5 Family and

Friends

IN THIS UNIT, YOU...

• talk about friends and family
members.
• learn how we greet the people in
our lives.
• read about how people celebrate
life’s changes.
• watch a TED Talk about why we laugh.
• make and describe plans for a party. A group of friends performs on a
subway car in new York City, US.

56

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   5   Family and
Friends
Unit Overview
About the Photo
This unit covers different aspects of a person’s social life, with a
focus on friends, family, and how we interact with the people in The three friends in the photo are Andrew Saunders
our lives. Students will learn concepts and language relating to (Goofy), Yushon Stroughn (Sonic), and Joel Leitch (Aero
how the relationships in their lives affect who they are and how Ace). They all share a love of music and dance, and started
people can build upon and navigate a wide range of relationships. a performance group called WAFFLE (We Are Family For
Life Entertainment) in New York City, where they frequently
In this unit, students will cover a range of topics around the entertain commuters on the subway with their acrobatic
unit theme including talking about how they interact with moves. The trio has also performed in other places in the
different friends and family members, how people greet each United States, and around the world, including the UK,
other around the world, a National Geographic explorer who Turkey, and Argentina.
worked with a circus in Mexico, coming-of-age traditions,
why people laugh, talking about availability and making and
replying to invitations. By exploring these topics, students learn Warm Up
the language they need to not only think about their own Call on a student to read the unit title aloud. Ask students
relationships, but explore how relationships are formed around to think about their family and friends and to discuss these
the world. They also will be able to make plans and talk about questions with a partner: Who is your closest friend? How did
what they’re doing with friends in English. you meet? What things do you have in common? (Students can
answer with: We both like…) In your family, who are you closest
Unit Objectives to? Why? Then ask volunteers to share their ideas with the class.
Vocabulary
• Family, friends, and greetings Resources
• Vocabulary Building Adjectives ending in -al • Classroom Presentation Tool
• Tracks 31–35 (Audio CD, Website, CPT)
Grammar
• Grammar 1 Present perfect and simple past
• Grammar 2 Present perfect with for, since, already, just,
and yet

Reading
• From Child to Adult—In One Day

TED Talk
• Sophie Scott: Why We Laugh

Pronunciation
• /d/, /t/, /Id/ verb endings

Speaking
• Talking about availability; Accepting and denying an invitation

Writing
• Informal invitations and replies

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 5A The People in My Life
VOCABULARY How’s it going? you are married to (e.g., your husband or wife) or are dating
(e.g., your boyfriend or girlfriend).
1  Tell students to look at the photo and read the caption. • Additional vocabulary
Make sure they understand the meaning of the word
Family: mother / mom, father / dad, niece, nephew, son,
perform (= to do something, like sing or dance, in front
daughter, husband, wife, sister-in-law, brother-in-law
of other people, usually to entertain them). Ask students
how the people in the photo know each other. Other people: girlfriend, boyfriend, co-worker/colleague,
• Read the questions aloud and ask volunteers to share their teacher, neighbor
ideas with the class. Greetings: fist bump, nod your head

2  Optional To help students organize their ideas, project or 4  Walk students through steps 1–3, modeling for them what
write the chart on the board, and tell students to copy it in to do. Then tell students to complete 1–3 on their own.
their notebooks. Go over the example with the class. Then Give students a few minutes to do this. Circulate, helping
tell students to complete the chart with their ideas. with language as needed.
• When time is up, tell students to explain their ideas to a
Which friend or family partner.
member do you talk to… Person Reason • Take ideas from the class.
about difficult things?
when you need advice? 5  Read the directions and the sample dialog aloud with the
class. Then have students do the exercise with a partner.
when you want to have
fun? Expansion
when you want to learn my dad When I need help 1 Introduce the expressions in the chart below used to
about something? with my math greet people you know.
homework, I 2 Put students in A/B pairs and tell them to create a role
usually ask my dad. play of five to six lines in which Student A is himself/
He’s great at math! herself and Student B is a person from Activity 3
(e.g., A’s best friend or a stranger, etc.). Students can
• Tell students to take turns asking and answering the choose their roles or you can assign them. Students
questions with a partner. should greet each other using the language in the
• Call on different students to share their answers with the chart. They can also use one of the gestures from
class. Activity 3 (e.g., a handshake, a bow).
3 Have students do their role play for another pair. At
3  Tell students to copy the chart in their notebooks.
the end, listeners should answer these questions
• Say the first three words (aunt, best friend, bow) with the (which you’ve written on the board): How do the two
class, and ask students which category each goes in (aunt = people know each other? Did they greet each other
family; best friend = other people; bow = greetings). formally or informally?
• Tell students to work on their own or in pairs to categorize
the other words on the list. Remind them to add one or Formal greetings Informal greetings
two ideas to each category. For “other people” tell them to Hello. Hi. / Hey.
think about people that they see regularly who aren’t family
How are you (today)? How’s it going?
members (e.g., a teacher).
(I’m) fine, thanks. And Fine. / Pretty good. / OK.
• At the end, check answers with the class. Put students’
you? / All right.
“extra ideas” on the board.
Nice / Good to see you How are you (doing)?
A friend of a friend can also be referred to as an acquaintance. (again).* (I’m) fine / pretty good /
This is a person you know, though not well, and may see Nice / Good to see you, OK / all right.
sometimes at school, a party, or other event. too. How about you?
• Language note
• In an educational or workplace setting, your partner is the What’s up?
classmate or colleague you collaborate with on something. Not much.
The word partner can also be used to refer to the person *Note that this greeting is used when you haven’t seen a person
for a while.

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 5A The People in My Life
VOCABULARY How’s it going?
1 Look at the photo. Answer the questions.
1 How would you describe these people? Do you know anyone like this?
2 Why do you think they’re doing this?
2 MY PERSPECTIVE
Which of your friends and family are important if you want to talk about
difficult things? Need advice? Want to have fun? Want to learn about
something? Share your ideas with a partner.
When I need help with my homework, I usually ask my dad.
3 Copy the chart below. Write the words in the correct column. Use your
dictionary if necessary. Add one or two words of your own to each column.

aunt best friend bow brother classmate

cousin friend of a friend grandfather grandmother hug
kiss partner say hello shake hands sister
stranger teammate (sports) uncle wave

Family Other people Greetings

aunt, cousin, grandfather, uncle, stranger, best friend, friend of a kiss, bow, say hello, shake hands,
brother, grandmother, sister friend, partner, teammate, classmate wave, hug

4 Follow the steps below. Then share your ideas with a partner.
1 Choose three words from the “Family” column. Then write a definition for each
family member.
Your aunt is the sister of your mother or father.
2 Put the “Other people” in order from 1 (the closest to you) to 5 (the least close).
3 Which greeting do you use for each person? Are there any greetings that you
use that aren’t on the list?

I usually greet my best friend with a hug. When I meet

a stranger for the first time, we usually just say hello.

5 Describe a person in your life using the following information. Can your
partner guess who it is?
• Male or female? • How you greet them • Where they live
• Age • Something you usually do together
A He’s 45 years old. He lives in a town two hours from here. I usually greet him with
a hug. When I see him, we usually play soccer.
B Is he your cousin?
A No, he isn’t. My cousins are all my age.
B Is he your uncle?
A Yes, that’s right!

