Unit 1 Lesson 1

1. Warm up: E.M. = pictures

SS talk about pictures. They select five different ones and say why they have chosen
such pictures.

2. Book: Ex. A: Topic Preview – page 2

A. SS look at a glass of water and asks them the question.
Share SS views on that.
B. T. elicits the meanings of an optimist and a pessimist from ss.
=> How do you see the world? Do you have a positive or a negative outlook?
C. SS do the quiz.
=> Did the quis confirm how you see yourself?

3. Book: Ex. B: Pair Work – page 2

A. SS compare quizzes (or teacher) with each other and comment on them.
=> Were you surprised to learn your partner’s outlook on life?
=> Do you have similar outlooks?

4. Book: Ex. C: Group Work – page 3

A. (optional) SS add up scores on the board and see the average.

5. Book: Ex. D: Spotlight – page 4 listening

A. Before reading and listening to the conversation, write Chikungunya on the board. Ask
=> Has anyone heard of Chikungunya? (a virus that spreads through mosquito bites;
symptoms include fever, joint pain and swelling, headache, muscle pain, rash)
=> What other viruses are in the news recently? (Measles)
B. SS listen and read the dialogue and answer the questions:
=> What is causing the viruses? (global warming)
=> What kind of outlook does Leo have? (pessimistic)
=> What kind of outlook does Nora have? (realistic/optimistic)
=> Is Leo going to go to the company dinner at the outdoor restaurant? Why/Why not?
(No. He’s afraid he might get Chikungunya.)
=> Is Nora going? Why/Why not? (Yes. She is not worried.)

6. Book: Ex. E: Understand Idioms and Expressions – page 4

A. T. reads the first expression and help ss find it in the dialogue.
SS figure out the meaning of it.
B. SS do the remaining expressions.
C. SS report their answers.

7. Book: Ex. F: Compare and contrast – page 4

A. SS discuss the questions and compare them.
B. T. asks ss:
=> Which label would you use for Leo? (pessimist)
=> Which label would you use for Nora? (realist)
Poll the class to see who is more like Nora and who is more like Leo.

Summit 1A / Unit 1 / 3rd ed

8. Book: Speaking – page 4
A. SS read the four statements aloud.
Then read the idioms and expressions from Exercise E and tell students to use them in
their role plays.
HW for next class:
WB. Preview

Summit 1A / Unit 1 / 3rd ed

Unit 1 Lesson 2

1. Warm up:

2. HW correction: WB. Preview

3. Book: Ex. A: Vocabulary – page 4 listening

A. Have students listen and read the adjectives to describe personality traits.
B. Then have students listen and repeat the words chorally.
C. To check comprehension, ask
=> What does [easygoing] mean? Tell students to refer to the sentence (s) above each
picture for the definition. Model the first answer if necessary: Easygoing means that
nothing bothers a person; he or she just rolls with the punches.

4. Book: Ex. B: Classify the vocabulary – page 4

A. SS read the list of other adjectives. Elicit definitions to check comprehension. Make sure
students understand the words liberal (a person who favors progress or reform; a person
who is willing to understand other people’s ideas and opinions), conservative (a person
who doesn’t like change or new ideas), and independent (a person who is confident and
able to do things by himself or herself).
B. Ask students to complete the chart independently. Then have them compare charts with a
partner. Circulate and assist as needed. Question students if they appear to have
misplaced any of the adjectives.
=> Why do you think being modest is negative?
=> Do you think being rude can really be either positive or negative?
SS explain their opinions on the words they put in the Can be either column.
C. Draw a Venn Diagram on the board like the one in the book. SS fill in the chart.

