
• How are you?
Listen to or watch the video again. Raise your
hand when you hear someone greet someone.
01-17 Listen or wat h
ir e a the orre t
answers Some uestions ha e more than
one answer
Simon travels / cooks / meets new people
for work.
Zoey cooks food / helps the chef / studies
at work.
Zoey studies marketing so she can be a chef /
market researcher / marketing student.
01-18 Listen or wat h
d o
Simon What
oey
omp ete the on ersation
d o
you
?
’m an assistant chef. help the chef. nd
sometimes order supplies.
Simon
D o
oey
Y e s , I d o
01-19 Listen an
you
lik e
it?
.
repeat Then pra ti e with a partner
PAIRS Make new on ersations
se these wor s or your own i eas
a market researcher write reports make presentations
5 TRY IT YOURSELF
MAKE IT PERSONAL Ask your partner about his or her job or the job of
someone he or she knows se the erbs in A or your own erbs
ALK ARO N
Ask three other assmates uestions about their jobs
I CAN TALK ABOUT WHAT PEOPLE DO AT WORK.
UNIT 1
LESSON
READ ABOUT SUPER COMMUTING
HA
i onH
oey gave e a cool article on super
uters. How far woul you travel for work
co
1 BEFORE YOU READ
PAIRS Describe how your friends commute.
Do they have a short or long commute? Do they drive? Walk? ake a train or bus?
A
AR
01-20
isten. hen listen and re eat.
fre uent: happening very often
disadvantage: a bad part of something
successful: A successful business makes money.
distance: the space between two places
R ADI
ake redictions
2 READ
R ADI
S I
S I
Read the Reading Skill. Answer the uestions.
. What do you think the article will be about?
. What do you think a super commuter is?
isten. Read an article about su er commuters.
Why do eo le choose to be su er commuters?
01-21
Predicting makes it easier to
understand articles. Before
you read this article, read
the title and subtitles. Then
look at the pictures. Can
you guess what this article
will be about? How does
the title help you? How do
the pictures help you?
Possible answer: T h e y w a n t t o l i v e a n d w o r k i n d i f f e r e n t c i t i e s .
SUPER COMMUTERS
Akio Fujikawa has a long commute. His office is far from his home—almost five hours
away by plane! He works in Tokyo but he lives in Hanoi. artha onnor’s commute
is even longer—more than
miles about
km from on on to e ico ity.
They are both super commuters—people who travel more than
miles
km
between their home an office. hy o they o it
The Fujikawas: A great life at a good price
“The cost of living in Tokyo was too high,” explains Akio. “Hanoi is always exciting, but
nothing is very expensive,” he says. “Also, ights between the two cities are frequent
an cheap ” o, five years ago, the fa ily ove to ietna . He an his fa ily love
Hanoi, especially the ietna ese foo . very on ay, Akio ies to Tokyo an returns on
Thurs ay night. He stays with his sister while he is in Tokyo. He works fro his apart ent
in Hanoi on ri ays. There is one big isa vantage, though. He isses his chil ren uring
the week. “ can never go to their school concerts or sports activities.”
The Connors: Technology helps a family stay together
Two years ago, artha onnor’s office ove fro
on on to exico ity. he loves
exico ity, but her fa ily oesn’t want to live in another country. Her husban owns
a successful restaurant. Her chil ren like their school in on on, an they on’t want to
leave their frien s. o artha beca e a super co
uter. he spen s only about ten ays
a onth in exico ity. he an her coworkers talk face to face an share i eas at vi eo
eetings al ost every ay. All the co pany’s ocu ents are available online. “ can live in
on on an stay up to ate with work in the office in exico ity,” she explains. “The only
proble is the ti e ifference. y work ay starts in the afternoon an en s at i night ”
UNIT 1
Super commuterstravel long
distancestoget towork.
LESSON 4 READ ABOUT SUPER COMMUTING
C h o o s e a w a r m -u p a c tiv ity fr o m th e W a r m -U p A c tiv ity B a n k o n p a g e x x ii.
• R e a d th e le s s o n title a lo u d . A s k , W h a t is s u p e r
c o m m u tin g ? (v e r y lo n g c o m m u te s ) W h ic h c h a r a c te r s
in th is u n it h a v e to tr a v e l a lo n g w a y fo r w o r k ? W h e r e
d o th e y tr a v e l to a n d fr o m ? (S im o n tr a v e ls fr o m T o r o n to
to N e w Y o r k ; Y u k i tr a v e ls fr o m T o k y o to N e w Y o r k .) A r e
th e s e p e o p le s u p e r c o m m u te r s ? (N o , b e c a u s e th e y
tr a v e l lo n g d is ta n c e s fo r w o r k s o m e tim e s , n o t a ll th e
tim e .)
• T h e n r e a d th e s o c ia l m e d ia m e s s a g e a lo u d . A s k ,
W h a t ’s y o u r a n s w e r t o S i m o n ’s q u e s t i o n ? A r e y o u
w illin g to tr a v e l a v e r y lo n g w a y fo r w o r k ? G iv e S s tim e
to s h a r e th e ir id e a s .
1 BEFORE YOU READ
• H a v e S s d is c u s s th e q u e s tio n s in p a ir s . T h e n b r in g th e
c la s s to g e th e r a n d h a v e th e m s h a r e a n s w e r s . O n th e
b o a r d , w r ite e x a m p le s o f S s ’ a n s w e r s .
• P la y th e a u d io . H a v e S s lis te n a n d r e p e a t.
O P T IO N F o r h ig h e r - le v e l S s , b o o k s c lo s e d . W r ite
th e w o r d s o n th e b o a r d a n d e lic it d e  n itio n s fr o m
S s . T h e n h a v e S s o p e n th e ir b o o k s a n d c h e c k
th e ir a n s w e r s .
E X T E N S IO N T o c o n  rm th a t S s u n d e rs ta n d th e
d e  n itio n s , a s k th e m to w r ite a s e n te n c e u s in g
e a c h o f th e w o r d s . S o lic it v o lu n te e r s to r e a d th e ir
s e n te n c e s a lo u d . M a k e s u r e S s a r e u s in g th e
v o c a b u la r y te r m s c o r r e c tly .
2 READ
• P r e s e n t th e R e a d in g S k ill b o x . G iv e S s tim e to r e a d it
in d iv id u a lly a n d th e n r e a d it a lo u d .
• S a y , L e t ’s p r a c t i c e t h e R e a d i n g S k i l l . D o n ’t r e a d t h e
w h o le a r tic le y e t. W h a t is th e title o f th e a r tic le ? (S u p e r
C o m m u te r s ) W h a t a r e th e s u b title s ? (T h e F u jik a w a s :
A g r e a t life a t a g o o d p r ic e ; T h e C o n n o r s : T e c h n o lo g y
h e lp s a fa m ily s ta y to g e th e r )
• D r a w a tte n tio n to th e p ic tu r e in th e a r tic le . A s k , W h e r e
is th is m a n ? (in a n a ir p la n e ) W h y d o y o u th in k h e is
tr a v e lin g ? (H e is c o m m u tin g to w o r k .)
• A s k S s to m a k e p r e d ic tio n s b y a n s w e r in g th e
e x e r c is e q u e s tio n s .
• S o lic it v o lu n te e r s to s h a r e th e ir a n s w e r s . W r ite th e m o n
th e b o a rd .
• H a v e S s r e a d a n d lis te n . If a p p r o p r ia te , h a v e th e m r e a d
a n d lis te n a g a in . T h e n in p a ir s h a v e th e m c o m p le te
th e e x e r c is e .
• B r in g th e c la s s to g e th e r a n d d r a w a tte n tio n to th e
p r e d ic tio n s o n th e b o a r d fr o m 2 A . A s k S s h o w m a n y o f
th e m p r e d ic te d c o r r e c tly .
• A s k , A r e th e r e a n y v o c a b u la r y w o r d s y o u d o n o t
u n d e r s ta n d in th e a r tic le ? A d d r e s s a n y o th e r q u e s tio n s .
O P T IO N A s k S s to u n d e r lin e th e v o c a b u la r y fr o m
1 B in th e a r tic le . R e v ie w th e d e  n itio n s a g a in
ifa p p r o p r ia te .
T E A C H IN G T IP W h e n y o u a s s ig n a r e a d in g in c la s s ,
fo r lo w e r - le v e l S s , b r e a k th e r e a d in g d o w n in to
p a r a g r a p h s . R e a d e a c h p a r a g r a p h a lo u d . S to p
a fte r e a c h p a ra g ra p h a n d a n s w e r c o n te n t a n d
v o c a b u la r y q u e s tio n s .
E X T E N S IO N D is p la y a w o r ld m a p . A s k S s to m a r k th e
p la c e s m e n tio n e d in th e r e a d in g o n th e m a p . (T o k y o ,
H a n o i, M e x ic o C ity , L o n d o n ) H a v e th e m tie a s tr in g o r
d r a w a lin e b e tw e e n e a c h c o m m u te to v is u a liz e h o w
fa r it is .
E X T E N S IO N S ta r t a c la s s d is c u s s io n a b o u t s u p e r
c o m m u tin g . A s k , D o y o u k n o w a n y s u p e r c o m m u te r s
in r e a l life ? W h a t a r e th e ir jo b s ? W h a t k in d s o f jo b s d o
y o u h a v e to b e a s u p e r c o m m u te r fo r ? If a p p r o p r ia te ,
h a v e S s tu r n b a c k to th e jo b s v o c a b u la r y o n p a g e 6
to h e lp th e m a n s w e r th e s e q u e s tio n s . L is t S s ’ id e a s o n
th e b o a r d .
UNIT 1
T -1 2
3 CHECK YOUR UNDERSTANDING
• H a v e S s a n s w e r th e c o m p r e h e n s io n q u e s tio n s
in d iv id u a lly . H a v e th e m r e r e a d th e a r tic le
ifa p p r o p r ia te .
• G o o v e r th e a n s w e r s a s a c la s s .
O P T IO N F o r lo w e r - le v e l S s , h ig h lig h t th e p a r ts
o f th e r e a d in g w h e r e S s c a n  n d th e a n s w e r s
to e a c h q u e s tio n . T h e n h a v e S s a n s w e r th e
q u e s tio n s in d iv id u a lly .
T E A C H IN G T IP W h e n y o u a s k S s to c o m p le te
a n a c tiv ity in c la s s , fo r lo w e r - le v e l S s , h a v e th e m
c o m p le te th e ta s k in p a ir s o r s m a ll g r o u p s in s te a d
o f in d iv id u a lly . A llo w th e m to w o r k to g e th e r to
d e te r m in e th e c o r r e c t a n s w e r s .
• H a v e S s r e a d th e q u o ta tio n s s ile n tly .
• G o o v e r th e  r s t ite m a s a n e x a m p le . R e a d th e
s ta te m e n t a lo u d . A s k , D id A k io o r M a r th a s a y th is ?
(M a r th a ) W h y d o y o u th in k s o ? (B e c a u s e th e a r tic le
s a y s , H e r c h ild r e n lik e th e ir s c h o o l.)
• H a v e S s c o m p le te th e r e s t o f th e e x e r c is e in d iv id u a lly .
G o o v e r th e a n s w e r s a s a c la s s .
• A s k , W h y d o y o u th in k A k io o r M a r th a s a id th e s e
th in g s ? H a v e S s u n d e r lin e o r h ig h lig h t th e p a r ts o f th e
r e a d in g th a t s u p p o r t th e ir a n s w e r s . E lic it v o lu n te e r s to
s h a r e th e ir r e a s o n in g w ith th e c la s s .
• R e a d th e s e n te n c e s a lo u d .
• H a v e S s  n d th e s e n te n c e s in th e r e a d in g th a t u s e th e
ta r g e t la n g u a g e . H a v e th e m c h o o s e th e ir a n s w e r s .
• G o o v e r th e a n s w e r s a s a c la s s .
• R e m in d S s th a t it is im p o r ta n t to b e a b le to id e n tify th e
m a in id e a s o f a r e a d in g .
• In p a ir s , h a v e S s d is c u s s th e m o s t im p o r ta n t id e a s .
• S o lic it S s to s h a r e th e ir a n s w e r s w ith th e c la s s .
C U L T U R E N O T E In th e U n ite d S ta te s , m a n y p e o p le
th in k it is o k a y to le a v e y o u r fa m ily fo r lo n g p e r io d s o f
tim e w h e n y o u h a v e to tr a v e l fo r w o r k .
E X T E N S IO N T e ll S s th e in fo r m a tio n in th e C u ltu r e
N o te . S ta r t a c la s s d is c u s s io n a n d a s k , Is it o k a y
to le a v e y o u r fa m ily fo r a lo n g tim e in y o u r h o m e
c o u n tr y ? D o p e o p le th in k s u p e r c o m m u tin g is a g o o d
id e a th e r e ?
O P T IO N F o c u s a tte n tio n o n th e b o x to th e r ig h t o f
3 D . H a v e S s c o m p le te th e r e s e a r c h ta s k d u r in g c la s s
o r fo r h o m e w o rk . T h e n a s k S s to s h a re w h a t th e y
le a r n e d . P u t S s in s m a ll g r o u p s a n d h a v e th e m ta lk fo r
a fe w m in u te s a b o u t th e ir s e a r c h r e s u lts . E n c o u r a g e
S s to s h a r e th e m o s t in te r e s tin g o r e x tr e m e s to r ie s
w ith th e c la s s . A s k , W h ic h s u p e r c o m m u te r h a s th e
lo n g e s tc o m m u te ?
T E A C H IN G T IP T a s k s th a t r e q u ir e o n lin e r e s e a r c h
c a n b e q u ite tim e -c o n s u m in g . C o n s id e r a s k in g S s
to c o m p le te th e r e s e a r c h fo r h o m e w o r k a n d h a v in g
th e m r e p o r t th e r e s u lts o f th e ir s e a r c h e s in th e n e x t
c la s s . If S s d o n ’t h a v e la p t o p s o r p h o n e s t h e y c a n u s e
a t h o m e , e n c o u r a g e th e m to u s e th e c o m p u te r s in
y o u r s c h o o l ’s c o m p u t e r l a b o r t h e l o c a l l i b r a r y .
E X T E N S IO N H a v e S s w r ite n e w s e n te n c e s w ith
th e v o c a b u la r y ite m s to d e s c r ib e th e ir o w n c ity o r
c o u n tr y . S o lic it v o lu n te e r s to s h a r e th e ir s e n te n c e s
w ith th e c la s s .
4 MAKE IT PERSONAL
• E lic it d e  n itio n s fo r a d v a n ta g e s (p o s itiv e o r g o o d
th in g s ) a n d d is a d v a n ta g e s (n e g a tiv e o r b a d th in g s ). T e ll
S s th e y w ill d is c u s s th e a d v a n ta g e s a n d d is a d v a n ta g e s
o f s u p e r c o m m u tin g .
• T o w a r m u p fo r th e ta s k , a s k , W h y d o A k io a n d M a r th a
s u p e r c o m m u te ? If a p p r o p r ia te , h a v e S s g o b a c k to
th e a r tic le o n p a g e 1 2 to a n s w e r th is q u e s tio n . (A k io
s u p e r c o m m u te s to T o k y o b e c a u s e H a n o i is c h e a p e r
a n d h e c a n s a v e m o n e y . M a rth a s u p e r c o m m u te s to
M e x ic o C it y b e c a u s e h e r f a m ily d o e s n ’t w a n t t o le a v e
L o n d o n . ) A s k , A r e A k i o a n d M a r t h a ’s r e a s o n s f o r s u p e r
c o m m u tin g g o o d o r b a d ? H a v e S s ju s tify th e ir o p in io n s .
• F o c u s o n th e c h a r t. A s k S s if th e y a g r e e w ith th e
e x a m p le s a lr e a d y lis te d . T h e n h a v e th e m c o m p le te th e
c h a r t w ith a d d itio n a l a d v a n ta g e s a n d d is a d v a n ta g e s .
(p o s s ib le a d v a n ta g e s : g e ttin g to k n o w tw o c itie s ,
m o r e tim e w ith fa m ily w h e n n o t c o m m u tin g ; p o s s ib le
d is a d v a n ta g e s : fr e q u e n t tr a v e l is tir in g , je t la g )
T -1 3
UNIT 1
F o r h ig h e r - le v e l S s , h a v e th e m w o r k a lo n e .
F o r lo w e r - le v e l S s , h a v e th e m w o r k in p a ir s o r g r o u p s .
• A s k S s to s h a r e th e ir a n s w e r s w ith th e c la s s .
O P T IO N F o r h ig h e r - le v e l S s , c h a lle n g e th e m to
w r ite a s m a n y a d v a n ta g e s a n d d is a d v a n ta g e s a s th e y
c a n . H a v e S s r e a d th e ir lis ts a lo u d a n d to e x p la in th e ir
r e a s o n in g to th e c la s s .
• H a v e S s w o r k in p a ir s a n d to u s e th e ir c o m p le te d
c h a r ts fr o m 4 A to d is c u s s w h a t th e y lik e o r d is lik e
a b o u t s u p e r c o m m u tin g .
E X IT T IC K E T A s k S s to w r ite o n e r e a s o n th e y lik e
s u p e r c o m m u t in g a n d o n e r e a s o n t h e y d o n ’t lik e
s u p e r c o m m u tin g o n a b la n k c a r d o r p ie c e o f
p a p e r. C o lle c t c a r d s a s S s le a v e . R e a d th e c a r d s to
id e n tify a r e a s fo r r e v ie w a n d e x tr a p r a c tic e in la te r
le s s o n s a n d to id e n tify in d iv id u a l S s w h o m a y n e e d
a d d itio n a lp r a c tic e .
3 CHECK YOUR UNDERSTANDING
Circle the correct answers.
1. Why does Akio super commute?
a. He doesn’t want to leave his family during the week.
b. It was too expensive to live in Tokyo.
c. He likes to work from home.
2. Why does
artha super commute?
a.
exico ity was too expensive. ondon is cheaper.
b. The fre uent ights from ondon to exico make super commuting easy.
c. Her hus and and children wanted to stay in ondon.
Who probably said it? Write A (Akio) or M (Martha) in the blanks.
1.
M
2.
M
3.
A
4.
A
5.
M
.
A
C
“ y kids’ school is great ”
“ y co workers are far away ut technology makes it easy for us to work together.”
“I don’t see my children enough.”
“ y apartment was too expensive.”
“I am so tired in the mornings.”
“It’s so easy to travel etween the two cities.”
A
A
ead. What do the nderlined words
ean?
1. The cost of living in Tokyo was too high.
a. the price of food clothes an apartment etc.
b. money that you get every week or every month from working
2. I can live in ondon and stay up to date with work in the of ce in
exico ity.
a. know if something is late
b. know a out everything that is happening
A
What is the article abo t? etell the
se yo r own words.
ost i portant ideas in the article.
The article is about two super commuters …
earch for stories a out
other super commuters.
4 MAKE IT PERSONAL
What is ood abo t s per co
tin ? What is bad abo t it? Make two lists. e iew the
ad anta es and disad anta es listed in the article and add so e o yo r own.
A
a ine yo are a s per co
ter.
What do yo like abo t it? What do yo
dislike? se the in or ation in the chart
ro A to e plain yo r answer.
Ad anta es
isad anta es
saves money
far from family
I like super commuting because I save
money.
I CAN READ ABOUT SUPER COMMUTING.
UNIT 1 13
LESSON
WRITE A RÉSUMÉ
S
ON
A
S
@Sim n
1 BEFORE YOU WRITE
nterested in rkin
r TS
edia
e need pe ple Send s y r rés mé.
Read part of a résumé. How many jobs
do you see? Which job did Omar have rst? T h e r e a r e t w o j o b s . O m a r
h a d h is m a n a g e r jo b  r s t .
Omar Sayed
1317 52nd Ave N.
Nashville, TN 37209
Omar.Sayed.22@epiklink.net
d
ati n
niversity
.S.
perien e
Tennessee
siness Administrati n 2017
d Sh es
mpany, Nashville, TN
arket esear her 2017– resent
•
ake presentati ns
•
elp lients
• S pervise ther
ena ista
rkers in the fi e
tel, n ville, TN
ana er 2015–2017
•
elp
•
rite rep rts
ests
• Order s pplies
Read the résumé again. Ta e notes in the chart.
ob tit e
M a rk e t R e s e a rc h e r
M a n a g e r
ates
2 0 1 7 -P re s e n t
2 0 1 5 -2 0 1 7
ace of wor
G o o d S h o e s C o m p a n y
B u e n a V is t a H o t e l
M a k e p r e s e n t a t io n s , H e lp c lie n t s ,
S u p e r v is e o t h e r w o r k e r s in t h e o f  c e
H e lp g u e s t s , W r it e r e p o r t s ,
O r d e r s u p p lie s
Wor activities
Read the résumé again. hoose the correct answers.
. Where does Omar put his education?
a. before his experience
b. after his experience
. Where does Omar put his name and address?
a. at the bottom of the page
b. at the top of the page
. Where does Omar put his work activities?
a. before the dates he worked at the job
b. after the dates he worked at the job
UNIT 1
LESSON 5 WRITE A RÉSUMÉ
C h o o s e a w a r m -u p a c tiv ity fr o m th e W a r m -U p A c tiv ity B a n k o n p a g e x x ii.
• R e a d th e title a lo u d . A s k , W h a t is a r é s u m é ? (a
d o c u m e n t t h a t g i v e s d e t a i l s a b o u t a p e r s o n ’s
e d u c a tio n , s k ills , a n d w o r k e x p e r ie n c e ) W h a t d o
p e o p le u s u a lly u s e r é s u m é s fo r ? (to  n d jo b s ) A s k , D o
y o u h a v e a r é s u m é ? T e ll S s th e y w ill p r a c tic e w r itin g
o n e in th is le s s o n .
1 BEFORE YOU WRITE
• R e a d S i m o n ’s s o c i a l m e d i a m e s s a g e a l o u d . A s k , W h y
is S im o n s e n d in g th is m e s s a g e ? (H is c o m p a n y is h ir in g
n e w p e o p le . / T h e r e a r e jo b o p e n in g s a t h is c o m p a n y .)
• D r a w a tte n tio n to th e e x a m p le r é s u m é . S a y , T h is is
O m a r S a y e d ’s r é s u m é . H e s e n t t h i s t o S i m o n b e c a u s e
h e r e a d S i m o n ’s m e s s a g e a n d h e w a n t s t o w o r k a t
T S W M e d ia .
• H a v e S s s k im th e r é s u m é q u ic k ly . E lic it a n s w e r s to
th e q u e s tio n s .
O P T IO N P r o je c t th e r é s u m é o n a s c r e e n . A s k S s
to u n d e r lin e th e p a r ts o f th e r é s u m é w h e r e th e
in fo r m a tio n to a n s w e r e a c h q u e s tio n is fo u n d .
• H a v e S s r e r e a d th e r é s u m é a n d ta k e n o te s in th e c h a r t.
O P T IO N F o r lo w e r -le v e l S s , h e lp th e m to c o m p le te
th e ta s k b y h a v in g th e m id e n tify th e r e le v a n t s e c tio n s
o f th e r é s u m é fo r e a c h r o w in th e c h a r t. A s k , W h a t
a r e th e jo b title s in th e r é s u m é ? (m a r k e t r e s e a r c h e r,
m a n a g e r) W h a t a re th e d a te s ? (2 0 1 7 , 2 0 1 7 – p re s e n t,
2 0 1 5 – 2 0 1 7 ) W h a t a r e th e p la c e s o f w o r k ? (G o o d
S h o e s C o m p a n y , B u e n a V is ta H o te l) W h a t a r e th e w o r k
a c tiv itie s ? (m a k e p r e s e n ta tio n s , h e lp c lie n ts , s u p e r v is e
o th e r w o r k e r s ; h e lp g u e s ts , w r ite r e p o r ts , o r d e r
s u p p lie s ) H a v e S s u n d e r lin e a ll th e in fo r m a tio n in th e
r é s u m é a n d th e n c o m p le te th e c h a r t.
• R e a d th e d ir e c tio n s . A s k S s to r e a d th e r é s u m é a g a in
a n d  n d th e a n s w e r s to th e q u e s tio n s .
• G o o v e r th e a n s w e r s a s a c la s s .
