Teacher’s Guide

Blueprint
3

A2 Pre-Intermediate
Eric Williams . August Niederhaus
 Contents
Module Goals and CEFR Level Unit and Summary Lessons Vocabulary*

A2 Start a conversation p. 8 Academics

Unit 1 
 1 What are your
A2 Discuss plans with other What to Do plans?
Fields of study and
people career fields
In this first unit, 2 The Career Center
A2 Link ideas with simple students learn to talk
connectors (for example, and, Careers and
about their future 3 Making Decisions
but, or because) employment
and their plans (for
A2 Find the most important example, discussing 4 Deciding on the Expressions used to
information in advertisements, decisions or asking for Future show interest and
information leaflets, web and giving advice). understanding
pages, etc. 5 Ready for a Break
Household chores
A2 Understand the main points
Module 1: Plans
Pages 6 to 33

in short, simple written news

items and descriptions if you
already know something about
the subject
A2 Understand the main
p. 20 Job applications
information in news reports Unit 2  1 Searching for a
that you hear Researching Your Job
Words related to
A2+ Discuss different things to Options university, academics,
do, places to go, etc.
2 Applying for a Job and studying abroad
This unit continues
A2+ Briefly explain and give to teach students to 3 D
 ecisions, Common adverbs and
reasons for actions and plans if discuss future plans by Decisions intensifiers
you have time to prepare briefly expanding on
topics brought up in 4 University Ratings -ing adjectives and -ed
Unit 1. Students get adjectives
job-hunting tips, read 5 Studying Abroad
job ads, and discuss
choices related to work
and education.

A2 Understand simple p. 36 A Job applications and

 Unit 3  1  Job Application
information and questions interviews
Basics of the Process
about work and hobbies 2 Scheduling an Business English and
Students will discuss Interview professionalism
A2 Talk to people politely in
some things that
short social exchanges using Job descriptions
happen before they 3 P
 reparing for an
everyday forms of greeting and
get a job, including job Interview Phrasal verbs: get on, go
address over, fill out, look up, etc.
applications and job
A2 Complete a questionnaire interviews. They then 4 T
 he interview Modals for permission
learn how to prepare
Module 2: Getting a Job

with information about your begins.

educational background, job, for an interview and Adverbs of sequence
what to expect during
Pages 34 to 61

interests, and skills 5 The Job

the interview. Description
A2 Describe your education
and your jobs, present and past
p. 48 Interview preparation
A2 Make and accept Unit 4  1 Basic Questions
invitations, or refuse invitations Deeper into the
politely Interview 2 T
 alking About Adjectives to describe
Your Last Job jobs and coworkers
A2+ Use the most important Students will discuss
connecting words to tell a story what happens deeper Reflexive pronouns
3 Talking About
(for example, first, then, after, into an interview Your Education
and later) and how to end an Irregular past tense
interview properly. Basic
4 Some Difficult verb forms
A2+ Participate in a longer interview questions
conversation about a familiar and some more difficult Questions
ones are discussed, Future time expressions
topic
including talking about 5 The End of the
A2+ Describe a job or a study previous experience and Interview
experience education.

ii
 Grammar and Structures L istening / R eading W riting / S peaking

Lesson 1 Present continuous for future L : A radio interview W& S : Talking about plans for next
plans month and next semester
R : A career flyer
W& S : Conversations between career
Lesson 2 Simple present vs. present L & R : Conversations about
counselors and job seekers/
continuous options for young
students
adults
Lesson 3 Gerunds and infinitives; W& S : An interview with a partner
L : A conversation featuring
conjunction because about their interests
problems and advice
W& S : Making suggestions about
Lesson 4 Future with will; want / would like L : A radio announcement
what to study based on things
+ object + infinitive
R : A paragraph about factors you know
in planning for the future
Lesson 5 Questions with why and answers; S : Talking about taking time off
conjunction so

Lesson 1 have to R : Job-hunting tips W& S : Writing and discussing a to-do

list
R : A to-do list
Lesson 2 have to and must W:
R : Job postings Help-wanted ads
Lesson 3 Comparative adjectives; may and R : An announcement to W& S : Preparing for and giving a job
might students interview
R : An article about choosing S : Discussing factors in a decision
Lesson 4 Superlative adjectives; maybe,
a school that was made
perhaps, and probably
R : A ratings table S & W : Making predictions
Lesson 5 Intensifiers L & R : A conversation about S : Talking about feelings
studying abroad
W: Summary of a report
L : A report on graduate
programs S : A grad school interview

Lesson 1 Phrasal verbs R : Résumés and job W: Filling out a job application
applications
W& S : Interviews and other
Lesson 2 prefer + noun, gerund, or L & R : Invitation to an communication between
infinitive interview
applicants and employers
L & R : A conversation about
Lesson 3 Advice with should, imperatives, an interview W& S : Describing job preferences
and (would) suggest/recommend R : A description of a bad W& S : Giving interview advice
+ gerund interview
W& S : Guess which company!
L & R : The beginning of an
Lesson 4 I know + clause; conjunction interview W: A presentation about a dream job
before
L & R : Job descriptions S : Discussing potential jobs
Lesson 5 Infinitives in common phrases

Lesson 1 Object pronouns and reflexive R : A short article introducing W& S : Discussing, writing, and
pronouns common job interview answering interview questions
questions
W& S : Describing job duties
Lesson 2 Simple past of be; be like R & L : Descriptions of work
experience and W& S : Writing and talking about
education in job teamwork
Lesson 3 Simple past: regular verbs interviews and cover W: Writing a cover letter
letters
Lesson 4 when clauses in past sentences; R : A short article on how
W& S : Writing and talking about
simple past: irregular verbs to approach difficult past experiences
interview questions W: Long-term plans
Lesson 5 when clauses in future sentences R & L : Wrapping up an W& S : Job interview, ad, and
interview description
L & R : Job interviews
L & R : Job descriptions

* Also, see the glossary in the back of the Workbook.

iii
 Contents
Module Goals and CEFR Level Unit and Summary Lessons Vocabulary*

A2 Ask and answer simple p. 64 Fields of study

Unit 5 
 1 Deciding What to
questions about school, likes, Changing Your Major Study
College majors
and dislikes
Students will discuss 2 Choosing Your Career and job skills
A2 Understand short, simple their majors. They Major
Adjectives and verbs
texts containing familiar will learn to talk
used to describe
vocabulary, including about choosing and 3 C
 hanging Majors feelings about subjects
international words changing their majors
as well as discuss 4 What would you Comparative and
Module 3: Changes at School

A2 Explain why you like or study preferences. rather study? superlative adverbs
dislike something Students will also talk
about factors that 5 Communicating
Pages 62 to 89

A2 Write about yourself (for affect their academic Your Choice

example, information about decisions.
your school) using simple
language

A2+ Describe plans and p. 76 Words used to talk

 Unit 6  1 Looking for a School
alternatives Transferring about schools
2 Changing Schools More fields of study
A2+ Describe past activities, Here the student
events, and personal learns to discuss 3 Researching Options Words and phrases
experiences the possibility of found on university
changing schools 4 Visiting a Campus websites
A2+ Ask and answer simple and the factors that
Directions and adverbs
questions about things in the go into this decision. 5 Going Abroad to of place
past This includes reasons Study
why a student might Words and phrases used
A2+ Understand the main transfer as well as to give suggestions and
points in short newspaper or what to look for in warnings
magazine stories different prospective
schools.

A2 Talk about plans for your p. 92 T Activities and options

 Unit 7  1  aking a Semester
next holiday Time Off Off for young adults
Words related to
A2 Check written sentences for Students will talk 2 An Email Home traveling
mistakes (for example, subject- about the possibility
verb agreement or article of taking a break 3 Going Home Words used to describe
agreement) from school. They will feelings and discuss
talk about why they 4 Go traveling! decisions
A2 Correctly use simple phrases might want a break,
Module 4: A Break from School

More job skills and

you have learned for specific the decision to take 5 Part-time Job work conditions
situations one, how they could
spend it, and the Time expressions,
Pages 90 to 117

A2+ Understand short, simple consequences of the especially ones used

texts on familiar subjects decision. with the present perfect

A2+ Summarize simple stories

you have read, relying on the p. 104 Words used to talk
Unit 8  1 Canada or the USA?
language used in the story about places
Studying Abroad
2 U
 S City Guides
A2+ Understand simple texts, Students discuss in Words related to travel
emails, and letters detail an educational and language study
3 Which language
option for what to center? Words and phrases used
A2+ Identify changes in the do while studying
to make comparisons
general topic of a discussion abroad. They discuss
where they could 4 S tudy Spanish
that is conducted slowly and Phrases for agreement
go, visit websites to abroad.
clearly Modals
research study abroad
programs, and ask 5 L et’s chat.
A2+ Ask for and give opinions; Determiners
friends for advice
agree and disagree before making their Intensifiers
decision.

Grammar Reference: pages 118 to 125

iv Vocabulary List: pages 126 to 128
 Grammar and Structures L istening / R eading W riting / S peaking

Lesson 1 Zero conditional R & L : An article about W& S : Discussing reasons for and
choosing majors factors in making decisions,
Lesson 2 Infinitives of purpose; in order to especially related to studies
R :E
 ntries in a course catalog
and other descriptions of W& S : Describing courses
Lesson 3 be good/bad at; help + object +
courses S & W : Asking for and giving advice
(to) verb
R & L : Conversations about and opinions
Lesson 4 would rather choosing and changing W& S : Reporting on the past
majors
W& S : Describing what you and other
Lesson 5 other and another; else
R & L : A conversation to report people are good or bad at
a decision S : Describing preferences and
R :A
 n article about changing persuading people
majors W:  n email describing feelings
A
L :A
 report on popular majors about school subjects

Lesson 1 adverbs of place R : A university brochure S : Describing schools, including

campuses and the surrounding area
R & L : A conversation about
Lesson 2 had better (not) and let’s changing schools S : Discussing possibilities and
decisions
Lesson 3 First conditional; have + object + R :D
 escriptions of students’
problems S & W : Asking for and giving
to verb
information and advice
R :A
 university’s homepage
Lesson 4 think + (that) clause W& S : Listing and discussing factors
R & L : A conversation about in choosing a school or
researching schools university
Lesson 5 keep/continue + gerund; why not
and why don’t R & L : A conversation about S : Discussing studying abroad
studying abroad
W& S : Choosing a university
R :D
 escriptions of schools
W& S : Communicating at and about
L : A report on graduation rates a school information fair

Lesson 1 Present perfect; still, never, and R & L : Taking time off W& S : A list of pros and cons
yet W& S : Things you’ve done or would
R :A
 n email about deciding to
like to do
take time off from school
Lesson 2 Simple past vs. present perfect; W : Summarizing a problem and
few and a few; none (of) R & L : Going home choosing from possible solutions
S : Details about spending a break at
R :H
 ow to spend a vacation
Lesson 3 Time expressions with the present home or on vacation
perfect; empty it R & L : A part-time job W & S : Things you haven’t done
recently and how long it’s been
R :A
 journal entry: video game
Lesson 4 ever, never, and always; while and W & S : Asking questions to find out
during R & L : Options for next about people’s travel goals
semester W & S : Researching and discussing
Lesson 5 How long questions with present travel opportunities
perfect; so far
L :A
 n interview with an S : Discussing part-time jobs for
Advisor college students

Lesson 1 whether and if R & L : A conversation about W& S : Talking about decisions you
studying abroad need to make
Lesson 2 Comparative and superlative W& S
L :A
 study-abroad web page : Rating your city
adjectives: more/most, less/least;
both A and B L :A
 description of a language S : Discussing which school to study
school at
Lesson 3 Comparing using less, fewer, and
(not) as… as… R & L : A conversation about W: The best place to study
studying abroad W& S : Talking about study
Lesson 4 can and could for possibility; preferences
R : An online chat
phrases of agreement
W& S : Choosing the best city
L :C
 onversations about
Lesson 5 either, neither, and both; too and choosing a country to study W& S : Opening a new language
enough with adjectives abroad in school

v
 1
MODULE
Plans

Module 1 Goals
Start a conversation

Discuss plans with other people

Link ideas with simple connectors (for example, and, but, or because)

Find the most important information in advertisements, information leaflets, web

pages, etc.

Understand the main points in short, simple written news items and descriptions if
you already know something about the subject

Understand the main information in news reports that you hear

Discuss different things to do, places to go, etc.

Briefly explain and give reasons for actions and plans if you have time to prepare

6
 Module 1 Overview:
Plans
Module 1 Goals
- Start a conversation Module 1 Preview
- Discuss plans with other people
- Link ideas with simple connectors (for example and, but, or
because)
- Find the most important information in advertisements,
information leaflets, web pages, etc. Preview
- Understand the main points in short, simple written news items Look at pages 8 to 33. What pages are these things on?
and descriptions if you already know something about the subject
- Understand the main information in news reports that you hear -ed adjectives

- Discuss different things to do, places to go, etc. information about a career center
- Briefly explain and give reasons for actions and plans if you have
an article about business schools
time to prepare
a university ratings table

Warm Up
• Explain to the class that you will be discussing planning for the
Discuss
future.
Talk about the questions with a partner.
• Brainstorm things you can plan for (for example, social activities,
travel, education, career, accommodations, etc.) 1. What is happening in the photo?

• Write the following question on the board: What are your plans 2. What kinds of things might the woman be thinking
about?
for 1. today? 2. this month? 3. this year? 4. the next five years?
3. What is the best way to search for a job?
• Assign students to groups and have them discuss their answers
for a few minutes. 4. What are some challenges for young people today?

• Ask one member of each group to present a few of the ideas 5. How does school help prepare people for the future?

expressed.

Write
Extension Brainstorming
Choose one of the questions from above. Write a couple of
• You may take some of the ideas from this discussion and sentences to answer it.
Scan the QR code to watch a preview video.
Unit 1

brainstorm ways in which some of the students’ goals could

be achieved.
• For example, if someone says they want to work in business
one day, they will need to apply to university, get good
grades, get a part-time job during school, apply to many
Unit 2

companies after graduation, etc.

Preview
• Assign students to groups. Write
• Have students read the preview question and search for the • Ask students to choose one of the questions and write their
answers in the book. answers down. Tell them to write a couple sentences.
• Go over the answers as a class. • Assign students to pairs and have them compare their answers.
• As a class, go over some of the students’ answers.
Key

1. p. 22 2. p. 10 3. p. 24 4. p. 26

Teacher’s Note Corrections

Discuss
Remember not to focus too much on correcting grammar
• Ask students to look at the picture. and spelling during the preview. The point is just to get the
• Read the questions together. students thinking and communicating about the topic.
• In a large class, assign groups and discuss possible answers. In a
small class, discuss them all together as a class.

(Sample answers)
1. The woman is sitting in a café and thinking.
2. She is thinking about her boyfriend. She is thinking about her
family. She is thinking about her job.
Key

3. The best way to search for a job is to look on the Internet.

4. It is hard to get a good job. University is very expensive.
5. If you get a degree, it can help you get a better job in the
future.

7
 Unit 1 . What to Do 
Unit 1 Overview: Lesson 1


What are your plans?

What to Do A Model Conversation
Listen to the interview. Then read the
sentences. Listen again. Are the sentences
Lesson 1: What are your plans? true (t) or false (f)? Track 02
1. Phillip is thinking of going to college.
Aims: - Use vocabulary to talk about work and school 2. Phillip is studying computer science.
- Discuss future plans with present continuous 3. Sonya is working in Spain for six months.
Vocabulary: Future Plans 4. Sonya is traveling for six months.
5. Yaser is going to apply to university.
Grammar: Present continuous for future plans 6. Yaser is working on his grandparents’ farm.

Lesson 2: The Career Center For the false sentences, why are they false?
Brief note
Aims: - Talk about career center services To “think of” or about something means that you are
- Use simple present for routines and scheduled B Vocabulary considering it—that you might do it in the future.

actions Listen to the interview again. Circle the words that you hear. Track 02

- Use present continuous for actions happening now

gap year run volunteer apply student loan experience field nanny
and future plans
Vocabulary: Career Centers, Time expressions
Now write each word next to the correct definition. Check your answers with a partner.
Grammar: Simple present vs. present continuous
a year between high school money that is borrowed
Lesson 3: Making Decisions and college to travel, work,
or rest
from a bank to pay for
school

Aims: - Discuss making decisions about courses and careers time spent doing something to formally ask for
and the skills learned while something such as a job,
- Use gerunds and infinitives after verbs doing it usually in writing
- Use because to give reasons a person who helps parents a subject of study or a kind
with childcare of work
Vocabulary: Courses and Careers
to be the boss of; to direct to work/help people for no
Grammar: Gerunds and infinitives; conjunction because or manage pay; a person who does this

Lesson 4: Deciding on the Future

Aims: - Use the names of majors and jobs C Vocabulary Comprehension
- Use will to talk about the future Fill in the blanks with the correct words from part B.
- Talk about preferences with want and would like 1. Sonya is going to take care of children. She is going to work as a(n) .

Vocabulary: Majors and Jobs 2. Many students take a year off from studying before they go to college. They take a(n)
.
Grammar: Future with will; want / would like + object + infinitive 3. Our store needs a new employee. You should for the job.
4. I want to be a teacher, so I’m working as a volunteer at a school to get some
Lesson 5: Ready for a Break .

Aims: - Discuss activities people don’t want to do anymore 8

- Use so to talk about reasons and consequences
- Make complaints using tired of
Vocabulary: Chores and Activities
Grammar: Questions with why and answers; conjunction so Teacher’s Note Possible Challenges
Some Module 1 Goals in Unit 1
If students have trouble getting started, ask them to think
- Discuss plans with other people about changes in gender issues, technology, cultural norms,
- Link ideas with simple connectors (for example, and, but, or finances, etc.
because)
- Discuss different things to do, places to go, etc.
A Model Conversation Track 02

• Transition by telling students they will listen to a radio program

in which young people discuss their future plans.
Lesson 1 What are your plans? • Play the audio and listen as a class.
• Ask students to read the sentences together out loud.
Aims • Point out the Brief note regarding thinking of.

- Use vocabulary to talk about work and school • Play the audio again and have students answer True or False.
- Discuss future plans with present continuous • Check answers as a class and correct the false statements.

Vocabulary
1. false 2. true 3. false
Key

gap year run volunteer apply 4. true 5. true 6. true

student loan experience field nanny
Grammar
B Vocabulary: People Track 02
Present continuous for future plans
• Askthe students to read the vocabulary in the box.
• Playthe audio again and ask them to circle the words they hear.
Warm Up Have the students check answers in pairs.
Ask students how the plans that their grandparents made as • Then assign students to pairs to match the vocabulary to the
young people might have been very different from the plans meanings.
young people make today. Discuss their answers. • Go over the answers as a class.

8
 • Askstudents to remember their classmates’ future plans from
Brief note
D Grammar Remember that you can use present continuous to talk about the warm-up. Ask a few students to come to the front and
things happening at the moment of speaking. For example:
Present continuous for future plans What are you doing right now? I’m making breakfast. write a classmate’s plan in the present continuous form on the
subject be verb + -ing (+ object) future time phrase board.
I am starting college in September.
He / She / It is visiting Paris next week.
You / We / They are meeting a friend after school. Teacher’s Note Accuracy
more future soon, later, tonight, tomorrow, tomorrow morning / afternoon / evening, next
time phrases Sunday, next weekend, in two hours / days / weeks / months / years When it comes to the correct use of grammar elements,
Brief note accuracy is essential. This is the right time to correct mistakes
People do not always use time phrases. They use them
when they want to be specific. These phrases usually
in the structure and spelling of the present continuous tense.
E Grammar Practice come at the beginning or the end of a sentence.

Read each sentence. Write P next to sentences about the present and F next to sentences
about the future.
1. Please be quiet. I’m working on an assignment.
E Grammar Practice
2. My parents are having dinner at that new restaurant after work. • Do number 1 together as a class.
3. He’s doing research on local schools. • Then ask students to finish the rest individually or in pairs.
4. Ahmed is waiting for the bus to take him home.
5. Sarah and her sister are taking the train to London tomorrow.
Remind them to refer to the chart as necessary, especially for
6. She is taking a shower at the moment. numbers 7, 8, and 9.
• When ready, check answers as a class.
Put the words in order to make sentences.
7. is / John / this / in / sister / his / visiting / Istanbul / weekend 1. P 2. F 3. P 4. P 5. F 6. P
. 7. John is visiting his sister in Istanbul this weekend.

Key
8. you / Saturday / are / what / doing / next 8. What are you doing next Saturday?
? 9. Jenny and her boyfriend are getting married next year.
9. boyfriend / next / getting / her / and / Jenny / year / married / are
.

 Check the Workbook

F Use the Language
What are you up to?
For further practice with the present continuous and time
Think about your plans for next month. Write them as notes. You don’t have to write complete expressions, use Exercises 1, 2, and 3 in Lesson 1 of the
sentences. workbook.
My plans…

F Use the Language: What are you up to?

• Have students spend time individually writing some future plans
Talk about your plans with a partner. Ask about your partner’s plans. Do you have similar plans? in the box.
When are you going to do these things? Are you and your partner busy?
When you are finished, talk with another pair about their plans. Then share with the class.
• Assign students to partners or groups and have them share their

9
plans and do the discussion questions. They may correct each
other’s mistakes if necessary.
• Ask the class to report any interesting plans they heard from
their partners.
Circled words: run, apply, field, nanny
• Monitor correct use of grammar and time expressions.
Key

Left column: gap year, experience, nanny, run

Right column: student loan, apply, field, volunteer
Extension Celebrity Plans
C Vocabulary Comprehension If you require another activity to fill time or perfect the target
• Ask students to read the sentences. language, assign students to groups. Ask each group to think
• Tell them to fill in the blanks with the correct words from part B. of a famous celebrity and write down possible plans the
• Go over the answers as a class. celebrity might have for the rest of this year. Share with the
class.
1. nanny 2. gap year
Key

3. apply 4. experience

Extension Example Sentences

• Ask the class to come up with one example sentence for
each word. Write their suggestions on the board.
• Give help with corrections when necessary.

D Grammar
• Ask students to tell you what we usually use the present
continuous for (actions happening now).
• Explain that it can also be used for talking about future plans.
• Briefly go over the table, reviewing the structure and practicing
the exchanges.
• When you get to the future time expressions, ask the students if
they can think of more examples.
• Briefly review the negative and question forms.

9
 Lesson 2 The Career Center Lesson 2 The Career Center
Brief note
A Authentic Text: A career flyer
Aims The word “résumé” is often spelled resume. Another way
Read the flyer and answer the questions. to say résumé is CV (curriculum vitae, a Latin phrase).

- Talk about career center services

- Use simple present for routines and scheduled actions Regular Activities Career Center Brief note
Coffee Time
- Use present continuous for actions happening now and future Mon-Fri: 8:30 – 10:00 a.m.
Are you between the ages of 17 and 35? Looking for
employment? Trying to decide what to do with your To drop by means to go
• Meet new employees of to a place for a short time
plans the center
future? Drop by the Career Center and find out about
the options available to you. without an appointment.
Job Fair At the Career Center, you can:
Vocabulary Last Thursday of every month
• Meet local employers
• Start to think about your future
• Learn about career programs
looking for workers 1. Who can use the
• Get help with your résumé and practice job interview
Career Center?
job fair local appointment job interview Résumé Workshop
Third Wednesday of every
skills
• Learn about volunteering to help you get experience
2. What happens
résumé government expert cover month: 1:00 – 4:00 p.m.
• Develop your résumé with
• Search the job board
• Make an appointment with a career counselor
every weekday
morning?
letter employment get in touch help from an expert • Make new friends
3. How often is
there a job fair?
Grammar Events this week
Rob Vega Annika Smith 4. When can you
learn about
Simple present vs. present continuous Monday: 2:00 – 4:00 p.m.
• Government training programs
Wednesday: 4:00 – 6:00 p.m.
• Writing a cover letter
writing cover
letters?
Please register at the front desk.
5. How can you get
in touch with the
Contact us
Warm Up By phone: 204-555-6987 By email: [email protected] Like us on Facebook
center?

• Ask students what a career center is and if they have used one
before. B Vocabulary
• Brainstorm together the kinds of services and activities that Write each green word or phrase from part A next to the correct definition.
would be available in a center like this. Write ideas on the 1. from or around this area

board. 2. a meeting with someone at a specific time

3. a face-to-face meeting to talk about a job
4. a written list of your skills and experience
A Authentic Text: A career flyer 5. to speak or write a message to someone

• Tellstudents that they will now read an authentic flyer for a 6. an event where many employers meet people looking for jobs
7. a letter about your experience
career center at a university.
8. the group of people who run a city, state, country, etc. and make laws
• Give the class 5-10 minutes to read the passage or more if 9. work done for pay; a job, or the state of having a job
needed. 10. a person who knows a lot about a subject
• After reading, go over the Brief notes within the section.
• Assign students to pairs and ask them to answer the content C About You

questions on the right. Discuss the questions with a partner.

• Go over the answers together as a class. 1. Do you have a résumé? If you do, what do you have on it? If not, what can you write on one?
2. What are some local jobs or companies that you are interested in? Why?

1. People between 17 and 35 who are looking for a job can use it. 10

2. There is coffee time with new employees every morning.

3. There is a job fair once a month.
Key

4. You can learn about writing cover letters this Wednesday

between 4 and 6 p.m. C About You
5. You can contact them by phone or email. • Read the questions aloud to the class.
• Assign students to pairs and have them discuss together.
B Vocabulary • W ith the class, take up ideas about résumé content and write

• Assign
them on the board.
students to groups and ask them to complete the activity
together.
• Have one student from each group come up to the board to
Teacher’s Note Résumé Content
write the answers.
• This might be a little difficult if most of the students have
• Compare and go over any other difficult vocabulary words with
the class. never worked or written a résumé before. Provide some ideas
(for example, name, address, contact information, education,
1. local 2. appointment 3. job interview skills, work experience, volunteer experience, and references).
4. résumé 5. get in touch 6. job fair • You may mention things that should not go on a résumé (for
Key

7. cover letter 8. government 9. employment example, age, gender, ethnic background, religion, marital
10. expert status, and salary expectations (depending on your country)).
You could discuss why these things are not included on
résumés in certain countries.
 Check the Workbook
For further practice with vocabulary, use Exercise 4 in Lesson 2
of the workbook. D Grammar
• Write “She cooks dinner.” and “She is cooking dinner.” on the
board. Ask the students if they know the difference in meaning.
• As a class, look at the grammar chart and go over the
differences between the two verb tenses – grammatical
structure and present and future meanings.
• Point out the various time expressions and brainstorm others.
• Draw the students’ attention to the Brief note section on
stative verbs. Brainstorm other examples (believe, like, have,
understand, need, etc.).

10
D Grammar Brief note Extension Job Fair
Stative verbs such as love, own, want, and know
Simple present vs. present continuous are not usually used with present continuous.
If you have extra time, consider this game. Divide the class
simple present present continuous into two groups: the job seekers and the employers. In one
present things that are generally true;
meaning routines and habits
things happening at the time of speaking group, each student gets a card with a job that he/she is
He works at the library. He’s working right now. looking for. In the other group, each student gets a card with
(He has a job at the library. Is he there right (He’s at his workplace and doing work.)
examples now? We don’t know.) She’s eating lunch in the cafeteria. a company he or she owns. Have all the students mingle,
She eats lunch in the cafeteria. (It is lunchtime now, and she’s eating in
(This is her daily routine—she usually does it.) the cafeteria.) asking and answering questions so they can find their ‘match’.
time
every day, week, month, morning, afternoon
in the morning, afternoon, evening
right now Then ask each pair to conduct a job interview.
expressions at the moment
usually, often, never
future
scheduled actions on a timetable or calendar plans
meaning
My plane leaves at 6:45 tomorrow evening. I’m meeting Mom at the airport tonight.
examples
Classes start on September 15. We’re seeing a movie on Friday afternoon.

E Grammar Practice
Fill in the blanks with the correct form of the verbs.
1. My sister (study) biology at university this year. She wants to become a doctor.
2. I usually (walk) to school, but today I (take) the bus
because I (be) late.
3. The teacher (know) all of her students’ names.
4. I (eat) breakfast every morning—I (need) it so I’m not
hungry in class.

F Write to Speak

1. Write five questions you can ask someone about future plans. Use the time expressions
below to help you.

next year when you were a child next week

after school when you graduate in five years

2. Now interview a partner about his or her future plans.

G Use the Language

Career counseling
With your partner, on a separate piece of paper, write a conversation between a career
counselor and a person thinking about a new job. Talk about the person’s experience,
education, and skills. Try to decide on a good career for him or her. Then perform your
conversation for the class.

11

E Grammar Practice
• Ask students to complete the sentences with the correct forms
of the verbs.
• Have students work in pairs and have them check their answers.
• Then go over the exercise as a class.

1. is studying 2. walk, am taking, am

Key

3. knows 4. eat, need

F Write to Speak
• Review the formation of yes/no and wh- questions in simple
present and present continuous.
• Have students spend time individually writing the questions for
this activity.
• Assign students to pairs and have them take turns interviewing
each other, using the questions they created.

G Use the Language: Career counseling

• Assign the students to pairs.
• Explain that they will make up a role-play between a career
counselor and a person seeking a job.
• Give the class time to discuss and practice their conversations.
• Have each pair perform this conversation in front of the class.

11
 Lesson 3 Making Decisions Lesson 3 Making Decisions

A Model Conversation
Aims
Read the conversation. Then listen. Track 03

- Discuss making decisions about courses and careers Elisa: Hey, Malak. You look really worried! What’s the matter?
- Use gerunds and infinitives after verbs Malak: I decided to go to college next year, but I don’t know what major to choose.
- Use because to give reasons Elisa: Oh, that’s a tough one. What do you like to do?
Malak: Well, I really enjoy being outdoors. I don’t want an office job because I can’t stand
Vocabulary sitting down all day. But my parents think I should study IT. That’s why I’m stressed.
Elisa: Hmm. I can understand that. But your parents can’t
tough worried outdoors recreation leader make this kind of decision for you. What other things
do you like doing?
decision can’t stand look into IT
Malak: I’m not sure. I need to think about that because my
parents want to discuss my decision this week.
Grammar Elisa: The recreation leader program at the local college
might be interesting. What do you think about that?
Gerunds and infinitives; conjunction because Malak: Sounds cool. I’ll look into it. Thanks, Elisa.

Brief note
Warm Up “IT” is an abbreviation of the
phrase information technology.
B Vocabulary
• Ask students to remember a big decision they made and to tell Write each bold word or phrase from part A next to the correct definition.
the class how they managed to make the decision. 1. hard
• Find out how important their parents’ wishes and advice is 2. outside
during their decision-making process. 3. to hate
4. someone who leads activity groups (arts, sports, games, etc.)
5. what a person chose; a choice
A Model Conversation Track 03 6. thinking about problems and feeling stressed
• Explain to the students that they will read a conversation 7. to try to get information about something
8. the study of computers and how to use them to keep and
between a young man and woman who are discussing deciding communicate information
on a future career.
• Ask two volunteers to read the conversation aloud while the
C Vocabulary: Showing interest and understanding
class reads along silently.
Read the following expressions and their meanings.
• Play the audio and let the students read along silently.
a. What’s the matter? What’s wrong?
• Ask questions to check for comprehension. b. That’s a tough one. That’s a hard problem.
c. I (can) understand that. I see why you feel that way.

B Vocabulary
• Assign Now listen to three people talk. Which expression should you use in each situation?
students to groups. Write the letter. Track 04
• Explain that they must match the definitions with the correct 1. 2. 3.
vocabulary word.
12
• Have students check answers in groups.
• Go over any other difficult vocabulary words with the class.

1. tough 2. outdoors 3. can’t stand

• Goover the section about because. Ask the students who
answered your first questions why they enjoy those activities.
Key

4. recreation leader 5. decision 6. worried

7. look into 8. IT Write their answers using because.

Teacher’s Note  hortening responses to why

S
C Vocabulary: Showing interest and questions
understanding Track 04

• Read the expressions together as a class. Point out to the students that in conversation, if someone asks
• Play the audio.
us a why question, we often shorten the response. It may only
include the because clause, not the full sentence. For example:
• Have students write their answers.
Why are you late? Because I didn’t wake up on time.
• Go over the answers together.

1. That’s a tough one.

E Grammar Practice
Key

2. What’s the matter?

3. I (can) understand that. • Explain to the students that the sentences are not correct.
• Have students work on the answers in pairs.
• Go over the answers as a class by having students come up and
D Grammar write them on the board.
• To elicit the use of gerunds and infinitives with verbs, ask two
students these questions: What do you like doing in your free 1. I enjoy studying English because it will help me in the future.
time? What do you like to do on the weekend? Write their 2. She promised to go shopping with me on the weekend.
Key

3. My friend learned to speak English by watching TV.

answers on the board, using like + infinitive in one and like
4. Because my brother can’t play violin, we can’t stand listening /
+ gerund in the other. Point out the grammatical differences to listen to him practice.
between them.
• Look over the grammar chart with the students, focusing on the
three difference categories of verbs.  Check the Workbook
For further practice with grammar, use Exercise 2 in Lesson 3
of the workbook.

12
D Grammar
Gerunds and infinitives; conjunction because

verbs followed by gerunds verbs followed by infinitives

verbs followed by both
(verb + -ing) (to + verb)
enjoy finish quit learn need promise
hate like love can’t stand
dislike practice want decide
I enjoy playing piano. She is learning to swim. I love to watch TV in the morning.
He loves listening to music. We want to go downtown. I love listening to the radio at night.

using because to give a reason

because clause, clause
Because I like to watch TV at night, I often stay up too late.
(comma needed)
clause + because clause
I often stay up too late because I like to watch TV at night.
(no comma needed)

Brief note
A clause is a group of words
with a subject and a verb.
E Grammar Practice
Find the errors in the sentences. Then rewrite them correctly. One sentence has two errors.
1. I enjoy to study English, because it will help me in the future.

2. She promised going shopping with me on the weekend.

3. My friend learned speak English by watching TV.

4. Because my brother can’t play violin, we can’t stand listen to him practice.

F Use the Language

What should they study?
Interview three of your classmates. Ask them about their hobbies and interests. Then
suggest college majors for them. Fill in the chart with the information. (Note: If you have
a major, don’t say it. If you know a person’s major, suggest a second major.)
When you are finished, discuss your ideas with each person. What do they think about
your suggestions? Share your results with the class.

Person Hobbies/Interests Major

13

F Use the Language: What should they study?

• Assign students to groups of four.
• Explain that they are going to interview all of their group
members, record their answers, and make suggestions about
possible majors.
• Students may ask each other why they suggested those majors
and may disagree if they want to.

Extension Vote for the best advice

Ask each person in the class to describe their hobbies and
interests and to then tell the rest of the class which majors his
or her group members suggested for them. The rest of the
class must vote on the major that they think would be best for
that student.

13
 Lesson 4 Deciding on the Future Lesson 4 Deciding on the Future

A Model Conversation
Aims
Read the conversation. Then listen. Track 05

- Use the names of majors and jobs Ahmed: Laura, congratulations! I heard you’re going to medical
- Use will to talk about the future school.
- Talk about preferences with want and would like Laura: Thanks. Yeah, I found out yesterday.
Ahmed: Well, I’ll call you when I’m sick.
Vocabulary Laura: I’ll be a student for a long time. For the near future, you’ll need to find another
doctor.
architect architecture doctor medicine Ahmed: You’ll be great. I’m really happy for you. But I don’t think I’ll tell my mom about it.
teacher education actor theater arts Laura: Why not?
Ahmed: She’ll be upset. She wants me to be a doctor, but I want to be a chef. I think I want to
chef culinary arts carpenter carpentry go to culinary school.
Laura: Do you know any good restaurants, then? Let’s have dinner to celebrate.
Grammar
future with will; want/would like + O + V B Vocabulary
Listen to the words. Mark the stress in each word. Then practice saying them with a
partner. Track 06
Warm Up
• Dividethe class into teams.
• Tell
the students that they will brainstorm together on a topic.
• Ask each team to brainstorm as many college/university
programs as possible within two minutes. The team with the architect – architecture doctor – medicine teacher – education
most wins.

A Model Conversation Track 05

• Explain to the students that they will listen to a conversation

between a young man and woman who are discussing future actor – theater arts chef – culinary arts carpenter – carpentry

studies and careers.

Now say a sentence about each type of person and their field.
• Have the students close their books while listening to the audio. For example: An architect works in the field of architecture.
• Ask the students what the woman wants to study and what
Brief note
the man wants to study. Ask further questions to check for C Grammar
In conversation, use the contracted form of will (he’ll, you’ll,

comprehension. Future with will etc.) and the negative form of will not (I won’t, not I’ll not).

• Play the audio again while students read along in their texts. using will to express future time: will + base verb
possibilities It’s cloudy. I think it will rain this afternoon.
offers The phone is ringing. I’ll answer it.

B Vocabulary Track 06 decisions made when speaking That looks like a nice place to visit. Maybe we’ll go there next month.

• Ask students to listen to the audio and mark the stress in each 14

word.
• Assign students to pairs to check answers and practice
pronouncing words. C Grammar
• Then model the pronunciation of each word and have the whole • Look at the chart with the class and go over the future uses of
class repeat aloud. will.
• Ask volunteers to make up sentences for each career. • Ask the class for additional examples of each type of use.
• Read through the chart regarding want / would like + objective
ar-chi-tect ar-chi-tec-ture doc-tor med-i-cine
+ infinitive. Explain how they are used.
Key

tea-cher ed-u-ca-tion ac-tor the-a-ter arts

chef cul-in-ar-y arts car-pen-ter tr-a-des • Elicit additional examples from the class.

 Check the Workbook

Teacher’s Note Correct word order
For further practice with vocabulary, use Exercise 1 in Lesson 4
of the workbook. Be sure students master the correct word order and
grammatical structure in the grammar points and in the
practice activities. Make sure to give enough practice to
master the correct usage of structures.
Extension Who am I?
Write one career name on each card. Be sure to use the D Grammar Practice
vocabulary words and others the students know. Using tape,
• Assign students to pairs.
place one card on each student’s back. Ask students to walk
• Have pairs complete activity and practice reading the sentences
around the room, asking their classmates questions about his/
her job. Students can guess what their job is based on the aloud together.
information they acquire. • Take up the answers as a class.

1. O 2. D 3. P 4. P 5. O 6. P
7. I’d like eggs for breakfast, please.
Key

8. My brother wants his friend to help him with his car.

9. She wants to study film and television at college.
10. I’d like my husband to cook dinner for me this weekend.

14
 want / would like + object + infinitive

expressing preferences with want / would like

Less formal: I want a cup of coffee.
with a noun phrase
More formal: I would like / I’d like a cup of coffee (please).
Less formal: I want to see a movie tonight.
with an infinitive
More formal: I would like / I’d like to see a movie tonight.
Less formal: My mother wants me to go medical school.
with an object + infinitive
More formal: I’d like you to help me with my résumé.

D Grammar Practice
Read the sentences with will. How is it used? Write P for a possibility, O for an offer, or
D for a decision made when speaking.

1. Please sit down. I’ll bring you some water.

2. That restaurant looks good. I’ll book a table there tomorrow.
3. The sky is very dark. I think it will rain this afternoon.
4. That movie is really funny. You’ll like it.
5. That bag looks heavy. I’ll carry it for you.
6. That car is too expensive. Nobody will buy it.

Underline the errors and write the correct word(s) in the blank.

7. I’d like to eggs for breakfast, please.

8. My brother wants his friend helps him with his car.
9. She want to study film and television at college.
10. I’d would like my husband to cook dinner for me this weekend.

E Use the Language

Talking about people’s plans
Choose one picture. Think about the person in it and write a few sentences about his or her plans
and future dreams. What does the person want to do? What do you think he or she will do?

Read your sentences to a partner. He or she will try to guess which picture you’re describing.
Ask your partner why he or she thinks this. Is your partner correct?

15

E Use the Language: Talking about people’s

plans
• Have students read the directions for the activity. They should
choose one of the pictures and write about the person’s plans
and futures dreams.
• Allot 5-10 minutes for writing.
• Assign students to groups.
• Have students read their sentences to each other and guess
which people they are describing.

Extension Whose Plans?

In the same groups, ask each student to secretly think of one
person in the class. The students must describe the dreams,
goals, and plans of that unidentified classmate (thinking back
to previous class discussions about future goals). The other
students in the group must guess whom he/she is talking
about.

15
 Lesson 5 Ready for a Break Lesson 5 Ready for a Break

A Model Conversation
Aims
Read the conversation. Then listen. Track 07

- Discuss activities people don’t want to do anymore Marco: Hi, Sophie. What’s the matter? Why do
- Use so to talk about reasons and consequences you look upset?
Sophie: I’m not upset. I’m just tired of looking at
Vocabulary these brochures from different colleges.
I have to decide soon, so I’m researching a
vacuuming ironing clothes scrubbing baking lot of schools and programs.
Marco: I’m ready for a break, too. I just finished
brochure break dog-sit research cleaning up my house. I was dog-sitting
for a friend, so there was hair everywhere!
Grammar I’m tired of scrubbing and vacuuming.
Let’s get some coffee and complain.
Questions with why and answers; conjunction so Sophie: Coffee sounds great. I’ll meet you at the
coffee shop in half an hour.
Marco: All right, I’ll see you then.

Warm Up Listen to the conversation again. What is Sophie

tired of?
• Ask students to brainstorm chores that people need to do
around the home. Ask students to also brainstorm tasks that Brief note

students need to do. B Vocabulary

The phrase “tired of” + noun/gerund means that you are bored
or annoyed about something. You want to stop doing it.

• Find out how they feel about having to do these things. Work with a partner. What are the people in the pictures doing? Write the correct
words from the box.

A Model Conversation Track 07 vacuuming ironing clothes scrubbing baking

• Explain to the students that they will read a conversation

between a young man and woman who are discussing future
studies and activities that they are tired of doing.
• Have two volunteers read the conversation aloud while the class
1. 2. 3. 4.
reads along.
• Play the audio while students read along in their textbooks. Match the words with the correct definitions.
5. brochure a. a rest or a vacation from work or school
• Point out the Brief note on tired of. Ask the students what
6. break b. to get information about something
Sophie is tired of doing. Also ask them what Marco is tired of 7. dog-sit c. to care for someone else’s dog for a short time
doing. 8. research d. a small, thin book or magazine with pictures and information
about a place, a business, etc.

B Vocabulary C In Your World Brief note

Instead of…, you can… is used to suggest
What are three things you’re tired of doing? Why?
• Assignthe students to pairs. a different action. For example: Instead of
Ask a partner. Suggest what he or she can do instead. doing the laundry, you can take your clothes
to the dry cleaners.
• Explainthe instructions and ask the students to complete both
vocabulary activities. 16

• Go over the answers as a class.

1. scrubbing 2. vacuuming 3. baking 4. ironing clothes D Grammar

Key

5. d 6. a 7. c 8. b • To elicit the grammar point, ask the students why people go to
university.
• Write down three answers, one using because, one using
Extension Charades the infinitive, and one using so (that). Point out the structural
Assign the students to teams. Each team must choose a differences.
• As a class, read through the grammar chart and ask for
vocabulary word, and one team member must silently act it
out in front of the class. The other teams must guess what the additional examples for each point.
word is. Each correct guess earns one point. The team with
the most points wins the game. Teacher’s Note Different uses of so
Some students may be confused about the two meanings
C In Your World of the word so. They also might confuse these meanings
• Assign students to pairs. with a third use for so – as an intensifier. Be sure that they
• Ask the pairs to discuss the question: What are three things understand how it is used in different contexts.
you’re tired of doing?
• Tell students to suggest what his or her partner can do instead.
Point out the Brief note. Have them come up with various E Grammar Practice
alternate activities. • Read the instructions together.
• To wrap up the activity, tell the students to share their • As a class, do number 1 together.
suggestions with the rest of the class. Discuss the validity of the • Ask the students to complete the questions and write their own
suggestions as a class.
answers for each question.
• Assign the students to pairs and have them compare answers.
• Check grammar for accuracy.

16
D Grammar
Questions with why and answers; conjunction so

asking for reasons with why

question answer
Because I want to get a good job.
Why are you going to college? I’m going to college because I want to get a good job.
To get a good job. / I’m going to college to get a good job.
using so
I’m going to college so (that) I can get a good job.
to give a reason
Hugo gets up early in the morning so (that) he is not late for work.
Kim was really late for work, so her boss got angry.
to state a result
I’m tired of studying, so I’m taking a short break.

Brief note
You can use so that to answer why questions,
or you can use so without that.
E Grammar Practice
Write complete questions. Then answer them using so.
1. Q: Why / you / come / this school?  ?
A:
2. Q: Why / you / want / study / English?  ?
A:
3. Q: Why / people / want / learn / new languages?  ?
A:

F Listen to Speak
Listen to the conversation and answer the questions. Track 08

1. What is Jared tired of?

2. What does Fatima suggest he do instead?

G Use the Language

Let’s take a break!
Work with a partner. Take turns being Student A and Student B.

Student A Student B
You are in your final year of school. Your friend wants to take a semester off
You want to take a semester off, and from school and wants you to take a break,
you want your friend to take the too. You think this is a really bad idea, and
semester off with you so that you can you want your friend to stay in school and
travel together. Explain to your friend finish his or her studies. Tell your friend why
why you want to take a break. taking a break is a bad idea.

17

Answers will vary.

1. Why did you come to this school? I came to this school so that I
can study with the best.
2. Why do you want to study English? I want to study English so I
Key

can get a better job and travel the world.

3. Why do people want to learn new languages? People want to
learn new languages so that they can communicate with more
people.

 Check the Workbook

For further practice with grammar, use Exercise 2 and 3 in
Lesson 5 of the workbook.

F Listen to Speak Track 08

• Tellstudents they are going to listen to a conversation between

a man and a woman.
• Read the questions together as a class.
• Play the audio and answer the questions together.

1. He is tired of waiting for the bus.

Key

2. She suggests that he walk or ride a bike to the station.

G Use the Language: Let’s take a break!

• Ask a student to read the directions aloud. Make sure everyone
understands the activity.
• Assign students to pairs and have them role-play for several
minutes. Then have students switch roles.
• Go around class and give help where needed.
• Have each pair perform one role-play for the class.
17
 Active Review
Unit 1 : Active Review
A A Radio Announcement
Listen to an announcement on a college radio station. Fill in the blanks with the missing
information. Track 09
Purpose • The ad is about .
The purpose of the Active Review is to give students a chance to • Only % of students use the
college’s Career Center.
work with language learned in the unit by applying it in real-life
• The Career Center is open from to
situations. The activities involve some receptive skills, but , six days a week.
the overall focus is on production. Encourage students to be as • Volunteers can help with and
.
productive as possible while doing the Active Review.

A A Radio Announcement Track 09

B Write to Speak
• Tellthe students they will listen to a radio announcement. What are some questions you might ask a career counselor? Write them down.
• Read the instructions and questions together and play the
audio.
• Assign students to pairs to answer the questions.
• Play the audio again.
• Check answers as a class. C Career Counseling
Work with a partner. One of you will play a career counselor, and the other will play a student.
1. career choices
2. 40% Career Counselor Student
Key

3. 8:00 am, 6:00 pm You work in the Career Center at a large You’re a student at a large university. You
4. résumés, interview skills university. A student comes to you to go to see a career counselor to discuss your
discuss career options. Talk with the plans for the future. You don’t know what
student. Find out what he or she is you want to do, but your parents want you

B Write to Speak interested in. Then give the student some

advice. Suggest at least two career options.
to be a teacher. You don’t want to be a
teacher. Ask the counselor for advice.
• Assign students to groups.
• Have students discuss the question and write down ideas. D Reminder
• Ask one representative of each group to tell the class their Some Module 1 Goals in Unit 1
group’s ideas. Put a check mark () next to the things you can do.

C Career Counseling _____________

Start a conversation
Discuss plans with other people
• Assign the students to pairs and explain that they will practice a _____________ Briefly explain and give reasons for actions and plans if you have time
role-play based on the question. to prepare

• Have them read the question together.

18
• Give students several minutes to role-play the conversation.
• If there is extra time, have students switch roles or perform role-
plays in front of the class.
• To recap main ideas in this unit, you could assign the students
to teams and play a trivia game. The team with the most correct
answers wins the game. Questions could include naming jobs
and programs, listing employment vocabulary, and using future
tenses (present continuous, will, simple present).

D Reminder: Some Module 1 Goals in Unit 1

Read each goal with the class. For each goal, ask students to look
over the unit and find where they learned to do these things. Ask
students if they can demonstrate some of the goals. Then have
them put a check mark next to the goals they have achieved.

18
 Fluency
C Write to Speak
A Read to Write • Go over the directions with the class.
Read the paragraph. • Ask students to spend 5-10 minutes writing down their ideas.
• Offer assistance to anyone who is struggling to express an idea.
I’m finishing college soon. When I think about my future, two things are very important
to me. The first is getting the right kind of job. I love art! I’m studying art history so
that I can work in a museum. I want to keep studying art and help others learn about it.
Second, I like helping people. I volunteer at a hospital, playing with sick kids and reading
D Now Speak
to them. I don’t care about making a lot of money, so I don’t want to work all the time. • Assign students to pairs.
I’d like to have a lot of free time so that I can continue volunteering in the future.
• Have students ask their partners what is most important for
them when deciding on a career.
• Have students discuss their ideas and remind them to avoid just
B Prewrite
reading out everything they wrote.
What’s important to you?
• Partners should compare deciding factors and attempt to come
When people make decisions about the future, they consider many different things. What is
most important to you when you’re making plans for the future? Read the list and add one item.
up with a new list that incorporates both students’ ideas.
Then number the items from 1 (very important) to 9 (not important). • If there is extra time, ask each pair to present their new,
money helping people combined list to the class.
time with family and friends doing exciting things
becoming a better person traveling
being creative education / learning new things
meeting new people
(your idea)

C Write to Speak
Write a few sentences describing what is important to you as you plan your future,
what’s not important, and why.

D Now Speak
Ask your partner what is most important to him or her when deciding a career. When
you answer, do not read from your answers above. Compare your partner’s answers to
yours. Which are the same? Which are different? Give reasons for your decisions.
Then work together to create a new list. Compare the new list to the old lists. What
changed?

19

Fluency

Purpose
The purpose of the Fluency page is to improve student’s speed,
in terms of both productive and receptive skills, and their
pronunciation. They can use language that wasn’t learned in the
unit if they know it, or they can use language from the unit—
whatever resources assist them in communicating fluently and
successfully.

A Read to Speak
• Ask the students to read the paragraph quietly for about 5
minutes.
• Ask one student to read aloud as the class follows.
• Go over any vocabulary they don’t understand.
• Ask the students what they think of this person’s goals.

B Prewrite
• Ask students to read and number the list individually. What
is most important to you when you’re making plans for the
future?
• Find out from the class which deciding factors most students
chose as their most and least important, and if they came up
with any new factors to consider.