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 LISTEnInG GRAMMAR Present perfect and simple past
6 The chart shows how people greet the people around 9 Look at the Grammar box. Read the sentences from the
them. Listen to the podcast and match each column podcast. Match each with the best description below.
of the chart with a speaker. Write the number of the
speaker at the bottom. 31 Present perfect and simple past: statements
a I’ve never hugged my dad.
People Types of greetings b She’s learned to hug and kiss like a Brazilian, so she feels
Strangers kiss shake hands bow, wave at home now.
c I’ve met people from other countries.
People I’ve kiss shake hands bow, wave
met
The sentences refer to…
Friends kiss and hug wave bow, wave
1 b an action in the past with a result in the present.
Best friends kiss and hug hug bow, wave, 2 a a situation that started in the past and continues
say hello to the present.
Family kiss and hug shake hands, show respect 3 c an experience or experiences that happened at
hug, kiss an unspecified time.
Speaker 2 Speaker 3 Speaker 1
Check page 136 for more information and practice.
7 Listen again. Choose the correct words. 31

1 In Chen’s family, respect is more important than / isn’t as

important as hugs and kisses.
2 Chen’s parents talk about / show their love with their
actions.
3 Bowing is a way of showing respect / agreement.
4 Luiza doesn’t kiss her friends when she says hello /
she’s in a hurry.
5 Luiza kisses / doesn’t kiss her sister.
6 Hugh hugs / doesn’t hug his cousins.
7 Hugh always shakes hands with his teachers
at school / tennis coach.
8 Which speaker is the most like you? Complete
the chart with people you know and your ways
of greeting them. Use the chart in Activity 6
as an example.

People Types of greetings

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 Listening 8  Students are now going to make a chart about their own
greeting habits, similar to the one in Activity 6. First have
6 Warm up Go through the different ways of greeting a students write down the different categories of people in the
person when you see them or first meet them. Act out the left-hand column (strangers, friends, etc.). Then give them some
words hug, kiss, shake hands, bow, wave, and say hello while time to think about how they greet each type of person and
students call out the answers. write down their answers. Encourage them to write as much
• Write or project the following words on the board: detail as possible (e.g., they may greet people in the same
commom/uncommon, customary, normal, typical, and category a different way, depending on the person).
unusual. Ask students to make sentences using the • Put students in pairs and have them share their answers with
adjectives and the different ways of greeting. If they need a partner. Who are they most alike, Chen, Luiza, or Hugh?
a little help, give them some sentences to complete:
Expansion
It’s normal to ______ when you see your neighbor.
Write or project different ways of saying hello on the
It’s not customary to ______ (with/to) someone unless you board. Mix them up and have students tell you if they
know them very well. think they are very casual, less casual, or formal (and used
It’s normal for friends to ______. for the first time you are meeting someone).
• Preteach the expression to show respect by asking students: very casual What’s new? / How’s it going? / Hey!
How do you show respect when you first meet someone? Elicit
answers from students. less casual Hello. / How are you?
• Optional A fun activity would be to build on greetings formal It’s a pleasure meeting you. / Nice to meet you.
(or other ways we say hello) in English. On the Vocabulary
page students learned How’s it going? (with the word going • Working with a partner, have students write a short
often shortened to goin). You can teach some other casual conversation between a person and one of the different
expressions for saying hello and give students some time to people in their chart. (It could be anyone from a stranger to
practice with a partner. a family member to a teacher.) They should include at least
one of the greetings they have learned as well as a short
Common conversation afterward.
Greetings responses • Have some pairs perform their conversations while their
Questions with What’s up? Not much. classmates guess who they think the person is talking to.
what What’s new? Nothing, really.
What’s going on? Grammar  Present perfect and simple past
Questions with How’s everything? (Pretty) good.
how How’s life? Can’t complain. 9 L anguage note Both the simple past and the present perfect
How are things? can be used to discuss happenings in the past, so how is their
usage different? One helpful distinction to explain to students
• Explain to students that they are going to listen to three is that we often use the present perfect to speak of an event in
people as they talk about how they greet people in their the past that we want to connect to the present. Sometimes
own cultures. First have students study the left-hand this event finished in the past and has an impact on the
column of the chart in their books (reminding them that present (I’ve broken my leg so now I have to use a wheelchair
acquaintances is another way of saying “People I’ve met”). to get around) while sometimes the event is still continuing
Have them look at the different greetings in each column to this day (We’ve lived in this house since I was five years old).
and explain that they will be matching each column to one You can also use the present perfect to describe an event
of the speakers. that happened at an unspecified time in the past; it’s either
• Play the audio and have students write their answers. Go not known or not important when it happened (I’ve swum in
over their answers as a class. the ocean with dolphins). In this last sentence, if you used the
simple past, it would be in reference to a specific event (I swam
7   Listening Strategy Predicting answers in the ocean with dolphins when I was in the Maldives).
Before students listen, have them read through items • Ask different students to read through the sentences on
1–7 and guess the answers. They already have some the page. Then have students (working alone) match the
background knowledge on the topic and so may be able sentences to their usages below. Go over the answers as a
to get some of the answers before they even listen. class.
At this point, have students complete Activities 1–3 on
• Play the audio and have them circle their answers. page 137 in the Grammar Reference section. You may also
• Go over the answers as a class with a show of hands. assign these activities as homework.

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 10 C
 ulture Note Emily Ainsworth is an anthropologist and 13 Pronunciation /d/, /t/, /Id/ verb endings
documentary photographer. She has done field work in
India, China, Mongolia, and Mexico. She is fascinated by the Teaching Tip
different cultures of the world. There are three different ways to pronounce the -ed
• Warm up Write these verbs on the board: be, have, endings of regular verbs in the past tense. Rather than
perform, return, travel, and welcome. Point to different verbs having students memorize lists of verbs under each of
in the list as you call on individual students to call out the headings, it’s better to explain to them how the rules
the past tense form of each one. As the student gives the of this pronunciation point work. Once students know
answer, erase the verb from the board. the rule behind something, they can go on to study and
• Give students time to complete the article with the learn more on their own.
present perfect. Have them go over their answers with a
partner before you review the answers as a class by having • Warm up Write three verbs on the board: tried, wished, and
individual students write their answers on the board. Make wanted. Have students touch their throats as they say each
sure that they have understood the use of have vs. has. verb aloud. When the last sound before the ed is voiced
(meaning it makes your throat vibrate), then the ed ending is
11 L
 anguage note This would be a good time to review the pronounced as a /d/ sound (like tried). When the last sound
interrogative (question) form of the present perfect. Remind before the ed is voiceless (your throat doesn’t vibrate), then the
students that the subject and the auxiliary have/has switch ed ending is pronounced as a /t/ sound (like wished). Finally,
places in statements and questions: when the last sound before the ed is a /t/ or /d/ sound, then
She has been to Italy. the ed ending is pronounced as a /Id/ sound (like wanted).
• Ask students to read through the six sentences, looking up
Has she (ever) been to Italy? any words (such as celebrated) that they may not know. Then
• Use the word ever in questions to mean “at any time in your have them focus on the verbs themselves, sounding them out
life.” It’s a way of asking someone if they have ever had a as they touch their throats for voiced or voiceless consonant
particular experience before. You can answer a Have you endings. Have them mark their answers in their books.
ever…? question simply with: Yes, I have or No, I haven’t. • Play the audio. Students should listen and check their
• Have students circle the verbs and then match the guesses. Then go over the answers as a class.
sentences to their usages below. This reinforces the point • Optional Write these symbols on three different places
that we use the simple past, but not the present perfect, to on the board: /d/, /t/, and /Id/. Have two students stand
describe events that occurred at a specific time in the past. to compete against each other. As you write a verb on the
board (e.g., decided), students should race to stand next to
Expansion the correct symbol on the board. (In this case, it would be
To give students practice with Have you ever questions, /Id/.) The student should then say the verb aloud. If he/she
give them a paper with these sentences or project them pronounces it correctly, the other student loses and must
onto the board: sit down (as another student steps up for the next round).
Have you ever… Here are some verbs you can use for the game. Feel free to
add to the list:
1 shake hands with a stranger
2 meet someone from another country /d/ pronunciation: changed, closed, learned, played, showed
3 forget something on the bus/train /t/ pronunciation: liked, looked, stopped, walked, worked
4 see a movie more than once /Id/ pronunciation: decided, ended, needed, tasted, waited
5 take a selfie in a public place
6 practice speaking English outside the classroom 14 Have students mark whether each sentence refers to an
First, have students work on changing the main verbs event that happened at a specific time or something that
into the correct form (Have you ever shaken …, Have you happened in general. They can write “S” for specific or “G”
ever met …, etc.). Then have them circulate around the for general next to each sentence.
classroom and find at least one person that answers “yes” • For the “S” sentences, they should make questions in
to each question and write down the classmate’s name. the simple past. For the “G” sentences, have them form
questions using the present perfect.
• After students have their questions, go over the answers as
12 G
 ive students time to read through the text and circle their
a class.
answers.
• Go over the answers as a class. Where possible, have 15 Put students into pairs so that they can ask and answer the
students explain why they chose the present perfect over questions with a partner.
the simple past and vice versa.