• S ta r t a c la s s d is c u s s io n a b o u t r é s u m é fo r m a t. A s k ,
Is th is r é s u m é s h o r t o r lo n g ? (s h o r t) Is it e a s y to
u n d e r s ta n d o r h a r d to u n d e r s ta n d ? (e a s y ) D o e s it
c o n ta in a lo t o f d e ta ils a b o u t th e d iffe r e n t jo b s ? (n o )
W h y d o y o u th in k p e o p le w r ite r é s u m é s lik e th is ?
( B e c a u s e e m p lo y e r s g e t lo t s o f r é s u m é s a n d t h e y d o n ’t
h a v e t im e t o r e a d t h e m c a r e f u lly . E m p lo y e r s w o n ’t r e a d
a r é s u m é th a t is lo n g a n d d if c u lt to u n d e r s ta n d .)
E X T E N S IO N A s k S s to w o r k in p a ir s to w r ite
p a r a g r a p h s t o s u m m a r i z e O m a r ’s l i f e s t o r y , b a s e d
o n th e in fo r m a tio n in h is r é s u m é . (F o r e x a m p le ,
O m a r liv e s in N a s h v ille , T e n n e s s e e . H e s tu d ie d a t th e
U n iv e r s ity o f T e n n e s s e e ...)
E X T E N S IO N F o r h ig h e r - le v e l S s , b r in g in o th e r
s a m p le r é s u m é s fo r S s to lo o k a t. O r, if S s h a v e th e ir
o w n r é s u m é s , h a v e th e m b r in g th o s e to c la s s to
s h a r e . H a v e S s id e n tify e d u c a tio n a l c r e d e n tia ls , jo b
title s , d a te s , p la c e s o f w o r k , a n d w o r k a c tiv itie s in th e
r é s u m é s a n d d is c u s s th e ir d iffe r e n t fo r m a ts .
O P T IO N F o r lo w e r -le v e l S s , c o p y th e c h a rt o n th e
b o a r d . F ill in p a r ts o f th e c h a r t to h e lp S s c o m p le te th e
ta s k . F o r e x a m p le ,
J ob title:
M a rk e t
re s e a rc h e r
Dates:
2 0 1 7 –
B u e n a V is ta
H o te l
Place of work:
Work activities:
M a k e
p r e s e n ta tio n s ,
• H a v e S s c h e c k a n s w e r s in p a ir s .
UNIT 1
T -1 4
2 FOCUS ON WRITING
• H a v e S s r e a d th e W r itin g S k ill b o x s ile n tly . T h e n r e a d
ita lo u d .
• A s k , W h y a r e th e s e ty p e s o f w o r d s c a p ita liz e d ?
(B e c a u s e th e y a r e p r o p e r n o u n s . T h e y n a m e a s p e c i c
p e r s o n , p la c e o r th in g .) A s k , H o w a r e p r o p e r n o u n s
d iffe r e n t fr o m c o m m o n n o u n s ? (C o m m o n n o u n s d o n o t
n a m e p a r tic u la r th in g s ; th e y d e s c r ib e a c la s s o f th in g s .)
• P o in t o u t th a t r é s u m é s h a v e s p e c ia l g r a m m a r a n d
L A N G U A G E N O T E T h e fo llo w in g c a p ita liz e d
a b b r e v ia tio n s a r e c o m m o n ly u s e d fo r e d u c a tio n a l
c r e d e n tia ls in th e U n ite d S ta te s : B .A . (B a c h e lo r o f
A r ts ), B .S . (B a c h e lo r o f S c ie n c e ), M .A . (M a s te r o f A r ts ),
M .S . (M a s te r o f S c ie n c e ), A .A . (A s s o c ia te o f A r ts ),
A .S .( A s s o c ia t e o f S c ie n c e ) , P h .D . ( D o c t o r a t e ) .
T h e y o fte n a p p e a r o n r é s u m é s .
p u n c tu a tio n r u le s . (F o r e x a m p le , s a y , jo b title s n e e d
c a p ita l le tte r s in r é s u m é s , b u t th e y d o n o t n e e d th e m
in o th e r te x ts .)
• H a v e S s tu r n b a c k to th e r é s u m é o n p a g e 1 4 . If
E X T E N S IO N D r a w a c h a r t o n th e b o a r d w ith e a c h
c a te g o r y fr o m th e s k ill b o x : P e o p le , S tr e e ts , C itie s ,
e tc . P u t S s in g r o u p s . H a v e th e g r o u p s w r ite d o w n
o n e p r o p e r n o u n fo r e a c h o f th e c a te g o r ie s . (F o r
e x a m p l e , D a y s : M o n d a y ; C o m p a n y : M c D o n a l d ’s )
• H a v e S s w o r k in d iv id u a lly to c ir c le th e r e s t o f th e
a p p r o p r ia te , m o d e l th e ta s k . A s k , W h a t is th e  r s t
c a p ita liz e d w o r d y o u s e e ? (O m a r ) W h y is it c a p ita liz e d ?
( I t ’s s o m e o n e ’s n a m e . )
c a p ita l le tte r s .
• In p a ir s , h a v e S s e x p la in th e r e a s o n fo r
e a c h c a p ita liz a tio n .
3 PLAN YOUR WRITING
• T e ll S s it is tim e to s ta r t d e v e lo p in g th e ir o w n r é s u m é .
C o p y th e c h a r t o n th e b o a r d a n d u s e y o u r s e lf a s a
m o d e l to c o m p le te it a s a n e x a m p le .
• H a v e S s c o m p le te th e c h a r t w ith in fo r m a tio n a b o u t a
jo b t h e y h a v e n o w o r h a v e h a d in t h e p a s t . If S s h a v e n ’t
w o r k e d , te ll th e m th e y c a n m a k e s o m e th in g u p .
O P T IO N F o r S s w h o h a v e n o t w o rk e d , s u g g e s t
o th e r c a te g o r ie s fo r th e ir r é s u m é , s u c h a s v o lu n te e r
e x p e r ie n c e , e x tr a -c u r r ic u la r a c tiv itie s , a n d s k ills .
• P a ir S s to ta lk a b o u t th e in fo r m a tio n in th e ir c h a r ts .
• C ir c u la te to h e lp S s a s n e e d e d .
• H a v e S s te ll th e c la s s a b o u t th e ir p a r tn e r s .
4 WRITE
• A s k S s to s ta r t th e ir r é s u m é s . R e m in d S s th e y c a n m a k e
u p th e ir a d d r e s s a n d e m a il if th e y w a n t to k e e p th e ir
p e r s o n a l in fo r m a tio n p r iv a te .
• T e ll th e m to in c lu d e a t le a s t o n e jo b . F o r h ig h e r - le v e l
S s , e n c o u r a g e th e m to in c lu d e tw o o r m o r e jo b s .
O P T IO N A s s ig n th is a s h o m e w o r k s o S s h a v e m o r e
tim e to w o r k .
5 REVISE YOUR WRITING
• T e l l S s t h e y w i l l p e e r r e v i e w t h e i r p a r t n e r ’s w r i t i n g . S a y ,
• A s k S s to m a k e s u g g e s tio n s fo r im p r o v e m e n t. S a y , C a n
R e a d y o u r p a r t n e r ’s r é s u m é . A n s w e r t h e q u e s t i o n s i n
y o u r b o o k .
y o u i m p r o v e y o u r p a r t n e r ’s r é s u m é ? M a k e s u g g e s t i o n s .
T h e n r e v is e y o u r w r itin g .
6 PROOFREAD
• H a v e S s p r o o fr e a d th e ir r é s u m é s o n e la s t tim e .
• P o in t o u t th e N o te . R e m in d S s to c h e c k th e ir s p e llin g ,
p u n c tu a tio n , a n d c a p ita liz a tio n .
• T h e n c o lle c t S s ’ w o r k a n d o ffe r in d iv id u a l fe e d b a c k .
T -1 5
UNIT 1
E X IT T IC K E T G iv e a m in i-q u iz o n c a p ita liz a tio n . W r ite
th e fo llo w in g s e n te n c e s o n th e b o a r d a n d h a v e S s
c o p y th e m , c o r r e c tin g th e c a p ita liz a tio n . A lte r n a tiv e ly ,
ty p e th e s e n te n c e s o n a p ie c e o f p a p e r a n d m a k e
p h o to c o p ie s s o e a c h S h a s h is o r h e r o w n c o p y .
p a b lo h e r n a n d e z is fr o m a g u a s c a lie n te s , m e x ic o .
h e is a s o ftw a r e e n g in e e r fo r g o o g le . h e w o r k e d fo r
m ic r o s o ft b e fo r e h e w o r k e d a t g o o g le . h e g r a d u a te d
fr o m th e u n iv e r s ity o f te x a s w ith a b .s . d e g r e e in
c o m p u te r s c ie n c e .
C o lle c t th e c a r d s o r p a p e r s a n d c h e c k th e m . M a k e
n o te o f a r e a s fo r r e v ie w a n d e x tr a p r a c tic e in la te r
le s s o n s a n d id e n tify in d iv id u a l S s w h o m a y n e e d
a d d itio n a l p r a c tic e .
PUT IT TOGETHER
1 MEDIA PROJECT
01-22 Listen or watch. Who does Mia talk about? M
ia t a lk s a b o u t h e r s is t e r, S a r a . S h e
d e s c r ib e s h e r jo b a n d c o m m u t e .
01-23 Listen or watch again. Answer the questions.
1. What does Sara do? S h e ’ s a n u r s e .
S h e h a s a lo n g c o m m u t e o n t h e s u b w a y . S h e lis t e n s t o
2. Describe Sara’s commute.m u s i c o r r e a d s o n h e r c o m m u t e .
3. Does Sara like her job? Y e s . S h e l i k e s t o h e l p p e o p l e .
Show your own photos.
Step 1 Think about someone you know. Choose one or more photos of them.
Step 2 Show your photos to the class. Talk about what the person does or studies and
where. Then talk about the person’s commute.
Step 3 Answer uestions about the person.
et feedback on your presentation.
10:41
Mary
2 LEARNING STRATEGY
M SSA
W
SA
I make presentations.
S
Send your friend a messa e with a word or
phrase in n lish. our friend nds a picture
online that oes with that word or phrase and
sends the picture to you.
Mary
ind a riend who is studying nglish. e t your
riend sentences about obs and co
uting. our
riend sends you pictures that show your sentences.
Mary
I don’t commute. I telecommute …
3 REFLECT AND PLAN
Look back through the unit. heck the things
you learned. ighlight the things you need to learn.
Speaking ob ecti es
Talk about what you do
Describe your commute
Talk about what people
do at work
ocabulary
obs
Commutin
Work acti ities
ronunciation
Stressed syllables
Simple present s
endin
1
UNIT 1
ra
ar
What will you do to learn
the things you highlighted?
Write notes.
Simple present of be
e iew
Simple present
e iew
Simple present yes
no and wh- uestions
e iew
eading
ake predictions
Writing
Capitali e proper
nouns e iew
Notes
Done
n the app watch the
rammar Coach ideo
Simple present e iew
PUT IT TOGETHER
1 MEDIA PROJECT
• H a v e S s lo o k a t th e p ic tu r e o n th e r ig h t. A s k , W h a t is
h e r jo b ? (a n u r s e ) T e ll S s th e y w ill lis te n to o r w a tc h
a v id e o in w h ic h M ia ta lk s a b o u t th e w o m a n in th e
p ic tu r e .
• L is te n o r w a tc h . H a v e S s a n s w e r th e q u e s tio n in th e
d ir e c tio n s .
• B e fo r e th e y lis te n o r w a tc h th e v id e o a g a in , te ll S s
to p r e v ie w th e q u e s tio n s . T e ll th e m th a t th is is th e
in fo r m a tio n th e y w ill b e lis te n in g fo r.
• H a v e S s lis te n o r w a tc h a g a in . T h e n h a v e th e m a n s w e r
th e q u e s tio n s in d iv id u a lly . If a p p r o p r ia te , le t th e m
lis te n o r w a tc h o n c e m o r e .
• In p a ir s , h a v e S s c o m p a r e a n s w e r s . T h e n b r in g th e
c la s s to g e th e r to g o o v e r a n y q u e s tio n s .
O P T IO N F o r h ig h e r - le v e l S s , c h a lle n g e th e m to
r a is e th e ir h a n d s e v e r y tim e th e y h e a r v o c a b u la r y
th e y le a r n e d in th e u n it a s th e y w a tc h o r lis te n . (F o r
e x a m p le , n u r s e , ta k e s th e s u b w a y , h e lp s p e o p le )
• E x p la in to S s th a t th e y w ill c r e a te a s im ila r p r o je c t to
th e o n e th e y w a tc h e d .
• H a v e S s r e a d th e th r e e s te p s s ile n tly . E n c o u r a g e th e m
to m a k e a lis t o f th e p ic tu r e s th e y w a n t to u s e .
• F o r h o m e w o r k , te ll S s to ta k e a n d o r g a n iz e th e
p ic t u r e s . C la r if y t h a t t h e y d o n ’t h a v e t o p r in t t h e ir
p ic tu r e s o u t, b u t th a t th e y s h o u ld h a v e th e m e a s ily
a c c e s s ib le o n th e ir p h o n e .
• B a c k in c la s s , w r ite th e fo llo w in g q u e s tio n s o n th e
b o a rd :
F e e d b a c k : Is th e s tu d e n t w e ll-p r e p a r e d ?
A r e th e p h o to s w e ll-o r g a n iz e d ?
D o e s th e s tu d e n t s p e a k lo u d ly a n d c le a r ly ?
D o e s th e s tu d e n t m a k e e y e c o n ta c t?
G iv e S s a fe w m in u te s to r e a d o v e r th e q u e s tio n s . S a y ,
B e fo r e e a c h s tu d e n t p r e s e n ts , w r ite h is o r h e r n a m e
o n a p ie c e o f p a p e r. T h e n ta k e n o te s d u r in g h is o r h e r
p r e s e n ta tio n . Y o u w ill u s e th e s e n o te s la te r w h e n y o u
a n s w e r th e q u e s tio n s o n th e b o a r d .
• T h e n in v ite c la s s m a te s to a s k q u e s tio n s a n d g iv e
fe e d b a c k a s o th e r S s p re s e n t.
• Y o u m a y c h o o s e to s a v e th e fe e d b a c k u n til th e v e r y
e n d a n d le t S s w a lk a r o u n d a n d r e fe r to th e ir n o te s
a n d te ll S s in d iv id u a lly w h a t th e y d id w e ll o r c o u ld d o
b e tte r. R e m in d S s to s p e a k k in d ly a n d c o n s tr u c tiv e ly .
O P T IO N T o p r o v id e a n o p p o r tu n ity fo r s e lf-c r itiq u e ,
r e c o r d p r e s e n t a t i o n s o r h a v e S s r e c o r d o n e a n o t h e r ’s
p r e s e n ta tio n s w ith th e ir o w n p h o n e s . T h e n h a v e
th e m lo o k a t th e r e c o r d in g s fo r h o m e w o r k a n d g iv e
fe e d b a c k to th e m s e lv e s o n th e ir p r e s e n ta tio n , u s in g
th e q u e s tio n s o n th e b o a r d to g u id e th e m . H a v e
h ig h e r - le v e l S s w r ite a p a r a g r a p h c r itiq u in g th e ir
o w n p r e s e n ta tio n .
2 LEARNING STRATEGY
• H a v e S s lo o k a t th e te x t m e s s a g e s .
• A s k S s to r e a d th e L e a r n in g S tr a te g y b o x s ile n tly . A s k ,
D o y o u s e n d m e s s a g e w o r d s a n d p ic tu r e s ? D o y o u
th in k th is is a g o o d w a y to p r a c tic e E n g lis h ?
• T e ll S s to e x c h a n g e m e s s a g e s a n d p ic tu r e s w ith a
c la s s m a te v ia te x tin g .
O P T IO N A llo w tim e fo r S s to s h a r e m e s s a g e s a n d
p ic tu r e s in s m a ll g r o u p s d u r in g th e n e x t c la s s p e r io d .
3 REFLECT AND PLAN
• H a v e S s c o m p le te th e c h e c k lis ts in d iv id u a lly . C ir c u la te
a n d a n s w e r a n y q u e s tio n s . E n c o u r a g e S s to lo o k b a c k
a t e a c h le s s o n in th e u n it.
• H a v e S s c o m p a r e c h e c k lis ts in p a ir s a n d ta lk a b o u t th e
th in g s th e y n e e d to s tu d y o r p r a c tic e m o r e .
• H a v e S s w o r k in d iv id u a lly to th in k a b o u t w h a t m ig h t
h e lp t h e m le a r n t h e t o p ic s t h e y d o n ’t f e e l t h e y k n o w
y e t. R e fe r in d iv id u a l S s to s p e c i c h a n d o u ts , a p p
p r a c tic e , w o r k b o o k p a g e s , e tc ., to h e lp th e m m a s te r
a n y p r o b le m a r e a s . If S s fe e l c o n  d e n t a b o u t a ll o f th e
to p ic s in th is u n it, e n c o u r a g e th e m to th in k o f o th e r
to p ic s th e y n e e d to le a r n .
• T h e n in v ite S s to w a lk a r o u n d a n d c o m p a r e id e a s fo r
le a r n in g d iffe r e n t to p ic s .
U N IT R E V IE W B O A R D G A M E T o r e v ie w th e
U n it c o n te n t, g o to th e P e a r s o n E n g lis h P o r ta l /
R e p r o d u c ib le s / U n it R e v ie w B o a r d G a m e s fo ld e r
a n d p r in t o u t a n d m a k e c o p ie s o f th e U n it 1 B o a r d
G a m e . Y o u ’ll  n d in s t r u c t io n s f o r t h e g a m e in t h e
s a m e fo ld e r.
UNIT 1
T -1 6
2 WHO’S THAT?
PREVIEW THE UNIT
LESSON 1
LESSON 2
LESSON 3
LESSON 4
Describe someone’s personality
V o c a b u la ry
Family and personality
G ra m m a r
Questions with who and what; Answers
P ro n u n c ia tio n
The vowel sound /ʌ/
C o n v e rs a tio n s k ill
Show interest
Describe someone’s appearance
V o c a b u la ry
Words to describe someone’s appearance
G ra m m a r
Be vs. have for description
L is te n in g
Imagine what people talk about
Talk about skills and abilities
V o c a b u la ry
Skills and abilities
G ra m m a r
Can for ability
P ro n u n c ia tio n
Can and can’t
Read about a family business
R e a d in g s k ill
LESSON 5
Find the topic
Describe yourself on an application
W ritin g s k ill
Use correct punctuation
M e d ia p ro je c t
Photos: Describe someone’s appearance and abilities
L e a rn in g s tra te g y
Record yourself speaking
PUT IT TOGETHER
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
GET STARTED
• Read the unit title. Then tell Ss to read the Learning Goals individually. Ask, Which topics do you feel con dent about?
Which topics are new for you? If Ss have studied the topics before, reassure them that they will learn some new things.
• Ask, What do you see? In pairs, have Ss look at the picture and talk about what they see. Bring the class together and
ask pairs to share. Write words on the board. (For example, people on a city street, a band, people walking)
• Focus on the social media message and bring Ss’ attention to the picture and name. Ask, What do you know about
Yuki? Invite Ss to call out answers. Have them read what Yuki says in Meet the People of TSW Media on page 4 or play
the video of Yuki. Then ask again, What do you know about Yuki?
• Have Ss turn back to page 17. Read the social media message aloud. Ask, Why does Yuki like New York City? (many new
friends)
T -1 7
2 WHO’S THAT?
LEARNING GOALS
In this unit, you
describe someone’s personality
describe someone’s appearance
talk about skills and abilities
read about a family business
describe yourself on an application
GET STARTED
Read the title and the learning goals.
Look at the photo of the street. What do you see?
YUKI OGAWA
@YukiO
I can’t believe I’m in New York City with
so many new rien s I love it here
Now read Yuki’s message. Where is she? Is she happy?
17
LESSON
DESCRIBE SOMEONE’S PERSONALITY
YUKI OGAWA
@YukiO
Lunch with my ood friend mma
today We talk a lot but always
online an’t wait
1 VOCABULARY Family and personality
02-01 Listen.
FAMILY RELATIONSHIPS
Then listen and repeat.
I’m Jenny. This
is my family.
M arian
John
Rita
Al
mother
father
mother-in-law
father-in-law
Daniel
Paul
Ella
Brad
Jenny
brother
sister-in-law
wife
E TI ES TO
02-02 A
outgoing
husband
M arian
John
grandmother
grandfather
grandparents
Lily
M iles
granddaughter
grandson
grandchildren
brother-in-law
ES RI E PERSONALITY Listen. Then listen and repeat.
shy
funny
serious
mean
kind
PAIRS Talk about people in our a il .
A: Is anyone in your family shy?
COACH
B: Yes, my grandfather is shy. Is anyone …
2 GRAMMAR Questions with who and what; Answers
Questions with who
Answers
Who
Subject
Subject
that
hat
she
he
they
hey
Be
is
Who
are
Be
Note
We almost always use contractions with
is
my cousin. question words + is and pronouns + am, is,
and are in speaking and informal writing.
• Who’s that
• hat’s my cousin.
are my cousins.
• he’s nice.
Questions with what + be like
What
What
Be
Subject
is
he
are
they
Answers with seem / look / be + adjective
Like?
like
Subject
Seem / Look / Be
Adjective
e
seems looks is
hey
seem look are
nice.
serious.
>>FOR PRACTICE, GO TO PAGE 128
UNIT 2
LESSON 1 DESCRIBE SOMEONE’S PERSONALITY
• Read the lesson title aloud. Ask, What does personality
• Read the social media message aloud and ask, Who is
mean? Say, We use the word personality to talk about
the way someone is inside, not how the person looks.
Emma? (Yuki’s friend) Why is she excited about seeing
Emma? (They usually talk online but today they will
meet in person.)
1 VOCABULARY
• Focus on the family tree. Point to the picture of J enny
with the speech bubble. Say, This is J enny. Then point
to the picture of J enny in the bottom row of the family
tree. Say, This is J enny’s family tree. The words describe
how all these people are related to J enny. Point to the
picture of J ohn and say, J enny’s father is J ohn. Point to
Paul and say, J enny’s brother-in-law is Paul.
• Ask, Is your family similar to J enny’s family? How many
brothers and sisters do you have? Call on a few Ss to
answer the questions.
• Read the blue box aloud. Say, Marian and J ohn are
J enny’s parents. Lily and Miles are her children.
EXTENSION Have each S draw his or her own family
tree and share it with a small group. You can also
have Ss create their family trees on large pieces of
paper and hang them around the room. Ask each
student to present their family members to the class.
• Ask Ss to focus on the pictures and the words as they
listen to the adjectives. To test understanding, write
sentences on the board and have students complete
them with the adjectives. For example:
Maria is friendly and talks to a lot of people. She is
. (outgoing)
• Ask, Which of these words best describes you? Call on
• Have Ss listen and repeat.
LANGUAGE NOTE The word in-law means related
by marriage. In English, we use the phrases motherin-law, father-in-law, sister-in-law, and brother-in-law,
but we don’t use in-law to describe other relatives
by marriage. For example, most people will say my
husband’s uncle rather than my uncle-in-law.
volunteers to answer the question.
• Then have them listen again and repeat.
• Ask two Ss to read the example conversation aloud.
Encourage Ss to use both the family relationships and
personality vocabulary to complete the task.
2 GRAMMAR
• To introduce the grammar, write on the board: Who
is Marian? Have Ss check the family tree in 1A to
answer the question. Write Ss’ answer on the board.
(For example, She is J enny’s mother.) Say, This is a
question with who and one way to answer it.
• Present the rst part of the grammar chart. Practice
by asking more questions about J enny’s family. For
example, point to Marian and J ohn and ask, Who are
they? (They’re J enny’s parents.)
• Point out that Ss can answer the question Who is that?
with he, she, or that.
• Next, write on the board: What is J enny like? Tell Ss this
is a question that uses what, a be verb, and the word
like. Then write: She seems nice. Explain that this is one
way to answer this question.
• Present the second half of the grammar chart. To
explain the difference between looks, seems, and is,
write on the board:
it is true that she is nice. Point to the second question
and answer. When you don’t know a person, you use
the words seems or looks. Seems means that the
speaker is saying what they believe about the person.
Looks means the speaker is basing their belief on the
way the person looks.
EXTENSION Bring pictures of people students
do not know personally. Hold up each picture and
ask, What’s he / she like? Have Ss answer using the
grammar. (For example, He looks nice.)