19
 Unit 2 . Researching Your Options 
Unit 2 Overview: Lesson 1


Searching for a Job

Researching your Options A Authentic Text: A short article
Read the article from an employment website. Brief note
A “tip” is a piece of advice
Lesson 1: Searching for a Job Job-Hunting Tips
or useful information.

Looking for a job doesn’t have to be frightening. You just

Aims: - Plan to apply to jobs have to have a good plan:
- Discuss the planning process • Before you begin your job search, know your abilities
and your goals for the position you want.
Vocabulary: Job search, -ing adjectives • Use employment websites and attend job fairs. Do
research about a company before you apply for a job,
Grammar: have to and then send applications to companies you like.
• Make sure to clearly write your education, work
Lesson 2: Applying For a Job experience, and volunteer positions in your résumé.
• When writing a cover letter, never sound boring! Try to sound interesting and ready to
Aims: - Understand job requirements found in advertisements accept challenging duties. Then employers will want to hire you.
- Practice describing one’s qualities • You must have two or three references. These people can tell employers that you are hard-
working, fascinating, and a good worker.
Vocabulary: Applying for a job, -ed adjectives
Grammar: have to and must
B Vocabulary
Lesson 3: Decisions, Decisions
Match the words with the correct definitions.
Aims: - Study and compare factors of different schools 1. job hunting a. to look for (something); the act of looking for (something)
- Discuss reasons why students attend certain schools 2. ability b. a person who can give information about you and your
experience
3. search
Vocabulary: Things to consider about schools c. to agree to do or have (something)
4. accept d. the things you have to do in a job
Grammar: Comparative adjectives; may and might 5. duties e. a skill; something a person is able to do
6. reference f. to give (someone) a job
Lesson 4: University Ratings 7. position
g. a formal, usually written request for a job, admission to a
school, etc.
Aims: - Understand and use school ratings to make decisions 8. hire h. trying to get a job
- Practice more ways to make comparisons and describe 9. application i. a specific job

probability
- Have conversations about future education and C Vocabulary: -ing adjectives
employment Circle the adjectives from the box in the article above. Then choose the correct answers.

Vocabulary: Words used in university rankings 1. Which word means very interesting?
frightening a. boring b. frightening c. fascinating
Grammar: Superlative adjectives; maybe; perhaps and probably interesting 2. Which word means not interesting?
challenging a. boring b. frightening c. fascinating
Lesson 5: Studying Abroad boring 3. A person who is accepts challenging duties.
hard-working a. fascinating b. hard-working c. boring
Aims: - Understand and describe stories related to studying fascinating 4. Something frightening makes you feel .
abroad a. happy b. tired c. afraid
- Talk about feelings using intensifiers 20

Vocabulary: Travel
Grammar: Intensifiers
Some Module 1 Goals in Unit 2 4. Take a break 
5. _____________________
- Discuss plans with other people
• Ask them what would be next on the to-do list. Have them
- Find the most important information in advertisements,
information leaflets, web pages, etc. discuss ideas with a partner and share ideas aloud. Write ideas
- Understand the main points in short, simple written news items on the board around #5.
and descriptions if you already know something about the subject • Remind students that in Unit 1, they learned all about #s 1-4
- Discuss different things to do, places to go, etc. on the to-do list. Today, in Unit 2, they will learn the next steps:
- Briefly explain and give reasons for actions and plans if you have Researching Your Options. The first step in researching options is
time to prepare Searching for a Job, which is the title of Lesson 1.
• As a class, discuss how they search for jobs.

Lesson 1 Searching for a Job A Authentic Text: A short article

• Direct students to the title of the text, Job Hunting Tips, and the
Aims photograph. Have students predict with a partner what kind of
- Plan to apply to jobs tips they might see.
- Discuss the planning process • Write the following words on the board:

Vocabulary 1. résumé 2. cover letter

3. know your abilities and goals 4. job fairs
job hunting ability search accept
duties reference position hire 5. references
application -ing adjectives • Read the text together as a class. Have students put the list of
words above into the correct order they are found in the text.
Grammar
• Check the correct order. The answers should be in the following
have to order: 3, 4, 1, 2, 5
• Ask questions to check for comprehension of the text.

Warm Up
• Create a Future Plans To-Do List on the board. Write: B Vocabulary
1. Think about future plans  • Read each word and have the students repeat. Check and
2. Go to the career center  correct pronunciation.
• Ensure that students understand the task being assigned.
3. Make a decision about the future 

20
 Have students figure out with their partner how to use these
D Grammar prompts to create a sentence, using the grammar point
have to presented in the chart.
subject (present tense) have/has to verb + other information • Change the prompts multiple times until the students have had
have to
I / You / We / They
don’t have to accept the position. sufficient practice and will be able to complete the next activity.
has to meet a friend at the airport.
He / She / It
doesn’t have to apply for the job at the university.
subject (past tense) had to read this book before class. E Grammar Practice
had to make an appointment with the doctor.
I / You / We / They / He / She / It
didn’t have to • Do number 1 together as a class.
Brief note
You can use have got to in the same way as have to in
• Then ask students to circle the answers individually or in pairs.
E Grammar Practice the present tense, but have got to has no past tense.
Remind them to refer to the chart as necessary.
Circle the correct answers.
• When ready, check answers as a class.
1. You ( has to / don’t have to / had got to ) be a great student to get a good job.
2. I didn’t go to the party last night. I ( have to / had to / don’t have to ) work on my résumé.
3. My sister has an exam tomorrow. She ( has to / doesn’t have to / have to ) go to bed early.
1. don’t have to 2. had to 3. has to

Key
4. As a kid, my father ( has to / have to / had to ) wake up early to work on his parents’ farm.
5. I’m job hunting, and I ( had to / has got to / have got to ) send some applications today. 4. had to 5. have got to
F Read to Write
Cassie wants a summer job at a clothing store. Here is a list of things she has to do to
reach her goal. Read the list. Then answer the questions.  Check the Workbook
I have to… For further practice with grammar, use Exercise 2 in Lesson 1
 Finish writing my résumé. Include classes in fashion design and ability to give
good fashion advice.
of the workbook.
 Ask Mr. Brent, Mrs. Voss, and Prof. Nichols to be references.
 Do research on three stores.
 Complete applications and write a different cover letter for every store. In
letters, write that I’m hard-working and will accept any part-time position. F Read to Write
1. What skills does Cassie have? • Draw a stick figure on the board. Tell students that the figure is
2. How many references does she want? Cassie. Cassie wants a summer job at a clothing store.
3. How many cover letters will she write?
• Ask students what might be on Cassie’s to-do list. Have them
G Use the Language
discuss some ideas in pairs. Then have students open the book
Job hunting and read the to-do list.
Think about a part-time job you would like to have. Write a list like the one in part F.
• Have the students complete questions 1-3 in pairs. Share
I have to… Job:
answers as a class.

Answers will vary.

1. Cassie has skills in fashion design and gives good fashion advice.
Key

2. Cassie wants three references: Mr. Brent, Mrs. Voss, and Prof
Nichols.
Share your list with a partner. Does he or she have any tips for you?
21
3. She will write three cover letters.

• Give students 5-7 minutes to complete the matching assignment. Extension Fashion Show
• Write 1.__ 2. __ 3. __ 4. __ 5. __ 6. __ 7.__ 8.__ 9. __ on the • Say that Cassie changed her mind. She does not want to
board and call students up to write the correct letter next to
work in a clothing store after all! Her classmate just told her
each number. Check answers.
that her city is hosting a summer fashion show. That would
• Check comprehension by asking questions that will receive
be much more exciting than a clothing store, and look
either a yes/no or one word answer, such as Is ‘hire’ the better on her résumé, too!
beginning or end of a job? (Beginning.) Which word means • Have students modify her to-do list so that it is now
‘job’? (Position). Have students answer these questions out loud
appropriate for being an intern at a fashion show. 
together as a class.
Key

1. h 2. e 3. a 4. c 5. d 6. b 7. I 8. f 9. g G Use the Language: Job hunting

• Read through the instructions. Be sure that students clearly
C Vocabulary: -ing adjectives understand that they are writing about a part-time job they
• Read each word and have the students repeat. Check and would like to have.
• Tell students to write a list that is similar to the one in part F.
correct pronunciation.
• Ask students to read each question and choose the answer • Have students work individually for 10 minutes.

with a partner. Give a few minutes for the pairs to answer the • Have students share their list with a partner and check each
questions together. other’s work. Then share answers aloud with the class, and
• Write 1.__ 2. __ 3. __ 4. __ on the board and call students up to receive tips from classmates.
write the correct letter next to each number. Check answers.
Extension Part-Time Job To-Do List
Key

1. c 2. a 3. b 4. c
• Write a variety of random and silly part-time jobs, such as:
- Intern at a zoo (for the monkeys)
D Grammar - Part-time dog walker (must walk 12 dogs at once)
• Read through each example sentence together as a class, - Part-time food taster (must be willing to try strange food)
changing the subject, tense, and whether the sentence is - Intern at a bed store (must be able to take a nap on each
positive or negative. bed), etc.
• Give a short practice activity. Write the structure on the board: • Put each job on a small piece of paper and fold them up.
Subject, +/-, present/past, verb. Underneath the rules, write: He Have each student randomly pick a silly job.
- has to + read… etc. • Have students create a to-do list so that they are prepared to
apply to these silly jobs. They may work in pairs. 21
• Have students present their lists to the rest of the class.
 Lesson 2 Applying for a Job Lesson 2 Applying for a Job

A Authentic Text: A job poster

Aims
Read the job announcement and answer the questions below.
- Understand job requirements found in advertisements
- Practice describing one’s qualities Office of the Registrar – Teaching Assistants Wanted
A Teaching Assistant (TA) helps a professor with lesson planning, lecturing, and grading.
Vocabulary In this way, TAs get valuable experience in their field. All applicants must be students with
an excellent academic history. The best applicants will be motivated, organized, and hard-
assistant valuable applicant excellent working. They must be self-directed, and able to make decisions and solve problems.
academic submit documents transcript Please submit the following documents: a cover letter, a completed résumé, three reference
letters from professors, and a
successful registrar transcript. Interested students must
submit these by August 1st. We will
Grammar not accept applications after this
date. We will contact successful
have to and must applicants for an interview before
A
August 15th.

Warm Up 1. Who can apply to be a TA? 2. When is the deadline? Brief note

Ask students where they typically find job advertisements- The word grade is both a noun (an A, B, C, etc.)
and a verb. As a verb, it means to give a grade.
B Vocabulary
Craigslist, bulletin boards on campus, or by word of mouth?
Read the text again. Fill in the blanks with the correct bold word from the job poster.
Discuss in groups some ways they may have found job
1. A full list of a student’s classes and grades is a(n) .
advertisements in the past. 2. Another word for “very, very good” is .
3. Pieces of paper with important information on them are .

A Authentic Text: A job poster 4. To give something (for example, a document or an assignment) to someone is to
it.
5. A person whose job is to help someone else is a(n) .
• Write TA on the board. Ask the question: What does TA stand
6. Someone who applies for a job is a(n) .
for in academics? Have students discuss in pairs and then skim 7. To do something well or correctly is to be .
the reading passage to find out the answer. 8. A word to describe things related to school and studying is .
9. Something very useful or helpful is .
• Write the following questions on the board: Who can apply
10. The person or office that keeps academic records is the .
to be a TA? When is the deadline? Make sure that students
understand what these questions are asking, and then allow C Vocabulary: -ed adjectives

students time to read the passage and find the answers. In part A, circle the adjectives ending in -ed. These words describe how a person acts
or feels. Then, in the chart, write the names of people you know with these qualities.
• Share answers aloud as a class. Discuss your chart with a partner.

-ed adjective This adjective describes…

B Vocabulary motivated
organized
• Read each bold word in part A and have the students repeat. self-directed

Check and correct pronunciation. Which word best describes the woman in the picture?
• Tell students to read the text again and fill in the blanks with the 22

correct bold words.

• Give students 5-7 minutes to complete the fill-in-the-blank
• Explain that the first part of this section is to go back to part
assignment.
• Write 1.__ 2. __ 3. __ 4. __ 5. __ 6. __ 7.__ 8.__ 9. __ 10. __ on A and circle all the -ed adjectives. Have students complete this
the board and call students up to write the correct letter next to individually.
• Now, have students imagine three people they know who are
each number. Go over the answers.
motivated, organized, and self-directed. Ask students to write
1. transcript 2. excellent 3. documents 4. submit their names in the chart, and then discuss these people with
Key

5. assistant 6. applicant 7. successful 8. academic their partners.

9. valuable 10. registrar
• Share a few answers aloud with the class.
• If time allows, ask students to answer the final question in part
 Check the Workbook C. (She is obviously organized because of the way her desk is set
For further practice with vocabulary, direct students to the up, but it technically she could be all three adjectives from the
crossword puzzle in Exercise 1, Lesson 2. chart.)

Extension More -ed adjectives

C Vocabulary: -ed adjectives
• Write boring and exciting on the board. Ask students to think of the three people they listed in the
chart and try to come up with 2-3 more -ed adjectives that
• Remind students that in Lesson 1 they discussed -ing adjectives,
describe the people listed. Have them share these responses
like boring and exciting. Today, students will discuss -ed
with a different partner and describe why they chose these
adjectives.
adjectives to describe them.
• Next to boring and exciting, write bored and excited.
• Explain that boring and exciting describe situations: This class is
boring! [laugh] That game is exciting!, etc.
• Compare by saying that -ed adjectives describe how a person
feels. Emphasize the subject of the sentences and point to
yourself while saying: I am bored in this class. She is excited in
this class. Etc.
• Check that students understand the difference between these
two types of adjectives.

22
D Grammar
Brief note E Grammar Practice
Must is more formal than have to and is much

have to and must

more common in writing than in conversation. • Read the instructions aloud to the class. Do number 1 together
have to + verb must + verb as a class.
+
I have to find a job soon. I must find a job soon. • Ask students to circle the correct answers individually or in pairs.
(This is necessary.) (This is necessary.)
You don’t have to have a college degree to Candidates must not submit applications late.
• Write 1.__ 2. __ 3. __ 4. __ on the board and call students up to
-
apply for this job. (It isn’t necessary.) (They cannot do this. It is a rule.)
write the correct answers in. Check answers.
Brief note
Notice that the negative forms of these
two expressions have different meanings.
E Grammar Practice 1. must, have 2. must not

Key
Read the letter and circle the correct words and phrases. 3. don’t have to, must 4. have

Dear students,

This year, the university has new rules to make our campus better for everyone. As of September: F Write to Speak
1. Everyone ( don‛t have to / must / must not ) drive less than 40 km per hour on all campus roads.
Those who don‛t follow this rule ( must / have / must not ) to pay $45 to the campus police
• Read the instructions aloud to the class. Brainstorm a list of
department. rules your tutor must follow. Write a variety of key words on the
2. Smokers living in campus dormitories ( must not / must / have to ) smoke inside their buildings.
There are smoking areas outside.
board that they could use, but do not write full sentences.
3. Students living in dormitories ( must not / must / don‛t have to ) leave the dorm during winter • Once you have come up with a class list of vocabulary words,
break. Students can stay in their rooms. But to do this, you ( must / haven‛t got to / have ) tell
the housing ofce by Dec. 1. assign the task to the students. Clarify that students must write
4. All students and staff ( must / have / don‛t have ) to put garbage in trash cans around campus full sentences using the grammar they just practiced. They may
and in buildings.
use vocabulary words from the board or come up with new
Thank you,
Your Student Ofce
ones for this activity.
• Have students share responses with a partner, and then have
volunteers read their responses or their partner’s responses
F Write to Speak aloud to the class.
You are looking for a tutor to help you study and improve your grades. Write a
description of your preferred candidate and make a list of rules your tutor must follow.

Tutor Wanted:
G Use the Language: Tutor Wanted
• Read through the instructions. Have students come up with
questions individually. As students begin to finish the first part
of the assignment, pair students up to ask one another these
questions.
G Use the Language
• Then have students continue to ask their questions to a variety

Tutor Wanted of students until they find the best person for the job.
Write four or five questions to ask an applicant. Then find a • Students may share their choice with the class.
partner and role-play an interview.
Is this candidate the right person for the job?
23

Extension English Conversation Partner Ad

• Tellstudents that now they are looking for someone to
D Grammar practice English with. They can create an advertisement
similar to the one they just completed, but this time they are
• Write HAVE TO / MUST on the board. Explain that must is
looking for an English conversation partner.
another way to say have to. Refer to the chart to explain that
• Be sure that students use the same grammar as above.
both of these phrases mean that something is necessary.
• Have students share their responses with a partner and then
• Now, write DON’T HAVE TO / MUST NOT. Explain that while
these are the opposite of what they have learned, only don’t aloud with the class
have to means that something is not necessary. You don’t have
to eat lunch today. You don’t have to study for the test. (It’s
okay if you choose not to do these things.)
• Explain how must not is different from don’t have to. Must not
is a rule that must be obeyed. You must not drive through a red
light. You must not smoke in this classroom. (If you do these
things, you will get in trouble!)
• Go through the examples of don’t have to and must not once
more to clarify the difference between the two phrases.
• Check that students are clear about the difference by asking
comprehension check questions: Which phrase means you could
get in trouble if you don’t listen to the rules? (Must not), etc.

Teacher’s Note Making grammar points relatable

The grammar examples listed above are applicable for all
students. Try to come up with additional examples of specific
rules or laws that are emphasized the most in your school or
location. By making grammar points relatable, students will
be more likely to remember them and use them in their daily
lives.

23
 Lesson 3 Decisions, Decisions Lesson 3 Decisions, Decisions

A Authentic Text: A short article

Aims
Read the magazine article.
- Study and compare factors of different schools
- Discuss reasons why students attend certain schools
Choosing the Right
Secondly, you may want a school with a
great reputation in the field. Lakeshore has
Vocabulary a better reputation.

decide (on) quality location decision

Business School Third, some MBA students may prefer
a school with less expensive tuition. Fielding
College is an excellent school, and it’s
abroad reputation MBA course cheaper than the other options.

Grammar D eciding on a business school can be

difficult for future MBA students. To
help our readers, BusinessNews wants to
Finally, some schools are more international
than others. Interested in studying abroad
for a semester? You might be happier at
Comparative adjectives; may and might give you some information about schools in
the Nortown area.
Wallborne Business School. It has larger
international programs.
First, consider size. You might prefer a very
large school such as Lakeshore University.
Warm Up You’ll meet many different professors and
have many classmates. Other students might
like smaller class sizes. Uptown College may
Ask students how they made the decision to go to their current be better for these students.
school in comparison to other schools they may have considered.
Have them discuss this in pairs, and then share a few responses
aloud. Write a few notes on the board to be referred back to at B Vocabulary
the end of this lesson. Match the words with the correct definitions.
1. decide (on) a. a choice

A Authentic Text: A short article 2.

3.
quality
location
b.
c.
what people think about a person, place, etc.
a class or a program of study
• Explain 4. decision d. a Master of Business Administration degree
that they are going to read a magazine article called 5. abroad e. place; where something is
“Choosing the Right Business School.” Ask them to discuss in 6. reputation f. to choose
pairs which factors they think the magazine article might list for 7. MBA g. in another country
8. course h. how good or bad something is
students to consider.
• Write the following words on the board: C Grammar Brief note
See Unit 8 to learn about comparison
- price Comparative adjectives with less, fewer, and (not) as… as.

- size comparative adjectives

one syllable adjectives ending in -y two or more syllables
- reputation adjective + -er -y to -ier more + adjective
irregular

- international cheap – cheaper

large – larger
happy – happier
pretty – prettier
more expensive
more international
good – better
bad – worse
small – smaller funny – funnier more difficult far – farther/further
• Ask students to discuss in pairs what these four factors might
mean when it comes to business schools. Share a few responses Look back at part A. Underline seven comparative adjectives.
Brief note
To compare two people or things, you
aloud and be sure that students understand all four words usually need than: She’s taller than him.

before beginning to read the article. 24

• Ask students to scan the article and put the four factors in
the order they are listed in the magazine article. (1. size 2.
reputation 3. price 4. international)
Key

• Ask students to list the four factors in order of importance to 1. f 2. h 3. e 4. a 5. g 6. b 7. d 8. c

them. Then, have them share their responses with a partner
and explain why certain things are more or less important than  Check the Workbook
others. Share a few responses aloud with the class.
For additional practice with these vocabulary words, direct
• Write the following colleges on the board:
students to complete Exercise 1 of Lesson 3 in the workbook.
- Lakeshore University
- Uptown College
- Fielding College C Grammar
- Wallborne Business School • Read through each column on the comparative adjectives chart
• Ask students to read the article once more and take notes on together as a class. After each rule, ask students to come up
the four colleges listed on the board. Share notes aloud with the with one additional example to add to the chart.
class. • Have the students go back to part A to underline seven
comparative adjectives. (1. smaller, 2. better, 3. less expensive, 4.
B Vocabulary cheaper, 5. more international, 6. happier, 7. larger)
• Read and go over the Brief notes.
• Read each word and have the students repeat. Check and
correct pronunciation. • Go through the may and might chart and explain that both

• Ask questions to ensure that students understand the task being mean there is a 50% chance for the realization of a prediction
assigned. These questions should receive yes/no or brief one- or a possibility. May is slightly more formal than might.
word answers, such as: You will match the word to its ‘what’? • Go over the Brief notes with the students.
(Its definition.)
• Give students 5-7 minutes to complete the assignment. D Grammar Practice
• Write 1.__ 2. __ 3. __ 4. __ 5. __ 6. __ 7.__ 8.__ on the board • Do number 1 together as a class.
and call students up to write the correct letter next to each • Ask students to fill in the blanks for #s 2-4 individually or in
number. Check answers together. pairs. Remind them that they should look back at the table if
• Check comprehension by asking questions that will receive they can’t remember the information.
either a yes/no or one word answer, such as Is ‘abroad’ close to • When ready, check answers as a whole class.
home or far away? (Far away). Etc.

24
 may and might
Brief note
Teacher’s Note Instruction-check Questions
may + verb / might + verb A prediction is a
These words give a possibility or prediction about the future. guess about what will Be sure to ask instruction-check questions to ensure the
happen in the future.
When talking about possibility or prediction, may and might have the same
meaning. They both mean there is a 50% chance.
students understand the task. This activity has a unique
may They may go to a movie tonight. Brief note
instruction, so students may be confused if you simply have
might She might apply for that teaching position.
may not I may not visit Sammy this afternoon.
Don’t use a contraction
when you use may or
them read the assignment and get started. Ask questions such
might not Prof. Jenkins might not teach that course. might in the negative. as: What are you writing on the small blanks? (I or N), What
does I stand for? (important) and What does N stand for? (not
D Grammar Practice important) This will help clarify any misunderstandings and
Fill in the blanks with the comparative form of the correct adjective from the box. allow you to spend more time on things other than repeating
specific tough far heavy
directions.

1. Your course has more homework, but the tests for my course are tough .
2. Let me carry your suitcase. It’s heavy than mine.
3. Ina’s new apartment is nicer than her old one, but it’s far from campus.
Extension Ranking the Factors
4. A: I’d like to take a class about animals.
B: Hmm. Can you be specific ? Which class? • Have students take this exercise one step further by listing
Write your own sentences about what you may / may not and might / might not do this week. the factors in order from most important (1) to least
5. I might watch another episode.. important (8). They should do this in a group of 3-4 and
6. You may bring a partner to our event. come up with a group decision. This will give them an
7. He may have been opportunity for a lot of speaking practice and explaining
8. She might tell us what happened if we ask her. reasoning.
• Make it clear that each group member should have equal
E Use the Language
speaking time, and while you circle the room to check
How did you decide?
progress you will be mainly focusing on the amount of
Discuss with a partner how he or she decided to attend this school or program. Write an answer
to the first question. Then mark each item on the list as important (I) or not important (N). Add speaking time from each group member.
items to the list if necessary. • You should also take note of any grammar, vocabulary, or

My partner’s decision
pronunciation mistakes you hear to correct on the board
How did you find out about this school and program?
later (without naming who made the error).

Things to be considered:
size of the school quality of the campus
location of the school friends at the school
quality of professors reputation of the school
housing
tuition fees

25

1. tougher 2. heavier 3. farther

Key

4. more specific 5. – 8. Answers will vary

• Read and check the instructions for questions 5-8. Elicit one or
two examples to put on the board before they begin this work
individually.
• Have students check each other’s work in pairs and share aloud.

E Use the Language: How did you decide?

• Refer back to the notes on the board from the warm-up. Add
more ideas if necessary.
• Ask students to choose an idea from the board or come up
with their own to write down on the first blank. Then explain
that they are going to rate the “things to be considered” as
important (I) or not important (N).
• They may add items to the list if necessary
• Have students work in pairs. Students should discuss with their
partners.
• After pair work, have students share their answers with the
whole class.

25
 Lesson 4 University Rankings Lesson 4 University Ratings

A Authentic Text: A ratings table

Aims
Read the table. Then answer the question below.
- Understand and use school ratings to make decisions
- Practice more ways to make comparisons and describe probability
http://www.economic.com/

The Economic Stories Print Edition More Subscribe Log in Search

- Have conversations about future education and employment

Wilton Province University Ratings * Each category is rated from 1 to 10,
where 10 is best and 1 is worst.
Vocabulary The world is turning.
The Economic shows you how it turns.
Academic Campus Future
School Name Faculty Total
Reputation Facilities Employment
faculty rate province facilities 1. Ted Schuler University 10 10 9 9 38
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save 25%. Subscribe

categories academy 2. University of Wilton Province 9 8.5 8 9 34.5

3. Brentford College 7.5 8 7.5 7.5 28.5

Grammar 4. Weston College Academy 7 8 6.5 7 30.5

Superlative adjectives; maybe, perhaps, probably

What is the chart comparing?
a. All schools in a country b. Universities in a province c. The least expensive schools in a province

Warm Up
Ask students if they know of any popular websites that list college B Vocabulary

ratings. Did they look up the ratings of this school before enrolling? Choose the answer with the same meaning as the underlined word.

Have students share responses aloud with the class. 1. Ted Schuler University has the best faculty.
a. students b. teachers c. textbooks d. tuition
2. This chart does not rate class size.
A Authentic Text: A ratings table a. do research on b. talk about c. measure the quality of d. experience
3. Weston College Academy has the lowest academic reputation in the province.
• Explain that they are going to read a table from a website that a. state b. country c. city d. field
rates four popular colleges. Ask them to discuss in pairs which 4. The highest rating for campus facilities is 9.
factors they think the magazine article might list for students to a. libraries and classrooms b. sports centers c. restaurants and dormitories d. a, b, and c
consider. 5. These schools are rated on four categories.
a. academic programs b. cities c. topics d. employment
• Write the following words on the board:
6. Weston College Academy has the lowest rating for campus facilities.
- academic reputation a. museum b. teaching c. scholarship d. school

- faculty
C Grammar Brief note
- campus facilities See Unit 8 Lesson 2 to learn more
Superlative adjectives about superlatives with least.
- future employment
superlative adjectives
• Ask students to discuss in pairs what these four factors might
one syllable adjectives ending in -y two or more syllables
irregular
mean when it comes to business schools. Share a few responses adjective + -est -y to -iest most + adjective
low – lowest easy – easiest worried – most worried good – best
aloud and be sure that students understand all four words high – highest happy – happiest beautiful – most beautiful bad – worst

before beginning to read the table.

• Ask students to scan the article and decide which college has 26

the best rating and which has the worst. (Ted Schuler University
/ Weston College Academy)
• Ask students to list the four factors in order of importance to
Key

1. b 2. c 3. a 4. d 5. c 6. d
them. Then, have them share their responses with a partner
and explain why certain things are more or less important than
others. Share a few responses aloud with the class. • Check comprehension by asking questions that will receive
• Ask students to read the table and answer the follow-up either a yes/no or one word answer, such as: Is an academy a
question. What is the chart comparing? (Answer: B) school? (Yes).

C Grammar
Extension Rate Your College • Read through each column of the superlative adjectives chart
Have students take this exercise one step further by using the together as a class. After each rule, ask students to come up
categories in the chart above to rate their own school. Have with one additional example to add to the chart.
students complete this in small groups and then compare • Read the Brief note so students are aware there is additional
ratings with other groups. information later in the book.
• Go through the maybe, perhaps, and probably chart and explain

B Vocabulary that maybe and perhaps mean that there is a 50% or less
chance. Probably is more than 50% likely.
• Read each underlined word and have the students repeat. • Note the difference in sentence placement: maybe and perhaps
Check and correct pronunciation.
can go before the subject; however, probably has many places it
• Ask instruction-check questions to ensure that students
can go in a sentence. Read through grammar rules in the chart
understand the task being assigned. These questions should and be sure students are clear on this.
receive yes/no or brief one-word answers, such as: “Are you
looking for a word that has the same or different definition as
the underlined word?” (Same)
D Grammar Practice
• Give students 5-7 minutes to complete the assignment. • Do numbers 1 and 5 together as a class.
• Write 1.__ 2. __ 3. __ 4. __ 5. __ 6. __ on the board and call • Ask students to fill in the blanks individually or in pairs. Remind
students up to write the correct letter next to each number. them that they should look back at the table if they can’t
Check answers. remember the information.
• When ready, check answers as a whole class.

26
 Brief note

maybe, perhaps, and probably

Perhaps is formal; maybe is used
much more often in spoken English.
Extension The Future You
use maybe before subject use perhaps before subject • Have students act out a role-play. Student A being himself/
50% Perhaps I’ll apply to Harvard next
probability or less Maybe I’ll apply to Harvard.
autumn. herself, and Student B being the future version of Student
Maybe he won’t graduate this year.
Perhaps he won’t graduate this year.
A. (Student B can use answers from the interview above or
use probably…
after the main verb be: He’s probably a student. come up with their own ideas)
before other main verbs: They probably go to the university.
more than 50%
after a helping verb like will or be: The subway will probably get him there
• This can be done in the form of a “dream” or looking in a
probability
fastest, so he’s probably going by subway.
before a contraction with a helping verb + not: They probably won’t go to the
pretend crystal ball.
same school. He’s going to a local school, but she probably isn’t.

D Grammar Practice Teacher’s Note Cultural Sensitivity

Fill in the blanks with the superlative form of the adjective. Be aware that some cultures and religions prohibit “fortune-
1. Sheri is the (organized) person in our study group. telling” even if done in jest. Please use your discretion and
2. Which of these universities has the (good) reputation?
skip the extension activity above if you feel that it may offend
3. The (tall) building on campus is probably the library tower.
4. April is the (rainy) month in my hometown.
or upset your students in any way.

Complete the sentences with maybe, perhaps, or probably.

5. It will rain this afternoon. The forecast said there’s a 60% chance of rain.
6. There might be a big storm tonight. schools will be closed tomorrow.
7. Paul doesn’t study, but he’s the smartest person in class. He’ll get the
best grade.
8. Ella has the least experience, but she’s so hard-working. that company
will hire her.

E Use the Language

Making predictions
Interview a partner. Ask for predictions about his or her future education and employment. Then
take notes below. Where will your partner be next year, and what will he or she be doing? What
about in two years? In five? Ten?

Next year

In two years

In five years

In ten years

On a separate piece of paper, write a few paragraphs about your partner’s predictions.

27

1. most organized 2. best 3. tallest

Key

4. rainiest 5. probably 6. Maybe/Perhaps

7. probably 8. Maybe/Perhaps

 Check the Workbook

For additional practice with superlatives, direct students to
Exercise 2, Lesson 4 in the workbook.

E Use the Language: Making predictions

• Assign students new partners. Go through the instructions and
be sure that students understand that they are to interview their
partner about their future education and employment.
• Allow students to rotate through new partnerships and continue
interviewing different people. After about 15 minutes, ask
students to compare interview answers that they received and
see if anyone had similar ideas about their future.
• Match up students with similar responses and encourage them
to have a discussion about their future plans together.
• The final paragraph writing assignment can be done as
homework or in class if time allows.

27
 Lesson 5 Studying Abroad Lesson 5 Studying Abroad
Brief note
A Model Conversation
Aims “Definitely” means 100% probability.

Read the conversation. Then listen and answer the questions. Track 10

- Understand and describe stories related to studying abroad Marta: I’m so excited about studying English abroad.
- Talk about feelings using intensifiers Cameron: Well, I’m jealous. I’d love to travel overseas.
Marta: You could come, too!
Vocabulary Cameron: Maybe. But I’ll definitely have to wait until I save some
money. So, where are you going?
tiny jealous overseas destination Marta: I really want to go to England, but choosing a specific
destination is pretty difficult.
entertainment sea residents located Cameron: London would be fantastic. Lots of people, history,
scenery homestay entertainment… Why not study there?
Marta: Well, it is a huge city with lots to see and do. But it might be too crowded for me.
Grammar Living in a tiny rural area with friendly residents would be more my style.
Cameron: That sounds a bit boring. Maybe you could live in a bigger town near the sea.
Intensifiers Marta: Actually, I read about an English school located in a town called St. Ives. The shops, art
galleries, and scenery looked quite nice in the brochure, and the school’s teachers and
homestay families seemed great. Brief note

Warm Up 1. Where does Marta want to go? 2. What will she do there?
Here, “St.” is short for, and
is pronounced as, Saint.

Ask students if they have ever considered studying abroad and

where. Have students briefly chat about this topic in pairs. Then B Vocabulary

share results of the discussion as a class. Fill in the blanks with the correct words from the box.

tiny jealous overseas destination entertainment

A Model Conversation
sea residents located scenery homestay
Track 10
1. My best friend and I like the same kinds of —music, movies, and TV shows.
• Transition by telling the students that the model conversation is 2. So, you’re traveling ? What’s your ?
an example of two friends, Marta and Cameron, talking about 3. My sister is so of me. She always wants what I have.
Marta’s plans to study abroad. 4. Sao Paolo is a very large city in Brazil.
5. I think Hawaii has the most beautiful in the world.
• Play the audio and listen to the conversation as a class, stopping
6. To improve your English, consider living with a local family.
after each sentence and having students repeat after the audio, 7. She’s from a town—it only has about 400 .
mimicking the intonation. 8. It’s nice to live near the . You can eat fresh fish all the time.

• Assign pairs. Give each student the role of either Marta or

C Quick Review
Cameron. If time allows, have students read the conversation
Look back at the brief notes in this module. What word or phrase means…
several times: the first time reciting it while reading it; the
“100% probability”?
second time with eye contact; and the third time with eye “bored or annoyed about”?
contact and gestures. Encourage them to read as naturally as “a guess about what will happen in the future”?
possible and to alternate roles.
D About You
• Ask students to tell their partner where Marta wants to go and
What language do you want to learn? Where do you want to study abroad? Why?
what she will do there. (She wants to go to London. She will 28
study there.)

B Vocabulary
C Quick Review
• Read each word and have the students repeat. Check and
Tell students to browse through the module and look at all the
correct pronunciation.
Brief notes to answer the three questions. For fun, make it a race
• Ask instruction-check questions to ensure that students
to see who can find the answers first. Tell them to also list the
understand the task being assigned. These questions should
page numbers the answers are found on, so they can share the
receive yes/no or brief one-word answers, such as: “You will fill
information with the class.
in the blanks with words from the…?” (box)
• Give students a few minutes to complete the task.
Key

• Write 1.__ 2. __ 3. __ 4. __ 5. __6. __ 7. __ 8. __ on the board 1. definitely 2. tired of 3. prediction

and call students up to write the correct letter next to each
number. Check answers.
D About You
• This activity can be done in any way you prefer. Use some of the
1. entertainment 2. overseas, destination 3. jealous following ideas:
Key

4. located 5. scenery 6. homestay 1. Ask students to read the three questions and write notes on a
7. tiny, residents 8. sea piece of paper. Then present to a partner.
2. Casually explain the answers to a partner or a group.
3. Prepare a presentation and present it to the class.
 Check the Workbook • Choose the type of activity that best suits the needs of your

For additional practice with this vocabulary, direct students to class, and have students answer the questions in that way.
complete Exercise 2 of Lesson 5 in the workbook.
E Grammar
• Before class, prepare a cup filled with folded up pieces of paper.
On the papers, write all the intensifiers seen on the chart. In
a second cup, place folded up papers with adjectives written
on them. In the third cup, place folded up papers with nouns
written on them. All intensifiers, adjectives, and nouns can be
taken directly from the grammar chart or from other places in
the lesson.
• Read through the list of intensifiers written in the chart.

28
E Grammar Brief note 1. Jeddah is such a hot city.
When we use quite before a singular 2. This history lecture is rather interesting.
Intensifiers noun, a or an comes after it.
3. The flight to Tokyo was so long!
intensifier after a linking verb before a noun 4. This is quite a good restaurant.

Key
quite Vancouver is quite beautiful. Vancouver is quite a beautiful city.
mild fairly Daniel is fairly smart. Daniel is a fairly smart student. 5. Margaret is really enjoying her English classes.
rather This music sounds rather boring. This is a rather boring song. 6. The professors at this university are very good.
very The town isn’t very exciting. The town isn’t a very exciting place.
really The residents here are really friendly. There are really friendly residents. 7. Scott really loves his classes this semester.
strong
so Traveling overseas seems so exciting! X 8. We bought completely new furniture for the apartment.
such X This school has such a good reputation.
extremely Sarah’s course was extremely difficult. Sarah took an extremely difficult course.
very
completely My friends feel completely jealous. My friends are completely jealous people.
strong
totally This hike was totally challenging. This was a totally challenging hike.
Verbs often follow really. They can also follow
quite and rather, but this use is formal.
She really loves her new job.
They rather enjoyed the movie.
G Use the Language: Talking about feelings
Brief note • Go over the instructions. For extra emphasis, you may want to
Don’t use a noun after so, but always use one after such.
draw the chart on the board with cartoon faces that show the
F Grammar Practice emotions listed.
Move the intensifier to the correct place in each sentence. Use an arrow ( ). • Have students complete the assignment individually, and then
1. (such) Jeddah is a hot city. 5. (really) Margaret is enjoying her English classes. assign partners to complete the second half of the assignment.
2. (rather) This history lecture is interesting. 6. (very) The professors at this university are good. Allow time for students to discuss and compare stories.
3. (so) The flight to Tokyo was long! 7. (really) Scott loves his classes this semester. • Go around the classroom to monitor, give suggestions, and
4. (quite) This is a good restaurant. 8. (completely) We bought new furniture for the
make corrections when necessary.
apartment.

G Use the Language

Extension I Act it Out
Talking about feelings
• Have pairs of students choose one story out of all the ones
Look at the chart below. Think about a time when
you felt the emotions and make notes about the they discussed to act out in front of the class, without
situation. Then talk with a partner about your
feelings and the situations when they happened.
naming the emotion that one of them felt from it.
Make notes in the chart about your partner’s • Have the class try to guess which emotion the student felt
experience.
after the story has been acted out.

quite jealous very excited extremely angry completely surprised

Extension II More Emotions
Me
• Have pairs of students choose one or more additional
emotions that were not listed in the chart to discuss. Then
Partner have them act out the situations as before.

29

• Write 2 columns on the board: 1. “after a linking verb” and 2.

“before a noun.”
• Have a group of 3-4 students come up to the front of the
classroom and pick out an intensifier, adjective, and noun from
the cups. Then point to column 1 or column 2 and see if the
group can arrange the words into the proper order to make a
sentence. Choose a second group to repeat the activity. Do this
until all students have had a chance to practice the grammar
before moving on to part F.

Teacher’s Note Illustrations

Visual learners learn best when they see information
presented to them. Illustrations that compare the language
to something they can visualize will help many students
understand the language point being taught. In this lesson,
drawing arrows, the numbers 0-100, or an illustration of a
thermometer next to the list of intensifiers in the grammar
chart may help visual learners better understand intensifying
strength.

F Grammar Practice
• Explainthe directions of this assignment and do number 1
together as a class. Emphasize that students will be moving the
word in parentheses into its appropriate place in the sentence
using an arrow.
• Ask students to complete the assignment in pairs.
• When ready, have students read answers to the class.

29
 Active Review
Unit 2 : Active Review
A Summary of a Report
Listen to the summary of a report on graduate programs. Fill in the blanks. Track 11

A Summary of a Report Track 11

1. The topic of the report is how
.
Warm Up 2. The report used information from schools over years.
Ask the students what they think they will hear in a report about 3. Today, applicants have grades of 85% to 100%.
graduate programs. 4. Many applicants must have work . For example, some
worked as teaching .
Activity
5. Students applying to graduate programs usually need strong
Have students listen to the summary of a report on graduate from employers or .
programs. Assign students to pairs. Have them fill in the blanks 6. In an interview, an applicant must show that he or she is interesting,
together. When ready, check answers as a class. , and .
Brief note
A report is a document giving
information on a specific subject.

1. schools are choosing students for graduate programs B A Grad School Interview
2. 50, 20
Work with a partner. Discuss the questions.
3. must
Key

1. Imagine you are applying to a graduate program. What subject will you study? What degree
4. experience, assistants do you want? Tell your partner.
5. references, professors 2. Using your partner’s answers and the information from part A, write some interview
6. motivated, self-directed questions to ask your partner.

B A Grad School Interview

• Tell
students to imagine that they are applying to a graduate
program. Have students work in pairs to discuss the questions
asked. 3. Role-play the interview. Then switch roles.

• They may write questions in the box. Once the discussion is

complete, they should role-play the interview and switch roles. C Reminder
• Have a few students present their role-plays to the class. Give
Some Module 1 Goals in Unit 2
collective feedback. Put a check mark () next to the things you can do.

C Reminder: Some Module 1 Goals in Unit 2 Understand the main information in news reports that you hear
Find the most important information in advertisements, information
Read each goal with the class. For each goal, ask students to look leaflets, web pages, etc.
over the unit and find where they learned to do these things. Ask Understand the main points in short, simple written news items and
descriptions if you already know something about the subject
students if they can demonstrate some of the goals. Then have
them put a check mark next to the goals they have achieved.
30

30
 Communication
A Warm Up
Discuss the following questions in groups.

1. Do you have a part-time job now, or did you in the past? What do/did you do? Do/Did you
like it or not?
2. What are some possible jobs that students might have on a university campus?

B Job Ad
Read the job ad. With a partner, answer the questions. Would you like to have this job?

Position: International Student Assistant

Duties
As an international student assistant (ISA), you will help other international students at
our university feel at home. Your duties are to greet new students when they arrive, show
them around, and plan fun activities and entertainment for them.
Schedule
About 15 hours per week, mostly evenings and weekends
Applicants must:
• be current international students
• have a GPA of 3.0 or higher
• live on campus
No work experience necessary. Successful applicants should know the campus and the
town well. They must be friendly, creative, and happy to help others.
To apply: Email your cover letter, résumé, and application form to [email protected]

1. Which of the following might an ISA do?

a. Tutor students. b. Help students apply to college. c. Give students a tour of the city.

2. A successful applicant for the job does not have to .

a. have good grades b. have experience c. work on weekends d. submit a résumé

C Help Wanted
Write an ad for a student job on campus. Include the following:

• Position name • Documents to submit

• Main duties • Education and experience needed
• Work schedule • Skills needed

31

Communication

A Warm Up
Assign groups of four to discuss the questions listed. Students
should discuss their experiences with part-time jobs. Go around
the room to ask questions and check progress.

B Job Ad
Explain the instructions of this assignment and ask instruction-
check questions to ensure that students understand the task
being assigned. Have students read the ad and then answer the
questions with a partner.
Key

1. c 2. b

C Help Wanted
• Tellstudents that they will be writing an ad for a student job
on campus. Be sure that they clearly understand that they must
include the information in the bullet points.
• Allot a certain amount of time (10-15 minutes) to complete their
ad.
• When the time is up, have students take turns presenting their
information to the class.

31
 Module 1 : Review Module 1 Review

A Vocabulary A Vocabulary
Remember and write…
• This exercise should show understanding of the language
1. …five job titles.
covered in the module.
• Assign students to pairs, or do these as a whole class, making
sure that all the students fill in the blanks. Ask students to fill in 2. …five things a person can study at college or university.
the blanks from memory.
• Ideally, they should write vocabulary words from the lessons. If
3. …three words beginning with appl-
students are struggling to fill in the blanks, tell them they can
flip through the past lessons to help them fill in the blanks.
• Answers will vary. 4. …four activities people can be tired of doing at home.

B Grammar
5. …three documents you might have to submit when applying for a job.
• This exercise is a review of all the grammar points within the
unit. Have students work on finding and underlining the errors
by themselves. 6. …four categories used to rate universities.
• If students are having a hard time solving the questions, tell
them to flip through the module and refer back to the grammar
parts to help them answer questions. B Grammar
Underline the errors and write the correct word(s) in the blanks.
1. work working
1. They are work on an assignment right now.
2. to listen listening
2. He dislikes to listen to music.
3. having have
3. We won’t having class next Monday.
4. aren’t don’t
4. You aren’t have to stand. You can sit here.
5. wash washing
5. Kate is tired of wash the dishes.
6. take probably probably take
Key

6. They’ll take probably a taxi.

7. no comma necessary
7. I was late for work, because my boss is angry at me.
8. challenged challenging
8. Is your new job very challenged?
9. so such
9. Victor is so a nice guy.
10. seeing to see
10. Would you like seeing a movie?
11. best better 11. She is a best doctor than him.
12. rains will rain 12. It’s cloudy this afternoon. I think it rains.

32

32
 E A Big Decision
• Have students read about Ajay and about both schools.
• Independently, have students make a decision about which
C Planning school they feel would be the better fit for Ajay and why.
In a group, make plans to do something next week. • Go around the room and have them briefly explain their choices
• Discuss what each person’s plans are and what your schedules are like. Find a time that works to you. Ask for more details and make corrections when
for everyone.
• Talk about what activities and interests you each enjoy so you can agree on a fun activity. necessary.
• Pair up students with new partners and have students compare
D Success their decisions. Have students take notes on similarities and
Look at the list of adjectives. How important are they in helping people get a good job? differences between the choices.
Rate them from 1 (not important) to 10 (very important) and give a reason. Then find a
partner and compare your lists. • Go around the room checking the student’s progress and asking
Rating (1-10) Reason Partner’s rating questions.
creative
motivated
organized
self-directed
fascinating
beautiful

E A Big Decision
Read the information about Ajay, a high school student in Canada. Then read the
information about two colleges Ajay is considering.

UNIVERSITY OF BISHOP’S UNIVERSITY

MELBOURNE
• Located in a medium-
• Located in a large city in sized town in Canada
Australia • No medical school, but
• Medical school with a good science programs
good reputation and a good academic
Ajay reputation
• Around 40,000 students
• From Canada • Less than 5,000 students
• Many international
• Loves the sea and students • Small class sizes
being outdoors
• Fairly large class sizes • Reasonable prices;
• Wants to be a doctor cheaper than other
• Expensive for
• Can’t stand big cities options
international students
• Likes small classes • Beautiful scenery, but
• 20-minute drive to the sea
• Would like to study 3 hours from the sea
abroad

Discuss Ajay’s choices with a partner. Which school should he choose? Present your answer and
your reasons to the class.

33

C Planning
• W ith the class, brainstorm some ideas for plans, schedules, and
activities for next week.
• Assign students to groups. Ask them to plan next week
together. Allow students to come up with an activity that works
for everyone.
• Go around the room to ensure that students are participating
equally in the group conversations. Make error corrections when
necessary.

D Success
• Ask the students to rate the adjectives from least important (1)
to most important (10) in terms of getting a job and list their
reasons why.
• Go around the room asking each student to explain their
reasons to you.
• Put students in pairs and have them compare responses and
discuss together.
• Go around the room making observations and having students
explain their ratings in comparison with their partner’s ratings.

33
 2
MODULE
Getting a Job

Module 2 Goals
Understand simple information and questions about work and hobbies

Talk to people politely in short social exchanges using everyday forms of greeting
and address

Complete a questionnaire with information about your educational background,

job, interests, and skills

Describe your education and your jobs, present and past

Make and accept invitations, or refuse invitations politely

Use the most important connecting words to tell a story (for example, first, then,
after, and later)

Participate in a longer conversation about a familiar topic

Describe a job or a study experience

34
 Module 2 Overview:
Getting a Job
Module 2 Goals
- Understand simple information and questions about work and Module 2 Preview
hobbies
- Talk to people politely in short social exchanges using everyday
forms of greeting and address
- Complete a questionnaire with information about your
educational background, job, interests, and skills Preview
- Describe your education and your jobs, present and past Look at pages 36 to 61. What pages are these things on?
- Make and accept invitations, or refuse invitations politely
- Use the most important connecting words to tell a story (for Nicole Milton’s résumé

example, first, then, after, and later) a bad job interview

- Participate in a longer conversation about a familiar topic
a cover letter
- Describe a job or a study experience
a timeline

Warm Up
• Draw students’ attention to the title of Module 2: Getting a
Discuss
Job. Ask the students if they have a job or if they have ever
Talk about the questions with a partner.
interviewed for a job before.
• Tell students that they could have many interviews throughout 1. How might the people in the picture feel? Why?

their life. Tell students that they might change their job within 2. What is your dream job?
one company or change their career completely. Help students 3. What should you wear to a job interview? Why?
understand that job interview skills will be crucial throughout 4. What are some difficult questions to answer in an
their entire lives. interview?
• This would be a perfect time to draw upon your personal 5. What should you do at the end of an interview?
experiences. Talk about the different types of jobs you’ve had
and the different interviews you have been part of.

Write
Extension I Where to Look? Choose one of the questions from above. Write a couple of
sentences to answer it.
Scan the QR code to watch a preview video.

• To draw students further in to the lesson, ask students to

Unit 3

brainstorm all the different ways they can find out about job
opportunities.
• Create a mind map (on the board) with students. If the
students seem stuck, you might suggest broad topics like
on the web, in print, in person. Try to make sure a wide
Unit 4

variety of topics are covered, like search engines, company

websites, newspapers, magazines, professional organization
job boards, job counselors, word-of-mouth, etc.

(Sample answers)
Preview
1. I think the people in the picture might feel nervous because job
• Read the first item on the list (Nicole Milton’s résumé). As a interviews can be intimidating.
class, find the page that has her résumé (Active Review, p. 46). 2. My dream job is to be a lawyer.
• Assign students to pairs and ask them to find the remaining 3. People should wear a suit and tie to an interview. It is important
Key

three items. Monitor to ensure students are looking together. to make a good first impression.
• Recap by asking students to tell you where each item is.
4. It is difficult to answer questions about long-term goals and
what my weaknesses are.
5. At the end of an interview, you should thank them for their time
Key

1. p. 46 2. p. 41 3. p. 53 4. p. 57 and tell them you look forward to speaking with them soon.