59a Unit
59 Unit 2 5Where
Family
theand
Heart
Friends
Is

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 10 Complete the article with the present perfect form of 13 PROnUnCIATIOn /d/, /t/, /Id/ verb endings
the verbs.
Read the Pronunciation box. Check (√) the -ed
Photographer and anthropologist Emily Ainsworth pronunciation for the words in bold. Listen and check
(1) has traveled (travel) the world because she wants to your answers. 32
learn about other cultures. She (2) ’s had (have)
amazing experiences in many different countries, but she says There are three ways to pronounce -ed when it comes at
Mexico is very special. “I (3) have returned (return), the end of a verb: /d/ as in tried, /t/ as in wished, or /Id/ as in
and returned again,” she says, adding, “it wanted.
(4) has been (be) my second home.” And the people
(5) have welcomed(welcome) her—at celebrations, family
events, and even in a circus, where she (6) has performed /d/ /t/ /Id/
(perform) as a dancer many times. 1 We celebrated my sister’s fifteenth
✓
birthday last year.
11 Circle the verbs in each sentence. Then answer 2 My dad has photographed our ✓
the questions. most important family events.
Present perfect and simple past: questions and 3 I’ve never stayed awake all night ✓
short responses during the new year celebration.
4 When my cousin turned twenty, he
a Have you ever visited Mexico? ✓
had a huge party.
b Yes, once. I went there last year.
5 I’ve never invited more than two
1 Which sentence is about a certain time in the past? b or three friends to a birthday ✓
2 Which is about an unspecified time in the past? a celebration.

12 Choose the correct options to complete the text.

6 My friends and I have always
✓
laughed a lot at our village fiestas.
Emily was sixteen when she first (1) went / has been to
Mexico, and she (2) went / has been back to the country 14 Use the words to make questions about experiences.
many times. Now she has a lot of friends there. During her Use the simple past or present perfect.
visits, she (3) took / has taken pictures of Day of the Dead
celebrations and many other important cultural events. 1 you meet anyone from another country?
At first, she just (4) wanted / has wanted to have photos 2 you celebrate on the last day of elementary school?
to remember her trip. But over time, she says, she 3 when the last time you laugh a lot with your friends?
(5) has built / built—and continues to build—“relationships 4 what events you celebrate with friends?
with some really interesting people,” and wants to tell their 5 what you do last weekend?
stories. As a result, she (6) won / has won several awards for 15 Work in pairs. Ask and answer the questions in Activity 14.
her work. Activity 14:
1 Have you met anyone from another country?
2 Did you celebrate on your last day of elementary school?
3 When did you last laugh a lot with your friends?
4 What events have you celebrated with friends?
5 What did you do last weekend? Events like this circus in Mexico City can
show what is important to a culture.
When Emily joined the circus in Mexico,
she learned about the people in it, as
well as herself. Is there anything like this
in your country?

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 5B Coming of Age
VOCABULARY BUILDInG 5 Read the tip and the article. Then choose the topic and
Adjectives ending in -al main idea of the article.