LANGUAGE NOTE Some care needs to be taken
when using these verbs with certain adjectives. For
example, someone might say He looks funny because
they see a person making people laugh. But this same
statement might be offensive because it might be
understood to mean the person is unattractive.
What is your mother like?
She is nice.
• Draw attention to the Note. Go over the examples.
What is the bus driver like?
He seems nice.
OR He looks nice.
• For grammar practice, have Ss turn to the grammar
activities on page 128.
Point to the rst question and answer. Say, You say She
is nice because you know your mother, and you know
UNIT 2 T - 1 8
3 PRONUNCIATION
• Ask, Which letters of the alphabet are vowels? (a, e, i, o
u). Read the vowel sound /ʌ/ Note aloud.
• Read the four words aloud. Point out that all the words
contain the vowel sound /ʌ/ despite the spelling
differences between them.
• Play the audio. Have Ss listen and repeat.
• Before they listen, have Ss focus on the underlined
• Play the audio. Have Ss listen and check their
predictions and circle the words that have the target
vowel sound. Play the audio again and have Ss repeat.
• Go over the example. Tell Ss to make sure only one
word of the words they say has the vowel sound /ʌ/.
• As Ss complete the task, circulate and check
pronunciation as needed.
parts of the family words. Have them try to identify
which words have the vowel sound /ʌ/.
4 CONVERSATION
• Point to the picture of the two women talking. Ask,
Who are these people? (Yuki and Emma) Point to the
picture of the wedding. Ask, What is happening? (a
wedding) What are the people like? (They seem funny.)
Say, Now we are going to listen to Yuki and Emma talk
about Emma’s sister’s wedding.
• Before they listen or watch, have Ss read the questions
to get an idea of the conversation.
• Have Ss listen or watch. Give them time to answer
the questions. Have Ss listen again if necessary.
• Go over the answers as a class.
• Focus on the Conversation Skill box on the right. Read
it aloud. Then play the audio once more. Make sure
Ss raise their hands when the characters say Really?, Is
that right?, and Wow!
• Ask Ss to preview the conversation and predict ways
the gaps might be lled.
• Have them listen and ll in the gaps with the words
they hear.
• Call on two Ss to read the completed conversation. Go
over any questions.
• Play the audio and have Ss repeat chorally, line by line.
• Model the conversation.
• Have Ss listen and repeat again.
• Then in pairs, have Ss practice the conversation.
Circulate and listen for pronunciation issues. Time
permitting, have Ss swap roles and practice again.
• Have Ss use the model in 4B to make new
conversations using the new words. They should
replace the highlighted words in the model with the
words with the same color.
• Have Ss use the model in 4B to make new
conversations again. This time, they should replace the
highlighted words with their own ideas.
5 TRY IT YOURSELF
• Call on two volunteers to read the example
conversation aloud.
• In pairs, have Ss show pictures of their family or friends
on their phones and describe them. Circulate and help
as needed.
OPTION F o r l o w e r - l e v e l S s , review the family and
lesson vocabulary on page 18 before Ss complete
the task.
• Have Ss walk around and repeat the activity with three
other Ss in the class.
LOOK FOR While Ss are completing the Try It
Yourself activity, walk around the class and listen to Ss’
conversations. Check to see if Ss are
✓ using family relationship and
personality vocabulary
✓ asking and answering who and what / be +
like questions
✓ pronouncing the vowel sound /ʌ/ correctly
✓ showing interest in the conversation
T -1 9
UNIT 2
EXIT TICKET At the end of the class, have the class
stand in a circle. Say, Now we are going to practice
questions with What + be like, family vocabulary, and
personality vocabulary. Ask the S next to you, What’s
your sister like? Have the S answer. (For example,
My sister is shy.) Then have the S ask the S next to
him or her a question about another family member.
Continue around the circle until all the Ss have asked
and answered questions. Identify areas for review
in later lessons and individual Ss who may need
additional practice.
C O A C H
3 PRONUNCIATION
The vowel sound /ʌ/
02-04 Listen. Notice the vowel sound /ʌ/
in these words. Then listen and repeat.
funny husband
The vowel sound /ʌ/ is usually spelled with the letter
u. In some words, it is spelled with the letter o.
lunch love
02-05 Listen. Circle the family words that have the sound /ʌ/. Then listen
and repeat the words with /ʌ/.
1. mother
3. daughter-in-law
5. brother
. uncle
2. father
4. son
6. aunt
. cousin
tudent
ay two words to your partner—one word with the sound /ʌ/ and one
ay which word has the /ʌ/ sound.
word with a different vowel sound. tudent
A : sister, brother
B : brother
4 CONVERSATION
C N
02-06 Listen or watch. Complete the sentences.
happy
1. Laura and her husband look
2. Emma’s grandparents are
outgoing
3. Emma’s brother is
kind
4. Emma’s brother-in-law isn’t
funny
He’s
.
serious
.
T
N
LL how interest
To show that you are interested in what
someone says, say:
• Really?
• Wow!
• Is that right?
Listen to or watch the video again. Raise your
hand when you hear someone show interest.
.
.
.
02-07 Listen or watch. Complete the conversation.
Who’s
u i
that?
mma That’s my brother-in-law.
looks
u i
He
mma
eally? ell he isn’t
serious at all He’s funny
serious.
02-08 Listen and repeat. Then practice with a partner.
a e new conversations. se these words or
your own ideas. Chan e he to she if necessary.
grandfather shy outgoing
5 TRY IT YOURSELF
T
N L how your partner photos of your friends and family.
Tal a out the people in your photos. hat are they li e
A : Who’s that?
B : That’s my friend M ona.
A : What’s she like? She looks kind.
B : She’s kind, and she’s …
L
N
how three other students
your photos. Tal a out the people.
I CAN DESCRIBE SOMEONE’S PERSONALITY.
UNIT 2 1
LESSON
DESCRIBE SOMEONE’S APPEARANCE
YUKI OGAWA
@YukiO
Did you see Marcy on Star Power last
night She’s a great singer eally eauti ul
1 VOCABULARY Words to
describe someone’s appearance
02-09 Listen. Then listen and repeat.
longhair
blondhair
curlyhair
blueeyes
tall
short
averageheight
thin
averageweight
heavy
brownhair
browneyes
blackhair
short hair
grayhair
PAIRS Look at the example chart for
weight words. Make charts for hair
color, hair t pe, height, and e es on
a piece of paper.
Hair color: blond, brown, black, gray
heavy
Hair type: long, curly,
straight, short
Height: tall,
average weight
H
average height, W
short
thin
Eyes: blue, brown,
green
COACH
straight hair
greeneyes
2 GRAMMAR Be vs. have for description
Questions with How tall / How old
Descriptions with be
How
How
Adjective
tall
old
Be
Subject
Subject
Be
is
he?
He
is
Questions with look like
What
Do / does Subject
average height.
ve years old.
Descriptions with be
Look like
Subject
She
Her hair
Her eyes
What
does
she
look like?
Be
tall and heavy.
is
long and straight.
are
blue.
Descriptions with have
Subject
Have
She
has
green eyes.
curly, brown hair.
>>FOR PRACTICE, GO TO PAGE 129
UNIT 2
LESSON 2 DESCRIBE SOMEONE’S APPEARANCE
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title aloud. Ask, What is someone’s
appearance? (the way they look)
• Focus on the social media message. Ask, Who do you
think Marcy is? (a singer) What does Yuki think about
Marcy? (She is a great singer. She is beautiful.) What is
Star Power? (Answers will vary, but it is likely a reality
talent show.) What kind of show does Star Power
resemble in real life? (American Idol, The Voice, etc.)
CULTURE NOTE American Idol is an American reality
show in which people compete to win a recording
deal with a major label.
EXTENSION Read the Culture Note aloud to the
class. Ask Ss if their countries have similar shows and
if they are fans.
1 VOCABULARY
• Have Ss listen to the vocabulary words, then listen
and repeat.
• Describe yourself using the target vocabulary words.
(For example, say, I have brown hair and brown eyes.
My hair is curly.) Then test understanding of the words
by showing Ss pictures of famous people and asking
Ss to describe their appearance.
OPTION Write blond hair, black hair, brown hair,
and gray hair on pieces of paper and hang them in
different corners of the classroom. Ask Ss to go to
the corner with the vocabulary that describes them.
Repeat the activity with tall, short, and average height
and again with the vocabulary for eyes and hair types.
EXTENSION In pairs, have Ss describe themselves
using the vocabulary.
• Focus on the word web. Then, to model the task, draw
• Have Ss complete their word webs.
OPTION F o r l o w e r - l e v e l S s , add one word to each
word web on the board. For example, draw a line from
the HAIR COLOR circle and write blond.
• Bring the class together and go over the answers.
OPTION Divide the Ss into four groups and have
each group draw the word web for one set of
vocabulary on the board.
TEACHING TIP Word webs and other graphic
organizers are useful tools in English language
instruction. They help Ss visually organize information
in order to classify ideas and communicate, examine
relationships, summarize a reading, analyze a text, or
structure a writing project. Other graphic organizers
help generate ideas and encourage creativity.
an empty word web on the board for each of the
following: HAIR COLOR, HAIR TYPE, HEIGHT, and EYES.
2 GRAMMAR
• If appropriate, as a warm-up, ask Ss to turn back
• Read the second chart section of descriptions with be.
to page 10 to do a quick review of simple present
information questions and answers.
Point out the difference between the subjects used
with singular and plural forms of the be verb.
• Present the grammar chart. Read the questions with
• Explain that have can also be used in descriptions.
How tall and How old aloud. Elicit the difference
between the questions. (We use how tall to ask about
height; we use how old to ask about age.)
• Read the descriptions with be aloud. Say, These
phrases answer the How tall and How old questions.
Explain that there are three different ways to answer
the how old questions. ( ve years old, about twenty,
in his thirties) Say, We use years old when we know
exactly how old someone is. We use about and in his or
her thirties when we’re not sure how old the person is.
Explain that we can substitute any ten-year period of
time for thirties. (For example, twenties, forties, fties)
Read the example aloud. Then write on the board:
Her eyes are blue. She has blue eyes. Ask, Why do
we use are in the rst sentence and has in the second
sentence? (In the rst sentence, Her eyes are the
subject, and they are blue. We use be to describe
the subject of the sentence. In the second sentence,
the subject is She. The rest of the sentence describes
something the subject possesses or has (eyes), not the
subject herself.)
• For grammar practice, have Ss turn to the grammar
activities on page 129.
• Show Ss pictures of famous celebrities and ask, How
old is he / she? Accept any reasonable answers.
• Focus on the second part of the chart and read the
question with look like aloud. Point out that this
question uses do or does, not the verb be.
UNIT 2 T - 2 0
3 LISTENING
• Before Ss listen, focus on the Listening Skill box. Read
it aloud. Explain that when Ss create a picture in their
mind as they listen, it can help them understand better.
• Books closed. Read the directions aloud. Ask, What
kind of listening passage will we hear? (a podcast
about the TV show Star Power) Reread Yuki’s social
media message at the beginning of the lesson. Say,
This podcast is about the show that Yuki watched.
• With books still closed, have Ss listen to the podcast.
Encourage them to imagine what the people look
like and where they are. If necessary, have them
listen again.
• Solicit a volunteer to complete the sentence. Go over
the answer.
• Books open. Focus on the photo of the women in the
recording studio. Ask, What do these people look like?
Where are they? Is this what you imagined about the
people who are talking in the podcast?
• Play the audio and have Ss listen for names and match
them to the pictures. Then play the audio again to
check. Let them listen again if appropriate.
OPTION F o r l o w e r - l e v e l S s , draw their attention
to the pictures rst. Have them describe the people.
Then play the audio again for Ss and have them
complete the task.
• Read the directions and the example aloud. Give
another example using one of your favorite shows
or a popular show on television. For example, My
favorite show is The Big Bang Theory. One of the main
characters is Penny. She is pretty. She has blond hair.
F o r l o w e r - l e v e l S s , show a picture of the character you
are talking about.
• Have Ss talk about their favorite shows and characters.
Then ask volunteers to describe their shows and
characters to the class.
4 TRY IT YOURSELF
• Go over the game directions. Read the rst line of the
individually. Then, in groups, have them read their
descriptions and see if others can guess who their
description is of.
EXTENSION Have Ss return to Yuki’s social media
message at the beginning of the lesson. Ask a S
to read it aloud. Then write it on the board. Have
volunteers come to the board and write responses
to Yuki’s message about their favorite singers. For
example, Taylor Swift is a great singer, too. She’s
beautiful. She has blond hair and blue eyes.
OPTION Bring in pictures of famous singers and
actors that Ss will know. Hand one picture to each
student. Tell Ss not to show their picture to anyone.
Give them a few minutes to write a description of the
person in their picture. Then collect the pictures and
hang them in the front of the room. Ask Ss to read
their description and let the other Ss identify the
picture based on the description.
LOOK FOR While Ss are completing the Try It
Yourself activity, walk around the class and listen to Ss’
conversations. Check to see if Ss are
✓ using words to describe someone’s appearance
✓ using questions with How tall / How old
✓ using questions with look like
✓ giving descriptions with be and have
example conversation aloud. Let Ss guess the answer
using the second line of the conversation.
• Have Ss write sentences to describe the people
• Go over the directions and example. Then, to illustrate
how the game works, play one round by giving an
example of two of your friends. Solicit a volunteer to
play the second role and repeat your description. Mark
the points on the board so Ss can see how the point
system works.
• Have Ss play the game in pairs. Circulate and help
as needed.
T -2 1
UNIT 2
EXIT TICKET Have Ss work in pairs. Give each pair a
picture from a magazine. Have Ss write a description
of the person on the back of the picture or a piece
of paper. Collect the pictures and papers as Ss leave.
Check their descriptions to note any vocabulary
or grammar issues that need to be reviewed in
future classes.
3 LISTENING
STE
magine what people tal about
When you listen, imagine the things you hear. Think
about what the people look like and where they are.
Make a picture in your head. Imagining this picture
can help you understand what the people say.
isten to the podcast about the
T show Star Power. Circle the correct answer.
02-11
The performers on Star Power sing / act /
tell stories.
02-12
GS
isten again and write each singer’s name on the lines below.
Marcy
Edgar
Richard
Kate
A S Tal about your fa orite show.
What do the characters loo li e?
M y favorite show is True Story. The main
character is short. He has brown hair …
4 TRY IT YOURSELF
GAME Choose four people from this photo. Write sentences about them. Then
read your sentences to your group. Can they guess which people you chose?
A : He’s tall and thin. He has black hair and ….
B : Is it …?
Jan
Anna
Leo
Evan
Sara
Zack
Kim
Kevin
Trisha
Mark
GAME Student A escribe two friends. Student
epeat the descriptions. Student
A gets a point if Student ma es a mista e. Student gets a point if the descriptions
are correct.
I CAN DESCRIBE SOMEONE’S APPEARANCE.
UNIT 2
LESSON3
TALK ABOUT SKILLS AND ABILITIES
YUKI OGAWA
@YukiO
I love music! New music,
old music … I love it all
1 VOCABULARY Skills and abilities
02-13 Listen. Then listen and repeat.
playthepiano
sing
draw
dance
paint
Bonjour
playtheviolin
speakFrench
rideahorse
rideamotorcycle
What words go with these words? For each word, write as many
phrases as you can. You have two minutes. Possible answers:
the piano
soccer
playtheguitar
More languages
Portuguese
Arabic
Russian
Chinese
Spanish
Hindi
J apanese
play
Arabic
French
the guitar
the violin
a horse
a bicycle
speak
Chinese
Hindi
ride
a motorcycle
COACH
an elephant
2 GRAMMAR Can for ability
Statements
Yes / no questions
Subject
Can / can’t Base form
of verb
Can
I
She
We
can
you
Can he
they
can’t
sing.
dance.
Subject
Short answers
Base form Yes / no Subject
of verb
draw
paint
es
o
I
he
they
Can /
can’t
can.
can’t.
>>FOR PRACTICE, GO TO PAGE 130
22
UNIT 2
LESSON 3 TALK ABOUT SKILLS AND ABILITIES
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title aloud. Ask, What are skills and
abilities? (things people can do; things people are
good at)
• Read Yuki’s social media message aloud. Ask, What
kinds of music does Yuki love? (all kinds)
1 VOCABULARY
• Draw attention to the pictures and their captions. Play
the audio and have Ss follow along.
• Have Ss listen and repeat.
• Call on a S to read the rst description aloud. Then ask
volunteers to read the remaining descriptions.
• Focus on the Note about languages. Say, Some people
speak French. Other people speak Arabic, or Chinese,
or these other languages. Poll the class. Ask, How many
of you speak French? Have Ss raise their hands. Repeat
the same question for each language in the box. Keep
a tally of answers on the board to see which language
is spoken by the most Ss in the class.
EXTENSION Play a game of charades. Form groups
of Ss. Ask one S to act out one of the skills or abilities
silently while the other Ss in the group guess what the
skill or ability is.
• Have Ss complete the other word webs. F o r l o w e r -
l e v e l S s , draw all the word webs on the board and ll
in each word web with one answer to help them get
started. For example, speak J apanese or ride a horse.
• In small groups, have Ss check their answers. Assign
each group a word web to draw on the board. Ask
the rest of the class to check their answers against the
version on the board.
OPTION F o r h i g h e r - l e v e l S s , ask Ss to think of more
answers to add to each word web.
TEACHING TIP When teaching a new vocabulary
set, give Ss the opportunity to suggest additional
examples of words or phrases that belong to the set.
Encourage Ss to add any new words and phrases to
their textbooks or notebooks.
• Say, Some words go with other words. Focus on the
word web for play. Elicit other sports or instruments
that can complete the word web. (For example,
basketball, football, the trumpet)
2 GRAMMAR
• Write two statements about yourself on the board, one
describing something you can do and one describing
something you can’t do. For example, I can play the
piano. I can’t play the violin.
• Ask, What is the difference between these two
sentences? (The rst uses the af rmative form can, and
the second uses the negative, contracted form can’t.)
Say, The verb can is often used to describe ability.
• Focus on the statements section of the grammar
chart. Read the examples aloud. Point out that we
use the base form of the verb after can or can’t. Give
additional examples if appropriate. For example, I can
speak Arabic.
• Explain that can’t is the short form of cannot, but
English speakers rarely say cannot.
• Bring Ss’ attention to the yes / no questions and short
answers. Read the examples aloud. Point out that in
short answers, people usually only say can or can’t, not
the base form of the verb.
• Ask one S, Can you draw? Elicit the answer Yes, I can
or No, I can’t. Then ask another S a question about the
rst student: Can [he / she] draw? (Yes, he / she can.
OR No, he / she can’t.) Solicit a few volunteers to ask
and answer more yes / no questions with can.
• For grammar practice, have Ss turn to the grammar
activities on page 130.
UNIT 2 T - 2 2
3 PRONUNCIATION
• Read the can and can’t pronunciation box aloud. Focus
on the example sentences. Then have Ss listen and
repeat. Make sure that Ss do not stress can unless it is
at the end of a sentence (for example, Yes, I CAN), and
that they stress can’t.
• Before they listen, have Ss skim the exercise items.
• Have Ss listen and circle the words they hear. Play the
audio again if appropriate.
• Go over the answers as a class. Then listen and repeat.
• Circulate as Student As read the sentences aloud and
Student Bs stand or sit as they listen to their partners.
Check that Ss are stressing the words correctly. Make
sure Ss switch roles.
4 CONVERSATION
• Have Ss look at the video still. Ask, Who is in the
picture? (Carlos and Yuki). What are they doing?
(listening to music)
• Before Ss listen or watch, have them preview the
exercise to get an idea of the conversation.
• Books closed, have Ss listen or watch the video.
• Books open, have Ss complete the exercise
individually.
• Go over the answers as a class. Replay the audio if
necessary.
• Ask, What happens at the end of the video? Does Yuki
like Carlos’s singing? Can Carlos sing?
• Ask Ss to preview the conversation and predict ways
the gaps might be lled. Remind Ss again to listen
carefully for can versus can’t.
• Have them listen and ll in the gaps with the words
• Call on two Ss to read the completed conversation. Go
over any questions.
• Play the audio and have Ss repeat chorally, line by line.
• Model the conversation.
• Have Ss listen and repeat again.
• Then in pairs, have Ss practice the conversation.
Circulate and listen for pronunciation issues with can
and can’t. Time permitting, have Ss swap roles and
practice again.
• Have Ss use the model in 4B to make new
conversations using the new words. They should
replace the highlighted words in the model with the
words with the same color.
• Have Ss use the model in 4B to make new
conversations again. This time, they should replace the
highlighted words with their own ideas.
they hear.
5 TRY IT YOURSELF
• Go over the directions. Ask two Ss to read the example
conversation aloud.
• Copy the chart on the board. Say, Let’s nd someone
who can sing. Model how to do this by asking a S, Can
you sing? If the answer is yes, write the S’s name in the
chart under Sing.
• Tell Ss to add two other skills to their charts. Tell them
they can choose a skill or ability from page 22 or make
up their own.
• Have Ss walk around and complete the activity. Tell Ss
to keep switching partners until they nd a S match for
each of their skills.
• Have Ss summarize their results.
OPTION F o r h i g h e r - l e v e l S s , have them write one
skill or ability that was not covered in the textbook
to the activity. At the end of the activity, ask Ss to talk
about the skill or ability they added and announce
who they found that has that skill or ability.
EXTENSION Refer back to Yuki’s social media
message at the beginning of the lesson. Ask the class,
What kind of music do you like? What is your favorite
band? Write a social media message about it. Have
Ss write their messages on a blank card or piece of
paper and collect them. Then read the messages
aloud. Ask Ss to guess who wrote each message.
T -2 3
UNIT 2
LOOK FOR While Ss are completing the Try It
Yourself activity, walk around the class and listen to Ss’
conversations. Check to see if Ss are
✓ Using skills and abilities vocabulary
✓ Using can and can’t to describe ability
✓ Pronouncing can and can’t correctly
EXIT TICKET At the end of class, poll the Ss about
each activity on page 22. For example, say, Can you
play the piano? Raise your hand. Count hands and
write the number on the board. Repeat for each skill
or ability and keep a tally. See which activity the most
Ss can do.
C O A C H
3 PRONUNCIATION
Can and can’t
02-15 Listen. Notice the
ronunciation o can and
can’t. hen listen and re eat.
Can is usually unstressed. The vowel is
short and weak. Note that can is stressed
at the end of a sentence.
I can dance. I can’t sing.
Can’t is always stressed. The vowel is
strong and clear.
Can you play the piano? Yes, I can.
Can you play the violin? No, I can’t.
02-16 Listen. Circle the word you hear.
hen listen and re eat.
. I can / can’t speak J apanese.
. I can / can’t dra .
. He can / can’t play the guitar.
. He can / can’t ride a
. She can / can’t ride a horse.
. She can / can’t sing, ut I can / can’t.
AR
tudent A ay each sentence in
choosing can or can’t. tudent
your artner says can. tay seated i your artner says can’t.
otorcycle.
tand u i
4 CONVERSATION
02-17 Listen or watch. Circle the correct answers.
odrigo can / can’t play the guitar.
. Carlos can / can’t play the guitar.
. Yuki can / can’t play the violin.
. Carlos says he can / can’t sing.
.
02-18 Listen or watch. Com
Can
Carlos
u i
play the guitar?
I can’t
No,
lete the con ersation.
. ut
I can
play the violin.
Can you
Carlos
re you any good?
u i
Yeah, I’ pretty good.
play the guitar?
hat a out you?
I can’t
I can
Carlos No,
02-19 Listen and re
, ut
sing
eat. hen ractice with a artner.
AR
a e new con ersations.
Use these words or your own ideas.
speak Chinese speak Spanish speak rench
5 TRY IT YOURSELF
WALK AROUND Can your classmates do these things? Write two more abilities.
hen nd one erson or each s ill.
A: Can you play the piano?
Ability:
sing
B: No, I can’t. Can you?
draw
N ame:
I CAN TALK ABOUT SKILLS AND ABILITIES.
UNIT 2
LESSON
READ ABOUT A FAMILY BUSINESS
W
u i
1 BEFORE YOU READ
Ever hear of the Epper family? They’re in hundreds
of movies, but nobody nows their names.
PAIRS What makes a movie
exciting? Name a movie with
a lot of action—for example, car accidents or ghts What do o like or dislike a o t it?