Discuss Write
• Demonstrate how to complete this activity by modeling question • Tellthe students to choose one of the questions from the above
1. Ask a student to read question 1. Ask the other students to section. Have them write a couple sentences to answer it.
answer the question. Write an answer on the board, using the • Have some volunteers read their answers aloud.
correct sentence structure (e.g. I think the people in the picture
might feel nervous because job interviews can be intimidating).
Students can use this model to complete the rest of the activity.
• Ask students to discuss the questions in pairs.
• Walk around the classroom to monitor the students’
participation and to correct errors as needed.
• Wrap up by leading a class discussion, asking students to relay
their partner’s answers.

35
 Unit 3 . Basics of the Process 
Unit 3 Overview: Lesson 1


A Job Application
Basics of the Process A Authentic Text: A job application
Ron wants to apply for a new job. Look at part of his résumé and then fill out the application.

Lesson 1: A Job Application Ron Lumber Please fill in the details.

Aims: - Understand parts of a job application 1423 Bank Drive, Jackson, Personal Data
MC, 34567 (555) 555-4536
- Ask and answer using modals for permission Name:
Address:
Phone Number:
Summary: I am looking for a
Vocabulary: Job applications permanent part-time position
in administration.
Position Information Brief note
Use fill out to talk about
Which kind of job do you prefer?
Grammar: Phrasal verbs Previous Employment:
Hours (circle one): Part-time / Full-time
the whole form, and
“fill in” to talk about the
Administrative Assistant Type (circle one): Permanent / Temporary individual blanks.
Lesson 2: Scheduling an Interview Hendrix Corp. (2 years)
78 John Street, Jackson, Previous Employment
Aims: - Practice scheduling an interview MC (555) 555-9909 Company Name:
Address:
- Understand scheduling terminology Phone Number:
May we contact this employer? (circle one) Yes / No
Vocabulary: Scheduling interviews
Grammar: prefer + noun, gerund, or infinitive
B Vocabulary
Lesson 3: Preparing for an Interview
Read each word. Then match the word with its definition. Check your answers with a
partner.
Aims: - Understand and use words related to interview
1. administration a. to like (something) better than something else
preparation
2. data b. information
- Give and receive advice about preparing for an 3. contact c. a short form of corporation, another word for company
interview 4. hours d. a quality (degree, certificate) that makes someone able to do a
specific job
Vocabulary: Interview preparation 5. prefer e. in the past
6. previous f. lasting a specific amount of time
Grammar: Advice with should, imperatives, and (would) suggest/ 7. qualification g. how much time a person spends working; the start and end
recommend + gerund times of a job
8. Corp. h. to get in touch with
Lesson 4: The interview begins. 9. temporary i. activities related to running a company
10. permanent j. for always; lasting an unlimited amount of time
Aims: - Learn common interview vocabulary
- Practice using adverbs of sequence C Vocabulary: Modals for permission

Vocabulary: Interviews Many modals of possibility can be used to ask for permission—to ask someone about
the possibility of being allowed to do something. Some sound more formal than others.
Grammar: I know + clause; conjunction before
Less formal Can we contact your past employer?
Lesson 5: The Job Description Could I borrow your book, please?
May we contact your past employer?
Aims: - Use common vocabulary to understand a job More formal Might I go to the washroom, please?

description
Practice reading the example sentences out loud. Then create more examples with a partner.
- Learn job titles 36

Vocabulary: Jobs
Grammar: Infinitives in common phrases
• You may want to create a mind map on the board to help students
Some Module 2 Goals in Unit 3
think of additional items that may be included on a job application.
- Complete a questionnaire with information about your
educational background, job, interests, and skills
- Describe your education and your jobs, present and past
A Authentic Text: A job application
- Make and accept invitations, or refuse invitations politely • Transitionby telling students they will practice reading a job
- Use the most important connecting words to tell a story (for application. Ask students to read the application by themselves.
example, first, then, after, and later) • Once the students are finished, ask them to fill in the details;
- Describe a job or a study experience name, contact information, etc.

Teacher’s Note fill out vs fill in

Lesson 1 A Job Application
Make sure to go over the brief note. Explain the difference
between fill out and fill in. Tell students that fill out is used to
Aims talk about writing the entire form. Whereas fill in is used to
- Understand parts of a job application talk about the individual blanks that need to be filled in.
- Ask and answer using modals for permission
Vocabulary
B Vocabulary: Family members
administration data contact hours
• Ask students to repeat each word after you. Ask students to
prefer previous qualification Corp.
temporary permanent explain, in their own words, what each vocabulary word means.
• Give simple explanations and examples when students don’t seem
Grammar
to understand a word or to supplement their understanding.
Phrasal verbs • Ask students to match each word with its definition.
• When ready, check answers to the vocabulary activity as a class
Warm Up or in pairs.
• Explainto students that they will learn about job applications
Key

1. i 2. b 3. h 4. g 5. a 6. e 7. d 8. c 9. f 10. j
today. Ask students what type of information they think will be
on a job application. Elicit a variety of answers, company name,
company contact information, applicant name and contact
information, job details, employment history, education, etc.

36
D Grammar
D Grammar
Phrasal verbs
• Carefully go over the table, practicing the exchanges. Remind
phrasal verbs
students that phrasal verbs are very common in conversation but
Phrasal verbs are very common in conversation, but less common in writing. They are made up of a less common in writing.
verb + particle—for example, look up or fill in. The particle is usually a preposition (in, out, on, up,
over, etc.). But the meaning of a phrasal verb is not usually clear from the meaning of the verb and the • Remind students that they can form phrasal verbs by using a
preposition. You must study and remember the meaning of each phrasal verb.
There are two kinds of phrasal verbs: inseparable and separable. verb + particle. Prepositions are the most common particles used
Inseparable: The verb and the particle cannot get on: board (a bus/ You can’t get on a plane (in, out, on, up, over, etc.).
be separated, so the object must come after the train/plane) without a ticket.
phrasal verb. go over: to review; to Let’s go over the meaning
• Explain to the students that the meaning of a phrasal verb is not
Examples: get on, get off, go over, drop by explain of each word.
always clear. Tell students they need to study and memorize the
Please fill out this form.
Separable: The object may come between the
verb and the particle. When the object is a fill out: to write Please fill this form out. meaning of the phrasal verbs.
information on a form Please fill it out.
personal pronoun, it must come between the
(X Please fill out it.) • Tell students that there are two kinds of phrasal verbs:
verb and the particle.
Examples: fill out, fill in, look up, put on, throw
out look up: to find
I looked up the word. inseparable and separable. An inseparable phrasal verb is where
I looked the word up.
Get on the bus and take it to River street. (information) in a
dictionary, etc.
I looked it up. the verb and particle cannot be separated; the object must
Get the bus on and take it to River street.
street (X I looked up it.)
come after the phrasal verb. With a separable verb, the object
may come between the verb and the particle.
E Grammar Practice • Ask students to repeat each sample sentence after you, using
Circle the correct answers. Then read the sentences aloud. both inseparable and separable verbs.
1. He took an application and filled ( out it / it out ).
• Practice more freely by writing several phrasal verbs on the board
2. Fill ( in / up ) your name and phone number, please.
3. I need to get ( on / in ) the train and go five stops. and ask students to create sentences using the phrasal verbs.
4. You should look ( out / up ) that company to learn more about it.
5. This milk doesn’t smell good. I’m going to throw ( it out / out it ).
6. Where are my shoes? I want to put ( on them / them on ). Teacher’s Note get in vs get on
7. Would you drop ( over / by ) my office after lunch?
8. Please go ( over / out ) your information before submitting the form. There can be a lot of confusion over the use of get in vs
get on when talking about transportation. Explain that it is
F Write to Speak common to say, get on the bus, get on a plane, get on a boat.
1. Go online and find some more phrasal verbs. Write them down here, with their meanings. However, we get in a taxi, car, or truck.

E Grammar Practice
• Tell students that they will now practice the grammar points
they just learned.
2. With a partner, write a conversation between a job applicant and an employer. Try to use a
• Tell students that you will do number 1 together as a class.
few phrasal verbs. Remember that the job applicant should be polite when speaking to the
employer. • Ask the students to read number 1 by themselves. Ask the class
3. When you finish writing your dialogue, practice it with your partner. Switch roles and practice
again. Then perform it in front of the class.
which answer is correct: out it or it out. Ask the students what
37
the correct response is.
• Then, assign the students to pairs and ask them to finish the
grammar practice together. Remind them to refer to the chart as
necessary.
Teacher’s Note Qualifications • Students may have difficulty with number 3. Refer to the

In many cases, qualification refers specifically to educational Teacher’s Note above. Students need to memorize this difference.
• When the students are finished, check answers as a class. Ask
background, but some people use the term to include
both educational background and work history. A common the students to repeat each question/response after you.
question is What are your qualifications? or How are you
qualified for this position? 1. it out 2. in 3. on 4. up
Key

5. it out 6. them on 7. by 8. over

C Vocabulary: Modals for permission

• Explain
F Write to Speak
to students that many modals of possibility can be used
• Tell the students that they will now practice further with phrasal
to ask for permission. Tell students that some modals sound
more formal than others. verbs.
• Have the students repeat each example after you. • Ask the students to go online and find some more phrasal verbs.

• Then, assign students to pairs and ask them to create two less • Tell the students to write the phrasal verbs in the provided box

formal and two more formal examples. and to include their meanings. Tell the students they can use an
extra piece of paper if they need to.
• Once the students are finished, assign them to pairs.
Extension More Modals for Permission • Tell the students to write a conversation between a job applicant
• Assign students to pairs. Ask students to come up with five and an employer. Ask the students to include a few phrasal
less formal and five more formal examples that they might verbs in the conversation.
hear in a job interview. Ask the pairs to write down sample • Remind the students that the job applicant should be polite
responses to each of the questions. when speaking to the employer.
• When they finish, have the students switch partners and • When the students are finished writing their dialogue, ask
practice asking and answering these questions. them to practice the dialogue with their partner. When they are
finished, instruct them to switch roles and practice again.
• Tell the students that they will now perform their dialogues in
 Check the Workbook front of the class. Ask the rest of the class to pay attention to
the phrasal verbs used in each dialogue.
For further practice with modals for permission, use Exercise 3
• After each group presents their dialogues, ask the other
in Unit 3 Lesson 1 of the workbook.
students to name the phrasal verbs used in the dialogue. Write
these phrases on the board.
37
 Lesson 2 Scheduling an Interview Lesson 2 Scheduling an Interview

A Model Conversation
Aims
Read the conversation. Then listen. Track 12

- Practice scheduling an interview

Ben: Hello. May I speak to Mariana Gonzales, please?
- Understand scheduling terminology Mariana: This is Mariana.
Ben: Hello, Mariana. My name is Ben King, and I’m
Vocabulary calling from Jackson Industries. We went over
your application for employment, and we’d like to
human resources noon appreciate strength invite you to come in for an interview.
preference administrative look forward to suit Mariana: Wonderful! Thank you very much.
Ben: You’re welcome. We advertised two positions: one
in administration and one in human resources.
Grammar Which one would you prefer to interview for?
Mariana: I think I’d like the administration position.
prefer + noun, gerund, or infinitive Ben: Great. We think your strengths suit that position as well. When would you prefer to
come for an interview? I can meet you at any time on Thursday or Friday.
Mariana: I’d prefer to do the interview before noon on Thursday if possible.
Warm Up Ben: How’s Thursday at 10 a.m.?
Mariana: Sounds great. I look forward to meeting you.
• Explain to students that they will learn about scheduling
interviews. Ask students if they have ever scheduled an interview B Vocabulary
before. If anyone has, ask the student what kinds of questions Match the words with the correct definitions.
were asked in the phone call. If no student has scheduled an 1. human resources a. 12:00 p.m.
interview, ask them what other types of scheduling occurs 2. noon b. to match
during a phone conversation. Then, ask students what kinds of 3. appreciate c. an ability; a skill
4. strength d. to be happy about something that will happen
questions are typically asked in these exchanges. 5. preference e. to feel thankful
• This would be an appropriate time to tell students that 6. administrative f. relating to running a business
7. look forward to g. the part of a business involving hiring
sometimes managers will ask their assistants or others to
8. suit h. a thing someone likes more than another
schedule interviews. Remind students that it is crucial to make a
good first impression with these callers as well.
C About You
What are your biggest strengths as a current or future employee? In
A Model Conversation Track 12 a job interview, which of your skills or abilities would you prefer to
talk about? Write a few sentences. Then discuss them with a partner.
• Transition by telling students that they will hear two people
talking about scheduling an interview.
• Ask students to read the conversation in pairs. When they are
finished, ask them to switch roles and read again.
• Before playing the audio, ask the students to pay close attention
to who is talking and what questions are asked.
• After listening to the audio, ask the students: Who is talking?
38

What questions does Ben ask Mariana? When is the interview

scheduled for? Etc.
• When they are finished, assign students to pairs and ask them
B Vocabulary to discuss their ideas with a partner.
• Tellstudents that you will now practice some common words • Have some volunteers share their answers with the rest of the
associated with interview scheduling. class.
• Ask students to repeat each word after you. Ask students to
explain, in their own words, what each vocabulary word means.
• Give simple explanations and examples when students Extension What are your weaknesses?
don’t seem to understand a word or to supplement their • Now, tell students that it is very common for prospective
understanding. employers to ask applicants to talk about their biggest
• Ask students to match the word with the correct definition. weaknesses. Ask the class why this would be a difficult
• When students are finished, check the answers to the activity as question to answer.
a class. • Tell the students that it is important to be honest but also
to make sure they still show themselves to be a viable
Key

1. g 2. a 3. e 4. c 5. h 6. f 7. d 8. b employee.
• Give students time to think about how they would answer
the question.
• Again, assign the students to pairs and ask them to discuss
Teacher’s Note Acronyms
their greatest weakness.
Explain to the students that the Human Resources department
in a company is often referred to as HR. Remind students
that often times many business or management terms are D Grammar
abbreviated and spoken in acronyms. Provide other examples • Briefly go over the table, practicing the exchanges. Remind
such as PR (public relations), QC (quality control), etc.
students that prefer can be followed by a noun, a gerund, or an
infinitive.
• Ask students to repeat each sample sentence after you, starting
C About You with I prefer the bus, I prefer taking the bus, and I prefer to take
• Ask students to think about their biggest strengths as a current the bus. Remind students that there is no difference in meaning.
or future employee. Tell students that they will need to be able • Practice more freely by writing sentences on the board using
to discuss their skills and abilities in a job interview. prefer + noun, gerund, or infinitive. Ask the class to provide you
• Ask students to write down some of their skills and abilities. with some further example sentences of their own.

38
D Grammar
Brief note  Check the Workbook
The phrase would prefer is often used to

prefer + noun, gerund, or infinitive

talk about choices in specific situations. It is
usually followed by an infinitive or a noun.
For further practice with prefer, use Exercise 2 in Unit 3,
prefer + noun, gerund, or infinitive
Lesson 2 of the workbook.
The verb prefer can be followed by a noun, a gerund, or an infinitive. There is no difference in
meaning.
prefer + noun prefer + gerund prefer + infinitive

I prefer the bus. I prefer taking the bus.

I prefer to take the bus.
I prefer not to drive.
F Use the Language: What kind of job do you
She prefers a morning
appointment.
She prefers making a morning
appointment.
Would you prefer to meet on prefer?
Thursday or Friday?
We prefer recent graduates. We prefer hiring recent graduates.
I’d prefer to meet on Thursday. • Ask students to read the chart with questions about their
Brief note personal job preferences.
E Grammar Practice
To state a negative with prefer,
use not + infinitive.
• Ask students to circle their answers and give a reason.
Put the words in order to make sentences. • When they are finished, ask students to raise their hand if they
1. contacting / prefer / directly / they / applicants prefer to work indoors, have an older boss, work alone, work for
. a big company. Ask a few students to explain why.
2. he / prefers / morning / in / coffee / the
• When you are finished, ask the students to add two more
.
questions and answers to the list.
3. applicants / they / tomorrow / would / call / prefer / to
.
• In pairs, have students take turns asking and answering. Have
4. she / not / to / by / prefers / subway / go them discuss their answers with each other.
.
5. would / here / you / prefer / to / sit / or / there
? Extension More Practice with Preferences
6. prefer / I’d / not / to / work / that / company / for
• Ask each student to tell you what additional questions they
.
wrote down.
F Use the Language • Write each of these questions on the board. (It is a good
What kind of job do you prefer? idea to prepare a list of examples in case you need a few
Read the chart with questions about job preferences. Circle your answer and give a reason. Then add more on the board. For example: Do you prefer to work on
two more questions, answer them, and give reasons. the computer or work outside? Do you prefer to lead or
Would you prefer… Reason: to follow? Do you prefer to talk on the phone or send an
to work indoors or outdoors? email?)
a younger boss or an older boss? • Assign students to groups and ask them to discuss each of
to work alone or in a team?
the items on the board, making sure each student has time
a small company or a big company?
to talk about their preference.

Now find a partner and discuss your answers.

39

Teacher’s Note Negatives with prefer

Refer to the Brief note. Tell students to state a negative with
prefer, using not + infinitive. Give further examples to express
negative statements using the pattern.

E Grammar Practice
• Tellstudents that they will now practice the grammar points
they have just learned.
• Do number 1 together as a class.
• Ask the students to put the words in order to make a sentence.
When they are finished, ask the students what the first, second,
third, etc. word of the sentence is. When they are finished, ask
them if the sentence is correct.
• Next, assign the students to pairs and ask them to finish the
grammar practice together. Remind them to refer to the chart as
necessary.
• When the students are finished, check answers as a class.

1. They prefer contacting applicants directly.

2. He prefers coffee in the morning.
3. They would prefer to call applicants tomorrow.
Key

4. She prefers not to go by subway.

5. Would you prefer to sit here or there?
6. I’d prefer not to work for that company.

39
 Lesson 3 Preparing for an Interview Lesson 3 Preparing for an Interview
Brief note
A Model Conversation
Aims We say “Guess what.” to introduce information that could be surprising.

Read the conversation. Then listen. Track 13

- Understand and use words related to interview preparation

Demar: Hey Jenny, guess what. I have a job interview tomorrow!
- Give and receive advice about preparing for an interview Jenny: Oh, congratulations!
Demar: Yeah, but I’m a bit nervous. Do you have any advice for
Vocabulary me?
Jenny: Well, you should research the company before an
outfit first impression arrive recommend interview. You should also ask a few questions toward
a bit forget plenty confirm the end. That shows you’re really interested in the job.
Demar: Should I bring an extra copy of my résumé?
Jenny: That’s a good idea. I’d also suggest arriving early. And choose your outfit carefully—first
Grammar impressions are important.
Demar: Thanks for the tips, Jenny.
Advice with should, imperatives, and (would) suggest/recommend Jenny: One more thing—don’t forget to get plenty of sleep the night before.
+ gerund Brief note
The words “suggest” and recommend are very close
B Vocabulary in meaning. They are both used to give advice.

Warm Up Match the words in the box with the correct definitions.

Explain to students that they will now learn about preparing for 1. outfit a. a lot; enough or more than enough
2. first impression b. an opinion of someone after your first meeting
an interview. Ask students if they have ever been to an interview 3. arrive c. to say that something is good; to suggest
before. If anyone has, ask the student(s) how they prepared for 4. recommend d. to get to a place; to come
the interview. If no student has been to an interview before, draw 5. a bit e. to make definite
6. forget f. a little
on a personal experience you’ve had with an interview. Tell the 7. plenty g. to not remember
students when the interview was and what type of position you 8. confirm h. all the clothes a person is wearing at one time
were applying for. Then, ask students what they think you did to
prepare for the interview.
C Vocabulary Comprehension
Fill in the blanks with the correct words and phrases from part B.
A Model Conversation Track 13
1. I checking your résumé carefully before submitting it.
• Transition by telling students that they will now hear two people 2. It’s okay to feel stressed before an interview. Most people do!
talking about preparing for an interview. 3. You can usually find of information about a company online.
• Ask students to read the conversation in pairs. When they are 4. You don’t have to wear expensive clothes to a job interview, but wear a nice .

finished, ask them to switch roles and read again. 5. Be sure to the address of the company before you go to the interview.

• Before playing the audio, ask the students to pay close attention 6. Always be on time. Never late to an interview!

to who is talking and what advice is given. 7. When you meet an employer, it’s important to make a good .

• After listening to the audio, ask the students: Who is talking? 8. Don’t to say thank you at the end of the interview.

How does Demar feel? What advice does Jenny give Demar? Now check your answers with a partner and read the sentences out loud.

40

Teacher’s Note Brief notes

• When they are finished, assign students to pairs and have them
Make sure to elaborate on the brief notes provided
throughout the book. The notes give helpful tips and check their answers.
• Ask the students to practice reading each sentence out loud.
references to how certain phrases are used in the English
language. Provide additional examples when going over them.
For example, in this lesson students learn about the phrase, 1. recommend 2. a bit 3. plenty 4. outfit
Key

“Guess what.” which is used to introduce information that 5. confirm 6. arrive 7. first impression 8. forget
could be surprising. Guess what. I just heard some great
news! Guess what. I just got a great job offer. etc.
Extension Role-play
B Vocabulary • Assign students to pairs.
• Ask • Tell students that they need to write a role-play. One student
students to repeat each word after you. Ask students to
explain, in their own words, what each vocabulary word means. will have an interview tomorrow. One student is a friend
• Give simple explanations and examples when students who will give advice.
• Remind students that they can use the Model Conversation
don’t seem to understand a word or to supplement their
understanding. in part A as a guide.
• After practicing each word, play the audio again and ask the • When students are finished writing the role-play, ask them

students to listen for the vocabulary words. to practice it several times.

• Ask students to match the words with the correct definitions. • Have students perform their role-play in front of the class.

• When the students are finished, check answers as a class. • When all students have performed, ask the class what pieces
of advice they can remember from the role-play. Write the
advice on the board.
Key

1. h 2. b 3. d 4. c 5. f 6. g 7. a 8. e

C Vocabulary Comprehension D Grammar

• Tellstudents that they will practice these vocabulary words • Briefly
go over the table, practicing the exchanges. Remind
further. students of the following:
• Ask students to fill in the blanks with the correct words and - Should is polite and can be used between friends and
phrases from part B. coworkers.

40
D Grammar 1. send 2. calling 3. Be

Key
Advice with should, imperatives, and (would) suggest/recommend + gerund 4. bring 5. practicing 6. reading
You should + verb… imperatives (would) suggest/recommend + gerund
You should ask a few Don’t forget to get plenty of I suggest reading about it online.
questions.
You should wear a nice
sleep the night before the
interview.
I would recommend arriving early.  Check the Workbook
I’d suggest researching the company.
outfit to an interview. Research the job before you go.
For further practice on giving advice, use Exercises 2 and 3 in
Should is polite and can Imperatives are less polite and Suggest and recommend are formal
be used between friends have a strong meaning. and used often in writing or polite Unit 3 Lesson 3 of the workbook.
and coworkers. speech.

Brief note
I would (I’d) suggest… has the same meaning as I suggest…, but is a little
more formal and polite. This is also true for I would (I’d) recommend.
E Grammar Practice
Underline the errors and write the correct word(s) in the blank.
F Use the Language: A bad interview
1. You should sending a thank-you email after the interview. • Transition by telling students that sometime in their life, they
2. I suggest call to confirm the interview time. will have a bad interview. This would be a great time to tell a
3. Being ready to answer questions about your previous jobs. personal anecdote about a bad interview you might have had or
4. You should bringing a copy of your résumé with you.
5. I recommend to practice interview questions with a friend.
heard of.
6. I suggest read about the interviewer online. • Ask the students to read Bryan’s request for advice after a bad
interview.
F Use the Language • When they are finished, ask the class what went wrong in the
A bad interview interview. Write their answers on the board.
Read Bryan’s request for advice after a bad interview. Discuss his problems with a partner. Then respond • In pairs, get students to discuss Bryan’s problems and brainstorm
to Bryan’s letter by giving him some advice for his next interview.
what advice they would give to him.
Dear , • Tell the students to respond to Bryan’s letter by giving him some
I’m so upset. I had an interview yesterday, but I didn’t advice for his next interview.
get the job. I arrived a bit late because I couldn’t find
the office! Then, when I got into the room, I didn’t • Walk around the room and correct any errors with grammar,
know how to answer the interviewer’s questions. I referring students to the chart if necessary.
didn’t know what questions to ask, either. She told
me at the end of the interview that I didn’t get the • When they are finished, have the students read their letter to
job. How can I do better next time?
the class.

Dear Bryan,

Extension Small Group Discussions

This is a great time to give the students the opportunity to
discuss this topic. Assign students to groups of four and ask
them to discuss the following questions: What advice would
you give a friend who was interviewing for a job at a coffee
41 shop vs. a law firm? Is the advice the same, or different?
Why? What is the most important part of an interview? What
are common interview questions in your country? Are there
- Imperatives are less polite and have a strong meaning. any questions that are difficult to answer? etc.
- Suggest and recommend are formal and used often in writing
or polite speech.
• Ask students to repeat each sample sentence after you, stressing
each phrase in bold.
• Practice more freely by asking the students to work with a
partner to write three more pieces of advice: one for should,
one that is an imperative, and one using suggest or recommend.

Teacher’s Note Giving Advice

Explain to students the rules of giving advice. Sometimes,
giving advice can be a tricky thing. Tell them that advice
should only be given when it is asked for. Only give advice if
you are quite certain you are right about the advice. Explain
which grammar structures would be appropriate to use
depending on the people you are giving the advice to.

E Grammar Practice
• Tell students that they will now practice the grammar points
they just learned.
• Tell students that you will do number 1 together as a class.
• Ask the students to read number 1 by themselves.
• Ask the class to underline the errors and write the correct word
in the blank.
• When they are finished, check the answer as a class.
• Then, assign the students to pairs and ask them to finish the
grammar practice together. Remind them to refer to the chart as
necessary.
• When the students are finished, check answers as a class.

41
 Lesson 4 The interview begins. Lesson 4 The interview begins.

A Model Conversation
Aims
Read the conversation. Then listen. Track 14

- Learn common interview vocabulary

Vanessa: Thank you for coming in today. Your résumé is outstanding. Let’s talk about the
- Practice using adverbs of sequence position. First of all, what do you know about our company?
Julian: I know Jon Benny established it ten years ago, and now it supplies paper to a lot of
Vocabulary companies around the country.
Vanessa: That’s right. I know you have a lot of experience selling
helpful outstanding supply paper, so that could be very helpful to us. Next, I want
professional development establish hope to ask you: Why did you decide to leave Paul’s Paper?
Julian: Well, I hope to have a long career in the industry. I
Grammar didn’t think that Paul’s Paper could give me that. I
know that Benny’s Paper Supply offers professional
development. That sounds really interesting to me.
I know + clause; conjunction before
Vanessa: Yes, we do. Okay, let’s talk about some of the details
of the position.

Warm Up
B Vocabulary
Begin the class by telling students that they will learn about Listen to each word. Then write each word next to the correct definition. Track 15

common interview vocabulary and be able to answer basic helpful outstanding supply professional development establish hope
interview questions. Ask the students the following questions:
What kind of questions are asked in an interview? What questions 1. very good; excellent
2. learning more job skills
do you think they ask first, second, and last? You may consider 3. to start (something, like a company)
creating a mind map of these responses. 4. to want something to happen and think that it will happen
5. making it easier to do something; giving help
6. to give; to offer
A Model Conversation Track 14
Brief note

• Ask students to read the conversation in pairs. When they are As an adverb of sequence, then
C Vocabulary: Adverbs of sequence is not followed by a comma.

finished, ask them to switch roles and read again. An adverb often describes a verb (an action), but an adverb of sequence can describe
• Before playing the audio, ask the students to pay close attention a whole sentence or idea. You can use adverbs of sequence to talk about the sequence
(or the order) of things that happen.
to who is talking and what questions are asked. Play the audio
and listen to the conversation as a class. First (of all), Second, (Third, etc.) Next, / After that, / Then Finally, / Last, / Lastly,

• Ask the students: Who is talking? What questions did Vanessa Imagine that your friend has an important job interview tomorrow morning. You are giving him
or her advice about getting ready for the interview. What should he or she do, and in what order?
ask Julian? What did Julian know about the paper company? Write a few sentences.
Why does Julian want to leave Paul’s Paper?

B Vocabulary Track 15

• Playthe audio. 42

• Ask students to repeat each word after you. Ask students to

explain, in their own words, what each vocabulary word means.
• Give simple explanations and examples when students  Check the Workbook
don’t seem to understand a word or to supplement their For further practice with adverbs of sequence, use Exercise 4 in
understanding. Unit 3 Lesson 4 of the workbook.
• Ask students to write each word next to the correct definition.
• Check answers to the activity as a class.

1. outstanding 2. professional development 3. establish Extension Sharing Advice

Key

4. hope 5. helpful 6. supply Assign students to pairs and have them share their advice.
Ask students what they found interesting about their partner’s
advice. Discuss as a class.
C Vocabulary: Adverbs of sequence
• Introduce the next activity by telling students they will learn
various transition words that they can use to move from one D Grammar
topic to another. Tell students these are called adverbs of • Briefly go over the table, explaining how sentences with I know
sequence. are used and how to use the conjunction before.
• Explain further by telling students that an adverb often describes • Tell students that they can form sentences with I know by using I
a verb, but an adverb of sequence can describe a whole know (that) + clause.
sentence or idea. These are often used to talk about the order • Remind students that the conjunction before + clause can be
of things that happen.
used to show time order: one thing happens at an earlier time
• Briefly go over the table and ask students to repeat each word
than another. The conjunction before can come before or after
after you. Use these words in sample sentences, such as: First, I another clause.
started washing the dishes. Second, I vacuumed the floor. After • Practice more by asking students to write five sentences with I
that, I folded the laundry. Finally, I relaxed and watched TV.
know and five sentences using before to express time.
• Now, ask students to imagine that their friend has an important
interview the next morning. Ask students to write a few
sentences giving advice to their friend. Remind students to use Teacher’s Note Conjunctions and Commas
adverbs of sequence to show what should be done in order.
Explain how commas are used with conjunctions connecting
• While they are working, walk around the room, offering
two clauses. Use a comma to separate two clauses when the
assistance as needed and checking that the students are using sentence begins with before. Before the movie starts, I would
the adverbs of sequence correctly. like to buy some popcorn.

42
D Grammar
F Write to Speak
I know + clause; conjunction before
• Tell students that it is important to know a bit about a company
before interviewing with them. Explain that it shows a potential
sentences with I know
Use I know (that) + clause to talk about things you know. employer that they are really interested in the job and the
I know (that) he established the company ten I know (that) you have a lot of experience selling company.
years ago. paper.
using before to express time • Ask students to go online and research two companies. Tell
A conjunction connects two parts of a sentence. Conjunctions often show the relationship between
these two parts.
them that the companies can be from any country they like.
Use the conjunction before + clause to show time order: one thing happens at an earlier time than • Ask students to choose companies that their classmates will
another. The conjunction before can come before or after another clause. The clause with before talks
about what happens later. The other clause tells what happens earlier. know, like Apple, Samsung, Adidas, etc.
Before we start, I’d like to tell you about the I’d like to tell you about the position before we
position. start. • Tell students to research these companies and fill in the table
Brief note with as much information as they can.
Use a comma to separate two clauses when the sentence begins with before.

E Grammar Practice G Use the Language: Guess which company!

Fill in the blanks with the correct words or phrases from part D. • Have students work in pairs for this activity.
1. I researched the company I went to the interview.
• Tellthe students to describe one of the companies from part F
2. we begin, we need to go over your résumé.
3. this company needs to improve its business soon. to their partner using the information in the chart. Tell students
4. I know your company offers professional development. not to say the name of the company, just the information. Their
5. First of all, I that your employees are very happy here. partner can then try to guess the name of the company.
6. I came to work here, I worked for three years at a similar corporation.
• When they are finished, have the students change partners and
F Write to Speak play again.
Go online and research two companies. They can be from your country or from another • When they are finished, share the results with the class.
place. Try to choose companies that the rest of your classmates will know. Fill in the
table with as much information as you can. • You may also consider having each student stand up and

Company 1 Company 2
describe one of their companies and have the class try to guess
Name: Name: the company.
City and country: City and country:
Date established: Date established:
Products they sell: Products they sell: Extension Class Discussion
Other information: Other information:
After the Use the Language exercise, ask the students what
information they found particularly interesting about a
G Use the Language company. Also, ask students if an employer asked them about
Guess which company! the company, what information would they share first? Why?
Describe one of the companies from part F to your partner using the information in the chart.
Do not say the name of the company. Your partner can try and guess the name of the company.

Play the game again with another partner. Then share your results with the class. Did your
partner guess correctly? Can your classmates guess the companies?
43

E Grammar Practice
• Tell students that they will now practice the grammar points
they just learned.
• Tell students that you will do number 1 together as a class.
• Ask the students to read number 1 by themselves. Ask the class
to fill in the blank with the correct word or phrase from part D.
• Then, assign the students to pairs and ask them to finish the
grammar practice together, using part D to locate the correct
words or phrases.
• When the students are finished, check answers as a class.

1. before 2. Before 3. I know 4. that

Key

5. know 6. Before

 Check the Workbook

For further practice with these grammar points, use Exercise 1
in Unit 3 Lesson 4 of the workbook.

43
 Lesson 5 The Job Description Lesson 5 The Job Description

A Model conversation
Aims
Read the conversation. Then listen. Track 16

- Use common vocabulary to understand a job description

Donna: You’re interviewing to be a graphic designer here. Let
- Learn job titles me give you a job description for that position.
Logan: Please.
Vocabulary Donna: You’ll be in charge of a project, and you’ll need to know
the client very well. Our department head, Robert, can
job description in charge of project client explain the project to you. You will also need to know the brand you’ll be working with.
department head brand familiar with closely Are you familiar with brand research?
Logan: Yes, definitely.
Grammar Donna: Great. In order to get you started as soon as possible, you need to schedule meetings
with your project team members. You’ll need to work closely with them at the
infinitives in common phrases beginning.
Logan: Great. I’m looking forward to it.

Warm Up B Vocabulary
Fill in the blanks with the correct bold words or phrases from part A.
Begin by explaining to students that they will learn about
1. Mina worked at a hospital, so she’s the medical field.
job descriptions. Explain that is very important to read a job
2. For the best possible result, it’s important to work with your team members.
description carefully and be prepared to ask and answer questions 3. This is an exciting to work on!
about it. You may want to call on a personal experience of your 4. The lists the graphic designer’s duties.
own and share with the students. Otherwise, print up a variety of 5. Coca-Cola is an example of a famous .
simple job descriptions and pass them out to the class. Ask them 6. I’m a career counselor, and I try to help every find a good job.

to briefly read the description and tell you what words or phrases 7. The manages the whole team.
8. At a restaurant, the chef is the kitchen.
stand out to them.
C Vocabulary: Other job titles
A Model Conversation Track 16
Look at the list of job titles and the brief description of each.
• Transition by telling students that they will hear two people
art director a person in charge of the schedule of illustrators and designers
talking about a job description in an interview. project manager a person in charge of planning and completing projects
• Ask students to read the conversation in pairs. When they are content developer a person who writes content for a website

finished, ask them to switch roles and read again. web designer a person who designs a website
marketing supervisor a person who supervises people who work in advertising
• Before playing the audio, ask the students to pay close attention
communications director a person who works with the media (TV, newspapers, social media)
to who is talking and what key words or phrases they hear.
• Ask the students: Who is talking? What key words or phrases Which of these jobs are you interested in? Why? Discuss your answers with a partner.

did you hear? What do you think they mean? What kind of job
is Logan applying for? etc.
44

B Vocabulary
• Identifyeach key word or phrase in the model conversation and
write the words/phrases on the board. Ask students to repeat
each word/phrase after you. Ask students to explain, in their Extension Mind Map
own words, what each vocabulary word/phrase means. Assign students to small groups and tell them that they will
• Give simple explanations and examples when students don’t make a mind map. Give each group a job category: arts,
seem to understand a word/phrase or to supplement their entertainment, sports, technology, manufacturing, education,
understanding. etc. Ask each group to prepare a mind map and share it with
• After practicing each word/phrase, play the audio again. the class. You may also consider having each group make a
• Ask students to fill in the blanks with the correct bold words or poster of their mind map. These posters can contribute to a
phrases from part A. larger mind map that you create on the board. This is a great
• When they are finished, check answers to the activity as a class. way to visually show students just how many job types are out
there and how there can be similar job types in many different
1. familiar with 2. closely 3. project fields.
Key

4. job description 5. brand 6. client

7. department head 8. in charge of
D Grammar
C Vocabulary: Other job titles • Briefly go over the table, practicing the structures and examples.
• Tellstudents that they can form these infinitives by using the
• Now, explain to students that they will learn some titles of
jobs in English. Ask the students to look at the list of job titles following: need to + verb, be able to + verb, know how to +
and the brief description of each. Go over each job title and verb, and in order to + verb.
provide further explanations if the students have any difficulty • Ask students to repeat each sample sentence after you.

understanding. • Practice more freely by assigning students to pairs and asking

• Now, ask the students to think about and choose one job from them to come up with two additional samples for each type of
the list that they are interested. Ask students to also come up infinitive used in common phrases.
with a reason why they chose that job. • Have them share their examples with the class.
• When the students are ready, assign them to pairs. Ask students
to share with their partner which job they chose and why.
• Wrap up the exercise by asking each student to share their
answers with the rest of the class.

44
D Grammar
Brief note  Check the Workbook
Use be able to instead of can after another modal verb.

Infinitives in common phrases

() You must be able to…
(X) You must can…
For further practice with infinitives in common phrases, use
infinitives in common phrases
Exercise 1 in Unit 3 Lesson 5 of the workbook.
phrase meaning example
You’ll need to work closely with them at
need to + verb must do something
the beginning. F Use the Language: My dream job
You must be able to work on current
be able to + verb can do something
projects. • Now, tell the students that you would like them to imagine their
know how to + verb
have knowledge of the way to
do something
You’ll need to know how to work on a
team.
dream job, a job they would love to have.
with the purpose of doing In order to get started as soon as • Ask students to go online and research what skills and
in order to + verb
something possible,…
Brief note experience are needed for the job.
See Unit 5 Lesson 2 to learn
more about in order to.
• Tell the students to take notes, as they will be presenting their
E Grammar Practice
dream job to the class. Tell students they need to be able to
Circle the correct answers.
answer the following questions: What skills and experience
1. He is able to ( do / doing ) many projects at the same time.
do you already have? What do you need to learn? What
2. Do you know how to ( write / writes ) a job description?
3. I need ( to develop / develop ) a new website for our company.
qualifications do you need? Is it a popular or common job in
4. Let’s hire someone else in order to ( work / works ) faster. your country?
5. New employees should ( can / be able to ) ask questions. • Advise students to give as many details as they can.
6. We need to ( scheduling / schedule ) a meeting as soon as possible.
• When students are finished researching, have them give their
7. Department heads must know how ( to teach / teaching ) their employees.
8. Ben researched the company ( in order / be able ) to do well at his interview. presentation to the class.
• Tell students they can start their speech with: I’d like to talk
F Use the Language about my dream job. My dream job is…
My dream job
Think of a job you would love to have—your “dream job.” Go online and research what skills
you need for this job. Take notes below and prepare a short presentation about it. Explain to the
class the skills and experience needed for your dream job. Which skills and experience do you
Extension Class Discussion through Peer Questions
already have? What do you need to learn? What qualifications do you need? Is it a popular or
common job in your country? Be sure to give as many details as you can.
This extension should be combined with part F. Tell the
students that it is common, and polite, to ask people
Notes: questions when they talk about their dream job. Ask students
know how to…
be able to… to come up with 3-5 questions. Prompt students to ask
questions after each presentation.
You may also allow time for small group discussion and have
the students answer the following questions: What was your
dream job as a kid? How has this changed over time? Why do
You can begin your presentation with: you think it has changed? Do you see yourself changing your
I’d like to talk about my dream job. My dream job is . mind in the future?
45

Teacher’s Note be able to vs. can

Point out the brief note. Explain that be able to should be
used instead of can after another modal verb.
() You must be able to…
() You must can…
Give as many examples as needed for the students to
understand this point.

E Grammar Practice
• Tell students that they will now practice the grammar points
they just learned.
• Tell students that you will do number 1 together as a class.
• Ask the students to read number 1 by themselves. Ask the
class which answer is correct, do or doing? Verify the correct
response.
• Then, assign the students to pairs and ask them to finish the
grammar practice together. Remind them to refer to the chart as
necessary.
• When the students are finished, check answers as a class. Ask
the students to repeat each sentence after you.

1. do 2. write 3. to develop 4. work

Key

5. be able to 6. schedule 7. to teach 8. in order

45
 Active Review
Unit 3 : Active Review
A Nicole’s Résumé
Read the résumé.

A Nicole’s Résumé Nicole Milton

Tell students that they will use this sample résumé in this review. 2345 Avenue Road, Big City, MD, 98987 / (999) 555 – 3456
Summary: I am an administrative professional looking for a permanent, full-time
Ask students to read over the résumé, paying close attention to position at a company.
Work Experience
what Nicole is looking for and what qualifications she offers. Ask
Administrative Assistant, Highbrow Corp., 2013-2017
the students a couple simple questions like: Is Nicole looking for • Provided administrative help to the management department
• Assisted the human resources department in hiring
full-time or temporary work? How long did she work at Moviebox • Answered telephone calls and e-mails
Corp.? What high school did she graduate from?, etc. Assistant to the Creative Director, Moviebox Corp., 2011-2013
• Scheduled appointments and gave other administrative help to the creative director
• Brought new clients to the company and worked closely with them
B Draw a Family Tree Volunteer, Central City Children’s Hospital, 2010-2011
• Assisted doctors and nurses
Ask students to look at the common interview questions listed. • Ran activities for children and their families

What are some possible answers to the interview questions Education

B.A. in Business Administration, North College, 2011
provided? Tell students to write these answers down. For extra Graduated from Jackson High School, 2007
practice, you can write additional interview questions on the
board.
B Prepare

C Nicole’s Interview Write possible answers to some interview questions about Nicole’s résumé.
1. Are you able to work well with members of an administrative team?
• Assign students to pairs. Ask the students to role-play a 2. Why did you leave the Highbrow Corporation?

conversation between Nicole and an interviewer. Tell students to 3. Do you know how to schedule meetings? Do you have experience with this?

use the résumé to help them ask and answer questions.

• During the interview activity, walk around the room and listen C Nicole’s Interview
for grammatical errors, questions and answers the students Role-play a conversation between Nicole and an interviewer. Use the résumé to help
struggled with, etc. you ask and answer questions.

• Once the interview portion is complete, discuss these issues and

D Reminder
errors as a class. If time permits, prepare a second résumé and Some Module 2 Goals in Unit 3
have the students switch roles and engage in an additional role- Put a check mark () next to the things you can do.
play.
Complete a questionnaire with information about your educational

D Reminder: Some Module 2 Goals in Unit 3

background, job, interests, and skills
Use the most important connecting words to tell a story (for example, first,
then, after, and later)
Read each goal with the class. For each goal, ask students to look
Describe a job or a study experience
over the unit and find where they learned to do these things. Ask
students if they can demonstrate some of the goals. Then have 46

them put a check mark next to the goals they have achieved.

46
 Fluency
C Write to Speak
A Read to Speak • Ask students to choose a partner to role-play a conversation. Tell
Read the job description. the students to choose roles and make notes to prepare for the
Company: ANNEX Corporation conversation.
Position Title: Communications Director
• The applicant has an interview for this communications director
In this job, you will need to: We offer:
• be able to work alone or as part of a team • a flexible schedule position coming up. The applicant wants to call their friend to
• participate in professional development programs • professional development
• establish new relationships with clients • a part-time or full-time schedule tell them about the job description and the conversation they
• work on more than one project at the same time • an office located near public transportation
heard in part B. The applicant wants to ask their friend for
interview advice.
B Listen to Speak • The friend’s role is to be excited, ask the applicant some
Listen to a phone call and answer the questions. Track 17
questions about the position, and give him or her some tips for
1. Why is the woman calling Tom? the interview.
2. What company does she work for?
D Now Speak
3. What did the woman receive from Tom?
• When the students are finished preparing, have them role-play
4. What position did Tom apply for? their conversation. When they are finished, have them switch
roles and repeat the exercise.
5. What does Tom think about his skills and the position?
• Ask the students: In which role did you speak more fluently and
.
6. What day and time is Tom’s interview?
easily? Why?
.

C Write to Speak
Choose a partner to role-play a conversation. Choose
roles and make notes to prepare for your conversation.
Role: Applicant
You have an interview for this communications director
position. You want to tell your friend about it. Give details
from the job description and the conversation in part B. Ask
your friend for interview advice.

Role: Friend on the phone

Your friend calls you with some good news—he or she has
a job interview soon! Ask your friend some questions about the position, and give him or her
some tips for the interview.

D Now Speak
Role-play your conversation. When you finish, switch roles and have the same conversation.
In which role did you speak more fluently and easily? Why?

47

Fluency

A Read to Speak
• Ask students to read the job description carefully. Ask students
to tell you what the position entails and what benefits are
offered by the employer.
• Give assistance to students and explain any unfamiliar words or
phrases.

B Listen to Speak Track 17

• Now, tell students that they will listen to a phone call and
answer the questions. Listen to the dialogue more than once if
necessary.
• Have the students work individually or in pairs. Go over the
answers as a class.

1. She is calling him to invite him for an interview.

2. She works for ANNEX Corporation.
3. She received his résumé and job application.
Key

4. Tom applied for the Communications Director position.

5. He thinks his skills suit the position
6. Tom’s interview is on Monday at 3 p.m.

47
 Unit 4 . Deeper into the Interview 
Unit 4 Overview: Lesson 1


Basic Questions
Deeper into the Interview A Authentic Text: A short article
Read the article about common job interview questions. Then discuss the questions
below with a partner.
Lesson 1: Basic Questions

L
ooking for a new job is easy. Interviewing for a job and
Aims: - Be familiar with questions usually asked during a job actually getting it are the hard parts. In particular, job
interviews can be stressful and difficult to prepare for. In
interview order to do better in an interview, it’s important to prepare
- Describe professional strengths and weaknesses yourself for questions that will probably come up. You don’t
have to memorize your answers, but thinking about possible
Vocabulary: Interview question keywords questions and how to respond will help a lot. Here are the
top ten interview questions that you should prepare for:
Grammar: Object pronouns and reflexive pronouns
1 Tell me about yourself. 5 What is your biggest strength? Your
2 What did you like or dislike about your biggest weakness?
Lesson 2: Talking About Your Last Job old job? 6 Why did you leave your previous job?
3 What challenges and problems did you 7 Why should we hire you for this position?
Aims: - Describe previous professional experiences face? 8 What are your future goals?
- Brainstorm the pros and cons of teamwork 4 What was your biggest accomplishment 9 Why do you want to work for us?
in your old position? 10 Are you willing to relocate?
Vocabulary: Jobs and Work Culture
Which of these questions do you think is the easiest to answer? Which is the hardest? Why?
Grammar: Simple past of be; be like
Lesson 3: Talking About Your Education B Vocabulary

Aims: - Describe previous education and job preparation Fill in the blanks with the correct words from the box.

- Know the structure of a cover letter willing come up challenge accomplishment weakness
respond memorize face prepare relocate
Vocabulary: Education and Professional Skills
1. We didn’t talk about Nick’s new job at dinner. The topic didn’t
Grammar: Simple past: regular verbs .
2. I decided not to take the job because I didn’t want to to a new city.
Lesson 4: Some Difficult Questions 3. People living in cities different problems than people living in the country.
4. I have one big as an employee: I’m not very good at talking in front of
Aims: - Prepare for a job interview groups.
- Talk about specific situations in the past 5. Graduating from college is an important .
6. I sent Salena an email yesterday, but she didn’t .
Vocabulary: Having a Good Job Interview
7. One for college freshmen is cooking for themselves.
Grammar: Simple past: irregular verbs 8. Before a job interview, you should one or two questions for the
interviewer.
Lesson 5: The End of the Interview 9. How can we all these vocabulary words by tomorrow?
10. Mika is a nice person. She’s always to help.
Aims: - End a job interview
- Identify long-term career goals C About You

Vocabulary: Finishing Up the Interview Discuss these questions with a partner. Then share your answers with another pair.
Would you consider moving abroad for a job? Why or why not? Where would you want to go? Why?
Grammar: when clauses in future sentences What’s the biggest accomplishment of your life so far? Why is that your biggest accomplishment?
48

Some Module 2 Goals in Unit 4

- Describe your education and your jobs, present and past
- Participate in a longer conversation about a familiar topic
- Describe a job or a study experience Teacher’s Note Adapting Activities
Some students may not have applied for jobs or have previous
work experience. They may have had interviews for other things,
though, like extra-curricular activities, school jobs, volunteer
Lesson 1 Basic Questions positions, and college admissions. You will need to adapt activities
regarding students’ own experiences to make them applicable.

Aims
- Be familiar with questions usually asked during a job interview A Authentic Text: A short article
- Describe professional strengths and weaknesses
This article is from a website that gives advice to young people
Vocabulary just starting their first job search. Although job interviews may
willing come up challenge accomplishment be hard, there are many ways that people prepare for them. One
respond memorize face prepare thing that people do is try to predict and prepare answers to the
weakness relocate questions employers may ask.
• Transition by telling students they will practice answering
Grammar
interview questions appropriately.
Object pronouns and reflexive pronouns
• Ask students to read the article on their own. Ask them to find
one thing they didn’t know previously about job interviews.
Warm Up • Have students choose at least three questions to ask a partner

Tell students that in this unit they will delve deeper into the and give pairs time to interview each other.
job interview process. Ask students why they think employers • When students are finished, ask them to share which questions
interview applicants. Which do they think is easier, - writing a job they think are the easiest and hardest. Tell them to give reasons
application or interviewing for a job? You could share some of for their answers.
your own personal experience with interviews. Tell them about
the most difficult question you were ever asked and how you
Extension Question Time
answered it.
Ask students to stand up with their books and spread out
around the room. Instruct them to approach their classmates
and ask them one of the questions from the text. Once
both have answered a question, they can search for another
48 classmate to respond to a different question.
D Grammar
D Grammar
Object pronouns and reflexive pronouns
• The grammar table shows how object and reflexive pronouns
are formed and used in sentences.
object pronouns and reflexive pronouns
Object pronouns take the place of the noun that is the object of the verb or preposition. • Give students a few minutes to read over the table.
I  me you  you he  him she  her it  it we  us they  them
• After going over the table, point out to students that object
Joe was angry at his sister.  Joe was angry at her. I introduced Joe.  I introduced him.
Reflexive pronouns are used when the subject and the object (of the verb or preposition) are the same. pronouns are used to replace the object of the sentence when
Joe was angry at Joe. Joe was angry at himself. (Don’t say Joe was angry at Joe.)
the subject is different. Reflexive pronouns are used when the
I you  he  she  it  we  you  they 
myself yourself himself herself itself ourselves yourselves themselves subject and object receiving the action are the same.
Please introduce yourself. Marisa cooks for herself. We take care of ourselves.
David doesn’t like to talk about himself. I wrote a story about myself. • Practice more freely by assigning each student a pronoun
and asking them to make two sentences - one with an object
pronoun and one with a reflexive pronoun.
E Grammar Practice
Circle the correct answers.
1. Nice to meet ( you / yourself ). Tell me a little about ( you / yourself ). Teacher’s Note Using Pronouns
2. I need to speak to Julie. Will you please call ( her / herself )?
3. Mia said hello to the professor and introduced ( her / herself ). Explain to the students how pronouns are used. Tell them that
4. We really appreciate Kevin and Martin’s help. How can we thank ( them / themselves )?
pronouns are used when both the speaker and listener know
5. Ricardo saw Mr. Gibbs and asked ( him / himself ) about the job.
6. I could see ( me / myself ) in the window.
the noun that is being referred to. Remind them that they
7. Yana is sleeping. Try not to wake ( her / herself ) up. cannot start talking about a person or thing using pronouns
8. My brother loves selfies. He always takes pictures of ( him / himself ) with his phone. right away. Otherwise, the person that they are talking to will
not understand what they are referring to.
F Use the Language
Choosing interview questions
Imagine you are an employer and you will soon interview someone for a job. Choose the kind
E Grammar Practice
of job and write down five interview questions. They can be easy or a little difficult, but try to
ask wh- questions, not yes/no questions.
• Do number 1 together as a class.
• Then ask students to choose either the object or reflexive
Job: pronoun to complete the sentences. Number 2 is a good
1. example of how to switch from a proper noun to a pronoun.
2. Number 3 shows how pronouns can be used when there are
3.
parallel verb structures.
4.
5.
• Assign students to pairs and have them check their answers.