The suffix -al usually means related to. For example, national The topic of a text is a word or phrase that answers
means related to a nation. the question “What is the text about?” The main idea
of a text answers the question “What is the writer’s
1 Read the sentences from the article. Match the words in most important point about the topic?” This is usually
bold with the correct meaning below. expressed as a sentence.
1 A girl’s fifteenth birthday is a huge social occasion for 1 Topic:
many Latin American families. a Latin American celebrations c Becoming an adult
2 The tradition has become international, spreading b The fiesta de quince años
through Central and South America.
2 Main idea:
3 It marks a time of important personal change.
a The culture of ancient Mexico has affected all of
4 The event has both personal and historical importance.
Latin America.
Connected with… b The fiesta de quince años shouldn’t be more
a 2 many countries c 3 a person important than a wedding.
b 4 the past d 1 groups of people c A girl’s fifteenth birthday is one of the most
important celebrations for Latin American families.
2 Complete the sentences with these adjectives.
6 Read the article again. Is the information true, false, or
cultural emotional traditional typical not given?
1 According to the article, the biggest fiestas de quince años
1 The fiesta de quince años is hundreds of years old. It’s a are held in Spain. NG
traditional Mexican celebration.
2 In the US, the fiestas usually aren’t as big as weddings. F
2 Certain things are expected at most parties. At a 3 The history of the fiesta goes back more than 500 years. T
typical party, the girl’s father removes her shoes. 4 There are over 500,000 fiestas in the US a year. NG
3 The party brings out strong feelings. The shoe-changing 5 Some fiestas in the US last for a week. NG
can be a very emotional moment. 6 New shoes show that the girl has become a young woman. T
4 It’s part of the Mexican way of life, but many countries
don’t have a cultural tradition like this. 7 Find information in the article to support each sentence.
3 What adjectives can you make from these nouns? 1 The fiesta de quince años is an international celebration.
Be careful. You need to delete a letter from some nouns. 2 The girl is seen as a different person after the celebration.
3 The celebrations have become bigger over time.
center music nature politics profession 4 People spend a lot of money on a fiesta de quince años.
central musical natural political professional 5 The celebration is a very old tradition.
8 Read the comments. Write one of your own, making
READInG some connection with your own life or culture.
4 MY PERSPECTIVE Comments
BeijingGuy Interesting post! I’m Chinese, and I’ve just
Work in pairs. Discuss the questions. celebrated my “Guan Li”—a twentieth birthday celebration
1 What are the most important celebrations in your family? for boys. We also celebrate a girl’s fifteenth birthday. We call
2 What do you think is the most important birthday in a it “Ji Li.” Both of these are like the fiesta de quince años—we
person’s life? Why? celebrate becoming men and women.
3 Are there any unique social celebrations in your city or Agnieska In Poland, we don’t have a cultural tradition like
country? this, but for us, 18 is a big birthday. We usually have a party
with friends. You can vote and drive a car when you’re 18. I
haven’t had my eighteenth birthday yet—one more year!
9 Design your perfect party. Where is it held? Who do you
invite? What do you do?
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 5B Coming of Age
• Culture Note In many cultures, a certain birthday marks 3  Students can do this exercise on their own or in pairs.
the point at which a child comes of age, or becomes a • When students are done, have a volunteer write the
young adult. This birthday is often celebrated with a special answers on the board. Check that all of the answers are
ceremony or a party to mark the occasion. In some cultures, correct and then say the words with the class.
this may coincide with a person becoming a legal adult
(when they may do things like vote, marry, etc.). READING
VOCABULARY BUILDING Adjectives ending 4  Tell students that a celebration is a special event, for
in -al example, a wedding, a graduation, or a birthday party.
• Give students a few minutes to answer the questions. Then
1  Read the information in the Vocabulary Building box aloud. ask volunteers to share their ideas with the class.
• Then tell students to do 1–4 on their own. Check answers • Ask students what kind of celebration is happening in the
as a class. photo: is it a wedding, a graduation, a birthday party?
5  Warm up Read the information in the tip box aloud. Explain
Teaching Tip Working with cognates
that the goal with this exercise is to understand what the
For some students (e.g., Spanish speakers), the adjectives reading is mainly about, something students have already
in Activities 1–3 will be cognates (similar words) in their practiced doing in earlier units.
native language (e.g., international / internacional ). These • Tell students to preview the answers in 1 and 2. Then tell
learners can use cognates as a bridge to understanding them to read the title of the passage and skim the rest of
the words, but they should be aware of important the text. Give them a minute or two to do this.
differences. In some cases, spelling will be different, • Tell students to choose their answers to 1 and 2.
and with almost all words, pronunciation will be, too. • Then tell students to read the article. They should do so at a
Instructors may want to raise students’ awareness of both. steady pace, but there’s no need to worry about unfamiliar
words or to read closely for every detail. Time students so
2  Say the adjectives in the box aloud with the class. Point out they have to move through the passage.
the meaning of the word cultural—related to one’s culture. • When time is up, tell students to check their answers to
Give an example of how this adjective is used, e.g., talking 1 and 2. Point out to students that the “topic” focuses on
about a person’s cultural identity or an important cultural event. what a text is about generally. (In this case, it’s about the
• Help students to notice the parts of the other three words: fiesta de quince años.) The “main idea” gives more specific
emotion + al = related to emotions and strong feelings information about the topic. (In this case, it’s that a girl’s
(e.g., an emotional person) fifteenth birthday is one of the most important celebrations
tradition + al = related to a tradition or a custom (e.g., a for Latin American families.)
traditional New Year’s food ) • Pronunciation fiesta de quince años = fee es ta de keen say
type + al = typical: having certain qualities that make an ahn yos
item a good example of something (e.g., a typical Japanese quinceañera = keen say un yerah
home). Point out to students that the e is dropped and
ic is added to form the adjective. • Culture notes The Aztec were a group of people with
a powerful empire that spanned most of Mexico and
• Tell students to read sentences 1–4 and complete each parts of Central America. They ruled from the city state of
with the correct word. Tenochtitlan, which is modern-day Mexico City, until the
Exam Skills Spanish conquest in 1521.
On some standardized exams, students will be asked • Latin America is often used to refer to countries in Central
to complete sentences in a text using a list of words and South America and the Caribbean where Spanish,
provided. Some of the words may be unfamiliar. If this Portuguese, or French is the official language. In the US,
happens, encourage students to do the following: the term Latino is often used to refer to a person of Latin
American descent. For example, a person from Colombia
1 If you aren’t sure of an answer, skip it and do the who lives in the US might be referred to as Latino (or Latina
sentences with the words you know. Then go back and if the person is a woman).
try to complete the sentences with the remaining words.
2 If you don’t know a word, try studying its parts For notes on Activities 6–9, see page 61a.
(emotion + al ), and using the context from the
passage. (The party brings out many strong feelings. The
shoe-changing event can be a very ______ moment.)
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 6  Read the directions. Make sure that students understand 3) Why is it important? 4) What do people do on this day? Tell
the difference between false and not given. students to use their answers to write their own comments,
similar to the models on the page. When students are done,
Exam Skills False vs. Not given tell them to exchange papers with a classmate, and check
True = The information in the test item is stated directly their partner’s ideas.
or is paraphrased (said in a similar way) in the reading. • Optional Turn Activity 8 into a timed speaking exercise
For example, the test item might say A girl has her fiesta in which students will have one minute to talk about an
de quince años when she turns fifteen. In the passage, it important birthday. Give them a few minutes to make some
says The fiesta de quince años—a girl’s fifteenth birthday notes on their own. (They can answer the four questions
celebration—is a huge social occasion. above that you’ve written or projected.) Then put students
False = The test item states something different from the in A/B pairs. Student A must speak for a minute and
information given in the reading. For example, the test Student B should keep time. When a minute is up, Student
item might say A girl has her fiesta de quince años on her A should answer these questions (which you’ve written on
seventeenth birthday. In this case, the birthday is talked the board): Did you speak for a minute? Was it hard or easy?
about in the passage, but seventeenth is the wrong age. Did you stop talking or say “uhm” a lot? Did you make many
Not given = The test item states something that is not mistakes? Then it’s Student B’s turn.
mentioned at all in the reading. For example, the test
9  Have students do this exercise in pairs. To help get them
item might say It’s common for the girl to wear a tiara
started, brainstorm a list of different kinds of parties with
(a small crown). This information is not discussed in the
the class (e.g., birthday party, class party, holiday party, pool
passage.
party, etc.). Put all ideas on the board.
• Then project or write these questions on the board:
• Do the first item with the class. Tell students to read
sentence 1 and then to scan the passage to find the answer: 1 Who are the hosts? Write your names.
is the statement true, false, or not given? 2 What kind of party is it?
• When time is up, call out: true, false, not given, and tell 3 When is it? Give the date and start and end times.
students to raise their hand when they hear their answer 4 Where is the party?
choice said. The correct answer is not given. The reading 5 What will happen at the party? (e.g., There will be food /
does not talk at all about the country in which the largest drinks / a DJ / games / a swimming pool, etc.)
fiestas are held. • Tell students to use their answers to the questions to design
• Have students do 2–6. Tell them to write T (for true), F for an invitation to their party.
(false), or NG (for not given) next to each sentence, and • Language note Collocations with party
underline the text in the passage that helped them choose Introduce some collocations used with party for students to
their answer. Set a time for students to complete this exercise. use in their invitations.
• Check answers as a class. If a sentence is false, ask students
have a party: We’re having a party!
to make it true.
invite (someone) to a party: You’re invited to our pool party!
7  Read the directions aloud. Then tell students that sentences go to a party: Do you want to go to the pool party?
1–5 are all true. They need to find information in the
• Tell students to swap their invitation with another pair. Each
reading that supports this.
pair should read the invitation they get and take notes on it.
• Do the first one with the class. Read sentence 1 and tell
When they’re done, they should give back the invitation to
students to scan the passage to find the supporting
the owners.
information. When they find it, they should underline it in
• Repeat the above steps with three different pairs.
the passage. Ask a volunteer to share his or her answer.
• At the end, have each pair choose one party to go to, and
• Tell students to do 2–5. Set a time for students to complete
tell the class their choice.
this exercise.
• Check answers as a class.

8  Tell students to read the comments from the two students.

Then ask: In China, what birthdays are important? How about
in Poland?
• Tell students to write their own comment. To help them
get started, project or write these questions on the board
and have students answer them: 1) In your country, what is
an important birthday? 2) Does this birthday have a name?

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 A father and daughter
celebrate at a fiesta de
quince años.

From child to adult—in one day

33 Delilah Bermejo, a New Yorker with family had big fiestas. Since the arrival of Europeans in the
history in Puerto Rico and Colombia, says that “it’s the Americas, the tradition has become international,
most important day” of a girl’s life. The fiesta de quince 25 spreading through Central and South America and into
años—a girl’s fifteenth birthday celebration—is a huge North America. Nowadays, big celebrations are popular
5 social occasion for Latin American families and is one with the nearly 60 million Latinos in the US and Canada.
of life’s biggest celebrations. Friends and relatives come Friends and family take an active part in a traditional
together to celebrate a girl’s passing from childhood Mexican fiesta de quince años. A “man of honor,”
into the adult world. It marks a time of important 30 usually a member of the girl’s family, accompanies
personal change. According to Ed Hassel, manager of the quinceañera throughout the celebration. She also
10 a company that provides food for parties in New York, chooses a “court,” often fourteen girls and fourteen
the celebrations are now “bigger than the weddings I do. boys, one for each year of her life. They stay near the
We’re talking 125, 150, 175 people. And they’re taking quinceañera, join all of the dances, and look after her
Saturday night, my most expensive night.” 35 on her special day. The celebration often begins with
The event has both personal and historical importance. a formal ceremony before it becomes a more usual
15 Families have held special celebrations for fifteen-year- birthday party with food and dancing. Families with
olds for at least 500 years—since the time of the Aztecs more money usually have bigger parties. A typical
in Mexico. At age 15, Aztec boys became warriors—men ceremony ends with the girl’s father removing the flat
old enough to fight in a war—and girls became women 40 shoes that she wore to the party and replacing them with
with adult rights and duties. a pair of more grown-up shoes with a high heel. This
can be an emotional moment. It means that the person
20 In the past, parties were usually small, with a few friends who walked into the party as a girl leaves the party as a
and family members. It was a chance for the young young woman.
woman to meet young men. Only very rich families

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 Many young people
celebrate Coming of Age Day
5C Stop me if you’ve already heard
in Japan when they turn 20.
this one.
GRAMMAR Present perfect with for, since, already, just, and yet
1 Look at the Grammar box. Choose the correct option to complete each
explanation for the sentences below.