A
AR
02-20
isten hen listen and repeat
exploding: breaking into many pieces, often with a loud noise
generation: people who are all about the same age—for example, the brothers and sisters
in a family
ones: parts of your body that are hard and white and give your body its shape
create: make something new
instead: in place of something or someone else
res lt in: make something happen; cause
2 READ
PR
I W Read the title and s
titles, and look at the photo What do o think a stunt is?
02-21 Read and listen to an article a
o t the pper famil What do the do? They’re stunt people.
AN UNUSUAL FAMILY BUSINESS
Who was the driver of the exploding bus in the movie
Transformers? His last name is Epper. Who crashed
through the window in the TV show Wonder Woman?
Her last name is Epper. When you see someone crash
a car, run through fire, or ump from a train in a movie or
on television, that person may not be a movie star. He
or she is probably a stunt person. tunt people do the
dangerous wor —the stunts—for movie stars.
The most dangerous job in the movies
ore than twenty members of the Epper family are
stunt people. or the Eppers, stunts are a family
business that started in the
s. ohn Epper was the
first stunt person in the family. He did stunts for famous
Hollywood actors, including ary ooper and onald
eagan. His six children all followed him in the family
business. They learned to ride horses when they were
very young. His daughter tephanie practiced horse
stunts after school with her father. he umped off the
horse into his arms over and over, until the stunt was
perfect. His daughter eannie had the longest career.
he wor ed as a stunt person for more than
years.
he umped off roofs and horses, crashed cars, and
had lots of fights. ometimes she got hurt. ll those
bro en bones
stunts resulted in
UNIT 2
What is in the future for the stunt business?
nd now, a third and fourth generation of Eppers are
wor ing in the family business. Will there be a fifth
generation? erhaps, but the future of the stunt business
is not clear. Today, many movie directors don’t use
people for the most dangerous stunts. nstead, they use
computers to create scenes that are exciting but safe.
LESSON 4 READ ABOUT A FAMILY BUSINESS
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title aloud. Then read the social media
message aloud. Ask, Has anyone ever heard of the
Epper family? How can they be in hundreds of movies,
but no one knows their names? Write Ss’ ideas on the
board. Leave the predictions on the board to refer to
later. Say, We will see if we’re right after we read.
1 BEFORE YOU READ
• Read the questions in the directions aloud. Offer your
own personal answers. (For example, I think a movie is
exciting when there is a lot of action. A movie with a lot of
action is Star Wars: The Force Awakens. I like the battles
between the Galactic Empire and the Rebel Alliance.)
• Have Ss discuss the questions in pairs. Then bring the
class together and have them share answers. On the
board, write examples of Ss’ answers.
• If Ss have trouble thinking of movies, give them a few
examples. (the Mission Impossible series, J ames Bond
movies, The Avengers [or other superhero movies], the
Fast and Furious series, or J ason Bourne movies)
• Draw attention to the vocabulary words. Play the audio.
Ask Ss to listen and repeat.
• Make sure Ss understand the de nitions by asking
questions using the words in context. For example,
How many generations are there in your family? How
many bones do you think are in the human body?
(270 at birth, 206 by adulthood—bones join together as
people age)
OPTION F o r l o w e r - l e v e l S s , write sentences that
include the vocabulary words on the board rst. Then
go over the words and de nitions.
OPTION F o r h i g h e r - l e v e l S s , books closed. Write
the list of words on the board and have Ss guess the
de nitions. Then have Ss open their books and check
their de nitions.
EXTENSION Ask Ss to write a sentence using each of
the words. Solicit volunteers to write their sentences
on the board. Ask them to leave a blank line where
the vocabulary word goes. Ask the other Ss to guess
what word is missing from each sentence.
2 READ
• Consider presenting the Reading Skill box and 3A
item 1 on page 25 before or in combination with this
preview task so that Ss can practice the skill on
the reading.
• Focus on the picture. Say, These people are doing a
stunt. Solicit volunteers to share their guesses about
what a stunt is. Ask, What are some different stunts that
people do in movies? (For example, driving cars very
fast, hanging from high places, ghting, performing
martial arts, or doing acrobatics)
• Have Ss read and listen. If appropriate, have them read
and listen again. Then, in pairs, have them discuss what
the Epper family does.
• Remind Ss about the predictions they made about the
Eppers at the beginning of the lesson. Say, Remember
your predictions? Let’s see how many were correct.
Bring the class together and ask Ss how many of them
correctly predicted what the Epper family does.
• Address any questions.
OPTION Have Ss underline the vocabulary words
from 1B in the reading so that they see them used
in context.
CULTURE NOTE Some actors are famous for doing
their own stunts, such as Tom Cruise, Matt Damon,
Kristin Stewart, Cameron Diaz, J ackie Chan,
J ason Statham, Arnold Schwarzenegger, and
Sylvester Stallone.
EXTENSION Read the Culture Note aloud. Ask, Do
you think actors should do their own stunts? Why or
why not? Would you do your own stunts? What stunts
would you do? Write answers on the board as Ss offer
their opinions.
OPTION Assign the reading to Ss as homework. In
the next class, answer any questions Ss have about
the reading before starting the follow-up exercises on
page 25.
UNIT 2 T - 2 4
3 CHECK YOUR UNDERSTANDING
• Have Ss read the Reading Skill box silently. Then read
it aloud. Ask, Why is it important to be able to nd the
topic in a reading before you read? (It makes it easier
to understand the reading passage.)
• Call on volunteers to read the title and subtitles from
the reading on page 24 aloud.
• Have Ss nd the repeated words in the reading and
underline them. Have pairs compare answers.
OPTION Divide the class into four groups and assign
each group one of the words in 3A item 2. Have them
nd the repeated words and underline them. Then
have them present the answers to the other groups.
• Have Ss choose the topic of the reading individually.
Check their answers.
• Have Ss complete the exercise. Go over the answers as
a class.
OPTION For each item, have Ss underline the part of
the text that helped them gure out the answer. Then
have them compare answers with a partner.
OPTION F o r h i g h e r - l e v e l S s , have them write their
own additional comprehension questions about the
reading and quiz a partner.
• Read the sentence aloud. Have Ss identify the
correct meaning.
• Go over the answer as a class.
EXTENSION Ask Ss, What have you done over and
over? Write answers on the board. Put a check mark
next to duplicate answers. See what activities have
been done over and over by more than one student.
• Draw attention to the example. Ask Ss to start their
sentences using this sentence frame.
• Pair Ss to discuss the most important ideas. Have them
share their answers with the class.
OPTION Focus attention on the box to the right of
3D. Have Ss complete the research task during class
or for homework. Then ask Ss to share what they
learned. Put Ss in small groups and have them talk for
a few minutes about their search results.
4 MAKE IT PERSONAL
• Copy the chart on the board. Complete it with details
about the people in the 4B example: Will Smith, J ada
Pinkett Smith, and their children. (For example: Will
Smith: Actor, singer, comedian, producer. Will started
acting in 1986 in the TV show The Fresh Prince of
Bel-Air.) J ada Pinkett Smith: actress, dancer, singer.
J aden Smith: actor, rapper. Willow Smith: actress, singer.
• Have Ss work individually to complete their own charts
about the famous family they want to describe. Allow
them to do research in the school’s computer lab, on
their phones, or at home if appropriate.
OPTION F o r l o w e r - l e v e l S s , give them some
examples of families they can look up. For example,
Baldwin brothers (actors), Banai Family (Israeli
musicians), Barrymore family (actors), CarterCash families (singers), Casadesus family (French
composers, musicians), Hadid sisters (models), Lauren
family (designers).
T -2 5
UNIT 2
• In pairs, have Ss use their charts to discuss the famous
family they chose to describe.
EXTENSION Have Ss present their families to
the class.
EXIT TICKET Have Ss write a couple of sentences
about a family (famous or not) and its business on a
piece of paper. Collect the papers as students leave.
Read the papers to identify areas for review in later
lessons and individual Ss who may need additional
practice.
3 CHECK YOUR UNDERSTANDING
READING SKILL Read the Reading Skill. Answer the questions.
1. What is the title of the article? What are the subtitles
of each paragraph?
An Unusual Family Business
Title
Subtitles The most dangerous job in the movies
The topic is what the article is
about. When you know the topic
before you begin, it is easier to
understand the article. One way
to nd a topic is to look at the
title and subtitles. You can also
look for repeated words.
What is in the future for the stunt business?
2. Which words are repeated in the article?
a. school
. family
b. business
READING SKILL ind the to i
d. computer stunt
. What is the topic of the article?
a. dangerous stunts
b. unusual movie jobs
. a family of stunt people
b. are famous actors
. direct movies
hoose the orre t answer.
1. The Eppers
.
a. do stunts for actors
generations of Eppers have worked as stunt people.
a. Three
b. Four
. Five
. Stephanie Eppers did stunts with
.
a. cars
b. ghts
. horses
.
ovie directors sometimes use
instead of stunt people.
a. the Eppers
b. computers
. movie stars
2.
S
N LANG AGE Read.
hat do the underlined words
ean
She jumped off the horse into his arms over and over until the stunt was perfect.
a. high up
b. many times
AIRS
hat is the arti le about Retell the
ost i
The article is about the Epper family …
ortant ideas. se our own words.
Find out about movie stunts. ow
much money do stunt people make?
4 MAKE IT PERSONAL
hink o a ous a il
e bers who work in the sa e area. hat obs do the ha e
hat do ou know about their ersonalities a earan es and skills
Des ribe ea h erson in the a il .
a il
a il
e bers
Des ri tions
AIRS ell our artner about our a ous a il .
A : Will Smith and Jada Pinkett Smith are both famous actors. Their kids are actors, too.
B : That’s right! Will Smith started acting …
I CAN READ ABOUT A FAMILY BUSINESS.
UNIT 2 2
LESSON
DESCRIBE YOURSELF ON AN APPLICATION
Y
IO A A
YukiO
1 BEFORE YOU WRITE
TS has this great program where
employees help students get ready to
work. I hope I can do it!
Read the poster. Then read Yuki’s
message. What does Yuki want to do? Yuki wants to become a mentor.
Become
Name:
Yuki Ogawa
a mentor!
While you’re at work,
help students who are
looking for work!
1–2 hours
a week
To apply, go to
TSW’s website
Tell us your name, job,
and how you can
help students!
J ob:
Social Media Manager
Why do you want to be a mentor?
This is a great idea! I really want to
help some students. A social media
manager is a very interesting jo . Many
students want to e social media
managers ecause they use social
media a lot. owever many students
don’t understand the jo well. I can
talk a out my work. I can also answer
any uestions they have a out my jo .
inally I’m kind outgoing and unny.
I can e a good mentor.
Read Yuki’s application. Take notes in the chart. What does Yuki write about social media
managers? What does Yuki write about herself?
Social media managers
Yuki
Interesting job
Wants to help students
Students want to be social media managers.
Can talk about her work
Students don’t understand the job well.
Can answer questions
Is kind, outgoing, and funny
PA RS What is a good mentor like? Write – things.
I think a good mentor is friendly.
Possible answer: A good mentor is friendly, smart, and kind.
UNIT 2
LESSON 5 DESCRIBE YOURSELF ON AN APPLICATION
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title aloud. Ask, What is an application?
(a form that you ll out when you are asking for
something, such as a job)
• Ask Ss if they have ever applied for a job. Ask, Did you
have to describe yourself on the application? Do you
think this is easy or hard? Why?
1 BEFORE YOU WRITE
• Draw attention to the poster and application that Yuki
has completed. Have Ss read them silently.
• Read Yuki’s social media message aloud. Say, A mentor
is a person who helps students who are looking for
work. To be a mentor, it’s good if you have a job. Then
you can tell students about your job.
• Ask, Why did Yuki ll out this application? (She wants
to become a mentor.) What is Yuki’s current job? (social
media manager) How can Yuki help students? (She can
answer their questions about her job.)
• Answer any other vocabulary or content questions
about the poster, application, or message.
• Have Ss look at the chart. Say, In the rst column, write
how Yuki describes her job. In the second column, write
how Yuki describes herself and her personal qualities
and goals.
• Have Ss skim the application again and take notes in
• Start a class discussion about mentors. Ask, Does
anyone want to be a social media manager like Yuki?
Would you like to have Yuki for a mentor? Do you think
Yuki can be a good mentor? Why or why not? Have Ss
justify their answers.
• Then ask, Have you ever had a mentor? Was he or she
a good mentor? What kind of person is a good mentor?
Write Ss’ ideas on the board.
• Draw attention to the example sentence. Ask Ss if
they agree.
• In pairs, have Ss complete the task. Then go over
answers as a class.
OPTION F o r l o w e r - l e v e l S s , write a list of adjectives
or qualities on the board. Then have Ss use them to
describe good mentors. (For example, kind, outgoing,
smart, funny)
the chart.
• Have Ss check answers in pairs.
OPTION Copy the chart on the board and call on
volunteers to complete it with their answers. Then go
over the answers as a class.
UNIT 2 T - 2 6
2 FOCUS ON WRITING
• Read the Writing Skill box on punctuation aloud. Ask,
Why is it important to use correct punctuation in an
application? (Employers don’t like applications with
incorrect punctuation. They think the applicant is
careless, or not smart enough for the job.)
• Direct attention back to Yuki’s application. Have Ss
circle one example of each type of punctuation.
• Go over the answers as a class.
OPTION Have Ss circle ALL the examples of the
punctuation in Yuki’s application.
EXTENSION Choose a simple reading from another
lesson in the Student Book. Ask Ss to circle examples
of punctuation in the reading. Have them work in
pairs or compare answers in groups.
3 PLAN YOUR WRITING
• Tell Ss it is time to start planning their own application.
Encourage them to choose a job or activity that other
people want to learn about. They can also make up
information if they prefer.
• Have Ss complete the chart. Say, Complete the second
column with your own personal qualities and goals.
Remind them to use the chart from 1B on page 26 as
an example as they work.
• Circulate to help Ss as needed.
OPTION Ss might nd this challenging. If they need
more examples, write an example chart on the board
using Teacher as the job. Write positive qualities to
describe yourself in the second column or ask Ss to
describe what they think you are like.
• Read the example aloud. Then pair Ss to talk about
their charts.
• If time allows, ask Ss to share the information in their
charts with the class.
4 WRITE
• Have Ss write a short application for the job or activity
they want to become a mentor for. Encourage them
to use the information in the chart they completed in
3A. Refer them back the Writing Skills box if they need
help with punctuation.
5 REVISE YOUR WRITING
• Tell Ss to peer review their partner’s applications. Ask
them to answer the questions in the book about their
partner’s application.
• Ask Ss to make suggestions for improvement.
TEACHING TIP To ensure that Ss are kind and
constructive during peer reviews, conduct a model
peer review session before pairing Ss to review each
other’s work. Write a sample paper, or use a former
student’s paper with the name deleted. Ask Ss to take
a few minutes to read the paper and make comments
using the peer review questions. Display the peer
review questions and ask Ss to volunteer comments
on it. Write comments that are constructive, polite,
and relevant on the board. Encourage Ss to use
phrases like Maybe you should… or This is good, but
maybe this is better: ... to soften criticism when they
conduct their own peer reviews.
6 PROOFREAD
• Have Ss proofread their applications one last time.
• Direct their attention to the Note. Ask them to check
their spelling, punctuation, and capitalization again.
• Then collect Ss’ work and offer individual feedback.
T -2 7
UNIT 2
EXIT TICKET Give Ss a short punctuation quiz. Write
a few sentences that need punctuation on the board.
For example,
J uan Carlos Martinez is a social media manager at Twitter
He works hard but he really loves his job
Where is Twitter
Twitter is in San Francisco California
Have Ss rewrite the sentences with the correct
punctuation on a blank card or pieces of paper. (J uan
Carlos Martinez is a social media manager at Twitter.
He works hard, but he really loves his job! Where is
Twitter? Twitter is in San Francisco, California.)
Collect cards as Ss leave. Check them to identify areas
for review in later lessons and individual Ss who may
need additional practice.
2 FOCUS ON WRITING
Read the Writing Skill.
Read Yuki’s application again. Circle one
example of a period, a question mark,
a comma, and an exclamation point.
WR
S LL
se correct punctuation
Use a period (.) at the end of a sentence. Use
a question mark (?) at the end of a question.
Use a comma (,) after transition words (but,
and, etc.) and between things in a list. Use an
e clamation point ( ) to show e citement.
3 PLAN YOUR WRITING
Look at the chart in . hen think a out a o or other acti it ou kno ho to do.
Choose something other people ant to learn a out. Complete the chart elo . Write
notes a out the o or acti it and a out ourself.
o or acti it
You
RS ell our partner a out the o or acti it and a out ourself.
M y activity is playing the guitar. I really like playing the guitar. I’m a good teacher …
4 WRITE
magine ou can ecome a mentor. What can ou help people learn a out
Write an application to e a mentor for a o or acti it and h ou can e a good mentor.
as a model.
Remem er to use correct punctuation. se
5 REVISE YOUR WRITING
RS
xchange applications and read our partner’s application.
. Check the ends of sentences and any lists in the application.
. Did your partner use periods at the ends of sentences and commas in lists?
. Did your partner include good details about himself or herself?
RS Can our partner impro e his or her application
6 PROOFREAD
Read our application again. Can ou impro e our riting
ake suggestions.
Check your
• spelling
• punctuation
• capitali ation
I CAN DESCRIBE MYSELF ON AN APPLICATION.
UNIT 2
PUT IT TOGETHER
1 MEDIA PROJECT
02-22 Listen or watch. Who does Alex describe? Alex describes
his father, his mother, and himself.
02-23 Listen or watch again. Describe the people.
1. Describe Alex’s father. Alex’s father is tall. He has brown eyes
and curly black hair. He’s really funny. He rides a motorcycle in his free time.
2. Describe Alex’s mother. Alex’s mother is kind and pretty. She has
brown eyes and long, straight black hair. She is short and average weight. She plays the
piano and sings. 3. Describe Alex. Alex has brown eyes and black hair. He is short.
He can’t ride a motorcycle or play the piano. He
Show your own photos. can draw and paint.
Step 1 Think about your family and friends. Choose or take photos of three
people you know.
Step 2 Show the photos to the class. Talk about each person’s appearance and
abilities.
Step 3 Answer questions about the people. Get feedback on your presentation.
2 LEARNING STRATEGY
R
RD
RS L S
A
Choose – sentences to read out loud. rite
them down. Then record yourself speakin
and listen to your recordin . hat parts were
hard for you to say ractice these words and
et feedback from your teacher or classmates.
o to xercise A on page 1 . Write down 3– sentences ro
u i and
a’s con ersation.
hen read the sentences out loud and record yoursel . Listen to your recording. What words are
di cult or you? ractice the words and phrases. As your teacher or class ates or help.
3 REFLECT AND PLAN
Loo bac through the unit. hec the things
you learned. ighlight the things you need to learn.
Spea ing ob ecti es
Describe someone’s
personality
Describe someone’s
appearance
Talk about skills and
abilities
ronunciation
The owel sound /ʌ/
Can and can’t
ra
ar
uestions with who and
what Answers
ocabulary
Be s. have for
description
amily
Can for ability
ersonality
ords to describe
someone’s appearance
Skills and abilities
Reading
ind the topic
Writing
se correct punctuation
2
UNIT 2
What will you do to learn
the things you highlighted?
Write notes.
Notes
Done
n the app do the esson
ocabulary practice
Skills and abilities
PUT IT TOGETHER
1 MEDIA PROJECT
• Have Ss look at the picture. Ask, What do you see?
(a woman)
• Tell Ss they will hear Alex describe people in his family.
Play the audio. Have Ss answer the question. Then ask,
Which person in Alex’s family does this picture
show? (Linda)
• Before they listen or watch, have Ss preview the
sentences. Tell them that this is the information they
need to listen for.
• Tell Ss they can lm themselves or have someone else
lm them.
• For homework, tell Ss to take and organize the
pictures. Clarify that they don’t have to print their
pictures out, but that they should have them easily
accessible on their phone.
• Assign the lming as homework or schedule time in
the computer lab or in class for Ss to work on
their videos.
• Play the video. Then have Ss complete the task
• Back in class, write the following questions on
individually. If appropriate, have them listen or
watch again.
the board:
Feedback: Is the student well-prepared?
Are the pictures well-organized?
Does the student speak loudly and clearly?
Does the student make eye contact?
• In pairs, have Ss compare answers. Then bring the
class together to go over any questions.
EXTENSION To review, ask Ss to write down all
the vocabulary words from the unit that they hear
in the video. To check answers, print copies of the
script and ask Ss to underline the words. Ask, How
many of these words did you hear? Also review the
unit grammar. Ask, What can Alex’s father do? Elicit
answers using He can. Repeat for Alex’s mother
and Alex.
• Explain to Ss that they will create a similar project to
the one they watched.
Give Ss a few minutes to read over the questions. Then
say, Before each student presents, write his or her
name on a piece of paper. Then take notes during his
or her presentation. You will use these notes later when
you answer the questions on the board.
• Invite Ss to ask questions and give feedback.
• You may choose to save the feedback until the very
end. Have Ss walk around and refer to their notes
to tell Ss individually what they did well or could do
better. Remind Ss to speak kindly and constructively.
• Give Ss a few minutes to read the three steps.
Encourage them to make a list of what pictures they
want to use.
2 LEARNING STRATEGY
• Ask Ss to read the Learning Strategy box silently. Then
read it aloud. Ask, Do you think this is a good way to
practice English? Why or why not?
• Have Ss complete the task. Circulate to help as
needed. Encourage Ss to listen to each other’s
recordings and attempts to practice dif cult words
and to let their classmates know if they are successfully
pronouncing the dif cult words.
OPTION Give Ss time to record three to ve other
sentences and actually implement the strategy in
class. Ask them the questions in the Learning Strategy
box. Solicit volunteers to share answers.
3 REFLECT AND PLAN
• Have Ss complete the checklists individually. Circulate
and answer any questions. Encourage Ss to look back
at each lesson in the unit.
• Have Ss compare checklists in pairs and talk about the
things they need to study or practice more.
• Have Ss work individually to think about what might
help them learn the topics they don’t feel they know
yet. Refer individual Ss to speci c handouts, app
practice, workbook pages, and so on to help them
master any problem areas. If Ss feel con dent about
all of the topics in this unit, encourage them to think of
other topics they need to learn.
• Then invite Ss to walk around and compare ideas for
learning different topics.
UNIT REVIEW BOARD GAME To review the
Unit content, go to the Pearson English Portal /
Reproducibles / Unit Review Board Games folder
and print out and make copies of the Unit 2 Board
Game. You’ll nd instructions for the game in the
same folder.
UNIT 2 T - 2 8
3 WHAT ARE YOU DOING TODAY?
PREVIEW THE UNIT
LESSON 1
LESSON 2
LESSON 3
LESSON 4
Talk about household chores
Vocabulary
Household chores
Grammar
The present continuous for events happening now: Review
Pronunciation
Stressed words
Make and respond to invitations
Vocabulary
Types of movies
Speaking
Accept or decline invitations
Pronunciation
Blending: want to and have to
Talk about free time
Vocabulary
Free-time activities
Grammar
Verbs + in nitives and gerunds
Conversation skill
Show you’re unsure
Read about a problem with technology
Reading skill
LESSON 5
Find the main idea
Write about ways to relax
Writing skill
Connect ideas with and and but
Media project
Talk about activities you like and don’t like
Learning strategy
Write about your life
PUT IT TOGETHER
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
GET STARTED
• Read the unit title. Then tell Ss to read the Learning Goals individually. Ask, Which topics do you feel con dent about?
Which topics are new for you? If Ss have studied the topics before, reassure them that they will learn some new things.
• Ask, What do you see? In pairs, have Ss look at the photo and talk about what they see. Bring the class together and ask
pairs to share. Write words on the board. (For example, a busy town square; people walking, talking, and shopping)
• Focus on the social media message and bring Ss’ attention to the photo and name. Ask, What do you know about
Emma? Invite Ss to call out answers. Have them read what Emma says in Meet the People of TSW Media on page 4 or
play the video of Emma. Then ask again, What do you know about Emma?
• Have Ss turn back to page 29. Read the social media message aloud. Ask, Are you glad when it is Friday? Why?
T -2 9
LESSON1
TALK ABOUT HOUSEHOLD CHORES
EMMA DAVIS
@EmmaD
J ust finishing up some work
before I go home. So busy.