1. you, yourself 2. her 3. herself 4. them

Key

Choose a partner and interview him or her. Then answer your partner’s questions.
Compare your questions with your partner’s. Did any questions surprise you? Which questions 5. him 6. myself 7. her 8. himself
were the hardest to answer? Which were the easiest?

49
 Check the Workbook
For further practice with object and reflexive pronouns, use
Exercise 3 in Lesson 1 of the workbook.
B Vocabulary
• Have students read the vocabulary list aloud.
• Givestudents time to fill in the blanks. When finished, they can
check their answers with a partner. F Use the Language: Choosing interview
• Check the answers as a class.
questions
• Ask students to read the instructions and have them brainstorm
1. come up 2. relocate 3. face 4. weakness
some potential jobs. Keep a record of their answers on the
board.
Key

5. accomplishment 6. respond 7. challenge 8. prepare

9. memorize 10. willing • Assign students to pairs and have them agree on one job that
they will interview for. Without looking at each other’s work,
instruct students to write five interview questions. They can refer
D About You to the questions in part A for help.
• When students are ready with their questions, assign one
This activity will assess students’ understanding of the text.
student from each pair to be the interviewer and the other to be
Setup / Demo the applicant. Allow students time to conduct the first interview,
Model asking a partner questions by asking a student the first having them switch roles and conduct the second interview.
question and having them answer. • When the interviews are complete, have the class come together

Activity to discuss the reflection questions at the bottom of the page.

Assign students to pairs and have them interview each other.
Feedback Extension Which job is right for you?
Ask pairs to report their answers to another pair. Then have each
pair share their answers to one question with the class. As an extension activity, ask students to think about the
brainstormed jobs. Have them discuss and assess which of
the jobs they brainstormed on the board they would be most
Extension My Biggest Accomplishment comfortable interviewing for and why.

Ask students what impact their biggest accomplishment has

had on their personal or professional lives. Have them write a
short summary of the experience.

49
 Lesson 2 Talking About Your Last Job Lesson 2 Talking About Your Last Job

A Model Conversation
Aims
Read the conversation. Then listen. Track 18

- Describe previous professional experiences Interviewer: You were a writer for a fashion magazine.
- Brainstorm the pros and cons of teamwork Describe that job. What was it like?
Ines: It was a great entry-level position. I learned a lot
Vocabulary about fashion. I had to do a lot of research about
current trends and come up with ideas for articles.
describe trends background encouraging Interviewer: Sounds interesting. How many people were there on your team?
entry-level come up with easygoing overtime Ines: There were eight of us. Everyone had a different background. But that wasn’t a
problem. They were all very easygoing and encouraging.
deadline teamwork Interviewer: That’s great. Were there any challenges while working there?
Ines: There weren’t a lot of challenges. But if I had to name one, it would probably be
Grammar the long hours. Some days we had to work a lot of overtime in order to meet a
deadline.
Simple past of be; be like Interviewer: That can be tough. But it seems like you liked the job. What did you enjoy most
about it?
Ines: I enjoyed the teamwork. I was also happy to get experience and develop my
creative writing skills.
Warm Up
Start the lesson by talking about your previous job (real or B Vocabulary

imaginary), your duties, and what was difficult and easy about Write each bold word or phrase from part A next to the correct definition.

that job. Elicit from students their own experiences in professional, 1. showing someone support
2. to think of (an idea or plan)
educational, or volunteer positions. 3. extra time at work
4. relaxed and informal
5. a person’s past, experience, education, etc.
6. at the lowest level of a job or career
Teacher’s Note Interview Etiquette 7. things that are currently popular
8. working with others to reach a goal
Some students may not have previous work experience. 9. to tell someone about (something or someone)
Explain that when talking about your previous job in an 10. the time when something (a project, assignment, etc.) must be finished

interview, there are some things that are better left unsaid.
C In Your World
Tell students that it is considered unprofessional to talk badly
Think about your last job or think of an imaginary one. What were some things that you
about your previous place of employment and the people had to do? Make a list of some of your duties. Then ask your partner about some duties
there. Even if your experience there wasn’t ideal, explain that that he or she had and make another list. Are any of the duties the same?
it is always best to focus on the positive aspects of the job and Your answers Your partner’s answers
experience. • •
• •
• •

A Model Conversation Track 18

•
•
•
•
• This conversation deals with the part of an interview where the 50
interviewer asks Ines, the applicant, about her previous job.
It is typical for interviewers to ask about candidates’ previous
experience and what skills they have learned.
Activity
• Ask students to read the conversation.
Give students a set amount of time to list five duties they had
• Play the audio and listen to the interview as a class.
while doing their job. Then, assign students to pairs and have
• Ask comprehension questions to assess students’ understanding. them ask their partner about the duties required of their job. Once
Where did Ines work before? What did she do there? What did they have recorded each other’s answers, ask students to compare
she learn there? etc. their answers.
Feedback
B Vocabulary
Ask pairs to report back to the class about their partner’s answers
Say each word aloud to students to model pronunciation. Allow and if there were any similar duties they both had.
them time to match the word to the definition before moving on
to the next word.

1. encouraging 2. come up with 3. overtime Extension Dream Jobs

4. easygoing 5. background 6. entry-level
Key

Ask pairs to choose a dream job they would both want. Have
7. trends 8. teamwork 9. describe
10. deadline
them make a list of the duties involved in that job. Tell them
to present their dream jobs and lists to the rest of the class.

C About You
D Grammar
This activity will assess students’ understanding of the text by
• The grammar table shows when to use and how to construct
asking them to apply the language to their own experiences.
the simple past of be and be like.
Setup / Demo
• Give students a few minutes to read over the chart.
Inform students that they will now describe their own job
• After going over the table, point out to students that the simple
experience. Ask about students’ previous work experiences to
past of be is used to give facts while be like is used to describe
check if everyone has a real experience to refer to. Otherwise,
something in the past. When answering be like questions, use
suggest to students that they describe an imaginary position.
the simple past of be; do not include like. There was and It was
Check that each student has a specific job in mind before
can be used to make statements and yes/no questions about the
completing the activity.
past.

50
D Grammar
F Use the Language: Teamwork
Simple past of be; be like
• Employers usually ask interviewees about their experience
working on a team. Elicit from students some reasons for asking
simple past of be
The past tense of be has two forms: was and were. this question: What does it reveal about the candidate?
statements questions negatives • Ask students to read the instructions. Give them a set amount
I / He / She / It was… Was I / he / she / it…? I / He / She / It was not…
We / You / They were… Were we / you / they…? We / You / They were not… of time to brainstorm on their own an example of when they
It was a great entry-level What was it like?
But that wasn’t a problem.
worked in a team and decide what was good and what was bad
position. How many people were there
There were eight of us. on your team?
There weren’t a lot of challenges. about the experience.
You can use there was or there were to make statements or ask about something in the past. • Ask the class to suggest one pro and one con as examples and
When a sentence begins with there, the subject comes after be: There were apples.
In questions, there follows was or were: Were there any apples? How many apples were there? write them on the board.
questions with be like
• Give students a set amount of time to write down pros and cons
You can use questions with be like to ask someone to describe something. These questions have the
form What + be verb + subject + like? of teamwork.
What is your teacher like? What were your coworkers like? What was your previous job like?
• When students have their list, assign them to pairs to share their
answers.
E Grammar Practice • Have the class come together to share. Ask each student to give
Underline the errors and write the correct word(s) in the blank. one pro and one con and record the answers on the board.
1. I were the only one who watched the movie.
2. We was planning to visit our grandparents last week.
3. There was many people in the park yesterday.
4. There were a strange car parked in front of my house. Extension Working Alone vs. Teamwork
5. In your previous job, what your team was like?
Assign students to discuss which they prefer, - teamwork or
6. Was there any messages left for me?
working alone. Why? What jobs do they think would be best
for working in a team? What jobs do they think would be
F Use the Language
best for working alone? If possible, have students do a simple
Teamwork
debate on this topic.
Think about times when you worked as part of a team at school or at work. How was working with a
team different from working alone? List some of the pros (positive things) and cons (negative things)
about teamwork.

Pros Cons

Did you list more pros or more cons? Share your answers with the class.

51

• Practicemore freely by assigning each student a vocabulary

word from part B. Students should make a sentence and
question using the simple past of be and a question using the
simple past of be like.

Teacher’s Note Using simple past of be

Be sure that students are using the simple past of be as an
independent verb and not part of the past continuous.

E Grammar Practice
• Do number 1 together as a class.
• Then ask students to underline the incorrect parts of the
sentences and rewrite them correctly in the blank. Number 6
tests students’ knowledge of proper word order when making
questions.
• Assign students to pairs to check their answers.

1. were  was 2. was  were

3. was  were 4. were  was
Key

5. what your team was like  what was your team like
6. Was  Were

 Check the Workbook

For further practice with the simple past of be and be like, use
Exercise 3 in Lesson 2 of the workbook.

51
 Lesson 3 Talking about Your Education Lesson 3 Talking About Your Education

A Model Conversation
Aims
Read the conversation. Then listen. Track 19

- Describe previous education and job preparation Interviewer: Could you please describe your education?
- Know the structure of a cover letter Ari: Sure. I graduated two years ago with a B.A.
Then last year, I got a certificate in project
Vocabulary management at another college. I thought
I should have some more practical skills.
correspondence certificate benefit manage Interviewer: What is your degree in?
society useful phase realize Ari: English literature. And I minored in history.
I love learning about past societies.
Grammar Interviewer: Did your studies benefit you in your last position?
Ari: Yes, I think so. I wrote a lot of company correspondence, so I needed good writing
Simple past: regular verbs skills. I also managed the planning phase of many projects, so my certificate was
useful.
Interviewer: And what did you learn from your previous position?
Ari: I realized that teamwork is more than just working together. It’s also about
Warm Up understanding the other team members’ strengths and weaknesses.

Ask students whether school helps people to prepare for their

career. Have them give reasons for their answers. What skills are B Vocabulary
they learning now that they think will be useful later on? If not, Match each of the words from the box to a definition below.
what do they think is missing from their education, and how a. correspondence b. certificate c. benefit d. manage
could they develop those skills? e. society f. useful g. phase h. realize

1. to direct or be in charge of 5. to begin to know or understand

2. a large group of people living in 6. helping you to do something; helpful
a community
Teacher’s Note Majors and Minors 3. letters and e-mails 7. a document showing that you have a skill
4. to help or to have a good effect on 8. a part of a process
Explain university majors and minors. Explain that a major
is the main course of study for a student. Usually college C In Your World
students have a minor, a second subject that is studied in Use some of the past time expressions and simple past verbs below to write true
addition to their major. The minor is usually a subject that is sentences about yourself. Then compare your sentences with a partner’s.
connected to their major. For example, an art history major
A few years ago… I realized…
may study history as their minor. A geography major may Last week… I managed…
Brief note

study geology as their minor. Last summer… I learned…

Past time expressions usually
come at the beginning or the
A couple of months ago… I graduated… end of a sentence.

A Model Conversation Track 19

This conversation is part of an interview. Ari has applied for a

52
management position at a small company.
• Tell students that they will practice answering interview
questions about their education and job preparation. This is a Feedback
typical topic of conversation in job interviews.
Ask pairs to report their answers to another pair. Have each
• Ask students to read the conversation.
group report back on one surprising thing they learned about a
• Play the audio and listen to the conversation as a class.
classmate.
• Ask comprehension questions to assess student understanding.

B Vocabulary Teacher’s Note Using Time Expressions

• Have students read the vocabulary list aloud. Ask them to find Explain that time expressions can be used either at the
and underline the words in Activity A. beginning or end of sentences. Using time expression such
• Give students time to fill in the gaps. When finished, they can
as the phrases in part C help speakers specify times in the
check their answers with a partner. past, making what they are communicating clearer. Provide
• Check the answers as a class. students with further examples of time expressions that are
useful for them to know: once every two weeks, in the last
week, etc.
Key

1. d 2. e 3. a 4. c 5. h 6. f 7. b 8. g

Extension What Did You Learn?

C In Your World Assign students to pairs and have them choose one of their
This activity will assess how students apply the descriptions partner’s experiences to interview them about. The interviewer
modeled in the conversation to their own experiences. should take notes. What did this person learn from this
Setup / Demo experience? Model the interview as necessary. When one
Model using past expressions and simple past verbs by writing interview is over, instruct students to switch roles. When they
example sentences on the board. Remind students that past are done, ask students to write a summary of their partner’s
expressions usually come at the beginning or end of the sentence. response.
Activity
Give students time to write 3-5 sentences about themselves.
Assign students to pairs and have them share their sentences.

52
D Grammar
Extension More Practice with Time Phrases
Simple past: regular verbs

simple past: regular verbs

Ask students to underline the past time expressions in part E.
To form the simple past of a regular verb, add -(e)d to the end of the verb. Have the students work in pairs to create new sentences using
learn  learned realize  realized graduate  graduated
the simple past and the time phrases. The pair that comes up
Sometimes the spelling changes.
When the word ends in -y, change -y to -i and add -ed. copy copied study  studied
with the most sentences is the winning team.
When there is a single stressed vowel before a single final
stop  stopped plan planned
consonant, double the final consonant and add -ed.

Brief note
Do not double x, w, or y: fix  fixed; allow  allowed; annoy  annoyed.
 Check the Workbook
E Grammar Practice For further practice with regular verbs in simple past, use
Fill in the blanks with the correct forms of the given words. Exercise 1 in Lesson 3 of the workbook.
1. I working at that company a few years ago. (stop)
2. She me last night about the project. (call)
3. We together at a coffee shop last summer. (work)
4. Leah
5. Then I
in art history in college. (major)
that I didn’t have my wallet. (realize)
F Read to Write: A cover letter
6. My roommate some chicken for dinner last night. (fry) Setup / Demo
7. I my vacation in Mexico last summer. (enjoy)
8. Henry to go on a short trip. (prefer)
Elicit from students the different parts of applying for a job. For
9. Paula this department for ten years. (manage) example, in Unit 3, students learned about résumés. They have
10. I that graduating from college was important. (decide) also spent the last few lessons of Unit 4 looking at job interviews.
But do people send only their résumés? Usually not. A cover letter
F Read to Write: A cover letter Brief note
is an essential part of a job application.
You can begin a letter with “Dear Sir
Read about what a typical cover letter should include. or Madam” when you do not know the

Parts of a cover letter

name of the person who will read it. Activity
• Assign students to groups. Have groups make a list of
predictions about what information should be included in this
type of letter and why employers require this letter? How is it
I. Contact information: This is the first part of your cover letter. You should include your name,
address, phone number, and e-mail address. different from a résumé?
II. Greeting: You should address the person you are contacting. Follow your greeting with a
comma. For example: Dear Mr. Jones, …
• Draw students’ attention to the picture of a cover letter in the
III. Body: The body says what position you are applying for and why the company should choose
you for an interview. It also suggests scheduling an interview.
right-hand corner and inform students that they will learn about
A. 1st paragraph: Tells the reader why you are writing the letter. Try to get the interest of the reader and say what
position you are applying for.
the three sections of a typical cover letter.
B. 2nd paragraph: Says what you can offer the company. Describe your previous work, skills, and accomplishments. • Allow students time to read each description.
C. 3rd paragraph: This is your closing. Summarize what you can bring to the company and suggest the next step by
requesting a meeting or phone call.
Sincerely, Feedback
Check and see if the predictions they made were correct. Check
Look up example cover letters on the Internet. Then, on a separate piece of paper, try writing for understanding with comprehension questions.
your own cover letter.
53

Extension Write Your Own Cover Letter

Ask students to look up examples of cover letters on the
D Grammar Internet, especially in the field that they are most interested in.
• The grammar table shows how to construct and when to use Then ask them to write their own cover letter for their dream
the simple past of regular verbs. job.
• Go over the table together. After going over the table, point out
to students that the spelling of the simple past depends on the
ending of the verb.
• Practice more freely by having students write three sentences,
one for each type of spelling in simple past.

Teacher’s Note Verbs ending in -y

There are many verbs that end in -y that do not take -ied in
the simple past. This is because they have a vowel before
ending in -y. Examples: play = played; employ = employed;
stay = stayed

E Grammar Practice
• Do number 1 together as a class.
• Then ask students to fill in the blanks individually or in pairs.
Remind them to refer to the chart as necessary. Number 7 is an
example of the exception given in the Teacher’s Note above.
• When ready, check answers as a class.

1. stopped 2. called 3. worked 4. majored

Key

5. realized 6. fried 7. enjoyed 8. preferred

9. managed 10. decided

53
 Lesson 4 Some Difficult Questions Lesson 4 Some Difcult Questions

A Authentic Text: A short article

Aims
Read the article. Then listen. Track 20

- Prepare for a job interview

- Talk about specific situations in the past Tips on Interviewing

Y
Vocabulary our job interview is tomorrow, and you’re a
bit anxious. You wonder what questions the
confidence salary lie wonder interviewer will ask. Unfortunately, there
may be some difficult questions. The interviewer
seek unfortunately bring up attitude might ask about your biggest strength and biggest
weakness, why you left your previous job, or how
Grammar you are different from other applicants. Thinking
about and practicing your answers to these
questions will help give you confidence.
Simple past: irregular verbs
There are also some things you should not do at an interview. First, don’t lie! Be honest
about your experience and education. Second, don’t ask about salary or say what salary
you’re seeking. Wait for the interviewer to bring up that topic. Finally, do not say bad things
Warm Up about your previous job. Employers don’t want to hire a person with a negative attitude.

Tell students they will read an article on tips for interviewing.

Engage students in small talk about advice they would give to
a friend who has a job interview coming up. What would be B Vocabulary
acceptable to talk about? What wouldn’t be acceptable to talk Read the conversation again. Match the words to the correct definitions.
about? 1. confidence a. to say something that is not true
2. salary b. to look or ask for
3. lie c. a feeling that you can do something well or succeed at something
4. wonder d. how much money an employee gets for his or her work
Teacher’s Note Honesty during interviews 5. seek e. a word meaning that something is bad or unlucky
6. unfortunately f. to begin to talk about (a topic)
Some students may not have applied for jobs or have previous 7. bring up g. to think and guess about something that you do not know
8. attitude h. the way that you think or feel about something or someone
work experience. Therefore, explain that it is important to
be honest about your education and experience during a job C About You
interview. In addition, explain how it is unethical to lie and What are three of your strengths and three of your weaknesses? Discuss them with a
fabricate details on your résumé, too. partner.

D Grammar Brief note

Use a comma between clauses when the when
when clauses in past sentences clause comes at the beginning of the sentence.
A Authentic Text: A short article Track 20
when clauses in past sentences

This article is from a website that gives advice to young people You can use when clauses in statements and questions to talk about a specific time in the past.
When is followed by a clause to give a time: when + clause (subject + verb). The when clause must
just starting their first job search. appear with another clause in the same sentence.
What was your biggest weakness when you were at your last job?
• Transition by telling students they will read about some do’s and When a great company offered my husband a position, we decided to relocate.

don’ts of job interviews.

• Ask students to read the article on their own. 54

• Play the audio and listen to the article as class. Ask them to find
one thing they didn’t know previously about job interviews.
Setup / Demo
• Ask students to share with the class the things that they didn’t
• Informstudents that they will practice preparing for an interview
know prior to reading the article.
by brainstorming their three greatest strengths and weaknesses.

Extension More Do’s and Don’ts Activity

• Instructstudents to make two columns in their notebooks, one
Ask students to close their textbooks. Instruct them to make for strengths and one for weaknesses. Assign students a specific
two columns in their notebooks, one for do’s and one for amount of time to write down their list.
don’ts. Have them work in pairs. Tell students to come up
with more do’s and don’ts for a job interview. Feedback
• Assignstudents to pairs and have them share their lists. Do their
partners agree with what they wrote?
B Vocabulary
• Have students read the vocabulary list aloud. Extension Strengths and Weaknesses
• Givestudents time to match the words to their definitions. Ask students to choose one of the strengths or weaknesses
When finished, they can check their answers with a partner. that they listed. Have them write a paragraph explaining their
• Check the answers as a class.
answer.
Key

1. c 2. d 3. a 4. g 5. b 6. e 7. f 8. h
D Grammar
• The first grammar table shows how to construct when clauses
 Check the Workbook in past sentences. The second table gives examples of irregular
past verbs.
For further practice with the vocabulary, use Exercise 1 in
• Briefly go over the tables with students.
Lesson 4 of the workbook.
• Remind them that a when clause includes a subject and verb.
If a when clause is used at the beginning of a sentence, it is
followed by a comma and the other clause.
C About You • Practice more by asking students to use when clauses to give
This activity will assess students’ ability to apply concepts from the more details about three of their strengths and weaknesses from
text. part C.
• Have students share their sentences with the rest of the class.

54
 Simple past: irregular verbs  Check the Workbook
simple past: irregular verbs For further practice with when clauses in the past, use Exercise
Irregular verbs in the simple past do not end in -(e)d. You have to memorize these verb forms. 3 in Lesson 4 of the workbook.
drink  drank eat  ate feel  felt get  got have  had leave  left
read  read see  saw take  took think  thought wake woke write  wrote

E Grammar Practice F Listen to Speak

Circle the correct answers. Setup / Demo
1. I ( drink / drank ) too much coffee last night. I didn’t sleep well. Inform students that they will be listening to part of an interview
2. We ( see / saw ) a really boring movie last week—The Researchers.
and taking notes. From the notes, they will need to answer a
3. What time will you probably ( leave / left ) tonight?
4. Pablo ( thinks / thought ) the class was boring, but I enjoyed it.
series of questions.
5. Willy ( read / readed ) hundreds of books before he turned nine years old. Allow students to read the questions in preparation for listening.
Put the words in order to make sentences. Activity
6. was / when / called / Paolo, / I / asleep / he Play the audio and listen to the interview as a class.
.
Assign students to small groups and ask them to answer each
7. did / started / you / where / it / raining / go / when
?
question.
8. was / nervous / met / Lana / when / interviewer, / she / the
Feedback
.
9. Oliver / happy / when / was / the / got / job / he
Play the audio again and ask the class to raise their hands when
. they hear information related to the questions. Pause the audio
and discuss which question is being answered before going back
F Listen to Speak to the audio.
Listen to part of an interview and take notes. Then answer the questions. Track 21

Notes:
• What question did the interviewer ask the Answers will vary.
woman first?
1. What was your biggest weakness when you were at your
• What was the woman’s response?
• What question did the interviewer ask
previous job?
2. She wasn’t familiar with her duties and didn’t have much
Key
the woman next, and how did the woman
respond? confidence.
• What two reasons did the woman give for
leaving her last job?
3. What do you think are your biggest strengths as an employee.
4. She felt there wasn’t much room for professional development.
Her and her husband relocated to a different area.
G Use the Language
Let’s talk about the past.
Cut or tear a piece of paper into eight smaller pieces. On each piece, write the base form of an
irregular verb. Then, with your partner, mix up your pieces of paper. Take turns choosing a word Teacher’s Note Adapting to students’ level
and using it to talk about your past. You can talk about anything, but you have to use the word.
Your partner should ask questions about what you say. Try to give as many details as possible. You may need to play the audio more than once before
55 students can identify and take notes on information related to
all the questions. If answering all the questions is too difficult,
assign each group to answer only one question.
• Go over the table for the simple past using irregular verbs.
Explain how they do not end in –ed. Tell students that they will
have to memorize these verb forms. G Use the Language: Let’s talk about the past.
Setup / Demo
Teacher’s Note Original Sentences Based on a Model Elicit from the class some examples of irregular verbs in their base
If the material is not challenging enough for the students, form and write them on the board. Inform the class that they
you may ask them to make their own sentences based on the are going to make sentences describing their past using irregular
examples, substituting other words that fit the pattern. verbs that they come up with. Model one sentence of your own
and elicit one or two examples using the verbs on the board
Example: feel – felt: I felt very nervous before my first interview.
E Grammar Practice Activity
• Do number 1 together as a class. Assign students to pairs. Instruct each student to fold and cut
• Allow students to do numbers 2 through 5 independently. their own piece of paper into eight pieces. Allow them time to
write an irregular verb in base form on each piece of paper.
• Assign them to pairs to check their answers. These questions are
on irregular verbs in past tense. Have students mix up their verbs with their partner’s. Students
should take turns picking a verb and using it to make sentences
• Do number 6 together as a class. Numbers 6 through 9 are on
about their past.
when clauses in the past.
• Allow students to complete numbers 7 through 9 before Feedback
checking their answers with their partner. Ask pairs to report their answers to another pair. Have each
• Check answers as a class. group report back on one surprising thing they learned about a
classmate.
1. drank 2. saw 3. leave 4. thought 5. read
6. When I called Paulo, he was asleep.
Key

7. Where did you go when it started raining? Extension When I was younger...
8. When the Lana met the interviewer, she was nervous.
9. Oliver was happy when he got the job. Assign students to use five of the irregular verbs from the
previous activity and write sentences describing an event or
events from their past using when clauses.
Teacher’s Note Word Order
Remind students that commas can be a hint to figuring out word
order. The commas included in numbers 6 and 8 in part E give
clues about word order, helping you form the sentences correctly. 55
 Lesson 5 The End of the Interview Lesson 5 The End of the Interview

A Model Conversation
Aims
Read the conversation. Then listen. Track 22

- End a job interview Interviewer: Where do you see yourself in five years?
- Identify long-term career goals Anna: Well, when I find a permanent position, I’ll work
on becoming a manager. I hope to run my own
Vocabulary department someday.
Interviewer: That’s great. We’re looking for someone long-
work on department someday long-term term. Well, that’s it for today. Before we wrap up, do you have any other questions
about the position?
wrap up starting date candidates hear from Anna: No, I can’t come up with anything at the moment. Wait. Actually, yes. What is the
starting date for this position?
Grammar Interviewer: Oh. The starting date is on the first of next month, so in about three weeks. When
we finish interviewing all the candidates, we’ll make a decision, and you’ll hear
when clauses in future sentences from us by the end of the week.
Anna: Sounds good.
Interviewer: Excellent. I’ll be in touch, Anna. Thank you.
Anna: Thank you very much. Goodbye.
Warm Up
Start with some small talk about the different ways that we end B Vocabulary

conversations. How are they different when we are talking to Write each bold word or phrase from part A next to the correct definition.
1. to finish or end something
friends versus when we are talking to strangers? Ask students
2. a job applicant
to make suggestions about how to finish a job interview with a 3. to spend time trying to do or improve something
possible employer. 4. the day when something begins
5. relating to or happening over a long period of time
6. at some time in the future
Teacher’s Note Prior Knowledge 7. a part of a company dealing with specific duties
8. to get a call, email, etc., from someone; to receive communication
While students may not have personal experience with job from someone

interviews, they will likely know the fundamentals of how C Vocabulary: Future time expressions
to start and close conversations in different social contexts Study the time expressions. Then work with a partner. Take turns making sentences
using the expressions.
in English. Use this prior knowledge to encourage more
• in two years • (by) next day, week, month, year
participation and discussion about the given topic. • someday • tonight, tomorrow, the day after tomorrow
• in about five weeks • next season (spring, summer, fall, winter)

D About You
A Model Conversation Track 22 Imagine yourself in five years. What will you do? Where will you live? Write a few
sentences about your five-year plan. Then discuss it with a partner.
• Transition by telling students they will read and listen to the end
of an interview with the head of human resources at a company.
• Ask students to read the conversation.
• Play the audio and listen to the conversation as a class.
56
• Then ask comprehension questions. Where does Anna see
herself in five years? What is the starting date for this position?
When will Anna hear from the interviewer? How do the two Activity
finish the interview?
Tell students to write a few sentences about their five-year plan.
Give students time to write a response to the questions. When
B Vocabulary finished, assign them to pairs to share their answers.
• Give students time to fill in the gaps using the bolded words in
Feedback
the text. When finished, they can check their answers with a
Ask pairs to report their answers to another pair. Have each
partner.
group report back on one surprising thing they learned about a
• Check the answers as a class.
classmate.

1. wrap up 2. candidate 3. work on 4. starting date

Key

5. long-term 6. someday 7. department 8. hear from

Extension Where do you see yourself in 20 years?
Tell students to go a step further and think about their lives
further down the road, in 20 years. Have them write about
C Vocabulary: Future time expressions their lives in the future using what they have learned in this
• Have students read the time expressions aloud. Ask them unit. Tell them not to write or mention their name in their
questions to check for understanding. writing. Collect the writing and redistribute them to other
• Assign students to pairs. Instruct students to take turns making classmates. They will read them out loud to the class. Have
sentences about their future plans using the expressions. the class guess which classmate each one belongs to.
• Have pairs share their answers with another pair.
• Ask students to share one of their classmate’s plans.
E Grammar
D About You • The grammar table shows how to construct when clauses to talk
about the future.
Setup / Demo
• Briefly go over the table with students.
Ask students to imagine what their lives will be like in five years.
• Remind them that in the when clause, the simple present tense
Ask them to think about the following questions: What will you
of the verb is used. Remind them that a when clause includes a
do? Where will you live? Etc.
subject and verb. If a when clause is used at the beginning of a
sentence, it is followed by a comma and the other clause. The
other clause is independent and can use any verb tense that
refers to future action.

56
E Grammar
G Quick Review
when clauses in future sentences
• Ask students to flip back through the module and find the yellow
brief notes boxes in each lesson.
when clauses in future sentences
You use when + clause in future statements and questions to talk about a time in the future when • Using those notes, instruct students to answer the questions.
something happens. The when clause uses the simple present tense, not the future. It can come first
or second in the sentence. • When finished, assign students to a pair and have them check
When I find a permanent position, I’m going to work on becoming a manager. their answers.
(Not When I’ll find… )
= I’m going to work on becoming a manager when I find a permanent position.
When we finish interviewing all the candidates, we will make a decision.
Brief note 1. in, out 2. recommend

Key
(Not When we will finish… )
= We will make a decision when we finish interviewing all the candidates. Use a comma only when
the when clause comes first. 3. Sir or Madam 4. Guess what.

F Grammar Practice
Write correct, or underline the errors and write the correct word(s) in the blank.
1. When I have a permanent position, I’m going to buy a house. H Use the Language: Long-term plans
2. What will you do when you will finish school? • Inform students that they will be making a timeline of what they
3. When he’s getting the promotion, he’ll be very happy.
hope will happen in the next 15 years of their lives. Have a model
4. I’ll call you when I arrive at the office.
5. What will happen when you’re finishing the interview?
timeline of your own to show as an example. Present some of the
6. When you’ll finish the project, you will be able to relax. main events on the timeline.
7. What are you going to do when you graduate? • Ask students to make a similar timeline on a separate piece of
paper.
G Quick Review • Give students a set amount of time to write as many future
Look back at the brief notes in this module. events as possible in their personal and professional lives. They do
1. Circle the correct words: You fill ( in / out ) information in order to fill ( in / out ) a form.
not need to be complete sentences.
2. What is another word for suggest?
• When finished, assign students to a pair and have them ask each
3. How do you start a letter if you don’t know the name of the person?
Dear or ,… other about the events they chose to put on their timelines.
4. How can you bring up information that might be surprising? .

H Use the Language

Long-term plans Extension Back to the Future
On a separate piece of paper, draw a timeline like the one below. Write as many future events Assign students to use future time expressions and when
in your life as you can think of. Try to be specific about when they will happen.
now in 10 years
clauses to write sentences about what they thought would
happen today in their lives, 10 years ago. Have them create
two timelines showing their planned future plans from 10
in 5 years in 15 years years ago and reality. Tell students to present their timelines to
When you are finished, find a partner. Look at your partner’s timeline and ask them questions the rest of the class.
about the events.

57

• Practicemore by eliciting some when clauses from students.

Assign them to pairs and instruct them to take turns using the
clauses on the board to make sentences.

Teacher’s Note Talking about future actions

Explain how the future can be talked about without using
future tenses. Sometimes the present continuous is used to
describe future plans.

F Grammar Practice
• Do number 1 together as a class.
• Then ask students to check the sentences for errors. When
a sentence is fine, they can write correct in the blank. If
something needs to be changed, they should underline the error
and write the correct form in the blank.
• When ready, check answers as a class.

1. correct 2. you will finish  you finish

3. he’s getting  he gets 4. correct
Key

5. you’re finishing  you finish 6. you’ll finish  you finish

7. correct

 Check the Workbook

For further practice with using when clauses in future
sentences, use Exercise 3 in Lesson 5 of the workbook.

57
 Active Review
Unit 4 : Active Review
A James’s Interview
Listen to the interview. Fill in the blanks with the missing words. Then practice the
interview with a partner. Change roles and practice again. Track 23
A James’s Interview Track 23
Interviewer: It’s nice to finally meet you, James. Thank
Warm-Up you for coming in for the interview.
James: It’s great to meet you, too. I’m a bit
Inform students that they will listen to an interview. James has , but I’m very excited
applied for a job at an IT company and is meeting with an HR about this . When I
last year, I wanted to
manager. work for this company.
Comprehension Interviewer: That’s great to hear. You certainly seem
like an excellent for this position. I see on your résumé
Instruct students to follow along as they listen and fill in the you have many . What did you major in
you were at school?
gaps with the missing words. Play the audio and listen to the James: I in computer science. I taught a lot
conversation as a class. If necessary, play the audio a second time about computers when I was in high school, but I learned a lot in college, too.
Interviewer: Well, the position we have is - . It is a position
so students can complete the conversation and check their work. with - opportunities. The is
always growing, so we’re opening up new offices in several locations.
Activity James: That sounds interesting.
Assign students to pairs. First, have them check their work with Interviewer: If we decided to hire you, would you mind to a new area?
James: No, I wouldn’t mind that at all.
their partner. If there are any issues, address them as a class. Interviewer: Great. Can you tell me a little more about ?
Second, ask students to decide which role they will read aloud. James: Well, I enjoy , and I can deal with
situations very well.
Ask them to read the dialogue aloud with their partner. When Interviewer: That all sounds great. When we the
they have finished, they should switch roles and practice again. interviews, I will be . Take care, James.
James: Thank you. You too.
Feedback
Ask for two volunteers to come to the front and read the dialogue
B Real Talk
for the class.
Write a summary of James’s interview on a separate piece of paper. What is some key
information about James? Compare your summary with your partner’s.
Interviewer: It’s nice to finally meet you, James. Thank you for Then role-play a conversation between James and the interviewer. The interviewer
calls to offer James the job, and James accepts. Discuss the starting date and other
coming in for the interview. details about the job. Then switch roles.
James: It’s great to meet you, too. I’m a bit anxious,
but I’m very excited about this position. When C Reminder
I graduated last year, I wanted to work for this Some Module 2 Goals in Unit 4
company. Put a check mark () next to the things you can do.
Interviewer: That’s great to hear. You certainly seem like an
excellent candidate for this position. I see on your Understand simple information and questions about work and hobbies
Talk to people politely in short social exchanges using everyday forms of
résumé you have many practical skills. What did greeting and address
you major in when you were at school? Describe your education and your jobs, present and past
James: I majored in computer science. I taught myself a Participate in a longer conversation about a familiar topic
lot about computers when I was in high school, but
58
I learned a lot in college, too.
Key

Interviewer: Well, the position we have is entry-level. It is

a position with long-term opportunities. The
department is always growing, so we are opening Feedback
up new offices in several locations. Ask some pairs to come to the front of the class and perform one
James: That sounds interesting. of their role-plays.
Interviewer: If we decided to hire you, would you mind
relocating to a new area?
James: No, I wouldn’t mind that at all.
C Reminder: Some Module 2 Goals in Unit 4
Interviewer: Great. Can you tell me a little more about yourself? Read each goal with the class. For each goal, ask students to look
James: Well, I enjoy challenges and I can deal with over the unit and find where they learned to do these things. Ask
unexpected situations very well. students if they can demonstrate some of the goals. Then have
Interviewer: That all sounds good. When we wrap up the them put a check mark next to the goals they have achieved.
interviews, I will be in touch. Take care, James.
James: Thank you. You, too.

B Write an Invitation
Warm-Up
Ask students to imagine that they are the HR representative
interviewing James.
Comprehension
Instruct students to write notes from the interview about
James’s education, previous job experience, and strengths and
weaknesses. They can use part A for reference. They should write
a summary of the interview.
Activity
Assign students to pairs. First, have them check their summaries
with their partner. Does the class think that James is a good
person to hire for the position?
Second, ask students to imagine that the HR representative
decides to hire James. What might they talk about when James
hears that he has the job? Ask students to decide which role they
want to take and to role-play the conversation. When they have
finished, they should switch roles.
58
 Communication
C Now Speak
A Read to Speak • Assign students to pairs. Ask students to decide which role they
Read the following job descriptions. would like to play first.
• Ask the interviewees to select one of the job descriptions from
STORE MANAGER NEEDED FASHION DESIGNERS WANTED! the two given in the book and the two written by themselves
Full-time position—40 hours a week
Required qualifications and experience:
Full-time position—30 hours a week
Required qualifications and experience:
and their partners. Students should inform their partner of their
• At least 2 years of management • A degree in fashion, art, or design
choice.
experience • A love of fashion • Allow students time to prepare for the interview. The interviewer
• A bachelor’s degree in business • Excellent communication skills
• Excellent communication skills • No experience necessary! will need to prepare questions, and the interviewee will prepare
Please contact Jeff at 555-6868 or send Please send your résumé to
answers to possible questions.
your résumé to [email protected] [email protected] • When fully prepared, have students role-play the interview,
practicing language that is both polite and professional.
• After one interview is complete, partners should switch roles
B Write to Speak and follow the same process for the second interview.
Think of a job and create an advertisement for it. • Encourage students to play their second role without looking at
any notes.
Position:
• Ask for some volunteers to present their interviews to the rest of
Required qualifications & experience: the class.

Contact information:

C Now Speak
Work with a partner. Choose the role of interviewee or interviewer.
Role 1: Interviewee
Choose one of the jobs from above. Tell your partner which job you chose. Prepare for any
questions an interviewer might ask a candidate for this job. Then answer your partner’s
questions politely, professionally, and to the best of your ability.

Role 2: Interviewer
You will interview your partner for the job he or she chose. Prepare questions about the
candidate’s education, work experience, etc., and then perform the interview politely,
professionally, and to the best of your ability.

When you finish, switch roles. Try to play your new role without looking at any notes.

59

Communication

A Read to Speak
• Inform students that they will practice interviewing for a job.
• Ask students to read over the two job descriptions.
• Ask questions to check their understanding. What are the
required qualifications and experience? How many hours a week
do you have to work? How can you contact them if you are
interested in the position?

B Write to Speak
• Elicit
from students some example jobs and write them on the
board.
• Inform students that they will write a job description for a job of
their choice. They can use the ones on the board for inspiration
and refer to the example descriptions given in part A.

59
 Module 2 : Review Module 1
2 Review

A Vocabulary A Vocabulary Across

Complete the crossword. 3. to be with = to know about
Assign students to pairs, or do this activity as a whole class, 4. the opposite of strength
7. The project is in the planning .
making sure that all the students fill in words using the clues 9. someone who buys a service
given. Ask students to fill in the crossword puzzle from memory. 1 2
10. excellent
12. to get (something) ready
They may write vocabulary words that were added to the lesson
3

13. to start (a company, etc.)

when it was covered.
Down
4 5
1. Try to make a good
Across: 6 first .
2. to say something false
3. familiar 7 8 9
5. to look for
4. weakness 6. I who that woman
7. phase 10 is. Do you know?
7. a lot; enough
9. client 11
8. your apartment.
10. outstanding What is it like?
9. I’m calling to our
12. prepare 12
appointment for 3:00.
13. establish 13
11. Apple is a popular
computer .
Key

Down:
1. impression
2. lie B Grammar
5. seek Fill in the blanks.
6. wonder 1. I was tired, so I went to bed early and for nine hours!
7. plenty
2. The bus stopped, and we got .
8. describe
3. What your old job ? you enjoy it?
9. confirm
4. There ten people at the meeting yesterday.
11. brand
5. Nice to meet . Tell me about .
6. I from college four years .

B Grammar 7. Do you want my advice? I talking to a career counselor.

8. Erica went to college order to study nursing.
Students can flip through the module to help them complete 9. of all, let’s talk about your experience.
these fill-in-the-blanks, but the answers do not need to match 10. After we wrap the meeting, let’s go out for coffee.
the exact details from the dialogues. However, they should show 11. I’ll contact you we finish all the interviews.
understanding of the language covered in the module. 12. Would you prefer sit inside or outside?

1. slept 2. on 3. was, like, Did 60

4. were 5. you, yourself 6. graduated, ago

Key

7. recommend 8. in 9. First
10. up 11. when 12. to

60
 D Prepare for an Interview
This activity helps students review how to prepare for a
job interview from both the interviewee’s and interviewer’s
C Study a Résumé perspective.
Find an example résumé online for a person seeking a job in a field that interests you. • Inform students that they are going to prepare for an interview
Discuss it with your partner. What skills and education does the person have? What
else does the résumé include? scheduled for tomorrow. First, they should imagine themselves
as the candidate.
D Prepare for an Interview • Allow students time to plan their answers as a candidate.
You have an interview for a great job tomorrow morning, and you want to be prepared. • When finished, have students move onto the next chart. Four
Fill in the table with a few notes on what you should do and say.
examples of difficult questions that interviewers typically ask
What to wear are given. Using what they learned during the module, instruct
Good words to students to add four additional questions of their own.
describe myself
• Assign students to pairs. Ask them to take turns asking each
Accomplishments
to bring up other the difficult questions and answering them using what
Strengths and they learned in the module.
skills to talk about
Questions to ask
the interviewer
E Group Interview
Now read some difficult questions interviewers often ask. Try to think of four more Sometimes candidates are interviewed by more than one person,
difficult questions. When you’re done, practice asking and answering these questions usually from different departments. Inform students that this is
with a partner.
something that they should also consider when preparing for job
Common difficult interview questions: Your own difficult questions:
interviews.
What are your strengths and weaknesses? •
• Assign students to groups of three or four. Ask them to choose
Why did you leave your previous position? •
one of the three pictures to write a dialogue for.
How are you different from other candidates? •
• Elicit some possible scenarios from students and write them on
How much you are seeking in salary? •
the board about the kind of company where the interview is
being held and for what position the interview is for.
E Group Interview • Allow students a set amount of time to prepare the dialogue,
Work in a group of three to four people. Choose one of the photos below. On a reminding them that each person in the group must play a role.
separate piece of paper, write the job interview that you imagine is happening. Then
role-play the conversation. • When finished, ask students to rehearse their dialogue.
• After practicing a few times, ask for volunteers to come to the
front and present their dialogues to the class.

61

C Study a Résumé
This activity helps students review how to read a résumé in order
to know more about a person’s professional experience and skills,
as well as their educational background.
• Give students a set amount of time to make a list of the fields
and positions they are interested in working in.
• Using their lists, instruct students to find a résumé online of
someone who works in one of those fields.
• Assign students to pairs. Ask students to share the résumés that
they found with their partner. Reading together, they should
underline or circle things on the résumés which show the
person’s professional skills and educational background.
• Ask students to share with the class what they learned from the
résumés about how to prepare and gain experience in the field
they are interested in.

61
 3
MODULE
Changes at School

Module 3 Goals
Ask and answer simple questions about school, likes, and dislikes

Understand short, simple texts containing familiar vocabulary, including

international words

Explain why you like or dislike something

Write about yourself (for example, information about your school) using simple
language

Describe plans and alternatives

Describe past activities, events, and personal experiences

Ask and answer simple questions about things in the past

Understand the main points in short newspaper or magazine stories

62
 Module 3 Overview:
Changes at School
Module 3 Goals
- Ask and answer simple questions about school, likes, and dislikes Module 3 Preview
- Understand short, simple texts containing familiar vocabulary,
including international words
- Explain why you like or dislike something
- Write about yourself (for example, information about your school)
using simple language Preview
- Describe plans and alternatives Look at pages 64 to 89. What pages are these things on?
- Describe past activities, events, and personal experiences
- Ask and answer simple questions about things in the past the inside of a modern home

- Understand the main points in short newspaper or magazine a man writing a letter to his family
stories
a list of university majors

two women talking on a subway

Warm Up
• Before students enter the classroom, write the title of the
module “Changes at School”
Discuss
• Assign students to pairs or groups of three.
Talk about the questions with a partner.
• Ask students to talk with their partner(s) about changing classes
or majors. You may model a short example conversation with 1. What do you like about being a student? What do you
dislike?
a student. Avoid making the conversation too structured at
2. What would you like other people to know about you?
this point. The goal is simply to warm up and get the students
thinking about the topic. There will be opportunities to have 3. What are you planning to study soon?

more structured speaking time later. 4. What is something interesting that you studied?
• Ask 2-3 groups to share a little bit about their discussion with 5. What did you try to learn that was difficult?
the class. Write any keywords or phrases on the front board.

Extension University Courses Write

Choose one of the questions from above. Write a couple of
• Ask students to go on their phones and use the Internet to sentences to answer it.
Scan the QR code to watch a preview video.
Unit 5

check course offerings at a university.

• Have students discuss and compare what they find or
notice. Are they familiar with all of the courses? Are any of
them new or unusual? Are any courses missing?
• If anyone is comfortable sharing the information with the
Unit 6

whole class, encourage them to do so.

Preview
• Read the first item on the list (the inside of a modern home). As Write
a class, find the page that has a modern home interior (p.70). • Tellstudents to choose one question from the activity above to
• Assign students to pairs and ask them to find the remaining
write about.
three items. Monitor to ensure students are looking together. • Before they begin writing, ask them to write a few notes. Go
• Recap by asking students to tell you where each item is.
around the room, discuss the notes they have written, and give
writing suggestions before they start.
Key

1. p. 70 2. p. 81 or 89 3. p. 66 or 75 4. p. 82 • After writing has been completed, have them switch their work
with a new partner and leave comments on it. Go around the
room again during this time to monitor the students’ progress
Discuss and make note of certain things you will want to emphasize
• Read
during this module.
the instructions aloud to the class. Tell the students to talk
about the questions with a partner.
• Ask students to discuss questions 1 through 5 with a partner or Teacher’s Note Starting a New Module
small group.
Starting a new module means a change in topic. In this
• Go around the classroom, checking the progress of students and
module, students will learn about different changes that
answering any questions.
can occur at school. Help students relate to the topic at
• Have a few volunteers share their answers aloud with the class.
hand by drawing on their experiences or your own personal
experiences with similar changes.

63
 Unit 5 . Changing Your Major 
Unit 5 Overview: Lesson 1


Deciding What to Study

Changing Your Major A Authentic Text: A short article
Read the article. Then listen. Track 24

Lesson 1: Deciding What to Study

Students Face Challenges
Aims: - Use language related to selecting a college program When Choosing Majors
- Use zero-conditional sentences for general

F
or many students today, the most
statements difficult decision is not whether to
go to college—it’s what to study
Vocabulary: Fields of study when they get there. If a student becomes
 University of Glasgow
unhappy after choosing a major, that
Grammar: Zero conditional student has another difficult decision to make: “Should I stay in my current program, or
should I spend more time and money to start again?”
Lesson 2: Choosing Your Major Changing majors is quite common, but it can be difficult. If you want to avoid this
situation, it’s best to ask yourself some important questions before making a choice.
Aims: - Understand a catalog of university programs What are your interests? Does a specific major offer good career opportunities? Which
- Use infinitives to express purpose major is more difficult or competitive? And, finally, which factor is most important
to you? If you ask yourself these questions and answer honestly, you can avoid more
Vocabulary: College majors difficult, more expensive decisions later.