5. Book: Ex. C: Grammar – page 5 E.M. = slips

A. T. starts by eliciting the meaning of gerund and infinitive: e.g.:
SEE: to see or seeing (which one is base form? / gerund? / infinitive?)
B. T. shows ss three sentences. SS identify gerunds and infinitives.
My dream is to run in a marathon one day.
Running is a good form of exercise.
I enjoy running in the park.
 In which sentence does the gerund or infinitive function as the subject? (the second)
Direct object? (the third) Subject complement? (the first)
 DO the first digital exercise! (EX.A)
C. SS read the second explanation. On the board, write:
The job involves _____ (travel) to China.
Laura agreed _____ (help) us.
You never mentioned _____ (study) law.
We didn’t expect _____ (come) early.
Above the examples write the corresponding labels:
Verbs followed only by gerunds
Verbs followed only by infinitives
D. Point out that while some verbs can only be followed by gerunds or infinitives, others can
take either. On the board, write: like / continue / can’t stand

Summit 1A / Unit 1 / 3rd ed

 SS make statements using these verbs.
E. Point out that some verbs can be followed by either a gerund or an infinitive; however, the
meaning of the sentence might change. Elicit the difference.
1. Owen stopped smoking. (Owen doesn’t smoke anymore)
2. Owen stopped to smoke. (Owen stopped an activity to smoke)
Write try and forget and elicit example sentences using a gerund and then an infinitive.
=> DO THE DIGITAL EXERCISE D (4th one)
F. Ask a student to read the explanation about prepositions.
Write: I’m interested in (take) a class.
Ask another student to read the explanation on the right about adjectives.
I am happy (see) you.
Point out that an infinitive comes right after the adjective. If there is a preposition after the
adjective, then a gerund follows.
I’m interested in taking a class.
G. Focus students’ attention on the other uses of infinitives. SS read the first rule and
example.
It’s easy to forget a password.
H. SS read the second rule and example.
Mark got a second job to pay off his school loans.
I. SS read the third rule and example.
We didn’t have enough time to eat before the show.
 DO the digital exercise B / C

6. Book: Ex. D: Listen to activate grammar – page 5 listening

A. SS read the sentences and the two boxes before listening.
B. SS listen to the conversations after pausing in each one.
C. SS report their answers.

7. Book: Ex. E: Pair work – page 6

A. T. shows ss the list of gerunds and infinitives.
B. SS complete the sentences.
C. SS report their sentences.

8. Book: Now you can – page 6 listening + video

A. These conversation strategies are implicit in the model:
=> Use I’d say to share what you think.
=> Use I don’t see myself that way to show disagreement with the way someone described
you.
=> Use I see you as + an adjective to describe a person.
=> Use tend to be to introduce adjectives to describe someone.
=> Use seem to like to introduce things a person likes to do.
B. Have students look at the photo and speculate about theman and woman.
=> Where are these people?
=> What are they doing?
=> Do you think this is a business or a social situation?
C. Have students read and listen to the conversation.
D. To check comprehension:
=> What word does the man use to describe his personality? (easygoing)

Summit 1A / Unit 1 / 3rd ed

 => Does the woman agree? (No, she thinks he is serious.)
=> Does the man see himself as serious? (no)
=> How does the man see the woman? (as outgoing)
E. SS listen and repeat.
F. SS practice the dialogue and switch roles.
G. SS watch conversation activator.
H. SS ´practice the dialogue

HW for next class:

WB. Lesson 1

Summit 1A / Unit 1 / 3rd ed

Unit 1 Lesson 3

1. Warm up:
Play Let’s Talk

2. HW correction: WB. Lesson 1

3. Book: Grammar Booster: Lesson 1 – page 125

A. T. reviews the uses of gerunds (as subjects / subject complement / object of verbs / after
prepositions)
B. T. explains the uses of infinitives.
C. SS go over the chart.
D. SS do exercises A – D
E. T. explains parallelism.
SS do ex. E-F.

