Teacher’s Book

Intro
THIRD EDITION

Real People • Real Places • Real Language

LEARNING

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

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 LEARNING

National Geographic Learning, © 2020, 2015, 2010 National Geographic Learning, a part of Cengage Learning
a Cengage Company ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
may be reproduced or distributed in any form or by any means, except as
permitted by U.S. copyright law, without the prior written permission of the
World English Intro Teacher’s Book copyright owner.
Real People, Real Places, Real Language,
“National Geographic”, “National Geographic Society” and the Yellow Border
Third Edition
Design are registered trademarks of the National Geographic Society
®
Marcas Registradas
Publisher: Sherrise Roehr
Executive Editor: Sarah Kenney
Senior Development Editor: Margarita Matte
For permission to use material from this text or product,
Media Researcher: Leila Hishmeh
submit all requests online at cengage.com/permissions
Senior Technology Product Manager: Further permissions questions can be emailed to
Lauren Krolick [email protected]
Director of Global Marketing: Ian Martin
Senior Product Marketing Manager:
Caitlin Thomas World English Intro Teacher’s Book: 978-0-357-11377-6
Heads of Regional Marketing:
Charlotte Ellis (Europe, Middle East, and Africa) National Geographic Learning
Kiel Hamm (Asia) 200 Pier 4 Boulevard
Irina Pereyra (Latin America)
Boston, MA 02210
USA
Production Manager: Daisy Sosa
Manufacturing Planner: Mary Beth Hennebury
Locate your local office at international.cengage.com/region
Art Director: Brenda Carmichael
Operations Support: Hayley Chwazik-Gee
Visit National Geographic Learning online at ELTNGL.com
Compositor: MPS Limited Visit our corporate website at www.cengage.com

Printed in China
Print Number: 01 Print Year: 2020

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 Contents

World English Student Book Walk-Through ............................................................................................................................ T-4

Teaching a Unit of World English .................................................................................................................................................. T-8

Unit 1 Friends and Family .............................................................................................................................................................. 2

Unit 2 Jobs around the World ..................................................................................................................................................... 16
Unit 3 Houses and Apartments ................................................................................................................................................. 30
Unit 4 Possessions .............................................................................................................................................................................. 44
Unit 5 Daily Activities ........................................................................................................................................................................ 58
Unit 6 Getting Around ..................................................................................................................................................................... 72
Unit 7 Free Time ................................................................................................................................................................................... 86
Unit 8 Clothes ....................................................................................................................................................................................... 100
Unit 9 Food ............................................................................................................................................................................................. 114
Unit 10 Health .......................................................................................................................................................................................... 128
Unit 11 Making Plans .......................................................................................................................................................................... 142
Unit 12 On the Move ........................................................................................................................................................................... 156
Grammar Reference ................................................................................................................................................................................... T-170
Credits ................................................................................................................................................................................................................ T-186
Audio Scripts .................................................................................................................................................................................................. T-187
Video Scripts ................................................................................................................................................................................................... T-208
Workbook Answer Key ............................................................................................................................................................................. T-213
Writing Program ........................................................................................................................................................................................... T-224
Communication Activities ..................................................................................................................................................................... T-237
Grammar Activities ..................................................................................................................................................................................... T-250
Grammar Activities Answer Key ......................................................................................................................................................... T-274

Contents T-3

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 THIRD EDITION

New to this Edition

The following new and updated features of World English, Third Edition are based
on research and consultation with instructors and learners from around the world:

• New and updated content and ideas from • An extended, optional Video Journal section at
sources like National Geographic and TED the end of each unit features amazing video from
feature real people and places to provide either National Geographic or TED.
meaningful and fascinating springboards for • A new Grammar Reference section in the
language learning and communication. appendix provides additional grammar support
• New “My World” exercises guide learners to and practice while offering flexible instructional
personalize and share their opinions about opportunities.
real-world topics. • Updated technology includes My World
• Extended Writing and Communication lessons English Online for independent practice and
feature writing models and explicit skill instruction the Classroom Presentation Tool for in-class
to provide increased opportunities for meaningful support.
learner output.

UNI T

7 Communication Look at the photo and 1 What are these people 2 In what ways do you
answer the questions. doing? How are they communicate with your
communicating? family and friends?

The New Zealand

rugby team does a • New and updated
haka, a traditional
dance and chant,
before its games.
content and ideas
from sources
like National
Geographic and
TED.

UNIT 7 GOALS
A. Talk about Personal
Communication

B. Exchange Contact Information

C. Describe Characteristics and

Qualities

D. Compare Types of Communication

E. Compare Formal and Informal

Communication

86 87

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 • Each two-page lesson teaches the
language and skills needed to achieve
real-world communication goals.

D
A GOAL Talk about Personal Communication
D In pairs, write four sentences using the words in C. I often... photos of my
Vocabulary I often share photos of my friends on social media. friends on social media.

A In groups, read the information about teenagers in the US.

Which facts do you think are surprising? Not surprising? E Work with another pair. Read each of your sentences in D, but do not say the
Is it share?
verb. Can the other pair guess the missing verb?

How Teenagers Use Technology in the US

Grammar Yes, it is. Correct!
72% look at their smartphone as soon as they wake up.
85% share photos on social media. Verbs with Direct and Indirect Objects
100% who have a smartphone write text messages,
making it the most popular feature. Subject Verb Indirect Object Direct Object
78% use internet search engines to help with school work. I sent Mike a photo.
41% send their teachers emails.
45% use the internet almost all the time. Her parents bought her a smartphone.
90% play video games on a computer or a game console. I will give you a call.
61% watch TV shows on the internet, not on a
traditional TV.
F Read the sentences and match them to the structure (a or b).
a. Subject + verb + direct object
b. Subject + verb + indirect object + direct object
B Match the words in blue to the photos. 1. We use the internet. a 4. My sister plays video games.
2. I left you a voicemail. 5. I didn’t buy him a smartphone.
3. They send their friends 6. My grandmother still mails me
photos. letters!

G Unscramble the words to write sentences. Underline the direct objects.

1. sent / a / I / text message / Marco

2. gave / My / brother / a / me / video game

3. address / me / his / Find / email

4. new / Jim / a / smartphone / I / bought

5. a / your / mom / Give / call

C Delete the one verb that cannot be used with the noun.
GOAL CHECK I never send my parents text
messages. They use email.
1. share / take / write a photo 4. search / find / use the internet
Talk about Personal Communication
1. Look at the facts in A again. Which sentences are true
2. watch / text / turn on the TV 5. play / download / read video games
for you? Rewrite the untrue sentences so they are true for you. Mine, too. And I usually communicate
3. watch / send / check text 6. buy / log on to / use social media with friends by social media.
2. In pairs, use your answers in item 1 to tell your partner about
messages
how you communicate. Comment on your partner’s answers.

88 Unit 7 Communication 89

D
B GOAL Exchange Contact Information
F Write your (or made up) contact information in the first column of the chart.
Listening
Me Classmate 1 Classmate 2 Classmate 3
A 36 Listen and number a–c in the order you hear them.
Name
a. a radio show b. a conversation c. a voicemail

B 36 Listen again and complete the missing information. Phone number

Conversation 1:
Joel’s address:

Conversation 2:
Email address
• Consistent Goal Check
exercises at the end of
Mailing address
Telephone number:
Text:
Social media
Social media handle:

Conversation 3:
handle
each two-page
Email:
Website:
GOAL CHECK Exchange Contact Information lesson informally and
Ask three of your classmates for their contact
communicatively assess
What’s your email address? My email address is...
C Below is the contact information of some famous places. Take turns reading each information. Complete the chart.
of them aloud in pairs.
1. Avenida Presidente Castelo Branco, Rio de Janeiro, 20271-130, Brazil. Tel.
+55 800 062 7222 www.maracana.br email: [email protected]
2. 1600 Pennsylvania Ave. NW, Washington DC, 20500, US.
achievement of the
language goal.
Tel. 1 202 456 1111 www.whitehouse.gov email: [email protected]
3. 5 Avenue Anatole France, 75007, Paris, France. Tel. 33 08 92 70 12 39
www.tour-eiffel.fr

PRONUNCIATION: Sentence Stress for Clarification

Clarify numbers and spelling by stressing words or letters, like this:
That was 13, not 30. One three.
Is that P as in Paris or B as in Beijing?

D 37 Listen to these sentences and underline the stressed words or letters.

1. That’s fifteen, not fifty.
2. It’s A as in apple.
3. It ends in dot org, not dot com.
4. Was that zero zero one or zero zero two?
5. Can you spell your last name? In 2016, the opening ceremony for the
Olympics was at Maracaña Stadium in
E 37 Listen again and repeat. Stress the correct words. Rio de Janeiro, Brazil.

90 Unit 7 Communication 91

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 C GOAL Describe Characteristics and Qualities
D Write the sensory verbs in these sentences.
Language Expansion: The Senses 1. When I see people rock climbing, I think it very dangerous!

A Look at the photos from different countries. Match the comments to the photos. 2. Turn that music off! It terrible!
3. I like your perfume. It nice.
4. These french fries too salty.
5. I prefer these shoes. They more comfortable.

E In groups, say which sensory verb(s) can be used with each adjective. There may
be more than one answer. Then say a new sentence with each adjective and a
sensory verb.
2. 4.
beautiful expensive loud polluted sweet
cold hard noisy smooth tired

Conversation
F 38 Listen to the conversation. Which headphones does Susan prefer? Why?
1. 3. 5. Bill: What do you think of these headphones?

• New Speaking
Susan: The black ones? They look OK.
a. “That smells terrible!” d. “It tastes delicious!” SPEAKING STRATEGY
Bill: Do they fit your head? Try them on.
b. “He looks very old.” e. “This feels soft.” Susan: I think they feel too big. Give Your Opinion
I think it looks / feels
c. “They sound fantastic!” Bill:
Susan:
Yes, I agree. They look huge! What about those blue ones?
They look very expensive. But they feel more comfortable.
/ sounds / tastes /
smells...
What do you think
Strategy
Grammar: Sensory Verbs Bill: How do they sound? Listen to some music with them. about...?

B Complete the table with these words.

Susan: Wow! They sound amazing! I don’t think it...
I agree. / I disagree. sections provide
G Practice the conversation in pairs. Switch roles and practice it again.
ears feels looks nose smells taste touch
H Change the underlined words and make a new conversation.
relevant ways to
enhance learner
The Five Senses Parts of the Body Sensory Verbs
sight eyes 5.
GOAL CHECK My favorite dish is tacos. I think
Describe Characteristics and Qualities they taste amazing!
hearing

1.
3.

mouth and tongue

sounds

tastes
In pairs, take turns talking about the characteristics of
four of the following. Then give your opinion about your
output in the
partner’s choices.
smell 4. 6.
• Your favorite piece of technology “Conversation”
2. hands and fingers 7. • Your favorite dish
We use sensory verbs to describe the characteristics and qualities
of people, animals, and things.
• Your favorite type of music exercises.
• Your favorite perfume / aftershave

C Underline the five sensory verbs in A. Then answer these questions. • Your favorite place for a vacation

1. What verb form do you normally use with sensory verbs? • Your favorite celebrity

2. What type of word usually follows a sensory verb?

92 Unit 7 Communication 93

• Each Grammar section is enhanced by flexible and additional

support and practice in the new Grammar Reference section
in the Appendix of the Student Book.

D GOAL Compare Types of Communication

Reading
A Does each type of human communication use the sense of
sight, hearing, touch, or more than one?
shaking hands smiling waving
writing kissing shaking your head
nodding your head laughing yelling

B Match these sentences to actions in A.

1. “I disagree with you.” 4. “That’s so funny!”
2. “I agree with you.” 5. “Nice to meet you.”
3. “I’m happy to see you.” 6. “Goodbye.”

• New My World C MY WORLD Do any of the examples of body language

in A have a different meaning in your country? What are some
examples of body language used in your country?
exercises guide D Read the article. Match the words to the definitions.
a 1. body language a. communication with the body
learners to personalize 2. greet b. feelings
3. emotions c. do in a similar way
and share their
Do you
4. sense of humor d. meet and say “hello”
5. copy e. ability to have fun

opinions about real- E Are these actions done by humans, elephants, or both?
Underline the supporting information in the article. speak
world topics. humans

“elephant”?
1. Speak with words and language
2. Spread ears to show anger or aggression
3. Shake their head to disagree Like humans, elephants understand each other Elephants have very large ears, which
by looking at each other’s body language. To send a means they can hear other elephants from as far
4. Shake their head to show they are happy message, they use their whole body, or individually as 2.5 miles away. Like humans, they can also
5. Touch each other to show their feelings their heads, eyes, mouth, ears, trunk, tail, or feet. For copy sounds and make their own sounds that
As humans, we communicate
6. Laugh example, elephants spread their ears to show anger. seem to communicate basic human words and
using the senses of sight, touch, and
And while humans shake their heads to disagree, phrases like, “Hello,” “I love you,” and “Let’s go.”
7. Have a sense of humor hearing. We send messages with
elephants do this to show they are happy.
body language, we greet friends with So while it’s true that humans are amazing at
8. Copy sounds they hear touch, and we speak using words As with humans, touch is also very important communication, elephants also communicate in
to show our emotions and ideas. between elephants. Just like a human mother ways that we can’t, and that’s probably true for
Animals don’t communicate in as holds her baby, a mother elephant regularly other animals, too. The next time your pet dog or
GOAL CHECK many ways as humans—for example, touches her young calf with her trunk. Elephants cat looks at you, touches you, or makes a noise,
In groups, describe at least one similarity and one difference they don’t have language like we do— also show they are friendly when they touch other it’s probably trying to tell you something very
between the different types of communication in each pair. but many animals do also use the elephants. And when they want to have fun, they important!
senses of sight, touch, and hearing. hold each other by the trunk and pull, like in this
• Human / Animal • Speaking / Writing A good example of this is elephant calf young elephant
photo. Even if they can’t laugh like a human,
pet an animal in your house
• Face-to-face / Electronic • Social media / Text communication. elephants have a great sense of humor.

94 Unit 7 Communication 95

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 C
E GOAL Compare Formal and Informal Communication
E In pairs, look at the three messages and number them from 1 to 3 (1 = most formal,
Communication 3 = least formal). Underline words and phrases that help you decide.

A How often do you use each of the following? Every day, sometimes, or never?
Hi Chen,
email letter phone call social media text message I’m having a party. It’s my 18th birthday and my family and friends are meeting at a theme
park. It’d be great to see you. The invitation is attached with the time, date, and address.
B Which types of communication in A would you use in each situation? Fill in the Hope you can come!
Me column. Best,
Paula
You want to. . . Me My partner
1. send a photo to your grandparents.
2. apply for a new job. Dear Miss Jones:
3. keep in touch with friends from Brazil. I am writing to request information about art courses at your college. I am a student in
Argentina and I would like to study art in your country. Also, could you please send me
4. send an assignment to your teacher.
information about accommodation and prices.
5. invite a friend out tonight. Best regards,
Paula Fratelli
C Compare your answers in pairs. Fill in the information for your partner. Give
reasons for your answers.
Hi! I’m at the theme park. Where r u?

• Extended Writing Writing

D Read the information below. Then discuss in pairs if you would use formal or F Match the formal and informal expressions with similar meanings.

and Communication informal writing for each situation in B.

WRITING SKILL: Formal and Informal Writing

1. Dear Miss Jones:
2. I would like...
f a. I want
b. I’m writing to tell you...

lessons feature writing

3. I’d like to request... c. See you soon.
With formal writing (often to people we don’t know), we use full sentences and
special expressions: 4. Please see the attached photos. d. Thanks for the invite!
Dear Mr. Smith, I am writing to apply for the job of... Please see my attached resume. 5. I am writing to inform you... e. Can I have... ?
models and explicit A family enjoys
With informal writing (often to people we know well), we use shorter sentences and
contracted forms. Sometimes we also leave words out.
6. I look forward to seeing you. f. Hi Jill!
a ride at a theme Hi! I’m having a party. Want to come? 7. Thank you for inviting me. g. Here are the photos.

skill instruction. park in Texas, US.

8. Best regards, h. Bye for now!

GOAL CHECK
Compare Formal and Informal Communication
1. Write two emails.
• Write a short formal email (60–70 words) to a travel company. You want
information about their vacations next summer. Ask for information about
their hotels and prices.
• Write a short informal email (40–50 words) to a friend. You plan to have a
party with family and friends for your parents’ wedding anniversary. Invite
him or her to the party.
2. Exchange emails with a partner. How well does your partner use formal and
informal language? Give feedback.