Present perfect with for, since, already, just, and yet

1 Families have celebrated the fiesta de quince años for about 500 years.
2 Since the arrival of Europeans in the Americas, the tradition has become
international.
3 I’m Chinese, and I’ve just celebrated my “Guan Li.”
4 I haven’t had my eighteenth birthday yet—one more year.
5 My sister has already celebrated her eighteenth birthday.

1 This sentence refers to a period of time / a certain time in the past.

2 This sentence refers to a certain event in the past / present and the
situation afterward.
3 This event happened in the recent past / a long time ago.
4 This has / has not happened.
5 This happened, but we don’t know / and we know when.
Check page 136 for more information and practice.
2 Complete the exchanges with for and since.
1 A I haven’t seen my cousins since last month.
B Really? I haven’t seen mine for almost three years.
2 A We’ve been friends for ten years.
B Yeah, I guess you’re right. We’ve known each other since we were
five years old.
3 A Has your brother been in the running club for long?
B Not really. He’s been a member since January.
3 Complete the questions with you and the correct form of verbs in parentheses.
Then work in pairs to answer each question with for and since.
1 How long (know) your best friend? have you known
2 How long (live) in the home you now live in? have you lived
3 How long (study) English? have you studied
4 How long (attend) the school you go to now? have you attended
4 Complete the text with just, already, or yet.
“Comedy is kind of a language, so you’re connected and relating.” — Gad Elmaleh
Moroccan-born comedian Gad Elmaleh has taken a lot of English lessons in his
life, but jokes that he doesn’t really speak English (1) yet . However, that
hasn’t stopped him from performing comedy for American audiences. Although
he arrived in the US fairly recently, he’s (2) already done shows in New York,
Los Angeles, and lots of cities in between. He’s (3) just completed a tour
of more than ten US cities and plans to continue performing.
Although Gad has (4) just started his comedy career in America, he’s
(5) already a superstar in Europe—especially France. In the US, he hasn’t
(6) yet become that popular. His career, like his English, is a work
in progress.

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 5C Stop me if you’ve already heard this one.
Grammar Present perfect with for, since, Expansion
already, just, and yet Put students into pairs. Have them choose one of the
exchanges and add three or four sentences to the
1  Language note When introducing adverbs that go conversation. They should include at least one more
together with the present perfect, it can be helpful to put adverb and one more example of the present perfect. Ask
them under two categories: 1) those that go with verbs in the for volunteers to perform their conversations for the class.
affirmative (for, since, just, already) and 2) the adverb that goes
with negative verbs (yet). (You can remind students that never 3 Language note The present perfect is often used to
goes with an affirmative verb but has a negative meaning.) describe an event in the past that we want to connect to
• Warm up To introduce the meaning and sentence the present. (It occurs over a period of time.) Because how
position of the adverbs, write or project these sentences long is used to ask about periods of time, it often occurs
on the board: with the present perfect.
• For this activity, students are going to formulate questions
We’ve been in class for ten minutes. (For this sentence and
with how long and then ask and answer the questions with
the next one, use a time that is accurate in that moment.)
a partner. Give students time to read through the questions
We’ve been in class since 9:00. and write the verbs in the correct form.
We’ve just started this grammar lesson. • Put students into pairs and have them ask and answer the
We haven’t finished yet. questions.
• Optional Put students into groups of four. The two pairs
We’ve already started class. / We’ve started class already. of students should ask each other the first question and
• Explain the meaning/usage of for (used for a duration of time), then each student should report back to the group his or
since (used for a specific event or point in time), just (used for her partner’s answer. After each group has finished the first
an action that has recently been completed), yet (used for an question, clap your hands and the student whose answer
event that hasn’t happened, but you expect to happen), and was “the longest” should rotate to another group. The newly
already (used for an event that has already happened). You formed groups should then move on to the second question.
can point out that already can come between the auxiliary • Note: If you think students are going to have the same
and main verbs as well as at the end of the sentence, while yet answers for some of the questions (e.g., 2–4), then you can
usually occurs at the end of the sentence. substitute some other items for this exercise. Some ideas:
• Read the sentences in the Grammar box aloud. Give How long have you _______ (have) your current cell phone?
students time to circle their answers in the sentences
below. Go over the answers as a class. How long have you _______ (be awake) today?
How long have your parents _______ (be married)?
At this point, have students complete Activities 4–6 on
page 137 in the Grammar Reference section. You may 4 Culture Note Gad Elmaleh is a comedian and actor who
also assign these activities as homework. has appeared in several films. He was born in Morocco and
speaks Moroccan Arabic, Hebrew, English, and French.
2 Warm up Write or project these time expressions on the
Outside of Morocco he has lived in Montreal, Paris, and New
board. Mix up the order and ask the class whether each one
York and he performs his comedy around the world.
is preceded by for or since. Then ask for volunteers to make
sentences using the time expression. • Have students read the text and complete the sentences
with just, already, or yet. Have them compare their answers
for… since… with a partner and then go over the answers as a class.
ten minutes 2016
a day last April
Expansion
the summer 2 pm
Ask students to think of a famous person
two years I was a child and write three sentences using just, already, and yet. For
a long time example, for a singer they might write something like
my whole life He/She has just finished a big tour. / He/She has already
dated a lot of celebrities, like ______ and ______. / He/
• Have students complete the conversations with for and She hasn’t gotten married yet. Based on the sentences,
since and go over the answers together. other students should guess who the famous person is.