4. Book: Ex. A: Grammar Spotlight – page 6 listening

A. SS look at the fotos and read the names, ages, and cities where they live.
Tell students that they will read how these people describe other people’s behavior.
B. SS listen to the people speaking as they read along.
C. T. asks:
=> Which two people describe positive behavior? (Sarah Beth and Cindy)
=> Which two people describe negative behavior? (Martina and Richard)
D. T. asks:
=> Why does Sarah Beth say her manager Chris is a sweetheart? (because he looks after
his employees and wants them to be successful; and he’s kind and understanding)
=> What problem does Martina have with her roommate Erika? (She goes to school and
has a part-time job, so she doesn’t help out with chores.)
=> What kind of a person is Cindy’s colleague Lily? (She’s outgoing and enjoys meeting
Face-to-face with her clients. She is also a team player and likes to help her colleagues.)
=>Why was Richard’s drama teacher Mr. Mellon a tyrant? (He was very strict about
learning lines, and students hated him for that.)
E. Have students listen to the people speaking again, noticing the spotlighted grammar.
T. asks ss:
=> What form do you recognize in the spotlighted grammar? (infinitives)

5. Book: Ex. B: Relate to personal experience – page 6

A. SS look for the words from the box in the text.
B. SS talk about the people they know.

6. Book: Ex. C: Listen to classify – page 6 listening

A. SS read the names and choices.
B. Pause after each description to allow students to choose the correct answer(s). Point out
that more than one item may be checked.
C. SS listen again to check their work. Go over the answers as a class.
D. Have students listen again and write down a supporting sentence for each correct answer.
(1. Workaholic: She works around the clock, comes in early and stays late, a team player ;
2. Tyrant and pain in the neck: never lets up, not exactly easygoing, always asks me to

Summit 1A / Unit 1 / 3rd ed

work faster; 3. pain in the neck : jokes aren’t funny, wants people to think he’s smarter
than he is; really annoying )

HW for next class:

WB.: Grammar Booster

Summit 1A / Unit 1 / 3rd ed

Unit 1 Lesson 4

1. Warm up:
Speaking activity

2. HW correction: WB.: Grammar Booster

3. Book: Ex. D: Grammar – page 6

A. T. points out the title of the grammar point: Verbs That Require a Noun or
Pronoun Before an Infinitive. SS underline each main boldfaced verb. (Sarah Beth:
wants, encourages, permits; Martina: asks; Cindy: invites; Richard: force, forbid,
warn ) SS focus on the form of the verb pattern: verb+ object + infinitive
B. SS read the Remember note at the top of the chart. To review active and passive
voice, focus on the first example sentence under Active and the first example
sentence under Passive . SS check the first example:
 Who ordered us to leave? (he)
=> Who ordered us to leave? (it’s unknown)
C. SS read the rest of the example sentence pairs.
D. On the board, write:
I was invited to give a speech.
The University invited . . . a speech.
=> What’s the missing form?
D. T. refers to the negative infinitives in the purple box.
Point to the second example sentence under the Active / Passive heads in the main
gramar chart to illustrate the placement of not in each sentence.
E. SS read the next explanation in the gramar chart. Ss read the examples.
For each sentence ask:
 Is the focus on the speaker?
 If not, whom is the focus on?
F. T. shows the example:
Lisa needs to go to the store.
Lisa needs you to go to the store.
 What’s the difference?
In the first sentence, Lisa will be going to the store; in the second sentence, she
will be asking you to go to the store.
G. Finally, SS check the listo f verbs and come up with examples.

4. Book: Ex. E: Understand the Grammar – page 7

A. SS do the digital exercises.
B. SS do the exercise E. T. refres to the example given in 1.
C. SS report their answers.