96 Unit 7 Communication 97

• An extended, optional two-page Video Journal

section at the end of each unit features fascinating
video from either National Geographic or TED.

VIDEO JOURNAL

A People often have similar feelings about D These phrases show surprise. Check (ü) the
A NEW VIEW OF THE MOON these things. How do you feel when you... phrases you hear in the video. Then watch again and
• see the sun rise or set? check. As you watch, listen to the intonation.

• smell bread in the oven? 1. No way!

• sit in a traffic jam for an hour? 2. Isn’t that awesome?
• find a spider in your house? 3. That is so cool!
• see the moon and stars at night? 4. What?
5. Fantastic!
B In groups, compare your answers in A. Did
you all have the same feelings? Why? 6. I’ve never seen this before!
7. Really?
C Watch the video. Number the things in the
order you see them. 8. Isn’t that amazing?

1 There is a view of Los Angeles. 9. That is incredible!

The man asks people if they want to 10. Wow!

look.
E 40 Listen and repeat. Say the expressions in D
The man takes his telescope outside. with surprise and interest.
A woman says, “You can see the
craters!” F Write down three pieces of surprising news to tell a
partner. They can be true or untrue. Take turns saying
The man takes his telescope away.
your news and responding with phrases from D.
A man takes a photo of the moon.
G Read the quote from the video. Do you agree? Why?
A boy tells his brother to look.
“It makes you realize that we are all on a small
little planet and we all have the same reaction to
the universe we live in. I think there’s something
special about that. Something unifying. It’s a great
reminder that we should look up more often.”

reaction something you do in a situation

unifying bringing people together
reminder something that helps you remember

Filmmaker Wylie Overstreet

stands next to his telescope
and looks at the moon.

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 Teaching a Unit of World English

Overview Vocabulary
The third edition of World English includes new and updated Lessons A and C both begin with a short exercise presenting lexical
content and ideas from sources like National Geographic and TED, items related to the unit theme. In Lesson A, the vocabulary section
which feature real people and places to provide meaningful and introduces the core words that students will need to discuss and
fascinating springboards for language learning and communication. learn about the unit topic. These are presented in context, with
text or pictures to aid students in understanding. After completing
In this edition, new My World activities guide learners to the exercises in this section, students have a written record of the
personalize and share their opinions about real-world topics. Also, meanings of the words, which they can refer to later. The lesson
a new Grammar Reference in the appendix provides additional notes in this Teacher’s Book contain a Word Bank of supplementary
grammar support and practice while offering flexible instructional vocabulary that can be used in exercises or taught as enrichment.
opportunities.
Grammar
Each unit is divided into five two-page lessons, including newly
extended Writing and Communication lessons that feature World English features an explicit grammar syllabus, with
writing models and explicit skill instruction to provide increased individual grammar points tied to the unit theme. Grammar points
opportunities for meaningful learner output. In addition, an extended, are taught in Lessons A and C of each unit. They are used together
optional Video Journal lesson at the end of each unit features with the vocabulary items in the opening presentation of each lesson,
amazing video from either National Geographic or TED. and then explicitly presented in a box with examples, rules, and
usage notes.
At the beginning of every lesson, a concrete objective focuses
students’ attention on what they will be learning. At the end of the Controlled practice with each grammar structure is followed by freer
lesson, a communicative Goal Check gives students an opportunity production. A variety of exercise types engages students and allows
to apply what they’ve learned and lets both teachers and students them to develop grammar knowledge in multiple skill areas.
check student progress.
The lesson notes in this Teacher’s Book contain a brief summary of
Unit Opener each grammar point for teacher reference, as well as an additional
Grammar Practice exercise.
Each unit opens with a two-page spread featuring a striking photo.
These photos have been chosen both to illustrate the unit theme In addition, there are grammar worksheets in the back of this
and to provide material for discussion. Before beginning the unit, Teacher’s Book. Each unit has two worksheets, one for each of the
students can describe the photo, name things they see in it, and grammar points in Lessons A and C.
guess when and where the photo was taken. The two discussion
questions then lead students into the topic, introducing key concepts Listening
and vocabulary.
Lesson B focuses on building students’ listening skills. Students
In this Teacher’s Book, an introduction to the unit theme and an listen to content from a variety of sources, including conversations,
overview of the unit are provided to orient the teacher to the scope radio programs, interviews, lectures, and podcasts, and complete a
of the unit and to give additional information that may be useful in series of tasks of graded difficulty. Some tasks require them to listen
discussing the unit theme. Throughout the lesson, Teaching Tips for the gist or main idea, while others ask them to find numbers,
and Listening / Reading / Speaking / Writing Strategy boxes explain details, or further information. Post-listening tasks help students
the purpose of activities and provide useful information to benefit explore and personalize what they’ve heard.
instruction beyond the textbook. Furthermore, For Your Information
Audio scripts for all listening activities, including video scripts, can
boxes contain additional facts about the topics under discussion.
be found in the back of this Teacher’s Book.

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 Pronunciation The lesson notes in this Teacher’s Book include Reading Strategies
that can help students more effectively engage with and understand
The pronunciation component of World English emphasizes the passages.
stress, intonation, reductions, and other features to make learners’
English more natural and comprehensible to a wide international Writing and Communication
audience. Students first learn to recognize a feature of English
In this edition, the extended Writing and Communication lessons
pronunciation and then to produce it. Examples are presented in the
provide students with explicit skill instruction and give them
audio recording in the context of the unit theme. Students begin by
opportunities to generate and convey ideas related to the unit theme.
listening; then, they repeat with the audio recording and practice
freer production of the features while interacting with their peers. Newly expanded writing exercises provide a fully scaffolded
progression from controlled practice to authentic production, using
Language Expansion
explicit skill explanations and models to guide students.
The first part of Lesson C is a Language Expansion activity meant to
In contrast to the controlled speaking practice in the Conversation
broaden students’ vocabulary around the unit theme by introducing a
sections, the Communication exercises give freer speaking practice
closely related group of lexical items. These are presented in context
with the structures and vocabulary that students have learned. These
and are used immediately in writing and then speaking, giving
carefully designed exercises provide opportunities for personal
students more options when doing the Grammar and Conversation
expression within a controlled field of language so that all students
activities that follow in Lesson C.
can feel confident of success.
Conversation
The lesson notes in this Teacher’s Book often include expansion
Each unit contains example conversations that highlight the activities for further practice related to the lesson goal. For classes
vocabulary and grammar of the lesson in a contextualized way while where even more practice of free communication is desired, this
serving as models of natural communication for students. Speaking book also contains 12 Communication Activity Worksheets, which
Strategy boxes accompany conversations to provide relevant ways to may be photocopied, one for each unit. The activities reinforce
enhance learner output. the vocabulary and structures from the unit while giving students
another opportunity to express their own ideas in English.
Reading
This Teacher’s Book also contains 12 additional writing worksheets,
Lesson D is centered around a reading passage, which complements which may be photocopied. These optional exercises provide
the topic of the unit. A wide variety of reading exercises helps students with scaffolded practice that allows them to refine their
increase students’ comprehension and build critical thinking skills. writing skills.
The newly added Goal Check in this lesson provides students with
an explicit focus for their reading and discussion.

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 Video Journal Additional Student Support Features
Each unit of World English concludes with an authentic National Real Language This feature highlights high-frequency expressions
Geographic video, TED Talk, or Foundations video featuring stories from everyday conversations.
from people and places around the world. Before You Watch
exercises present new words that students will hear and give some Word Focus This feature presents and explains additional
background information about the video. Students watch the video vocabulary used in exercises, as well as commonly used
several times while completing exercises that ask them to identify collocations.
general themes as well as specific information. They give their
responses to the video in After You Watch exercises.

An updated video program features information about each video and

on-screen activities for students to complete as they watch.

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 THIRD EDITION

Real People • Real Places • Real Language

John Hughes, Author

Martin Milner, Author

LEARNING

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

WE3e_TB_INT_FM_ptg01.indd 11 1/30/20 8:36 PM

 LEARNING

National Geographic Learning, © 2020, 2015, 2010 National Geographic Learning, a part of Cengage Learning
a Cengage Company ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
may be reproduced or distributed in any form or by any means, except as
permitted by U.S. copyright law, without the prior written permission of the
World English Level Intro: Real People, Real Places, copyright owner.
Real Language, Third Edition
“National Geographic”, “National Geographic Society” and the Yellow Border
John Hughes and Martin Milner
Design are registered trademarks of the National Geographic Society
®
Publisher: Sherrise Roehr Marcas Registradas
Executive Editor: Sarah Kenney
Senior Development Editor: Brenden Layte
Media Researcher: Leila Hishmeh For permission to use material from this text or product,
Senior Technology Product Manager: submit all requests online at cengage.com/permissions

Lauren Krolick Further permissions questions can be emailed to

[email protected]
Director of Global Marketing: Ian Martin
Senior Product Marketing Manager:
Caitlin Thomas
World English 1 ISBN: 978-0-357-11366-0
Heads of Regional Marketing:
World English 1 + MyWorldEnglishOnline ISBN: 978-0-357-13019-3
Charlotte Ellis (Europe, Middle East, and Africa)
Kiel Hamm (Asia)
National Geographic Learning
Irina Pereyra (Latin America)
200 Pier 4 Boulevard
Production Manager: Daisy Sosa Boston, MA 02210
Manufacturing Planner: Mary Beth Hennebury USA

Art Director: Brenda Carmichael

Operations Support: Hayley Chwazik-Gee Locate your local office at international.cengage.com/region

Cover Image: Trey Ratcliff

Compositor: MPS Limited Visit National Geographic Learning online at ELTNGL.com
Visit our corporate website at www.cengage.com

Printed in Mexico
Print Number: 01 Print Year: 2019

WE3e_TB_INT_FM_ptg01.indd 12 1/30/20 8:36 PM

 Thank you to the educators who provided invaluable feedback during the development of the
third edition of the World English series:

AMERICAS United States

Brazil Amy Fouts, Face to Face Learning Center, Doral, FL
Gabriely Billordo, Berlitz, Porto Alegre Virginia Jorge, UCEDA International, New Brunswick, NJ
Bruna Caltabiano, Caltabiano Idiomas, Sao Paulo Richard McDorman, Language On, Miami, FL
Sophia de Carvalho, Inglês Express, Belo Horizonte Sarah Mikulski, Harper College, Palatine, IL
Renata Coelho, 2b English for you, Florianopolis Rachel Scheiner, Seattle Central College, Seattle, WA
Rebecca Ashley Hibas, Inglês Express, Belo Horizonte Pamela Smart-Smith, Virginia Tech Language and Culture
Cristina Kobashi, Cultivar Escola de Idiomas, Guaratinguetá Institute, Blacksburg, VA
Silvia Teles Barbosa, Colégio Cândido Portinari, Salvador Marcie Stone, American English College, Rowland
Heights, CA
Chile Colin Ward, Lone Star College-North Harris, Houston, TX
Jorge Cuevas, Universidad Santo Tomás, Los Angeles Marla Yoshida, University of California, Irvine, CA
Colombia ASIA
Ruben Cano, UPB University, Medellin Nazarul Azali, UiTM Cawangan Melaka, Alor Gajah
Javier Vega, Fundación Universitaria de Popayán, Popayán Steven Bretherick, Tohoku Fukushi University, Sendai
Costa Rica Sam Bruce, Soka University, Hachioji
Jonathan Acuna, Centro Cultural Costarricense Americano, Karen Cline-Katayama, Hokusei Gakuen University and
San José Tokai University, Sapporo
Lilly Sevilla, Centro Cultural Costarricense Americano, Tom David, Japan College of Foreign Languages, Tokyo
San José Johnny Eckstein, Soka University, Hachioji
Meg Ellis, Kyoto Tachibana University, Kyoto
Mexico Thomas Goetz, Hokusei Gakuen University, Sapporo
Jose Aguirre, Instituto Tecnológico Superior de Irapuato, Katsuko Hirai, Matsuyama University, Matsuyama
Salamanca Paul Horness, Soka University, Hachioji
Alejandro Alvarado Cupil, Instituto Tecnológico de David Kluge, Nanzan University, Nagoya
Minatitlán, Minatitlan Stephen Lambacher, Aoyama Gakuin University, Tokyo
Jhosellin Angeles, ITSOEH, Mixquiahuala de Juárez, Yi-An Lin, National Taipei University of Business, Taipei
Hidalgo Kerry McCatty, Soka University, Hachioji
René Bautista, BUAP, Puebla Gregg McNabb, Shizuoka Institute of Technology, Shizuoka
Imelda Félix, Colegio Cervantes Costa Rica, Guadalajara Collin Mehmet, Matsumoto University, Matsumoto City
Isabel Fernández, Universidad Autónoma de Sean Mehmet, Shinshu University, Matsumoto
Aguascalientes, Aguascalientes Lin Mingying, Soka University, Hachioji
Andres Garcia, FES Aragon (UNAM), Mexico City Erika Nakatsuka, Soka University, Hachioji
Jessica Garcia, Colegio Cultural, Puebla Seiko Oguri, Chubu University, Nagoya
Lazaro Garcia, Tecnológico de Toluca, Metepec Thomas Nishikawa, Ritsumeikan University, Kyoto
Fernando Gómez, Universidad Tecnológica Jalisco, Sean Otani, Tottori University, Tottori
Guadalajara Daniel Paller, Kinjo Gakuin University, Nagoya
Alma Gopar, FES Zaragoza (UNAM), Mexico City Tomomi Sasaki, Ibaraki University, Mito
Inés Gutierrez, University of Colima, Colima Mark Shrosbree, Tokai University, Hiratsuka
Jesus Chavez Hernandez, Universidad Aeronáutica en Brent Simmons, Aichi Gakuin University, Nagoya
Querétaro, Colón Mikiko Sudo, Soka University, Hachioji
Cristina Mendez, Instituto Tecnológico Superior de Irapuato, Monika Szirmai, Hiroshima International University,
Irapuato Hiroshima
Elena Mioto, UNIVA, Guadalajara Matthew Taylor, Kinjo Gakuin University, Nagoya
Rubén Mauricio Muñoz Morales, Universidad Santo Tomás, James Thomas, Kokusai Junior College, Tokyo
Villavicencio Asca Tsushima, Soka University, Hachioji
Maria Rodríguez, Universidad Aeronáutica en Querétaro, Hui Chun Yu, Macau University of Science and Technology,
Colón Macau
Ana Lilia Terrazas, ICO, Puebla

Acknowledgments iii

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 Unit Unit Goals Grammar Vocabulary

CITIES
1 Friends and Family Page 2 • Meet and Introduce People Present Tense of be Greetings and
• Spell Names and Words I’m Kim. / They’re Maria and Lola. Introductions
• Describe People Be + Adjective Names and Spelling
• Present Your Family They’re young. Is John single? Adjectives to
Questions with be and Short Answers Describe People
• Give Personal Information
Are you married? Family Members
Yes, I am. / No, I’m not.

2 Jobs around the World Page 16 • Identify Jobs Negative Present of be ; Jobs
• Ask about Jobs Indefinite Articles Numbers
• Talk about Cities and Countries He isn’t a doctor. Pat’s an artist. Cities, Countries,
• Compare Jobs Be + Adjective + Noun and Continents
• Interview People Russia is a big country.

3 Houses and Apartments Page 30 • Talk about Rooms There is / There are ; Singular and Plural Places in a Home
• Compare Houses Nouns Furniture and
• Say Where Objects Are There are three bedrooms. Household Objects
Is there a garage?
• Give Your Opinion
Prepositions of Place:
• Describe Your Home
in, on, under, next to, between
Your magazine is under your bag.

4 Possessions Page 44 • Ask about Possessions Demonstratives Personal

• Present a Special Object Are these your books? That is not your Possessions
• Talk about What You Have bag. Opinion Adjectives
• Identify Similarities and Possession
Differences It’s Jim’s bag.
• Thank Someone for a Present Have, Has
She has a phone.