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 5 Tell students that they are going to read a short Speaking Strategy Talking about your personal
conversation and put the adverbs in the correct place in accomplishments
each sentence. After they have done that, ask different pairs
of students to read the conversation aloud. Give students these three tips for talking about their own
• Do the students get the jokes? Do they think they are accomplishments:
funny? Do students know any other jokes in English? 1 First set the context. Describe the situation and why
the accomplishment is important: I wanted to study
6 For this activity, students are going to write sentences overseas. I needed to get a good grade on the TOEFL
about their accomplishments (both recently and over a exam to do so.
long period of time) as well as things that they hope to 2 Explain what you did to achieve your goal: To
accomplish. accomplish this goal, I studied every day for three hours
• For question 1, ask students to write one sentence using after school. I also studied on the weekends.
already and one sentence using just. 3 Finally, explain the result: I’m proud to say that my hard
• For question 2, they should write sentences using for and work has paid off. I’ve just passed the exam. I hope to
since. study abroad in the near future.
• For question 3, their answers should contain the word yet.
• Give students time to write their answers and then share If you have the time, put students in pairs for a role play:
their sentences with a partner. Student A is applying for a(n) internship/job/school
• Optional You may want to combine questions 1, 2, and and will talk about his or her achievements.
3 and have students write about a single long-term goal. Student B is the company/school representative
First, have students think of something “big” they want and will ask Student A about his or her
to accomplish in the future. They should write out their accomplishments. Student B should also ask follow-
goal as a sentence, such as I want to become a professional up questions.
soccer player or I want to study in another country. Next, After two or three minutes of role playing, clap your
have them write sentences under each goal using the hands and have students switch roles.
different adverbs. They should think about things they
have accomplished at an indefinite time in the past vs. 7 There are three options here for students to choose from.
things they have accomplished recently. They can also Note that the first option takes the least amount of time
include things they have yet to accomplish. Here are some with the third option taking the most amount of time.
examples:
Expansion
I want to play soccer I want to study in To give students more practice with how the adverbs
professionally. another country. could work together in a conversation, give them the
I’ve loved soccer since I was I’ve been interested in other following conversation between two friends. Cut the
five years old. countries for a long time. dialog into strips of paper so that each strip of paper
I’ve played soccer almost every I’ve studied English since has one line on it. Mix up the strips and give each pair
day for the past five years. 2014. of students a set of strips. Tell them to assemble the
conversation by putting the sentences in order. Then
I’ve already joined the soccer I’ve already mastered most
they can practice reading it. The answers (in order) are
team. of the basic grammar.
just, already, yet, since, and for.
I’ve just learned how to do a I haven’t taken the college
A: Hello?
bicycle kick. entrance exam yet.
B: Hi Maria, it’s Jose.
I haven’t played in a A: Hi Jose, how are you?
championship game yet. B: Good, thanks. Hey … do you want to see a movie
today?
• Put students into pairs and have them exchange their ideas. A: Perfect timing. I’ve _______ finished my homework!
Come back together as a class and call on different students B: Great! How about Wonder Woman 2?
to share one piece of information about their partner. A: Sorry, I’ve _______ seen that one.
B: How about Space Wars. Have you seen it _______?
Expansion A: No, I haven’t. And it’s starring King Kahn. I’ve
What is one accomplishment that you are proud of loved him _______ I was a kid.
is a question that shows up on exams as well as in B: Me, too. I’ve been a big fan _______ years.
internship, job, or school interviews. It will be beneficial
If you have time, have students make their own dialog
if students have a strategy for answering this question.
modeled after this one. They can substitute in their own
movie titles, actor names, etc.
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 5 Put the words in the correct place in each sentence. 3 What haven’t you done yet but would like to do?
Some words can go in more than one place. I haven’t learned to play a musical instrument yet,
just but I’d like to.
A I’ve heard a really funny joke. (1. just) I haven’t read a novel in English yet, but I want to
Why is U the happiest letter? read one.
B Because it’s in the middle of fun. already
already
Sorry, but I’ve heard that one! (2. already) yet 7 CHOOSE
A OK, here’s one you probably haven’t heard. (3. yet)
Why is six afraid of seven? Choose one of the following activities.
already
B Because seven ate nine! My brother has told me that • Work in pairs. Tell your partner about the things you
already
one! (4. already) wrote about in Activity 6. Ask and answer questions.
6
A How long have you played the piano?
Answer the questions. Use the present perfect.
B Since I was about five years old.
1 What have you done recently that you’re proud of? A Does anyone else in your family play?
My paper is due next week, and I’ve already B Yes, my mother plays, and my brother does, too.
finished writing it. • Write a paragraph about one of the things you wrote
I’ve just passed my piano test. about in Activity 6. Give more information about it.
2 What have you done for a long time that you’re proud of? • Prepare a short presentation about one of the things you
I’ve been on the soccer team for five years. wrote about in Activity 6. Tell the class about it.
I’ve taken art classes on Saturdays since I was eleven
years old.
Birthday celebrations are important
get-togethers for many families around the
world. This family is celebrating in Brazil.

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 5D Why We Laugh

“ You are laughing to show people that

you understand them, that you agree
with them, that you’re part of the same
group as them.
SOPHIE SCOTT ”
Read about Sophie Scott and get ready to watch her TED Talk. 5.0

AUTHEnTIC LISTEnInG SKILLS WATCH

Dealing with fast speech 3 Watch Part 1 of the talk. Are the sentences true or false?
5.1
Some people speak very quickly, often because they are
excited about a topic or they are nervous. Here are some 1 Sophie’s parents were laughing at a song. T
ways to deal with fast speech: 2 The first recording includes both a man and an animal. F
3 Sophie is worried that the second person laughing
• Listen for words or ideas that the speaker repeats.
doesn’t breathe in. T
• Try to identify the main idea and then connect it with what
4 The third recording is an example of a monkey laughing,
you hear.
which is very similar to a human. F
• Focus on what you do understand and try not to worry too
much about what you don’t understand. 4 Watch Part 2 of the talk. Choose the correct options to
complete the sentences. 5.2
1 Read the Authentic Listening Skills box. Then listen to 1 People laugh mostly when c .
the first part of the TED Talk and answer the questions. a they hear a joke c they’re with friends
34
b they watch a comedy
1 What words or ideas does the speaker repeat? 2 When we hear other people laugh, we usually a .
2 What words tell us that she’s talking about her a start laughing c think they’re laughing at us
childhood? b ask why they’re laughing
3 In your own words, say what you think she’s describing. 3 Laughter that we cannot control is called b laughter.
a voluntary c vocal
2 Listen again. What is the point of Sophie’s story? 34
b involuntary
a When she was a child, she usually didn’t understand her 4 We can choose to laugh when we want to be c to
parents’ jokes. another person.
b When we hear people laughing, we want to laugh a horrible c polite
with them. b funny
c Sometimes, laughing can make the people around you 5 The first recording is a laughter.
feel bad. a polite c not really
b involuntary
6 The second recording is b laughter.
a polite c not really
b involuntary

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 5D Why We Laugh
• Warm up The following words and their collocations all • Tell students that Sophie is British. Then play the extract and
come up in the talk. Project or write them on the board, and tell students to listen. Remind them that the goal is to focus
say the words laugh and laughter with the class. on the words they hear Sophie repeating.
Noun: laughter • Play the clip again. Then tell students to answer the
questions with a partner.
Collocation: scream with laughter
Verb: laugh 2 Read the question in the direction line, and tell students to
Collocations: laugh at (something), laugh hard, make preview answers a–c. Then play the extract again.
someone laugh • At the end, confirm the answer with the class. Repeat the
extract if it helps; turn on the subtitles if needed.
• Find photos or emojis for laugh and laugh hard.
• Show the class the first one, and project or write on the WATCH
board: He’s laughing.
• Show the class the second one, and project or write on the 3 Warm up Tell students they are going to watch Part 1 of
board: He’s laughing hard / screaming with laughter. the talk, and summarize it for them: Sophie is going to talk
• Project or write the statement below on the board. (Some about laughter, and she’s going to play three examples of it.
of the words, like joke, tickle, stressed, polite, come up in the • Tell students to preview sentences 1–4 and to ask about
talk.) Introduce unfamiliar vocabulary. Tell students to tell a anything they don’t understand.
partner their answers. Then take ideas from the class. • Play Part 1 of the talk. Tell students to watch/listen once
I usually laugh when _______. through.
• Play Part 1 a second time. Remind students that when
a I hear a funny joke d other people laugh Sophie speaks, they don’t have to understand everything.
b someone tickles me e I watch or see: ________ Their goal is to answer 1–4.
c I’m nervous or stressed f other: ________ • Support Pause the talk periodically so students can write
the correct answer.
Exam Skills Learn collocations • Play Part 1 a third time. Have students check their answers.
It is a good idea to learn collocations—words that At the end, tell them to change any false sentences to make
commonly go together, such as heavy rain or achieve them true.
your goals. These combinations can often be tested by • Take answers from the class, repeating the parts of the talk
multiple-choice and gap-fill items on tests. that clarify the answers. Turn on the subtitles if needed.

ABOUT THE SPEAKER 4 Warm up

• Warm up 1 Tell students they are going to watch Part 2 of the talk,
and summarize it for them: Sophie is going to talk about
1 Point to the woman in the photo and tell students: This is when people laugh. She is also going to talk about two
Sophie Scott. We are going to listen to her talk “Why We Laugh.” types of laughter: voluntary laughter and involuntary
2 Ask: Why do we laugh? Point to the ideas already on the laughter. Sophie will explain these two terms in the talk.
board. Then tell students to read Sophie’s quote on the She will also show examples.
top of the page. Ask them what they think she is saying. 2 Tell students to read sentences 1–6 and to ask about
• Tell students they are going to read and hear some anything they don’t understand.
information about Sophie. Play the “About the Speaker” • Play Part 2 of the talk. Tell students to watch/listen once
section on the DVD. Tell students to listen and read along. through without answering the questions.
• Do the vocabulary matching exercise on the video that follows. • Support Pause the talk periodically, especially after the
section in which Sophie talks about when people laugh. You
AUTHENTIC LISTENING SKILLS Dealing with might want to replay this section again, and then go on to
fast speech the part where Sophie talks about the two types of laughter.
1 Read the information in the Authentic Listening Skills box. • Play Part 2 a second time. Remind students that when
Some of these ideas have already come up in earlier units, Sophie speaks, they don’t have to understand everything.
where students practiced listening for familiar words, trying Their goal is to answer 1–6.
to identify the speaker’s main ideas, and not worrying about • Play Part 2 a third time. Have students check their answers.
understanding every word. • At the end, take answers from the class, repeating the parts
of the video that clarify the answers.