5. Book: Ex. F: Grammar Practice – page 7

A. SS create their sentences.

Summit 1A / Unit 1 / 3rd ed

B. SS report their sentences.

6. Book: Ex. G: Pair Work – page 7

A. SS complete the exercise.
B. SS practice the exercise in pairs and switch roles.

7. Book: Now you can – page 7 video.

A. SS complete the notepad.
B. SS watch the conversation activator.
C. SS describe two people they know.

HW: WB.: Lesson 2

Summit 1A / Unit 1 / 3rd ed

Use Infinitive or Gerund. In some sentences both are possible. Extra Paper 1

1. I missed __________________ (talk) to you yesterday.

2. I want _______________ (invite) Bob to have dinner with us.
3. She managed _________________ (get) the job she wanted.
4. I can't stand ___________________ (get) up early every day.
5. I tried _____________________ (reach) the shelf, but I wasn't tall enough.
6. Can you remind me ________________ (buy) some coffee when we go out?
7. I regret _______________ (tell) her the truth.
8. She hates _________________ (cook) at weekends.
9. She promised __________________ (drive) carefully.
10. She agreed ____________ (go) dancing with Joe.
11. Lisa offered ________________ (give) me a ride.
12. I enjoyed _____________ (meet) you. I hope _____________ (see) you again.
13. Mr. Smith decided (quit) _____________his job in order to spend more time with his
family.
14. My son asked me (help) ________________him with his homework.
15. Wendy Chia considered (take) _______________ another job.
16. They avoid _______________ (go) to Mr. Andy’s’ house during the week.
17. My friend Susan dislikes _____________ (talk) about her personal problems.
18. He doesn’t mind ______________ (have) to take the bus to work.
19. The manager persuaded me __________ (buy) that TV.
20. I hope _____________ (find) a good house to buy by the end of this year.

Examples of verbs followed by gerunds: Examples of verbs followed by infinitive:

Examples of verbs followed by either Examples of verbs followed by object

a gerund or an infinitive: and infinitives

Summit 1A / Unit 1 / 3rd ed

Gerunds: Extra Paper 2

I enjoy meeting unusual people.

I dislike spending a lot of time by myself.
I don't mind waiting for people.
I avoid talking on the phone.

Infinitive or gerund can follow these verbs:

I like going / to go to parties.

I love watching / to watch movies alone.
I hate waiting / to wait for people.
I can't stand staying / to stay home alone.

How do you feel about these things?

1. talk on the phone.

2. eat a lot of junk food.
3. go to big parties.
4. learn about computers.
5. go to places or face situations where/which I have to use my English.
6. meet people from different cultures.
7. talk about my private life with my friends.
8. date someone who likes to dress differently.

Write six sentences using the verbs above:

1. _____________________________________________________________

2. _____________________________________________________________

3. _____________________________________________________________

4. _____________________________________________________________

5. _____________________________________________________________

6. _____________________________________________________________

Summit 1A / Unit 1 / 3rd ed

Unit 1 Lesson 5

1. Warm up:
Extra practice of verbs + objects + infinitives

2. HW correction: WB. Lesson 2

3. Video: On-the-street-interview video

A. SS watch interviews in which women are describing themselves.
B. SS do the worksheet.
C. SS describe themselves.

4. Book: Ex. A: Listening warm-up – page 8

A. SS read the title of the lesson:
=> What does perspectives mean? (the way you think about something, especially as infl
uenced by your personality and experiences)
B. T. asks ss:
=> What do epidemics, terrorism, crime mean?
(Epidemic refers to a large number of cases of a disease that take place at the same time;
terrorismo is the use of violence such as bombing or shooting to intimidate people in order
to achieve political demands; crime is illegal behavior or activities.)
C. Have students write each of the three words somewhere on the arrow, depending how
much they worry about the topics.
T. asks ss:
=> Which issues do you worry about a lot? A little? Not at all?
D. Point to the word perspectives in the lesson title and say ‘You all have been sharing your
perspective on your topics. How much you worry about these topics is influenced by the
person you are and by your experiences.

5. Book: Ex. B: Listen for main ideas – page 8 listening

A. T. asks ss:
=> What are the conversation might be about?
B. SS listen and T. pauses after each to let ss write about the topic.
C. SS listen again to confirm their answers. (if necessary).
D. SS report their answers.
E. Draw a long arrow like the one in Exercise A, Listening Warm-Up, labeling it not at all on
the left and a lot on the right. Ask
 Where on the line is each person’s level of worry?
 Do you agree with each person?
 Why or why not? Do you understand their perspectives?