5 Daily Activities Page 58 • Tell Time Simple Present Daily Activities

• Compare People’s Daily They get up at 7 o’clock. Telling Time
Routines Simple Present Questions and Answers Work and School
• Talk about Activities at Work Do you go to class every day? Yes, I do. Activities
and School Adverbs of Frequency: always, Time Expressions
• Present a Report sometimes, never
• Give Advice and Instructions I never answer the phone.
Imperatives

6 Getting Around Page 72 • Ask For and Give Directions Prepositions of Place and Movement Places Around a
• Create a Tour Turn left and walk for two blocks. Town or City
• Compare Types of The hotel is across from the park. Directions
Transportation Go up the stairs. Ground
• Plan a Bicycle Day Have to Transportation
• Give Advice to Travelers She has to change buses.

iv

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 Speaking and
Listening Pronunciation Reading Writing Video Journal
Listening for General Meeting People and Introducing A Family of Explorers Filling out Personal My Name
Understanding and Specific Yourself Information In this video from National
Information: Conversations Asking and Answering Capital Letters Geographic Learning, author Taiye
around School Questions about Personal Selasi talks about her name, what it
Information means, and how it came to be.
The Alphabet

Focused Listening and Asking about Jobs Women at Work Writing and A Contact Job
Listening for Specific Asking for and Giving Personal Performing an In this video from National
Information: A Conversation Information Interview Geographic, contact juggler
about the Jobs of Two Punctuation Marks Okotanpe shows off his skills in
National Geographic Interviewing a Classmate
Tokyo, Japan.
Explorers Describing Places Around the
World
Numbers

Listening for General Describing Your Home Home Sweet Home? Writing a Description A Day in the Life of a
Understanding and Specific Saying Where Things Are of Your Home Lighthouse Keeper
Details: People Talking and This video from the National
about Their Homes Syllables and Stressed Syllables
Geographic Short Film Showcase
follows a day in the life of a
lighthouse keeper in Uruguay.

Listening for Specific Talking about Personal My Room Short Emails and Tyler Bikes Across America
Information: A Conversation Possessions Messages This video shows bicyclist and
about a Surprising Art Talking about Giving Gifts photographer Tyler Metcalfe’s
Project journey across the United States—
Talking about a Special Object
on his bike.
/i/ and / / Sounds

Listening for General Asking and Answering Screen Time Writing a To-Do List Around the World in 24 Hours
Understanding and Specific Questions about Work or School Lists and Notes This video from National
Details: A Podcast about the Activities and Daily Routines Geographic Learning goes on a
Day of a “Super Commuter” Discussing and Giving Advice journey to see what people are
Falling Intonation on Statements doing around the world at different
and Information Questions times of day.

Listening for Specific Asking for (see above) and A City that Bans Cars Writing a Reply to a Star Wars on the Subway
Information: A Walking Tour Giving Directions on Sundays Message This video features Improv
of Paraty, Brazil Quizzing Classmates about Your Describing What to Everywhere—a group of performers
City or Country Do in Your City who try to make people laugh
Yes / No Questions and Short Connectors (and, but, and have fun in public places—
Answers because) performing the movie Star Wars ...
on the subway.

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 Unit Unit Goals Grammar Vocabulary

CITIES
7 Free Time Page 86 • Identify Activities Happening Present Continuous Pastimes
Now I’m not watching TV. I’m Sports
• Make a Phone Call reading.
• Talk about Abilities Can for Ability
• Explain How to Play Something He can’t play the guitar. He can sing.
• Interview People

8 Clothes Page 100 • Ask about Clothes Can / Could for Polite Requests Colors
• Buy Clothes Can I try on these shoes? Clothes
• Express Likes and Dislikes Object Pronouns Likes and Dislikes
• Talk about Personal Qualities I love them! / She hates it.
• Describe Your Favorites

9 Food Page 114 • Order a Meal Some and Any Food

• Plan a Party There’s some ice cream in the fridge. Meals
• Describe Your Diet Count and Non-count Nouns; Containers
• Solve a Problem How much / How many Quantities
• Explain How to Do Something How many oranges do we need? Food Groups
How much chocolate do we have?

10 Health Page 128 • Identify Parts of the Body and Review of Simple Present Parts of the Body
Say How You Feel My back hurts. Common Illnesses and
• Ask about Health Problems Health Problems
Feel, Look + Adjective
• Give Advice on Health Remedies Remedies
John looks terrible. I feel sick.
• Explain a Process
Should (for advice)
• Describe Healthy Living
You should take an aspirin.

11 Making Plans Page 142 • Plan Special Days Be going to Special Days and Plans
• Describe a National Holiday What are you going to do? Months of the Year
• Make Life Plans We are going to have a party. Holidays
• Compare Festivals Would like to for Wishes Professions
• Invite People I would like to be a doctor.

12 On the Move Page 156 • Talk about Your Past Simple Past Verbs + Prepositions of
• Ask about the Past We went to the mountains. Movement
• Describe a Vacation He moved from San Francisco to Going on Vacation
New York.
• Compare the Past and Present
Simple Past Questions
• Give Biographical Information
Was he born in 2001?
Where did you live?
vi

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 Speaking and
Listening Pronunciation Reading Writing Video Journal
Listening for Specific Having a Phone Conversation Hybrid Sports Writing a Job Danny’s Challenge
Information: Telephone Asking and Answering Application Form This video from National
Conversations in Different Questions to Fill out an Question Forms Geographic shows stunt cyclist
Contexts Application Form and Do a Job (simple present, Danny MacAskill as he does
Interview present continuous, tricks on the streets of Edinburgh,
Connected Speech questions with can) Scotland.

Listening for Specific Describing Clothes What Does the Color Writing about A Dress with a Story
Details: Listening to People Shopping of Your Clothes Say Favorites This video from National
Shopping for Clothes about You? Paragraphs Geographic’s Short Film Showcase
Describing Likes and Dislikes
shows a group of women in
Playing a Game about Your Sardinia, Italy, who wear and work
Favorite Things on one dress for their entire lives.
Could you

Listening for Specific Planning a Party Food Waste Writing a “How To” Berry Road Trip
Details: Conversation to Talking about Your Diet List This video from National
Confirm a Shopping List for Giving Examples Geographic shows the journey
a Party Discussing a “How To” List
that strawberries take from farm to
And customer, and the resources that
this journey requires.

Listening for General Describing Symptoms and A Life-Saving Writing a Paragraph What Makes You Happy?
d Understanding and Specific Illnesses Delivery about Mental Health This video from National
Details: Describing Giving Advice Sequencing and Geographic shows what makes
Symptoms to a Doctor Adding Information people happy around the world
Talking about How to Live a
Long and Healthy Life and spotlights three of the happiest
countries: Costa Rica, Denmark,
Sound and Spelling and Singapore.

s Listening for General Talking about Celebrating Spring Festivals Writing an Invitation Catching a Hummingbird
Understanding and Specific Holidays More Formal and This video from National
Details: Holiday Traditions Talking about Life Plans Less Formal Writing Geographic follows photographer
Inviting People to Events Anand Varma as he plans a project
to film a hummingbird, and then
Be going to (Reduced Form) shows the beautiful result.

of Listening for General Describing a Vacation Humans and Animals Writing a Biography Leaving Antarctica
Understanding and Specific Giving Biographical Information on the Move Time Expressions In this video from National
Details: An Interview and Linking Words Geographic, a man who was born
with Archaeologist Chris -ed Endings
in Antarctica talks about how much
Thornton it has changed and discusses his
reasons for leaving.

vii
GRAMMAR REFERENCE Page 170

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 UNIT

1
UNI T

Unit Theme
Friends and family are important in
1 Friends and Family
most cultures around the world. We Around the world, people
usually grow up with family around us, have friends and family.
sometimes with only our immediate family They are young and old,
of parents and siblings, other times with and they come from
our extended family, too—grandparents, different places.
aunts, uncles, and cousins may live
nearby. We make friends at different
stages of our life. From kindergarten to
the workplace, through traveling and
hobbies, we meet people with similar
interests to us and we become friends.
Our friends and family are an important
part of who we are and therefore a topic
students need to be able to talk about.

Unit Overview
In this unit, students will learn to use
be to introduce themselves and others,
describe people, and present their
families.
Lesson A introduces vocabulary for
greetings, and the verb be to introduce
people. Lesson B focuses on spelling
and asking useful classroom questions.
In Lesson C, students will use be +
adjective to describe themselves and
other people. Then, in Lesson D, they
will read and talk about family and draw
their family tree. In Lesson E, students
ask and answer questions for personal
information, and complete a personal
profile with their information. Finally, in
the Video Journal, students will watch
a video where writer and photographer
Taiye Selasi talks about her family and
her names.

UNIT 1 GOALS Grammar Vocabulary Listening

• Meet and Introduce People Present Tense of be Greetings and Listening for General
• Spell Names and Words I’m Kim. / They ’re Maria and Lola. Introductions Understanding and
Names and Spelling Specific Information:
• Describe People Be + Adjective
Conversations around
They ’re young. Is John single? Adjectives to
• Present Your Family School
Questions with be and Short Answers Describe People
• Give Personal Information
Are you married? Family Members
Yes, I am / No I’m not.

2 UNIT 1: Friends and Family

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 Look at the photos and 1 Are these people young 2 Who is young in your
answer the questions. or old? family? Who is old?
About the Photo
These photos were taken by Martin
Schoeller, an award-winning German
photographer who specializes in portraits
of people. He takes photos of people
using extreme-close ups to emphasize
their facial features. The photos here
come from a series of photos Schoeller
took for a National Geographic magazine
story on the changing face of the US.
They reflect the diversity of America and
of the world.
• Point out the unit theme. Write family and
friends on the board and elicit words
students might already know.
• As a class, look at each photo and elicit
words students may know. For example,
boy, woman, blond. Write them on the
board.
• Read the questions aloud and elicit
or explain the meaning of old and
young. Answer the questions together.
Then, read the caption with the class,
explaining vocabulary as needed.
• Go over the unit goals together. For
each goal, answer any questions and
model or elicit related language. For
example, for Goal A, introduce yourself
to the group, eliciting the expression
UNIT 1 GOALS Nice to meet you. Then, introduce two
students to each other. For Goal B,
A. Meet and Introduce People
write your first name on the board and
B. Spell Names and Words spell it for students. Review or introduce
C. Describe People the alphabet. For Goal C, use old /
young / long / short / brown / black to
D. Present Your Family describe yourself, and some students,
E. Give Personal Information if appropriate. For Goal D, go back to
the family members on the board and
3 describe your family. For Goal E, elicit or
explain what personal information is.

Speaking and Pronunciation Reading Writing Video Journal

Meeting People and Introducing A Family of Explorers Filling Out My Name
Yourself Personal In this video from National
Asking and Answering Questions Information Geographic Learning, author Taiye
about Personal Information Capital Letters Selasi talks about her name, what it
The Alphabet means, and how it came to be.

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 LESSON

A
D
A GOAL Meet and Introduce People

Vocabulary Vocabulary
A 2 Listen and repeat.
As a warm-up, walk around the class
greeting students and introducing Greetings
yourself. Use the different formal
INFORMAL FORMAL
expressions from the lesson. Encourage Hi! How’s Good morning.
How are you? I’m well, thank
students to respond however they can. it going?
Great! And you? you. And how
At this stage, it is not important what they are you?
say: hi, a smile, or a nod is sufficient!

A • Have students look at the photo on OK!

the left. Ask, Do they know each
other? Are they friends? Family? Do
the same for the photo on the right.
•• Point out the words informal and
B Greet your classmates informally.
formal. Help students understand the
difference. C Greet your teacher formally.
•• Play the audio.
D 3 Listen and repeat.
•• Direct students to the Real Language
box. Point out Good morning / Introductions
afternoon / evening, and explain
when they are used. Draw students’ INFORMAL FORMAL
attention to the use of fine for both Hello, my name’s Elsa.
formal and informal greetings. Nice to meet you,
Hi, Asif. This is
Elsa. I’m Alan.
my friend, Emily.
B • If possible, have students stand in
two concentric circles facing each
other. Model the exercise by standing Hello, Emily. Nice to meet
My name’s Asif. you, too, Alan.
in the circle and greeting the student Hi, Asif.
How’s it going?
in front of you informally.
•• Have students greet the person in
REAL LANGUAGE
front of them. Then, have the inner Informal greetings
E In pairs, write and practice a formal conversation using these words.
circle move one space to the right so and responses A: Hello / name’s Hello, my name’s ...
Hi! How’s it going?
they can greet the next person in the Great! / Fine. / OK. B: Nice / meet / My name’s
outer circle. Monitor and help with Formal greetings
A: Nice / meet / too
pronunciation as necessary. and responses
Good morning /
afternoon / evening. F In groups of three, practice an informal conversation using these words.
C • Have several students greet you How are you?
A: Hi / This / friend B: Hello / name’s C: Hi
formally. Remind them to change to Fine, / I’m well,
thank you.
Good morning / afternoon / evening
as necessary.
4 Unit 1
D • Have students look at the photos.
Point out the words informal and
formal again. Ask, Do they know
each other? Word Bank: Classroom Language
Grammar
•• Play the audio. Look at page X / the photo / exercise A. Go over the subject pronouns and the
E • Have students help you complete
Make a group of three. different forms of be in the first chart.
Open your book to page X. Go through the contractions, relating
the conversation on the board. Then,
Read the directions. them to the full forms of be. Demonstrate
practice it with a student.
Work with a partner.
possessive adjectives by pointing to
•• In pairs, have students write and
yourself and emphasizing My name is…,
practice their own conversation. and to different students and saying,
Provide help as necessary. His / Her / Their name(s) is / are… Go
F • Model the exercise with two students. over the examples in the chart. Direct
•• Put
students into groups of three and students to the Grammar Reference
assign them roles A, B, or C. Assist in the back of the student’s book for
as needed. additional review and practice.

4 UNIT 1: Friends and Family

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 Grammar

Present Tense of be Contractions with be Possessive Adjectives G • Read the example and then do the
Subject Pronoun Be My name is Mario.
second sentence together. Write the
I’m
answer on the board.
I am you’re Your name is Rachel.
•• Have students complete the
You are Kim. he’s / she’s His name is Robert.
exercise individually. Then, have
He / She is we’re Her name is May. them compare with a partner (see
We are Lucas and Ed. they’re
Their
names are Ben Teaching Tip).
and Dan.
They are Maria and Claudia. •• Review as a class, writing the
sentences on the board to check
G Write the correct form of the verb be. answers.
1. Their names are Julie and Les. 4. We are / ’re Rigo and Rosana.
H • Have students complete the exercise
2. My name is / ’s Victor. 5. His name is / ’s Arata.
individually.
3. I am / ’m Said. 6. Your name is / ’s Yan-Ching. •• Have students compare answers in
H Unscramble the sentences. pairs, then review them as a class.
1. Ron. / name / My / is My name is Ron.
Write the sentences on the board.
2. Leila. / is / name / Her Her name is Leila. I • Suggest that students write the letter
3. is / name / Mr. Aoki. / His His name is Mr. Aoki. I for informal or F for formal next to
4. Chen. / Their / Marcos / names / are / and / Their names are Marcos and Chen. the phrases as they listen. Play the
audio.
I 4 Listen to the conversation. Which phrases are informal? Which are formal?
•• Review answers as a class.
Informal phrases: How’s it going?
Donna: Hi, Nick. How’s it going? Great! And you? this is my friend;
Nick: Great! And you? Formal phrases: Nice to meet you, J • Assign students to groups of three
Donna: Fine. Hiroshi. Nice to meet you, too, Donna. to practice the conversation. Monitor
Nick: Donna, this is my friend, Hiroshi. and check correct pronunciation of
Donna: Nice to meet you, Hiroshi. is: / ɪz /.
Hiroshi: Nice to meet you, too, Donna.
K • Assign students to new groups to
J Practice the conversation in groups of three. practice the conversation again, this
K Practice the conversation again with your own names. time using their own names. Monitor
and assist as necessary.

GOAL CHECK Meet and Introduce People

1. In pairs, meet each other and introduce yourselves. GOAL CHECK
2. Stand up. Walk around and meet another pair. Introduce your partner.
•• Model step 1 with a student. Then,
Hi! How are you? Fine, thanks. Hello. My name’s ... This is ... Nice to meet you. have two students do the same.
Model step 2 by introducing your
partner to the other pair.
Friends and Family 5 •• Assign students to pairs and have
them walk around the classroom
meeting and introducing each other.
•• Monitor and prompt students as

Grammar: Present Tense of be Grammar Practice: Present Tense necessary.