1 VOCABULARY Household chores
03-01 Listen. Then listen and repeat.
clean
washthedishes
dothelaundry
makethebed
set thetable
takeout thetrash
water theplants
vacuum
walkthedog
feedthecat
PAIRS Talk about the chores in 1A. Who does the chores in your home? Which do you do in
the kitchen? the bedroom? the dining room? the laundry room? outside?
COACH
2 GRAMMAR The present continuous for events happening now: Review
Affirmative statements
Subject
Be
Verb + -ing
I
am
She
is
We
are
doing
Negative statements
Object
chores.
Questions
Subject
Be + not
I
am not
She
is not
We
are not
Verb + -ing
Object
having
dinner.
Answers
Wh- word
Be
Subject
Verb + -ing
What
are
you
doing?
I’m doing the laundry.
Where
is
he
going?
He’s taking out the trash.
Is
she
Are
you
working?
es she is.
o she isn’t.
es we are.
o we aren’t.
otes
• We almost always contract the su ect pronoun be in speaking and informal writing.
es she is.
T es she’s.
• o not use contractions in short af rmative answers.
Spelling rules or ing erbs
• or most ver s add ing to the ase form of the ver .
• or ver s ending in a consonant e drop the e and add ing
• or most ver s ending in consonant vowel consonant
dou le the nal consonant and add ing.
study ➞ studying
come ➞ coming
set ➞ setting
egin ➞ eginning
>>FOR PRACTICE, GO TO PAGE 131
UNIT 3
LESSON 1 TALK ABOUT HOUSEHOLD CHORES
• Read the lesson title aloud. Ask, What is a household
chore? (work you do in your house)
• Read the social media message aloud and ask, Where
is Emma? (at work) Why is she not at home? (She is
nishing up some work.)
1 VOCABULARY
• Play the audio. Then focus on the pictures and ask, Do
you do any of these chores? Which chores do you do?
Have Ss listen and repeat.
EXTENSION Put Ss into groups. Ask them to write
down as many other household chores as they can.
Then have a class competition. Give small prizes to
the team that can think of the most household chores.
• Have Ss work individually to make lists of who does
each chore in 1A in their homes.
• Write this example conversation on the board:
A: I usually do the dishes at home. How about you?
B: My wife usually does the dishes.
Solicit volunteers to read the conversation aloud. Then
pair Ss to have their own conversations about who
does the chores in their homes. Have Ss share their
conversations with the class.
LANGUAGE NOTE How about you? and What about
you? are ways to ask another person to talk about
themselves.
• Ask, What are some places in a house? (For example,
the kitchen, bedroom, dining room, laundry room,
bathroom, outside) Make a chart on the board with the
places as column headings.
• Ask, Where can you do the chores in 1A? Have Ss copy
the chart in their notebooks and discuss this question
in pairs.
• Solicit volunteers to suggest tasks for each location
and complete the chart on the board. (If the 1A
extension was completed, add those additional tasks
to the chart on the board.)
2 GRAMMAR
• Say, We use the present continuous to describe what is
happening now. Ask, What am I doing now? (teaching,
talking) Then write on the board: What are you doing
now? Elicit answers from Ss and write one of them on
the board. (For example, I am learning English.) Leave
the question and answer on the board to refer to later.
• Read the rst half of the grammar chart aloud. Point
out that the only difference in form between af rmative
and negative statements is that we add the word not to
the negative statements.
• Focus on the question and answer you wrote on the
board. Point to the answer. Say, This is an af rmative
statement. Can you answer the question with a negative
statement? Write Ss’ answers on the board. (For
example, I am not teaching English.)
• To introduce the second part of the chart, point to the
question What are you doing? on the board again.
Say, This is an information question in the present
continuous.
• Read the questions and answers in the chart aloud.
• Point out that the last two questions are yes / no
questions, not information questions. They do not
include a wh- word. Ask, How do we answer a yes / no
question? (with yes or no)
• Draw attention to the Notes. Say, We use contractions
with subject pronouns like she, but not as often with
proper nouns. (For example, J ack is washing the
dishes.) Remind Ss we do not use contractions in short,
af rmative answers. Go over the examples.
EXTENSION Write on the board: I am, He is, She is,
They are, It is not, We are not. Ask Ss to write down
the contracted forms of these phrases. (I’m, He’s,
She’s, They’re, It isn’t / It’s not, We aren’t / We’re not)
• Teach the spelling rules for -ing verbs. Present the
examples.
• Elicit two or three more examples of verbs that follow
each spelling rule. Write them on the board.
EXTENSION Organize a spelling bee. Divide the
class into two teams. Send one student from each
team to the board. Give Ss the base form of the
verb and ask them to write the present continuous.
For every correct answer, the team earns one point.
The team with the most points wins. You can use the
following words: buy (buying), store (storing), let
(letting), start (starting), bite (biting), stop (stopping),
try (trying), write (writing), sing (singing), dance
(dancing), eat (eating), rob (robbing), go (going), lose
(losing), win (winning). F o r l o w e r - l e v e l S s , create a
written spelling quiz and have Ss do the quiz in pairs
or small groups instead of individually.
• For more information about the present continuous
for events happening now, have Ss turn to the chart on
page 151.
• For grammar practice, have Ss turn to the grammar
activities on page 131.
UNIT 3 T - 3 0
3 PRONUNCIATION
• Read the Stressed words Note aloud. Explain that a
stressed word sounds louder and longer than the
other words. If appropriate, review the de nitions
of nouns and verbs. (Nouns are people, places, and
things. Verbs are actions.)
• Read the rst sentence aloud. F o r l o w e r - l e v e l S s , clap
your hands as you say each word in the sentence. Clap
more loudly for the stressed words kids, doing, and
chores. Point out that the be verb (are) and the -ing
ending of do are not stressed. Ask, Why are kids and
chores stressed in this sentence? (They are nouns.)
Why is doing stressed? (It is a main verb.)
• Play the audio. Have Ss listen. Then have them listen
and repeat.
• Before they listen, have Ss preview the conversations.
• Play the audio and have Ss complete the task.
• Play the audio again. Ask Ss to repeat the sentences.
• Pair Ss. Have them practice reading the conversations.
Circulate and offer feedback on pronunciation.
• Ask pairs to write a new conversation on their own.
• Have Ss share their conversations with the class.
Correct pronunciation as needed.
EXTENSION Ask pairs to write their new
conversations on the board before they role-play
them. Have other Ss mark the stressed words in
the conversations, either on the board or in their
notebooks. Then have them check whether they
identi ed the stressed words correctly or not by
listening as Ss perform the conversations.
OPTION In small groups, have Ss underline the
stressed words BEFORE they listen, using the
pronunciation rules in the Stressed words Note as a
guide. Then have them listen and check their answers.
4 CONVERSATION
• Focus on the picture. Ask, Who is this? (Emma) What is
• Ask, What does Emma think is amazing? (Her kids are
she doing? (talking on the phone) Explain that Ss will
hear a conversation between Emma and her husband.
doing chores.) Why does she think this is amazing?
(Her kids don’t usually do chores.)
• Have Ss listen or watch. Give them time to complete
the task.
• Play the audio and have Ss repeat chorally, line by line.
• Model the conversation.
• Have Ss listen again if necessary.
• Have Ss listen and repeat again.
• Go over the answers as a class. If appropriate, play the
• Then in pairs, have Ss practice the conversation using
audio / video again.
• Ask Ss to preview the conversation and predict ways
the gaps might be lled.
• Then have them listen and ll in the gaps with the
words they hear.
• Call on two Ss to read the completed conversation.
Go over any questions.
their own names. Circulate and listen for pronunciation
issues. Time permitting, have Ss swap roles and
practice again.
• Have Ss use the model in 4B to make new
conversations using the new words. They should
replace the highlighted words in the model with the
words with the same color.
• Have Ss use the model in 4B to make new
conversations again. This time, they should replace the
highlighted words with their own ideas.
5 TRY IT YOURSELF
• Model how to play charades. Act out a chore, such as
vacuuming. Say, Guess what I am doing? (vacuuming)
• Tell students they should use present continuous yes /
no questions and answers as they play the game.
• Have Ss play the game. Circulate and help as needed.
LOOK FOR While Ss are completing the Try It
Yourself activity, walk around the class and listen to Ss’
conversations. Check to see if Ss are
✓ using household chores vocabulary
✓ asking and answering questions using the
present continuous
✓ using contractions and pronouncing them correctly
✓ pronouncing stressed words correctly
T -3 1
UNIT 3
EXIT TICKET Have Ss turn back to the unit opener
on page 29. Ask present continuous information
questions and yes / no questions about different
people in the picture. For example, point to the man
taking a picture and ask, What is he doing? (He’s
taking a picture.) Point to a woman walking and ask,
Is she riding a bicycle? (No, she’s not.) Say, Now write
one information question and one yes / no question
about people in this picture, and the answers to your
questions. Have Ss write their name, questions, and
answers on a blank card or piece of paper. Collect
the cards as Ss leave. Read them to identify areas for
review in later lessons and individual Ss who may
need additional practice.
C O A C H
3 PRONUNCIATION
Stressed words
03-03 Listen. Notice the stressed words. Then listen and repeat.
The kids are doing chores.
hat are they doing?
They aren’t doing their ho ework.
They’re cleaning the house.
Are they washing the dishes? Yes, they are.
03-04 Listen.
nderline the stressed words. Then listen and
We stress important
words, like nouns and
main verbs. We stress
be verbs (like are) only
in negatives and at
the end of a sentence.
Stressed words are
strong and clear.
repeat.
1. A My dad is cooking dinner.
. A Are you studying or the test?
Oh, what is he making?
No, I’m talking on the hone
. A Is your sister walking the dog?
No, she isn’t. She’s watching a movie.
PA
Practice the short conversations in
. Then
ake a si ilar new conversation.
4 CONVERSATION
03-05 Listen or watch.
ircle the correct answer.
1. Emma / Bob is working late.
. Emma is / Bob and the kids are eating dinner now.
o is taking out the trash / doing the laundry.
. Olivia and uke are doing homework / chores.
.
03-06 Listen or watch.
o
ey, mma.
a
E
o
are
you
uke and Olivia
doing
hat
Are
aren’t
No, they
cleaning her room.
?
a
their homework?
. uke is washing the dishes, and Olivia is
eally? That’s ama ing
03-07 Listen and repeat. Then practice with a partner.
PA
doing
I’m doing the laundry.
o
E
i, o . ust checking in.
a Oh, O .
E
o plete the conversation.
se your own na es.
Make new conversations. se these words or your own ideas.
setting the ta le taking out the trash walking the dog
5 TRY IT YOURSELF
GAME Play charades. Act out the activities in the picture in 1A.
Your group guesses what you are doing.
A: Are you washing the dishes?
B: No, I’m not.
C: Are you setting the table?
B: Yes, I am!
I CAN TALK ABOUT HOUSEHOLD CHORES.
UNIT 3
1
LESSON
MAKE AND RESPOND TO INVITATIONS
EMMA DAVIS
@EmmaD
1 VOCABULARY Types of movies
Finally, work is done.
Time to go home!
03-08 Listen. Then listen and repeat.
anactionmovie
adrama
acomedy
afantasy
asciencefictionmovie
athriller
adocumentary
ananimatedmovie
PAIRS Which types of movies are usually funny? Which types are usually serious? Possible answers:
Funny: an action movie, a comedy, an animated movie
Serious: a drama, a fantasy, a science ction movie, a thriller, a documentary
PAIRS Choose one type of movie that you like. Tell your partner t o e amples of that type.
I really like science ction movies. Alien and The M artian are both great.
2 SPEAKING
03-09
otice ho
e accept or decline invitations politely. Then listen and repeat.
Are you free tonight? Do you
want to go to the movies?
Sure. I’d love to.
03-11 Listen.
That sounds great!
Oh, sorry, I can’t.
I have to work.
✓
✓
✓
✓
atch the invitations and the responses.
A Do you want to play with us?
A Are you free for lunch today, Rachel?
A I’m having a birthday party on aturday
A
I’d love to, but I can’t.
I have to study.
✓
A How about a movie tonight?
UNIT 3
How about lunch?
oes each person accept or decline the invitation? Then listen a ain and check.
03-10 Listen.
Accept
ecline
Would you like to come over
for dinner tomorrow?
ould you li e to come?
ould you li e to have dinner with me tonight?
ure That sounds great
orry, I’m not I have to wor
orry, I can’t I have to do homewor
That sounds great
ure I’d love to
LESSON 2 MAKE AND RESPOND TO INVITATIONS
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title aloud. Ask, What happens when
you make an invitation? (You ask someone to do
something with you.) What about when you respond to
an invitation? (Someone invites you to do something,
and you answer yes or no.)
• Read the social media message aloud. Ask, Where is
Emma going? (home) Where do you go after work or
school?
1 VOCABULARY
• Ask, Does anyone like going to the movies? Go over
the types of movies vocabulary and make sure Ss know
what they mean. Elicit one example of each type.
• Then have Ss listen, and then listen and repeat.
OPTION Show online movie trailers for popular
movies and ask Ss to classify them into the different
movie types.
• Go over the directions. In pairs, have Ss complete
the exercise.
• Check answers. Be prepared for more than one
action movie is serious (for example, Taken), but they
might also think an action movie is funny (for example,
Spy).
EXTENSION Have Ss list other words that describe
movies. Give an example, such as sad. Then ask,
Which types of movies are sad? (For example,
dramas) Write Ss’ answers on the board.
• Read the example aloud. Then have Ss talk to a partner
about their favorite type of movie.
• Bring the class together to share their answers.
possible answer. For example, some Ss might think an
2 SPEAKING
• Ask, What does it mean to accept an invitation? (Say
yes when someone invites you to something.) What
does it mean to decline an invitation? (Say no.) Ask,
Why is it important to be polite when you accept or
decline an invitation? (so you won’t hurt someone’s
feelings) Say, When you accept an invitation, you
should show that you really want to go with words like
I’d love to and Great. When you decline, you should say
Sorry and explain why you can’t go.
• Read the example invitations, acceptances, and
refusals aloud. Make sure students understand that the
top row of purple speech balloons are invitations. In
the bottom row of responses, the two yellow speech
balloons are acceptances to the invitations, and the
two red speech balloons are refusals. Say, You can use
any of these responses for any of these invitations.
• Point out that the responses don’t have to be exactly as
they appear in the book. (For example, someone might
say Sure. I’d like that. or Sorry, but I have to study.)
• Play the audio. Then have Ss listen and repeat.
OPTION Pair Ss to read the invitations, acceptances,
and refusals aloud. Have one Ss read an invitation
aloud and the other Ss choose one of the
acceptances or refusals to respond. Continue until all
the invitations and all the responses have been read.
LANGUAGE NOTE I’d love to is different than I love
to. We say I’d love to when we accept an invitation.
We say I love to when we talk about how much we like
doing an activity in general.
• Play the audio for the rst conversation. Go over
the example answer. Ask, Why is Accept the correct
answer? (The man says, Sure. That sounds great.)
• Play the audio again to check answers. Have Ss explain
why they chose each answer.
• Tell Ss they should pay attention to the exact wording
as they listen and complete this task.
• Play the audio for the rst item and match the rst
question with the correct response as an example.
• Have Ss listen and complete the other items.
• Go over the answers as a class.
OPTION Before listening, have Ss try to complete
the matching exercise. Point out that not all responses
work with all items because the grammar won’t always
work. (For example, How about a movie tonight?
can’t be matched with Sorry, I’m not.) Then have Ss
listen and check whether they predicted the
answers correctly.
UNIT 3 T - 3 2
3 PRONUNCIATION
• Have Ss read the Pronunciation Note about blending
want to and have to silently. Then read it aloud.
• Before Ss listen to the examples, draw attention to the
subheads. Say, These are written using the phonetic
alphabet. This alphabet shows how words sound. This
word in the rst column shows how want to usually
sounds; the word in the second column shows how
have to sounds.
• Then have Ss listen and repeat.
OPTION Contrast the blends with how unnatural want
to and have to sound when pronounced clearly. Say I
have to go shopping twice. The rst time, pronounce
have to as have to and the second time, pronounce
it hafta. Say, It’s dif cult for English speakers to
pronounce these words clearly. That’s why they are
blended.
• Before they listen, have Ss preview the exercise items.
Explain that want to and want a sound similar, as do
have to and have a. Ss may have to listen to all the
words in each conversation to gure out which option
they are hearing.
• Go over the rst item with the class as an example.
Then have Ss listen and complete the exercise. Play the
audio again if appropriate.
• Listen again to check answers.
EXTENSION Challenge Ss to write their own
sentences with want to and have to. Ask them to read
their sentences aloud, pronouncing the words as the
blends /wɑnə/ and /hæftə/. Listen to make sure Ss are
blending the words properly.
LANGUAGE NOTE Wanna and hafta are not correct
English. They should not be used in formal or
written English.
4 CONVERSATION
• Have Ss look at the video still. Ask, Who are these
people? (One woman is Emma. We don’t yet know who
the other woman is.) What are they doing? (talking)
• Books closed, have Ss listen or watch.
• Books open, have Ss complete the
exercise individually.
• Go over the answers as a class. Replay the audio
if necessary.
• Ask Ss to preview the conversation and predict ways
the gaps might be lled.
• Then have them listen and ll in the gaps with the
words they hear.
• Call on two Ss to read the completed conversation. Go
over any questions.
• Play the audio and have Ss repeat chorally, line by line.
• Model the conversation.
• Have Ss listen and repeat again.
• Then in pairs, have Ss practice the conversation.
Circulate and listen for pronunciation issues. Time
permitting, have Ss swap roles and practice again.
• Have Ss use the model in 4B to make new
conversations using the new words. They should
replace the highlighted words in the model with the
words with the same color. Remind them to use new
movie names.
• Have Ss use the model in 4B to make new
conversations again. This time, they should replace the
highlighted words with their own ideas.
5 TRY IT YOURSELF
• Solicit two volunteers to read the example
conversation aloud.
• Make sure Ss take turns being Student A so they
practice both making the invitation and accepting or
declining it.
• F o r l o w e r - l e v e l S s , write a skeleton conversation on
the board for reference. Have them ll in the blanks in
the skeleton to create their conversations.
A: _______, do you want to go to _______ with me
tonight? It’s a ______.
B: _______.
• As Ss invite other Ss to movies, encourage them to talk
about new kinds of movies.
• Circulate to help Ss as needed.
T -3 3
UNIT 3
LOOK FOR While Ss are completing the Try It
Yourself activity, walk around the class and listen to Ss’
conversations. Check to see if Ss are
✓ using types of movies vocabulary
✓ making invitations
✓ accepting and / or declining invitations politely
✓ pronouncing blended versions of want to and have
to correctly
EXIT TICKET Have Ss repeat the activity in 5A. Explain
that this time, they should invite a classmate to do
something other than go to the movies. Have Ss
repeat this three times. Circulate and note common
errors Ss make. Identify areas for review in later
lessons and individual Ss who may need additional
practice.
C O A C H
3 PRONUNCIATION
Blending: want to and
have to
03-12 Notice the blended pronunciations. Then listen
and repeat.
/wɑnə/
/hæftə/
Do you want to watch the game? Sorry. I have to go home.
Do you want to go to the movies? Sorry. I have to work late.
Sometimes we blend to with
the word before it. We blend
want to together as “wanna”
/wɑnə/. We blend have to
together as “hafta” /hæftə/.
03-13 Listen. Circle the words you hear. Then listen again.
1. want / want to
4. have a / have to
2. have a / have to
5. want / want to
3. want / want to
6. have a / have to
4 CONVERSATION
03-14 Listen or watch. Circle the correct answers.
mma and ucy are coming to work / going home.
2. mma and ucy like / don’t like the ook A New Life.
3. The movie A New Life is / isn’t laying at a theater now.
4. mma is going home / to a movie tonight.
1.
03-15 Listen or watch. Co
plete the con ersation.
Would you like
Lucy
a I’d love to, ut I can’t. I
like to go on Sunday?
to go to a movie tonight?
have to
get home.
ould you
That sounds great.
Lucy
a
Lucy
hat should we see? ow a out My Friend J ane? It’s a comedy.
Sure
03-16 Listen and repeat. Then practice with a partner.
Ma e new con ersations. se these words or your
own ideas. se di erent o ie na es.
Sure
ould you like to see
an action movie
5 TRY IT YOURSELF
M
T
tudent
N L tudent
n ite your partner to go to a
ccept or decline the in itation.
o ie with you.
A : Vera, do you want to go to Journey to M ars with me tonight? It’s a science ction movie.
B : Um …sorry, I can’t. I have to go to English class.
L
N
n ite three other people to go to a o ie with you. Tal about
di erent inds o o ies. Then accept or decline their in itations.
I CAN MAKE AND RESPOND TO INVITATIONS.
UNIT 3 33
LESSON3
TALK ABOUT FREE TIME
EMMA DAVIS
@EmmaD
There’s nothing better than a
good movie with a good friend.
1 VOCABULARY Free-time activities
03-17 Listen. Then listen and repeat.
listentomusic
gotoaconcert
goonline
doyoga
gohiking
playgames
hangout withfriends
spendtimewithfamily
watchTV
workout
Look at the words. Circle the words that do not belong. Then say why you chose those words.
1. listen to music
2. hang out with friends
3. go hiking
4. play games
PAI
hich acti ities ro
why you like it.
go to a concert
go online
work out
spend time with family
1A do you do
work out
spend time with family
watch TV
do yoga
ay the acti ity and when you do it or
I listen to music when I work out.
COACH
2 GRAMMAR Verbs + in nitives and gerunds
Some verbs take in nitives or gerunds. Some verbs take only in nitives or only gerunds.
Verb + gerund / infinitive, infinitive, or gerund
Common verbs for …
Subject
Infinitive or gerund
Verb
love
Infinitive or
gerund
to listen
listening
to music.
love
like
don’t like
hate
to a concert.
Infinitive only
Gerund only
TV.
want
plan
hope
en oy
dislike
avoid
Infinitive only
e
wants
to go
Gerund ony
e
dislike
watching
>>FOR PRACTICE, GO TO PAGE 132
34
UNIT 3
LESSON 3 TALK ABOUT FREE TIME
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title aloud. Ask, What is free time?
• Read the social media message aloud. Ask, What is
(time when people don’t have to work or study and
they can do what they want)
Emma doing in her free time? (going to the movies)
Ask, Does anyone here go to the movies in their free
time?
1 VOCABULARY
• Draw attention to the pictures. Play the audio and have
Ss follow along.
• Have Ss listen and repeat.
• To check pronunciation, call on a student to read the
rst activity caption aloud. Then ask volunteers to read
the remaining activities.
OPTION In pairs, have Ss list other free-time activities
they are familiar with. Make a list of answers on the
board and encourage Ss to write down the new words
and phrases.
• Explain that some of the free-time activities in 1A have
similarities. (For example, go online and watch TV both
use technology with screens.) Say, In this exercise, for
each group of activities, you have to gure out which
activity is different from the other two.
• Have Ss complete the task. Then go over the answers
as a class. Call on Ss to explain why they chose the
answers they did.
EXTENSION In small groups, ask Ss to think of other
activities that belong in each group. (For example,
for 1, they could add play an instrument, since listen
to music and go to a concert have music in common.)
• Go over the directions and the example. In pairs, have
Ss discuss the activities they enjoy doing.
OPTION Poll the Ss by asking how many of them
do each activity. (For example, ask, Do you listen to
music? Raise your hand.) Write a tally for each activity
on the board.
2 GRAMMAR
• To de ne in nitives and gerunds, write these examples
on the board: to play playing
Explain that the to form of the verb is the in nitive. The
-ing form is a gerund. Say, The gerund form looks the
same as the -ing present continuous form that we just
learned, but we use it differently.
• Give Ss a short list of verbs and ask them to write them
in the in nitive and the gerund forms. For example,
buy (to buy, buying), shop (to shop, shopping), walk (to
walk, walking)
• Tell Ss that some verbs are followed by in nitives,
others are followed by gerunds, and others can be
followed by both.
• Read the example sentences in the grammar chart
aloud. Point out that love is a verb that can be followed
by either the gerund or the in nitive. Want can only
be followed by an in nitive, and dislike can only be
followed by a gerund.
• Present the lists of verbs in the second half of the
grammar chart. Say, Let’s make sentences with the
in nitive or gerund forms of the verb play. Write on
the board: I like _____ soccer. Ask, Can we use to play
or playing in this sentence, or both? (both) Write on
the board: I like to play soccer. / I like playing soccer.