6. Book: Ex. C: Listen for details – page 8 listening

A. SS read the items of each conversation.
B. SS listen to them. T. pauses after each.
C. SS report their choices.

Summit 1A / Unit 1 / 3rd ed

7. Book: Ex. D: Understanding meaning from context – page 8
A. SS will figure out the meaning of various expressions in the conversations.
SS read the quote in each item out loud.
B. SS listen and circle the correct letter. Then play the audio again for students to check their
answers.
C. SS report their answers.

8. Book: Ex. E: Group Work – page 9

A. SS discuss the questions given in E.
B. T. asks ss:
=> Has your perspective changed since listening to these points of view?
C. Write the words practical, optimistic, realistic on the board.
Ask students Do you think these outlooks are healthy? Why? Why not? Which of
these outlooks do you have? Give an example.

9. Book: Now you can – page 9

A. SS study the problems mentioned.
B. Check that students understand that political corruption refers to dishonest and illegal
behavior by a person in power; global warming refers to a general increase in world
temperatures as a result of an increase of carbon dioxide around Earth; drug traffi cking is
the buying and selling of drugs; and public sanitation refers to removing trash and waste in
order to keep places free from dirt, infection, etc.
C. T. asks:
=> Have any of these problems been in the news lately? Are these issues you worry about?
Why? Why not?
D. SS write down problems and the reasons they worry about them.
E. SS discuss what they wrote about based on the questions:
To guide group work, on the board, write:
 Discuss the problem.
 Explain why you worry about it.
 Give details of experiences you or people you know have had with it.
=> What can be done about the problem?
F. T. encourages them to recycle language from the lesson.

HW for next class:

WB. Lesson 3

Summit 1A / Unit 1 / 3rd ed

Read each sentence. Choose the adjective that best describes the person. Extra Paper 3

1. Joe seems like a real people person.

offensive smart friendly

2. Ann is such a brain—I can’t keep up with her!

smart talkative professional

3. Mr. Jacobs is a real workaholic.

hardworking professional modest

4. I hear Mrs. Chin is a tyrant.

unfair reliable annoying

5. Charles Baxter is a true sweetheart.

reliable easygoing lovable

6. Tom Davis is a team player.

offensive outgoing reliable

7. My little sister is often a pain in the neck.

annoying impolite unfair

8. Dan Rivera is such a wise guy.

nervous smart annoying

9. My boss makes me do her work as well as mine!

serious unfair professional

10. Tina is worried about her job interview.

offensive professional nervous

Summit 1A / Unit 1 / 3rd ed

Unit 1 Lesson 6

1. Warm up:
Extra Paper 3

2. HW correction: WB.: Lesson 3

3. Book: Ex. A: Reading Warm up – page 10

A. On the board, write person’s attitude ➝ solve problem / achieve a goal.
Provide a scenario, for example, losing one’s job. Ask
 How might an optimist / realist / pessimist approach the problem? (Possible answers:
an optimist would remain positive and begin looking for a new job right away; a
realist might acknowledge that fi nding a new job may not be easy but would do
everything necessary to get the process started; a pessimist might lose energy being
angry or depressed or be worried about having lost the job and then as a result be less
focused on looking for a new job)
B. SS share their views.

4. Book: Ex. B: Reading – page 10 listening

A. SS look at the photo and the title of the article. Ask
=> What does save the day mean? (to provide a solution to a problem)
B. SS speculate what type of a problem related to this photo could have been resolved by
Facebook.
C. SS read, listen to the article and underline the information that answers the question.
D. SS share their answer.

5. Book: Ex. C: Determine the main idea – page 10

A. SS read the statements and decide on the main idea.
B. SS answer the questions from the Reading Comprehension questions worksheet.