The verb be may be difficult for learners of be
whose languages do not have a similar Learning each other’s names is an Teaching Tip: Comparing Answers
structure. If necessary, explain that every important part of group-building at the Having students compare and discuss
English sentence must contain a verb start of a course. This exercise provides their answers with a partner (as
and that be is a verb: She is a student. practice of the verb be and an opportunity suggested in G) provides an opportunity
Explain to students the pronunciation of to learn names. Sit with the class in a circle. for students to check their understanding
is—/ɪz/ rather than /ɪs/—and that the s Begin by saying, My name is... The student of a topic in a “safer” context, especially
in he’s and she’s is pronounced /z/, but on your right then says, Her / His name for students who feel less confident.
the s in it’s is pronounced /s/. Finally, is..., my name is OR I’m... The next student They can clarify doubts and construct
draw students’ attention to the fact that says the names of all those who have come understanding with a peer, and then
the apostrophe shows there is a missing before (using complete sentences). If a feel more confident about sharing their
letter. student forgets a name, he or she begins answers with the whole class.
again with My name is... Play until all
students have had several turns and have
learned most of their classmates’ names.

Lesson A 5

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 LESSON

B
B
D GOAL Spell Names and Words

Listening Listening
A 5 Listen to three conversations. Match the conversation (1–3) to the place (a–c).
As a warm-up, have students look at the
a. In a classroom 2
photo. Ask, Where are they? Who are
b. In an office 3
they? Provide vocabulary as necessary.
For example, at school, at a university, c. At a university 1
students, teachers. Write students’ ideas B 5 Complete the questions with the words below. Then listen again and check.
on the board (see Teaching Tip).
REAL LANGUAGE first last name spell word you your
A • Go over the directions. Explain Names
first name given 1. What’s your last name ?
office and university as needed. name
2. How do you spell that?
Tell students that they don’t need to last name surname /
family name word
understand everything they hear; 3. What’s the English for this?
Mr. a man (single or
they should focus on understanding married) 4. Can you repeat that?
Ms. a woman (single
where the people are. or married) 5. What’s your first name?
Mrs. a woman your
•• Play the audio. 6. How do I spell name?
(married)
•• Have students compare answers with Miss a woman
(single) C 5 Listen again. Spell the names and word from the conversation.
a partner, then play the audio again.
1. R O D
_ R IG
_UEZ
_
•• Review answers as a class.
2. T A
_ B _L E
B • Go over the words in the box, eliciting 3. L I U
_ J UN
_
their meaning. Point out the words in
The entrance of the University of Southern Denmark in Kolding, Denmark
the Real Language section.
•• Have students complete the exercise
with a partner.
•• Play the audio.
•• Review answers as a class, replaying
the audio as needed.
C • Review the alphabet briefly by having
students say the letters in items 1–3.
•• Encourage students to complete the
names if they think they can.
•• Play the audio and check answers
as a class. Write the answers on the
board.

Teaching Tip: Eliciting Ideas

When beginning a topic and
sequence of exercises, it is
important to lead into it by eliciting 6 Unit 1
related ideas, as in the warm-up.
This gets students thinking about
the topic and activates prior
knowledge and vocabulary they
already have. At this stage, it is For Your Information: Names Around the World
not necessary for students to give
Customs for names vary greatly. In English-speaking cultures, people commonly have their
“correct” answers. The objective is
given name (first name) and one last name (family name). In Asian countries, the family
to prepare them for the exercises, in
name is often written first. For example, in the Korean name Pak Jin-Ho, the family name is
this case by having them think about
Pak and the given name is Jin-Ho. In Spanish-speaking countries, people usually have both
where when they listen. Thinking
their father’s and mother’s family names. In the name Celia Cruz Rios, Celia is her given
about who is speaking also helps us
name, Cruz is her father’s family name, and Rios is her mother’s family name. In Islamic
understand and guess the context.
countries, some people use their father’s name after their name. In the name Laila Ali
Al-Ayubi, Laila is her given name, Ali is her father’s name, and Al-Ayubi is her family name.

6 UNIT 1: Friends and Family

WE3e_TB_INT_U1_ptg01.indd 6 2/4/20 12:45 PM

 PRONUNCIATION: The Alphabet

6 Listen and repeat the letters of the alphabet. Pronunciation

ABCDEFGHIJKLMNOPQRSTUVWXYZ
Call on volunteers to spell their first name.
Write the names on the board as they
D 7 Listen to and read the conversation. SPEAKING STRATEGY spell them, and encourage the class to
For words that are
Hussein: How do I spell your name? hard to spell, you can
help if there are difficulties with the letters.
Tim: T-I-M. use words and names Play the audio for students to repeat the
Hussein: T-I-N? of places to be clear. alphabet. Repeat as necessary.
A as in apple, B as in
Tim: No, T-I-M. That’s T as in teacher. I as in Italy. M as in man. Brazil, C as in cat.
Hussein: Thanks. D • Go over the Speaking Strategy on the
Tim: You’re welcome. student’s book page with the class
(also see the Speaking Strategy at
E In pairs, practice the conversation with your own names.
the bottom of this page).
•• Play the audio. Have students read
Communication the conversation as they listen.
F Answer the questions in the first column of the table for yourself. Write your •• Play the audio again and have
answers in the Me column. students repeat.
Me Classmate 1 Classmate 2 E • Have pairs practice the conversation.
Monitor and check their
What’s your first name?
pronunciation of the letters.

What’s your last name?

Communication
What’s your favorite
F • Go over the questions in the table.
English word?
Complete the table about yourself on
G In groups of three, take turns asking the questions. Spell your names and favorite the board.
words. •• Have students complete the exercise.
Assist with the spelling of favorite
What’s your ... ? My first name is ... How do you spell that? Can you repeat that? words as necessary.
G • Model the exercise by asking a
student the questions and writing the
GOAL CHECK Spell Names and Words answers in the table on the board. Be
In pairs, tell your partner about the two classmates in G. Say and spell their names sure to ask the students to spell their
and favorite words. names and favorite word. Note that
His first name is ... Her favorite word is ... You spell it F-R-I-E-N-D.
there are three different questions
students can ask: How do you spell
that? How do I spell your name? How
do you spell your (first / last) name?
•• Assign students to groups of three
Friends and Family 7
to ask questions and complete
their tables. Monitor and assist with
spelling as needed.

Speaking Strategy: Pronouncing

Letters
GOAL CHECK
Spelling out a word for someone to
be able to understand, or asking for
the spelling of a word to understand •• Model the exercise by using the
what someone said, are both useful information in your table to tell the
strategies to help students when they class about the student you asked
are communicating with other people. the questions in G.
Therefore, knowing how to say the letters
•• Assign students to new pairs and
is important. Time should be spent on
practicing the letters of the alphabet and have them share information about
helping students with their pronunciation. their classmates. Monitor and assist
as needed.
•• Call on one or two students to tell the
class about one of the people in their
table.
Lesson B 7

WE3e_TB_INT_U1_ptg01.indd 7 2/4/20 12:45 PM

 LESSON

C
C GOAL Describe People

Language Expansion Language Expansion: Adjectives

As a warm-up, show pictures of people A Write the correct word(s) under the photos.
and elicit words to describe them, for attractive married / single old / young tall / average / short
example, brown hair, young, tall. Write
them on the board. WORD FOCUS
He’s attractive. =
Point out the lesson title and relate it to
He’s handsome.
the photos of people and to the words on She’s attractive. =
the board. She’s beautiful.

1. tall / average 2. old / young 3. married / single 4. attractive

A • Model the adjectives in the box as
/ short
students read them.
B Describe yourself. Underline the correct adjectives.
•• Have students complete the exercise.
1. I am old / young and I’m single / married.
Encourage them to use classroom
dictionaries if available or direct them 2. I’m short / average height / tall with short / long hair.
to student-friendly online dictionaries long black hair
(see Teaching Tip). Grammar
•• Review answers as a class.
Be + Adjective
•• Go over the information in the Word
Focus note. Subject + be + Adjective
I am young. Emily is young and short.
B • Point to the photos on the left and short gray hair
model the descriptions as students You are
tall and
We are married.
handsome.
read them.
•• Model the exercise by writing or John is
old with
They are
tall with curly,
gray hair. black hair.
displaying the sentences on the
board and underlining the adjectives
in each sentence that describe you. curly red hair C In pairs, take turns to describe yourselves. Then describe your classmates.

•• Have students complete the exercise. Use the verb be + adjectives and the word with + long / short / curly to describe hair.
•• Call on different students to say their
I am young with David is tall and She’s young and single
sentences. long, red hair. handsome. with short, blond hair.

Grammar
long blond hair D Describe a student to the class. The class guesses the student.
Go through the statements in the chart,
then point to the people in the photos in He’s tall with short, It’s Miguel. Correct!
A. Say, She / He… and elicit sentences brown hair.

using is + adjective. Write them on

the board. Go over the questions and
short answers in the chart on page 9. short brown hair
Point out how the word order changes
8 Unit 1
for questions. Ask questions about the
people in the photos in A and elicit short
answers. Direct students to the Grammar
•• Give students time to think about
Reference in the back of the student’s
book for additional review and practice. their description. Use the Word Bank Teaching Tip: Using Dictionaries
to provide additional vocabulary. A dictionary is an important tool for a
C • Point out the sample descriptions. •• Depending on your class size, language learner. As well as finding
the meaning of a word, students will be
Model the exercise by describing students can either describe the
able to see its pronunciation, spelling,
yourself first and then a student. classmate to the whole class or they collocations, part of speech, any irregular
•• Assign students to pairs. As they talk, can work in small groups. forms, and in-context examples, among
monitor and check for correct use of other things. However, students need to
be + adjective. know that they shouldn’t look up every
Word Bank: Describing People
new word, only those that they really can’t
D • Model the exercise by describing divorced fit work out from the context and that are
someone in the class and having have a beard / mustache heavy impeding their understanding. Providing
middle-aged thin opportunities (as in A) to practice using a
students guess who it is. dictionary is time well spent.
wear glasses widowed

8 UNIT 1: Friends and Family

WE3e_TB_INT_U1_ptg01.indd 8 2/4/20 12:45 PM

 Questions with be Short Answers
Are you married? Yes, I am. No, I’m not. E • Have students complete the exercise
No, he / she isn’t.
individually, then compare answers
Is he / she tall? Yes, he / she is. with a partner.
No, he’s / she’s not.
•• Review answers as a class.
No, they’re not.
Are they single? Yes, they are.
No, they aren’t.
F • Go over the directions and the
example as a class.
E Match the questions to the answers.
•• Have students complete the exercise
1. Is your friend tall? b a. Yes, she is.
individually.
2. Is Emma tall? a b. No, he isn’t. He’s short. •• Review answers as a class, writing
3. Are you single? d c. No, they’re not. They’re young. the different options on the board.
4. Are your teachers old? c d. Yes, I am.
Conversation
F Fill in the blanks with a question or an answer.
1. Q: Is she short ? G • Have students listen with their books
A: No, she isn’t. She’s tall. closed first. Tell them to listen for
2. Q: ? questions. Play the audio, then elicit
A: No, she isn’t. She is short with blond hair.
questions they heard.
•• Point out the Speaking Strategy
3. Q: Is Alicia attractive?
note and model the questions with
A: .
different students.
4. Q: ? •• Play the audio again as students
A: Yes, she is. Her husband’s name is Marco. read the conversation.
•• Have pairs take turns role-playing
Conversation the conversation.
G 8 Listen to the conversation. Then practice the conversation in pairs. H • Point out the underlined words. Tell
Ana: Who’s this in the photo? SPEAKING STRATEGY students to make a new conversation
Carol: It’s a friend in my class. Ask about Other by replacing them with different
People
Ana: What’s his name? Who’s this? ideas.
Carol: Richard. Who are they? •• Then, with their partner, have them
Ana: He’s handsome! Is he married? What’s his / her name? role-play their new conversations.
Carol: Yes, he is! What are their names?
Is he / she ...?
H Change the underlined words and make a new conversation. Are they ...?
GOAL CHECK

GOAL CHECK Describe People •• Go over the directions. Then show

In pairs, write the names or show photos of three people (friends or famous people).
students three photos and elicit
Take turns to ask questions about the people and describe them. questions. Answer them using short
answers.
Friends and Family 9
•• In pairs, have students talk about the
people on their lists or in their photos.
Monitor and prompt with questions as
needed.
Grammar: Be + Adjective; Grammar Practice: Be + Adjective;
Questions with be and Short Questions with be and Short
Answers Answers
In English, we can use the verb be with On small pieces of paper, write the words
adjectives to describe people and things. needed to make descriptive statements
We use subject + be + adjective, for and questions about people in the class
example, She is tall with long hair. In (include yourself). Make several sets. In
questions, the word order changes: Be groups of three or four, have students
+ subject + adjective. For example, Are put the words in order to make correct
they married? When answering, we often statements and questions. Write them on
use short answers: No, they’re not. the board and have the class help you
correct the word order as necessary. Have
students ask and answer the questions.

Lesson C 9

WE3e_TB_INT_U1_ptg01.indd 9 2/4/20 12:45 PM

 LESSON

D
D GOAL Present Your Family

Reading Reading
A Read the article. Circle Y for yes or N for no.
As a warm-up, write family in the middle
1. Is Emily a teacher? Y N
of the board. Elicit related words, as
2. Is Emily from California? Y N
possible, and create a mind map (see
Teaching Tip). 3. Is Mary a scientist and an explorer? Y N
4. Is Dorothy a friend? Y N
A • Have students look at the title (see 5. Is Doctor Nigel Hughes with the family? Y N
Reading Strategy). Encourage them 6. Is he a scientist and an explorer? Y N
to look up the meaning of explorer.
Have them look at the photo and B Match the names to the family tree.
elicit ideas about where and what the Dorothy Emily Ian Mary Nigel
family explores. Provide vocabulary
as necessary and write the words on grandmother Dorothy
the board.
Nigel father mother Mary
•• Have students read the questions
and circle the names. Clarify any
Emily daughter son Ian
vocabulary in the questions.
•• Point out the definitions for the words C 10 Listen and repeat the family words. Then
in bold in the article, then have answer the questions.
students read the article. Tell them
brother daughter father granddaughter
to look for the names they circled in
grandfather grandmother grandson husband
the questions. Encourage students mother sister son wife
to focus on the information they need
to answer the questions and not to 1. Is each family member a man or a woman?
worry if they don’t understand every Make two lists in your notebook.
word. 2. Match the opposites. husband / wife
•• Have students complete the exercise
and compare their answers with a D Complete these sentences about Emily’s family.
partner. 1. Ian is Emily’s brother .
•• Review answers as a class, having 2. Mary is Nigel’s wife .
students show where in the article 3. Dorothy is Mary’s mother .
they found the answers. 4. Emily is Dorothy’s granddaughter .

Reading Strategy: GOAL CHECK

Pre-reading—Titles, 1. Draw and label your family tree. Then present A gecko is next to a fossil
of Dickinsonia, one of
Subheadings, Visuals your family to a partner.
Earth’s first animals, in this
Looking at the title before reading This is my sister. She’s ...
photo by Dr. Mary Droser.
This is my family.
an article and predicting what
they will read about is an effective
strategy for learners. By doing this, 10 Unit 1
they will activate prior knowledge
about the topic, as well as any
related vocabulary they may already
know, and therefore be more
prepared when they read. Students Teaching Tip: Warm-Ups and Wrap-Ups
should always be encouraged to The start of a lesson and its ending are this lesson, the mind map in the warm-up
look at titles, subheadings, and important moments. Both moments need activates students’ prior knowledge of
visual elements (such as images or to engage students: at the beginning so family words in English. If this exercise is
graphs) before they begin reading. that they are motivated to participate and revisited to wrap up the lesson, students
develop their language skills; at the end can feel motivated by seeing they have
so that they leave motivated by feeling that developed their knowledge.
B • Have students read the article again,
they learned or improved. For example, in
then complete the exercise.
•• Review
the answers as a class,
drawing the family tree on the board.

10 UNIT 1: Friends and Family

WE3e_TB_INT_U1_ptg01.indd 10 2/4/20 12:45 PM

 C • Have students read the words as
they listen.
•• Play the audio again and have
students repeat.
•• Go over steps 1 and 2 as a class,
then have students complete the
exercise.
•• Review answers as a class, writing
the two lists on the board, then
matching the opposites.
•• As time allows, call on different
students to spell one of the family

A Family
words.