Grammar: Infinitives of purpose; in order to

Lesson 3: Changing Majors B Vocabulary
Fill in the blanks with the correct words from the box.
Aims: - Consider the reasons for what we study
- Express ability situation interest factor avoid opportunities program competitive offer

Vocabulary: Vocabulary related to persuasion and argument 1. It’s hard to get into Harvards Business School. It’s very .
2. I want to get scholarships to pay for college so that I can loans.
Grammar: be good/bad at; help + object + (to) verb
3. Violin is a popular at the Juilliard School.
Lesson 4: What would you rather study? 4. Does your university a degree in cosmetology?
5. I like design, but my real is architecture.
Aims: - Express preferences when faced with options 6. It is a terrible if you graduate college but still can’t find a job.
- Discuss study alternatives 7. Tuition was the most important in my decision to study at Bismarck
State College.
Vocabulary: More majors 8. If you have a degree in nursing, there are many job for you at
hospitals in the city.
Grammar: would rather
C In Your World
Lesson 5: Communicating Your Choice
Look at the list of factors to consider when choosing a major. Add one of your own.
Aims: - Communicate about choices Then rank the factors in order from most important (1) to least important (5). Talk with
a partner about the reasons for your choices.
- Use comparative and superlative adverbs
- Express more about alternatives • Personal interest • Competitiveness
• Career opportunities • Other:
Vocabulary: Adjectives related to describing feelings and • Difficulty
comparative and superlative adverbs 64

Grammar: other and another; else

Some Module 3 Goals in Unit 5 • Ask students to predict from the title what the article will be
- Ask and answer questions about school, likes, and dislikes about. If they are unsure, explain what a challenge is to help
- Explain why you like or dislike something them in the right direction.
- Write about yourself (for example, information about your school) • Have students read the article aloud with a partner or by having
using simple language each student read a sentence.
• When students have finished reading the article, play the audio
and have them listen for correct pronunciation and intonation.
• Finally, as a class, ask students to restate the article’s advice in
Lesson 1 Deciding What to Study their own words. Help them out by asking questions that lead
them in the right direction.
Aims
- Use language related to selecting a college program
Teacher’s Note Restating Ideas
- Use zero-conditional sentences for general statements S tudents may have little experience paraphrasing. Let them
Vocabulary know that they should try to present the ideas in the easiest
language they know, using words they’re comfortable with.
situation interest factor avoid
For the exercise above, a simple restatement of the advice
opportunities program competitive offer
could be: Think about what you like. Can you get a job with
Grammar that major? Is it hard to study? Here, the students are just
Zero conditional trying to demonstrate understanding in simple statements,
not necessarily to craft complicated sentences.
Warm Up
• Askstudents whether it is easy or difficult for them to choose B Vocabulary
what to study in college. Ask them to briefly say why it is (or • Read the instructions to the class, and make it clear that all of
was) easy or difficult for them to decide on their major. the words come from the article they have just read, so they can
refer back to the words in context if it will help.
A Authentic Text: A short article Track 24 • Have students fill in the vocabulary individually, and then have
• Students will read a short text. Direct their attention to the them check their answers with a partner.
title of the article, “Students Face Challenges When Choosing • Finally, confirm the correct answers with the whole class.
Majors”.
1. competitive 2. avoid 3. program 4. offer
Key

5. interest 6. situation 7. factor 8. opportunities

64
 Brief note
D Grammar
The if clause can come second in the sentence. When it Teacher’s Note  rammatically correct answers that
G
Zero conditional does, there is no comma: Plants die if they don’t get water.
miss the point
zero conditional
A zero conditional sentence is an if sentence that expresses something generally true. It has an if Sometimes a teacher asks a question to illustrate a particular
clause (expressing a condition) and result clause. Both clauses are in the simple present tense.
if clause result clause point. A student may answer in a way that is technically correct
If plants don’t get water, they die. but which ignores context or misses the point the teacher is
If you have a degree in nursing, you have many job opportunities.
If you mix blue and yellow, you make green.
aiming at. In such a case, it’s better to clarify the context than
If the weather is good, students like sitting in the quad. to suggest the student’s error is wrong. The student may even
intentionally try to test the limits of how the language is used.
E Grammar Practice For example, you may ask: What happens if you don’t eat?
Match the two columns to make sentences. And the student answers, If I don’t eat, I will get hungry. A
1. If students don’t study hard, a. if you want to change your major.
good response would be: That’s a fine answer if we’re talking
2. If you go to a lecture, b. does your university cancel classes? about the future. But I asked “what happens,” not “what will
3. You have to think carefully c. if you need a quiet place to study? happen.” How could you answer more generally?
4. If you major in English literature, d. they don’t do well on their exams.
5. If the weather is really bad, e. you should arrive on time.
6. Do you go to your dorm room f. you have to read Shakespeare.
E Grammar Practice
Complete the sentences with information that is true for you. Use an if clause or a
result clause.
• Read through the directions for questions 1 through 6 and
7. , I study all night. confirm understanding.
8. I feel really nervous . • Have student match the clauses individually, and then check the
9. if I don’t eat lunch. correct answers together as a class.
10. If I have to make a big decision, . • Direct students to answer questions 7 through 10 individually.
They should complete the sentences with information that is
F Use the Language true for them. They must make complete sentences using if
A big decision clauses or result clauses.
Imagine you’re planning to change your major, have a gap year, or even quit school. Think of • Because answers will vary for the last four questions, you will
some reasons to do one of those things and make notes.
Which are you planning to do?
have to go around the class to check sentence completion and
Change majors?
___________________________________________________ Take a break? offer corrections.
Quit school?

1. d 2. e 3. a 4. f 5. b 6. c
Key

Why?
___________________________________________________
7. – 10. Answers will vary.
___________________________________________________
___________________________________________________  Check the Workbook
For further practice with zero-conditional sentences, use
Now discuss your situation with a partner and ask for advice. Exercises 3 and 4 in Lesson 1 of the workbook.
65

F Use the Language: A big decision

C In Your World • Go over the directions and ensure understanding. Students need
Setup / Demo to make an important decision on a major change in their lives.
• Have students make their choices and write their notes
Tell students to look at the list of factors to consider when choosing
a major. Ask them to come up with an additional factor of their individually before assigning partners.
• Remind students that their notes do not need to be complete
own. Read the instructions aloud and confirm understanding.
sentences, but just some ideas. They are not writing essays now.
Activity
• Assign partners, and have them discuss their choices and reasons
Ensure that each student individually writes in one original idea
more fully. They should now use complete sentences, and
on the list for the other factor, and have students rank the factors
elaborate in more detail, with follow-up questions from partners.
individually before assigning them partners. Now assign students
• The partners should be asking about the reasons for their
to pairs and have them compare and discuss their rankings.
decision and also be offering advice.
Feedback
• After pairs have completed their discussions, bring the class
When finished, survey the class for the other factors that they together to share some of the reasons that their partners gave
wrote and briefly discuss with the whole class which of these for their decisions. Which were the most common reasons given
factors seem especially important when considering a major. for quitting school? Which reasons were given for changing
majors? Which were given for having a gap year?
D Grammar
• Before reading the grammar table, present students with two Extension What if…
sentences for comparison, one using first-conditional and one Assign students to small groups to discuss the question: What
using zero-conditional. For example: “If you drop that egg, it happens if a student quits university?
will break” and “If you drop an egg, it breaks.” What’s the • Students can discuss both good and bad outcomes.
difference? Students should notice the will in the first sentence. • They can discuss what sometimes happens, as well as what
• Make clear that the first-conditional sentence is about a specific
usually happens.
real possible future. The second sentence is about dropping • At the conclusion of this activity, have students write three
eggs, in general. In today’s lesson, we are focusing on this kind complete sentences using zero-conditional based on their
of sentence. discussion.
• Having made this clear, read the grammar point from the table
and confirm understanding. Then read through the example
sentences.
• When finished, prompt students with one more situation: What
happens if you don’t eat? Ensure that students answer with a
complete sentence, including the if clause.
65
 Lesson 2 Choosing Your Major Lesson 2 Choosing Your Major

A Authentic Text: A course catalogue

Aims Brief note
Read the catalogue. An “undergraduate” is a college student who
- Understand a catalog of university programs has not yet gotten a degree (for example, a
freshman, sophomore, junior, or senior).
- Use infinitives to express purpose
Hampshire State University Majors
Vocabulary
We offer the following short descriptions to give students basic information about the
theory assist professions majors in our undergraduate program. If a specific major interests you, please contact
the related academic department to learn more.
politics advertising products
Political Science: Study the history and theory of politics in
relations similarities social order to better understand governments and how they work.

Grammar Philosophy: Review and explore 3,000 years of human ideas

in order to understand our world and the meanings of life.
Infinitives of purpose; in order to Linguistics: Learn about the languages of the world, HAMPSHIRE
including their histories, similarities, and differences. STATE

Warm Up
Ask students for volunteers to name a few majors and to say B Vocabulary

simply what students study in those majors. Assist students as Fill in the blanks with the correct words from the box.

necessary to help them give clear and simple descriptions. theory assist professions politics advertising
products relations similarities social

A Authentic Text: A course catalogue 1. International :

Study how different countries work together, and why they sometimes don’t. Students
• Explain to students that they will read part of a short catalog of in this major learn about the relationships between the world’s countries, especially their
and differences in and economics.
majors with descriptions.
2. :
• Instruct students to read the passage.
Understand different ways to sell and services. Students will also
• Ask students to restate, without looking at the passage, what study in order to learn the major ideas of the business.
3. Work:
each of the majors studies. Answers can be very simple such
Prepare for in hospitals and government offices. Students will
as “they study ideas” or “they learn about languages.” The learn to people in need of help.
purpose is to ensure at least a basic comprehension of the
descriptions. C About You

• Check comprehension by asking questions such as: What Discuss the following questions with a partner. As you talk, make notes about some of
your answers.
kind of catalogue is shown? What is the purpose of the short
1. What did you learn in high school?
descriptions? What majors are listed? What should students do 2. What didn’t you learn enough about?
if they are interested in a particular major? 3. What should you learn?

Now discuss how these things affected (or are affecting) your choice of a university major.
B Vocabulary 66

• Tellstudents that they will now use vocabulary to complete a

catalog similar to what they’ve just read.
• Students may find it easier to complete the descriptions first and
then to fill in the words that name the majors. Extension Can you guess?
• Students can work on this exercise individually and then check • A guessing game may be played that continues on the
and compare answers with a partner. theme of university majors. However, you may want to
• Finally, confirm the correct answers as a class. modify or extend this exercise to other topics, based on
what would interest and profit the students. If students
1. Relations, similarities, politics have spoken enough about majors for today, they can
Key

2. Advertising, products, theory still practice describing people by what they do, either for
3. Social, professions, assist professions or for famous individuals.
• Decide the focus of the activity: major, profession, or
individual. Assign students to small groups of three to five
 Check the Workbook
students. In each group, students are to think of a particular
To help make students more familiar with the vocabulary and major or other topic. They are to take turns describing
the definition of these terms, use the crossword in Exercise 1 in it solely in terms of what they do. When the answer has
Lesson 2 of the workbook. been guessed correctly, students should spend some time
discussing the answer.
C About You
• Assign students to pairs.
• Read the instructions, and emphasize that the main focus is on
discussion. The writing should be limited to notes based on a
partner’s answers.
• After students have had time to discuss the three questions, give
them additional time to discuss the final question of how their
answers affected their choice of majors.
• Answers will vary for this exercise.

66
 Teacher’s Note Step-by-Step
D Grammar
Infinitives of purpose; in order to Students who are comfortable talking about reasons with
because may find it difficult to express purpose. They will
infinitives of purpose
usage examples need examples and assistance from the teacher to get there.
An infinitive (to + verb) often states the They went to Yale to study political science. If the students’ own replies don’t meet the goal, the teacher
purpose of an action. To improve your grades, you should study every day.
They went to Yale in order to study political science. can provide a couple of pre-scripted examples like the one
In order to is another common way to express
purpose. It sounds a bit more formal.
In order to improve your grades, you should study
every day.
above. Additional prompts for the teacher, such as “What did
In order not to is the correct way to express a In order not to wake up my roommate, I left the you want?” could help. For another example: “I saw a movie
negative purpose. apartment quietly.
The infinitive phrase (to + verb) can be put at the beginning of a sentence, followed by a comma, or it
yesterday.” “Why?” “Because I like movies?” This doesn’t get
can go last with no comma before it. us very far, but prompt: “So what did you want? You wanted
to have fun. Your purpose was to have fun. So you could say I
E Grammar Practice
went to the movies to have fun.”
Fill in the blanks with the correct phrases from the box. Add commas where necessary.

to pay tuition this semester in order to think about my future in order not to fail the test F Grammar Practice
1. I decided to take a year off .
• Have the students complete the first three answers individually,
2. I applied for a student loan. and then check answers as a class. Be sure to check which
3. I will study until midnight every night this week. sentences required commas.
• Then have students complete the final three sentences based on
Now write three sentences about what you did last week. Use infinitives of purpose to
say why you did these things.
their own ideas.
• Check the students’ individual work for necessary grammar
corrections.
• Have students present one of their completed sentences to the
class.
F Use the Language
Describing a major
1. I decided to take a year off in order to think about my future.
2. To pay tuition this semester, I applied for a student loan.
Key
Choose a university major to write about. It could be your major or just one you are interested in.
Write a short description of the major. Then, with a partner, discuss the majors you each wrote
3. In order not to fail the test, I will study until midnight every
about. night this week.
(Answers will vary for the additional sentences.)
Name of Major:
Short Description:
 Check the Workbook
For further practice with infinitives of purpose, use Exercises 2
and 3 in Lesson 2 of the workbook.
67

G Use the Language: Describing a major

E Grammar • Read the directions aloud. Clarify that, in this exercise, writing
• Ask students to tell you something they did earlier today or should be in full sentences even though the description is short.
yesterday. Keep it simple but grammatically correct.
• Ask why they did it. • Students will complete the writing individually.
• Based on the answer, identify the purpose and rephrase the • In pairs, have students discuss the majors they wrote about.
sentence using an infinitive.
• For example:
Extension From Purpose to Action
- Student: I ate breakfast.
- Teacher: Why? In this exercise, students will start with a purpose, and then talk
- Student: Because I was hungry. about what they can or should do to achieve their purpose.
• Model and give an example for the students: Jim wants
- Teacher:  So your purpose was to avoid hunger. You ate
breakfast to avoid hunger. (Note: avoid is in the to make more money. To make more money, he can get
vocabulary of Lesson 1.) a better job. To get a better job, he should write a good
resume.
• Now read through the table with the students. Have students
• Assign students to pairs.
repeat the example sentences aloud.
• Tell students that they will talk about things that they want
• When finished, try the same basic question you started with; ask
students to tell you what they did yesterday and why, using the to do, but they can have fun with it. They can talk about
kind of structure shown in the table. important goals, or just any ideas that come to mind.
• Tell students to ask their partners: What do you want to do?
Then respond with advice in this form: To do that, you can
… Remind students to use infinitives of purpose.
• When finished, ask students to share some of the best
advice they got. If anyone had any particularly funny or
surprising advice, have them share that as well.

67
 Lesson 3 Changing
Family Photos
Majors Lesson 3 Changing Majors

A Model Conversation
Aims
Read the conversation. Then listen. Track 25

- Consider the reasons for what we study

Akio: I want to change majors. I think I made a mistake when I
- Express ability chose medicine. Help me decide on a subject.
Sloan: What are you good at?
Vocabulary Akio: I’m good at science; I just don’t like it. I want to study
something I’m good at—but something I like.
detail knowledge passion argue Sloan: So what else are you good at?
persuade motivate spend legal Akio: I’m good at speaking, I think. Arguing... I’m good at persuading people, and I like
discussing ideas.
Grammar Sloan: Then what about something like law?
Akio: No, thank you! I don’t want to spend hours studying boring legal texts. I want to
be good/bad at; help + object + (to) verb motivate people and help them work well together, but I don’t want to spend a lot of
time arguing details of the law.
Sloan: Maybe you should think about business—advertising or management. You could even
Warm Up work at a medical company. Then you could use your knowledge and your passion!
Brief note
Ask students a few questions to get them thinking about their In this conversation, “else” means something different from medicine. What

majors. Are you happy with your course of study? What do you B Vocabulary is a different major he’s good at? See Lesson 5 to learn more about else.

enjoy about your major? Is there anything you don’t enjoy about Write the words next to the correct definitions.

it? Do you think you are a good fit for your major? Why or why detail knowledge passion argue
persuade motivate spend legal
not? After a brief discussion, tell students that this lesson deals
with the topic of changing majors. Ask further questions. Why 1. to get someone to think or act in a specific way
would a student decide to change his/her major? Do you think it’s 2. to give an opinion with reasons
3. what you know
a good or bad idea?
4. to make someone want to do something
5. to use time or money for something
A Model Conversation Track 25 6. related to the law
7. a strong feeling
• Assign students to pairs. 8. a small point
• Have students read through the dialogue together, with each
student taking one part. C In Your World
• When they’ve finished reading, ask students to say in their With a partner, write down a few school or university subjects. What can motivate
people to study these subjects? Then discuss careers these subjects can prepare you for.
own words what Akio’s problem is. (He doesn’t want to study
medicine.) What is he good at? (He’s good at science, but he’s Subjects Reasons to Study Related Careers

also good at speaking.)

• Now tell students that they will listen to the dialogue and they
should pay special attention to Sloan’s advice.
• When finished, ask students to restate Sloan’s advice. (She
68

suggests either being a lawyer, or going into advertising or

management.)
• Bring student’s attention to the Brief note on “else,” and
practice with one example. Ask a student what he or she likes,  Check the Workbook
and then ask: What else do you like? Else refers to another thing For further practice with vocabulary, use Exercise 1 in Lesson
the student likes. 3 of the workbook. For more reading comprehension practice
and a preview of the grammar lesson, try Exercises 2 and 3.
B Vocabulary
• Go over the vocabulary words in the box as a class.
• Instructstudents to write the words in the blanks to match the
C In Your World
words to their definitions. • Assign students to pairs.
• Have students work individually. Then assign them to pairs to • Read the instructions aloud and confirm understanding.
check and correct their answers. Remind them that they should • If students have trouble with the exercise, get them to focus on
seek the best answers. If more than one answer is possible, tell each stage one at a time. First, name some subjects. Then, talk
them to pick the one that fits the definition the best. about reasons to study them. Finally, talk about related careers.
• Check answers as a class. Taking it in stages simplifies the discussion and keeps it focused.
• Answers will vary for this activity.

1. persuade 2. argue
3. knowledge 4. motivate
Key

5. spend 6. legal Extension Decision-Making

7. passion 8. detail
In the dialogue, Akio talks about his decision to major
in medicine. He regrets this decision. He also talks about
his decision to change his major, and the reasons. Have
Teacher’s Note Distinctions Between Similar Words students discuss some of their own decisions by answering
In particular, students may have trouble distinguishing the following questions: What were some hard decisions for
between persuade and motivate. If they fail to choose as you to make? Do you regret any decisions? What factors did
expected, you can clarify that motivate relates to getting you consider when making those important decisions? Have
someone to do something, while persuade includes changing students work in pairs or small groups.
their thinking.

68
D Grammar
1. I am not very good at cooking.
2. My history professor helped me understand the war.
be good/bad at; help + object + (to) verb

Key
3. My professor is bad at explaining laws.
be good/bad at + noun be good/bad at + gerund help + object + (to) verb 4. Her friends helped her to choose a major.
She is good at math. She is good at solving math My brother helped me to choose my
He’s bad at photography. problems. major.
5. You can help us finish our project.
I’m not very good at He’s bad at taking photographs. Nobody helped them pay their tuition.
music. I’m not very good at singing. Please help her find the athletic center.

Brief note Brief note

To be good/bad at something
means that you do it well/badly.
It’s more common to leave out the to than to include
it in sentences with help + object + (to) verb.
 Check the Workbook
For further practice with good at and bad at, use Exercise 4 in
Lesson 3 of the workbook.
E Grammar Practice
Put the words in order to make sentences.
1. very / cooking / good / am / at / I / not
.
F Speak to Write
2. professor / understand / my / me / helped / history / the war • Assign students to pairs.
. • Read the instructions and confirm understanding.
3. my / at / bad / laws / is / professor / explaining • Ensure that students are using complete sentences in their
.
discussion of the pictures.
4. friends / her / major / helped / her / a / choose / to
.
5. us / help / our / you / project / finish / can G Use the Language: What are you good at?
. • Explain to students that they will write about themselves. Tell
them to write about something that they are good at. It should
F Speak to Write be something that is not related to their majors. Read the
Look at the images below. What might these people be good at? What should they instructions aloud and confirm understanding.
major in? What careers should they try? Compare your ideas with a partner’s.
• Read the instructions aloud and confirm understanding. Tell
students to write by themselves.
• When they have finished writing, they can discuss their answers
with a partner.

G Use the Language

What are you good at? Extension If Wishes were Fishes
On a separate piece of paper, write a short paragraph about something you’re good at—not
something related to your major. How did you become good at it? How could you use this skill in
Have students discuss things that they wish they were good
the future? at. First have students each brainstorm a list of three answers
Share your paragraph with a partner. to the question: What do you want to be good at? They
69
should write down their three ideas before speaking with
classmates. Then assign students to small groups to discuss
their ideas. Each student should say the things he or she
wants to be good at. Partners should ask questions such as:
D Grammar Why? What would you do? How would it change your life?
• Read through the table as a class and have students repeat the etc.
example sentences aloud.
• Practice a little by asking students questions. Are you good
at math? Who is good at cooking? What company is good at
making cars?
• Ask students: Did you ever help someone do something? What
did you help someone do?
• Bring attention to the Brief notes and confirm understanding.

Teacher’s Note Verb + Object + Infinitive

When working with expressions such as help him to study,
there are a couple of things to watch out for. First, be careful
of word order. Though the to can be omitted, it should not
be misplaced as in I helped to him study. If students make
this error, clarify that nothing should come between to and
its verb (study). Second, make sure students understand that
him is the object of help, not the subject of study. So students
must avoid constructions like I helped he studied.

E Grammar Practice
• Assign students to pairs.
• Read the instructions and have students work with their
partners to complete the exercise. The students will have to put
the words in order.
• When ready, check answers as a class.

69
 Lesson 4 What would you rather study? Lesson 4 What would you rather study?

A Model Conversation
Aims Brief note
Read the conversation. Then listen. Track 26 With a time, “by” means at or before.
- Express preferences when faced with options
Asefeh: I have to choose my major by the end of this semester, and I still don’t know what’s
- Discuss study alternatives best for me.
Troy: Aren’t you doing well in your math classes?
Vocabulary Asefeh: I am, but I do better in engineering.
Troy: Then, you should study engineering. You’d be able
travel and tourism forestry African-American history to get a really good job after college.
programming finance graphic design Asefeh: It sounds like a good idea, but I’m not sure. Would
hospitality management interior design I rather study mechanical engineering or computer
science?
Grammar Troy: Computer science? Are you thinking of that too?
Asefeh: Yeah. I had to do some programming for my laboratory work. I learned it quickly, and
Would rather I really liked it. But if I choose that, I have to study for another semester to catch up
with the students in the computer science department.
Brief note

Warm Up B Vocabulary: Some majors

“Catch up with” means to reach the same point
as. Here, it means to learn as much as (the
students in the computer science department).
Get the students to think about making choices. Familiarize Write the majors under the correct pictures.
them with the words choose, choice, and should. Ask them the travel and tourism forestry African-American history programming
following questions: If you had to choose between living at home finance graphic design hospitality management interior design

with your parents or living alone, what would you choose? Is this
an easy choice or a difficult choice? What is something you chose
to do recently? etc.
a. b. c. d.

Teacher’s Note A Covert Lesson

In the warm-up, it’s not necessary to explain the language that
is being used or to say how it relates to the lesson that follows,
e. f. g. h.
unless students have specific questions. This merely serves as
a segue into the lesson and subtly demonstrates a few extra C About You
language points that will not be explicitly discussed later. Look at the majors in part B and answer the following questions. Discuss your answers
and reasons for them with a partner.
Which of these majors…
A Model Conversation Track 26 1. …would you be good at? Why?
• Assign students to pairs. 2. …would you be bad at? Why?

• Have students read through the dialogue together, with each 3. …would you like the best? Why?

student taking one part. 70

• Now tells students that they will listen to the dialogue and they
should pay special attention to what Asefeh is trying to decide.
• As students discuss their answers, prompt them to be sure they
• Ask students which majors Asefeh is considering. Why is she
give adequate consideration to the reasons why.
unsure about computer programming? What do you think she
• For further conversation, prompt students to discuss whether
should do? Briefly elicit some opinions from the students about
what Asefeh should do. their answers to question 1 and 3 are the same. Are they good
• Bring student’s attention to the Brief notes and confirm
at the majors that they like best? If their answers are different,
then what would they choose?
understanding.
• Conclude with a survey of the class to find the most common
answers and any unique answers to the questions.
B Vocabulary: Some majors
• Assignstudents to pairs, and allow them to work together to
match the pictures to the majors they represent. Teacher’s Note Prompting
• Check answers together as a class. • In many activities, different pairs of students will proceed
at different speeds. To prompt some students for further
a. interior design
discussion, it is not necessary to interrupt the progress of the
b. finance
whole class. The teacher must circulate among the groups.
c. programming
d. graphic design • When giving on-the-spot correction for a student’s spoken
Key

e. forestry error, this is an opportunity to also prompt that student with

f. African-American history ideas for additional follow-up conversation.
g. travel and tourism • Meanwhile, the students who tend to fall silent or who
h. hospitality management seem to finish discussions quickly will need more frequent
prompting until they pick up the idea of how to continue
 Check the Workbook more independently.
• To achieve this, it is good to ask a student a question that
For further practice with the vocabulary, use Exercise 1 in
Lesson 4 of the workbook. he or she can’t answer without further discussion with a
partner, such as: Has your partner travelled much? (for travel
and tourism) or Is your partner good at saving money? (for
discussion related to finance).
C About You
• Workingwith the same partner from the previous exercise, have
students discuss the questions while noting their answers in the
space provided.

70
D Grammar Teacher’s Note Negative Choices and Sensitive Topics
would rather
Many native English speakers are familiar with the game of
would rather + verb “Would you rather?” It is often funny to propose two terrible
comparing I would rather write an essay than take a test.
two options
would rather + verb… + than…
He’d rather study Latin than Greek. options to choose from, when obviously we would rather
questions Would S rather + verb… + or…?
Would you rather go to the museum or see a
play?
choose neither. Students may find this confusing at first, but
using We can use would rather with only one A: Do you want to eat in the dining hall? it can be fun once they get the idea of it. But when crafting
context option when we know the other option. B: No, I’d rather eat off campus.
would We would rather not attend a lecture early in
your own example sentences, be careful not to choose topics
S would rather not + verb.
rather not the morning. ( = We don’t want to...) that are too sensitive. For example, it could be funny to ask
Brief note
the following: Would you rather lose your car or lose all your
With personal pronouns, the short

E Grammar Practice
form of would (’d) is often used. computer data? Even someone who has lost a car is unlikely
Fill in the blanks with the correct words from the box.
to be offended. But questions relating to disability, sickness,
or worse, could genuinely upset a student who may have had
or would rather not than
a negative experience. For example, Would you rather lose
1. She’s changing her major because she rather learn chemistry. your sight or hearing? may seem interesting, but if a student
2. I think I’d rather take a break for one semester study this fall. has recently had a child or sibling born with a disability, it will
3. Would you get the easiest job or the one that pays best? immediately become apparent that this question is in poor
4. Would they rather give their presentation this Tuesday Wednesday?
taste.
5. I would rather go to an expensive university.

F Use the Language E Grammar Practice

Would you rather…?
• Tell
students to fill in the blanks with the correct words from the
Work together in groups of two to four students. Write several Would you rather…? questions.
Offer two good choices or two bad choices, and ask your classmates to choose. You can use the box.
pictures below for ideas. • Have students work on the questions individually.
• When ready, check answers as a class.

Key 1. would 2. than 3. rather

4. or 5. not

 Check the Workbook

For further practice with the grammar, use Exercises 2, 3, and
4 in Lesson 4 of the workbook.

71 F Use the Language: Would you rather…?

• Assign students to groups of two to four.
• Read the instructions aloud.
• Clarify that the first task is to brainstorm and write questions
Extension A Tough Choice together, not to answer or discuss the questions in depth.
Assign students to write a paragraph as homework on the • As students are working, go around to ensure that they are
following topic: Is it better to study a major that you like, or meeting the goals, writing good complete questions, and that
to study at a famous university? Make it clear that they must the questions represent a dilemma. Questions that oppose an
choose. Another way to phrase the question is Which is more obviously good option to an obviously bad option miss the point
important, what you study or where you study? (Would you rather drink water or poison?).
• When they have completed their questions, assign students to
new pairs and have them discuss their questions with the new
D Grammar partners.
• Briefly go over the table for would rather structures. • When finished, have students share some of their questions
• Have students repeat the example sentences aloud. with the class as a whole and report some of their partners’
• Use some of the example sentences as models for a few practice answers.
questions to ask: Would you rather go to a park or see a
movie? Would you rather eat an apple or an orange? Would you
like to see the dentist today, or would you rather not?” Extension Options and Choices
Assign students to write a short report on a time when they
had to make a choice. What were their options, and what did
they choose? Tell them to support their answers with reasons.

71
 Lesson 5 Communicating Your Choice Lesson 5 Communicating Your Choice

A Model Conversation
Aims
Read the conversation. Then listen. Track 27

- Communicate about choices

Mom: I’m glad you like your new roommate. What else is happening with you?
- Use comparative and superlative adverbs Jeremy: Actually, I have some big news about school. I finally made the decision to switch to
- Express more about alternatives another major—from psychology to music therapy.
Mom: What?
Vocabulary Jeremy: I know. It’s surprising, right?
Mom: Why the change? You chose psychology as a major two years ago. I thought you
finally switch therapy related wanted to be a counselor. Isn’t music just a hobby?
Jeremy: I’m interested in both counseling and music. And they’re related—both are ways to get
practical generous support trust people to express themselves. But music therapists can get jobs more easily than psych
majors, so it’s a practical choice.
Grammar Mom: Jeremy…
Jeremy: And their work often pays better. But most
other and another; else importantly, I love music. That can motivate me to
work harder at becoming a great music therapist.
Mom: I guess… if it’s something you love, you should do it.
Jeremy: You don’t seem happy about this, but it’s generous
Warm Up of you to support me anyway. Trust me—this is a
good choice.
Get the students to think about practical choices that they have Brief note
The subject psychology is often shortened
made. Ask them why they made the choice they made. Ask them to “psych” in informal conversation.
B Vocabulary: Feelings
how their parents or friends felt about their choices. To start off
Write each bold word or phrase from part A next to the correct definition.
the discussion, you can draw upon personal experience to model 1. having a relationship; connected
how they should answer. 2. to change from one to another
3. giving a lot; being very helpful
4. in the end; after a long time
A Model Conversation Track 27 5. really useful; in a way that considers results
6. to believe that someone is honest or correct
• Assign students to pairs. 7. help for a person who is sick or has a problem
• Have students read through the dialogue together, with each 8. to say or show that you agree with someone or something

student taking one part.

C Quick Review
• When they’ve finished reading, ask students what Jeremy has
Fill in the table with the correct forms of each adverb.
decided to do and how his mom feels about it.
Adverb easily well hard
• Now tell students that they will listen to the dialogue and they
Comparative more easily more importantly
should listen for pronunciation and word stress.
Superlative most easily best earliest
• When finished, prompt students with a couple of questions
relating to new vocabulary, such as: Is it more practical to eat
D About You
soup with a spoon or a fork? and Who do you trust?
Talk to a partner about things you do well and things you’d like to do better. How could
you do them better?
B Vocabulary: Feelings 72

• Instructstudents to work on the vocabulary questions

individually, using the words in bold from the reading to fill in
• Have students complete the table by filling in the missing
the blanks.
• When ready, check answers together as a class. adverbs.
• When ready, check answers together as a class.
1. related 2. switch 3. generous • Wrap up the section by challenging students to come up with
Key

4. finally 5. practical 6. trust some sentences of their own.

7. therapy 8. support
Adverbs: importantly, early
Key

Comparatives: better, harder, earlier

 Check the Workbook Superlatives: hardest, most importantly
For further practice with vocabulary, use Exercise 1 in Lesson 5
of the workbook. For some intonation practice, try Exercise 2 D About You
in Lesson 5. • Read the instructions and confirm understanding.
• Have students work in pairs. Monitor the students’
conversations to ensure that they speak enough on the topic of
C Quick Review things they’d like to do better and how they could do so.
• Bring students’ attention to the table. Tell students to notice • When students are finished speaking to their partners, bring the
the differences between comparative and superlative adverbs. class together to review a few of the things that they would like
Demonstrate the pattern in the left column of the table, which to do better.
has already been completed: easily, more easily, most easily.
Give some example sentences so students can see how they are
used: Teacher’s Note Correcting One-sided Pair Work
- “I easily catch a fish.”
When reviewing a conversation, try not to let one partner
- “I more easily cook the fish.”
do all the talking for both members of the pair. If the second
- “I most easily eat the fish.” speaker merely agrees with what the first one said, then get
them to restate their opinion more fully, prompt for more
information, or even ask a question that draws out more than
what they originally said.

72
 Brief note
E Grammar Another contains the article an. This should Teacher’s Note Parts of Speech
remind you to use it only with singular
other and another; else nouns
If students confuse other/another with else, clarify that other/
other and another else
another should be used as adjectives before a noun, or as
Other is often used with plural nouns. Another Else is used after the question words how, what,
is only used with singular nouns. where, who, and why to mean “more,” “other,” or nouns. For example, for noun use consider: I put one book
“different.”
next to the other, and I saw one movie today, and tomorrow
What else is new with you?
At our company, M.B.A. graduates earn more
than other employees. A: Katie is coming to the party.
I’ll see another.
I want to move out of my room and go to B: Good. Who else is coming?
another dormitory. I don’t like this table. Where else can we sit?

F Grammar Practice
F Grammar Practice • Have students work in pairs for this exercise.
Fill in the blanks with other, another, or else. • Tellthem to work together to complete the blanks with other,
1. I’m studying literature this semester, but I may switch to major. another, or else.
2. I know you’re good at math. What are you good at? • When ready, check answers as a class.
3. Cristina knows all the people in her yoga class.
• For further practice with the language, get the students to come
4. Who is graduating next semester?
up with some sentences of their own.
5. I need pen—this one isn’t working.
6. Our university has a bigger business library than schools. 1. another 2. else 3. other

Key
7. Would you like cup of coffee? 4. else 5. another 6. other
8. Are there any international students in our department? 7. another 8. other 9. else
9. Practicing a foreign language is hard, but how can you learn?

G Use the Language  Check the Workbook

Writing home For further practice with other, another, and else, use Exercise
Write a short email to a friend or family member to tell him or her about a school subject that 3 in Lesson 5 of the workbook. For a review of comparative
you don’t like. Explain why, and then explain what you’d like to study instead.
and superlative adjectives, try Exercise 4 in Lesson 5.

G Use the Language: Writing home

• Students will work independently to write a complete email
before getting feedback on their writing.
• Read the instructions aloud and confirm understanding.
• Give students sufficient time to complete their emails. As they
are writing, spot check and offer a few corrections but do not
correct all errors at this time.
73
• When students are finished, assign them to pairs.
• Have students trade their books with one another. Instruct them
to make corrections to any errors they can find.
• Finally, have students ask one another a few follow-up questions
Extension Fast, Faster, Fastest about what they’ve written. As they are doing this, you can give
• Have students work in small groups. Groups of three would final corrections to their written work.
be best, but two to four will do.
• Ask students to take turns challenging one another by
Extension Total Makeover
making a simple sentence with an adverb such as fast. For
example: Dogs run fast. • Assign students to small groups.
• The next student in the group must respond with a • Instruct students to each come up with five things they are
comparative adverb: Horses run faster. unsatisfied with.
• The next student should use a superlative: Cheetahs run the • Students should then tell their partners about the items in

fastest. their list and answer questions about what else they would
• Students may discuss and even debate one another’s like instead. For example: I want another car.  What kind
sentences until they are ready to move on to the next of car do you want?, I don’t like my home.  Where else do
challenge. you want to live?, etc.
• If students need additional writing homework, have them
to choose one of the ideas from their discussion and write
E Grammar about it more fully in a short essay.
• Briefly go over the table. Explain how other and another are
used. Also explain how else is used after wh- question words.
• Have students repeat the example sentences aloud.
• Tell students that you would like them to practice with a few
more sentences. The teacher will make a simple statement, and
the students should ask a question with other, another, or else.
State the sentence: I have a history textbook. This should lead
to the following questions: Do you have another textbook? or
What else do you have? etc.

73
 Active Review
Unit 5 : Active Review
A A Short Article
Read the article and answer the questions.

A A Short Article: More Students Changing More Students Changing Majors

Majors College students change their majors more often now than they did in the past. You
may be surprised when you find out how often: in America today, 80% of students
• Assign students to groups of three to four and have them take change their major once or more. A deeper look into the trend should persuade us to
turns reading sentences aloud until they complete the article. worry less when a friend or family member plans to change majors.
Students generally change majors for positive
• Instruct students to answer the three questions together that reasons. A student rarely changes majors just
follow the article. because he or she is unhappy. Changes are most
common after a student finds another subject he
• Check answers together as a class. or she likes more. Students often switch majors
when they take an interesting elective and find
• Ask whether students have any questions about what they’ve out they are very good at it. They discover a
read and answer their questions. new talent that makes them feel better about
themselves. “I was afraid to change my major, but now
I know it’s common. I’m not the only one.”
The decision to change majors isn’t easy, and it
1. They change their majors more often today than they did in the can be expensive. But even when many people around the country are worried about
money, students change majors because they would rather study an interesting subject
past. than one with better job opportunities. Responding to a recent survey, the most popular
Key

2. A student finds another major he or she likes more. reason students gave for changing majors was “to avoid starting a career that will make
3. They find out what they are really good at by studying an me unhappy later in life.” Parents may worry about their children losing opportunities
for better jobs after graduation, but future happiness is also important.
elective course.
1. What do students do more today than they did in the past?

B Discussion 2. What is a common reason for changing majors?

3. How do some students find out what they are really good at?
• W ith the same partners, instruct students to discuss the
B Discussion
questions with further follow-up questions.
Discuss the following questions with two or three other students.
• Assist with prompts to help them keep the conversation going
1. What do you think about changing majors?
and ensure that all members of a group are participating. 2. Do you think it’s okay for a student to switch majors three or more times?
• As a class, ask students to review what they said to their 3. What would you say to friends, family, or a professor to explain why you want to change
your major? Role-play this conversation with your partners.
partners about their opinions on changing majors.
C Reminder
C Reminder: Some Module 3 Goals in Unit 5 Some Module 3 Goals in Unit 5
Put a check mark () next to the things you can do.
Read each goal with the class. For each goal, ask students to look
over the unit and find where they learned to do these things. Ask Ask and answer simple questions about school, likes, and dislikes
students if they can demonstrate some of the goals. Then have Explain why you like or dislike something
them put a check mark next to the goals they have achieved. Write about yourself (for example, information about your school) using simple
language

74

74
 Fluency
Sample notes:
• Business is popular - attracts many students
A Read to Write
• Many students switch to business
You’re helping choose the majors for a new university that will open in a few years.
Read through the list of recommended majors and the notes on each one. For the • Busi. students also switch to other majors or leave univ.

Key
majors that have no notes (computer science and English), write your own. Then write • Few students enroll in fine arts – but they don’t change majors
in other majors that you would like to consider including in your program.
often
Name of Major Notes Include • More nursing majors quit after 1st yr than any other major
Philosophy Philosophy continues to bring in students at the best colleges. • Psychology students study longer than nursing majors but hard
Finance
Graduates who succeed in finance often give a lot of money to the for them to find jobs
university, and they can make our school look better.

Computer Science

Psychology
In surveys, many students said they selected this major because it is C Now Speak
“interesting.”
• Have students work in pairs.
We need very talented students to make this a successful department.
Dance
Scholarship money is available to help students afford our program. • Tell
them to compare their preferences. Students must discuss
History is not a very popular major nowadays, but many students
History
study it as a minor, or as an elective while studying other majors. and debate until they can persuade each other and agree to a
English
complete curriculum together.
• When all pairs have completed this task, have them share their
Fewer students are studying this recently, but the opportunities for
Agriculture graduates are getting better every year. With good promotion, we
can make a successful department.
decisions and their reasoning for their final lists with the class.
Additional Majors You Want to Consider • To wrap up this activity, have them discuss the final three
discussion questions about persuading and arguing.

B Listen to Write
Listen to a short lecture with advice about majors that universities should offer. Take
notes on a separate piece of paper. Use the advice and your notes to help you think
about the majors on the list above, and add more majors to your list if possible. Track 28

C Now Speak
Work with a partner. Compare your preferences. Discuss your reasons and try to
persuade your partner to agree. Continue until you can agree on a final list, including
4 to 6 selected majors.
When you are done, discuss these questions:
1. Was it easy to agree with your partner on your list of majors? If not, how did one partner
persuade the other?
2. In general, are you good at arguing and persuading people? Do you enjoy it? Why or why
not?
3. Is it harder for you to argue in English? If not, why not? If so, how can you improve?

75

Fluency

A Read to Write
• Students will work individually at this stage. They will help
design a curriculum for a new university.
• Read the instructions aloud and confirm understanding.
• Instruct students to read through the descriptions of several
majors. They should then fill in the missing descriptions for
Computer Science and English. Finally, they should add some
ideas of their own. They should include some majors of own
that should be considered for the university’s curriculum.

B Listen to Write Track 28

• Tellstudents that they will now listen to a lecture that may

change their minds about which majors to offer.
• Read the instructions and ensure comprehension.
• Be sure all students are ready to take notes. Prepare notepaper
for those that need it.
• Remind students that notes do not need to be in full sentences.
They can write key words and phrases that they hear. They can
also abbreviate words. Give some examples to help them.
• Play the audio once, and allow some additional time for
students to take notes on some majors they would like to add or
remove from the list.

75
 Unit 6 . Transferring 
Unit 6 Overview: Lesson 1


Looking for a School

Transferring A Authentic Text: A university brochure
Read the brochure. Then read the sentences and write T for true or F for false.
1. The university is in a big
Lesson 1: Looking for a School A Small-Town University with
city.
Big-City Conveniences

Aims: - Read a university brochure You can

have it all! A 2. It is near downtown.
- Describe where things are high-quality
university University residences are next to
in a small the school gym and library. 3. There’s a nature park on
Vocabulary: Words used to talk about schools town with
• Choose from 1-, 2-, or 4-bedroom campus.
all the conveniences of a major
apartments or single dormitory rooms.
Grammar: Adverbs of place urban center. A safe and welcoming
environment for students from • Meal plan for three campus
around the world. restaurants. 4. It is close to a mountain.
Lesson 2: Changing Schools • You are never far away from Why should you be here?
shopping, healthcare and • We are 50 km to the north of a city 5. Campus residences are
entertainment: only a five-minute
Aims: - Read about a student’s problems walk from campus to downtown
that offers jobs in technology for
students and graduates.
close to the gym.
- Ask for and giving advice • Only a short bus or train trip to
the nearby city and easy access to
• We rank in the top 10 for student
satisfaction and number of students
an international airport who find full-time jobs in less than
6. The university is 50 km
Vocabulary: Fields of study • Campus is located beside a very six months after graduation. east of an area with jobs
large nature park perfect for • You can easily transfer credits from in technology.
outdoor sports in all seasons other colleges and universities.
Grammar: had better (not) and let’s • Not far away (only 30 km) from • We have a reputation for high-
the Kleisan Department for quality education.
Research
Lesson 3: Researching Options • 50 km east of Magren Mountain
You won’t find that anywhere else!
Enroll now and get into the program
for skiers and snowboarders of your choice!
Aims: - Read a university homepage
- Discuss important features of schools
B Vocabulary
Vocabulary: Phrases found on a university website
Match the word or phrase on the left to the correct definition on the right.
Grammar: First conditional; have + object + to verb 1. environment • • a. the center of a city
2. conveniences • • b. permission to use something
Lesson 4: Visiting a Campus 3. enroll • • c. a happy feeling; a feeling that something is right or good
4. healthcare • • d. things that make life easier
Aims: - Discuss choosing a school 5. access • • e. all the things that are around a person
6. satisfaction • • f. a unit of study as part of a degree or course
- Give facts or opinions when unsure 7. downtown • • g. to register as a student at a school
8. credit • • h. medical help
Vocabulary: Vocabulary needed to choose a school 9. transfer • • i. to be accepted into a program
10. get into • • j. to move from one place to another
Grammar: think + (that) clause
C In Your World a
Lesson 5: Going Abroad to Study
Label the compass with directions: north, south,
Aims: - Talk about plans to study abroad east, and west. Then talk with a partner:

- Give advice What is around your school campus? d b

What is north, south, east, and west of you?

Vocabulary: Vocabulary associated with studying abroad
c
Grammar: keep/continue + gerund; why not and why don’t 76

Some Module 3 Goals in Unit 6

- Ask and answer simple questions about school, likes and dislikes.
- Understand short, simple texts containing familiar vocabulary,
including international words. Teacher’s Note University life in the USA and UK
- Describe plans and alternatives.
Let students know that in the US and the UK it is common
for young people to move away from their hometowns to a
different city in order to study at university. Even if there is a
good university in or near their hometown, people will often
Lesson 1 Looking for a School move and study elsewhere.

Aims
- Read a university brochure
A Authentic Text: A university brochure
- Describe where things are • Transition by telling students they will read a text associated
with university education.
Vocabulary
• Go over the text together as a class. Explain any unfamiliar
environment conveniences enroll healthcare access terms or concepts.
satisfaction downtown credit transfer get into • In pairs, ask students to read the sentences and write T for true
Grammar or F for false. Then check as a class.
• Ask students if they think they would like to study at a
Adverbs of place
university like this.

Warm Up 1. F 2. T 3. F
Key

4. F 5. T 6. T
Assign students to groups of 3-4. Ask them to brainstorm some
of the differences between life in school and at university. Some
differences might include: more freedom at university, more B Vocabulary
choice of what to study at university, more expensive costs at • Ask students to find and mark the vocabulary in the text. This
university, etc. will help them understand the meanings better in context.
• Tell students to work individually to match the words to the
definitions. Check in pairs and then as a class.
• Drill the pronunciation of the words, paying attention to word
stress.

76
D Grammar
D Grammar
Adverbs of place
• Go over the table, explaining what an adverb of place is and
what it does. Explain how adverbs of place are different from
adverbs of place
Like many prepositions, an adverb of place tells us where an action happens or its location. Adverbs
prepositions because they do not have to be followed by nouns.
of place are different from prepositions because they do not have to be followed by nouns. They They usually come after the main verb or its object.
usually come after the main verb or its object.
I looked around, but I couldn’t find my books. I searched everywhere.
• After going over the table, provide some more examples and
I have to go back to tell my teacher.
The teacher always welcomes us inside.
They built a school nearby.
We will look outside.
then elicit some example sentences from the students.

E Grammar Practice E Grammar Practice

Read the sentences and circle the correct answers. • Do number 1 as a class.
1. I like this apartment because there’s a park ( nearby / outside ). • Have students to choose the correct adverbs individually. Then
2. We had some free time, so we walked ( around / everywhere ).
3. Let’s sit ( outside / next to ) for lunch today.
have them check in pairs.
4. Teresa is going shopping, but she’ll come ( inside / back ) in time for dinner. • When ready, check answers as a class. If students disagree about
5. Why don’t we sit ( here / out ), next to the window? an answer, encourage them to justify their answers before
6. Please close the window before you go ( out / across from ).
giving the correct one.
7. Downtown is so crowded. There are people ( everywhere / in )!
8. Please put your things right ( under / there ).
9. To get to campus, walk two blocks ( north / around ). 1. nearby 2. around 3. outside

Key
4. back 5. here 6. out
7. everywhere 8. there 9. north
F Use the Language
Describing a campus
A. B.  Check the Workbook
For further practice with adverbs of place, use Exercise 1 in
Lesson 1, Unit 6 of the workbook.

C. D. F Use the Language: Describing a campus

• Explain to students that they are going to describe one of the
photos.
• Give students a few minutes to prepare and make notes if they
wish.
• Assign students to pairs. They should take turns describing the
Work with a partner. Do not tell your partner which picture you chose. Describe the campus.
Your partner will guess which picture you are describing. After he or she does, discuss why you image that they chose, while their partners guess which one
chose that picture.
they are describing.
77 • When they have finished, students should talk about why they
chose that image.
• If some students finish quickly, have them change partners and
1. e 2. d 3. g 4. h ask them to describe their images again.
Key

5. b 6. c 7. a 8. f • As a class, find out which photo was described the most. Have
9. j 10. i the students share some of their descriptions with the rest of
the class.
C In Your World
Setup / Demo
Ask students to quickly complete the compass. Check
pronunciation as you check the answers. If you have a strong
class, you might want to introduce the concept of northeast,
southeast, southwest, and northwest.
Activity
Elicit one or two things that are around your school campus and
write them on the board. If you are not on a campus, then ask for
one or two things in relation to your location. Elicit where they
are in terms of north, south, etc. You might need to clarify where
north is in relation to your classroom. Ask students to do the
activity in pairs.
Feedback
Recap by asking students some of the things they mentioned and
their location. Ask the class if they agree on their location.

Extension Reading a Map

If you have the facilities, show a map of the local area to
students for them to check the locations of the things they
mentioned. Also, use the map to explain how to read a map.
If possible, provide different maps and have students figure
out the locations of places on the map.

77
 Lesson 2 Changing Schools Lesson 2 Changing Schools

A Model Conversation
Aims
Read the conversation. Then listen. Track 29

- Read about a student’s problems

Leo: Hi, Martina. How are your classes?
- Ask for and give advice Martina: I’m really not happy here. I’m thinking of changing schools.
Leo: That’s a big decision. Why aren’t you happy?
Vocabulary Martina: They offer limited programs here—mostly law or fine arts. I’m just
not interested. It’s so hard to stay motivated, and I don’t want to
statistics TESOL environmental science warning fail. I want to study physical therapy.
physical therapy fail intense limited Leo: Well, you’d better do some research on other schools.
Martina: It’s so intense—I get stressed out. I don’t know where to start!
Grammar Leo: That’s okay. I can help you. Let’s have a look at some websites
together.
had better (not) and let’s Martina: Thanks so much, Leo. You are such a good friend. But right now
you’d better get to class. You’ve already had a few warnings
about being late, right? Let’s meet in the library after lunch.
Leo: I’ll see you then.
Warm Up Brief note
To “have a look” means to read or see something.
Ask students if they have ever had to change school or university. B Vocabulary
Ask for some reasons and write them on the board. If students are
Study the words and phrases. Then practice saying them with a partner.
reluctant to talk, help them get started by talking about your own
experiences with changing school or university. List the reasons
for changing schools on the board. Some potential reasons for
changing schools could be the following: moving home, problems
with classmates, not being interested in the offered classes, etc. statistics TESOL environmental science physical therapy

A Model Conversation Track 29 Match the words with the correct definitions.
1. warning • • a. not much; not many
• Transitionby telling students that they are going to listen to a 2. fail • • b. to not be successful at something; to not finish a class because of low grades
conversation between two students about changing schools. 3. intense • • c. advice to be careful about something
4. limited • • d. stressful
• Ask students to listen and decide why the student wants to
change schools. Listen to the words again. Underline the stressed syllable in each word. Then practice
saying the words out loud. Track 30
• Play the audio and listen to the conversation as a class.
• Play the audio again and ask students to read the text at the statistics TESOL environmental science physical therapy warning fail intense limited

same time. Check the reason why the student wants to change
schools. Why isn’t Martina happy at her school? (It offers limited C In Your World

programs, so it’s hard for her to stay motivated.) How will Leo Discuss these questions with a partner.

help her? (They will have a look at some websites together.) • Why did you choose your program of study? • Imagine you have to change schools.
Where would you like to go? Why?
• Go over the phrase in the Brief note. Provide further sample
78

sentences. Ask some volunteers to come up with their own

examples.