6. Book: Ex. D: Understand meaning from the context – page 10

A. SS check whether the words have a positive or negative meaning.
B. SS justify their meanings from the article.

7. Book: Ex. E: Summarize – page 10

A. T. makes sure ss understand the meaning of summary.
=> Do you state your opinions in a summary?
B T. points out the questions to be answered in the summary:
=> What happened?
=> Where did it happen?
=> To whom?
C. SS can write or tell the summary to the group.
D. SS share their summaries.

8. Book: Ex. F: Word study – page 11 listening

A. T. explains the meaning of the sufixes -less / - ful.
B. T. gives another example with thought (+ less / + ful)

Summit 1A / Unit 1 / 3rd ed

 => How do you say these words? And their meanings?
C. SS listen to the words and repeat them.
D. SS create sentences with the words and report them.

9. Book: Ex. G: Word study practice – page 11

A. SS read the Be careful note.
B. SS figure out the difference in meaning of these words.
SS make additional sentences with the words.
C. Point out also that for some words only the -ful or the -less suffi x can be used.
Write these on the board: countless, endless, homeless, peaceful, playful, priceless,
successful, truthful, worthless.
D. SS check their definitions if they are not sure of.

10. Book: Now you can – page 11

A. Ex. A: Noteppading: SS discuss possible ways to achieve goals for each item.
B. Ex. B: Discussion: SS share their views after Reading the model given.

HW for next class:

WB. Lesson 4

Summit 1A / Unit 1 / 3rd ed

Unit 1 Lesson 7

1. Warm up:
Extra paper 3 or digital exercises

2. HW correction: Lesson 4

3. Book: Ex. A: Writing – page 12

A. SS read the rules and T. elicits the meaning of paragraph from ss.
=> What does a paragraph consist of?
T. summarizes the answer to ss:
Paragraph = topic sentence + supporting sentences + concluding sentence
B. T. asks:
=> What does the topic sentence introduce? (the topic and focus of the paragraph: that
workaholics lead unbalanced lives)
=> What are the supporting sentences? (Invite students to read the sentences sandwiched
between the topic and concluding sentences out loud.)
=> Does the author of the paragraph give a personal example? (Yes, about his father.)
=> How does the information about the father support his topic sentence? (It shows how
workaholics lead unbalanced lives.)
C. Focus on the concluding sentence. SS read it aloud. Then ask
=> Does it restate the topic sentence or summarize the paragraph? (It summarizes the
paragraph.)

4. Book: Ex. B: Writing – page 12

A. SS read the statements. SS try to identify the concluding sentence.
B. SS find the topic and supporting sentences.
C. SS put the statements in the correct order and read them aloud.

5. Book: Ex. C: Practice – page 12

A. SS read the first paragraph and identify the topic sentence and the concluding sentence.
B. T. asks:
=> What is the author stating in the topic sentence? (that all terrorist acts, whatever their
form, senselessly target innocent people to achieve maximum pain, fear, and disruption)
=> What does he say in the concluding sentence? (will be just a matter of time before he or
someone he knows is harmed in a terrorist act)
C. SS do the same with the second paragraph.
D. T. asks:
=> What is the writer of the paragraph stating in the topic sentence? (that he tends not to
worry about things other people worry about, like war, epidemics, and natural
catastrophes)
 What does he say in the concluding sentence? (that while it’s good to take some
precautions, we have to roll with the punches)

6. Book: Ex. D: Applying the writing skill – page 12

A. SS reread the paragraph about epidemics in Ex. C.
B. On the board, write:
1. Choose a world problem that worries you.

Summit 1A / Unit 1 / 3rd ed

 2. What is your outlook on the problem?
C. Have students write a topic sentence.
D. SS brainstorm ideas to support their outlook on the problem.
E. SS write their ideas on the writing process worksheet.