Expansion Activity

of Explorers If your students would like to

understand more of the new
vocabulary from the article, have
them choose 3 or 4 words they think
Emily Hughes is a student in California and every
summer Emily goes to South Australia with her family.
are important and give them time
to look them up. Monitor and assist
Emily’s mother is Doctor Mary Droser. Doctor with dictionary use and choosing
Droser is an explorer and scientist. She teaches the right meaning of a word.
at the University of California in the United States,
but every June and July she studies fossils in South
Australia. And in South Australia, there are lots of
fossils—some are 550 million years old! D • Have students complete the exercise

Mary has one daughter—Emily—and one son.

using the family words from C.
His name is Ian. This summer, Ian is also with the •• Checkanswers as a class.
family in Australia. The two children help their
mother, and they study the fossils.
And there’s one more member of the family here—
Dorothy Droser is Emily’s grandmother. She lives in
GOAL CHECK
New York, but she’s in Australia for the summer. She
says, “I do the cooking—breakfast, lunch, and dinner.” •• Model this exercise by drawing
Doctor Nigel Hughes is Emily’s father, but he isn’t your family tree on the board and
here. Doctor Hughes is home in California, but he’s presenting your family to the class.
also a scientist and an explorer! Say, This is my…; His / Her name
explorer a person who travels and studies new places is…; He / She is a…; etc. Write
scientist a person who studies science
fossils parts of ancient plants and animals you can see in rock prompts like these on the board for
children sons and daughters your students as necessary.
•• Have students draw their family tree.
Friends and Family 11 Then assign students to pairs and
have them present their families.
Monitor and check for correct use of
the verb be and family words.
•• Have students close their books,
then do the family mind map on the
board again. Can students now add
more words to it than they could
at the beginning of the class (see
Teaching Tip)?

Lesson D 11

WE3e_TB_INT_U1_ptg01.indd 11 2/4/20 12:45 PM

 LESSON

E
E GOAL Give Personal Information

Communication Communication
A Look at the personal information. Is each ...
As a warm-up, write personal information
• a passport?
on the board and elicit or provide
• a business card?
examples (name, nationality, etc.). Ask,
• an ID card?
Where is our personal information? Show
• a social media profile?
your ID card or something similar as
an example. Ask, When do we need to • a driver’s license?
show / give our personal information?
(Traveling, on social media, etc.)
Mr. Mateo Torres
Photographer PA R AG UAY
A • Say the items as students read. Then,
LAST NAME FIRST NAME
look at each example with the class.
TORRES
TORRES MATEO

What information is on each one? COUNTRY

PARAGUAY
DATE OF BIRTH
03 31 2001
Clarify any vocabulary. Help students P HOT OGRA P HY GENDER PASSPORT NO Marital status: Single
with numbers and how we say them MALE 563967902
Interests: Movies and Soccer
DF<P154<<<<<324684<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<
F<P154<<<<<324684<<<<<<<<<<<<<<<<<<<<<<

(see For Your Information). Address: Avenida Portugal 28, Asunción, Paraguay
Phone: +595 21 708 0935
654DS3454SDCJ <<<<<<<SDJ CSDF<<<<<<4<06
21654DS3454SDCJ CSDF<<<<<<4<06F54SDF465<<<<405KSID
Favorite types of food: Pizza, Ice Cream
•• Have students complete the exercise
a business card a passport a social media profile
and compare their answers with a
partner.
•• Review answers as a class, having B MY WORLD What types of personal information are ...
students explain their answers. • with you?
• at home?
B • Go over the directions and the • online?
questions with the class.
•• Give students time to think about C In pairs, write questions about Mateo with the words in the table. Student A asks
five questions. Student B answers the questions. Then switch roles and ask five
their answers, then have them talk to
more questions.
a partner.
•• Compare answers as a class. last name? nationality?
’s date of birth? interests?
C • Go over the questions in the box, address? phone number?
What his
gender? passport number?
saying them for students to repeat. are job? marital status?
Make sure they notice the use favorite types of food?
of are with interests and favorite
types of food. Clarify the verb- D Now ask five questions about each other. Use the questions in C as a model.
noun agreement. Elicit different
nationalities, months of the year, etc., What’s your job? What are your interests?

to provide examples. Write them on

the board.
•• In pairs, have students complete
the exercise. Monitor and check for 12 Unit 1
correct use of question forms.
•• When pairs have finished, call on
different students to ask and answer
the questions. partner if they don’t understand, and
write them on the board (Can you For Your Information: Saying
D • Model the exercise with a student. repeat that, please? How do you Numbers
Ask some of the questions in C, then spell that? ). Refer students back to How we say numbers, such as dates
have the student ask you questions. Lesson B, exercise B, as necessary. and phone numbers, may differ from
•• In the same pairs, have students ask Monitor and assist as needed. language to language. Consequently,
it’s important to help students see how
and answer the questions. Tell them •• Call on volunteers to tell the class
numbers are usually said in English.
to listen carefully to their partner’s something about their partner. For example, in A, for the date of birth
answers so they can tell the class (03/31/2001), we would usually say:
about their partner afterwards. March thirty-first, two thousand and one,
Elicit questions they can ask their or the thirty-first of March, two thousand
and one. For the passport number, we
would say, five-six-three, nine-six-seven,
nine-oh-two.

12 UNIT 1: Friends and Family

WE3e_TB_INT_U1_ptg01.indd 12 2/4/20 12:45 PM

 Writing
E Read the information in the box. Writing
WRITING SKILL: Capital Letters E • Elicit the alphabet and write the
Use capital letters with these words: letters (in lower case) on the board
Titles and names: Mr. Torres
as the students call them out.
Countries: Paraguay
Cities and places: Asunción •• Call on several students to spell their
Nationalities and languages: Spanish names. Write the names on the board
Days and months: Monday, March
and point out the initial capital letters.
Use a capital letter at the beginning of a sentence: Elicit or provide the term capital
Write: My name’s Mateo. ✓ letters and when we use them in
Don’t write: my name’s mateo. ✗ English.
•• Go over the information in the chart
F Correct these sentences.
as a class. For each category, elicit
1. my name’s maria. My name’s Maria.
other examples and have students
2. I’m from new york. I’m from New York. spell them for you to write them on
3. asunción is in paraguay. Asunción is in Paraguay. the board. For example, countries:
4. is he english? Is he English? China, capital C-h-i-n-a.
5. My date of birth is december 1, 1999. My date of birth is December 1, 1999.
F • Do the first sentence together on the
6. are you doctor jones? Are you Doctor Jones?
board. Then have students complete
the exercise individually.
•• Have students compare answers
GOAL CHECK Give Personal Information
1. Write your personal information (or make some up).
with a partner, then review them as a
class. Write the correct sentences on
Title the board as students call them out.
First name

Last name
GOAL CHECK
Address

Country •• Go over the profile categories with

Phone number
the class. Then, model the exercise
by completing the information about
Date of birth yourself (make a few mistakes with
Gender capital letters for students to correct
in step 2).
Interests
•• Point out that students can invent
Favorite types of food information if they feel more
comfortable. Have them complete
2. In pairs, exchange your profiles and read the information. Are the capital
letters correct? their profile. Monitor and provide
vocabulary for interests and food as
Friends and Family 13
needed.
•• Model step 2 by having students
read your profile and identify
problems with missing capital letters.
Teaching Tip: Writing on the Board Expansion Activity Then, in pairs, have students read
Writing or displaying the correct answers Have students use their information in each other’s profiles and review use
on the board is an important part of the Goal Check and design a business of capital letters.
feedback at the end of accuracy-focused card. If possible, have them make •• Call on different students to share
exercises. This visual support allows several cards. Review the greetings
students to confirm their answers and and introductions in Lesson A, and something they learned about their
spelling. When answers are only given the questions in Lesson B and here in partner. See Expansion Activity for
orally, some students might misspell or exercise C. Then, have students mingle further practice.
not understand some words. Similarly, in the classroom, introducing themselves
when new vocabulary comes up and exchanging cards. Prompt them to
during a lesson, writing it on the board develop their conversations by asking
encourages students to participate once about interests and favorite foods.
they have confirmed what the topic is.

Lesson E 13

WE3e_TB_INT_U1_ptg01.indd 13 2/4/20 12:45 PM

 VIDEO JOURNAL MY NAME
Video Journal
A Watch Part One of the video. What two questions are asked?
About the Video 1. What’s your name ? Do you have a nickname ?
In the first part of this video, people tell
B Watch Part One again. Check (✓) the people in the table.
us their names and nicknames. Then, in
the second and third parts, writer and Says name Says mother’s name Says father’s name Says nickname
photographer Taiye Selasi talks about
Man 1 ✓
her life, the meaning of her different ✓
names, and where her names come Man 2 ✓
from. She explains how her name has
Woman 1 ✓ ✓ ✓
changed during her life. Taiye was born
in London, UK, to Nigerian and Ghanaian Man 3 ✓ ✓
parents, but grew up in Boston, US. She Woman 2 ✓ ✓
now lives in Rome and Berlin. Thanks ✓
Man 4
to her multinational background and
experience, Taiye is interested in identity C In pairs, ask and answer the questions in A.
and what it really means to be “from”
somewhere. She studied International D Watch Part Two of the video. Match to complete the sentences about Taiye’s name.
Relations and American Studies, and 1. Taiye Selasi a a. is her name now.
in addition to being a writer and a 2. Eyi d b. means “first twin” in her mother’s language.
photographer, Taiye currently gives talks 3. Taiye b c. is her middle name.
around the world. Her Ted Talk is titled,
4. Selasi c d. means “first twin” in her father’s language.
Don’t ask where I’m from, ask where I’m
5. Tuakli f e. is her father’s last name.
a local.
6. Wosornu e f. is her mother’s last name.
To lead into the topic, introduce the idea
of a nickname. If you know that some of E Watch Part Three of the video. Put the events from Taiye’s life in the correct order.
your students have nicknames, use them 3 Her mother marries Doctor Williams when she is three.
as examples. If not, provide an example 1 Born in London as Eyi Taiye Selasi Tuakli Wosornu.
of someone you know. Explain that 2 Her parents separate when she is one.
nicknames are informal names we use for
5 Now her name is Taiye Selasi.
people. They are often short or adapted
versions of one’s first name (for example, 4 Years later, her mother and stepfather separate.
Samuel—Sammy, Sam; Charles—
F Write all of your names. Show them to a partner and answer these questions.
Charlie). Elicit examples of people
students know who have a nickname. 1. Are the names from your mother? 4. Are the names nicknames?
2. Are the names from your father? 5. Is your name different now than in
A • Have students read the directions the past?
3. Are the names from other family members?
and predict what the questions might
G Tell your partner the names of people in your family.
be.
•• Remind students that they don’t My mother’s name is ... My brother’s middle name is ...

need to understand everything they 14

hear. They should just focus on
understanding what questions are
asked (see Teaching Tip).
•• Play the first part of the video, then
C • Have students complete the
review answers as a class. exercise. As time allows, have them
switch partners one or more times to
B • Go over the table with the class, ask several people the questions.
pointing out the things students need
to listen for.
•• Play part one again. Encourage
students to complete the table as
they listen.
•• Have students compare answers in
pairs, then review them as a class.
Replay as necessary if there is any
disagreement.

14 UNIT 1: Friends and Family

WE3e_TB_INT_U1_ptg01.indd 14 2/4/20 12:45 PM

 D • Have students look at the photo and
describe the woman. Prompt with
Writer and photographer questions as necessary. For example,
Taiye Selasi
Is she tall with short gray hair? Refer
them back to Lesson C as needed.
Ask, What’s her name? What’s her
job? Point out the caption.
•• Have students read the directions
and the sentence parts. Clarify
vocabulary as needed.
•• Play Part Two of the video, then
give students time to complete their
answers.
•• Have students compare answers with
a partner, then review as a class. Play
the video again if necessary.
E • Have students read the directions
and the events. Explain that when
two people separate, it means they
are no longer together.
•• Play Part Three of the video.
Encourage students to write their
answers as they listen.
•• Replay the video a second time so
students can check their answers.
•• Check answers as a class.

F • Write your complete name on the

board and any nicknames people
call you. Call on different students to
ask you the questions.
•• Have students write down their
names, then complete the exercise
in pairs.
•• Call on volunteers to tell the class
about their names.
G • Model this exercise by telling the
class about the names of people
15 in your family. Point out the speech
bubbles.
•• Assign students to new pairs to
complete the exercise.
Teaching Tip: Understanding Authentic Videos •• Call on volunteers to tell the class
Understanding authentic videos can be students need to be introduced to the topic about their partner’s family.
very challenging for learners. Therefore, and some of the vocabulary they may hear.
it is important to provide the support they Then, to help them focus and avoid feeling
need to make the content accessible. The overwhelmed, they need to have a specific,
pre-watching (lead-in to the topic), while- achievable task to do while they watch;
watching (for example, A and B), and post- for example, in A, students focus on the
watching (F and G) sequence of exercises questions asked in the video. The post-
ensures the scaffolding students need to watching exercises then focus on students’
be able to understand the main idea and understanding of specific details and finally
some specific details. Before watching, on personalization of the topic.

Video Journal 15

WE3e_TB_INT_U1_ptg01.indd 15 2/4/20 12:45 PM

 UNIT

2
UNI T

Unit Theme
We dedicate a large part of our
2 Jobs around the World
time to our work, so the job we do
Dembo is a baker from
is an important part of who we are.
Gambia. He now works in Italy.
Consequently, what we do is invariably a
topic of conversation when we meet new
people, and with our family and friends.
In the past, people would often work
in the same job or type of job all their
working life, but nowadays jobs change
more quickly as technology affects how
they are done. This means that we need
to be more flexible and willing to develop
new skills during our working life. Despite
the different skills needed in different
fields, work is a universal experience that
students will share with people around
the world, so it is important that they be
able to ask and answer questions about
jobs and what they involve.

Unit Overview
In this unit, students will talk about jobs
and describe cities and countries.
Lesson A introduces vocabulary for
jobs, as well as the verb be with the
indefinite article a / an to say what
people’s jobs are. Lesson B focuses on
asking questions about jobs and saying
numbers. In Lesson C, students will use
be + adjective + noun to describe cities
and countries. Then, in Lesson D, they
will read and talk about jobs around the
world. In Lesson E, students interview
people to find out where they are from
and what they do. Finally, in the Video
Journal, students will watch a video
about Okotanpe—a contact juggler who
performs on the streets of Tokyo.
16

UNIT 2 GOALS Grammar Vocabulary Listening

• Identify Jobs Negative Present of be ; Jobs Focused Listening
• Ask about Jobs Indefinite articles Numbers and Listening for
He isn’t a doctor. Pat’s an artist. Specific Information:
• Talk about Cities and Cities, Countries,
A Conversation about
Countries Be + Adjective + Noun and Continents
the Jobs of Two
• Compare Jobs Russia is a big country. National Geographic
• Interview People Explorers

16 UNIT 2: Jobs around the World

WE3e_TB_INT_U2_ptg01.indd 16 2/4/20 5:23 PM

 Look at the photo and 1 What is Dembo’s job? 2 What jobs are popular in
answer the questions. Where is he from? your country?
About the Photo
This photo shows Dembo “Alex” Sillah,
a Gambian refugee living in Como, Italy.
When he first arrived, Dembo worked
as an intern at a bakery, a job which he
loved and hopes to go back to once he
has permission to work. He also dreams
of returning to The Gambia and setting
up a bakery there. The photo is one of a
series in a project called Working Class
Heroes by Italian photographer Gabriele
Galimberti. He chose to photograph
refugees in jobs they would like to be
doing.
• Point out the unit theme. Elicit jobs from
students and write them on the board.
• As a class, look at the photo and the
caption. Then have students answer
the questions with a partner. Provide
vocabulary for describing the photo as
needed.
• Check answers as a class. Add jobs
to the list on the board as students call
them out. Leave the list on the board.
• Go over the unit goals together. For
each goal, answer any questions and
model or elicit related language. For
example, for Goal B, point to one of the
jobs on the list on the board, and ask,
UNIT 2 GOALS Is this job interesting? What do you do
A. Identify Jobs in this job? For Goal C, elicit the names
of different cities and countries, and
B. Ask about Jobs
adjectives to describe them. For Goal E,
C. Talk about Cities and Countries elicit questions to find out more about
a person. For example, Where are you
D. Compare Jobs
from? What’s your job? Is it interesting?
E. Interview People

17

Speaking and Pronunciation Reading Writing Video Journal

Asking about Jobs Women at Work Writing and A Contact Job
Asking for and Giving Personal Performing an In this video from National
Information Interview Geographic, contact juggler
Interviewing a Classmate Punctuation Marks Okotanpe shows off his skills in
Tokyo, Japan.
Describing Places around the
World
Numbers

17

WE3e_TB_INT_U2_ptg01.indd 17 2/4/20 5:23 PM

 LESSON

A
D
A GOAL Identify Jobs

Vocabulary Vocabulary
A 11 What are the jobs? Listen and label the photos with words from the box.
As a warm-up, have students look at the
architect artist banker chef doctor engineer taxi driver teacher
photos in A and describe them. Provide
vocabulary as needed.