D Grammar
B Vocabulary Track 30
• Brieflygo over the table with the information about had better
• Go over the words with the class. Assign student to pairs to
and let’s. Explain the differences between the two. Explain how
practice saying the words together. Have students work in pairs
had better is used for suggestions and warnings. Let’s is used
to match the words to the definitions.
for suggestions and proposals.
• Then play the audio for students to listen to and repeat. Ask
• Make sure to go over the Brief notes.
them to underline the stressed syllables in each word. Elicit • After going over the table, point out to students that to is not
where the word stress falls and practice out loud as a class.
used after either let’s or had better.
1. c 2. b 3. d 4. a
Key

statistics, TESOL, environmental science, physical therapy, warning,

Teacher’s Note Pronunciation: had better
fail, intense, limited
As mentioned in the Brief note at the top of the page,
the abbreviated form of had better (you‘d better) is more
C In Your World commonly used. This means you should use this form yourself
• In pairs, students should discuss the following questions: Why and present it first to your students for them to practice. It is
did you choose your program of study? Imagine you have to tempting to stress the had so students are aware of it, but it
change schools. Where would you like to go? Why? will be more helpful to use the form that is more commonly
• Allot sufficient time for the students to have a good discussion. used in English conversation.
• Wrap up the activity by having a few students share their
opinions.

78
D Grammar
Brief note
In had better, the short form of had is
F Use The Language: Getting advice
usually used: You had better  You’d

had better (not) and let’s

better. In informal conversation, people • Explain to students that they are going to do a role-play.
sometimes leave out had: You better…
• Give students a few minutes to read through the different
had better (not) + verb for suggestions and warnings
Use had better to talk about things that someone should do. This is a strong way of making a suggestion. descriptions and choose a student they would like to be.
It has the meaning that there might be a negative result if the person does not do the action.
+ The teacher is getting angry. You had better stop talking so much in class.
• Encourage students to think of more details about their chosen
He might fail that class. He’d better get a tutor.
student.
- This is a dangerous road. You’d better not drive so fast.
He has an early class tomorrow. He’d better not stay out late tonight. • Assign students to pairs. One student describes his or her problem
let’s + verb for suggestions and proposals
Use let’s to make suggestions or proposals to someone. It is a contraction of “let us”.
while the other one listens and asks questions to get more
Let’s meet in the library after lunch. Let’s have a look at some websites. information. The second student then gives some advice. They
Brief note then swap roles and repeat the procedure.
You can use had better in a question form:
Hadn’t we better warn him about the test? But • If time permits, have some pairs present their role-plays to the rest
it’s more common to use should in questions.
E Grammar Practice
of the class.
Write sentences using the given verbs and words or phrases from part D.
• Wrap up the section by finding out what the students thought
1. Classes start tomorrow, so we (go) to bed early.
2. Your mother called and left a message. You (call) her back.
was the best piece of advice they heard.
3. You and I have a lot of work to do. (meet) at the library this evening.
4. My sister might fail French. She (hire) a tutor.
5. (not work) on our project tonight. We can do it this weekend.
Extension Writing Advice in an Email
6. I want to sleep well tonight, so I (not drink) any more coffee.
7. Professor Samuel can probably help us. (talk) to her after class. Ask students to write their advice for homework. They could
8. You (do) some research before deciding to change schools.
use the text in Exercise 3 in Lesson 2 of the workbook as a
model for their writing.
F Use the Language
Getting advice
Read each student’s situation. Work with a partner. Choose to be one of the students, and
explain your problems. Your partner will ask questions to get more information and will give
you advice and suggestions.

Brad: My father wanted me to study engineering so I can get a good job.

That’s why I applied to this school. But I really don’t understand
my courses, so I’m not doing well. I’m worried about failing. I don’t
want to study here. I guess I should talk to my parents about it,
but I’m afraid to.
Cynthia: I’m in my first semester, and I’m lonely here. All my friends went to
the local college in our town, but I came to this big school. I only
go home about once a month, so I miss my friends. People here
aren’t friendly. I spend all my time by myself in the dorm. I like the
classes, and my grades are good, but I want to make some friends.

Ramon: My university courses may not help me reach my goals. I should

be working on my business—I buy and sell software. My business
makes money, and I want to spend more time making it grow. Will
a degree in programming help me run my business better? I’m not
sure.
79

E Grammar Practice
• Do number 1 together as a class.
• Have students work individually to complete the sentences.
Then have them check in pairs.
• Check the answers together as a class.
• Sometimes, more than one answer is possible. For example, in
number 3, students could choose either We had better or Let’s.
Accept either answer but point out that We had better is a
stronger suggestion, and Let’s is friendlier.

1. ’d better go 2. ’d better call

3. Let’s meet / We’d better 4. ’d better hire
Key

5. Let’s not work 6. ‘d better not drink

7. Let’s talk 8. had better do

 Check the Workbook

For further practice of let’s and had better, use Exercises 2 and
3 in Lesson 2 of the workbook.

79
 Lesson 3 Researching Options Lesson 3 Researching Options

A Authentic Text: A university’s homepage

Aims
Read the website.
- Read a university homepage
- Discuss important features of schools Four Corners University Search

Home | New Students | Returning | Students | Academics | Faculty

a Home

Vocabulary
Go. Be.
b Programs and Courses

c Fees

inspire life sciences humanities d Facilities Dream. Do.

e Residences

faculty assistance discover f Continuing Education At Four Corners

g Student Employment
continuing education experience h Student Assistance
How do you want to change the world?
At Four Corners University, you’ll have the
Grammar Subscribe to updates
SUBMIT
opportunity to work with great professors and
students. You’ll make friends with people from
around the world. You’ll discover opportunities
First conditional; have + object + to verb Pay Fees Online
around every corner. You’ll be inspired for life.

Join us for a freshman weekend.

You’ll attend fascinating lectures. You’ll meet fascinating people. You’ll experience Four Corners.

Warm Up
About Employment Opportunities Contact Us

Ask students what information can be found on a school or B Vocabulary

university’s website. Go online and look at the homepage for the Fill in the blanks with the correct words and phrases from the box. Change the form if
institution where you teach with your students. Ask if they think it necessary.
is a good homepage, whether they use it or not, and if they think inspire life sciences humanities experience
faculty assistance discover continuing education
it is easy to navigate.
1. Literature and languages are part of the department.
2. If you are older and want to study part-time, contact someone in
A Authentic Text: A university’s homepage .
3. Biology, chemistry, and environmental studies are in the
• Transition by telling students that they will read the homepage department.
of a university. 4. I couldn’t decide on a major at first, but then I a passion for art history.
5. Many people travel abroad in order to new things.
• Ask students to read the text and talk in pairs about if they think 6. Professors are members of the .
it is a good homepage or not. Also, ask why they think it’s a 7. When choosing a major, it’s good to think about what you.
8. Students can contact an advisor for .
good homepage or not.
• As a class, go over the information provided on the web page.
C Comprehension

B Vocabulary Look at part A and write the correct letters. What should you click if you...
1. are a student with a problem? 4. want to ask a question about a major?
• Have students work individually to complete the sentences with 2. want to know how much the school costs?
5. are an older adult and want to take a class?
words from the box. 3. are looking for a job while you study?
• Most of the words appear in the text. However, you might need 6. want to stay in a dorm on campus?

to help students with the words that do not appear within the 80

text.
• Have students check their answers in pairs. Then go over
everything as a class.
Teacher’s Note Fees
1. humanities 2. continuing education Tell students that there are a number of synonyms for fees:
3. life sciences 4. discovered charges, costs, and payments. The word fee is usually used for
Key

5. experience 6. faculty professional advice or services, for example legal fees, medical
7. inspires 8. assistance fees, or in this case, educational fees.

 Check the Workbook Extension What should you click if you…?

For further practice with vocabulary, use Exercise 1 in Lesson 3
Have students find a homepage of another school or
of the workbook.
university. Tell them to come up with definition-style questions
similar to the ones in part C. Have them label the pertinent
parts with letters. Go around and help students with any
C Comprehension issues. Have them work in pairs to ask and answer the
• Direct
students to the letters on the left of the homepage text. questions on the homepages.
• Assignstudents to pairs to answer the questions.
• Check answers as a class and answer any questions the students
may have.

1. h 2. c 3. g
Key

4. b 5. f 6. e

80
D Grammar
F Use The Language: What’s important to you?
First conditional; have + object + to verb
• Give students a few moments to write five things that are
important when choosing a university or school. Go around the
first conditional
A first conditional is an if sentence that expresses something that will be true in the future. It has an if room and help with ideas if necessary.
clause in the simple present tense and result clause in the future tense.
• If students have already started university or studied at university
If it rains tonight, she will stay home.
if clause (simple present) + result (will + verb)
If I transfer to another university, I’ll be happier. in the past, ask them to try to remember what was important in
She will stay home if it rains tonight.
result (will + verb) + if clause (simple present)
I’ll be happier if I transfer to another university. the past.
have + object + to verb • Assign students to pairs. Ask them to compare their ideas and see
Remember that you use have + object + to verb to give details about things that the subject has.
These can be physical objects or not. For example: I have a chance to participate in a school tour. how similar they are.
Brief note • In the same pairs, have students answer the two discussion
E Grammar Practice
Use a comma to separate two clauses
when the sentence begins with if. questions. How did you learn about your school? What factors
Match the two columns to make sentences. did you research before you decided to attend your school?
1. If there isn’t a pool on campus, • • a. if you don’t get some rest. • Wrap up the activity by finding out what the students think the
2. I have too many books • • b. you will need to study harder. most important factor is.
3. I’ll transfer to another school • • c. I’ll have to go swimming at the one downtown.
4. If you want to get good grades, • • d. he’ll have to work and save money for school.
5. You’ll get sick • • e. if I can’t find classes I like here.
6. She has an opportunity • • f. to transfer to another school.
7. If he doesn’t get a scholarship, • • g. to read this semester.

F Use the Language

What’s important to you?

What are the five most important factors to consider when you choose a school or university?
Make a list.

1.
2.
3.
4.
5.

Compare your list with a partner’s and give reasons for your answers. Are your lists similar or very
different? Try to decide together on the most important factor for students to consider.

Then discuss these questions:

1. How did you learn about your school?
2. What factors did you research before you decided to attend your school?

81

D Grammar
• Go over the table, highlighting the structure of the first
conditional.
• Give more examples that are relevant to your students. For
example, If I open the window, it will get cold.
• Elicit more examples by giving the beginning of a sentence and
asking students to complete it. For example, If I study hard… or
I will be happy if…
• Use the Brief note to show that we can start a first-conditional
sentence with either the if clause or the result clause. However,
if we start with the if clause, we need a comma after it.
• Briefly go over the section about have + object + to verb. Elicit
some more sentences; for example, We have lots of homework
to do.

E Grammar Practice
• Do number 1 as an example with the class.
• Have students work individually to connect the two columns.
• Check in pairs and then as a class.

1. c 2. g 3. e 4. b
Key

5. a 6. f 7. d

81
 Lesson 4 Visiting a Campus Lesson 4 Visiting a Campus
Brief note
A Model Conversation
Aims “A bunch of” means many.

Read the conversation. Then listen. Track 31

- Discuss choosing a school

Layla: Hi, Cecile. How’s it going? Did you decide on a new school?
- Give facts or opinions when unsure Cecile: No, not yet. I browsed a bunch of websites, but I’m
still not sure what to do. Maybe it’s not a good idea to
Vocabulary transfer to a new school. What do you think I should do?
Layla: How about visiting some campuses? Then you can see the
make an inquiry find out browse wander schools for yourself. Maybe you can sit in on some classes,
surrounding community sit in on recruiter visit too, if you want to.
Cecile: That’s a great idea. I can’t wait to explore some of the
Grammar facilities, too. How about coming with me?
Layla: That sounds like fun. Let’s make a list of three or four
think + (that) clause schools to visit and start planning.
Brief note
Use “How about” and What about to make suggestions.

Warm Up B Vocabulary
The structure is How about/What about + V-ing.
For example: How about visiting some campuses?

Ask students to think about the first time they visited their 1. You’re planning to see a university campus. Put a check mark next to things you should do
before you go.
school campus. Ask them the following questions: How was the
make an inquiry with the admissions office explore the surrounding community
experience? What did you think about the campus when they find out about transportation to the campus sit in on classes
visited? Did the campus influence your decision to attend the browse the school website meet with a campus recruiter
school?, etc. wander around the campus visit the student center

2. In your opinion, what are the three most important things to do when you visit a new campus?
A Model Conversation Track 31
C Vocabulary Comprehension
• Transition by telling students that they are going to listen to a
Use the correct forms of the words and phrases from part B to complete the sentences.
conversation about visiting a campus.
• Make sure to go over the two Brief notes and make sure Last week, I called a university to
about applying. I spoke with a woman in the admissions office, and she suggested that
students understand them.
I make an appointment to speak with a(n) . She said they could answer
• In pairs, have students read the conversation, with each student all my questions about the school and its programs.
taking on a role each. I made an appointment for the next day. Before my appointment, I
the school’s website and other sites for information about the
• Play the audio for students to read and listen to the
.I there is a hospital, a shopping
conversation. Ask comprehension questions to check for mall, and a nature park nearby.
understanding. The school is about three hours from my house, so I had to get up early to go to the
meeting. Afterwards, I around and explored the facilities, including the
gym and the library. I talked with some current students. But I didn’t
B Vocabulary any classes. Maybe I’ll again
next week to do that.
• Read through the sentences with the students. Provide more
examples using the target vocabulary if necessary. 82

• Have students work individually to put a check mark next to the

options they think are important.
• Assign students to pairs to check their answers.
• Ask the same pairs to work together to decide which three Teacher’s Note Providing Answers on the Board
options are the most important. While you can check the answers orally, many students
• During feedback, see if the class can agree on the most will appreciate seeing the answers written on the board
important things to do. Ask the class if there is anything else or on a handout. This will give them the chance to check
prospective students should do. their answers in their own time as well as check spelling,
punctuation, and any grammatical points.
1. Things to do before visiting a campus: make an inquiry
with the admissions office, find out about transportation to the
Key

campus, browse the school website.

2. Answers will vary.
D Grammar
• Briefly go over the table to introduce the structure think + (that)
clause.
C Vocabulary Comprehension • Go over the Brief note. Tell students that in spoken language
• Tellstudents to work individually to read the text and fill in the we are likely to drop that, but it is more common in written
blanks with phrases from part B. Remind students that they language.
might need to change the tenses of some of the phrases to
• Provide more examples that the students can relate to. For
make them fit in the sentences.
example, if they have an exam coming up soon, say: I think
• Check in pairs and then as a class.
(that) we should have extra homework to help prepare for the
test. What do you think?
1. make an inquiry 2. campus recruiter
3. browsed 4. surrounding community
Key

5. found out 6. wandered

7. sit in on 8. visit

82
D Grammar
F Use the Language: Schools in my area
• Read the directions and go through the table to make sure
think + (that) clause
students understand all of the vocabulary.
think + (that) clause
Use this structure to give opinions or to give facts that you are unsure about.
• Students should use the Internet to carry out research into two
I think (that) you have to study harder. Brief note local or famous schools. Give students the freedom to decide on
My father doesn’t think (that) I need to change schools.
What do you think (that) I should do?
Including or leaving out the word
that does not change the meaning.
their choices.
I think (that) you’d better visit some campuses.
• Make sure students complete the information in the tables as
they carry out their research.
E Grammar Practice • Have the students discuss the schools in pairs.
Fill in the blanks with the correct forms of the words from the box. • If you don’t have the facilities in school to do this, ask students
wander think get that find out to do it for homework.
1. He doesn’t have a car. I he walks to school.
2. My sister likes to study. I think she’ll go to a good university. Extension Give a Presentation
3. Tony thinks I should more about the university before transferring.
Ask students to report to the class on what they found from
4. I don’t think she’ll need to work if she a scholarship next year.
their research. If you have a large class, assign students to
5. I think we should around campus and look at the facilities.
groups of about 4 or 5 and have them present their research
to each other.
F Use the Language
Schools in my area
Go online and research two local colleges or two famous ones. Use the information you find to
fill in the chart.

School 1: School 2:

Location: Location:

Size (number of students): Size (number of students):

Common majors: Common majors:

Facilities: Facilities:

Surrounding community: Surrounding community:

Discuss the schools with a partner. Talk about how to prepare to go to each of them. Which
college or university interests you more? Why?

83

E Grammar Practice
• Do number 1 as an example together with the class.
• Have students work individually to complete the rest of the
sentences.
• Check in pairs and as a class.
• Pay attention to pronunciation and correct forms during
feedback.

1. think 2. that 3. find out

Key

4. gets 5. wander

 Check the Workbook

For further practice of think + (that) clause, use Exercises 2 and
3 in Lesson 4 of the workbook.

83
 Lesson 5 Going Abroad to Study Lesson 5 Going Abroad to Study

A Model Conversation
Aims
Read the conversation. Then listen. Track 32

- Talk about plans to study abroad

Martin: I’m not happy with any of the schools I looked at. I think I’ll just keep going to this one.
- Give advice Yuka: Why not take a semester off? It’ll give you some time to think about what you want
to do.
Vocabulary Martin: I’d like to travel, but I’d probably better finish my studies.
Yuka: Why don’t you combine those ideas? Go abroad to study for a semester. There are lots
visa culture budget take … off of good exchange programs. You could learn a new language and culture, and still
insurance embassy exchange program combine finish your studies.
Martin: That’s not a bad idea. But it means I have to
Grammar continue researching and thinking about a budget.
Yuka: I’ll talk to my cousin in London. He studied in
keep/continue + gerund; why not and why don’t Canada, so he might have some suggestions.
Martin: The Canadian embassy is near my place, too. Maybe
I’ll go in and ask some questions about visas and
Warm Up insurance and stuff. Brief note
“…and stuff” is an informal way of saying et cetera (etc.).
Ask students if they have ever thought about going abroad to
B Vocabulary
study. Assign students to groups and give them a few minutes
Fill in the blanks with the correct words from the box.
to think of advantages and disadvantages to studying abroad.
Collect their ideas and put them on the board. Have a show of visa culture budget take … off insurance embassy exchange program combine

hands to see who would like to study abroad and who wouldn’t. 1. Before visiting a new country, you should learn a little about its .
Have them express why or why not. 2. To study in a foreign country, you need a student .
3. Allie is applying to a(n) so that she can study in
Argentina.
A Model Conversation Track 32 4. It’s important to make a(n) so that you don’t spend too much money.
5. My professor is going to a year to write a book.
• Transition by telling students that they are going to listen to two
6. When you put things together, you them.
people talking about studying abroad. 7. Students at universities need health .
• Ask students to read through the conversation in pairs. 8. Some students register with their country’s when they study abroad.

• Play the audio for students to read and listen to the

C In Your World
conversation. Discuss the questions with a partner.
• Ask questions to check for comprehension. What does Yuka Imagine you are going abroad to study. You can go to any country in the world. Where would
you go? Why?
suggest to Martin? (taking a semester off / to go abroad to
study for a semester) What could he learn? (a new language D Quick Review
and culture), etc. Look back at the brief notes in this module. What word or phrase means…
1. …”many”?

B Vocabulary 2. …“to read or see something”?

3. …”to reach the same point as”?
• Go over the words in the box. Give any further explanations if 84

necessary.
• Ask students to find and underline/circle the vocabulary words
in the text.
• Tell students to work individually to fill in the blanks with the Teacher’s Note Competition in Class
correct words from the box. You might like to add a competitive element to this part of
• Check in pairs and then as a class. the class by having a race to find out which pair is the first.
Introducing competition can certainly be useful for a lot of
1. culture 2. visa 3. exchange program students, but make sure it is just for fun and doesn’t create a
Key

4. budget 5. take, off 6. combine bad atmosphere. Also, make sure that “losing” teams don’t
7. insurance 8. embassy
feel left out.

C In Your World
• Assign students to pairs to discuss the questions. E Grammar
• Tellthem to have a discussion about studying abroad. • Go over the grammar structures in the table. Focus on keep/
• As a class, find out which country is the most popular continue + gerund first.
destination for studying abroad. • Explain the structure and provide students with additional
examples if necessary.
• Elicit some examples from the students.
D Quick Review
• Now look at why don’t + subject + verb...? and why not +
• Tellstudents to review the Brief notes within this module. Tell
verb..?
them to find the answers for the three phrases.
• Stress to students that these phrases are used to make
• Have students work in pairs to quickly flip through their book to
suggestions.
find the answers.
• Provide extra practice by giving students a problem and asking
• Go over the answers as a class.
for advice. For example: T: I can’t sleep at night. S: Why don’t
you stop drinking coffee?
Key

1. a bunch of 2. have a look 3. catch up with

84
E Grammar
Brief note G Use the Language: Which university is best?
It’s more common to use keep + gerund

keep/continue + gerund; why not and why don’t

in conversation and continue + gerund
in writing or formal speaking.
• Give students a few minutes to read through the information.
• Ask students to decide which university is the best.
keep/continue + gerund why don’t + subject +
why not + verb…?
Use this structure to talk about an action that
verb…? • Stress that there is no correct answer, it is all about opinion.
you continue to do, often to reach a specific goal. Use these phrases to make suggestions.
If you want to get If you want to get good Why don’t you Why not combine those
• In pairs, have students compare their opinions. They should also
good grades, you have
to keep working hard.
grades, you have to
continue working hard.
combine those ideas?
Why doesn’t she
ideas?
Why not transfer her
rank the universities from 1-3.
I can’t find a good job, I can’t find a good
transfer her credits? credits? • As a class, find out which university is the most popular and why.
but I’ll keep looking. job, but I’ll continue
looking.

Brief note
You can also use continue with an infinitive: If you continue to study hard, your grades will get better. Extension The Best University
F Grammar Practice Ask students to provide similar information for local or
Underline the errors and rewrite the sentences correctly. national universities. Which university do they think is the best
1. Dana wants to continue volunteer at the clinic to get experience for medical school. one? Have groups of three or four create short profiles similar
.
to the ones in part G. Then have them rank the universities.
2. Keep to researching English schools overseas.
.
Discuss the rankings together as a class.
3. Why don’t you going to Montreal? You can keep learn English and French there.
.
4. I make a budget every month, but I keep to spend too much money.
.
5. Most schools continue to offering scholarships to students if they keep their grades high.
.

G Use the Language

Which university is best?
Read about the universities. Choose the one you think is best. On a separate piece of paper, write
your reasons.

A. B. C.

• Reasonable tuition and fees • Expensive tuition, but • Free tuition, but hard to get in
• Opportunities to work on excellent reputation • Few programs and courses,
campus • Well-known for business but great reputation
• Many programs and courses and international studies • Excellent art and theater
• Exciting student life • Opportunities to become programs
• Small, friendly town an intern at a big company • Near a big city

Find a partner. Discuss your opinions. Then rank the schools from 1 to 3.
85

F Grammar Practice
• Do number 1 as a class.
• Students should then work individually to identify and correct
the mistakes.
• Check in pairs and then as a class.

Correct sentences:
1. volunteer: Dana wants to continue volunteering at the clinic to
get experience for medical school.
2. Keep to: Keep researching English schools overseas.
3. going, learn: Why don’t you go to Montreal? You can keep
Key

learning English and French there.

4. to spending: I make a budget every month, but I keep spending
too much money.
5. offering: Most schools continue to offer scholarships to students
if they keep their grades high.

 Check the Workbook

For further practice with why not and why don’t, use Exercise
3 in Lesson 5 of the workbook.

85
 Active Review
Unit 6 : Active Review
A Janet’s Old Apartment
Listen to the news report and fill in the blanks. Then answer the questions. Track 33

A A News Report Track 33

The US Department of has new research. It
• Tell says that only 60 percent of students seeking an undergraduate
students that they are going to listen to a news report. degree at an American college or university finish their study
Before they listen, tell them to read through the text. Ask program in six years.
students to quickly read to find out what the research was on The report looks only at full-time students
a four-year college or university for the first time in 2008.
and if they are surprised about the findings. Tell students not to According to the researchers, 60 percent of these students
worry about the blanks for now. completed their program by 2014.

• Then have students listen and complete the missing information. Why do many students keep to graduate?
It might be because they have chances to
Check in pairs and then as a class. change their majors. Some schools allow students to change or
their majors, while others don’t allow this. Some researchers think
that if changing majors becomes easier, more students will graduate. In other words,
1. Education 2. enrolling 3. degree if students can find with their subject, they will
4. failing 5. limited 6. combine studying. Also, some students change schools during their studies. If their new school
7. satisfaction 8. continue 9. transfer credits doesn’t let them from their old school, they will
take longer to graduate and may not finish.
• Tell students to work individually to answer the questions.
Questions:
Key

• Then
1. have them
Only 60 check
percent in pairs. students
of full-time Go overatthe answers
4-year as complete
colleges a class. 1. What did the researchers find out?
.
their degree. 2. List two reasons why students might fail to graduate.
2. Some schools limit the chances for changing majors.
Some schools don’t recognize credits from other schools. .
(Answers may vary.)
B Speaking
Work with a partner, doing research online if necessary. Discuss the questions.

Teacher’s Note Reading First 1. How long do people usually stay at college or university in your country?
2. What other options are there for students in your country?
It’s useful for students to read the text first in a fill-in-the- 3. What are some other reasons why a college student might not graduate?

blank listening passage because they will understand the text

C Reminder
more as they listen to it. It will also help them to focus on the
Some Module 3 Goals in Unit 6
missing information.
Put a check mark () next to the things you can do.

Understand short, simple texts containing familiar vocabulary, including

 Check the Workbook international words
For further practice with reading use Exercise 2 in the Unit Describe past activities, events, and personal experiences

Review of the workbook. Describe plans and alternatives

86

B Speaking
• Assign students to pairs and ask them to discuss the questions.
If you have the facilities, allow them to do some online research.
If you don’t have the facilities, ask them to do their research for
homework and then go over this in the next class.
• Collate the different answers on the board and give feedback.

Extension Around the World

As an extension of the research students did for the Speaking
section, have students do more research on facts and statistics
from some other English-speaking or other countries around
the world. If it is too challenging to do the research, provide
students with some pre-researched facts as a handout. Ask
pairs to present on each country and have a general discussion
about the topic as a class.

C Reminder: Some Module 3 Goals in Unit 6

Read each goal with the class. For each goal, ask students to look
over the unit and find where they learned to do these things. Ask
students if they can demonstrate some of the goals. Then have
them put a check mark next to the goals they have achieved.

86
 Communication
A Warm Up: Brainstorming
C Write about it
Imagine you are a college or university recruiter. Prepare some interesting information • Students should write a short email to their partner from their
about your university to share with students. (This can include real information about
your school and/or your own ideas.)
role-play.
• Go around the room and help students as necessary.
• If there isn’t enough time, assign the writing for homework.
B School Information Fair
Work with a partner to role-play a conversation at a school information fair. One of you
will be a recruiter, and the other will be a student. Decide on your roles and read the
descriptions carefully. Then role-play the conversation.

A. Recruiter
You are trying to interest good students in
attending your school. Decide what type of
school you work for. What information will you
give the student, and what questions will you ask
to find out if he or she is a good match for your
school? Try to persuade the student to choose
your school.

B. Possible Student
You are at an information fair trying to decide
what college or university to attend. Decide on
the type of school you are looking for. What
questions will you ask the recruiter to help you
decide if the school is right for you?

C Write about it.

Think about your role-play. Write a short email to your partner about your conversation.

• If you were the recruiter, invite the student to visit the campus and explain what he or she
should do there.
• If you were the student, thank the recruiter for his or her time. Tell the recruiter if you are
interested in the university or not, and give reasons.

87

Communication

A Warm Up: Brainstorming

• Tell
students that they are going to do a role-play of a university
recruiter and a prospective student.
• Give students some time to come up with some interesting
information about the university they are representing.
Encourage them to go through the notes from the last few units
as a reference if they need it.

B School Information Fair

• Check that students are aware of what a school information
fair is. It is an opportunity for students to meet and speak with
recruiters from lots of universities at the same time. There is a
lot of pressure on the recruiters to make their university sound
better than the other ones at the fair.
• Assign students to pairs. The pairs decide which person is going
to be a recruiter and which one is going to be the student. Give
them time to read through their role-play cards and prepare
their ideas.
• When students are ready, they should role-play the
conversations.
• If some students finish earlier than the rest of the class,
encourage them to swap roles.
• Go around the class and give help when necessary.

87
 Module 3 : Review Module 3 Review

A Vocabulary A Vocabulary
Remember and write…
Ask students to think back and remember the vocabulary that
1. …four university majors.
they learned in Module 3. Assign students to pairs. Make sure
that all the students are working together. Ask students to fill in
2. …four directions on a compass.
the blanks from memory. If they have trouble remembering, give
them some hints to guide them to the possible answers.
3. …four adverbs of place.

(Answers will vary. Sample answers provided.)

4. …three comparative or superlative adverbs.
1. computer science, hospitality management, African-American
history, marine biology
2. north, south, northeast, southwest 5. …five adjectives you learned recently.
Key

3. around, inside, everywhere, nearby

4. best, harder, most quickly 6. …five verbs you learned recently.
5. experienced, intense, stressful, practical, limited
6. take off, combine, wander, find out, inspire
B Grammar

B Grammar Look back at the module. Circle the correct answers.

1. Class starts in ten minutes. We ( are / have / had ) better hurry.

Students should flip through the module as they complete
2. Ryan keeps ( arrive / arriving / to arrive ) late to work.
this exercise. However, the answers will not always match the
3. If you ( apply / applied / will apply ) to that college, you’ll get in.
exact details from the dialogue. However, they should show
4. Let’s ( look / to look / looking ) into available apartments in this area.
understanding of the language covered in the module.
5. Zoey is taking a semester off in order ( travel / traveling / to travel ) this fall.
6. Would you like ( other / more / another ) bowl of soup?
1. had 2. arriving 3. apply
7. I dance fairly well, but my sister dances ( more well / better / best ) than me.
4. look 5. to travel 6. another
Key

8. ( Are / Would / Do ) you rather have Chinese or Italian food for dinner?
7. better 8. Would 9. Why not
10. studying 11. that 12. spending 9. ( Why not / Why don’t / What about ) visit the campus this weekend?

13. persuading 14. else 15. back 10. Should I continue ( study / studied / studying ) here, or should I transfer?
11. I think ( how / that / if ) there are great opportunities in the medical field.
12. How about ( spend / to spend / spending ) the evening downtown?
13. Ian is very good at ( persuade / persuading / to persuade ) people.
14. What ( other / another / else ) should we ask the recruiter?
15. I left my phone at home, so I had to go ( around / back / here ) and get it.

88

88
 E Debate
• Tellstudents that they are going to have a debate. Before
starting, it is a good idea to lay down some rules. Remind
C Pros and Cons everyone to listen to others and not to interrupt. Tell them it is
Work with a partner. Think about the pros and cons of studying abroad. Complete the okay to disagree, but they should remain polite and respectful.
chart below. Try to write at least three things in each box. Compare your chart with Everyone will get a chance to talk and share their views.
that of another pair.
• Assign students to groups of about five. Students read the
Pros of studying abroad Cons of studying abroad
topics and decide which one they would like to debate. Give
students a few minutes to think of their ideas. Encourage
them to make notes to help them remember key points and
vocabulary.
D Some Advice • Before they start, the group should decide what order the
What advice do you have for a student who is trying to decide on a school and major? members are going to speak in. This will help keep the debate
Discuss your advice with a partner.
from descending into chaos.
Now write your name in the blank below. Read the letter. Then write a response on a
separate piece of paper. • When they are ready, let them start. If one group finishes
quickly, invite them to debate another question.
Dear ,
• As a class, go over their debates. Ask if anybody changed their
I need some advice. At the moment, I’m studying
interior design, but there’s too much reading and not opinions due to the information they heard from others.
enough designing. I’d rather do creative things instead
of just reading about them. I’m thinking about changing
majors. But if I change my major now, I’ll have to start
another program from the beginning. I don’t want to
waste time.
Extension Debating Further Topics
Another option might be to keep the same major but change schools. But I don’t
want to change schools. I like this one. It’s a prestigious school with an amazing faculty. Provide students with additional debate topics to debate.
The campus is beautiful, the facilities are great, and the surrounding area has so many
conveniences. But I don’t like studying interior design here. Do you think I should
Assign the preparation part for homework and have students
consider another school? debate in the next class. A good topic to debate could be the
Let me know what you think. following: All college students should do a semester abroad.
Andy

E Debate
Before you debate, you think about a topic and decide your opinion. When you debate,
you argue and try to persuade people to agree with you.

Read the statements below and decide on your opinion. Then form a small group and debate
one of the statements. One person speaks at a time. When that person is finished, another
person has an opportunity to speak. Continue until everyone talks. Can you persuade your
group members to agree with you?

1. If you get a college degree, you will have a better life.

2. Going to a university near your home is better than going to a university in another city.
3. The government should help students pay their tuition.
89

C Pros and Cons

• Check that students understand the meaning of pros and cons.
Explain that they mean the advantages and disadvantages of
something.
• Assign students to pairs to brainstorm the advantages and
disadvantages to studying abroad.
• If students need help, let them check back in their books.
• Assign pairs into groups of four. Each pair should compare their
ideas with the other pair.
• As a class, make a list on the board and go over all the
advantages and disadvantages.

D Some Advice
• Tellstudents that they are going to read a short letter asking for
advice about school and studying. Give students a few minutes
to read the text.
• Make sure students understand the problem.
• Have students write a reply to the letter. Go around the room
and offer help if needed. Encourage students to look back at
their notes if they need to.
• This could be done for homework if you don’t have enough
time in class.

89
 4
MODULE
A Break from School

Module 4 Goals
Talk about plans for your next holiday

Check written sentences for mistakes (for example, subject-verb agreement

or article agreement)

Correctly use simple phrases you have learned for specific situations

Understand short, simple texts on familiar subjects

Summarize simple stories you have read, relying on the language used in the story

Understand simple texts, emails, and letters

Identify changes in the general topic of a discussion that is conducted slowly

and clearly

Ask for and give opinions; agree and disagree

90
 Module 4 Overview:
A Break from School
Module 4 Goals
- Talk about plans for your next holiday Module 4 Preview
- Check written sentences for mistakes (for example, subject-verb
agreement or article agreement)
- Correctly use simple phrases you have learned for specific
situations
- Understand short, simple texts on familiar subjects Preview
- Summarize simple stories you have read, relying on the language Look at pages 92 to 117. What pages are these things on?
used in the story
- Understand simple texts, emails, and letters screen names of chatters

- Identify changes in the general topic of a discussion that is a web browser

conducted slowly and clearly
palm trees
- Ask and give opinions; agree and disagree
two people eating and talking

Warm Up
• Before students enter the classroom, write the title for the new
module on the board: A Break from School. Discuss

• When the students arrive, draw their attention to the board. Talk about the questions with a partner.

Explain that options for taking a break from school will be 1. Where do you think the photo was taken?
discussed. 2. Is it a good idea for students to take a break from
• Assign students to pairs or groups of three. studying sometimes? Why or why not?

• Ask students to talk with their partner(s) about things students 3. Do students from your country often study abroad?
Where do they go?
may choose to do if they take a break from school. You may
4. Where would you like to study abroad? Why?
model a short example conversation with a student. Avoid
making the conversation too structured at this point. The goal 5. Do you chat with friends online? When, and about what?

is simply to warm up and get the students thinking about the

topic. There will be opportunities to have more structured
speaking time later. Write

• Ask 2-3 partners to share a little bit about their discussion with Choose one of the questions from above. Write a couple of
sentences to answer it.
Scan the QR code to watch a preview video.

the class. Write any keywords or phrases on the board.

Unit 7

Extension My Pictures
• Ask students to go on their phones and find photos from a
Unit 8

trip to their hometown or a traveling experience. They may

search the Internet for photos if they do not have any saved
on their phone.
• Have students discuss the trips home or elsewhere with a
partner as they share photos with one another.
Write
• If anyone is comfortable sharing the information with the
• Tellstudents to choose one question from the activity above to
whole class, encourage them to do so.
write about.
• Before they begin writing, ask them to write a few notes. Go
Preview around the room, discuss the notes they have written, and give
• Read the first item on the list (screen names of chatters). As a writing suggestions or any grammatical help before they start.
class, find the page that has the screen names of chatters • After they have completed their writing, call on some students

(p. 98 and/or 112). to share their answers with the rest of the class.
• Assign students to pairs and ask them to find the remaining
three items. Monitor to ensure students are looking together.
Teacher’s Note Starting a New Module
• Recap by asking students to tell you where each item is.
Time off is a popular topic for all students as it is very
relatable. Students should be excited to learn the points
Key

1. p. 98 or 112 2. p. 106 3. p. 96 4. p. 92
covered in this module. Be sure to remind them throughout
the module how they can apply all the language points to
Discuss their own personal lives on a regular basis.
• Read the instructions aloud to the class. Ask students to discuss
questions 1 through 5 with a partner or in a small group (your
choice).
• Go around the classroom, checking the progress of students and
answering any questions.
• Have a few volunteers share their answers aloud with the class.
• Answers will vary for this section.

91
 Unit 7 . Time Off 
Unit 7 Overview: Lesson 1


Taking a Semester Off

Time Off A Model Conversation
Read the conversation. Then listen. Track 34

Anna: Have you decided on a college to transfer to yet?

Lesson 1: Taking a Semester Off Mike: No, I haven’t. I’ve read a lot of brochures, college websites,
and blogs, but I still haven’t found a program I like.
Aims: - Discuss options and goals for students Anna: Well, have you considered taking a semester off? You
- Ask and answer questions about experiences know, to think about what program is right for you?
Brief note
Mike: No, I’ve never thought about that. What could I do if I
Vocabulary: Pros and Cons took time off? “Backpack” can be a noun or a verb.
The gerund form of the verb is often
Anna: Why not do some volunteer work or go traveling? My
Grammar: Present perfect; still, never, and yet cousin volunteered at a center for the homeless last year,
used with go: go backpacking.

and one of my friends went backpacking in Thailand.

Lesson 2: An Email Home Mike: Thailand? I’ve never been to Asia. Hmm. Maybe. But if I take time off, I’ll waste a
whole semester. My parents might not like that.
Aims: - Understand and discuss problems and advice Anna: Then you could stay in town and look for a job. You could earn some money and
- Review and learn more irregular past participles figure out your plans at the same time.
Mike: That’s a possibility, too. I guess every option has pros and cons. I’ll need to think
Vocabulary: Decisions; irregular past participles about it some more.
Brief note
Grammar: Simple past vs. present perfect; few vs. a few; none “Pros” means good points, and “cons” means bad points.

(of) B Vocabulary
Match the words and phrases from the box to the correct definitions.
Lesson 3: Going Home
a. whole b. pros and cons c. waste d. possibility
Aims: - Understand and practice time expressions e. earn f. homeless g. figure out h. blog
- Discuss activities to do while on a break from school
1. to get (something) in exchange for doing something
Vocabulary: Hometown plans 2. people who do not have a place to live
3. the good points and bad points of something
Grammar: Time expressions with the present perfect; empty it 4. complete; all of (something)
5. to understand something or solve a problem by thinking
Lesson 4: Go traveling!
6. something that might be done or might happen; an option
Aims: - Talk about different ways to go traveling 7. a personal website about someone’s opinions, experiences, etc.

- Have conversations about tourism, food, and 8. to use too much of something or not use it in a useful way

activities C In Your World

Vocabulary: Travel Imagine that a friend of yours is considering taking time off from school or work. You
want to give your friend some advice. Make a list of pros and cons below. Then discuss
Grammar: ever, never, and always; while and during your list with a partner.

Lesson 5: Part-time Job Pros Cons

Aims: - Have conversations using vocabulary and phrases

about jobs
- Ask and answer questions about the duration of
time spent on something 92
Considering your list, what advice would you give your friend?

Vocabulary: Working Conditions and Work Skills

Grammar: How long questions with the present perfect; so far
• Explain
that in Lesson 1, we will look more into what this means
Some Module 4 Goals in Unit 7 and what options students have.
- Talk about plans for your next holiday
- Correctly use simple phrases you have learned for specific A Model Conversation Track 34
situations
- Check written sentences for mistakes (for example, subject-verb • Tell students that the model conversation is between two
agreement or article agreement) friends, Anna and Mike, who are discussing Mike’s options
during his semester off and advice from Anna.
• Assign pairs. Give each student the role of either Anna or Mike.
If time allows, have students read the conversation several times:
Lesson 1 Taking a Semester Off The first time reciting it while reading it, the second time with
eye contact, and the third time with eye contact and gestures.
Aims Encourage them to read as naturally as possible and alternate
roles.
- Discuss options and goals for students
• During this time, go around the room, making note of any
- Ask and answer questions about experiences
errors in pronunciation or intonation.
Vocabulary • Write on the board any common errors that you hear from the
whole pros and cons waste possibility students. Clarify correct pronunciation or intonation and have
earn homeless figure out blog students repeat the word/phrase correctly.
Grammar • Play the audio and listen to the conversation as a class.
• Ask students questions to check for comprehension. What
Present perfect; still, never, and yet
does Anna suggest to Mike? (to do some volunteer work or go
traveling) Where did Anna’s cousin go traveling? (Thailand), etc.
Warm Up
• Write “Take (Time) Off” on the board. Ask students if they are B Vocabulary
familiar with this phrasal verb and elicit explanations. Erase time
• Read each word and have the students repeat. Check and correct
and write a day. Erase a day and write a week. Erase a week and
pronunciation.
write a month, etc. Ask students what all these words have in
• Ask instruction-check questions to ensure that students
common: They are words that mean a period of time.
• Erase a month and write a semester. Elicit the definition of understand the task being assigned. These questions should
semester. Explain that taking a semester off means to take a receive yes/no or brief one-word answers, such as: You will match
break and do something other than study over the course of the word to its what? (Its definition).
one college term. • Give students 5-7 minutes to complete the matching exercise.
92
D Grammar Brief note
D Grammar
Present perfect; still, never, and yet
Yet is used in negative statements and • Briefly go over the table, practicing the example sentences.
questions in the present perfect.
• Ask students to go back to the model conversation and circle all
present perfect
The present perfect is often used to talk about experiences: things that happened (or didn’t happen) at the examples of present perfect that they can find. Have them
an unspecific time in the past. To form the present perfect, use have/has + past participle. For regular
verbs, the past participle is the same as the simple past form: have talked, etc. The past participles of underline still, never, and yet. Share with a partner, and then
irregular verbs must be memorized.
statements I have read / I’ve read a lot of blogs.
compile the list on the board for all students to see.
negative • 
Write all common irregular past participles on the chart on the board
I have not / haven’t cooked dinner yet.
statements
questions and
and give students 10 minutes to memorize as much as they can.
Have you considered taking a semester off? Yes, I have. / No, I haven’t.
short answers
• 
Divide students into two teams. Each team should stand up in a line
adverbs used with the present perfect
adverb meaning place in sentence example facing the board. The leader of each line can have a whiteboard
still until now before have/has I still haven’t found a program I like. marker. When you read the base form of the verb, the line leaders
never not once after have/has I’ve never been to Asia.
yet at any time before now end of sentence Have you decided on a school yet?
should race to see who can write the past participle of the base verb
common irregular past participles first. Then the line leaders go to the end of the line and the second
be – been
fall – fallen
begin – begun
find – found
buy – bought
go – gone
choose – chosen
hear – heard
do – done
leave – left
eat – eaten
read – read
students race each other. Repeat until each person from each team
run – run say – said see – seen sell – sold sleep – slept think – thought has a chance to race someone from the other team. Keep track of
points so you can name a winning team at the end of the game.
E Grammar Practice
Read the conversation and circle the correct answers.
1. Woman: I have ( never / yet ) been away from home. Any advice for going to college?
2. Man: You’ll need a place to live. Have you found an apartment ( yet / never )?
Teacher’s Note Memorizing Irregular Past Participles
3. Woman: That’s true. No, I ( have / haven’t ).
The only way for students to speak and write correctly in
4. Man: Why not look on the Internet? There are a lot of sites for student apartments. And
( have / has ) you bought books for your classes? English is to memorize irregular past participles. Making it fun
5. Woman: Yes, I ( have / haven’t ). and competitive with games like the one suggested above will
6. Man: Good. Have you ( talking / talked ) to your counselor about possible majors? help the students enjoy the process of memorizing, which is
7. Woman: No, I haven’t thought about that ( still / yet ). usually dreaded by most students.
F Use the Language
Things I’ve done
Make a list of five interesting things you’ve done. Then list five things you’ve never done but
E Grammar Practice
want to do someday. • Do number 1 together as a class.
I’ve… I’ve never…, but I want to someday • Then ask students to circle the answers individually or in pairs.
Remind them to refer to the chart as necessary.
• When ready, check answers as a class.

1. never 2. yet 3. haven’t 4. have

Key

Discuss your lists with a partner. Give details about things you’ve done. Then talk about what
5. have 6. talked 7. yet
you want to do, when do you want to do, and why.
93

 Check the Workbook

For further practice, use Exercise 4 and 5 in Lesson 1 of the
• Write1.__ 2. __ 3. __ 4. __ 5. __ 6. __ 7.__ 8.__ on the board
workbook.
and call students up to write the correct letter next to each
number. Check answers.

1. e 2. f 3. b 4. a
Key

Extension Present Perfect Song Lyrics

5. g 6. d 7. h 8. c
Print out the lyrics for “I still haven’t found what I’m looking
• Check comprehension of the vocabulary by asking questions for” by U2. Have students listen to the song. They can
that will receive either a yes/no or one word answer, such as: Is underline all examples of present perfect and circle all the times
‘waste’ a positive or negative word? (Negative), Which word can they hear the word still. Discuss answers as a class.
you find online? (A blog). Have students answer these questions
together as a class.
F Use the Language: Things I’ve done
C In Your World • Read the instructions aloud to the class. Tell students to make two
lists.
• Remind students what pros and cons mean.
• The first one should be on five things they’ve never done. The
• Ask for students to come up with ideas for the advice to give to
second list should be on five things they’ve never done but want
their friend.
to do someday.
• Allow students time to complete this activity individually, and
• Have students complete the chart individually and then share
then have them compare their charts with a partner.
responses with a partner.
• Ask students what advice they would give their friends
• Have students share a few responses together with the rest of the
considering their lists.
class.

Extension Negative Nancy Extension Guidance from Friends

• Assign pairs of students two roles: one student (A) should be
Have students share a few of the things they have never done
the Advice Giver, and the other (B) should be Negative Nancy
but want to do. See if anyone in the class has done these
• Have Student A give advice to Student B using the
things. Pair up students together so that students who have
information from their chart in exercise C. experienced certain things can give advice to students who
• Student B should disagree with Student A as much as possible have never done them. Have students share the advice given
and explain why they don’t want to or can’t take the advice. to them. Repeat this process a few times so students can
• Have them switch roles. experience natural, authentic conversations about topics they
are truly interested in.

93
 Lesson 2 An Email Home Lesson 2 An Email Home

A Authentic Text: An email

Aims
Read the text. Then answer the questions.
- Understand and discuss problems and advice
—
- Review and learn more irregular past participles Hi, Mom and Dad.
I hope everyone is well back home. Not much is new here. I’ve become more and more unhappy
Vocabulary with my classes and my grades. I need a change. I’ve spoken to a few people at the university about
what to do.
advisor uncertain make up one’s mind I had a chat with my tutor last week. She says I should take time off and maybe take a few
stay put adjust (to) get on one’s nerves study skills courses to help me in the future. I spoke to some older students, too. None of them
think taking a break is a bad idea. They said I should go traveling and think about things. But my
roommate Jamie said I should stay put because things might get better. My advisor also suggested it
Grammar was a bad idea to leave after only one semester. “It takes time to adjust to college,” he said. So I still
haven’t been able to make up my mind. This whole situation is really getting on my nerves!
Simple past vs. present perfect; few vs. a few; none (of) In my opinion, taking a break seems to be a good idea, but I’m still uncertain. I’ll call you this
weekend to discuss it and get a few ideas from you.
Brief note
Lucy
Warm Up Send
You can use “more and more +
adjective” to describe a feeling or
quality that gets stronger over time.

Set the timer for 30 seconds. Tell students that they have 30 1. Who has Lucy spoken to? 2. What did she ask them?

seconds to skim the email and get as much information as B Comprehension

possible about it. Ready, set, go! Have students share predictions Read the statements. Circle true or false.
based on a quick skim of the email with the class. 1. Lucy’s tutor believes she should take some study skills courses. true false
2. The older students think taking time off to travel is a bad idea. true false
3. Her roommate believes she should continue studying. true false
A Authentic Text: An email 4. Lucy thinks a break isn’t a good idea. true false

C Vocabulary
• Read the two comprehension questions aloud to the class: Who
Match the words and phrases to the correct definitions.
has Lucy spoken to? What did she ask them? 1. advisor • • a. to annoy a lot
• Have students scan the email to answer the questions. Have 2. uncertain • • b. to become more comfortable in a new situation
3. make up one’s mind • • c. a counselor; a person who gives advice
them also make note of whether the predictions they came up 4. stay put • • d. not sure
with during the warm-up activity were correct or not. 5. adjust (to) • • e. to decide on something
6. get on one’s nerves • • f. to stay where you are (informal)
• Ask students to share answers with a partner and then choose a
D Vocabulary: More irregular past participles
few students to share their answers aloud with the class.
Fill in the blanks with the correct past participle from the box.
• Read the Brief note about more and more unhappy and come
up with other examples of the expression more and more + speak – spoken get – gotten take – taken become – become make – made give – given

adjective. Share examples with the class. 1. He’s my favorite teacher because he’s never us any homework!
2. Rosa has graduated from medical school and a doctor.
3. I’ve some good courses on US history.
Extension Response from Mom/Dad 4. Have you with your parents about leaving school yet?
5. For our film studies class, we’ve a short movie about dogs.
There are two options for this activity, depending on if you 6. Michael’s grades arrived in the mail yesterday, but I still haven’t mine.
94
want the students to practice writing or speaking:
- Option 1: Have students pretend to be Lucy’s mom or dad
and respond to her email. • Checkanswers together as a class. Ask questions that will
- Option 2: Have students role-play a phone conversation receive either a yes/no or one word answer, such as Is ‘get on
between Lucy and one of her parents to follow up the email. one’s nerves’ a positive or negative phrase? (Negative) Does
‘uncertain’ mean sure about something? (No). Have students
answer these questions out loud together as a class.
B Comprehension
1. c 2. d 3. e
Key

• Read instructions aloud with the class. Be sure that students 4. f 5. b 6. a

are clear that they are to re-read the email for more detail and
answer the True/False questions. If necessary, complete number
1 together as a class. Otherwise, have students complete 1-4  Check the Workbook
individually and then have them check answers with a partner.
For further practice with the vocabulary, direct students to
• Once students have checked answers with a partner, write 1. __,
Exercise 1 in Lesson 2 in the workbook.
2. __, 3. __, 4. __ on the board. Call up volunteers to fill in each
blank with true or false. Go over the answers with the class.
D Vocabulary: More irregular past participles
Key

1. true 2. false 3. true 4. false

• Read each word along with its past participle. Check and correct
pronunciation. Give 10 minutes for students to memorize this
set and review the past participles from Lesson 1.
C Vocabulary • Repeat the game from Lesson 1, using past participles from
• Read each word and have the students repeat. Check and Lesson 1 and Lesson 2 together. (Refer to the previous lesson for
correct pronunciation. directions on how to play the game.)
• Give students five minutes to complete the matching • Then have students fill in the blanks. Give them 5-7 minutes to
assignment. complete the exercise.
• Write 1.__ 2. __ 3. __ 4. __ 5. __ 6. __ on the board and call
• Write 1.__ 2. __ 3. __ 4. __ 5. __ 6. __ on the board and call
students up to write the correct letter next to each number. students up to write the correct word next to each number.
Check answers together as a class. Check answers.