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 5 Warm up Tell students they are going to watch Part 3 Answers
of the talk. Tell them to read through the summary and 1 This supports the idea that laughter is ancient, animal
complete it with the words in the box. You may need behavior.
to explain the words mammals (= animals like humans, 2 Laughter is social and contagious. It brings people
monkeys, dogs, and others that have live babies and feed together. This benefits us.
them with milk from their bodies), fake (= not real), irritate 3 There are two different roots of laughter – polite laughter
(= to bother or annoy [someone]). is social, part of communication; involuntary laughter is
• Play Part 3 of the talk. Tell students to watch/listen once more of an animal response – raw emotion. This shows
through without filling in the summary. that laughter is complex and surprising. We don’t laugh
• Play Part 3 a second time and tell students to check their only when we hear a joke.
answers.
• At the end, check answers as a class by asking a volunteer
to read the summary aloud. 8 Have students work in pairs to answer the questions. To
help them answer question 1, tell them to look back over
Expansion their answers in Activities 3–5.
Tell students: At the end, Sophie talked about a study with
married couples. What happened in the study? What can CHALLENGE
we learn about laughter from the study? To help students • Assign the task for homework.
answer these questions, you can project or give students • Support Project or write the following chart for students
a copy of this part of the talk from the transcript from to copy in their notebooks. Go over the questions and
the back of the Lesson Planner. sample answers. Then tell students to listen for at least
three more examples over the next two days, and to make
6 VOCABULARY IN CONTEXT notes in the chart.
• 6a Tell students that they are going to watch some clips Example 1 2 3
from the talk. They will see new words and should choose Who was a man on
the correct meaning for each. Then play the recording. laughing? the bus
• 6b After students watch, put them in pairs and give them a What was the something
few minutes to complete and discuss the sentences, which person laughing at? on his phone
use the new words they’ve just learned.
• Go around and help students by correcting or giving them Was the person
alone or with alone
the English they need.
others?
• When students are done, ask volunteers to share their
answers with the class. Give feedback about new language Was the laugh
He burst out
that came up, and correct any errors. voluntary (V) or
laughing.
involuntary (I)?
CRITICAL THINKING Recognize supporting
• In class, tell students to work in small groups to share their
evidence findings. At the end, have them discuss these questions:
7 Read the quote (laughter is an ancient behavior…) aloud, 1) Was it easy for you to tell the difference between voluntary
and make sure that students understand the words ancient or involuntary laughter? 2) What kind of laughter did you hear
(= very old) and benefit (= to help). most often?
• Support Paraphrase the quote if it makes it easier for students
to understand: Laughter is a very old way of communicating. 9 G
 ive students a few minutes to discuss the questions.
Humans use laughter to help ourselves and others. Circulate, helping as needed.
• Explain that Sophie made this statement during her talk. • When students are done, ask a few volunteers to share their
Then she used examples (1, 2, and 3) to support her statement. answers with the class.
• Do item 1 with the class: Ask how playing examples of real
humans laughing in Part 1 of the talk supports Sophie’s
statement that laughing is an ancient behavior. (Possible
answer: The people’s laughter sounded like a primitive animal
sound. Humans, like animals, use laughter to communicate.)
• Then have students work in pairs to discuss how Sophie
used 2 and 3 to support her statement. Ask volunteers to
share their ideas with the class.

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 5 Complete the summary of Part 3 of the talk before you 7 Read the Critical Thinking box. Work in pairs. How
watch it. Then watch it and check your answers. 5.3 does this evidence from the talk support Sophie Scott’s
message that “laughter is an ancient behavior that we
animals bonds emotions humans laughs sounds use to benefit ourselves and others in complex and
surprising ways.”
(1) Humans are not the only (2) animals that
laugh—many mammals laugh to feel better. And animals 1 She plays examples of real human beings laughing and
also have both real and fake (3) laughs with very asks us to think about how primitive laughter is as a sound.
different (4) sounds . Laughter helps us maintain 2 She points out that the audience laughed when listening
social (5) bonds and control our (6) emotions . to others laugh.
3 She plays recordings of voluntary and involuntary laughter.
6 VOCABULARY In COnTEXT 8 Work in pairs. Discuss the questions.
a Watch the clips from the talk. Choose the correct
1 Which part of Sophie’s talk was the most interesting to
meaning of the words and phrases. 5.4
you? Why?
b Complete the sentences with your own words. 2 Have your ideas about laughter changed? How?
Then discuss with a partner.
CHALLENGE
1 I think is weird.
2 I had an odd experience when . For a couple of days, listen for people laughing. Try to
3 I think is silly. notice examples of both real and polite laughter. Make
4 I would like to know more about the origins notes. Present your results to the class, explaining the
of . situations where you heard each type of laughter.
5 I would like to know the roots of .
9 Work in groups. Discuss the questions.
CRITICAL THInKInG Recognize supporting 1 Sophie says that we laugh “to show people that [we]
evidence understand them, that [we] agree with them, that [we]’re
part of the same group as them.” What other ways do we
Speakers often give evidence to support their theory or idea. show that we are part of the group?
Evidence may include images, recordings, demonstrations, or 2 Most people are part of more than one group. How
quotations from experts or other reliable people. many groups are people in at your school?
3 How do the people in the groups you named in
Question 2 show that they are part of that group?

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 5E Invitations
SPEAKInG Taking about availability
Useful language 1 MY PERSPECTIVE

Asking if someone is available How do you think the students in the photo feel? Why?
Are you busy next Saturday? 2 Listen to the conversation. What important life event is mentioned? 35
Are you around / free on Sunday? graduation
Are you doing anything on Tuesday 3 Listen again. Write down the days and times mentioned. 35
night?
4 You’re having a party to welcome a new student, Delia, to your school. Decide
Saying if you are available or not on a day, time, location, and type of food for it.
I (don’t) think so.
It depends. 5 Work in pairs. Take turns inviting each other and saying whether you can or
I’m not sure. can’t go. Use phrases from the Useful language box.
I’ll have to ask my parents.
I need to check my schedule. WRITInG Informal invitations and replies
Accepting an invitation
6 Read the three notes. Match each one to the correct purpose.
Sure, I’d love to.
1 C Making an invitation
That sounds great!
2 A Accepting an invitation
Saying no to an invitation B
3 Saying no to an invitation
Thanks for inviting me, but I’m afraid
I’m busy. a
Sorry, I can’t make it. But thank you
for inviting me. Hi Davina,
Thanks for inviting me to your graduation party. It sounds like a lot of fun. I’d love
to come. What should I wear? Should I bring anything? Let me know A.S.A.P.!
Lena