Repeat this process for other verbs in the chart. (For
example, I plan ____ soccer.) Elicit from Ss the correct
form of the verb play for each sentence you write.
• Answer any questions.
EXTENSION In pairs, have Ss interview each other by
asking and answering questions that use in nitives
or gerunds. Encourage them to use vocabulary from
other units. Write two example questions on the
board: Do you like playing basketball? Do you hate
to get up early? Then write example responses: No,
I don’t like playing basketball. Yes, I avoid getting up
early. Give Ss a few minutes to interview each other.
Then call on volunteers to share what they learned
about their partners.
• For grammar practice, have Ss turn to the grammar
activities on page 132.
UNIT 3 T - 3 4
3 CONVERSATION
• Have Ss look at the video still. Ask, Who are these
people? (Emma and Lucy) If necessary, have Ss refer
back to the conversation in 4A on page 33 to remind
them who the people are. Ask, What are they doing?
(eating in a restaurant)
• Before they listen, ask Ss to preview the chart to get an
idea of the conversation.
• Books closed, have Ss listen or watch.
• Books open, have Ss complete the
exercise individually.
• Go over the answers as a class. Replay the audio
if necessary.
• Focus on the Conversation Skill box on the right. Read
it aloud.
• Play the audio again. Have Ss raise their hands when
they hear someone sound unsure.
EXTENSION F o r h i g h e r - l e v e l S s , have Ss write their
own short conversations in pairs, using the language
from the Conversation Skill box. Then have them
share their conversations with the class.
• Ask Ss to preview the conversation and predict ways
the gaps might be lled.
• Then have them listen and ll in the gaps with the
words they hear.
• Call on two Ss to read the completed conversation. Go
over any questions.
• Focus on the content of the conversation. Ask, Do you
think Emma is in good shape? Does she exercise a lot?
What about Lucy? Are you more like Emma or Lucy?
• Play the audio and have Ss repeat chorally, line by line.
• Model the conversation.
• Have Ss listen and repeat again.
• Then in pairs, have Ss practice the conversation.
Circulate and listen for the target language. Time
permitting, have Ss swap roles and practice again.
• Have Ss use the model in 4B to make new
conversations using the new words. They should
replace the highlighted words in the model with the
words with the same color.
• Have Ss use the model in 4B to make new
conversations again. This time, they should replace the
highlighted words with their own ideas.
4 TRY IT YOURSELF
• In pairs, have Ss make up new conversations about
what they like and don’t like doing in their free time.
Tell them to use the conversation in 4B as a model, but
encourage them to use their own words if they can.
• Copy the chart on the board. Call on a S and ask, Do
you love listening to music? Write the S’s name in the
chart if they answer af rmatively.
• Ask different Ss, Do you want to listen to music right
now? Do you dislike listening to music? Complete the
rest of the rst line of the chart with Ss’ names.
• Have Ss interview their classmates and complete their
own charts.
• Read the example aloud. Then have Ss present their
classmates to the class.
EXTENSION Have the class create their own
chart with different activities. Ask each student to
contribute one new activity. Photocopy the charts
and repeat the Walk Around activity with the studentcreated chart in the next class period.
EXTENSION To review invitations, say, Find someone
who enjoys an activity that you like. Invite that person
to do the activity with you. Model the activity. Write an
example conversation on the board:
Student A: Do you want to work out with me?
Student B: Sure. I’d love to.
Have Ss take turns making and accepting invitations.
Circulate and help as needed.
T -3 5
UNIT 3
LOOK FOR While Ss are completing the Try It
Yourself activity, walk around the class and listen to Ss’
conversations. Check to see if Ss are
✓ using free-time activities vocabulary
✓ using verbs with gerunds and in nitives correctly
✓ asking and answering questions about
free-time activities
EXIT TICKET Refer back to Emma’s social media
message at the beginning of the lesson. Say, Write
a response to Emma’s message. Describe your own
favorite free-time activities. Write the following
skeleton frame on the board:
Movies are fun, but I love _____. I enjoy ______, too.
Ask Ss to complete their messages on a blank card
or piece of paper. Then collect the cards and check
them. Identify areas for review in later lessons and
individual Ss who may need additional practice. If
time allows, in the next class, read the cards aloud.
Ask Ss to guess who wrote each message.
3 CONVERSATION
03-19 Listen or watc . om lete t e c art.
eck t e
activities t at eac erson likes or loves oin .
Emma
Luc
✓
✓
going to the movies
going hiking
✓
working out
✓
going online
✓
spending time with family
✓
03-20 Listen or watc
. om lete
ON ERSATION SKILL S ow ou’re unsure
t e conversation.
To show that you are unsure about what someone
says, say:
like
Emma Do you
to work out?
Luc
• Really? • I guess so. • I don’t know about that.
Listen to or watch the video again. Raise your hand
when you hear someone sound unsure.
Yes. What about you?
Emma Me? No, I hate it
Luc
like to do
Well, what do you
Emma ots of things I
03-21 Listen an
like
in your free time?
playing games, going online …
re eat. T en ractice wit a artner.
PAIRS Make new conversations. se t ese wor s or our own i eas.
to do yoga listening to musi
wat hing
4 TRY IT YOURSELF
MAKE IT PERSONAL Have similar conversations. Talk about w at ou like
an on’t like oin in our ree time.
ALK ARO N Ask t ree classmates w at t e like an on’t like to o
in t eir ree time. Ask w at t e want to o. Take notes in t e table.
T en tell t e class about one o t e eo le.
Anna loves to play games and go to concerts. She doesn’t like doing the laundry. She wants
to work out.
Name o classmate
Loves
ants
islikes
I CAN TALK ABOUT FREE TIME.
UNIT 3
LESSON
READ ABOUT A PROBLEM WITH TECHNOLOGY
MM
mma
he k out this arti le. think need to
spend less time on my phone …
1 BEFORE YOU READ
PAIRS How many minutes do you spend on your phone every day?
How about in front of your TV or computer?
VOCA
AR
03-22
isten Then isten and repeat
device a technology item such as a phone or tablet e p ore think about or do things
that are new to you
screen the at glasas front of a TV or computer
creative good at thinking of
tas something you have to do
new ideas
positive good
strength
power
active doing a lot of things, having a lot of energy
a itt e whi e a short period of time
2 READ
PR VI
Read the tit e and rst two sentences of the artic e Then oo at the photo and
the chart Is the artic e about a prob em or a so ution? How do you now? Possible answer: The article
is about a problem. Tied to is a negative phrase and it’s bad that people don’t have real conversations.
03-23 isten Read an artic e about techno o y
means?
hat do you thin “tied to our devices”
TIED TO OUR DEVICES
You hear it all the time, “My kids are always looking at their
phones!” Or, “People are always texting. They don’t ha e real
on ersations!” ook around you—at the o fi e, at home, on the
street. lmost e eryone is using at least one de i e. ery ew
people are ust sitting, doing nothing at all. e are always using
ountries
a de i e or looking at a s reen. re ent study o
showed that people spend a lot o their ree time in ront o a
s reen—an a erage o more than se en hours a day. hat’s
wrong with that May e a lot.
hen people are using their de i es, they o ten don’t pay lose
attention to what is happening around them. They don’t really
listen, so they don’t remem er details. They o ten don’t sleep
well, and so they ha e less energy. ome people elie e that their
de i es help them do more than one task at the same time. ut
studies show that when people do many tasks at the same time,
they usually don’t do any o them ery well.
Turning o your de i es—e en or a short time— an e ery
positi e. May e you are thinking—no phone, no omputer o
oring! That’s true you may get ored. ut that’s not always ad.
hen you’re not doing anything, your rain is still a ti e. t’s ree
to explore and e reati e. hy do think your est ideas ome
when you’re taking a shower You an‘t take your de i es with
you! The author . . owling understands the power o doing
nothing. Many years ago, she was on a long train ride with no
ook and no de i es. he wasn’t doing anything, ut her mind
was working hard. uring that ourney, she got the idea or Harry
Potter. o, turn o your de i es or a little while and do nothing.
t ould e the eginning o a great idea.
UNIT 3
S reentime er da inminutes
Indonesia
China
Brazil
Vietnam
USA
Colombia
Thailand
Saudi Arabia
United in dom
ei o
erman
South orea
Canada
a an
ran e
0
100
200
300
400
500
600
Sour e ill ardBro n 2014
LESSON 4 READ ABOUT A PROBLEM WITH TECHNOLOGY
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title aloud. Ask, What are some
problems people have with technology? Do you have
any problems with technology?
• Then read the social media message, and ask Why
do you think Emma needs to spend less time on her
phone? Does anyone feel the same way as Emma?
1 BEFORE YOU READ
• Have Ss discuss the questions in pairs. Then bring the
class together and have them share answers.
• On the board, make a chart with rows for phone, TV,
and computer. Then add columns for time periods:
0–59 minutes, 1–2 hours, 3–4 hours, and more than
4 hours. Ask, How many of you spend less than an
hour on your phone every day? Write the number of
Ss who raise their hands in the 0–59 minutes column
chart. Repeat this process for the other columns. Then
ask about the time Ss spend in front of their TVs and
computers. Which type of screen is the most popular
in your class?
• Draw attention to the vocabulary words. Play the audio.
Ask Ss to listen and repeat.
• Ask questions to make sure Ss understand the
de nitions. For example, ask, What is another type of
device? What else has a screen? What is a task you do
every day?
EXTENSION Have Ss write a sentence using each of
the words. Solicit volunteers to write their sentences
on the board. Have them leave a blank line where
the vocabulary word goes. Ask the rest of the class to
guess which word is missing from each sentence.
2 READ
• Review the concept of making predictions before you
read. If appropriate, have Ss review the Unit 1 Reading
Skills box on page 12.
• Ask Ss to look at the title, the rst two sentences, the
picture, and the chart in the article. Ask, What are the
people in the picture doing? (looking at their devices)
What does the chart show? (how much time people
spend looking at screens)
• Solicit volunteers to share their answers to the
questions.
• Have Ss read and listen. If appropriate, let them read
and listen again.
• Solicit volunteers to share their answers to the
question.
per day. Ask, Which country spends the most time
looking at screens? (Indonesia) Which country spends
the least time? (France) How many minutes do people
in the USA spend on screens? (about 450 minutes)
Have Ss see if their country is listed. If it is, ask, How
does your country compare? If their country is not
listed, ask them to nd a country that has a similar
culture, or to compare their country to the USA. Ask,
Does the article describe what you observe in your
own country?
OPTION Ask Ss to underline any words or phrases
they are unfamiliar with. Write the words on the board
and de ne them. Encourage Ss to write the words in
their notebooks.
• Draw Ss’ attention to the chart in the reading. Explain
how the chart works. Say, The left side of the chart
lists countries. The bottom of the chart lists how many
minutes people from those countries spend on screens
TEACHING TIP When you assign a reading in class,
have h i g h e r - l e v e l S s read the entire article silently on
their own. Then have them summarize what they read.
UNIT 3 T - 3 6
3 CHECK YOUR UNDERSTANDING
• Have Ss read the Reading Skill box silently. Then read it
aloud. Explain that writers include many ideas, but the
main idea is the most important one, and they should
try to identify the main idea of anything they read.
• Have Ss answer the questions. Point out that all the
answer options in item 2 are included in the reading.
Remind Ss they need to choose the writer’s most
important point.
• Go over answers as a class.
• Have Ss read the questions and choose the correct
answers individually. Remind Ss that there can be more
than one correct answer to each question.
• Have Ss compare answers with a partner.
• Go over the answers as a class.
OPTION If appropriate, show Ss how to gure out
the correct answer to item 2. Project the chart in the
reading on a screen and nd the 450 mark. (halfway
between 400 and 500) Line up a ruler with this mark
so that it’s obvious which countries’ bars extend
beyond the 450 mark. Say, In these countries, people
spend more than 450 minutes a day in front of a
screen.
EXTENSION To test comprehension, ask Ss
additional questions about details in the article. Write
these questions on the board:
How many countries were studied? (thirty)
What happens when people don’t sleep well? (They
have less energy.)
Who is J . K. Rowling? (the author of the Harry Potter
series)
Why is J . K. Rowling mentioned? (She was on a train
ride with no devices and this is when she thought of
her idea for the book.)
What does the author recommend at the end of the
article? (Turn off your devices for a while.)
Have Ss answer the questions individually. Then go
over the answers.
• Read each sentence aloud. Have Ss choose the correct
meanings for the underlined phrases.
• Go over the answers as a class.
EXTENSION Ask, What device do you have at least
one of? Are there times when you don’t pay close
attention to what is happening around you? Have Ss
write or say responses. Solicit volunteers to share with
the class.
• Go over the directions and the example and ask a
volunteer to complete the sentence.
• Pair Ss to discuss the article’s most important ideas in
their own words.
EXTENSION Hold a class discussion. Ask groups to
discuss these questions: Do you agree with the main
ideas of the article? Why or why not? If some groups
disagree with the article and feel that lots of screen
time is a good thing, write a chart on the board with
two columns: Advantages and Disadvantages. Say,
What are some good things about getting a lot of
screen time? What are some bad things? Write Ss’
opinions in the chart.
OPTION Ask, Which kinds of screens do you think
people spend the most time using? Televisions,
computers, phones, or tablets? Write Ss’ guesses on
the board. Then focus attention on the box to the right
of 3D. Say, We’re going to nd out how much time
people spend in front of different kinds of screens.
Have Ss complete the research task during class or for
homework. Then ask Ss to share what they learned.
Put Ss in small groups and have them talk for a few
minutes about their search results. Ask, Were your
guesses about screens correct?
4 MAKE IT PERSONAL
• Tell Ss they will discuss their own problems related to
device use. Read the problems listed in the chart aloud
and encourage Ss to add new ones to the bottom
rows.
• Have Ss write yes or no for each problem in the second
column.
• In pairs, have Ss share the problems they have with
screens. Say, If you don’t think you have any problems
with screens, talk about why you enjoy using them.
• Have each pair share their list with the class. Write
answers on the board.
T -3 7
UNIT 3
• Conduct a poll from the list. For each item ask, How
many of you have a problem with…? Write the number
of Ss who raise their hands.
EXIT TICKET Have Ss write three sentences about the
most common problems the class has with screens,
using the poll gures from 4B. Collect the papers.
Check them to identify areas for review in later lessons
and individual Ss who may need additional practice.
3 CHECK YOUR UNDERSTANDING
READING SKILL ind the
ain idea
The main idea is what the writer wants
you to know about the topic. To nd
the main idea, rst nd the topic.
Then ask yourself: What does the
writer want to tell me about this topic?
READING SKILL Read the Reading Skill.
Answer the questions.
1. The topic of the article is using electronic
devices
.
2. What is the main thing the writer wants to tell you
about the topic?
a. Our devices are not good for our health.
b. The time that people spend on their devices is increasing.
. It is a good idea to spend some free time without devices.
DE AILS
he k all the orre t answers.
1. According to the article, what can happen when people are “tied to their devices”?
They don’t have enough time.
✓
b.
They don’t listen carefully.
. ✓ They don’t remember things.
They don’t ma e a lot of friends.
✓
e.
They often don’t sleep well.
.
They don’t do well in school.
a.
d.
2. In which countries do people spend more than
nited ingdom
ra il
hina
a.
b. ✓
. ✓
minutes a day in front of a screen?
d.
e ico
✓
e.
ietnam
.
outh orea
. According to the article, what are some positive things about doing nothing?
✓ ou can be creative.
b.
ou can thin about other people.
✓
.
ou can get some great ideas.
a.
S
N LANG AGE Read.
d.
e.
.
ou can remember better.
ou can rest your brain.
ou can meet new people.
hat do the underlined words
ean
1. Almost everyone is using at least one device.
a. Almost everyone is using one device.
b. Almost everyone is using one or more devices.
2. When people use their devices, they often don’t pay close attention to
what is happening around them.
a. eople don’t watch or listen carefully to what is happening around them.
b. eople are far away from things that are happening around them.
AIRS
hat was the arti le about Retell the
When we use our devices …
ost i
ortant ideas. se our own words.
ind out how much time people spend in front of
different screens T s, computers, phones, tablets.
4 MAKE IT PERSONAL
hat roble s do ou ha e with s reens
roble s
o
es No
lete the hart and add our own ideas.
roble s
es No
I don’t remember well.
I don’t have much energy.
AIRS
ow
u h do ou use our de i es Do ou ha e an
roble s
I CAN READ ABOUT A PROBLEM WITH TECHNOLOGY.
UNIT 3
LESSON
WRITE ABOUT WAYS TO RELAX
VIS
mma
1 BEFORE YOU WRITE
ust posted on ood
uestions. heck it out
hat do you think
Read the discussion board post. What does the
writer do to relax? The writer listens to music, watches TV, spends time with family, goes to the movies,
and hangs out with friends. She also likes doing laundry.
Good Questions
What do you do to relax?
Home
elaxin
Busy life
Family
Friends
Indoors
Outdoors
Home | Discussion Board | Logout
Emma D
J uly 2
I work 60 hours a week. So, the weekend is my time to relax. I like to listen
And connects similar ideas.
to music and watch TV. I usually spend time with my family at home, but I
but introduces different ideas.
also love oin to the movies and han in out with my friends. veryone
is really busy, so sometimes I ust stay home and do chores. I know it’s
And connects similar ideas.
funny, but I like doin laundry. or me, doin laundry is relaxin . s for
but introduces surprising information.
other chores, like washin dishes and takin out the trash o thanks
And connects similar ideas.
Leave a Re ly
Do you like this answer?
(22)
(3)
Read the post again. Take notes in the chart. What does Emma like to do?
What doesn’t she like to do?
Likes
Doesn’t like
listening to music
washing dishes
watching TV
taking out the trash
spending time with family
going to the movies
hanging out with friends
doing laundry
PAIR ook at the chart in . iscuss. Which things do ou like to do? Which things don’t
ou like to do? o ou and our partner like to do the same things?
A : I like to listen to music.
B : M e, too.
UNIT 3
LESSON 5 WRITE ABOUT WAYS TO RELAX
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title aloud. Say, Is it important to nd
ways to relax? Why?
1 BEFORE YOU WRITE
• Read the social media message aloud. Say, Now we are
going to read what Emma posted on Good Questions.
• Say, Good Questions is a discussion board. What is
a discussion board? (a website where you can write
messages about different topics and read responses to
your messages)
• Ask Ss if they have ever posted on a discussion board.
Ask, What was the discussion about? What did
you share?
• Read the directions aloud. Tell Ss to look for the answer
to this question as they read.
• Have Ss read the post silently. Call on a S to answer
the question.
• Make sure Ss understand the format of the discussion
board. (For example, ask, How many people agree
with Emma’s post? (twenty-two) How many disagree?
(three) What else can you read about on this discussion
board? (Busy life, Family, Friends, Indoors, Outdoors))
• Answer any additional vocabulary or content questions
about the post.
• Have Ss read the post again and take notes in
the chart.
• To check answers, copy the chart on the board and
ask volunteers to come up and complete it with
their answers.
• Ask, Was there anything surprising in Emma’s post?
(She thinks doing laundry is relaxing.) How do most
people feel about doing laundry? (They don’t like it.)
Are there things that you like to do that most people
hate doing?
EXTENSION F o r h i g h e r - l e v e l S s , Look up discussion
board posts online. Print out a few posts and
bring them to class. Ask Ss to read them for extra
vocabulary practice. If appropriate, you can also ask
Ss to post responses to these discussion posts.
TEACHING TIP Whenever you bring models or
examples taken from real life to class, check them
carefully rst to ensure that the vocabulary and
content is suitable for your Ss. Do not expose your Ss
to material that might be too dif cult or confusing, or
that may offend them for some reason.
• Read the directions aloud. Draw attention to the chart
about Emma in 1B.
• Have Ss compare themselves to Emma and discuss the
things they like and don’t like to do.
EXTENSION After pairs complete the task, call on
volunteers. Ask, Who has more in common with
Emma? What things do you both like?
• Ask a few more comprehension questions about the
post. (For example, When does Emma relax? (on the
weekend) Why does she sometimes stay home and
do chores? (Everyone is really busy.) Does Emma love
doing all kinds of chores? (no))
UNIT 3 T - 3 8
2 FOCUS ON WRITING
• Read the Writing Skill box on connecting ideas with
and and but aloud. Ask, When do we use and to
connect two ideas? (when the ideas are similar) When
do we use but? (when the ideas are different)
• Point out that there is no comma after and in the
example in the box. There is a comma before but in
both examples.
• Have Ss turn back to Emma’s post on page 38 and
circle examples of and or but. Ask them to explain why
Emma used those words in each case.
LANGUAGE NOTE When you connect single words
or phrases with and or but, you do not need to use a
comma. For example, She is nice but shy. However,
when you connect two independent clauses with and
or but, you need to use a comma. (An independent
clause has a subject and a verb. It can stand alone as
a sentence.) For example, Dad is cleaning the house.
Mom is making dinner. ➝ Dad is cleaning the house,
and Mom is making dinner.
• Go over the answers as a class.
3 PLAN YOUR WRITING
• Tell Ss it is time to start working on their own
discussion board post. Ask, What are some ways you
relax? What do you like to do? What don’t you like
to do?
• Have Ss complete the chart. Remind them to use the
chart in 1B on page 38 as an example as they work.
• Circulate to help Ss as needed.
• Read the directions and the example sentence aloud.
Tell Ss they will use this sentence frame and the
information in their charts in 3A to have their
own conversations.
• Pair Ss to have conversations.
• If time allows, ask Ss to share what they learned about
their partners with the class.
4 WRITE
• Have Ss work individually to write a discussion post
about what they like to do and don’t like to do. Remind
them to refer to their chart in 3A and the Writing
Skill box. Encourage them to use correct spelling,
punctuation, and capitalization.
5 REVISE YOUR WRITING
• Tell Ss they will peer review their partner’s discussion
post. Ask them to answer the questions in the book
about their partner’s discussion post.
TEACHING TIP For Ss who feel uncomfortable about
peer reviewing, making the papers anonymous may
help. So, have each S put a sticky note over his or her
name. Collect their posts and then distribute them to
different Ss.
• Ask Ss to make suggestions for improvement.
6 PROOFREAD
• Have Ss proofread their discussion posts one last time.
• Focus on the Note. Ask Ss to check their spelling,
punctuation, and capitalization.
• Then collect Ss’ work and offer individual feedback.
T -3 9
UNIT 3
EXIT TICKET Give Ss a mini-quiz. Write a few
sentences that use and or but on the board.
For example,
I am going to school _____ work on Friday. (and)
I have blond hair, _____ my best friend has brown
hair. (but)
My friends like singing, _____ they also like listening to
music. (and)
Have Ss copy the sentences onto a blank card or
piece of paper and to complete each sentence with
and or but. Collect the papers as Ss leave. Check
them to identify areas for review in later lessons and
individual Ss who may need additional practice.
2 FOCUS ON WRITING
Read the Writing Skill.
Read the post again. Circle each example
of and and but. Tell your partner why the
writer used and and but.
3 PLAN YOUR WRITING
WR T
S LL Connect ideas with and and but
Use and to connect ideas that are similar. Use
but to introduce di erent ideas or surprising
information.
• She is funny and outgoing.
• I am short, ut my sister is tall.
• Dan is having fun tonight, ut I have to work.
What do you do to relax? List things you like to do and some things you don’t like to do.
se your own information to make a chart like the one in .
Like
Don’t like
RS Tell your partner a out what you like to do and don’t like to do.
I like to watch action movies, but I don’t like …
4 WRITE
Write a short discussion oard post a out what you do to relax. nclude what you like to do and
as a model.
don’t like to do. Remem er to use and and but. se the post in
5 REVISE YOUR WRITING
RS
xchange posts and read your partner’s post.
. Did your partner use and to connect similar ideas and but to introduce different ideas or
surprising information?
. Did your partner include things that he or she likes to do and things that he or she
doesn’t like to do?
RS Can your partner impro e his or her post?
ake suggestions.
6 PROOFREAD
Read your post again. Can you impro e your writing?
Check your
• spelling
• punctuation
• capitalization
I CAN WRITE ABOUT WAYS TO RELAX.
UNIT 3
PUT IT TOGETHER
1 MEDIA PROJECT
03-24 Listen or watch. Answer the questions.
1. What doesn’t Li like to do in the kitchen? wash dishes, cook
2. What does Li like to do in his living room? play video games, eat meals,
relax with friends
3. Where does Li like to read? his bedroom
Make your own video.