1. given 2. become 3. taken

Key

4. spoken 5. made 6. gotten

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E Grammar Teacher’s Note Using Timelines for Grammar
Simple past vs. present perfect; few vs. a few; none (of)
Timelines can be a very helpful tool for visual learners to
past simple present perfect
understand complex grammar. In this lesson, you may choose
Use the simple past to talk about actions finished at specific times in the past. Use the present perfect to
talk about actions that aren’t finished or that happened in the past when the specific time is unknown to present a few additional examples of simple past vs.
or unimportant.
I had a chat with my tutor last week. I’ve done a lot of research.
present perfect to the class as timelines in order to reinforce
I saw a student adviser on Monday. I’ve spoken to a few people at the university. the students’ understanding of the grammar points.
few vs. a few none of + pronoun or (determiner +) noun
Few and a few come before plural nouns. The pronoun none can be followed by of and then a pronoun
Few means “not many” (negative), and or a singular or plural noun. Use a singular verb if the noun or
a few means “some” (positive). pronoun is singular, and a plural verb if it is plural. F Grammar Practice
I’d like to help you, Maybe I can help you! None of the food / None of the people / None of
but I have few ideas. I have a few ideas. None of it is good. them are eating. • Read the instructions aloud to the class. Do number 1 together as
a class.
F Grammar Practice
• Ask students to fill in the blanks individually or in pairs.
Circle the correct answers.
1. Have you ( spoke / spoken ) to your advisor about your schedule yet? • Write 1.__ 2. __ 3. __ 4. __ 5. __ 6. __ 7.__ 8. __ 9. __ 10. __
2. My sister still ( didn’t visit / hasn’t visited ) me at school. 11.__ on the board and call students up to write the correct
3. We ( have taken / took ) two exams this month.
4. ( Did they see / Have they seen ) a movie last night?
answers.
5. Nick ( was never / has never been ) to Australia, but he’d like to go. • Check answers together as a class.
6. I’ve adjusted to living on campus well. I’ve had ( few / a few ) problems.
7. They canceled the class because ( few / a few ) students wanted to take it.
8. Will you drop by my office, please? I have ( few / a few ) things to discuss with you. 1. spoken 2. hasn’t visited 3. have taken/took
9. ( None of / A few of ) the students were late. Everybody was here on time.
4. Did they see 5. has never been 6. a few

Key
10. None of the pizza ( was / were ) left—you ate it all!
7. few 8. a few 9. None of
11. None of the students ( is / are ) listening to the lecture.
10. was 11. are
G Use the Language
Giving advice
1. Here or on a separate piece of paper, write a short note to a partner about a problem you’ve G Use the Language: Giving advice
had at school. Explain the problem, name at least two people you’ve spoken to about it, and
summarize their advice. • Tellstudents that they are going to be discussing a problem
they’ve had at school and advice to solve the problem. Ask
students for some suggestions of popular problems that people
may have at school. List them on the board.
• Before students begin, spend some time to clearly explain the
instructions and check for comprehension.
2. Exchange notes with your partner.
• Have students complete part 1 individually and then complete
• Check your partner’s note for any mistakes.
• Read the note and decide which advice is the best. If neither is good, come up with your parts 2 and 3 with a partner.
own advice.
• Write a reply to your partner, giving your opinion... • Go around the room to give assistance and make corrections
3. Read the reply to your note. Do you agree with your partner’s advice? Why or why not? when necessary.
95
• As a class, go over the replies. Do they agree with their partners’
advice? Why or why not?

E Grammar
Extension Advice Column
• Use timelines on the board to compare simple past vs. present
perfect with examples. Draw timelines similar to the ones below • After their work has been checked for errors, have students
on the board. neatly write or type up their problem and advice separately.
Make copies of each and have students piece them together
Simple Past like a section of a newspaper.
• Be sure that they are speaking naturally in English to each

NOW other as they design the column and tape or glue the pieces
together as a group. Create a title for the page and make
I had a chat with my tutor last week. copies for each student to take home.
I saw a student advisor on Monday.

Present Perfect

NOW

I’ve done a lot of research.

I’ve spoken to a few people at the university.
(have/has + past participle)

• Read the descriptions comparing the two grammar points to the

class and ask questions to ensure that the students comprehend
the difference between the two tenses and when to use them.
• Go over the descriptions and examples of few vs. a few and
none of + pronoun or (determiner +) noun, practicing the
example sentences.
• Elicit some examples for each grammar point and write them on
the board for later reference.

95
 Lesson 3 Going Home Lesson 3 Going Home Brief note
A person’s “mood” is how he or she feels
right now. You can describe someone’s
A Model Conversation
Aims mood with be in a(n) + adjective + mood.

Read the conversation. Then listen. Has Tommy made any decisions? Track 35

- Understand and practice time expressions Tommy: It’s beautiful outside today, isn’t it?
- Discuss activities to do while on a break from school Fiona: Yeah! And it’s nice to see you in such a good mood.
Tommy: I really am. I’ve finished my final exams, and soon I’m going home for six months.
Fiona: Oh, I forgot—you’re taking a semester off, right? You mentioned that a while ago.
Vocabulary Tommy: Yeah, I haven’t been to my hometown in almost a year. I’m dying to see everyone,
especially my little brother. He’s eight.
busy dying (to) almost especially Fiona: That’s great. But what are you going to do for six months?
Tommy: I’ll be busy. I’m going to teach my brother to play baseball, and
catch up (with) mention beach lazy I’ll work at my parents’ restaurant.
Fiona: Will you have any time to relax and be lazy?
Grammar Tommy: Sure. I haven’t seen my high school friends since we
graduated, so it’ll be great to catch up with them, too. We’ll
spend lots of time at the beach.
Time expressions with present perfect; empty it Fiona: Sounds like a good plan.

Warm Up B Vocabulary

Explain that the title of this lesson is Going Home. Ask students to Listen to the words. Repeat. Then write the words next to the correct definitions.
Track 36

try to make the title into a full sentence about Lesson 3.

busy dying (to) almost especially catch up (with) mention beach lazy
____(A)_____ is going home from ___(B)____. With a partner,
have them try to come up with words that could go into blanks A Definition Word(s)
1. wanting or looking forward to doing something very much (informal)
and B and discuss with the class. (A: a student, the guy, Tommy, 2. more than usual or more than others
etc. B: college, university, school, etc.) Ask students what they do 3. an area of land next to the sea or a lake

when they go back home. 4. to talk to someone you have not seen for a long time
5. having many things to do; active
6. not wanting to work hard or be active

A Model Conversation Track 35

7. a little less than; nearly
8. to bring (something) up; to talk about, usually briefly
• Transition by telling the students that the model conversation is
between two friends, Tommy and Fiona, who are talking about C Vocabulary Comprehension
Tommy’s plans to take a six-month break from college to go Fill in the blanks with the correct words and phrases from part B.
back home. 1. Linda loves all kinds of exercise, hiking.
2. Your family sounds so interesting. I’m to meet them.
• Play the audio and listen to the conversation as a class, stopping 3. If you’re not on Saturday, let’s go to the beach.
after each sentence and having students repeat the audio, 4. My roommate is really ! He never cleans or does the dishes.
5. Kim’s cell phone is old—she’s had it for five years.
mimicking the intonation. 6. An old friend of mine is in town, so we’re meeting for dinner to .
• Write the following phrases on the board:
D About You
- It’s beautiful outside today, isn’t it?
Imagine that you are taking a break from school and spending it in your hometown.
- You’re taking a semester off, right? What are some things that you would like to do during this time? Think of three things
that you would like to do and share your answers with a partner.
• Assign pairs. Give each student the role of either Tommy or 96

Fiona. If time allows, have students read the conversation several

times: the first time reciting it while reading it; the second
time with eye contact; and the third time with eye contact and • Explainto the students that they will fill in the chart with words
gestures. Encourage them to read as naturally as possible. Have from the box.
them also exchange roles. • Have students complete the assignment in pairs.
• Ask students questions to check for comprehension. Why is • Write 1-8 on the board and call students up to write the correct
Tommy in such a good mood? (He’s finished his final exams. He word next to each number. Check answers together.
is going home for six months.) Who is he dying to see? (His little
brother.) etc. 1. dying (to) 2. especially 3. beach
Key

4. catch up (with) 5. busy 6. lazy

7. almost 8. mention
Teacher’s Note Upwards and Downwards Intonation
• To explain different kinds of intonation, use the two
sentences from the conversation that you wrote on the C Vocabulary Comprehension
board earlier. (It’s beautiful outside today, isn’t it? and You’re • Read instructions to the class and complete number 1 together
taking a semester off, right?) as a class.
• To help visual learners understand different types of • Put students into pairs. Have them work on this exercise
intonation, draw an arrow going down over “isn’t it?” and together.
going up over “right?” Explain that in tag questions, we • Write 1-6 on the board and call students up to write the correct
already know the answer. “Isn’t it?” is a tag question, so the words next to the numbers. Check answers as a class.
intonation goes downwards.
• When Fiona asks Tommy about him taking a semester off, 1. especially 2. dying to 3. busy
Key

she is asking “right?” to confirm that she is correct. She 4. lazy 5. almost 6. catch up
doesn’t necessarily know the answer is correct. In cases like
this, the intonation goes upwards.
• Have the students repeat after you a few times. Compare
D About You
the differences in upwards and downwards intonation. • Facilitate a class discussion about things that the students
do when they are on a break in their hometown. List a few
activities on the board for later reference.
B Vocabulary Track 36 • Have students list three things that they would like to do next
• Have students listen to the words. Have them repeat the words time they are on a break in their hometown. Have them share
out loud. their answers with a partner.
• Go around the room during pair work, to assist students when
necessary.
96
 • Read the descriptions comparing the two grammar points to the
Brief note
E Grammar For and in have the same meaning here, class and ask questions to ensure that the students comprehend
but we use in only in negative sentences.
Time expressions with the present perfect; empty it In positive sentences, both are okay. the differences between them and when to use them.
time expressions with the present perfect • Go over the descriptions and examples of empty it, practicing
You can use since, for, and in with the present perfect to talk about how long ago something began. the example sentences.
since + event / point in time since + clause
I haven’t seen my friends since graduation. I haven’t seen my friends since we graduated.
• Elicit some examples of each and write them on the board for
We’ve lived here since January. He’s been my best friend since I was 5.
later reference.
present perfect + for + period of time present perfect + in + period of time
I haven’t been to my hometown for almost a year. I haven’t been to my hometown in almost a year.
She’s thought about it for several weeks. He hasn’t bought new clothes in a long time.

empty it
F Grammar Practice
Some sentences have an empty it subject. It is “empty” because it doesn’t replace a noun. • Read the instructions aloud to the class. Do number 1 together
weather It’s sunny today. It’ll rain tomorrow. time It’s 4:15. It’s almost noon.
as a class.
day/date It’s Friday. It’s April 10. distance It’s 200 km to my hometown.
adj. + infinitive It’s nice to meet you. (=To meet you is nice.) It will be great to see them. • Ask students to put the words in order to make sentences. Have
them work individually or in pairs.
F Grammar Practice • Call on students to come up to the board to write the correct
Put the words in order to make sentences. answers.
1. have / six / played / the piano / months / I / for • Check answers together as a class.
.
2. three / English / studied / for / I / years / have
.
1. I have played the piano for six months.
3. in / I / weeks / haven’t / two / TV / watched
2. I have studied English for three years.

Key
. 3. I haven’t watched TV in two weeks.
4. him / known / I’ve / was / since / young / I 4. I’ve known him since I was young.
. 5. He has worked in the library since 2016.
5. 2016 / worked / since / he / library / in / the / has
.

G Use the Language

 Check the Workbook
It’s been… Have students do Exercises 2 and 4 in Lesson 3 of the
Complete the sentences with information that is true for you. workbook for additional practice.

I haven’t eaten ice cream ___________________________________________________________.

I haven’t watched a great movie ____________________________________________________. E Use the Language: It’s been…
I haven’t been to a zoo ____________________________________________________________.
• Have students complete the sentences in the green box
Write two more sentences about things you have or haven’t done and how long it has been since individually. Then, tell them to write two more additional
you did them.
sentences about things they have or haven’t done and how long
it has been since they did them.
• Go around the room to assist students as they write their
Discuss your sentences you wrote with another student. Are you sad you haven’t done these
things for a while? Why haven’t you done them? responses individually.
97
• Once the students have completed the first two parts, tell them
to have a discussion with a partner about the sentences they
wrote. Be sure they are clear about the instructions. They should
Extension Hometown Postcards be sharing feelings about possible regret and giving reasons as
to why they haven’t done certain things.
• Have students create a postcard sent from their hometown
• Go around and give help to facilitate discussions. If students are
to a friend from college. They should include the three
comfortable, they may share their responses aloud with the class
activities they wrote about in part D, About You.
at the end.
• However, plans did not work out 100% as planned. Have
the students follow these directions:
- First activity: It worked out exactly as planned. Extension Correct Kelly Clarkson
- Second activity: It happened, but a little differently than • Print out the song lyrics for Kelly Clarkson’s song “Since U
originally planned. Been Gone.” Have them circle the word ‘since.’
- Third activity: It had to be cancelled, but they did • Play the song once or twice.
something even better instead. • Assign partners. Have students rewrite the chorus of the
song so that it makes sense grammatically. (Since you’ve
been gone, I can breathe for the first time. / I can breathe
E Grammar for the first time since you’ve been gone.)
• Use timelines on the board to compare since vs. for/in with
examples: Draw timelines similar to the ones below on the
board.

Since

NOW
graduation /
I graduated

For / In

NOW
for almost a year

97
 Lesson 4 Go traveling! Lesson 4 Go traveling!

A Authentic Text: An online chat

Aims
Read the chat. What kind of vacation does the woman want to take?
- Talk about different ways to go traveling Brief note

- Practice ever, never, always, while, and during to discuss A “national park” is an area of land
owned by the government because it is
experiences Damian
So, what are you going to do on your vacation? Have you ever
thought about sailing around the world or climbing mountains?
important to nature, history, or science.

- Have conversations about tourism, food, and activities 23

No, too hard! I haven’t decided yet, but I’ve always wanted to go backpacking
or sightseeing in the US. I’ve never had a real adventure. But I still need some
Vocabulary time to figure out where I’m going and what I’m going to do. Jules
21

Volunteering abroad is another idea. Some of my friends helped out in a national park: cleaning
sailing climbing sightseeing litter Damian
23
up litter and planting trees. They had an amazing time. You can search for programs on the web.
planting dolphins post help out I’ll look into that. Volunteering may be an interesting thing to do, and I’m always
on the Internet at night. I never go to bed before 1 a.m. It will give me something
Grammar to research. I like the idea of traveling and doing something good for nature. Jules
21

Yeah. A project like cleaning beaches or helping in a zoo is cool. Do you ever
ever, never, and always; while and during Damian
watch nature shows on TV? I love them. I’ve always wanted to swim with
dolphins. Anyway, don’t forget to post your photos during your vacation!
23

Warm Up
Read the messages again. Put a check mark next to the true sentences.
Ask students to discuss in pairs their favorite way to travel. Do 1. He likes watching TV shows about nature. 5. She’s been on exciting trips before.
2. She is never on the Internet at night. 6. She’s going to think while she is traveling.
they prefer adventurous vacations, relaxing vacations, or volunteer
3. She’s always wanted to take a boat trip. 7. They’re both interested in doing
work while traveling? What have they experienced in the past? 4. His friends had a bad time while they something good for nature.
Share a few responses aloud with the class. were volunteering. 8. He wants to see pictures of her trip.

B Vocabulary
A Authentic Text: An online chat Read the chat again. With a partner, match each bold word to its correct definition.
• Transition by telling the students that the online chat is between 1. visiting the famous places in a specific location
2. volunteer one’s help
two friends, Damian and Jules, discussing Jules’ upcoming 3. to put (a message, photo, etc.) on a website for others to see
vacation. Ask students to skim the chat to find out what kind 4. putting plants into the ground to grow
of vacation Jules wants to take. Then, share the answers aloud. Write the correct bold word from the chat under each picture.
(She wants to go on an adventure in the US. She likes the idea
of doing something good for nature.)
• Before allowing students to scan the chat for the answers,
choose a few volunteers to read sentences 1-8 aloud to the
5. 6. 7. 8.
class. Have the students try to predict which ones will be true.
C About You
• Now that sentences 1-8 have been read aloud, have students
What have you always wanted to do while traveling? Think about three activities—
scan the chat for the answers and answer them individually. Tell places to visit, food to eat, people to meet, etc. Tell other students about them. What do
them to check the true sentences. They can compare answers they think about your ideas?
98
with a partner when they are finished.
• Put 1.__ 2. __ 3.__ 4.__ 5.__ 6.__ 7.__ 8.__ on the board
and have volunteers come up to put check marks next to the • Give students a few minutes to complete the exercise
numbers that are true. Check the answers as a whole class.
individually or with a partner.
• Call students up to write the correct word next to each number.
1. 2. __ 3. __
Check answers as a class.
Key

4. __ 5. __ 6. __
7. 8. • Check comprehension by asking questions that will receive
either a yes/no or one word answer, such as “Is litter a positive
or negative word? (Negative) “Do dolphins live on land or in the
sea?” (In the sea). Have students answer these questions out
Teacher’s Note Scanning loud together as a class.
Scanning is a very helpful tool for reading comprehension.
Scanning is most effective if students follow a specific process: 1. sightseeing 2. help out 3. post
Key

• Read the title and make predictions.

4. planting 5. dolphins 6. climbing
7. litter 8. sailing
• Skim to get the gist of the article.
• Read and understand comprehension questions.
• Finally, scan the article to find specific information asked in  Check the Workbook
the comprehension questions. For additional practice with vocabulary, direct students to
Following this process helps the students get a clearer and complete Exercise 1 of Lesson 4 in the workbook.
more time-efficient understanding of the article, rather than
simply reading an article slowly and then trying to answer
questions following the article. C About You
• Put students into groups of 3-4 to discuss three activities they’ve
always wanted to do while traveling. See if any students have
B Vocabulary similar dreams and travel goals. Go around the room while the
• Read all the words in bold from the online chat and have the students are talking to take note of what you hear for a class
students repeat them. Check and correct pronunciation. discussion and feedback afterwards.
• Read the instructions for numbers 1-4. Ensure that students • Go over their ideas as a class. What do the students want to do?
understand that they are to match the words from the online Do they have similar travel plans?
chat to their definitions in this exercise.
• Then read the instructions for numbers 5-8. Tell students to
write the correct bold word under each picture.

98
 • When they have completed the activity, they can check their
D Grammar Brief note
answers first with a partner.
Use ever only in questions and
ever, never, and always; while and during negative statements. • Check answers as a class by having volunteers come up to the
simple present with ever / never / always present perfect with ever / never / always board to write down the correct answers.
You can use ever, never, and always with the present perfect to talk about people’s past experiences.
We also use them with the simple present to talk about people’s lives now.
Do you ever watch nature shows on TV? Have you ever thought about sailing? 1. A: ever B: while 2. A: ever B: during

Key
I never go to bed before midnight.
She is always on the Internet at night.
I’ve never had a real adventure.
She has always wanted to travel.
3. A: ever B: never 4. A: while B: during
during + noun while + clause
5. A: never B: during 6. A: while B: always
Both during and while communicate that something is happening at the same time as another thing. The
preposition during is followed by a noun, but the conjunction while is followed by a clause (subject + verb).
What do you enjoy doing during your time off? I’ll figure out what I want while I’m traveling.
Post your photos during your vacation! Please write to me while you’re abroad. Teacher’s Note Paragraph Writing
Brief note
In part F, students will have to write paragraphs about three
In the present perfect, ever, never, and
always come before the past participle. different students. Before the exercise, give the students
E Grammar Practice some tips on paragraph writing. Let them know what specific
Circle the correct words to complete the short conversations. items need to be included in a good paragraph. (Complete
1. A: Do you ( ever / never / while ) eat lunch on campus? sentences, 4-5 sentences, proper punctuation, etc.)
B: Yes, I do. I usually eat outside ( during / always / while ) I do my homework.
2. A: Have you ( during / ever / while ) had a job?
B: Yes, I have. I worked in a bookstore ( ever / while / during ) the summer.
3. A: Have you ( while / during / ever ) been to New York? F Use the Language: Find out about your
B: No, I’ve ( always / ever / never ) been there. But I’d love to go.
classmates.
4. A: Do you ever fall asleep ( while / during / never ) you’re in class?
B: No, I’ve never fallen asleep ( while / during / ever ) a class. • Write on the board:
5. A: I’ve ( ever / never / always ) gone sailing. Have you? - places in town
B: Yes, once. My family rented a boat ( while / during / ever ) a trip to California.
6. A: What would you like to do ( while / during / always ) you’re in Japan? - unusual foods
B: I’ve ( ever / always / never ) wanted to climb Mt. Fuji.
- visiting tourist sites
- dangerous activities
F Use the Language - your own ideas
Find out about your classmates. • Explain or elicit what a questionnaire is, and give examples to

Do some research on your classmates. First, the class about why some people use/answer questionnaires and
choose a topic. Then, on a separate piece where you may find them.
of paper, write a questionnaire (a list of
questions) to ask the other students in your • Tell students that they may pick one of these topics listed on the
class. The topic could be on places in town,
unusual foods, visiting tourist sites, dangerous
board, or their own topic of choice, and create a questionnaire
activities, or your own idea. Make all of the about it.
questions yes/no questions.
• Give 10 minutes for students to create this individually. Their
Find out three students’ information. Then
write a paragraph about each of the students questions should be yes/no questions.
you interviewed.
• Once students have completed creating their questionnaires,
99
they should question three classmates.
• When students are done interviewing one another, assign
new partners until all students have asked and answered three
Extension Travel Agency questionnaires.
• Finally, assign students the task of creating a paragraph for each
• Set up the desks or chairs in such a way that it resembles a
questionnaire they received. In total, they should submit a total
travel agency. Choose three or four students to be the travel
of three paragraphs (one per questionnaire). Remind students
agents, and pair up the rest of the students into groups of
about the tips you gave on paragraph writing.
two or four. It would be helpful to have the students who
• Go around the room as students write their paragraphs, making
had similar ideas in part C, work together.
suggestions and giving corrections as needed.
• Have each group approach a travel agent with ideas of what
• If time permits, have students check each other’s work and give
kind of trip they would like to take. Have the travel agents
give the groups suggestions about places to go and activities each other suggestions on their paragraphs before they submit
to do that would best suit their interests. the final paragraphs to you for assessment.
• Continue alternating roles between students, so that all
students have an opportunity to act as a travel agent as well Extension Survey Monkeys
as a prospective traveler looking to book a trip.
Have students go online and put their survey on
SurveyMonkey.com. (They will have to sign up for the service
D Grammar first.)
• Read
If it is not possible to sign up for free on the site, encourage
the explanations for each grammar point, practicing the
students to post their surveys on social media or share with
example sentences.
friends and family in person. Have students collect results
• Have students go back to the online chat in part A. Tell them to
for one week. After a week, assign a project for students
circle any examples they find of ever, never, always, during, or
to analyze and share the results of their survey with their
while.
classmates in the form of a presentation.
• Go over their answers with the whole class.

E Grammar Practice
• Do number 1 together as a class.
• Ask students to circle the correct words. Remind them that they
should refer back to the grammar table if they are having any
difficulties.
• Go around the classroom, checking progress and clarifying any
issues as the students complete this activity individually.
99
 Lesson 5 Part-time Job Lesson 5 Part-time Job

A Model Conversation
Aims
Read the conversation. Then listen. Track 37

- Have conversations using vocabulary and phrases about jobs Brenda: Oh, A.C.—nice to see you! How long have you worked here?
- Ask and answer questions about the duration of time spent on A.C.: Since school finished. So, since December. I’m taking next
something semester off, so I wanted a temporary job.
Brenda: What’s it like?
Vocabulary A.C.: Well, the hours and the wages aren’t bad, and I like the
work so far.
advancement leadership customer service Brenda: You’re a friendly guy, so I’m sure you’re good at customer
service. Have they made you the boss yet?
organization IT skills wages Brief note
A.C.: Haha. No, but I get some good tips. And they’ve made me
“provide” something is to give it
assistant manager.
Grammar Brenda: Congratulations! How long have you had that position?
to someone or make it available.

Brief note
How long questions with the present perfect; so far A.C.: Three weeks. The manager doesn’t know much about
computers, so I think he chose me for my IT skills. A “tip” is extra money that
customers give when an employee
Brenda: So far, it sounds great. Are you going to quit when you go does a good job of helping them.
back to school?
Warm Up A.C.: I might stay. The company provides chances for advancement.
I’m learning about organization and leadership. Maybe I’ll get a
Direct students to the title of the lesson, the image in part A, and higher-level job with this company after graduation.

the Brief notes. Tell them not to read or look at anything else.
Have them predict what the conversation will be about. After B Vocabulary

students share their predictions, tell them they will learn about List four items for each category below. Use words from part B, words from previous
units, and your own ideas. Share your answers with a partner.
experiences with part-time jobs. Share any personal stories about
part-time work. Elicit any personal experiences from the students. advancement leadership customer service organization IT skills wages

Working Conditions Work Skills

A Model Conversation Track 37

• Explain that the conversation is between two friends, Brenda

and A.C., who are discussing A.C.’s new part-time job.
• Play the audio and listen to the conversation as a class, stopping
C About You
after each sentence and having students repeat the audio, Below are some common jobs that college students do. Work with a partner.
mimicking the intonation. Write down other common jobs that students do.
• Write the following words on the board, and practice pizza delivery person babysitter waiter tutor cashier
pronunciation and intonation a couple times:
• • • • •
- temporary job • • • • •
- higher-level job
W
Which of these jobs have you had before? Which would like to do? Why?
• Assign pairs. Give each student the role of either Brenda or A.C. D
Discuss your answers with your partner.
If time allows, have students read the conversation several times: 100
0

the first time reciting it while reading it; the second time with
eye contact; and the third time with eye contact and gestures.
Encourage them to read as naturally as possible and exchange
roles.  Check the Workbook
• Ask students how long A.C. has had the position. (3 weeks) Ask For additional practice with vocabulary, direct students to
students what skill A.C. has that helped him get hired. (IT skills) complete Exercises 1-3 of Lesson 5 in the workbook.
etc.

B Vocabulary C About You

• Explain the instructions and have students work with a partner
• Read each word from the box and have the students repeat.
to come up with other common jobs that students do.
Check and correct pronunciation.
• Go around the room to help answer questions and check
• Ask instruction-check questions to ensure that students
students’ writing.
understand the task being assigned. These questions should • After students have come up with other common jobs, have
receive yes/no or brief one-word answers, such as: How many them discuss the questions about the jobs that they have had
words need to go in each box? (4) and Do the words have to be before.
only from the box? (No) • As a class, have volunteers share their experiences about the
• Give students 10 minutes to do this activity with a partner.
jobs that they have had in the past. Also have them share which
Remind students that they can also use words from previous jobs they would like to do and why they would like to do them.
units and their own ideas as well.
• Draw the box on the board and have students come up to put
the words in the correct boxes. Extension Job Interview
• Have students choose one of the jobs that they wrote down
in part C. They will interview for this job with a partner.
Working Conditions Work Skills
• When the interview is complete, the partner will choose

advancement leadership whether or not to hire them and let you know why. Then
Key

customer service organization switch roles.

wages IT skills • If you choose to make this a more structured activity, then
etc. etc. write some key words and phrases that they could use
during the interview on the board for reference, and have
Answers will vary.
the students take notes before they start the interview.

100
D Grammar
Brief note F Read to Write
Look back at lesson 3 of this unit

How long questions with the present perfect; so far

to review time expressions used in
answers to these questions.
• Ask students to raise their hands if they love to play video
games. Have the ones who play video games share their favorite
How long + present perfect questions
Use how long + present perfect to ask about the period of time something has lasted, from the games to play and the reasons they like them with the class.
beginning until now. The answer often uses since or for.
• Tell students to work in pairs to find as many examples of
A: How long have you worked there? B: Since school finished. / For three weeks.
present perfect in the text as they can. Then, they can check and
so far
So far means “up until now.” We use it when we expect an action to continue. It usually comes at the compare their answers with another pair of students.
beginning or the end of a sentence.
• As a class, go over their results and write their answers on the
I like the work so far. / So far, I like the work. It sounds great so far. / So far, it sounds great.
Brief note
board.
E Grammar Practice Like yet, so far talks about the time before now,
but yet is only used in negatives and questions;
I’ve ever played!, I’ve spent playing, I haven’t seen him, He’s been

Key
so far can be used in any kind of sentence.
Put the words in order to make sentences.
1. long / he / has / how / games / computer / played
away, He’s never played
?
2. lived / you / long / have / how / there
?
3. has / she / the / been / assistant manager / long / how Extension Journal Entry
?
4. I / so / my / love / far / new / job • Assign students to create a journal entry similar to the one
.
in part F. The topic should be a new gift they’ve received
F Read to Write that they are excited about. Have them insert at least five
Read the journal entry about a video game. Underline the uses of the present perfect. examples of present perfect into the journal entry.
• When they have completed the assignment, they may
I got a new game last week. It’s called Monster Dungeon. It’s the coolest game I’ve ever
played! The graphics are so real, and the fighting moves are extremely fast and natural. I switch journal entries with a partner and try to find the
don’t know how much time I’ve spent playing so far, but I should reach level 50 tomorrow.
examples of present perfect that are hidden within the
My friend Kyle is coming over tomorrow to play with me. It’ll be great to see him again. I
haven’t seen him for about three months. He’s been away at school. I told him about the entries.
game, and he said he’s never played a game like it. It’ll be great to catch up with him.
• Once they have found the examples, they can check with

G Use the Language

the writer of the journal entry to see if they are correct.
Write about one of the activities. Then share your answers with other students and
• Finally, facilitate a conversation between the students about
ask them about theirs. the gift they received and why they enjoy it so much.

G Use the Language

• Read the instructions to the class and be sure that students
Option 1: Choose a TV program Option 2: Describe a book or Option 3: Choose a video
you watch a lot. Write a few comic you’re reading these game you play a lot. Write understand that they are to choose only one of the options to
sentences about what has days. Write a few sentences a few sentences about how
happened on the show recently, about how long you’ve read long you’ve played it, what’s write about.
or since it started. What do you it, what’s happened so far, and happened so far (best level, • Go around the room to help give suggestions and make
like about it? why you like it. score, etc.), and why you like it.
101 corrections when necessary.
• As the students complete their writing, assign them a partner
who has also already finished to share and discuss their answers
D Grammar with.
• Read • To wrap up this activity, call on some volunteers to sum up and
the explanations for each grammar point, practicing the
example sentences. share conversations that they have particularly enjoyed with the
• Have students go back to the Model Conversation in part A to
rest of the class.
circle any examples of how long, since, for, and so far. Have
them share their findings with a partner, and then together with
the whole class.

E Grammar Practice
• Do number 1 together as a class.
• Ask students to put the words in the correct order. Remind them
that they should look back at the grammar table if need be.
• Go around the classroom, checking progress and clarifying any
confusion as the students complete this exercise individually.
• When they have completed putting the words in order, have
them check their answers with a partner.
• Ask volunteers to come up to the board to write down the
correct answers.

1. How long has he played computer games?

2. How long have you lived there?
Key

3. How long has she been the assistant manager?

4. I love my new job so far.

101
 Active Review
Unit 7 : Active Review
A A Semester Off
Listen to the conversation and fill in the blanks with the words that you hear. Track 38

A A Semester Off Track 38

Marni: Have you decided on your courses for next semester ________________?
Billy: No, I haven’t. I’m taking next semester off. I don’t like my major, so I’ve been
looking for another program. But ____________ _____________ I haven’t found one I like.
Ask the students what the title of the conversation is and what ________________ of them are very interesting.
is going on in the photo. Have students skim through the Marni: Really? You’ve never __________________ this. ________________ ________________ have
you felt this way?
conversation before they listen. As they listen to the conversation, Billy: ________________ the semester started, so for almost four months. I’ve done some
they should fill in the blanks. Pause at the end of each sentence. research on other __________________.
When ready, have students check answers in pairs first and then Marni: Great. Have you _________________ _________________ your mind yet?
Billy: No, I’m still uncertain. I might get a part-time job. Or maybe I’ll move back home
together as a class. Ask some questions to check that students ________________ I think about my future.
have understood the conversation. Marni: Have you _______________ thought about going traveling? My
friend did that ________________ ________________. He loved it.
He did some backpacking and ________________, and helped
1. yet 2. so far 3. None clean up a beach.
4. mentioned 5. How long 6. Since Billy: No, I’ve ________________ thought about that. Sounds really
Key

interesting. I’ll research it ________________ the semester break.

7. possibilities 8. made up 9. while
10. ever 11. last summer 12. sightseeing
B Check Your Options
13. never 14. during
Imagine that you are in Billy’s situation. Research different travel opportunities for
young people taking a year off from school. Make notes on the ones you like best.

B Check Your Options Billy‛s research notes:

Tell students to imagine that they are in Billy’s situation. Tell them
to research different travel opportunities for young people taking
a year off from school. Give students some time to check the
Internet for travel options. Have them take notes on the page.
Go around the room to check their progress and give help when
C Write and Talk
necessary.
Work with a partner. On a separate piece of paper, write a conversation Billy and Marni
might have after Billy has researched his options. Then role-play your conversation.
C Write and Talk
D Reminder
Give students pieces of paper, or have them use their own. On
Some Module 4 Goals in Unit 7
the board, show the beginning of a conversation between Billy
Put a check mark () next to the things you can do.
and Marni. Assign students to pairs, and tell them to follow your
example and continue writing the conversation. They should Talk about plans for your next holiday
write a conversation Billy and Marni might have after Billy has Correctly use simple phrases you have learned for specific situations
researched his options. Have a few pairs read their conversation Check written sentences for mistakes (for example, subject-verb agreement
or article agreement)
aloud to the group. Discuss the outcome of the conversations.
102

D Reminder: Some Module 4 Goals in Unit 7

Read each goal with the class. For each goal, ask students to look
over the unit and find where they learned to do these things. Ask
students if they can demonstrate some of the goals. Then have
them put a check mark next to the goals they have achieved.

102
 Fluency
B Write to Speak
A Listen to Speak • Ask students to work individually and fill in the blanks in part B.
Listen to an advisor asking a student some questions. Fill out the student’s information Tell students to write questions that the advisor can ask to find
on the form as you listen. Track 39
out details about the additional topics. Go around the classroom
Student Information Questionnaire to monitor students’ work and assist when needed.
Name: • Assign students to pairs to check each other’s questions and
Work: Yes No Traveling: Yes No prepare a form that is similar to the one in part A.
Details: Details:

C Now Speak
• Tellstudents that they will be role-playing a conversation
between a student and an advisor.
• Have students read through each the directions and ask
questions to ensure that students are clear about the task being
assigned.
• Allow students to work on the task together as you walk around

B Write to Speak
the classroom checking progress and answering questions as
The advisor also has to ask questions about the topics below. Write questions that the
they come up.
advisor can ask to find out details about a student’s interests and experiences. • Have a few students perform their conversation for the class.
Give feedback on their role-plays.
• Living at home _____________________________________________________________________

• Studying abroad ____________________________________________________________________

• Volunteering _______________________________________________________________________

• Other activities: ____________________________________________________________________

Now prepare a form for those topics. It can be similar to the one above.

C Now Speak
Role-play a conversation between an advisor and a student. Partner A is the advisor.
Partner B is the student.
1. Partner A ask your questions from activity B and fill out your form. Partner B should use true
information in his or her answers, if possible. Get more details by asking follow-up questions.
2. Partner A give your opinion about what you think partner B should do if he or she takes time off.
3. Switch roles and role-play again.

103

Fluency

A Listen to Speak Track 39

Tell students that they will listen to an advisor asking a student

some questions. As they listen, students should fill out the
student’s information on the form. Before they start, go over the
parts of the form so that students will know what they should
look out for.

Name: Rick
Work: Yes
Details:
•  He has good IT skills.
•  He worked in a computer store part-time last year.
•  He worked there for almost 6 months.
•  He really liked it and learned a lot about customer service, and
the pay was good.
Key

•  He works as a cook in a restaurant on campus now.

•  He doesn’t like it because he can’t talk to people.
•  He doesn’t earn much money now.
Traveling: No
Details:
•  He has never traveled abroad.
•  He’s never even been out of this state.
•  He would like to visit Europe, especially France or Switzerland.
•  He would like to go backpacking in those countries.

103
 Unit 8 . Studying Abroad 
Unit 8 Overview: Lesson 1


Canada or the USA?

Studying Abroad A Model Conversation
Brief note
“Toronto“ is a Canadian city in the province of
Ontario, and “San Diego” is an American city in
Read the conversation. Then listen. Track 40 the state of California.

Anika: What do you think about studying abroad, Albert?

Lesson 1: Canada or the USA? Albert: I think it’s a fun way to learn about new cultures, people, and food. Why?
Anika: Well, I’m seriously thinking about doing it. But I’m not sure whether I should go to
Aims: - Practice asking for and giving opinions, and Canada or the US. I can go to Toronto or San Diego. But both cities might be great.
agreeing What’s your opinion about Canada?
- Develop fluent use of intensifiers Albert: Well, I don’t think you’ll like the snow and the freezing temperatures, Anika. I’m sure
you would rather be in San Diego, enjoying the sunny beaches and the nightlife.
Vocabulary: Words used to talk about places Anika: You’re right. I don’t like the cold. But I’m also not a fan of hot and humid weather.
Also, I’m not sure if I want to go for a year or a semester. A year seems like an
Grammar: whether and if extremely long time.
Albert: I don’t agree. You need a year to really get to know
Lesson 2: US City Guides a place. Have you decided if you want to live with a
homestay family or in a dorm? Having a suitable place
to live is the main thing you need to have a good time
Aims: - Discuss likes, dislikes, and opinions about cities studying abroad.
Anika: Yeah, I agree. I haven’t thought about it.
Vocabulary: Cities and city events Albert: Well, in my opinion, staying with a family is great if
Grammar: Comparative and superlative adjectives: more/most, you want to study, but a dorm is better for making friends. I think a dorm is much
better. But you should research things thoroughly before you decide.
less/least; both A and B
Lesson 3: Which language center? B Vocabulary
Match the words and phrases to the correct definitions.
Aims: - Speak fluently about daily life at a language school
or university a. main b. seriously c. nightlife d. be a fan of
e. freezing f. extremely g. suitable h. thoroughly
- Use less, fewer, and (not) as … as to make
comparisons 1. the most important 5. right for someone or something
2. activities and kinds of entertainment 6. very cold
Vocabulary: Words related to travel and language study
that happen at night 7. involving a lot of thought; sincerely
Grammar: Comparing using less, fewer, and (not) as… as… 3. completely or perfectly 8. an expression used to show that a person
4. very; greatly likes something very much
Lesson 4: Study Spanish abroad.
C Comprehension
Aims: - Speak fluently about studying
- Use specific phrases to show agreement Listen and read the conversation again. Then answer the questions with a partner.
What three decisions does Anika need to make? What are Anika’s options? Track 40
Vocabulary: Studying a language Decision 1: Options: or

Grammar: can and could for possibility; phrases for agreement Decision 2: Options: or
Decision 3: Options: or
Lesson 5: Let’s chat.
D About You
Aims: - Read and understand short social network posts
Discuss these questions with a partner.
- Develop fluent use of either, neither, and both
What advice would you give Anika on each of the above decisions? Why?
- Use too and enough with adjectives 104

Vocabulary: Living abroad

Grammar: either, neither, and both; too and enough with adjectives
Some Module 4 Goals in Unit 8 A Model Conversation Track 40

- Understand short, simple texts, or familiar subjects • Transition by telling students they will read and listen to a
- Identify changes in the general topic of a slow and clear discussion conversation between two students talking about studying
- Ask for and give opinions; agree and disagree abroad. Tell them one person, Anika, has been thinking about
doing it, and she is asking Albert for his opinion.
• Assign students to pairs and ask them to read the conversation
together.
Lesson 1 Canada or the USA? • Play the audio and listen to the conversation as a class.
• Review the content of the conversation by asking students
Aims questions about it. What is Anika considering? (Studying
- Practice asking for and giving opinions, and agreeing abroad.) What two cities can she go to? (Toronto or San Diego.)
- Develop fluent use of intensifiers What does Albert think about studying abroad? (He thinks it’s
a fun way to learn.) Does Albert think Anika will like Toronto?
Vocabulary (No.) Why not? (It’s snowy and cold.) How long does Albert
main seriously nightlife be a fan of think Anika should stay abroad for? (A year.) According to
freezing extremely suitable thoroughly Albert, what are homestays good for? (Studying.) What does he
Grammar say dorms are good for? (Making friends.)
• Ask students if they have any questions about what they’ve read
whether and if
and heard.

Warm Up B Vocabulary
Ask students to think of places where people study English • Go over the words in the box. Read each word and ask students
abroad. List the places on the board. Ask for reasons that people to repeat.
choose those places and write some of the reasons on the board. • Assign students to pairs. Tell them to match the numbered
Depending on your class, ask students about their experiences definitions with the words from the box. As students work,
studying abroad: Have you ever studied abroad? Where did you monitor and give assistance.
go? Why did you go there? Where would you like to go? etc. • Go over the answers as a class.
• Ask students to try to use the words in sentences or give any
synonyms for the words they know.
Key

1. a 2. c 3. h 4. f 5. g 6. e 7. b 8. d
104
 Brief note two options could be go out and stay home. Then students can
When the two choices are to do something or
E Grammar not do it, you can use or not or leave out or not: make a sentence like I don’t know whether to go out or stay
I don’t know if/whether I’ll study abroad.
whether and if I don’t know if/whether I’ll study abroad or not. home.
whether (option 1 or option 2) if (option 1 or option 2)
We can use whether/if… or… to talk about two options or possibilities.
Do you know whether you will study abroad or I’m not sure if I want to go for a year or a Teacher’s Note Interrogative Clauses
not? semester.
I don’t know whether I should go to Canada or
the US.
Have you decided if you want to live with a
family or in a student dorm?
Using if- and whether-clauses may be a big step up for
Brief note some. If students ask about grammar, explain that whether
Use phrases such as I don’t know to show
you are not sure which option to choose. and if can be followed by a clause (subject and verb) to
form something that functions as a noun. This is called an
F Grammar Practice
interrogative clause.
Put the words in order to make sentences. Answers may vary.
1. Europe / I want to / I / America / if / or / can’t decide / study in
. F Grammar Practice
2. whether / one semester / for / do you know / you will / or / a year / study
?
• Tell
students that they are going to put words in the correct
3. I want to / the dorms / live in / I don’t know / with a homestay / if / or order to make sentences.
. • Do number 1 together as a class.
4. doesn’t know / study in / he’ll / Sam / whether / China / or / Japan
• Then ask students to work individually and write all the
.
5. study abroad / next year / she’ll / if / or not / hasn’t decided / Maria sentences in the correct word order. Remind them to refer to the
. chart as necessary.
• Monitor students as they work, helping those who are stuck and
G Use the Language
making sure everyone is on track.
Whether or not
• When ready, check answers as a class.
1. Write a list of three decisions (real or made-up) you need to make.
They can be about school, friends, going out, which university or
subject to choose, or another subject. Each decision needs two 1. I can’t decide if I want to study in Europe or America.
options.
2. Do you know whether you will study for a year or one semester?

Key
2. Work with other students. Tell them about the decisions you need
to make. Listen to their opinions and let them know if you agree
3. I don’t know if I want to live in the dorms or with a homestay.
or not. Make sure everyone gives reasons for their opinions. 4. Sam doesn’t know whether he’ll study in China or Japan.
5. Maria hasn’t decided if she’ll study abroad next year.
Decision Option 1 Option 2

 Check the Workbook

For further practice with sentences that use if or whether, use
Exercise 3 in Lesson 1 of the workbook.

3. Did you get any help with your decisions? Tell the class about your decisions and your
partners’ opinions.
G Use the Language: Whether or not
105
• Tellstudents to think of some things they need to decide on.
Elicit examples and write them on the board. Tell students that
the decisions can be about anything, real or made-up. Write
C Comprehension Track 40 some examples on the board to get started:
• Ask students to look at the conversation again. Tell them that - have salad or pasta for lunch
Anika is trying to decide three things. Ask them to find and - stay in or go out tonight
write the three decisions she needs to make and the options - buy an expensive new phone or a cheaper, older one
that she has. Help them with the first one if students aren’t sure: • Emphasize that students can use real-life decisions or make
Decision: Study abroad? Options: Toronto or San Diego them up.
• Assign students to pairs. Tell them to write the decisions and • Ask students to work alone first. Tell them to write their
options down. Play the audio again if necessary. decisions and two options for each decision in the table on
page 105. Tell them they may use the examples on the board if
Decision 1: Study abroad? Options: Toronto or San Diego
they can’t think of anything else. Monitor to ensure that each
Key

Decision 2: How long? Options: a semester or a year

Decision 3: Where to live? Options: homestay or dorm
student writes three decisions with two options each.
• Very quickly model an example: I don’t know if I want to have
salad or pasta for lunch. Have a few students say this or a
D About You sentence like it.
• Assignstudents to pairs. Tell them to discuss each of the • Assign students to pairs. Tell them to say their sentences and ask
decisions and say what they would choose. What advice would for their partner’s opinion. Tell the partners to give their opinion
they give Anika? Why? and a reason for it.
• Go around the room and monitor to ensure each person in each • Wrap up the activity by asking each student to share their
pair has a chance to talk about each of the three decisions. decisions with the class. Ask them what suggestions they got
from their partners.
E Grammar
• Brieflygo over the table, practicing the exchanges. Explain that Extension Planning to Study Abroad
if and whether can be used to show two choices.
Tell students they are going to take the role of Anika from the
• Draw students’ attention to the Brief note above the grammar
model conversation. They can choose two possible countries
table. Explain that sometimes the two choices are just to do
different from the ones in the model conversation. They may
something or not do that same thing. In these cases, the second
also choose possible majors or other details if they wish. Assign
choice doesn’t need to be mentioned: I’m not sure whether that
students to pairs. Tell them to make the same three decisions
restaurant is good. Or not can also be added in these cases: I
Anika had to make, using advice from their partner. Finally,
don’t know whether it’s good or not.
have students share their decisions with the rest of the class.
• Practice more by thinking of a few real-life situations, making
clauses, and using them with I don’t know. For example, the
105
 Lesson 2 US City Guides Lesson 2 US City Guides

A Authentic Text: A study-abroad web page

Aims
Read the web page about studying abroad in the US.
- Develop fluent use of comparatives and superlatives
- Discuss likes, dislikes, and opinions about cities www.YouStudyAbroad.com

Vocabulary Study Abroad in America

Read our short guide on three of the most popular places in the US for foreign students to study.

high-tech historic fell in love year-round Seattle

Seattle is the largest city in the Northwestern US. This high-tech city is home to the most
festivals green famous IT companies in the world. It has the most international food in the area, and
everyone knows about its great culture and nightlife. Did you know it has the least expensive
housing in the west, and it’s less rainy here than you think? You will fall in love with both the
Grammar city and the nearby national parks.
Miami
Comparative and superlative adjectives: more/most, less/least; both Miami is more historic than you imagine. It has amazing year-round entertainment with
concerts, festivals, and sports events all summer. Experience the most beautiful beaches and
A and B the clearest skies in America. It’s a great place to both study and work.
New York
Okay, it’s less sunny than Miami and LA, but who cares? It’s one of the greenest and biggest
cities in the world, with many parks to visit. Did we mention it has the most awesome
shopping in the world? If you love sports, nightlife, and history, then come to the Big Apple!
Warm Up Brief note

• Ask students to describe the good things about their city, or Check the Grammar Reference to
learn more about using -er/-est
B Vocabulary comparatives and superlatives.
the nearest big city. What would be good for students who
Complete the description of a city using the words in the box.
want to go there to study abroad? Write some of the things
students mention on the board. Ask specific questions if high-tech historic fell in love year-round festivals green

students are short on ideas: Is there a lot of green space? How I want to study in the Big Apple because it is a very 1 city with many
is the transportation? Are there libraries, coffee shops, and IT companies. At the same time, it is also a 2 city because of its famous
older buildings such as the Empire State building and monuments such as the Statue of
other places to study or meet? Are there restaurants and other Liberty. Since I love nature, living in a 3 city is also important. There is a
nightlife?, etc. huge park called Central Park in Manhattan. There is also a very famous national park in the
town of Stillwater, where you can see historic sites from the American Revolution. Although
• The warm-up could be a good time to pre-teach some of the the 4 sports events and 5 in cities such as Miami are
vocabulary that will appear in this lesson, such as nightlife or interesting, the nightlife in New York is much more exciting. Oh, did I mention the shopping?
I love shopping! I visited New York last year on vacation, and I just 6 with
high-tech. the city.
Brief note
New York City is informally called the Big Apple.
C In Your World
Teacher’s Note Background Information on the Cities Read the web page again. Answer the questions.
• Seattle is on the west coast of the United States. It has a 1. Which city is … 2. Which city has …
a. the biggest? a. the most awesome music and games?
population of more than 600,000 people and is generally b. the rainiest? b. the most amazing shopping?
known for being rainy. Despite being far north, it does not c. the least expensive? c. national parks close to the city?
d. the greenest? d. a lot of historic places and beaches?
experience extreme winters. e. the clearest? e. the cheapest housing in the area?
• Miami is on the southern tip of Florida in the United States.
3. Which city would you prefer to study in?
About 5 million people live in Miami and the surrounding 106

areas. It is known for its beaches and warm weather.