A • Say the words in the box as students

read them. Elicit or explain the jobs,
providing local examples as possible.
For example, for banker, give the
name of a local bank.
1. Jane: engineer 2. Eun: artist 3. Oscar: teacher 4. Dae-Jung: chef
•• Play the audio and check answers
as a class. Answer any questions
students may have about the jobs.
B • Point out the Word Focus note. Clarify
the difference between inside and
outside.
•• Go over the example with the class.
5. Jim: taxi driver 6. Hannah: doctor 7. Harvey: banker 8. Sofia: architect
Elicit or provide examples for each
of the places. For example, give the WORD FOCUS B Which job(s) in A is / are . . . Some answers may vary.
name of a restaurant or hospital that inside in a building 1. in a car? a taxi driver
outside not in a
students are likely to be familiar with. 2. in a school? a teacher
building
•• Have students compare answers I work in an office. =
3. in a hospital? a doctor
in pairs. Then, check answers as a inside
I work in a park. =
class. 4. in a restaurant? a chef
outside
5. in an office? a banker; an architect; an engineer
Grammar 6. outside? a taxi driver, an engineer

Introduce the grammar by saying, I’m

Grammar
a teacher, and writing it on the board.
Underline I’m and circle a. Then say, Negative Present of be; Indefinite Articles
I’m not an artist, and emphasize the
Contractions Indefinite Articles
negative form. Write it on the board
I’m not
and underline I’m not and circle an. a chef.
Elicit example sentences from students. You’re not You aren’t
an artist.
For example, I’m a student / doctor / He’s / She’s not OR He / She isn’t
engineer. I’m not a student / doctor / We’re / They’re not We / They aren’t artists.
engineer. Point to the examples on the *We use a before a consonant sound.
board and label them affirmative be *We use an before a vowel sound.
and negative be. Then, point out the
information in the chart. 18 Unit 2

Elicit examples about students in the

class with She(’s) / He(’s) not / isn’t.
Remind students that contractions are
short forms, and elicit or provide the full Word Bank: Jobs Grammar: Negative Present of be;
forms to check understanding. Finally, accountant computer programmer Indefinite Articles
go over the information about a and an, firefighter government employee Some students may think that contractions
pointing them out in the examples on the aren’t good English. Explain that native
homemaker nurse speakers generally use contractions in
board. Direct students to the Grammar office worker paramedic speaking and in informal writing rather
Reference in the back of the student’s than full forms. Using contractions will
reporter salesperson
book for additional review and practice. help them sound more natural in English.
Depending on students’ language
background, the concept of an indefinite
or definite article might be hard to
understand. You might need to introduce
the and explain the difference between
a teacher and the teacher to illustrate this
concept in English.

18 UNIT 2: Jobs around the World

WE3e_TB_INT_U2_ptg01.indd 18 2/4/20 5:23 PM

 C 12 Look at the photos in A. Listen and fill in the blanks with is or is not. Then listen
and check your answers.
C • Play the audio for item 1 to show
1. Jim is a taxi driver. He is not a doctor.
students what to listen for.
2. Oscar is a teacher. He is not an architect.
•• Play the audio and have students
3. Sofia is an architect. She is not a doctor.
complete the exercise.
4. Dae-Jung is not an engineer. He is a chef. •• Review answers as a class, replaying
5. Eun is not a banker. He is an artist. the audio as needed.
D Fill in the blanks with a or an. Then look at the people in A. Circle T for true or F for false. D • Go over the example with the class.
1. Hannah is a taxi driver. T F Point out that they need to do two
2. Jane is an engineer. T F things: insert a or an, and decide if
3. Dae-Jung is an artist. T F the sentences are true or false.
4. Eun is not a doctor. T F •• Have students complete the exercise

5. Harvey is not an architect. T F individually, then compare answers

with a partner.
E 13 Listen to the conversation. What are Mary and Laura’s new jobs? REAL LANGUAGE •• Review answers as a class and have
Mary – teacher, Laura – chef To show surprise, we can say:
Mary: Hi Laura. How’s life?
formal informal
students correct the false sentences.
Laura: Fine, thanks. How’s your new job? Really? Amazing! Wow! Write the sentences on the board,
Mary: Great. I’m a teacher in a school with young children. having students spell the jobs to
Laura: Wow! Is it interesting? review the alphabet.
Mary: Yes, very. What about you? Are you still a student?
Laura: No, I’m not. I’m a chef now. E • Write the question on the board.
Mary: Really? Where? Have students listen with their books
Laura: In a restaurant downtown. closed and answer the question.
•• Play the audio again as students
F Practice the conversation in pairs. Switch roles and practice it again.
read and confirm their answer.
G Change the underlined words and make a new conversation. •• Point out the expressions for surprise
in the Real Language note and
have students circle them in the
GOAL CHECK Identify Jobs conversation.
Choose a job in A. In pairs, ask and answer questions to guess each other’s jobs.
F • In pairs, have students practice the
Is it in a hospital? Are you a chef? conversation. Remind them to switch
roles and practice a second time.
Yes, it is. / No, it isn’t. Yes, I am. / No, I’m not.
Monitor and check for correct use of
contractions with be, and a / an.
G • Model the exercise by having
students suggest changes for the
underlined words.
•• Assign new pairs for these
conversations (see Teaching Tip).
Jobs around the World 19

GOAL CHECK
Grammar Practice: Negative Teaching Tip: Pairing Students
Present of be; Indefinite Articles •• Explain that students are going to
When we ask students to work with a
Provide or have students find pictures of partner (as in exercises F and G), they play a guessing game to practice the
people doing different jobs. In pairs, have will often want to work with the same new language. Model the game with
them use the affirmative and negative of person because they feel comfortable. a student.
be, and indefinite articles, to write what But it’s important to sometimes push them •• Assign students to pairs to guess the
each person’s job is on individual pieces out of their comfort zone, so they have
of paper. They should write complete the opportunity to learn with and from
jobs. Monitor and assist as needed.
sentences. For example, She isn’t a people who have different accents, levels •• Have students repeat the exercise,
firefighter. She’s a paramedic. Have pairs of competence, and ways of learning. For choosing different jobs. Encourage
mix up their pictures and sentences for some exercises, pair students of a similar them to choose jobs that aren’t in A.
another pair to match them. level of competence; for others, pair Use the Word Bank to provide
students of different skill levels. additional vocabulary.

Lesson A 19

WE3e_TB_INT_U2_ptg01.indd 19 2/4/20 5:23 PM

 LESSON

B
B
D GOAL Ask about Jobs

Listening A Look at the photos of two people. What are their jobs?

As a warm-up, write What…? and

Is / Are…? on the board. Elicit questions
students know with these words (see
Teaching Tip). For example, What’s your
name? Is she young? As necessary, refer
students back to Unit 1, Lesson E. Write
the questions they suggest on the board.

Teaching Tip: Reviewing and

Recycling Language
Reviewing and recycling grammar and
vocabulary that students have worked
with previously allows them to put it
into practice in a new context. The
more students use the language, the B 14 Listen and complete the information.
more they are likely to internalize it. The
Name: Joe Grabowski Name: Hannah Reyes Morales
warm-up exercise in a lesson is often
an appropriate moment to do this, as it Age: 32 years old Age: 29 years old
provides both an opportunity to review Job: Teacher Job: Photographer
previously seen language and prepare
students for the content of the lesson. Country: Canada Country: The Philippines
Is his job interesting? Yes / No Is her job interesting? Yes / No

A • Have students look at the photos and C Are these jobs interesting to you? Why?
describe each person. Ask, What
Photographer is an interesting
do you think they do? What are their job. You travel around the world!
jobs? (See Listening Strategy.)
D In pairs, take turns reading the numbers in English.
Listening Strategy: Predicting
Numbers
Content 0 zero 10 ten 20 twenty 30 thirty
Pre-listening exercises are important 1 one 11 eleven 21 twenty-one 40 forty
to help students prepare for what 2 two 12 twelve 22 twenty-two 50 fifty
they are going to listen to. One 3 three 13 thirteen 23 twenty-three 60 sixty
type of pre-listening exercise is 4 four 14 fourteen 24 twenty-four 70 seventy
predicting content, as in A. By
5 five 15 fifteen 25 twenty-five 80 eighty
looking at the photos and predicting
6 six 16 sixteen 26 twenty-six 90 ninety
the answers to the question,
students are activating language 7 seven 17 seventeen 27 twenty-seven 100 one hundred
and thinking about ideas that they 8 eight 18 eighteen 28 twenty-eight 101 one hundred
might hear. When they listen to the 9 nine 19 nineteen 29 twenty-nine and one
audio, they will be able to confirm
20 Unit 2
or correct their answers, which
provides a motivation to listen.

interesting. You help people learn.

B • Go over the information in the boxes. Provide vocabulary as needed.
•• After students have shared opinions,
Tell students they are going to hear a
conversation about each person in A. compare answers as a class.
•• Encourage students to write their D • Say the numbers for students to
answers as they listen. Play the audio. repeat.
•• Have students compare answers •• As students work in pairs, monitor
in pairs, then replay the audio as and check their pronunciation.
necessary. Check answers as a class. •• Say the numbers again as a class

C • Give students time to think about and / or one by one.

their answers. Remind them they
need to give reasons for their
answers. For example, Teaching is

20 UNIT 2: Jobs around the World

WE3e_TB_INT_U2_ptg01.indd 20 2/4/20 5:23 PM

 PRONUNCIATION: Numbers
Listen to the stress in the “teen” (e.g., 13, 14, 15) and “ten” (e.g., 30, 40, 50) forms of a Pronunciation
number. For teen numbers, the stress is on the second syllable. For ten numbers, the stress
is on the first syllable. Write 13 and 30 on the board. Say them
sixteen – sixty
and help students notice the difference.
Have students identify the stressed
E 15 Listen and circle what you hear.
syllable. Explain syllables and stress by
1. six sixteen sixty 4. seven seventeen seventy dividing the words and emphasizing the
2. four fourteen forty 5. eight eighteen eighty stronger sound: thir | teen
3. three thirteen thirty
E • Make sure students understand that
F 16 Listen to this description and write numbers from E.
they will hear one of the three words
My name’s Rafael and I’m (1) 18 years old. I’m a college student. I study in each item.
30 •• Play the audio and have students
science and there are (2) students in my class. I live with my father,
3 complete the exercise individually.
my grandmother, and my (3) sisters. My father is a teacher and he’s
Then have them compare with a
(4) 40 years old. My grandmother is (5) 70 years old. She’s a
partner.
doctor and she still works! •• Check answers as a class.

G Complete these sentences about you with a number. F • Encourage students to write their
1. I’m years old. answers as they listen. Play the
2. I have brothers and sisters. audio.
3. There are students in my class. •• Check answers as a class.

H Read your sentences aloud in pairs. Write down your partner’s numbers for items G • Have students complete the exercise
1 and 2.
individually.
H • Model the exercise by saying the
GOAL CHECK Ask about Jobs sentences with your numbers and
1. Read the questions and write your answers. Then ask two classmates the having a student write the numbers
questions. Write their answers. on the board.
•• After they have finished, have
Me Classmate 1 Classmate 2
students check the numbers they
What’s your name? wrote with their partner’s sentences.
How old are you?

What’s your (dream) job?

GOAL CHECK
Is it interesting?

•• Have students complete their

2. Tell a partner about your two classmates above.
information. Then, have them move
Jason is 27 years old and he’s a chef. His job is interesting. around the classroom to interview
Jobs around the World 21
other students. Participate in the
exercise yourself to complete your
table.
•• Point out the example in step 2.
Model the exercise by telling a
For Your Information: How Old Are student about someone you spoke to.
You? Encourage them to comment on the
This can be a sensitive question in person’s job. Then have him or her
English-speaking cultures. Traditionally, tell you about someone they spoke
women did not like to say their age,
but this is changing. In general, it’s not
to.
polite for a young person to ask an older •• In pairs, have students talk about the
person’s age in social conversation. people they interviewed. Tell them
You may need to explain this to your they will tell the class about one of
students if ages and age differences are the people their partner talked to.
commonly discussed in their culture. •• Call on volunteers to share with the
class.

Lesson B 21

WE3e_TB_INT_U2_ptg01.indd 21 2/4/20 5:23 PM

 LESSON

C CCGOAL Talk about Cities and Countries

GOAL Talk about Cities and Countries
1. Big Language Expansion: Cities, Countries, and Continents
Language Expansion 1. Big
2. Washington, DC Language Expansion: Cities, Countries, and Continents
2. Washington, DC
3. On four continents A Read about the National Geographic Society. Answer the questions.
As a warm-up, draw a three-column 3. On four continents A Read about the National Geographic Society. Answer the questions.
4. Photographers,
4. Photographers,
1. Is it big or small? 3. Where are the other offices? G
chart on the board and label the columns explorers, and 1. Is it big or small? 3. Where are the other offices?
explorers, and 2. Where is its headquarters? 4. What jobs are there?
Cities, Countries, and Continents. Write scientists 2. Where is its headquarters? 4. What jobs are there?
scientists
the name of the city or town you are in on ARCTIC OCEAN

the board. Elicit or explain which column The National ARCTIC OCEAN
The National
Geographic Society
it goes in. Then point to the Countries Geographic Society London
United Kingdom Beijing
London
column and elicit the name of the country The National Washington, DC United Kingdom China
EUROPE Beijing
Seoul
The National NORTH Washington,
United States DC EUROPE S. Korea
Seoul
Geographic Society AMERICA
NORTH China S. Korea
you are in. Follow the same steps for Geographic Society AMERICA
Mexico City
United States ASIA Hong Kong
is a big organization. ASIA Hong Kong
China
another city or town, ideally on a different is a big organization. Mexico City
Mexico
Mexico
China
Its headquarters is in AFRICA
continent. Finally, move on to continents. Its headquarters is in
Washington, DC, the AFRICA Kigali PACIFIC
PACIFIC
OCEAN
Washington, DC, the Kigali
Rwanda
Elicit or provide the continent for the first capital city of the United PACIFIC Rwanda
OCEAN

example, then the second. capital city of the United PACIFIC

OCEAN SOUTH
States. There are six OCEAN SOUTH
AMERICA INDIAN
States. There are six AMERICAATLANTIC INDIAN
Have students write down as many cities more offices on four
more offices on four
ATLANTIC
OCEAN
OCEAN
OCEAN AUSTRALIA
OCEAN
and countries as they can in 30 seconds. continents. Lots of people AUSTRALIA
continents. Lots of people
work with the National
Then, have them combine their lists work with the National
Geographic Society,
in pairs. Share lists as a class and Geographic Society,
such as photographers,
complete the chart on the board. such as photographers,
explorers, and scientists.
explorers, and scientists. ANTARCTICA
ANTARCTICA
Point out the lesson title. Have students
look at the map. Ask, Which are the
WORD FOCUS B Write thethe
B Write missing city,city,
missing country, or continent
country, from
or continent thethe
from map.
map. C
continents? The countries? The cities? WORD FOCUS
organization a large
organization a large 1. I’m from the UK and my office is in London
London . .
group of people
1. I’m from the UK and my office is in
A • Point out the words and their group of people China is in
with with
one one
goalgoal 2. 2. China is Asia. There
in Asia. areare
There twotwo
offices. I’mI’m
offices. in in
thethe
office in in
office
Hong Kong.
definitions in the Word Focus headquarters
headquartersmostmost Hong Kong.
important office Rwanda is in
note. Then, have students read important office 3. 3. Rwanda is the middle
in the of Africa.
middle The
of Africa. capital
The city
capital is is
city Kigali.
Kigali.
the text and answer the questions 4. We’re from
4. We’re from
South Korea
South Korea . Seoul
. Seoulis the capital.
is the capital.
individually. 5. 5. Mexico City
Mexico City is aisbig city.
a big It’sIt’s
city. thethecapital city
capital of of
city Mexico.
Mexico.
•• Have students compare answers 6. I’m from South America, but my job is in the US
6. I’m from South America, but my job is in the US in in North
North America
America . .
with a partner, then review them as a
C Match thethe
C Match cities to the
cities countries
to the andand
countries continents.
continents.
class.
Cities
Cities Countries
Countries Continents
Continents
B • Go over the example with the class.
SãoSão
Paulo
Paulo Italy
Italy South America
South America
Refer students back to the map in A
Milan
Milan Brazil
Brazil Asia
Asia
and point out the London office.
•• Have students complete the exercise
Jakarta
Jakarta Indonesia
Indonesia North America
North America
individually, then compare with a Vancouver
Vancouver UAE
UAE Middle East
Middle East
partner. Dubai
Dubai Canada
Canada Europe
Europe
•• Check answers as a class.