Step 1 Think of some things you like to do and some things you don’t
like to do.
Step 2 Make a 30-second video. Say the activities you like and don’t like.
Sho the lace s you do the activities.
Step 3 Share your video. ns er uestions and get feed ack.
2 LEARNING STRATEGY
WRIT A
T
R LI
hoose voca ulary you ant to learn. Then use that
voca ulary to rite sentences a out your life.
Look at the chores ovies and ree ti e activities
ro this unit. hoose the voca u ary words you want
to practice. Write sentences a out your i e.
I enjoy working out.
I love watching action movies.
3 REFLECT AND PLAN
Look ack throu h the unit. heck the thin s
you earned. i h i ht the thin s you need to earn.
Speakin o ectives
Talk a out household
chores
Make and res ond to
invitations
Talk a out free time
ousehold chores
Ty es of movies
ree-time activities
ronunciation
ords
lending want to and
have to
UNIT 3
ar
The resent continuous
for events ha ening
no
evie
er s in nitives and
gerunds
Readin
oca u ary
Stressed
ra
ind the main idea
Writin
onnect ideas ith and
and but
What wi you do to earn
the thin s you hi h i hted
Write notes.
Notes
Done
n the a
atch the
Lesson conversation Talk
a out household chores
PUT IT TOGETHER
1 MEDIA PROJECT
• Have Ss look at the picture on the right. Ask, What do
• For homework, tell Ss to make their video. Tell them
you see? (a man drinking in a room in an apartment)
Ask Ss to call out rooms in an apartment or house.
(For example, kitchen, living room, bathroom, family
room, dining room)
they can lm themselves or they can ask someone to
lm them.
• Tell Ss they will hear Li talk about where he likes and
doesn’t like to do certain things. Before they listen or
watch, have Ss preview the questions.
• Play the audio or video. Have Ss answer the questions.
Play the audio or video again if appropriate.
• Have Ss compare answers. Then go over the answers
as a class.
EXTENSION Have Ss identify vocabulary and
grammar they learned in this unit in the video. (For
example, present continuous verbs (I’m making),
verbs with in nitives and gerunds (I like to do),
household chore vocabulary (washing dishes), freetime activities vocabulary (play games)) Encourage
them to use this language in their own videos.
• Explain to Ss that they will create a similar video to the
one they watched.
• Give Ss a few minutes to read the three steps.
Encourage them to make a list of the activities and
locations they will include. Explain that they can talk
about outdoor activities too.
• Back in class, write the following questions on
the board:
Feedback: Is the student well-prepared?
Was the video well-organized?
Does the student speak loudly and clearly?
Does the student talk about things he / she likes to do
and doesn’t like to do?
Does the student show different locations?
• Give Ss a few minutes to read over the questions.
Tell them to write each person’s name on a piece of
paper before they watch the video and then take notes
during the video referring to the questions on the
board.
• Then invite classmates to ask questions and give
feedback as they hear each presentation.
• You may choose to save the feedback until the very
end and let Ss walk around and refer to their notes
and tell Ss individually what they did well or could do
better. Remind Ss to speak kindly and constructively.
OPTION Provide an opportunity for self-review. Have
Ss watch their own video again and complete the
feedback questions.
2 LEARNING STRATEGY
• Ask Ss to read the Learning Strategy silently. Ask,
Do you think this is a good way to practice English
vocabulary?
• Focus on the picture. Ask, What does this girl like
doing? (working out, watching action movies)
• If appropriate, have Ss review the vocabulary on
pages 30, 32, and 34, and list the phrases they want to
include. Then have them complete the task.
OPTION Have Ss share their sentences in
small groups.
EXTENSION Have Ss write their sentences on small
pieces of paper. Collect the sentences and put them
in a bag. Then pull each paper out of the bag, read it
aloud, and ask Ss to guess who wrote the sentences.
3 REFLECT AND PLAN
• Have Ss complete the checklists individually. Circulate
and answer any questions. Encourage Ss to look back
at each lesson in the unit.
• Have Ss compare checklists in pairs and talk about the
things they need to study or practice more.
• Have Ss work individually to think about what might
help them learn the topics they don’t feel they know
yet. Refer individual Ss to speci c handouts, app
practice, workbook pages, etc., to help them master
any problem areas. If Ss feel con dent about all of the
topics in this unit, encourage them to think of other
topics they need to learn.
• Then invite Ss to walk around and compare ideas for
learning different topics.
UNIT REVIEW BOARD GAME To review the
Unit content, go to the Pearson English Portal /
Reproducibles / Unit Review Board Games folder
and print out and make copies of the Unit 3 Board
Game. You’ll nd instructions for the game in the
same folder.
UNIT 3 T - 4 0
4 WHOSE PHONE IS THIS?
PREVIEW THE UNIT
LESSON 1
LESSON 2
LESSON 3
LESSON 4
Talk about who owns something
Vocabulary
Personal possessions
Grammar
Questions with whose; Possessive nouns and pronouns
Pronunciation
Stress in compound nouns
Ask for and give / refuse permission
Vocabulary
Verbs used with personal possessions
Speaking
Ask for and give / refuse permission
Conversation
Show you’re confused
Compare things
Vocabulary
Technology adjectives
Grammar
Comparative adjectives: Regular and irregular
Pronunciation
Stress in comparative sentences
Read about a lost object
Reading skill
LESSON 5
Understand time order
Write an online product ad
Writing skill
Add details
Media project
Photos: Describe things that are important to you
Learning strategy
Write a conversation
PUT IT TOGETHER
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
GET STARTED
• Read the unit title again. Then tell Ss to read the Learning Goals individually. Ask, Which topics do you feel con dent
about? Which topics are new for you? If Ss have studied the topics before, reassure them that they will learn some
new things.
• Ask, What do you see? In pairs, have Ss look at the photo and talk about what they see. (For example, people working,
desk, computers, papers) Bring the class together and ask pairs to share.
• Focus on the social media message and bring Ss’ attention to the photo and name. Ask, Where is Simon? (at work, in
New York) What day is it? (Monday) Invite Ss to call out answers. Have them read what Simon says in Meet the People of
TSW Media on page 4 or play the video of Simon. Then ask again, What do you know about Simon?
• Have Ss turn back to page 41. Read the social media message aloud. Ask, What does Simon have to do today? (go to
a meeting)
T -4 1
4
WHOSE PHONE
IS THIS?
LEARNING GOALS
In this unit, you
talk about who owns something
ask for and give / refuse permission
compare things
read about a lost object
write an online product ad
GET STARTED
Read the title and the learning goals.
Look at the photo of a desk. What things do you see?
SIMON HARRIS
@SimonH
Back in New York! Why are there
always more meetings on Mondays
Now read Simon’s message. Where is he? What is he doing?
41
LESSON1
TALK ABOUT WHO OWNS SOMETHING
SIMON HARRIS
@SimonH
I should bring a suitcase to these
meetings. Got my pens, paper,
laptop, co ee …
1 VOCABULARY Personal possessions
04-01 Listen. Then listen and repeat.
apurse
anIDbadge
sunglasses
awater bottle
acell phone
keys
headphones
acredit card
abackpack
awallet
GROUPS Which of the things in 1A do you have Put the
on the ta le. Which group has the ost things
We have 15 things! Three backpacks, one water bottle, two sunglasses …
COACH
2 GRAMMAR Questions with whose; Possessive nouns and pronouns
Whose
Whose
Subject Be
This / these
phone
is
this?
keys
are
these?
Possessive
pronouns
mine.
yours.
his.
hers.
ours.
They’re
theirs.
It’s
ote
• Use whose alone when the meaning is clear.
That’s a nice car. Whose is it?
Singular possessive nouns
It’s
J ohn’s.
J ohn’s phone.
Tom and Ann’s.
Tom and Ann’s phone.
J ohn’s.
J ohn’s keys.
They’re
Tom and Ann’s.
Tom and Ann’s keys.
Plural possessive nouns
It’s
the managers’.
the managers’ phone.
the managers’.
the managers’ phones.
They’re
Tom’s and Ann’s phones.
Tom’s and Ann’s.
>>FOR PRACTICE, GO TO PAGE 133
UNIT 4
LESSON 1 TALK ABOUT WHO OWNS SOMETHING
• Read the lesson title aloud. Ask, Do you own a lot
of things?
• Read the social media message aloud and ask, Where
is Simon going? (to a meeting) Why does Simon think
he needs to bring a suitcase to the meetings? (because
he has so many things)
1 VOCABULARY
• Focus on the photos and captions. Have Ss listen
and repeat.
TEACHING TIP If possible, when you present new
vocabulary, use realia. Bring authentic examples of
each item to class. As vocabulary items are presented,
show the authentic example.
• Put Ss into small groups. Go over the directions and
the example. Say, Show us all the items you have with
you today. After you check to see which group has the
most things, extend the game by seeing which group
has the most of each individual item.
OPTION F o r h i g h e r - l e v e l S s , ask Ss to describe
why they brought each item with them and what they
use it for. Talk about an item you have to get them
started. (For example, I have my water bottle because
sometimes I get thirsty in class.)
EXTENSION Show Ss other items you have on your
desk or in your bag, such as notebooks, the textbook,
pens, or a laptop. Challenge Ss to name additional
personal possessions. Solicit volunteers to share
other words for the personal possessions they have
with them in class. Encourage Ss to write any new
vocabulary words in their books.
2 GRAMMAR
• To introduce the grammar, show the class one of your
possessions, such as a pen, and write on the board:
Whose pen is this? Say, This is a question with whose.
• Then, next to the question, write on the board: It’s my
pen. Explain that this is one way to answer a question
that begins with whose. Leave the sentences on the
board to refer to later.
• Read the Whose questions section of the grammar
chart aloud. Under the question you already wrote on
the board, write: Whose pens are these?
• Ask, How is the rst question different from the second
question? (The rst uses the singular form of the verb
and this. The second uses the plural form of the verb
be and these.)
• Draw attention to the Note. Say, You can use whose
alone when everyone knows what you are talking
about. Hold up your textbook and say, This is a good
book. Whose is it? Elicit the answer. (It’s your book.)
• Present the rest of the grammar chart. Say, There are
several different ways to answer questions with whose.
All these answers are possessive because someone
owns the items. To illustrate the differences, ask and
answer questions about possessions in the classroom.
Choose two Ss in the class who have the same
possessions (for example, J in and Li, who both have
backpacks). Ask, Whose backpacks are those? Point to
the backpacks and elicit answers from Ss. Then write
on the board:
They’re theirs.
They’re their backpacks.
They’re J in’s and Li’s backpacks.
They’re J in’s and Li’s.
• Ss sometimes struggle with the proper use of the
apostrophe + s (’s) versus s + apostrophe (s’). Explain
that it is important for Ss to get the apostrophes right
so that other people understand what they mean. Write
on the board: the students backpacks Ask, How many
students are there? (We don’t know because there is no
apostrophe.) Then say, There are three students. Where
do I put the apostrophe? (after the s: students’)
OPTION F o r h i g h e r - l e v e l s s , explain that with
singular nouns ending in -s, you add ’s at the end of
the noun. Write on the board: the class’s hours. There
are also irregular nouns that take ’s even when they
are plural. Write on the board: the children’s books.
• Explain the difference between how possessive
adjectives and possessive pronouns are used. Say,
We use a possessive adjective, (for example, my), with
a noun. We use a possessive pronoun, such as mine,
alone. Write examples of this on the board:
That cup isn’t my cup.
Is it your cup?
That cup isn’t mine.
Is it yours?
LANGUAGE NOTE Native English speakers might not
answer the questions in the grammar chart in complete
sentences. For example, rather than saying It’s mine,
someone might just answer with Mine. Or, rather than
answering Whose phone is it? with It’s the manager’s
phone, a person might just answer The manager’s.
These incomplete sentences are used in spoken
language but are not used in formal, written language.
OPTION To practice the grammar points, have Ss
hold up different items and ask each other who they
belong to.
• For grammar practice, have Ss turn to the grammar
activities on page 133.
UNIT 4 T - 4 2
3 PRONUNCIATION
• Read the Note about stress in compound nouns aloud.
• Focus on the list of words. Point out that in some
compound nouns, there is a space between the rst
word and the second word, (for example, cell phone),
and in other compound nouns there is no space
(for example, backpack).
• Play the audio. Have Ss listen. Then have them listen
and repeat.
• Say, Look at each group of words. Guess which words
are NOT compound nouns before you listen. Then
listen and check. Remind Ss that if the rst word of the
phrase is stressed, the phrase is a compound noun.
If both words in the phrase are equally stressed, the
phrase is not a compound noun, and they should
circle it.
• Play the audio. Have Ss listen and circle the words. Play
the audio again.
• In pairs, have Ss complete the task. Circulate and help
as needed.
EXTENSION Ask Ss to make a list of other compound
nouns that are possessions. Write a few on the board
to get Ss started. (For example, textbook, football,
dishwasher, toothpaste, toothbrush, tablecloth)
EXTENSION F o r h i g h e r - l e v e l S s , give Ss a list of
words that build compound words. (For example:
paper, bag, book, note, text, store, news, pencil)
Challenge Ss to think of different ways to combine
each word with another word to form a compound
noun. Give an example. Say, The word book can be
combined with note (notebook) or text (textbook).
Ask Ss to read their words aloud and check that they
are using the correct stress.
4 CONVERSATION
• Focus on the video still. Ask, Who are these people?
(Simon and Zoey) What do you think is happening?
(Simon found something. He is asking Zoey about it.)
Explain that Ss will hear Simon talking to Zoey about
possessions they found after a meeting.
• Have Ss preview the chart. Encourage them to listen
for the objects in the chart headings.
• Have Ss listen or watch. Give them time to complete
the chart.
• Go over the answers as a class.
• Ask Ss to preview the conversation and predict ways
the gaps might be lled.
• Then have them listen and ll in the gaps with the
words they hear.
• Play the audio and have Ss repeat chorally, line by line.
• Model the conversation.
• Have Ss listen and repeat again.
• Then in pairs, have Ss practice the conversation.
Circulate and listen for pronunciation issues. Time
permitting, have Ss swap roles and practice again.
• Have Ss use the model in 4B to make new
conversations, replacing the highlighted words in the
model with the words with the same color. Point out
that even though sunglasses is one object, it is plural:
Whose sunglasses are these?
• Have Ss use the model in 4B to make new
conversations again. This time, they should replace the
highlighted words with their own ideas.
• Focus on the content of the conversation. Ask, Whose
phone is it? (They don’t know.) Whose keys are they?
(Zoey thinks they’re J anet’s.)
5 TRY IT YOURSELF
• Read the directions aloud. Call on three volunteers
to read the example conversations. Divide the class
into two groups and have each group place their
possessions into a bag.
• Model the game by pulling an object from one of the
bags, such as a phone. Ask, Whose phone is this? Have
Ss try to guess whose phone it is, using possessive
nouns and pronouns.
• Have the groups play the game. Tell Ss to keep
playing until they gure out who each item belongs to.
Circulate and help as needed.
T -4 3
UNIT 4
LOOK FOR While Ss are completing the Try It
Yourself activity, walk around the class and listen to Ss’
conversations. Check to see if Ss are
✓ using personal possessions vocabulary
✓ asking questions with whose
✓ using possessive nouns and pronouns
✓ using apostrophes correctly
✓ stressing compound nouns correctly
EXIT TICKET At the end of the class, have Ss stop
on their way out and show you one of their personal
possessions. Have them say it’s their item in two
different ways. (For example, This is my backpack. It’s
my backpack.) Identify areas for review in later lessons
and individual Ss who may need additional practice.
C O A C H
3 PRONUNCIATION
tress in compound nouns
isten. otice the stress in these compound
nouns. hen listen and repeat.
04-03
a cell phone an D badge a backpack homework
isten. ircle the item that is not a
compound noun. hen listen and repeat the
compound nouns.
04-04
. a laptop
a newspaper
a coffee cup
a nice shirt
a business card
. a water bottle
. sunglasses
. a credit card
A
Which items in A and
Sometimes we put two words often
nouns together to make a compound
noun. e usually stress only the rst
word in a compound noun a cell phone.
e stress both words in an ordinary
ad ecti e noun phrase a new phone.
a small phone
car keys
a raincoat
a good book
a shopping bag
a black pen
a T-shirt
a notebook
do you take to work or school
4 CONVERSATION
isten or watch. Who do the things from
the meeting belong to omplete the chart.
04-05
up
Simon
ell
phone
eys
mbrella Water
bottle
ackpack Wallet
✓
redit
card
✓
Zoey
Lucy
✓
?
✓
04-06
✓
✓
✓
✓
isten or watch. omplete the con ersation.
Whose
imon:
mine
oey: It’s not
imon:
h
phone is this?
.
Yuki’s
aybe it’s
.
… nd whose keys are these?
J anet’s
oey: I think they’re
.
imon: nd here’s a water bottle Is this yours?
oey:
o. nbelie able
eople keep lea ing their stuff
04-07
isten and repeat. hen practice with a partner.
A
Make new con ersations. se these words or your own ideas.
I badge
sunglasses
a wallet
5 TRY IT YOURSELF
GAME Work in two groups. Each student puts a personal possession into the bag for his or
her group. Don’t let the other group see. Group A: take something from your bag. Group :
guess who it belongs to. hen switch roles. ontinue until both bags are empty.
A: Whose purse is this?
B: I think it’s Emi’s.
A: Emi, is it yours?
C: No, it isn’t!
I CAN TALK ABOUT WHO OWNS SOMETHING.
UNIT 4
LESSON
ASK FOR AND GIVE / REFUSE PERMISSION
SIMON HARRIS
@SimonH
1 VOCABULARY Verbs used
… and now I need another suitcase for all the
stuff my co-worker forgot in the meeting room …
with personal possessions
04-08 Listen. Then listen and repeat.
lose
give
borrow
find
take
lend
PAIRS Talk with your partner about the things you lose, nd, give, take, borrow, and lend.
A : What things do you lose?
B : I lose my keys a lot. How about you?
2 SPEAKING
04-09 Noti e how we ask or per ission, give or re use per ission, and respond.
Then listen and repeat.
Ask for permission
Give or refuse permission
Respond
Can I please use your phone?
Sure. Here you go.
Great. Thanks!
Can I borrow some money?
Sorry, no. I don’t have any.
That’s OK. Thanks anyway.
Can I use your bathroom?
Of course. Go ahead.
Thanks so much!
Can I please borrow your pen?
Sorry, I need it.
OK. No problem.
04-10 Listen.
he k whether the person gives per ission or re uses per ission.
onversation
Gives permission
onversation
✓
Refuses permission
04-11 Listen again.
✓
✓
ir le the thing you hear.
. a. Sure, Sweetie. Go ahead.
b. Sorry, no.
. a. Sorry. I need it.
b. Of course. Go ahead.
. a. Sure. No problem.
b. Sorry, no.
. a. Great! han s!
b. O ! No problem!
. a.
UNIT 4
onversation
han s anyway.
b.
han s so much.
onversation
onversation
✓
✓
LESSON 2 ASK FOR AND GIVE / REFUSE PERMISSION
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title aloud. Ask, What does it mean to
ask for permission? (to ask if you can do something)
What does it mean to give or refuse permission? (to say
that someone is or is not allowed to do something)
• Focus on the social media message. Ask, Where is
Simon now? (in a meeting room) Why does Simon
need a suitcase? (He needs it to carry all the things his
co-worker(s) forgot in the meeting room.)
1 VOCABULARY
• Act out the action shown in each picture for the class
with a volunteer. Use an actual earring, cookie, or
pencil as a visual aid. Say, When I give you a pencil, the
pencil is yours. You take the pencil and keep it. But if I
lend you the pencil, you have to give it back. You are
borrowing the pencil from me.
• Then have Ss listen, and then listen and repeat.
OPTION To review the Lesson 1 vocabulary, have
Ss pretend to lose, give, borrow, nd, take, and lend
items from page 42. Solicit a volunteer to help model
the activity. Have the volunteer hand you his or her
backpack. Then say, [volunteer’s name] is giving me
his / her backpack.
• Solicit two volunteers to model the example
conversation. Then have Ss complete the exercise
in pairs.
• Bring the class together. Ask Ss to write one of their
conversations and perform it for the class.
EXTENSION Draw a chart on the board with a
column for each category: lose, nd, give, take,
borrow, and lend. Divide Ss into small groups. Ask
them to put different items in different categories.
Give two examples. Say, I lend money, but I don’t
borrow money. I give people pencils, but I don’t give
people cars! Have groups discuss and then ask each
group to copy their chart on the board.
2 SPEAKING
• Focus on the rows of speech balloons. Say, The speech
balloons that are the same color are part of the same
conversation. First, someone asks for permission. Then
another person gives or refuses permission. Then the
rst person responds. Read the rst conversation (the
row of yellow speech balloons) aloud.
• Play the audio for all the conversations. Have Ss listen
and repeat.
• Focus on the Ask for permission column. Say, You can
use any of the phrases to ask for permission.
• Draw attention to the Give or refuse permission
column. Ask, How do we give permission? (Sure,
Here you go. / Of course. Go ahead.) How do we
refuse permission? (Sorry, no. I don’t have any. / Sorry,
I need it.)
LANGUAGE NOTE In the United States, people often
offer an apology, such as Sorry or I’m sorry, when they
refuse permission because they don’t want to hurt the
feelings of the person asking for permission.
• Focus on the Respond column. Ask, How do we answer
when someone gives permission? (Great, thanks. /
Thanks so much!) How do we answer when someone
refuses permission? (That’s OK. Thanks anyway. / OK.
No problem.) Say, We can combine these phrases in
different ways in conversations. To illustrate, write on
the board:
A: Can I borrow your phone?
B: Of course. Go ahead.
A: Great. Thanks.
Call on a few volunteers to act out their
own conversations using the phrases in
different combinations. Make sure they are using
the phrases correctly.
EXTENSION Start a discussion about who might
refuse and / or give permission for certain things.
Say, Imagine a person you don’t know asks you this
question: Can I borrow 1,000 dollars? What do you
say to this person? Elicit ideas from Ss. Then say, Now
imagine your child asks you the same question. What
is your answer? Talk about how the person and the
context change answers. Give other situations for
Ss to consider. For example, Can I use your shoes?
Could I please borrow your car?
• Explain that in each conversation in this exercise, one
person asks for permission, and the other person gives
or refuses permission. Point out that the phrases in the
conversations may not be exactly the same as the ones
presented in the speech balloons.
• If appropriate, play the rst conversation in the audio
as an example. Ask, What does the boy want? (to have
a soda) Does his mother give or refuse permission?
(She gives permission.) How do you know? (She says
Sure. Go ahead.)
• Play the audio. Have Ss complete the task.
• Tell Ss to pay attention to the exact words they hear as
they listen once more.
• Play the audio as Ss complete the task. Have them
listen again if appropriate.
UNIT 4 T - 4 4
3 CONVERSATION
• Focus on the video still. Ask, Who are these people?
(The woman is Lucy, Emma’s friend from Unit 3. We
don’t know who the man is.) What are the people
doing? (Lucy is looking for something. The man is
looking at her.)
• Before they listen, have Ss preview the questions and
answer choices so they know what to listen for.
• Have Ss listen and complete the exercise. If necessary,
• Ask Ss to preview the conversation and predict ways
the gaps might be lled.
• Then have them listen and ll in the gaps with the
words they hear.
• Call on two Ss to read the completed conversation. Go
over any questions.
• Focus on the content of the conversation. Ask, What
have them listen again.
does Lucy want to borrow? (Ray’s phone) What does
Ray need? (an umbrella)
• Go over answers as a class.
• Play the audio and have Ss repeat chorally, line by line.
• To make sure Ss understand the unit storyline, ask,
• Model the conversation.
Where did Simon get all the things in his backpack?
(at the meeting he went to in Lesson 1) Who do the
things belong to? (Lucy)
• Focus on the Conversation Skill box. Read it aloud.
Then have Ss listen to the video again and raise their
hands every time they hear that someone is confused.
LANGUAGE NOTE The phrases in the Conversation
Skill box are not whole sentences or even words (For
example, Huh or Hmmm). Native English speakers
sometimes use these as llers to show that they are
not following the conversation or they are not sure
what to say next.
• Have Ss listen and repeat again.
• Then in pairs, have Ss practice the conversation.
Circulate and listen for the target language. Time
permitting, have Ss swap roles and practice again.
• Have Ss use the model in 4B to make new
conversations using the new words. They should
replace the highlighted words in the model with the
words with the same color.