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 5E Invitations 3 Tell students you are going to play the audio again. This
time they should fill in the right-hand side of the chart with
the days and times that are mentioned for each action to
Speaking  Talking about availability occur. The answers are given.
• Go over the answers as a class.
1 Ask students to look at the photo. Ask them questions: Who are
these people? (They are students.) How do they know each other? 4 Go over the expressions in the Useful language box.
(They study at the same school.) What are they celebrating? • First, read aloud the questions at the top that are used to
(They are celebrating their graduation.) How do you know that? invite someone to a party or other event. Have students
(Because they are wearing gowns and holding diplomas.) listen and repeat.
• Next, skip down to the “Accepting an invitation” and “Saying
2 Explain to students that they are going to hear a
no to an invitation” sections and again, listen and repeat.
conversation between two students about something
• The middle section (“Saying if you are available or not”)
they are planning. Tell them to listen for the event.
lists expressions that we use when we can’t accept or
• Play the audio once and then have students tell you the
refuse an invitation right at that particular moment.
answer.
These expressions are a polite way of saying “I’m not sure
• Now that students know that the listening is about a
right now.” (The person may not be sure for a variety of
graduation party, ask them: How do you prepare for a
reasons, such as scheduling conflicts or needing to ask
graduation party? What do you need to do? Have them get
for permission.) For the second one (It depends) students
into pairs and take one to two minutes brainstorming a list.
will need to follow that up with some more information: It
Ask volunteers to tell you some of their ideas and write
depends on the time or It depends on if I finish my homework
them on the board.
or not. The same is true for I’m not sure. Tell students that
• Tell students that they will hear the verb figure out in the
when they use these expressions, it’s important to conclude
listening. In this context, it means “decide (on) something”
by saying something like I’ll get back to you (tomorrow) so
rather than “solve (a problem).” Give them an example
that the person knows when they can expect an answer.
sentence to help with meaning.
• Put students into pairs. Tell them that they are going to
• Write a blank chart with two columns and four rows and
plan a party to welcome a new student, Delia. Put this chart
tell students that they should listen for the things that still
on the board and tell each pair to figure out the details of
have to be completed in preparation for the party and write
their party and complete the chart. You can also add extra
them in the left-hand column. (The answers are here so that
categories like “decorations” and “games,” if you want.
you have them; students should listen and fill it in.)
day and time of party
order the food and drinks Friday afternoon, 4:00
location
figure out the music this afternoon
food
send out the invitations two hours ago
buy the balloons last week 5 Have students get together and take turns inviting each

decorate the room tomorrow, lunchtime other to their parties. Make sure they get practice accepting,
refusing, and postponing an answer to the invitation.
• Play the audio while the students complete the left-hand
column. Go over the answers as a class. Writing  Informal invitations and replies
6 H
 ave students count off from a–c. The “a” students should
Teaching Tip Working with a transcript
read note “a” and so on. Ask them to match their note to
Give students a copy of the transcript from the back of
one of the three purposes (1–3). When you go over the
the Lesson Planner with every tenth word removed.
answers, first ask: Who read note “a”? and have students raise
(Depending on the level of the students, you can
their hands. On a count of three, have them tell you which
increase or decrease the number of words you remove.)
purpose it matches to.
This technique will get them to really pay attention to
each word and how they fit together. Before they listen,
have students read through the transcript and write in
as many words as they can. This can be a confidence-
boosting exercise as students will often realize that they
can fill in quite a few of the missing words, based on
context. Finally, play the audio and have students check
their guesses as well as fill in the new words.

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 7 Students are going to now analyze the notes a little more 9 W
 RITING SKILL Politely making and replying to
deeply. Ask them to underline the sentence(s) that are invitations
used for inviting, accepting and invitation, or refusing an • First have all students write an invitation to a party.
invitation. (Encourage them to be creative!) Before they write, give
• When they have finished, have some students come to the them a checklist of what their invitation should include:
board and write out their answers. Keep this information on 1 language to invite people: Please join us for… / We’re
the board so students can refer to it. having a party!
2 the date, time, and location of the party
8 Language note Abbreviations (“Dr.” for doctor) and
3 RSVP information
acronyms (“P.S.” for postscript) are often used in casual
correspondence. • Give students three to four minutes to write a brief
• These first four examples are often seen in invitations and invitation. Their invitation should include at least two of the
other casual messages: abbreviations that they have learned.
ASAP (as soon as possible). The writer is requesting an 10  Put students in pairs. First they are going to practice
immediate response or action. accepting an invitation. Before they write, give them some
P.S. (postscript). Use this at the end of the message to pointers on what they should include in their note:
indicate that you have one more thing to say. 1 accept the invitation: Thanks for inviting me. I’d love to
RSVP (répondez s’il vous plait). The writer is requesting a go. / Thank you for the invitation. It sounds like a lot of fun.
response to his or her invitation. You can accept or refuse 2 get more information: (You can brainstorm these ideas
the invitation, but it is considered rude not to respond at all. and put them on the board.) Students should include at
TBA (to be announced). Use this when the time or venue for least one of these in their note:
an event has not been finalized yet. It tells the reader that Is there a dress code?
you will let them know the information later. Can I bring a friend? / Would it be OK to bring a friend?
• Here are four common address abbreviations: What can I bring? / Do you need anything?
Ave. (avenue) St. (street) Apt. (apartment) I might be a little late. Is that OK?
• These three abbreviations are used in the school 3 closure: I’m looking forward to it! / Can’t wait to see you!
environment:
• Give students a few minutes to compose their acceptance
Prof. (professor) Dept. (department) Rm. (room) notes.
• Have the students find the three abbreviations in the notes • They should then exchange notes and check that their
and tell you what they mean. partner’s note had the three different parts mentioned
• Optional Don’t explain any of the abbreviations or above.
acronyms to students beforehand. Hand out or project this • Students should find new partners. They are now going to
party invitation on the board. Have students find and circle say no to an invitation. Similar to the acceptance note, there
the abbreviations and acronyms. Can they tell you what any are three parts to a rejection note:
of them mean? For ones they don’t already know, can they 1 refuse the invitation: I’m sorry, but I have to miss your
guess from context? party. / Unfortunately, I can’t make it to your party.
2 give a brief explanation why you can’t be there: I have
Please join us for the English Dept.’s holiday party a scheduling conflict. / I’m busy at that time. / I’ll be out of
Date: Dec. 15 Time: early evening (exact time TBA) town then.
3 thank the person and wish them well: Thank you for
Location: Rm. 22, Willow Hall, ,160 Court St.
inviting me. I hope you have a great time!
RSVP to party*@englishdept
• Give students time to write their rejection notes.
Hope to see you there!
Prof. Willis 11 Partners should exchange papers and make sure that their
partner’s note includes the three different parts mentioned
P.S. Feel free to bring a friend!
above.

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 b
Anders,
Thank you for the invitation to your New Year’s party. I’m sorry, but I can’t make Writing strategy
it. I’ve already made other plans that night. I’m going to be with my family.
Politely making and replying to
Lucas
invitations
P.S. I hope you have a great time! Let’s catch up soon!
• When you write an invitation,
give the time, date, location, and
c
type of event. Remember to ask
Hey Sylvia, the person to let you know if they
I’m having a birthday party on Saturday the 25th from 5:00 to 10:00 at my house. can come.
We’re going to have pizza and cake and then watch a movie and play some • When you accept an invitation,
games. Can you make it? R.S.V.P. begin by saying thank you. If you
Joanna have any questions about the
event, ask them. It can be polite
to offer to bring something (food
7 In each note, underline the expressions used for making, accepting, or saying or drinks, for example).
no to an invitation. • When you say no to an invitation,
8 In informal notes, we sometimes use abbreviations. Find an abbreviation in begin by saying thank you.
each note. Which one means: Apologize that you can’t make
it and say why—without giving
1 Let me know if you can come? R.S.V.P 3 I also want to say… P.S. too many details if you don’t
2 As soon as possible? A.S.A.P. want to. It can be polite to end by
9 WRITInG SKILL Politely making and replying to invitations saying you hope they enjoy the
event and offering to make plans
Work in pairs. Read the Writing strategy box. Think of a celebration another time.
you would like to have. Write an informal invitation to your partner.
Use two abbreviations.
10 Exchange invitations. Then write a reply to your partner’s invitation. Students in Punjab, India,
celebrate their graduation.
11 Check each other’s work. Do the notes use abbreviations and the Writing
strategies correctly?

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