7. Book: Review – page 13

A. Ex. A: First listening: Have students listen to the three speakers and decide what events in
the news each one is talking about. Check answers. (speaker 1: problems affecting the
world—wars, natural disasters, poverty, terrorism; speaker 2: the economic situation;
speaker 3: the rising unemployment rate)
Second listening: Pause after each conversation to allow students time to decide on the
speaker’s outlook on life. Check ss answers.
B. Ex. B: Tell students that the statements were made by the speakers in Exercise A and that
they should decide who could have said each one. Check answers.
C. Ex. C: T. reviews the words to describe people with ss.
SS complete the sentences with their own definitions. Check answers.
D. Ex. D: T. brainstorm the adjectives to describe personalities and list them on the board.
SS complete the exercise. Check answers.
E. Ex. E: T. reviews the sufixes (-ful) and (-less) with ss.
SS complete the exercise. Check their answers.
SS create sentences with the words given.

HW for next class:

Writing assignment and
study for the AT1

Summit 1A / Unit 1 / 3rd ed

- ing or to + infinitive? Extra Paper 4

Complete the sentences in any appropriate way using either the to-infinitive or the -ing form of

the verbs in brackets:

1. (drink)
Passing the kitchen, he stopped ____________________________________________
2. (push)
When the car broke down, she started _______________________________________
3. (give)
Here’s the money I owe you. I meant ________________________________________
4. (cut out)
To lose weight, I’d advise you ______________________________________________
5. (ache)
I found that my back stopped ________________ when_________________________
6. (think)
To help me get to sleep, I tried _____________________________________________
7. (play)
The orchestra was just beginning ___________________________________________
8. (call)
Please don’t hesitate _____________________________________________________
9. (shout)
When he found that he couldn’t walk, he begin________________________________
10. (lift)
The handle came off when I tried ___________________________________________
11. (wait)
You could see the doctor today but as you haven’t got an appointment it would
mean______________________

Summit 1A / Unit 1 / 3rd ed

 Exercise 1
Complete each sentence with the gerund or infinitive form of the verb in parentheses.

1. Stop (bring) ____________ your work home with you.  

2. Oh no! I forgot (send) ____________my sister a birthday card. 

3. Remember (appreciate) ___________the important people in your life. 

4. He'll never forget (go) ____________scuba diving for the first time. 

5. Ms. Jackson will always remember (live)_________in India when she was young. 

6. You should stop (consider)_____________all of your choices before you make a decision. 

7. Mr. Smith decided (quit) _____________ his job in order to spend more time with his family. 

8. I dream of one day (go)____________ to St. Petersburg.  

9. My son asked me (help) __________ him with his homework. 

10. Wendy Chia considered (take) ____________ another job. 

Summit 1A / Unit 1 / 3rd ed

Fill the gaps with remember and remind in the correct form, using the model sentences
to help you.

1. I can't _____________ anything about the accident at all.

2. Have you _____________ Jack to bring his credit card?

3. I must _____________ myself to take my pills after lunch.

4. I must _____________ to take my pills after lunch.

5. She forgot to _____________ him about the plumber coming.

6. _____________ me to take my umbrella, please.

7. You _____________ me of my cousin Zöe.

8. Do you _____________ the time we went to Songkhla and had that fantastic
crab curry?

9. Sometimes Valencia _____________ me of Sydney.

10. Come on. Try to _____________ what he was wearing.

11. Those funny pants you're wearing _____________ me of Tintin.

12. The last thing he _____________ was ordering another drink.

Summit 1A / Unit 1 / 3rd ed

Pronunciation Booster – Unit 1

1. T. explains the difference between content words and function words.

SS lists examples of content words and example words.

T. writes:

1. She left her keys on that desk.

2. he wants to sell his bicycle.

SS decide which words receive stress. SS underline the words that receive stress.

Do Ex. A and Ex. B.

Stress in compound nouns:

SS check the difference between compound nouns and the difference between adjective + noun:

T. gives more examples.

Check Be careful note.

Do Ex. C and Ex. D.

Do pronunciation Activities.

Summit 1A / Unit 1 / 3rd ed