C • Have students complete the exercise

22 22
UnitUnit
2 2
individually.
•• Check answers as a class by writing
them on the board.
D • Model by saying: My city is...; My Word Bank: Adjectives Grammar: Be + Adjective + Noun
country is...; The continent is... Have busy clean In contrast to some other languages,
students answer the questions with a crowded dangerous English requires that a verb be used with
partner. an adjective (Tokyo is big.) and with an
dirty dry adjective + noun (Tokyo is a big city.).
•• Share answers as a class.
friendly important Emphasize to your students that every
Depending on your group’s modern noisy sentence in English needs a verb, and be
background, ask: How many is a verb. Students should also notice the
pleasant pretty
countries do we have here? How order of adjectives and nouns in English.
many continents? If students are from quiet safe The adjective comes before the noun:
the same country, ask: How many Russia is an interesting country.
towns or cities do we have here?

22 UNIT 2: Jobs around the World

WE3e_TB_INT_U2_ptg01.indd 22 2/4/20 5:23 PM

 D MY WORLD What is your town or city? Country? Continent? Santiago.
D MY WORLD What is your town or city? Country? Continent? Santiago. Chile ... in
E In small groups, play a game: One student says a city. The others guess the Chile ...
South in
America!
Ecountry
In small groups,
and play aYou
continent. game: Onepoint
get one student
for says
each.aThen
city. The others
another guesssays
student the a city. South America! E • Model the game by saying a city
country and continent. You get one point for each. Then another student says a city. and awarding points if they get the
Correct. Two points!
Grammar Correct. Two points! country and the continent.
Grammar •• Divide students into groups of four to
Be + Adjective + Noun play the game. Monitor and assist as
Be + Adjective + Noun
Statement Question Answer needed.
Statement Question Answer
Africa is a big continent.
Africa is a big continent.
Is the United Kingdom a big country?
Is the United Kingdom a big country?
No, it isn’t. It’s a small country.
No, it isn’t. It’s a small country. Grammar
Paris is a beautiful city. Is Apple a big company? Yes, it is.
Paris is a beautiful city. Is Apple a big company? Yes, it is. Introduce the grammar by writing on
the board, [city] is a beautiful city.
F Match the question to the answer.
F Match the question to the answer.
Help students identify the verb be, the
1. Is China a big country? bb a. No, it isn’t. It’s a big company. adjective, and the noun being described.
1. Is China a big country? a. No, it isn’t. It’s a big company.
2. Is Rome an interesting city? dd b. Yes, it is. There are over 1 billion people. Go over the examples in the chart. Point
2. Is Rome an interesting city? b. Yes, it is. There are over 1 billion people. out the word order change in questions,
3. Is Apple a small company? aa c. No, I’m not. I’m at Oxford. It’s big!
3. Is Apple a small company? c. No, I’m not. I’m at Oxford. It’s big! and the short answers. Then, elicit
4. Are you at a small college? cc d. Yes, it is. It’s also a very old city!
4. Are you at a small college? d. Yes, it is. It’s also a very old city! adjectives students know and write
G In pairs, ask and answer questions with these words. SPEAKING STRATEGY them on the board. Call on students to
G In pairs, ask and answer questions with these words. SPEAKING STRATEGY
1. Are you from / interesting country? 3. Are / from / old city? Say Where You are make sentences using a city, country,
1. Are you from / interesting country? 3. Are / from / old city? Say Where You are
From
From
or continent, and is + adjective +
2.2.Are / from / big city?
Are / from / big city?
4.4. Are / from / small school?
Are / from / small school? Where are you from?
Where are you from?
I’m from ...
noun. Direct students to the Grammar
I’m from ...
Conversation Are you a (teacher)? Reference in the back of the student’s
Conversation Are you a (teacher)?
Are you from (China)?
Are you from (China)? book for additional review and practice.
HH 1717 Where
Whereisiseach
eachperson
personfrom?
from?Practice
Practicethe
theconversation
conversationininpairs.
pairs. Is it a (town / city /
Is it a (town / city /
Mohamed
Mohamed––Cairo,
Cairo,Chris
Chris––Washington,
Washington,DC
DC country)?
Chris:Hi,
Chris: Hi,I’m
I’mChris.
Chris.I Iwork
workwith
withaacomputer
computercompany.
company. It’s
country)? F • Clarify vocabulary in the questions.
It’s in
in // near
near (Egypt
(Egypt //
Mohamed:Nice
Mohamed: Nicetotomeet meetyou,
you,Chris.
Chris.My
Myname’s
name’sMohamed.
Mohamed. Cairo).
Cairo). •• After
students compare answers with
Chris:Where
Chris: Whereare areyou
youfrom,
from,Mohamed?
Mohamed? a partner, review answers as a class,
Mohamed: I’m from Egypt.
Mohamed: I’m from Egypt. writing them on the board.
Chris:Really?
Chris: Really?Are Areyou
youfrom
fromCairo?
Cairo?
Mohamed:Yes,
Mohamed: Yes,I am.
I am. G • Elicit the questions students need to
Chris:Oh,
Chris: Oh,it’sit’sa abeautiful
beautifulcity!
city! ask. Write them on the board and say
Mohamed: Yes, it is. Andvery
Mohamed: Yes, it is. And veryold.
old.What
Whatabout
aboutyou?
you? them for students to repeat.
Chris:I’m
Chris: I’mfrom
fromWashington,
Washington,DC. DC.It’s
It’saabeautiful
beautifulcity,
city,but
butititisn’t
isn’told
oldlike
like Cairo.
Cairo. •• Erase the questions and have
students ask and answer them with a
partner.
GOAL
GOALCHECK
CHECK Talk
Talkabout
aboutCities
Citiesand
and Countries
Countries
1.1.Choose
Choosea afamous
famousperson.
person.Write
Writedown
downhis
hisororher
herjob,
job,city,
city,country,
country,and
andcontinent.
continent. Conversation
2.2.Work
Workininpairs.
pairs.Pretend
Pretendtotobe
beyour
yourfamous
famousperson.
person.Then
Thenguess
guessyour
yourpartner’s
partner’s person.
person.
H • Have students listen with their books
• •Meet
Meetthe
theother
otherperson
personand
andsay
sayyour
your •• Ask
Askwhere
wherethe
theother
other person
person is
is from.
from.
closed first. Write the question on the
person’s
person’sname
nameand
andjob.
job. •• Ask
Askabout
abouttheir
theirtown
town // city
city // country.
country. board, then play the audio.
Jobs
Jobs around
around the
the World
World 23 •• Have students open their books.
Replay the audio as they read and
confirm their answers.
•• Have students role-play the
•• Model the exercise with a student,
Grammar Practice: Be + Adjective + conversation.
using the conversation in H as a
•• Point out the Speaking Strategy note
Noun model.
Have students research a country in •• Assign students to pairs to have their
and model the questions by asking
a different region of the world than the different students.
conversations. Monitor and assist as
one in which they live. Have them find needed.
out about the country’s size, capital
city, and what continent it is on. Divide
the class into small groups and have GOAL CHECK
students present their information to their
group using be + adjective + noun when •• Give
students time to think of a
appropriate. For example, Italy is a small person and prepare their information.
country. Rome is the capital city. It is a
Use the Word Bank to provide
beautiful city. The continent is Europe.
Europe is a big continent. additional vocabulary.

Lesson C 23

WE3e_TB_INT_U2_ptg01.indd 23 2/4/20 5:23 PM

 LESSON

D
D GOAL Compare Jobs

Reading Reading
WOMEN
AT WORK
A Look at the photo. Where do you think the woman
As a warm-up, have students look at and her daughter are from?
the photo and describe what they can
see. Provide vocabulary as necessary B Read paragraph 1. Answer the questions.
and write the words on the board (e.g., 1. What is Alison’s job? She’s a photographer. 1 Alison Wright is a photographer. She’s
sewing machine, fabric, table, etc.). 2. Where is she from? New York from New York, but she works all over the
world. She takes photographs for National
3. Where is her job? Africa, Asia, South America,
A • Have students discuss the question and the Middle East. Geographic and for humanitarian aid
4. Are most of her photographs of men? No, they organizations on different continents—
with a partner, then compare answers aren’t. Lots are of women and children.
Africa, Asia, South America, and in
as a class (see Reading Strategy). C Read paragraph 2. Where do the women ...
regions like the Middle East. Lots of her
Write students’ suggestions on the 1. cook food? at home photographs are of women and children.
board to come back to after they 2. make clothes? in factories
2 The photo on this page is from a group
read. 3. help people? in hospitals of photos by Alison. They show “Women at
Work.” They are photos of women—they
D Read paragraph 3. Underline the correct words to
Reading Strategy: complete the sentences.
cook food or have small businesses at
Pre-reading—Predicting home, and work other jobs like farming,
1. Abau is / isn’t from South Sudan. making clothes in factories, or work at
Predicting information that will be
2. She makes / buys clothes. hospitals.
in a text, as in A, is an effective
strategy for learners. By doing this, 3. Abau works at home / in a factory.
they will activate prior knowledge
about the topic and any related GOAL CHECK
language they already know. This
will help them be more prepared 1. Compare the jobs in pairs. Check (✓) the
words for each job in the table.
when they read. Students should
be reminded of strategies like this Photographer Doctor Farmer
before they begin reading so that
they get into the habit of putting works outside
them into practice.
travels a lot

works a lot of hours

B • Go through the questions and
makes something
encourage students to circle words
they think will help them find the helps people

answers in the article (key words). is interesting

•• Point out the definition for the term in
bold in the article, then have students 2. Choose two more jobs and compare them.
read the first paragraph only. Allow Use the words in the table.
them one minute to read and answer A photographer works outside, Both are interesting jobs.
the questions so that they stay but a nurse works inside.
focused on finding the answers to the
questions (see Teaching Tip).
24 Unit 2
•• Have students compare their
answers with a partner before
reviewing as a class.
•• Have students point out where in the
paragraph they found the answers. Teaching Tip: Timing Reading
Pushing students to read within an
C • Go over the questions, clarifying established amount of time pushes them
vocabulary as needed. Again, give to become more fluent readers. If they
students a specific, short amount of know they only have a certain amount
of time, they are more likely to focus on
time to read the second paragraph
finding the information they need and
and answer the questions. not get stuck on trying to understand
•• Check answers as a class. every word in the text. This is a common
issue with students and often leads to
frustration when reading. Emphasizing to
students that they should read the text in
the time specified and focus on answering
the specific task may help avoid this
frustration and build reading confidence.

24 UNIT 2: Jobs around the World

WE3e_TB_INT_U2_ptg01.indd 24 2/4/20 5:23 PM

 3 The photo shows 26-year-old Abau Flora 4 The women in the photos Alison takes do
and her daughter. They are from Juba, in South many jobs. They all have one thing in common,
Sudan. Abau has a business—she makes clothes though: they work hard to create a better future. D • Have students read the third
in her home with a sewing machine. Her sewing
humanitarian aid organization an organization that helps
paragraph to complete the
machine is from an aid organization. With her people sentences.
business, she makes money and helps support
•• Review the answers as a class, then
her family.
have students read the complete
article. After reading in sections,
it is generally a good idea to get
students to read the whole article
individually to help them solidify their
understanding of the text as a whole.
After they have read it, clarify any
remaining vocabulary questions.
•• Finally, go back to students’
predictions in A. Ask, Did anybody
predict Sudan? Elicit what students
know about Sudan. For example,
Which continent is it on? What is the
capital city? As appropriate, have
students look it up if they don’t know
(see For Your Information).

GOAL CHECK
•• Go over the directions and the table
with the class. Explain new phrases,
such as works a lot of hours and
helps people, by giving examples.
For example, A teacher prepares
classes for her students, gives the
classes, and checks homework. A
teacher works a lot of hours.
•• Model the exercise by having the
class help you complete the column
for photographer. Note that students
may have different opinions about
what each job involves or is like.
Encourage them to express these
different ideas.
Jobs around the World 25 •• Assign students to pairs and
have them talk about the jobs and
complete the table.
•• For step 2, elicit other jobs and
compile a list on the board. Point
Expansion Activity For Your Information: Sudan
out the examples in the speech
In pairs, have students research Alison The Republic of Sudan, usually referred
bubbles, then have students
Wright’s Women at Work photos and to as Sudan or the Sudan, is in northeast
choose two or three to compare the jobs Africa. Khartoum is the capital city. Sudan compare other jobs. Monitor and
the women are doing. Have students is bordered by several countries: Egypt, assist with vocabulary as needed.
use the words in the Goal Check to Eritrea, Ethiopia, South Sudan, the Central See Expansion Activity for further
compare the jobs. Pairs can join to make African Republic, Chad, and Libya. With practice.
groups of four and share their photos and an area of 718,723 sq. mi. (1,861,484 sq.
comparisons. km.), Sudan is the third-largest country
in Africa. In 2018, its population was
estimated to be 43 million.

Lesson D 25

WE3e_TB_INT_U2_ptg01.indd 25 2/4/20 5:23 PM

 LESSON

E
E GOAL Interview People

Communication Communication

As a warm-up, write these prompts on A

A Write
Write five
five jobs
jobs you
you know.
know. You
You can
can use
use aa dictionary
dictionary to
to write
write new
new jobs
jobs (that
(that are
are not
not
in
in this
this unit).
unit).
the board: What / How / Where / Is /
Are…? B
B In
In pairs,
pairs, compare
compare your
your lists.
lists. In
In your
your opinion,
opinion, which
which jobs
jobs are
are interesting?
interesting? Which
Which
Have students write as many questions jobs
jobs are
are boring?
boring?
as they can in one minute using the C
C Look
Look at
at the
the photos
photos of
of Intan
Intan and
and Henry.
Henry. Answer
Answer the
the questions
questions in
in pairs.
pairs.
prompts. Then, have students compare 1. Where
1. Where do
do you
you think
think these
these people
people are
are from?
from?
with a partner and combine their lists of Intan is from Indonesia, Henry is from the US.
2. What
2. What are
are their
their jobs?
jobs?
questions (see Teaching Tip). A fisherman and a diver
3. Are
3. Are they
they old
old or
or young?
young?
Call on each pair to read their list of Young
4. Are
4. Are their
their jobs
jobs interesting?
interesting?
questions aloud. Write them on the board
and have the class help you correct them 5. Are
5. Are they
they inside
inside or
or outside?
outside?
Outside
as necessary. Point out the lesson title
and explain that when we interview a
person, we ask them questions.

Teaching Tip: Think-Pair-Share

When we use brainstorming to lead into
a topic, as in the warm-up, the think-
pair-share strategy can be helpful. Less
confident students may be unsure that
they have understood or that their ideas
are correct; this strategy gives them
the chance to both check their ideas
and add to them by combining theirs
with their partner’s before sharing with
the class. Talking to a partner is a safer
environment to try out ideas and confirm
understanding, and can help boost
confidence.

A • Encourage students to use

classroom dictionaries if available, or
direct them to student-friendly online
dictionaries to look up jobs they
haven’t seen in the unit. For example,
nurse, lawyer, computer analyst,
office manager.
B • Have students compare their lists
26
26 Unit
Unit 22
and share their opinions. Monitor and
assist with vocabulary as needed.
•• Call on several students to share their
opinions about different jobs. Expansion Activity
C • Look at the photos as a class and Students can categorize the jobs on their
describe them. Write words students lists in B into inside or outside, and then
add the specific place where possible.
suggest on the board. For example, bank clerk – inside – bank;
•• Point out the questions and have firefighter – inside and outside – fire
students discuss them with a partner. station, other buildings, and streets.
•• When pairs have finished, share Encourage students to use dictionaries to
ideas about the people in the photos find the names of different workplaces.
and opinions about their jobs as a
class.