• New York City is on the east coast of the United States. It
has more than 8 million people. It is the most populous city
in the United States and one of the most visited places by
B Vocabulary
foreign tourists. • Go over the words in the box. Read each word and ask students
to repeat. Ask students to explain in their own words what each
vocabulary word means, to provide an example sentence, or to
A Authentic Text: A study-abroad web page say a synonym.
• Transition by telling students that they will read part of a web • Assign students to pairs. Tell them to read the description and
page that describes cities where students often study abroad. fill in the blanks with what they think the appropriate words are.
• Ask students to read the article by themselves silently and mark As students work, go around and give assistance.
any words, phrases, or sentences that they don’t understand. • Call the class back together and go over the answers as a class.
• Assign students to pairs. Ask the pairs to read the article aloud
together by taking turns reading sentences, paragraphs, or 1. high-tech 2. historic 3. green
Key

however you or they divide the reading. Tell them to work with 4. year-round 5. festivals 6. fell in love
their partner to work out the parts they didn’t understand.
• Monitor to correct pronunciation and intonation on the spot. If
C In Your World
students still are not sure about some of the difficult parts, give
• Tellstudents to look back at the reading. Tell them to use the
assistance.
information in the reading to answer the questions.
• Bring the class back together. Ask students if there are any parts
• Assign students to pairs. Tell them to work together to answer
they don’t understand, or write on the board some of the parts
each superlative question. Monitor to make sure students are
that were difficult.
getting the correct answers.
• Briefly review the information about Seattle, Miami, and New
• When students finish, tell them to discuss the question about
York by asking students comprehension questions. Ask about
which city they would prefer to study in.
the weather, activities, and environment in each city.
• Go over the answers as a whole class. Then ask students to
report which city they would visit and which city their partner
wants to visit.

1. a. New York 2. a. New York

b. Seattle b. New York
Key

c. Seattle c. Seattle
d. New York d. Miami
e. Miami e. Seattle

106
D Grammar Teacher’s Note Simple Comparative/Superlative Rules
Comparative and superlative adjectives: more/most, less/least; both A and B
If students need to be reminded of the rules of comparative/
comparative adjectives
(A is less/more + adjective than B)
superlative adjectives
(A is the least/most + adjective)
superlative forms and spellings, be careful not to use too much
Comparatives compare two things. Superlatives describe the greatest or lowest degree. time. Also, be aware of some irregularities. Present simple rules
Less is a comparative. It means the opposite of more.
The least is a superlative. It means the opposite of most. or point students to a reliable reference. Point out that there
Miami is more historic than you imagine. It has the most international food in the area. always tends to be exceptions that need to be remembered,
It’s less rainy here than you think. Did you know it has the least expensive housing in the West?
It’s less sunny than Miami or Los Angeles. That state has the least cloudy skies in America. such as fun, which, despite being one syllable, is never
both A and B
changed to funner or funnest. Rather than explaining all these
When you use both A and B, remember that A and B must be the same type or part of speech (noun, intricacies, encourage students not to concern themselves too
verb, infinitive, etc.).
much over it and simply learn as they go.
You will fall in love with both the city and the nearby national parks.
It offers a great place both to study and to work.

E Grammar Practice
E Grammar Practice
Underline the error in each sentence. Write the correction. • Tellstudents that each sentence has a mistake and they have to
1. I like both Canada the USA. find all the mistakes and correct them by crossing out part of
2. I disagree. This country is least dangerous than America. the sentence and rewriting it correctly in the blank.
3. I think Rio is most beautiful city in the world.
• Do number 1 together as a class (the  and the).
4. In my opinion, Brazil is the more exciting country in South America.
5. My city more interesting than LA. • Then ask students to correct the sentences individually or in
6. This city is more quiet New York. pairs. Remind them to refer to the chart as necessary.
7. Vancouver is the last rainy city in Canada.
8. Washington is less expensiver than Dallas.
• When ready, check answers as a class.
9. I think you’ll enjoy both the nature or the history.
10. It is a great place both to relax and goes sightseeing.
Brief note 1. the  and the 2. least  less
Although more quiet…than is correct, quieter…
3. most  the most 4. more  most

Key
than is also acceptable. The usage of quieter…
F Use the Language than is more common in American English.
5. more  is more 6. quiet  quiet than
Rate your city 7. last  least 8. expensiver  expensive
Complete the chart below. Score your city from 1 star (bad) to 4 stars (great). Then write 9. or  and 10. goes  go
some reasons. Discuss your scores with a group and agree on a group score.

Your city’s rating Reasons

1.
 Check the Workbook
2. For further practice with less/least, more/most, and both, use
3.
Exercise 2 in Lesson 2 of the workbook.
4.

Then compare your city to two other cities. These can be in your country or in another country.
Decide which city is best and explain why. Tell the class about your decision. Do they agree
F Use the Language: Rate your city
with you? • 
Think of a city that you are familiar with (your hometown or
107 another city you used to live in), and tell students a little about
it. Rate it on the board using the four-star system as in the book.
Write some reasons (Good nightlife, Housing is not expensive,
etc.).
Extension Cities in Your Country • Tell students that they are going to work alone and then as a
• W ith the students’ help, make a list of five to ten cities from group. When they work alone, they’ll rate their current city. Then
the country you are in. they’ll compare their ratings in groups.
• Assign students to pairs or small groups, and ask them to • Let students work individually. Tell them to follow the model you
write comparative and superlative sentences about the list of wrote on the board but to come up with their own ratings and
domestic cities. reasons for their current city.
• Monitor to help students come up with ideas about • Have students discuss their ratings in groups and ask them to
adjectives to use. This is a good opportunity to engage in compare their ratings. Tell them to agree on a group score.
real conversation if you are not familiar with some of the • Then, still in groups, students should move on to the second step
cities that are being discussed. and compare their city, the city they rated, with two other cities.
• Ask each group to present their sentences. See if the • Monitor to make sure students are coming up with appropriate
information given by all the groups is similar. reasons and maintaining fluent discussion.
• Bring the class back together. Try to average the class’s ratings of
your current city, or get a general idea of what the ratings were
D Grammar and the most common reasons. Then ask students what other
• Brieflygo over the table, practicing the sentences. cities they compared theirs with.
• Because the material should be review for many students,
you may be able to elicit the rules about comparatives and
superlatives. If not, explain that we put less or more before a Extension Urban Renewal
longer adjective when we compare two things (e.g. Moscow is • Tellstudents that many cities have had to make
more expensive than London). Explain that a similar rule applies improvements in order to attract more residents, tourists,
to superlatives, but we use least rather than less, and most and companies. Things like amusement parks, famous
rather than more. Emphasize that in most cases we also have to buildings/landmarks, museums, etc. are often added for this
add the before the adjective. purpose.
• Go over the second table, about both. Explain that we use both • Put students in groups, and ask them to come up with
A and B to talk about two things at the same time. Remind one idea to improve their city. Tell the groups to prepare to
students, as the table states, that in this formula, A and B present their idea in detail.
should have the same part of speech. • Ask each group to present their ideas and give the specifics
• Practice some more by making further comparisons. Focus on about what the improvement is and why it would be
longer adjectives, such as comfortable, expensive, beautiful, beneficial.
exciting, relaxing, etc.
107
 Lesson 3 Which language center? Lesson 3 Which language center?

A Authentic Text: A language school’s web page

Aims
Read the web page about language schools.
- Speak fluently about daily life at a language school or university
- Use less, fewer, and (not) as … as to make comparisons
New York College (NYC)
Vocabulary vs.
Springville Center (SC)
modern entry requirement affordable traffic
cultural events comfortable survey We asked international students about the most important factors to consider when choosing a place to
study English abroad. We compared two top English schools in Springville and New York. Here are the
Grammar students’ answers.

Entry Requirements Facilities

Comparing using less, fewer, and (not) as… as… SC is as easy as NYC to get into. Both colleges need an
intermediate level of English (TOEFL iBT scores of 80+).
The facilities at NYC, such as the library, IT
center, and classrooms, are as good as those
Class Size at SC. But NYC campus has a new fitness
NYC has fewer students in each class (15) than SC (18), center and some of the tastiest and most
but NYC is the bigger college (NYC 400 / SC 175). SC affordable restaurants nearby.
Warm Up feels less crowded than NYC when walking around the
area.
Location
SC offers a beautiful green campus 20 km
Campus away from the nearest city. That means it has
Ask students to list some of the famous universities in their SC campus has fewer buildings than NYC. Also, SC is a less noise and traffic than NYC. It’s a great
much older college, so the buildings are less modern place for quiet study, but NYC has better
area, well-known language schools, or any type of educational than the high-tech ones on NYC’s campus. nightlife and cultural events.
Accommodations Activities
institution they would like to compare. Write the categories Students say NYC dorms are as comfortable and new SC has fewer evening events than NYC.
as SC’s, but fewer NYC students live on campus. That’s However, SC has many different social clubs
Location, Accommodations, Activities, and others you choose because many live with homestay families who live for students to meet and chat with other
5 km and farther from the college. students. Both places scored high in our
on the board. Ask students to help you fill in the information as survey for sports activities and cultural events.

much as you can for four or five well-known institutions.

B Vocabulary
A Authentic Text: A language school’s web page Fill in the blanks with the correct words and phrases from the box.
• Transition by telling students that they will read part of a web modern entry requirement affordable traffic cultural events comfortable survey
page that compares two English language schools.
1. Students do not have a lot of money, so they often look for places to eat.
• Ask students to read the article by themselves silently, and mark
2. One good thing about living in the city is the technology.
any words, phrases, or sentences that they don’t understand. 3. The new classroom desks are wider and much more than the tiny old ones.
• Assign students to pairs. Ask the pairs to read the article aloud 4. I enjoy going to because I like to learn about different cultures, countries,
and people.
together by taking turns reading sentences or paragraphs. Tell
5. The asks for students’ opinions on their campus, classes, and teachers.
them to work with their partner to try and work out the parts
6. Passing this exam is a(n) for this high school.
they don’t understand. 7. The in New York is heavy. It can take a long time to travel by car.
• Monitor to correct pronunciation and intonation on the spot. If
students still are not sure about some of the difficult parts, give C In Your World

assistance. Work with a partner. Discuss which campus you would prefer to study at. Which factors
are most important to you?
• Bring the class back together. Ask students if there are any parts
108

they don’t understand, or write on the board some of the parts

that were difficult for them.
• Write New York College and Springville Center on the board.
Elicit the information from the reading (entry requirements,
C In Your World
campus, accommodations, etc) and note key words under the Setup / Demo
corresponding school. Model the interaction of this activity by asking a student which
campus (New York College or Springville Center) they would
B Vocabulary prefer to study at. You may need to write a model exchange
• Go
on the board, such as the following: A: Which campus would
over the words in the box. Read each word and ask students
you prefer to study at? B: I would prefer Springville for several
to repeat. Ask students to explain in their own words what each
different reasons., etc.
vocabulary word means, to provide an example sentence, or to
say a synonym. Activity
• Assign students to pairs. Tell them to read each sentence and fill Assign students to pairs. Tell them to ask each other which
in the blank with what they think the appropriate word is. As campus they would prefer. Encourage students to go into detail.
students work, monitor and give assistance. Monitor to ensure accurate use of the target language.
• Call the class back together and go over the answers as a class. Feedback
• Affordable may be a difficult word to grasp for certain pre- Wrap up the activity by asking students to share which campus
intermediate students. Explain that this means cheap enough their partner said they would prefer to study at.
that normal people can buy it / pay for it. If necessary, explain
that the standard of what is affordable might be different for
different people. For example, one person might consider a Extension My Ivy League
$15 meal affordable, while others might find this too high for a
Ask students to help you make a list of the most popular
normal meal.
universities in the country or the world. As a class or in groups,
1. affordable 2. modern 3. comfortable have students research the universities that they have come up
Key

4. cultural events 5. survey 6. entry requirement with and rank the universities according to their preference.
7. traffic Go over each group’s rankings as a class.

108
D Grammar
E Grammar Practice
Comparing using less, fewer, and (not) as… as…
• Tellstudents that they are going to put phrases which use the
less + adjective / uncountable noun fewer + countable noun
grammar above in order to complete sentences correctly.
Less is used to compare adjectives and uncountable nouns. Fewer is used to compare countable • Do number 1 together as a class (is as big as).
nouns. Both words mean the opposite of more.
• Then ask students to complete all the sentences individually or
SC feels less crowded than NYC. NYC has fewer students in each class than SC.
It has less noise and traffic than the city university. Fewer NYC students live on campus. in pairs. Remind them to refer to the chart as necessary.
as + adjective + as
• When ready, check answers as a class.
You can use as + adjective + as to say two things are the same, or not as + adjective + as to describe
their differences.
1. This language school is as big as the other language school.
NYC dorms are as comfortable and new as SC’s dorms. (=The schools’ dorms are equally comfortable.)
SC is not as noisy as the city college. (=SC is less noisy than the city college.) 2. The classes here are as small as those at the National University.
3. Our campus has fewer green places than the other university.

Key
Brief note
When you want to say one thing is less than another, 4. The entry requirements are less difficult at the Polytechnic
you can either use less than or not as + adjective + as.
This show is less interesting than I thought. University than here.
E Grammar Practice This show is not as interesting as I thought.
5. I think the facilities are less modern at the other university.
Put the words in (parentheses) in the correct order and write the sentence.

1. This language school ( as / is / as / big ) the other language school.

.  Check the Workbook
2. The classes here ( as / those / as / small / are ) at the National University.
For further practice with grammar, use Exercise 2 in Lesson 3
.
3. Our campus ( fewer / places / has / green ) than the other university.
of the workbook.
.
4. The ( are / entry / difficult / requirements / less ) at the Polytechnic University than here.
. F Use the Language: The best place to study
5. I think the ( modern / are / facilities / less ) at the other university.
• Tell students that they are going to work together to describe
.
or create an ideal university. Model on the board how to fill in
F Use the Language the table. Write a name for the university, a class size, some
The best place to study adjectives to describe the campus, etc.
Work with a partner. Think of an ideal university to attend. It does not have to be a real university. • Assign students to groups. Tell them to discuss what they think
Fill in the table with information about your ideal university. When you are done, compare your
university with another group’s. Then decide which university is the best place to go.
is ideal for students and write the information in the table. Tell
them it’s okay to use a real university or make one up.
Name of university: Class size: Facilities:
• Monitor for accuracy and help students come up with ideas if
necessary. Note down some common mistakes in order to do
Campus: Location: error correction at the end of the activity.
• Merge groups together and ask them to compare universities.
Accommodations: Activities: Each student should decide which one would be better for them
to attend. Ask students to give their reasons.
• Toward the end of the discussion, begin writing common
109
mistakes on the board in the form of sentences containing
the mistakes. Call the class back together and ask students to
correct the mistakes.
D Grammar • Recap the whole activity by asking students what kind of
• Brieflygo over the table, practicing the sentences. university they created. If you want to review in detail, write
• Explain that less is used to indicate that an amount is smaller, some of the important information about each university on the
but fewer is used when a number is smaller. A brief review board. Ask students which university most of the people in their
of count vs non-count nouns might be appropriate here, group chose.
depending on students’ levels.
• Go over the second section of the table: as + adjective + as.
Extension Advice from a Guidance Counselor
Practice the sentences.
• Explain that as … as and not as … as can be used to show that • Tellstudents that they are going to do a role-play between a
two things are the same in some way or different in some way. student and a guidance counselor.
Point out the Brief note, which explains that less + adjective and • Those taking the role of the student should pretend they’re

not as adjective as essentially mean the same thing. graduating from high school again. They should try to make
• Practice more by making a few example sentences. Compare a decision about where to go to university and whether or
restaurants, foods, cities, celebrities, modes of transportation, not to go abroad to study.
sports, or anything that students may find interesting. At this • Those taking the role of the counselor should interview the

stage, a brief diversion from the topic of universities and study students about their interests, preferences, and plans, and
may be welcome. make recommendations based on what they know or with
some help from the Internet.
• Change roles if time allows.
Teacher’s Note Less vs Fewer Controversy • Wrap up the activity by asking students what advice they
While the rule that less is for non-count nouns and fewer got from their guidance counselors.
is for count nouns is the standard, there are cases where
this rules is not followed, often because it cannot be clearly
applied. Some grammar experts may insist that phrases like 10
Items or Less are wrong, it is best not to stress the importance
of this rule too much. Some phrases may sound more natural
if they go against the rule, as in five minutes or less. As it isn’t
clear whether we’re counting minutes or measuring time,
there is no clear decision on this phrase. For now, simply
establish the rule in students’ minds. Note that there will be
exceptions but that they’re not an issue at this stage.
109
 Lesson 4 Study Spanish abroad. Lesson 4 Study Spanish abroad.

A Model Conversation
Aims
Read the conversation. Then listen. Track 41

- Speak fluently about studying Monica: Oh, wow! You can read the Spanish news on this website free of charge.
- Use specific phrases to show agreement Lucas: Really? Great! We can use that for our group project.
Monica: Yeah. Hmm. You know, it’s actually a really convenient website. With this, I think we
Vocabulary could finish early and go to the student party tonight. I really want to go.
Lucas: So do I. But we have an exam tomorrow, remember?
free of charge convenient pronunciation grab
Monica: I know, but I don’t want to spend all night studying.
download quiz subtitles skip Lucas: Well, neither do I. But we have to do well in this class if we want to study in Spain
next year. Why don’t we study together? You can
Grammar help me work on my pronunciation, and I can quiz
you on the vocabulary.
can and could for possibility; phrases for agreement Monica: Oh, all right. Where do you want to meet?
Lucas: The library has Wi-Fi, so we can download all
the class notes and watch the lecture videos with
Warm Up subtitles. Want to meet there at 7:00?
Monica: Let’s meet at 6:00 and grab dinner first.
Brief note
• Have a short discussion with students about studying languages. “Wi-Fi” is a place that offers
Ask them if they have studied languages other than English. wireless Internet access.
B Vocabulary
Ask how they usually prepare for tests. Ask if they take tests
Look at the bold expressions used in the conversation. Match each word or phrase with
well, or feel nervous before tests. Ask them what aspects of the correct definition.
learning languages are the most difficult or easiest for them 1. free of charge a. the words of a movie, TV show, etc. shown on the screen,
often in a different language
(pronunciation, grammar, vocabulary, reading, writing, speaking, 2. convenient
b. easy to do or use without much trouble
3. pronunciation
listening, or others). 4. grab
c. to ask questions to check someone’s knowledge
d. to copy or move files from one device to another
• To have a more structured warm-up, survey the class and write 5. download
e. to not attend (an event); to miss
6. quiz f. the way people make sounds to form words and sentences
down each student’s name, how long they’ve been studying 7. subtitles g. at no cost
English, where they’ve studied, who they study with, and any 8. skip h. to get and eat quickly

other information you’d like to discuss.

C In Your World
Listen to the conversation again and circle true or false.
A Model Conversation
Track 41

Track 41
1. The library has Wi-Fi. true false 4. They are both going to lunch. true false
• Transition by telling students that they will practice a 2. They both have to take an true false 5. The Spanish website will help true false
exam. with their exam.
conversation in which two students decide where to study and 3. Both students are going to true false 6. Lucas thinks the website is true false
how to prepare for a test. the student party tonight. really convenient.

• Assign students to pairs. Ask students to read the conversation

Which of the following ways to study a foreign language do you think is the best?
aloud together. Monitor to check pronunciation and intonation. Rank the methods below from 1 (best) to 4 (worst).
• Play the audio and listen to the conversation as class. read the news watch a movie with subtitles
use a computer for vocab and grammar exercises write a blog
• Ask students question about the dialogue to check for
110

understanding. What did Monica find? (A website that has free

Spanish news.) Where does she want to go? (To a party.) What
do they have tomorrow? (An exam.) What does Lucas want
to do? (Study for the test.) Why? (They need a good grade in C In Your World Track 41

order to study abroad.) What do they decide to do? (Study in Setup / Demo
the library.) Where and when are they going to meet? (They’re Tell students that they are going to listen to the model
going to grab dinner at 6 and then go to the library.) conversation one more time and complete a true/false activity.
• Ask students if there are any unfamiliar words. Go over them as Then they will share their opinions about the best and worst ways
a class. to study foreign languages.
Activity
B Vocabulary Assign students to pairs. Play the audio one time and have
• Tellthe students that the words on the left are the bold words students check true or false for each statement. Check answers
from the conversation. Go over the words one at a time and ask quickly as a class. Get students to read the sentence in the
students to explain what they mean, make example sentences, conversation that shows whether the statement is true or false.
or give synonyms. Tell students to work in pairs or small groups. Ask them to rank
• Assign students to pairs. Tell them to work together and match the four listed methods from most effective (1) to least effective
the words on the left with the definitions on the right. As (4). If you teach the word effective, this activity could also be used
students work, monitor and give assistance. to review Lesson 2’s grammar point (less/more + adjective). Tell
• Call the class back together and go over the answers as a class. them that the pairs and groups must agree on their ranking.
• Convenient can be a difficult word for pre-intermediate Feedback
students. It generally means fast and easy and is often used to Ask each pair or group to present their ranking to the class and
talk about a service, facility, website, machine, or other thing give reasons for their choices. Answers will vary for this part.
that makes life easier.
• In the context of the conversation, grab means to get and eat 1. true 2. true 3. false
Key

quickly. However, you may need to clarify that the word itself 4. false 5. false 6. false
usually means to take quickly with your hand, but it also refers
to quickly eating a meal in a restaurant or café.

1. g 2. b 3. f 4. h
Key

5. d 6. c 7. a 8. e

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 • Practice
more by saying a few things you like or do, or don’t like
D Grammar or don’t do. Let students agree with you.
can and could for possibility; phrases for agreement

can/can’t + base verb could + base verb

We use can and could to talk about things that are possible. Teacher’s Note Difficulties with Phrases of Agreement
You can help me with my pronunciation. We could finish early and go to the party.
I can’t go to the party. We could invite our classmates. Don’t be surprised if students find phrases of agreement
phrases for agreement challenging. There are three main difficulties you will need to
You can use so, too, and neither to say that you agree with someone.
confront.
agreeing with a positive sentence agreeing with a negative sentence
A: I want to go to the party. B: So do I. A: I don’t want to study. B: Neither do I.
• Students must be able to use the same modal in their response
A I’m hungry now. B: So am I.
(Me too.)
A: I’m not hungry yet. B: Neither am I.
(Me neither.)
as the original speaker used in their sentence. This seems
simple but can become tricky with be verbs and negatives.
Brief note
If you are agreeing with a statement that uses have or a modal verb, use the same verb in your response: •  So do I and Me too mean the same thing. In Me too, the
A: I have been to Canada. B: So have I. A: I can’t swim. B: Neither can I.
pronoun should always be an object pronoun rather than a
E Grammar Practice
subject pronoun (i.e. me not I, him not he, etc.). This might
Fill in the blanks with the correct words and phrases from the box. One word can be
go against what students consider intuitive.
used more than once. • Finally, some sentences will use subjects other than a person,
could film neither so do can practice too which leads to confusion, as in the case of possessive
pronouns being used (A: My feet hurt. B: So do mine. / Mine
1. A: We together. I think it’ll be fun! B: I. Excellent idea.
2. A: I think listening to English music is good practice. B: Me . Especially pop music.
too.). These cases are more advanced. Explain them if you
3. A: We a class movie in English. B: Sounds good! You can be the director.
think the students can fathom the material.
4. A: I don’t like studying math. B: Me .
5. A: I don’t like watching foreign movies. B:
subtitles.
do I. I don’t like reading
E Grammar Practice
F Use the Language • Tell
students that they are going to complete short conversations
How do you study? with agreement by filling in the blanks.
1. How do you study? For example, do you like to work in groups or • Do number 1 together as a class (can practice, So do).
by yourself? Do you study in the mornings or evenings? Write three
• Then ask students to fill in the blanks individually or in pairs.
ways you like to study and three ways you don’t like to study.
Remind them to refer to the chart as necessary. Also note that
Like Don’t like
1. 1.
one of the words/phrases in the box is used twice.
2. 2. • When ready, check answers as a class.
3. 3.

1. A: can practice B: So do
2. Tell a partner about how you study. Explain what you like and 2. A: x B: too
Key

don’t like while studying. Does your partner agree or disagree

3. A: could film B: x
with you? Ask others. Did you find anybody who agrees with all
the same things? Tell the class about the results. 4. A: x B: neither
5. A: x B: Neither
111

 Check the Workbook

For further practice, use Exercise 2 in Unit 8, Lesson 4 of the
Extension Roses and Thorns workbook.
Teach students what the four basic language skills are (reading,
writing, listening, and speaking) and the three basic language
systems (grammar, vocabulary, and pronunciation). Ask each
F Use the Language: How do you study?
student to think of a “rose” (something they enjoy or are good • Startoff with a question about studying. How do students usually
at) and a “thorn” (a difficulty or weakness). Tell students to study? The examples in the book (groups vs. alone, morning vs.
write down their rose and thorn and share them with the class. evening) are good examples. You might consider adding more
Then, students can suggest their own ways to address the examples like these on the board, such as memorization vs.
thorns that the class mentioned. understanding, reading vs. interactive, in a quiet place vs. a busy
place, etc. Get some students’ ideas for ways to study.
• Ask students to work individually and fill in the table with three
D Grammar ways they like to study and three ways they don’t like to study.
• Brieflygo over the table, practicing the sentences. • Assign students to pairs and make sure you change pairs once
• Explain that can and could can both be used to state during the discussion, or simply have student mingle. Tell them
possibilities. These can also serve as suggestions (We could to do step 2: share their study likes and dislikes with a partner,
have pizza.) or soft commands (You can go and help him.). Also and find people who agree with their ways.
explain that can’t means something isn’t possible. • Collect the results by writing them on the board. Write the
• Go over the second section of the table, which shows phrases students’ likes and dislikes and find out which likes or dislikes
for agreement with so, too, and neither. Practice the exchanges they have in common.
with students.
• Point out the Brief note. This concept may be rather difficult for Extension Common Ground
some, but the solution is to practice and drill. You may want to
• Tell students to write down four or five opinions they have. It
write many possible structures with modals on the board and let
students give you the appropriate agreeing response. For example: can be things they like, don’t like, believe, worry about, etc.
• Tell students to mingle and essentially play “Find Someone
Write on board: Students say:
Who…” using their opinions. For each of their opinions, they
I’ve never been to Poland. Neither have I.
need to find at least one person who agrees with them. Have
I’m not interested in space. Neither am I. them write down their names.
I’ve watched a lot of movies. So have I. • Have students share some of their opinions, and name the
I can swim well. So can I. people who agreed with them.
etc.
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 Lesson 5 Let’s Chat Lesson 5 Let’s chat.

A Authentic Text: A chatroom

Aims
Read the messages on a social media site. Then answer the questions.
- Read and understand short social network posts
- Develop fluent use of either, neither, and both Andres, James, Samantha, Ivy

- Use too and enough with adjectives

Hi. I’m Andres. I want to study abroad. Is it a good idea? Has anybody done it?
Vocabulary Tell me about your studies and any problems you had while abroad.
Andres
Hi, Andres. I lived in Toronto, Canada for one year. It was freezing there during
cycling trail cruise average-sized drag winter, but summer was not too bad. I was in school during the weekdays,
but relaxed on the weekends. There are many things to do there. If you like
gigantic magnificent locals homesick cycling, you’ll love it. There were some good cycling trails around the city. You James
can rent bikes for a cheap price. You can also visit Niagara Falls and see the
Grammar waterfall up close on a cruise or by helicopter. Yeah, so if you like nature and
adventure, this is the place to go!

either, neither, and both; too and enough with adjectives I did a semester of English at an average-sized college in Sydney. To be honest,
it can be a real drag studying English all day. I needed a break from school.
I went to lots of parties. I didn’t study hard enough, but I met a lot of fun Samantha
people. Oh, and if you like beaches or surfing on gigantic waves, you’ll really
Warm Up like it in Sydney. The ocean there is magnificent!

I studied in a small-town college near LA. It wasn’t too busy, so I was able to
Ask the class what social media sites or apps they use most. Write concentrate on my studies. But it wasn’t exciting enough for me, and I didn’t
meet many locals. I stayed with two other students. I was lonely because
the most common ones on the board and write down the number neither of them wanted to chat. I also became really homesick. Also, it can be
Ivy
expensive studying abroad. My advice is to do some research before going!
of students who use each site or app on the board. Extend the
discussion by asking students why they use that site or app and
who they most often interact with on it. Finally, ask if they ever
1. Who didn’t enjoy living abroad?
make friends through social media and what they like to do on 2. Who didn’t study much but made lots of friends?
social media. 3. Who toured the city on the weekends?

A Authentic Text: A chatroom B Vocabulary

Write the bold words and phrases from part A next to the correct definitions.
• Transition by telling students that they are going to read a series
1. huge; very large
of posts from a social media website. Tell them that the posts 2. very beautiful; amazing
relate to the experiences of students who studied abroad. 3. the people who live or who have lived in a place for a long time
4. a long path for traveling on bicycles
• Ask students to read the posts by themselves silently and mark 5. something dull and boring
any words, phrases, or sentences that they don’t understand. 6. not too small or large
7. a feeling of sadness caused by missing one’s family and friends
• Assign students to pairs. Ask the pairs to read the posts aloud 8. a tour by ship
together by taking turns reading sentences, the posts, or
C In Your World
however you or they divide the reading. Tell them to work with
How would you describe your school or college to a student from another country?
their partner to work out the parts they didn’t understand. Write some sentences about it on a separate sheet of paper. Share your description
with a partner. Are your descriptions positive, negative, or both?
• Monitor to correct wrong pronunciation and intonation on the
112
spot. If students still are not sure about some of the difficult
parts, give assistance.
• Bring the class back together. Ask students if there are any parts
1. gigantic 2. magnificent 3. locals 4. cycling trail
Key

they don’t understand, or write on the board some of the parts

5. drag 6. average-sized 7. homesick 8. cruise
that were difficult.
• Elicit information contained in the reading from students.
What does Andres want to do? (Study abroad.) Who gives him
C In Your World
advice? (James, Samantha, and Ivy.) Where did James live? (In Setup / Demo
Toronto.) What does he say about it? (There is a lot to do, and Write a few sentences on the board describing the university you
it’s good if you like nature.) Continue in this manner for the went to. The sentences should discuss things similar to those in
remaining two posts from Samantha and Ivy. the reading, i.e. weather, culture, etc. Tell students that they are
• Finally, answer the three questions below the reading as a class. going to write sentences about their university on another piece
of paper. They should describe the university and its surrounding
area to an international student from another country.
Key

1. Ivy 2. Samantha 3. James

Activity
Let students work individually at first and write some or all of their
B Vocabulary sentences alone. Monitor to make sure students are writing, and
go around giving ideas. Then assign students to pairs and ask
• Tell students that the bold words from the reading are the them to share and discuss their descriptions.
vocabulary words for this lesson. List the words on the board,
and go over each one together. Read them and ask students to Feedback
repeat. Ask students to explain what they mean, give example Do a final recap by calling the class together and asking the
sentences, or think of some synonyms. partners about the descriptions they heard. Were they positive,
• Assign students to pairs. Tell them to work together to write negative, or both? Encourage students to explain why they wrote
each word in the appropriate blank. As students work, monitor in that manner.
and give assistance.
• Call the class back together and go over the answers. Extension Discussion Board Down the Lane
• A drag is something that is annoying, boring, unpleasant, etc. • Continue with the topic of studying abroad, or mix things
Make sure students know that this word is informal. up by choosing something different, such as dating,
• Magnificent and gigantic are both strong adjectives, which cooking, time management, etc. Give each student a piece
means they should not have intensifiers such as very, a little, of paper. Tell students to write a question about the topic,
somewhat, etc. before them, but they may be used with and pass it to the next person. Ideally, the question should
intensifiers such as quite or absolutely. be asking for advice, but it can also be about something
factual, or asking for opinions.

112
D Grammar Teacher’s Note Subject-Verb Agreement
either, neither, and both; too and enough with adjectives
Subject-verb agreement when it comes to either and neither
either + singular noun neither + singular noun both + plural noun continues to be a challenge for many learners–even for those
You can talk about two things using both (two positives), neither (two negatives), or either (choose
one or the other one).
at advanced levels (e.g. Neither of them want to or Neither
Either place is good. Neither student wanted to chat. I enjoyed both courses. of them wants to?). Emphasize that, while for academic
(=Both are good.) (=Both didn’t want to chat.)
writing or other formal writing, these rules are important, for
too + adjective not + adjective + enough speaking, they don’t need to be followed perfectly in most
Too and enough are adverbs, so they can describe adjectives or other adverbs. Too usually means
“more than you want or need.” Enough means “as much as you need.”
cases. Students should focus on fluency rather than following
It was too quiet and too far from the shops. It wasn’t exciting enough for me. these tiny details to a tee. If students need a concrete rule,
The city was too crowded for me. I didn’t study hard enough.
the official rule is that neither and either are always singular
Brief note Brief note
(Neither of them wants to). However, this rule might not be
Look back to Lesson 2. The usage of both A Too comes before the adjective or adverb, and

E Grammar Practice
and B and both + plural noun is the same. enough comes after the adjective or adverb. followed in speaking.
Fill in the blanks with the correct words from the box.

either neither both enough too E Grammar Practice

1. I can find everything I want in the market and the shopping mall. I like places. • Tellstudents that they are going to use either, neither, both,
2. The café and restaurant are old. place has Wi-Fi, so I can’t use the Internet there. enough, and too (each word that was covered in the grammar
3. It’s hot in the movie theater. I never go there now.
table) to complete sentences.
4. The parks aren’t safe for me. I don’t want to stay there after it gets dark.
5. The trains and buses are cheap. one is good for students to use to get to school.
• Do number 1 together as a class (both).
• Then ask students to fill in the blanks individually or in pairs.
F Use the Language Remind them to refer to the chart as necessary.
Which city will be best? • When ready, check answers as a class.
1. Work in a group. Look at the cities described in Part A.

1. both 2. Neither 3. too

Key
2. As a group, decide which city is the best place to study. You should do a little research about
the city you have chosen. Then list 3 to 4 factors/reasons for your choice.
4. enough 5. Either
Which city? Factors/Reasons

•
 Check the Workbook
• For further practice with either, neither, too, and enough, use
• Exercise 2 in Lesson 5 of the workbook.

Tell the class about your choice and answer any questions they might have.
F Use the Language: Which city will be best?
3. Which group presented the best ideas? Did you agree with the decisions made by each group? • Tell students that they are going to work in groups to choose a
113
good city to study abroad in. They should consider the three cities
mentioned at the beginning of this lesson (Toronto, Sydney, and
LA). However, if you’d like to give students more freedom, decide
on a larger or different group of cities to consider.
• Tellstudents that every time they receive a paper, they should • Write a brief model on the board, showing which city you chose
write a reply to the original post and pass the paper again. and one or two factors.
The papers should all have circulated once around the room. • Tell students that they should research the cities on the Internet
• After the students get their papers back, have them read the using their phones if they can, or work from what they know if
responses to themselves. phones or the Internet are not available.
• Wrap up the activity by asking students if they got any good • Tell students that their whole group should agree on one place.
answers to their question. • Assign students to groups. Tell them to follow your example on
the board. They should first choose the city which they think is
the best place to study, and then fill out the table with the city’s
D Grammar name and the reasons for their decision.
• Brieflygo over the first section of the grammar table, practicing • Ask each group to present the city they chose and their reasons.
each sentence. • Have the groups present their choices to the whole class.
• Explain simply that the either means one out of the two, while
• Then discuss which group presented the strongest ideas. Ask
neither means none out of these two. Finally, both means two students if anyone changed their mind after hearing what the
of the two. It will be important to give examples, such as: other groups had to say.
- Either movie would be fun to watch.
- Both movies would be fun to watch.
- Neither movie is boring. Extension Why Not…?
• Remind students that either and both are often used in the
• As a class, create a list of decisions where there are two
same situations. However, either can be used in negative
statements (I didn’t like either one.) where it has the same options (have coffee or tea, study in Australia or the UK,
function as any but when there are only two in the group. etc.). You can reuse some of the decisions from Lesson 1, if
students look back in their books. Try to make the list have
• Go over the second portion of the table, which deals with too
at least ten decisions.
+ adjective and not + adjective + enough.
• Assign students to pairs. Ask them to interview each other and
• These adverbs can also be confusing for certain students.
ask about their partner’s choice. The partner should give reasons.
Explain that too implies something grammatically negative. It
• Wrap up the activity by asking students to report their
is often used as a reason for not doing something. (It was too
cold outside implies I did not go outside.) On the other hand, choices. Tally the number of people who chose each option
not … enough means that something should have been more on the board for the students to see.
something. (These chicken wings are not spicy enough implies
I don’t like them.)
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 Active Review
Unit 8 : Active Review
A USA or Canada?
Listen to James talk to his friends about studying abroad. Fill in the blanks with the
words you hear. Track 42
Warm Up
Ask students to think back about two cities that have been
mentioned in the unit: LA and Toronto. Based on what they know Conversation 1: USA? Conversation 2: Canada?
about these cities, which one would students prefer? Why? Take a
James: Hi, Anne. Thanks for calling me James: Hi, Diane. This is James. So, when
poll of the students and ask for detailed opinions. back. I just wanted to ask you about are you going back to study in
your time in LA. Canada?
Anne: Sure. Are you thinking about going Diane: Oh, hi, James. I’m going back after
A USA or Canada? Track 42 there to study, too?
James: Yeah. Maybe. But I have a few
summer vacation.
James: I see. I’m thinking about going to
• Tell students that they are going to listen to two phone questions before I decide. How Toronto to study, too.
is it to study there? Diane: Really? Toronto’s a really
conversations. James is in both conversations. In the first one, Anne: Well, the school I went to was city. I fell in love with it right away.
. It only cost about $1,000 It’s a modern city with a lot of
he’s talking to his friend Anne who has come back from LA. In per semester. friendly .
the second one, he talks to Diane, who is home on vacation James: Oh. That’s not too bad. Is it difficult James: Were you ever ? I think
to get into that school? I would miss my friends and family
from Toronto. Anne: The requirements are too much.
• Ask the students to predict what James will ask about and how pretty low. You just need enough Diane: At first, I was. But after making new
money and a good TOEFL score. friends, I was fine.
Anne and Diane will respond. James: What’s it like living there? James: That’s great. What about the
Anne: Um… the weather is hot most of the and the food?
• Tell students that they’re going to listen to the conversation and year, and it can become very humid Diane: The nightlife is wonderful and there
fill in the blanks with vocabulary words from the unit. When in the summer. The traffic is bad, too.
James: Well, I’m not a fan of humid weather
are plenty of awesome restaurants.
James: Speaking of food… Do you want to
students are ready, play the audio. or waiting in traffic. Hmm… maybe grab something to eat later?
I should just go to Canada. Diane: Sure. I’m extremely hungry!
• Review some of the content from the listening to check
students’ understanding. Is Anne’s school cheap enough for
James? (Yes, it’s $1,000.) What are the entry requirements? B Role-play
What are they? (You just need enough money and a good Read the conversations in groups of three. Then role-play the conversations again
TOEFL score.) What does James think of LA’s weather? (He’s not with different countries and cities. Use the Internet to learn more about the countries
and cities you’ve chosen. What locations did your partners choose? Which one sounds
a fan of humid weather.) Does Diane like Toronto? (Yes, she fell most appealing to you? Share your best role-play with the class.
in love with it.) Does she recommend it to James? (Yes.) What
do they decide to do later? (Grab something to eat.), etc. C Reminder
Some Module 4 Goals in Unit 8
Conversation 1: expensive, affordable, entry
Key

Put a check mark () next to the things you can do.
Conversation 2: magnificent, locals, homesick, nightlife
Understand short, simple texts on familiar subjects
Understand simple texts, emails, and letters

B Role-Play Ask for and give opinions, agree, and disagree

• Assign students to groups of three. Tell them to choose two 114

other countries and cities to study abroad in and research them

on the Internet. One person plays Anne, one person Diane, and
one person James. Tell students to use the dialogue as a model.
Tell them they will perform their role-play for the class.
• Have the students work together and prepare. Give them
enough time, and lend assistance where needed. Remind them
that they should prepare thoroughly so they can focus on
fluency when presenting.
• Have each group present their best role-play to the class.

C Reminder: Some Module 4 Goals in Unit 8

Read each goal with the class. For each goal, ask students to look
over the unit and find where they learned to do these things. Ask
students if they can demonstrate some of the goals. Then have
them put a check mark next to the goals they have achieved.

114
 Communication
B Discuss and Create
A Listen for Information • Tell the students that they are going to create their own
Listen to the description of a language school. Complete the information. Track 43
language schools. Assign students to groups.
1. The school is in a city. • Tell the groups to discuss what the features of their schools will
2. It is less other big cities. be (name, location, class size, facilities, costs, etc.). Once the
3. There are a lot of to do on the weekend. whole group has agreed on five or six pieces of key information,
4. You to the beach or visit places. ask students to research other language schools in the same
5. The temperature is almost always . area. If possible, students should find the same information
6. We have dorms for students. that they wrote down, but pertaining to the other schools they
7. There are a lot of group activities, such as , researched.
, and city tours.
• Finally, tell the students to prepare a short presentation to share
8. We have 260 students total, with in each class.
their school with the rest of the class. They should create a
9. Our campus is in the city center near and .
poster, a flyer, brochure, or PowerPoint presentation of their
10. It is and with Wi-Fi and facilities such as a
language school. Give students ample time to prepare for their
, café, and study garden.
presentation.

B Discuss and Create

C Present
Your group has been asked to open a new language school (or university) in your city.
Discuss where your school is and what facilities it has. Compare it to other schools in • Combine groups with one another. Have each group give their
your city for international students. When you have agreed on your ideas, create a flyer,
brochure, or PowerPoint presentation that describes your school. presentation to the other group.
• The other groups should ask questions and make suggestions
Your school: Other schools: about the schools being presented.
• • • After giving the presentations in groups, tell students they may
• • make modifications to their presentations in order to prepare for
• •
a presentation to the whole class.
• •
• • • When all groups are ready, have each group present to the
class. Tell them to focus on speaking fluently, not necessarily
accurately.
• It may be helpful to give some tips on presentation skills before
C Present
the students present on their schools.
After you have created your presentation, work
with another group. Show your presentation
to the other group. Have them ask your
group questions about your school and make
suggestions. Make any necessary changes to your
presentation. Then each group should present
information about their school to the class.

115

Communication

A Listen for Information Track 43

• Tellstudents they are going to listen to a description of a

language school. Tell them to fill in the blanks as they listen.
• Before you play the track, have students read through the
sentences first. This will help them to get an idea about what
the listening will be about and also what they will need to look
out for to fill in the blanks.
• Play the audio and pause after each sentence.
• Check the answers as a class together. If there were answers
that the whole class missed or got wrong, then don’t give the
answer yet, but play the audio one more time.
• Finally, do a final check and write the answers on the board so
that every student has a chance to write the correct ones down.

1. gorgeous
2. crowded than
3. fun activities
4. can go, historic
5. comfortable
Key

6. 100
7. sports events, festivals
8. 20
9. banks, shops
10. small, high-tech, library

115
 Module 4 : Review Module 4 Review

A Vocabulary A Vocabulary
Fill in the blanks with the correct words from the box.
Assign students to pairs, or do these as a whole class, making sure
main nerves homesick greenest backpacking entry especially
that all the students complete the sentences. Ask students to fill in mood beach humid dying to high-tech almost affordable
the blanks using the words in the box. Remind them that they can 1. I’m really eat something—I’m starving.
look back through the whole module for help if they need to. 2. She has one coworker who really gets on her .
3. The school I went to was very . It only cost about $1000 dollars per
1. dying to 2. nerves 3. affordable 4. mood semester.

5. especially 6. backpacking 7. homesick 8. beach 4. You’re in a really good today. Is it because of this beautiful weather?
Key

9. humid 10. entry 11. main 12. greenest 5. I fell in love with this city right away. I love the great restaurants.

13. high-tech 14. almost 6. I’ve been through Australia. The people were friendly and kind.
7. I often feel when I am away. I miss my friends and family so much.
8. She doesn’t feel well, so she’ll have to skip our trip to the today.
B Grammar 9. The weather is hot most of the year, and it can become very in the
summer.
Assign students to new pairs, or continue as a whole class. 10. The requirements for the school are low.
Write answers on the board and make sure that all the students 11. Your major is your course of study.
fill in the blanks. Tell students to try working on the sentences 12. This city is one of the cities in the world. There are many trees and parks.
without looking back in their books. If they have trouble solving 13. There are a lot of companies located in and around San Francisco, such as
Facebook, Microsoft, and Apple.
the sentences, then they should look back through the book to
14. I’ve memorized all the vocabulary. Quiz me to see what I know.
refresh their memory. Go over the answers as a class.
B Grammar
1. long 2. ever 3. for 4. since
Fill in the blanks with the correct words from the box.
5. None 6. few 7. during 8. whether
Key

9. most 10. less 11. Both 12. Neither as both during ever few fewer for long
less most neither none since too whether
13. as 14. fewer 15. too
1. How have you studied 9. New York is the
English? international city in the world!
2. Have you been to Mexico? 10. The shopping center is
3. She has lived here ten years. crowded in the morning. I always come then.
4. I haven’t seen her we went 11. Miami and Seattle are great
to the party. cities to study. They’re awesome!
5. of those three movies are 12. student wanted to talk.
good. They’re all boring! They were very tired.
6. A of the students came—I 13. They’re the same price. This shirt is
think about three or four. expensive as that shirt.
7. I went traveling the holidays. 14. There are students in the
class today than yesterday.
8. I’m not sure to stay or
transfer next semester. 15. It’s hot to study today.
116

116
 D Where will we study abroad?
• Assign students to new pairs. Ask them to look at the options
for things to do during a gap year, or year off from university.
C Conversation • Write some examples of possible good and bad points (pros and
Put the conversation in the correct order. Then listen and check. Track 44
cons) on the board. Only talk about the Going home option
1 Hi, Alex. How was your time abroad? Has your English improved since the last time I saw you? (Pros: save money, see your old friends; Cons: have to follow
Canada? I guess if you like freezing temperatures and snow. I prefer hot and humid weather.
parents’ rules again; not that exciting). Then students will be
Well, Canada is a possibility. I’ve always wanted to go there. I’ve heard the large cities are
modern and high-tech, but the smaller cities are greener and quieter. able to do the remaining three with just their own ideas.
Of course! I’ve been overseas for four semesters, so my pronunciation and vocabulary have • Tell the new pairs to continue discussing and writing pros and
improved a lot.
You’re so lucky. I was thinking about studying abroad too. I haven’t made up my mind yet. cons for each of the other gap year options.
Where do you want to go? • Monitor to offer ideas and help, and make sure that every pair is
I see. Well, if it includes everything, I guess it’s not too bad.
Um…it depends on where you go to study. But the average cost is about $20,000. writing things down.
Well, me too. But I think I can adjust to the cold. And it’d be nice to live in a different place • Now instruct the pairs to write a conversation or memorize
for a while. Anyway, how much does it cost to study for a year?
Wow. That’s so expensive. a conversation that they can role-play in front of the class,
You should research different schools and cities to help you figure it out. That’s what I did. where two students discuss what to do during a gap year. Give
Yeah, but that includes the cost for staying in the dorm and meals. It can be cheaper if you
decide to stay with a homestay family. students enough time to prepare their role-plays.
13 Maybe I’ll do that tonight. Anyway, it was nice to catch up with you. Thanks for helping out. • Ask each pair to practice their role-play once. Then, have each
pair do their role-play for the class.
D Where will we study abroad?
Role-play a conversation with a friend. Imagine you are taking a semester or year
off from studying. Discuss the pros and cons of going home, traveling for fun or to E Anna’s Email
volunteer, and getting a job. Choose the best option for you. Tell other students about
your choice and your reasons for doing it. • Tellstudents to imagine that they have been studying abroad for
Pros Cons
a month. Now they’re going to write an email to a friend back
Going home home, telling them how things are going.
Traveling for fun • Look at each picture below the instructions and make sure
Traveling to volunteer
students understand what the pictures depict or could be
Getting a job
referring to. (Picture 1: sightseeing / guide map; Picture 2: “The
Big Apple” / New York; Picture 3: cycling trails Picture 4: city
E Anna’s Email
lights / nightlife; Picture 5: homesick(ness)). Many of these refer
This is Anna. She finally decided to study abroad at a language school. She has been
studying abroad for about a month. She has decided to write to one of her friends back to vocabulary words from the unit, so check the meaning again
home. Imagine that you are Anna. On a separate piece of paper, write an email to her with students if you believe it will be necessary or helpful.
friend. Make sure to write about all of the photos in your email.
• Give each student a sheet of paper and tell them to write their
email to their friend from home. Tell them to imagine that they
are Anna. Anna has decided to write to a friend back home. Tell
students to make sure to write and mention something related
117 to each of the pictures.
• Monitor students’ writing and help correct mistakes as they
work. In some cases, you may need to offer ideas.
C Conversation Track 44 • Encourage students to make it as realistic as possible.
• Call on volunteers to share their emails with the rest of the class.
• Assign students to pairs or small groups. Tell them to work
• Wrap up the class by congratulating students on having finished
together to put the sentences in order as best they can.
• Monitor to make sure that everyone is working together and the third book. Praise them on their hard work and participation
trying to write down the correct order. throughout the course.
• Once every pair or group has numbered the whole conversation,
play the audio.
• Ask students if their answers were correct. If students got a lot
of numbers wrong, don’t give them the answer immediately.
Play the audio one more time, this time pausing after each
turn of the dialogue to give the students time to correct their
numbered order.
• Check all the numbers as a whole class, writing the correct
answers on the board so that every student has a chance to
record the right ones.
• Ask questions to check for comprehension.
Key

1, 6, 5, 2, 3, 4, 11, 8, 7, 9, 12, 10, 13

117
 Teacher’s Class Kit
The Teacher’s Class Kit includes interactive e-book versions of Blueprint Student
Book and Blueprint Workbook that can be used in the classroom to facilitate teaching.
The e-books are accessible through the Compass homepage. The Blueprint Teacher’s
Guide grants access to this tool through a serial number, which allows for one year of
access to the Teacher’s Class Kit.

How to Enter
access the JOIN LOGIN Serial e-Book

Number
Teacher’s
Class Kit Click
Class Booster

1 Go to the Compass homepage at www.compasspub.com and sign in.

Click LOGIN if you are already a member or JOIN if you need to sign up.
2 Click the Class Booster icon.
3 Click the Enter Serial Number button.
4 Enter the serial number for the Student Book or Workbook. (See next page.)

Anytime you want to use the e-books, simply return to the

Teacher’s Class Kit by repeating steps 1 and 2, above.
Teacher’s Class Kit features
 Interactive whiteboard
 Full-color page view of student books and workbooks

 Embedded audio and video files

 Simple tool bar with page finder, zoom in and zoom out, annotation,
and bookmark tools

Intuitive navigation tools

Zoom in Previous page Next page Search by unit Annotation

To page 1 Final page Full screen Bookmark

Easy-to-use annotation tools

E
 mbedded video-play function that
links to the Compass YouTube channel

How to get your serial number

To get your serial number for the Teacher’s Class Kit, contact your local distributor.
You can also email [email protected] to get your serial number.