• Have Ss use the model in 4B to make new
conversations again. This time, they should replace the
highlighted words with their own ideas.
CULTURE NOTE In the United States, it is okay to say
that you are confused. Americans feel that is better to
show confusion than to pretend to understand when
you don’t.
4 TRY IT YOURSELF
• Go over the directions and the example in the chart.
Have Ss work individually to make a list of things they
want to ask permission for, using the chart.
OPTION F o r l o w e r - l e v e l S s , help Ss think of ideas for
the chart by pointing out items around the classroom.
• Solicit volunteers to read the example
conversation aloud.
• Have Ss walk around and have conversations.
Encourage them to use different ways to ask for
permission, give or refuse permission, and respond.
If appropriate, have them turn back to the Speaking
section on page 44 for ideas.
EXTENSION F o r h i g h e r - l e v e l S s , give Ss homework.
Have them ask someone else permission for
something outside of class. Ask them to share their
experience during the next class period.
T -4 5
UNIT 4
LOOK FOR While Ss are completing the Try It
Yourself activity, walk around the class and listen to Ss’
conversations. Check to see if Ss are
✓ using verbs used with personal possessions
✓ asking for permission
✓ giving or refusing permission
✓ responding appropriately
✓ showing confusion if needed
EXIT TICKET At the end of the class, place a variety of
items on a desk by the door. As Ss leave, have them
ask you for permission to borrow one of the items on
the desk. Respond to each S’s request by giving or
refusing permission. Then ask to borrow one of the
S’s possessions. Have the S give or refuse permission.
Identify areas for review in later lessons and individual
Ss who may need additional practice.
3 CONVERSATION
C
04-12 Listen or watch. Circle the correct answers.
1. What are Lucy and Ray doing?
a. waiting for J anet
c. eating lunch
b. having a meeting
2. What can’t Lucy nd?
a. her backpack
c. her purse
b. her phone
3. Simon is looking for Lucy because he wants to
a. eat lunch with her
c. give her her things
b. borrow her
badge
R AT
LL
how you’re con used
To show that you are confused by
something, say:
• Huh.
• That’s weird.
• Hmm.
Listen to or watch the video again.
Raise your hand when you hear
someone is confused.
04-13 Listen or watch. Complete the conversation.
Ray:
What’s wrong?
Lucy:
can’t nd my phone
Can I
borrow yours?
Ray:
Sure
ere you go
Lucy:
reat hanks
Ray:
Can I
use your umbrella?
’m sorry but I need it
Lucy:
04-14 Listen and repeat. Then practice with a partner.
PA R
a e new conversations. se these words
or your own ideas.
use
f course
borrow
4 TRY IT YOURSELF
A
TP R
AL
hat can you as permission or Add your ideas to the chart.
erb
Thin
borrow
your pen?
an …
AL AR
As your classmates or permission. se your ideas rom the chart.
A : Hong, can I borrow your pen?
B : Sorry. I’m using it right now.
A : OK. No problem.
I CAN ASK FOR AND GIVE / REFUSE PERMISSION.
UNIT 4
LESSON
COMPARE THINGS
SIMON HARRIS
@SimonH
Guess what arrived in the mail
today? Can’t wait to use it at
the offi e …
1 VOCABULARY Technology adjectives
04-15 Listen. Then listen and repeat.
$$$$
1kg
3.4GHz
cm
3 cm
1cm
Expensive
Light
Fast
Thin
$
3kg
1.1GHz
New
3cm
33cm
3cm
Cheap
Heavy
Slow
Bulky
Old
Which words in 1A can you use to describe these things?
$$$$
$$
3 g
4. GHz
$$$$
g
4cm
1 cm
1cm
expensive
cheap
expensive
light
fast
light
thin
PAIRS Which technology do you have or use? Tell your partner and use the words in 1A to
describe the things. oes your partner use the sa e words to describe his or her things?
A : Well, my phone is new, but it’s big and bulky.
B : Really? M ine is old, but it’s really thin.
C O A C H
2 GRAMMAR Comparative adjectives: Regular and irregular
Use comparative adjectives to compare two people or things.
For most one-syllable adjectives, add –(e)r or the
comparative.
Adjective
Comparative adjective
ast
cheap
aster
cheaper
For one-syllable adjectives ending in one vowel one thin
consonant, double the nal consonant and add –er.
big
thinner
bigger
For two-syllable adjectives ending in y, drop the y and
add –ier.
easy
dirty
easier
dirtier
For most adjectives with two or more syllables, use
more / less the adjective.
e pensive
interesting
more e pensive
less interesting
otes
• Use than when you use a comparative adjective in ront o a noun.
aptops are more e pensive than tablets.
• ome adjectives have irregular orms: good ➞ better bad ➞ worse
>>FOR PRACTICE, GO TO PAGE 134
UNIT 4
LESSON 3 COMPARE THINGS
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title aloud. Ask, What does it mean
to compare things? (to nd similarities or differences
between them) Hold up two books and say, Let’s
compare these two books. How are they the same?
How are they different from each other? Accept any
reasonable answers.
• Focus on the social media message. Ask, What do you
think Simon received in the mail? (something for his
of ce) What do you bring to use at school or work?
1 VOCABULARY
• Read the vocabulary title aloud. If appropriate, remind
Ss that adjectives are words to describe nouns.
(For example, an OLD computer)
• Focus on the illustrations. Make sure Ss understand
that the list to the left of each laptop describes the
price, weight, speed, and size of that laptop. Say, The
rst laptop is fast because its speed is 3.4 gigahertz.
The second laptop is slow because its speed is only
1.1 gigahertz.
• Play the audio and have Ss follow along.
• Have Ss listen and repeat.
EXTENSION Write each adjective from 1A on the
board and hold up pictures from magazines that
show different items. For each picture, say, Raise
your hand if you think this is expensive. Then say,
Raise your hand if you think this is cheap. Count
the hands for each word. Then write expensive and
cheap on the board and tape the picture to the board
under the word that has the most votes. Repeat the
questions, using different vocabulary words each time.
• Focus on the list of features to the left of each
illustration. Say, Compare these features to the
information in 1A. This will help you choose words to
describe these things.
• Draw attention to the rst illustration. Ask, What is this?
(a watch) How can you describe it? (It is expensive. It
weighs 30 g.) Say, Look at 1A. A laptop that weighs
1 kg is light. So is this watch light or heavy? (It is light.)
• Have Ss work individually to decide which words can
be used to describe each illustration.
• Go over the answers as a class.
• Go over the directions and solicit volunteers to read
the example conversation.
• In pairs, have Ss use the vocabulary in 1A to talk about
which devices they have or use.
• Circulate to make sure Ss are using the
target language.
• Call on volunteers to share their conversations with
the class.
2 GRAMMAR
• Write on the board: I am short. I am shorter than my
brother. Ask, Which sentence compares my brother
and me? (the second one) How do you know? (because
of the -er in shorter). Say, We add this suf x, -er, to an
adjective when we compare two things.
• Focus on the grammar chart. Say, There are different
ways to form the comparative. Here are some rules for
regular adjectives. Read the explanation and examples
in the rst line aloud. Ask, What other words can you
think of that follow this rule? (For example, old / older)
• Read the second rule aloud. Ask, What other words
can you think of that follow this rule? (For example,
fat / fatter) Repeat this process for the third and fourth
rules. (Third rule: heavy / heavier; fourth rule: dif cult /
less dif cult)
• Draw attention to the rst Note. Read the example
sentence aloud.
• Focus on the second Note. Say, Some adjectives are
irregular. This means they do not follow the rules in
the chart. Write good book and gooder book on the
board. Say, Good is irregular, so we do not form the
comparative by following the rules above. This is the
comparative. Draw an X through gooder and write
better above it.
• Say, We often use the words one and ones to make
comparisons because they are pronouns and they
replace nouns. Write examples on the board:
This phone is cheaper than that one.
These laptops are better than those ones.
Underline one in the rst sentence. Ask, What does this
mean? (another phone) Underline ones in the second
sentence. Ask, What does this mean? (other laptops)
EXTENSION Divide the class into two teams. Send
one person from each team to the board. Read an
adjective and have the two Ss write the comparative
form on the board. Teams get one point for every
correct spelling. For example, slow (slower), fat
(fatter), funny (funnier), intelligent (more intelligent),
dangerous (more dangerous), good (better), bad
(worse)
• For grammar practice, have Ss turn to the grammar
activities on page 134.
UNIT 4 T - 4 6
3 PRONUNCIATION
• Have Ss read the pronunciation Note on stress in
comparative sentences silently. Then read it aloud.
• Focus on the examples. Point out that both the
adjectives and the nouns (laptops, tablets) in these
sentences are stressed.
• Have Ss read sentences from 3A and 3B aloud
and discuss which they think are true. If possible,
encourage Ss to explain why they think they are true
or false.
• Circulate as Ss talk. Listen to make sure Ss are using
• Have Ss listen, then listen and repeat.
the correct stress.
• Go over the directions. Have Ss preview the exercise
EXTENSION In pairs, have Ss rewrite the sentences
in 3A and 3B. Ask them to replace the adjectives in
the sentences with different adjectives. (For example,
Laptops are heavier than tablets.) Then ask them to
read the sentences aloud to the class. Make sure they
are using the correct stress.
items.
• First, have Ss listen and underline the stressed words.
Then play the audio again and ask Ss to circle the
letters that have the unstressed sound /ər/. Play the
audio again if necessary.
• Go over the answers as a class. Then listen and repeat.
4 CONVERSATION
• Have Ss look at the video still. Ask, Who are these
people? (Zoey and Simon) What does Simon have?
(a laptop)
• Books closed, have Ss listen or watch.
• Books open, have Ss complete the exercise
individually. Remind Ss that more than one answer
can be correct for each item.
• Go over the answers as a class. Replay the audio
if appropriate.
• Ask Ss to preview the conversation and predict ways
the gaps might be lled.
• Have them listen and ll in the gaps with the words
they hear.
• Play the audio and have Ss repeat chorally, line by line.
• Model the conversation.
• Have Ss listen and repeat again.
• Then in pairs, have Ss practice the conversation.
Circulate and listen for pronunciation issues. Time
permitting, have Ss swap roles and practice again.
• Have Ss use the model in 4B to make new
conversations using the new words. They should
replace the highlighted words in the model with the
words with the same color.
• Have Ss use the model in 4B to make new
conversations again. This time, they should replace the
highlighted words with their own ideas.
• Call on two Ss to read the completed conversation.
Go over any questions.
5 TRY IT YOURSELF
• Go over the directions and ask two Ss to read the
example conversation aloud. Tell Ss they can compare
their own possessions or other objects.
• In pairs, have Ss complete the task. Circulate to help Ss
as needed.
EXTENSION Refer back to Simon’s social media
message. Ask the class, Did you buy something new
lately? Are you excited about it? Ask Ss to write a
social media message about the new object they
bought. Collect the messages and read them aloud.
Then ask Ss to guess whose message is whose.
LOOK FOR While Ss are completing the Try It
Yourself activity, walk around the class and listen to Ss’
conversations. Check to see if Ss are
✓ using technology adjectives
✓ using comparative adjectives
✓ using irregular forms of comparatives
✓ stressing comparative sentences correctly
T -4 7
UNIT 4
EXIT TICKET Bring photos of a number of different
objects to class. You should have two examples of
each type of object. As Ss leave the classroom, stand
at the door and hold up pictures of one pair of
objects. (For example, hold up photos of two
different cars: a sports car and a large, bulky SUV.)
Say, Compare these two things. Elicit a comparison
from each S. (For example, The sports car is faster than
the SUV.) Switch photos often so that Ss can produce
a variety of sentences. Identify areas for review in later
lessons and individual Ss who may need additional
practice.
C O A C H
3 PRONUNCIATION
Stress in comparative sentences
n comparatives we stress the ad ective
and words li e more. The word than is
usually unstressed and pronounced with
the short wea vowel /ə/ /ðən/.
The unstressed are has the same sound /ər/
as the er in bigger.
04-17 Listen. Noti e the stressed and
nstressed words. Then isten and repeat.
Laptops are igger than ta ets.
Ta ets are ess e pensi e than aptops.
04-18 Listen.
nder ine the stressed words.
Then isten again and ir e the etters that ha e the nstressed so nd /ər/.
o r answers with a partner.
Che
. Cell phones are more expensive than
. Phone calls are better than emails.
tablets.
. Laptops are newer than cell phones.
. Tablets are heavier than cell phones.
. Computers are faster than cell
phones.
PAIRS Ta a o t the statements in A and
.
hi h do o thin are tr e
4 CONVERSATION
04-19 Listen or wat h. Comp ete the senten es.
Cir e a the orre t answers.
. Simon’s new laptop is
than his old one.
a. better
. more expensive
. Zoey says her tablet is
.
a. light
. easy to use
. Simon says laptops are
than tablets.
a. better for wor
. smaller
04-20 Listen or wat h. Comp ete the
Simon
ust got a new laptop.
oe
h yeah
. faster
. bul y
. faster
on ersation.
ow do you li e it
Simon t’s better than my old one. t’s a lot
faster
.
oe
have a laptop but ust use it for wor .
Simon
eally
oe
eah. li e my tablet. carry it everywhere. t’s thin so it’s light.
04-21 Listen and repeat. Then pra ti e with a partner.
des top computer
PAIRS Ma e new on ersations. se these words or o r own ideas. laptop small
not heavy
5 TRY IT YOURSELF
MAKE IT PERSONAL Compare two different things. For e amp e o an ompare
o r phone with o r partner’s phone or o an ompare two different inds of things.
hi h thing is etter
A : Your phone is newer than my phone.
B : It’s lighter than yours, too.
I CAN COMPARE THINGS.
UNIT 4
LESSON
READ ABOUT A LOST OBJECT
IM
I
i on
1 BEFORE YOU READ
PAIRS What do most people have in their
wallets? What’s in your wallet?
VOCABU AR
04-22
he lost and found de art ent
had a bus da toda . Made e
thin of this beautiful stor .
isten hen listen and repeat
sear h try to nd something or someone
si n write your name the way you do on a check
opy one of many books, magazines, or newspapers that are exactly the same
stare at look at for a long time without moving your eyes
orever for all of the future
2 READ
PR VI W Read the title and the rst senten e and loo at the photo
What do you thin happens in the story?
04-23 Read and listen to a story a
out a lost wallet Who is the owner o the wallet? Sara Calvo
A LOST WALLET
In 2014, when Matt Porter was 27 and living in Glendale, California,
he found a wallet on the street. Inside the wallet, there was an ID
badge, so e re ei ts, a few dollars, and a hotogra h of a beautiful
oung wo an and an old an. e wanted to return the wallet, but
there was no address. e had onl the na e on the ID badge— ara
Calvo—and the na e of the o an where she wor ed. fter
he found it, he went to the o an , but she did not wor there
an ore. o one at the o an new an thing about her. hen he
sear hed on the Internet and found a ara Calvo in Glendale. ater,
he alled her, but she had not lost her wallet. e ut the wallet awa
in a bo , but he did not forget about it.
wo ears later, Matt oved to eattle for a new ob. e too the
wallet with hi . e was not sure wh , but there was so ething
s e ial about the hotogra h. e ouldn’t get it out of his ind.
ne da , he went to a boo store. e saw a oster for an event the
ne t wee . writer na ed ara Calvo was o ing to the boo store
to sign o ies of her first boo . Matt stared at the hotogra h on
the oster. It was his ara Calvo e ould not believe it he ne t
wee , he returned to the boo store with the wallet. e wal ed to the
des where ara Calvo was sitting, and he handed her the wallet.
“ here did ou find this ” she as ed. he too out the hotogra h
grandfather. It was
onl hotogra h
and began to r . “ his is
of hi . I thought it was gone forever ” Matt re lied, “It’s a long stor .
et’s go have a u of offee, and I’ll tell ou all about it.”
UNIT 4
LESSON 4 READ ABOUT A LOST OBJECT
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title aloud. Ask, What does lost mean?
(Something is lost when you want it and you don’t
know where it is.) Ask, Have you ever lost anything?
• Then read the social media message aloud. Ask, What
is a lost and found department? (a place where people
leave things that they nd so that the owner can come
and get them) Has anyone ever been to a lost and
found department? Give Ss time to share their stories.
EXTENSION If your school has a Lost and Found
location where lost items are kept, take Ss there to
see what items have been turned in. See how many
items from the book are in the school’s lost and
found. Add any new items to the vocabulary list on
page 42.
CULTURE NOTE Many of ces, schools, and other
public places in the United States have a Lost and
Found where lost property is kept. When people lose
their belongings, they can go to the Lost and Found
and reclaim them.
1 BEFORE YOU READ
• Have Ss discuss the questions in pairs. Then bring the
class together and have them share answers. Take a
poll to determine the most common items in the class.
Solicit a volunteer and ask, What is one thing you have
in your wallet? When the volunteer gives an answer (for
example, driver’s license), ask How many other Ss have
a driver’s license? Write the item and the number of
Ss who have one on the board. Repeat the activity for
different items.
OPTION Show Ss what is in your wallet, or solicit a
volunteer to show his or her wallet to the class. Elicit
a list of items that are commonly found in wallets.
(driver’s licenses, credit cards, photos, cash (bills and
coins), and insurance cards)
OPTION Have Ss cover 1B in their books so that they
cannot read the words and their de nitions. Then
write the vocabulary words on the board. Have Ss
locate the words in their context in the reading. Then
ask them to guess de nitions for the words. Books
open, have them check their de nitions.
EXTENSION To make sure Ss understand the
de nitions, ask them to write a sentence using
each of the words. Solicit volunteers to write their
sentences on the board. Ask them to leave a blank
line where the vocabulary word goes. Have the rest
of the class guess which words are missing from the
volunteers’ sentences.
• Draw attention to the vocabulary words and
their de nitions.
• Play the audio. Ask Ss to listen and repeat.
2 READ
• Read the title and the rst sentence aloud. Draw
attention to the photo. Ask, What do you see in the
photo? (a wallet, a woman walking away) What is in
the wallet? (money, credit cards) What do you think
happened? (The woman lost her wallet.)
• Have Ss predict what happens in the story. Solicit
volunteers to share their answers.
• Give Ss time to read the story silently.
• Have Ss read and listen. If appropriate, have them read
and listen again. Then in pairs have them answer
the question.
• Bring the class together and ask Ss if their predictions
in 2A were correct. Remind them that it is okay if their
predictions were incorrect. Tell them thinking about
the content before reading helps their comprehension,
even if they guess incorrectly.
• Answer any questions Ss have about the reading.
OPTION To make sure Ss understand, have them act
out what happens in the second paragraph of the
reading, when Matt goes to the bookstore. In pairs,
have one S play the role of Matt and the other play
the role of Sara.
UNIT 4 T - 4 8
3 CHECK YOUR UNDERSTANDING
• If appropriate, review the Reading Skills on nding the
topic from Unit 2, page 25, and nding the main idea
from Unit 3, page 37, before Ss complete this task.
• Have Ss answer the question individually. Go over the
answers as a class.
• Have Ss complete the exercise, referring back to the
reading as necessary.
• Go over the answers as a class.
• Read the directions and the sentence aloud. Have Ss
complete the task individually and compare answers in
pairs.
• Call on volunteers to share something that they can’t
get out of their mind. Follow up by asking, Why can’t
you get that out of your mind?
• Have Ss read the Reading Skill box silently. Then read it
aloud. Explain that paying attention to time words and
phrases can help them understand what is happening
in a story.
• Have Ss highlight the time words and phrases in the
• Do the rst item with the class as an example. Then
have Ss complete the task.
• Go over the answers as a class.
OPTION To check answers, draw a timeline on the
board. Say, This is a timeline. We are going to use it to
show what happens in the story. Call Ss to the board
to ll in events on the timeline in the correct order.
• Pair Ss to retell the story. Have Ss begin with the
example sentence frame. Encourage them to use time
order words. They can also rephrase the statements
in 4D.
EXTENSION In pairs, have Ss predict what they think
happens next in the story. Ask, What happens that
night? The next week? The next year? Tell Ss to be
as creative as they want. Then have pairs share their
predictions with the class. If appropriate, have the
class vote on the most convincing, funniest, or most
interesting prediction.
reading on page 48.
• Tell Ss to write 1 next to the event that happened
rst in the story, 2 next to the event that happened
after that, and so on. Explain that Ss can’t do the task
correctly by simply writing down the events in the
same order they appear in the reading. They have
to pay attention to the time words and use common
sense. For example, Sara lost her wallet must have
happened before Matt found a wallet, even though
Matt found a wallet is the rst thing Ss will read in the
article.
OPTION Ask, What do you think people lose most
often? Elicit suggestions and write them on the board.
Then focus attention on the box to the right of 3E. Say,
We are going to nd out what people lose most often.
Have Ss complete the research task during class or for
homework. Then ask Ss to share what they learned.
Put Ss in small groups and have them talk for a few
minutes about their search results. Ask, Were your
guesses correct?
4 MAKE IT PERSONAL
• Have Ss complete the chart with the rst thing they
did and then the next thing they did when they lost
something. Remind them to use the time signal words
in the Reading Skill box.
• Go over the directions. Have two Ss read the example
conversation aloud.
• In pairs, have Ss complete the task.
• Circulate to provide feedback on language as Ss
discuss. If appropriate, review the past forms of
irregular verbs.
EXTENSION Bring in a picture of a person and a
picture of an object. In pairs, have Ss write a short
story about the person and how they lost the object.
Require Ss to include at least three events in their
story. Remind Ss to use time signal words. Then have
volunteers share their stories with the class.
T -4 9
UNIT 4
EXIT TICKET To practice the Reading Skill in this
lesson and time signal words, write these sentences
on the board:
I used my roommate’s phone to call my own number.
I lost my phone.
My phone rang, and I found it under my bed!
I looked for it everywhere.
I borrowed my roommate’s phone.
Say, Write these sentences in the correct order. Add
a time signal word to each sentence. If appropriate,
give Ss the rst sentence to start them off: First, I
lost my phone. Collect Ss’ papers and check to see
if they have correctly ordered the sentences and
used time signal words to indicate in which order
their sentences happened. (For example, First, I lost
my phone. Then I looked for it everywhere. Later, I
borrowed my roommate’s phone. Next, I used my
roommate’s phone to call my own number. Then my
phone rang, and I found it under my bed!) Identify
areas for review in later lessons and individual Ss who
may need additional practice.
3 CHECK YOUR UNDERSTANDING
TOPIC What is the story about?
a. a famous young writer
b. two people who fall in love
c. a lost object with a lucky ending
DETAILS Choose the correct answer.
1. What did Matt nd in the wallet?
. What was on the poster at the bookstore?
a. credit cards
a. a photo of a grandfather
b. money
b. a photo of Sara alvo
c. checks
c. a photo of a missing wallet
2. Why did Matt move to Seattle?
. What did Sara do when she saw the photograph?
a. He lost his job in Glendale
a. She cried
b. He wanted to nd Sara
b. She sat down
c. He got a job in Seattle
c. She left
FOC S O
LA
A E
ea the sentence. What o the un er ine wor s
He couldn’t get it out of his mind
a. He thought about it all the time
ean?
b. t wasn’t important to him
EADI
S ILL ea the ea in S i . What is the correct
or er o e ents in the story? se ti e si na s to he you.
1. Circ e the si na wor s in the story. 2. Write the nu bers 1–
2 Matt found a wallet
8 Matt returned to the bookstore
EADI
6 Matt moved to Seattle
in the b an s.
S ILL
n erstan ti e or er
When you read stories about the past,
look for time signal words such as rst,
then, next, later, before, after. They can
help you understand the correct order
of events.
4 Matt went to Sara’s company
1 Sara lost her wallet
5 Matt called a Sara alvo in Glendale
9 Sara looked at the photo in the wallet
7 Matt saw a poster with Sara’s photo
3 Matt tried to nd Sara
PAI S
ete the
ost i
ortant i eas in the story. se your own wor s.
The story is about a lost wallet …
ind out what things
people lose most often
4 MAKE IT PERSONAL
Thin about so ethin you ost. What ha
Ti e wor
ene ? Write two sentences usin ti e wor s.
Sentence
First
PAI S
ow te your artner about the thin you ost.
A : Did you ever lose something?
B : Oh, yeah. I lost my keys last week!
A : Really? What happened?
I CAN READ ABOUT A LOST OBJECT.
UNIT 4