26 UNIT 2: Jobs around the World

WE3e_TB_INT_U2_ptg01.indd 26 2/4/20 5:23 PM

 Writing
WRITING
WRITING SKILL:
SKILL: Punctuation
Punctuation Marks
Marks Writing
Use period at
Use aa period at the
the end
end of
of aa sentence.
sentence. II amam from
from Brazil.
Brazil.
Use
•• Go over the information in the Writing
Use aa question mark at
question mark at the
the end
end of
of aa question.
question. Are
Are you
you from
from Brazil?
Brazil?
Use
Use an apostrophe with
an apostrophe with contracted
contracted forms.
forms. I’m
I’m from
from Brazil.
Brazil. Skill chart with the class. Have
Use comma with
Use aa comma with short
short answers.
answers. Yes,
Yes, II am.
am. students suggest more examples
Use
Use an
an exclamation mark to
exclamation mark to show
show excitement.
excitement. II love
love my
my job!
job!
for each punctuation mark and write
D
D Read
Read an
an interview
interview with
with Intan.
Intan. Circle
Circle all
all of
of the
the punctuation
punctuation marks.
marks.
them on the board.
•• Have students go back to the
A:
A: What’s
What’s your your name?
name?
conversation in H, in Lesson C, and
B:
B: My
My name’s
name’s Intan.Intan.
circle an example of each of the
A:
A: Where
Where are are you
you from?
from?
punctuation marks.
B:
B: I’m
I’m from
from Indonesia.
Indonesia.
•• Note: Here the apostrophe is
A:
A: What’s
What’s your your job?
job?
B:
B: I’m
I’m an
an ocean
ocean diver.
diver. only presented with contractions,
A:
A: Is
Is your
your job job interesting?
interesting? but some students may already
B:
B: Yes,
Yes, itit is.
is. But
But it’s
it’s also
also dangerous!
dangerous! be familiar with its use to show
possession. There is an example
E
E Read
Read an
an interview
interview with
with Henry.
Henry. Add
Add the
the punctuation.
punctuation. of this use in Lesson D, exercise B,
A:
A: Whats
Whats your name What’s your name?
your name question 1: What is Alison’s job?
B:
B: My
My names
names Henry Henry My name’s Henry.
D • Have students complete the exercise
A:
A: Where
Where are are you from Where are you from?
you from
B:
B: Im
Im from
from the US I’m from the US.
the US individually.
A:
A: Whats
Whats your job What’s your job?
your job •• Checkanswers as a class, writing
B:
B: Im fisherman I’m a fisherman.
Im aa fisherman or displaying the interview with the
A:
A: Is
Is your
your job easy Is your job easy?
job easy punctuation marks added.
B:
B: No
No itit isnt
isnt Its
Its very difficult No, it isn’t. It’s very difficult.
very difficult
A:
A: Is interesting it interesting?
Is itit interesting Is E • Have students complete the exercise
B:
B: Yes
Yes itit is is Yes, it is. / Yes, it is! individually. Then, have them
compare their punctuation marks with
a partner’s.
GOAL CHECK Interview People •• Review answers as a class. Write the

1. Interview
1. Interview aa classmate,
classmate, friend,
friend, or
or family
family member.
member. Ask
Ask four
four or
or five
five questions.
questions. For
For correct sentences on the board as
example,
example, youyou can
can ask
ask questions
questions about
about where
where they
they live,
live, what
what they
they do,
do, where
where students call them out.
they
they are
are from,
from, etc.
etc.
2. Write
2. Write the
the interview
interview down.
down.
3. Exchange
3. Exchange interviews
interviews with
with aa partner.
partner. Is
Is the
the punctuation
punctuation correct?
correct? GOAL CHECK
•• Check understanding of the different
steps of the exercise, then give
students time to prepare their
questions.
Jobs
Jobs around
around the
the World
World 27
27 •• As time allows, have students use
their questions to interview someone
outside of class (family or friends
after school). If that’s not possible,
Writing Skill: Punctuation Marks Expansion Activity have students interview a classmate.
Languages may differ in how they use In pairs, have students write a •• Remind them to write down what the
some punctuation marks. For example, conversation. Challenge them to include person says so they can write the
depending on students’ first and other all five punctuation marks from the conversation (as in D and E.) after
languages, they may be used to using Writing Skill chart. Monitor and check the interview. This can be done in or
commas where English prefers a correct use of the punctuation marks.
out of class.
period. Therefore, it is important that Then, have them copy their conversation
•• In class, help students understand
students notice how punctuation marks onto a separate piece of paper without
are used in English to be able to use punctuation marks. Have them exchange that reading each other’s work is
them appropriately when they write. conversations with another pair and add helpful for them, and have them
Punctuation needs to be focused on and the punctuation marks. When they have check the punctuation in their
students should be given opportunities to finished, they can check them against the partner’s interview.
specifically practice it. other pair’s original.
•• Have students make corrections to
their interviews as necessary.

Lesson E 27

WE3e_TB_INT_U2_ptg01.indd 27 2/4/20 5:23 PM

 VIDEO JOURNAL
Video Journal
A CONTACT JOB
About the Video
This video shows Japanese contact A Look at the small photo. What’s his job? Where B Are there street performers in your town or city?
is his job? He’s a juggler, he works outside. Are they interesting?
juggler Okotanpe demonstrating his skills
on the streets of Tokyo, where he’s a C Watch the video and answer the questions.
very popular street performer. Okotanpe 1. Which city is he in? Tokyo
describes himself as a performing No, he isn’t. He’s a
2. Is Okotanpe a musician?
juggler. As well as his contact juggling, contact juggler.
3. Where is his job? Outside, on the street
he has created incredible juggling acts
involving fire and light. He discovered 4. Is it a difficult job? Yes, it is.
juggling while traveling in 2000 and has D What is the difference between a juggler and a
performed in several different countries. “contact juggler”? Where are the balls? With a juggler,
the ball goes into the air. The ball is always on the body with a contact juggler.
Okotanpe is also an accomplished mime
E Underline the correct words. Then watch the
artist.
video again to check your answers.
A • Look at the photos as a class and 1. There are thirteen / thirty million people
in Tokyo.
have students say where they think
2. Tokyo is a small / big city.
the man is.
•• After students have answered the 3. The ball is soft / hard plastic.

questions, share answers as a class. 4. It’s boring / interesting for the people in
the street.
B • Explain street performer and 5. Okotanpe is / isn’t popular.
elicit or provide other examples. For 6. Okotanpe uses four / fourteen balls.
example, musicians, clowns, and
Street performers are musicians, jugglers, and
mime artists. artists. This man is a juggler.
•• Have students answer the questions
individually, then compare answers
with a partner.
•• Share answers as a class and talk
about street performers.
C • Ask students to identify what
information they need to pay attention
to when they watch the video. For
example, the name of a city, the
man’s job, and where he does it.
•• Play the video. Encourage students
to take notes as they watch. Remind
them that they don’t need to
understand everything they hear (see 28
Teaching Tip).
•• Have students compare answers with
a partner, then review answers as a
class. Replay the video as necessary
to clarify answers. Teaching Tip: Understanding
Authentic Materials
Understanding authentic videos can be
very challenging for learners. Therefore,
it is important to remind them that they
don’t need to understand everything they
hear. Tell them that they can use what
they understand about the context and
visual clues to help them make logical
guesses about ideas that they don’t fully
understand.

28 UNIT 2: Jobs around the World

WE3e_TB_INT_U2_ptg01.indd 28 2/4/20 5:23 PM

 D • Go over the questions as a class,
then have students try to explain
the difference. Refer students to the
F Write five questions for Okotanpe (e.g., Where is your job? Is it easy?).
two photos as necessary. Provide
G Work in pairs. vocabulary as needed, writing it on
the board.
Student A: Ask your questions from F.
Student B: You are Okotanpe. Answer the questions. E • Have students work individually to
Switch roles and ask your questions. complete the exercise.
•• Play
the video again. Give students
time to confirm or correct their
answers. Check answers as a class.
F • Review question forms briefly,
Contact juggler
Okotanpe eliciting examples from students. For
example, Is it interesting? Where are
you from?
•• Have students write their questions.
Encourage them to write more than
five if they can. Monitor and assist as
needed.
G • In pairs, have students carry out their
interviews. Monitor and note common
mistakes with question forms, be, or
contractions (see Teaching Tip).
•• Remind students to switch roles so
both students have the opportunity to
ask their questions.

Teaching Tip: Feedback

When students are carrying out
communicative exercises, such as
G, where the focus is on fluency
and getting the message across,
it is generally not a good idea
to interrupt them to correct their
language. As you monitor, note any
common mistakes and use them to
give feedback after students have
completed the exercise (without
identifying who made the mistakes).
29
Alternatively, you might use them
to prepare an exercise for a future
class that will help students notice
these mistakes. For example,
write or display the statements or
Expansion Activity questions as they were said on the
Have students think of a street performer board, and have the class, or pairs,
they have seen (or look up “street make the corrections.
performers” on the internet) and write
notes about what he or she does, where
they usually perform, and people’s
opinions of the performer. Students can
then tell the class about the performer. In
large classes, students can talk about the
street performers in small groups.

Video Journal 29

WE3e_TB_INT_U2_ptg01.indd 29 2/4/20 5:23 PM

 UNIT

3
UNI T

Unit Theme
The houses and apartments we live in
3 Houses and Apartments
are an expression of our culture and our
identity. Thus, homes are different around
the world. The differences may be in the
type of home—a brick house, a wooden
cabin, a mobile home, or an apartment
building—or in the location of the home—
life in a small, rural town will not be the
same as life in an apartment downtown
in a crowded, capital city. Yet, at the
same time, homes all over the world have
similarities because of our shared human
experience. Usually, home is where
we sleep, eat, and share space with
our loved ones. Therefore, the concept
of home, whether it is a house, an
apartment, a yurt, or a boat, is something
students generally have in common.

Unit Overview About 7.5 million people live

In this unit, students will learn to talk in Hong Kong. Most people
about houses and apartments and to live in apartments.
describe their own homes.
Lesson A introduces vocabulary for
the rooms in a house or apartment and
the grammar structure there is / are to
talk about them. Lesson B focuses on
comparing houses. Lesson C introduces
vocabulary for objects in a house or
apartment, and prepositions of place
to describe where they are. Then, in
Lesson D, students will read and talk
about a house for astronauts in Hawaii.
In Lesson E, students will describe their
own homes. Finally, in the Video Journal,
students will watch a video about living
in a lighthouse.

30

UNIT 3 GOALS Grammar Vocabulary Listening

• Talk about Rooms There is / There are; Singular and Places in a Home Listening for General
• Compare Houses Plural Nouns Furniture and Understanding and
There are three bedrooms. Household Objects Specific Details:
• Say Where Objects Are People Talking about
Is there a garage?
• Give Your Opinion Their Homes
Prepositions of place:
• Describe Your Home in, on, under, next to, between
Your magazine is under your bag.

30 UNIT 3: Houses and Apartments

WE3e_TB_INT_U3_ptg01.indd 30 2/4/20 12:58 PM

 Look at the photo and 1 Are these apartments or 2 In your town or city, are most
answer the questions. houses? Where are they? people in apartments or houses?
About the Photo
This photo was taken by award-winning
photographer, Andrei Duman. Andrei is
known for his travel photography and
his use of aerial photography. However,
for this photo he had to lie on his back
at two o’clock in the morning to get
the shot he wanted. With this angle, he
captures the enormity of the apartment
building and the vast number of people
living there. Hong Kong is one of the
mostly densely populated places in the
world. Consequently, most people live in
apartment buildings like these.
• As a class, look at the photo and the
caption. Point out the unit theme, then
have students answer the questions
with a partner. Provide vocabulary for
describing the photo as needed, and
write it on the board.
• Share answers as a class. Have
students compare the apartment
buildings in the photo with apartment
buildings where they live. For example,
ask, Are the apartment buildings this tall
in your city? Are they small or big?
• Go over the unit goals together. For each
goal, answer any questions and model
or elicit related language. For example,
UNIT 3 GOALS
for Goal A, elicit rooms in a house or
A. Talk about Rooms apartment, and write them on the board
B. Compare Houses
(kitchen, dining room, etc.). For Goal
C, elicit objects we have in our house
C. Say Where Objects Are (TV, table, chairs, etc.). For Goal E, elicit
D. Give Your Opinion adjectives to describe houses. Then ask,
Do you live in a house or an apartment?
E. Describe Your Home Is it big or small? Modern? Old?

31

Speaking and Pronunciation Reading Writing Video Journal

Describing Your Home Home Sweet Home? Writing a A Day in the Life of a Lighthouse
Saying Where Things Are Description of Keeper
Your Home This video from the National
Syllables and Stressed Syllables
and Geographic Short Film Showcase
follows a day in the life of a
lighthouse keeper in Uruguay.

31

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 LESSON

A
D
A GOAL Talk about Rooms

Vocabulary Vocabulary
A Match the words to the apartment. Write each letter in the correct place. For
As a warm-up, write rooms on the board bedroom, door, and window, there is more than one correct answer.
and explain that the classroom is a a. balcony b. bathroom c. bedroom d. closet e. dining room
room. Show pictures of different rooms f. door g. hall h. kitchen i. living room j. window
in a house and elicit any words students
already know in English. Write them on j
the board.
c b c
A • Model the words in the box as There are three
students read them. Point to one of bedrooms and
several doors and
the beds in the apartment and say, windows.
bed while miming sleeping. Elicit the c g
name of the room from the words in
the box. Mime eating and say, I eat in d
the dining room. e
•• Have students complete the exercise
a
with a partner.
•• Check answers as a class. i
h
B • Say each activity as students read, f
then mime the action.
•• Have students complete the exercise, B Write the name of the room(s) where you do these activities.
then compare with a partner. 1. cook food kitchen 4. sleep bedroom
•• Review answers as a class. 2. eat food kitchen / dining room 5. take a bath bathroom
WORD FOCUS 3. watch TV living room / bedroom 6. put clothes away closet
C • Point out the Word Focus note and home the house or
check that students understand the apartment you live in C MY WORLD What is your favorite room in your home? Why?
concept of home.
•• Model the exercise by having a My bedroom is my favorite The living room. I watch
room. I sleep in it! TV with my family.
student ask you the question. Make
sure students understand that they
can use the vocabulary from A and B Grammar
to answer the questions.
•• In pairs, have students talk about There is / There are
their favorite rooms. Statement Question Answers
•• Call on volunteers to share their Yes, there is.
There is a kitchen. Is there a closet?
No, there isn’t.
answers. Yes, there are.
There are three bedrooms. Are there two bathrooms?
No, there aren’t.
Grammar The contraction of There is = There’s
*

32 Unit 3
Introduce the structure by saying, There
are [X] students in our class. Write There
is… and There are… on the board and
elicit or provide other examples. For
example, There is a board. There are [X] Word Bank: House / Teaching Tip: Plural Forms
chairs. Go over the examples in the chart. Apartment Areas In general, we add -s to the singular form to make nouns plural:
Help students notice the change in the attic basement book – books. However, there are a few exceptions:
word order for questions and point out courtyard driveway If a word ends in ch, sh, s, x, or z, add -es: watch – watches
that only there is has a contracted form. family room garage If a word ends in a consonant + y, change the y to i and add
Go through the singular and plural noun -es: party – parties
home office pantry
forms and explain that we add -s when If a word ends in -f, change the f to v and add -es: leaf – leaves
we are talking about more than one. Point patio
If a word ends in -fe, change the f to v and add -s: life – lives
to the apartment plan and ask further Finally, there are some nouns that have irregular plural forms:
questions using Is there / Are there. Direct
person – people woman – women
students to the Grammar Reference in the
child – children tooth – teeth
back of the student’s book for additional
review and practice. man – men

32 UNIT 3: Houses and Apartments

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 Singular Nouns Plural Nouns
1 house 2 houses
1 bedroom 2 bedrooms
D • Remind students to use the
*Add an -s to the end of the word to make it plural.
contracted form where possible.
Have them complete the exercise
D Complete the sentences with the correct form of there is or there are. individually.
1. There’s / There is a kitchen. •• Have students compare with a
2. There are four windows. partner, then review answers as a
3. Is there a living room? class. Discuss any disagreement as
4. Are there two bathrooms? necessary.
5. A: Are there two dining rooms? E • Model the exercise by doing the first
B: No, there aren’t / . There’s one. item together. Write the sentence on
are not
E Put the words in the correct order. the board.
•• Have students complete the exercise
1. ‘s / There / a / dining room. / big There’s / There is a big dining room.
individually, then compare with a
2. a / isn’t / There / balcony. There isn’t a balcony.
partner.
3. two / Are / kitchens? / there Are there two kitchens?
•• Check answers as a class.
4. are / two / bedrooms. / small / There There are two small bedrooms.
5. a / there / Is / hall? Is there a hall? Conversation
Conversation F • Point out the explanations of realtor
F 19 Write the correct form of be in this conversation. Then listen and check WORD FOCUS and client in the Word Focus note.
your answers. A realtor sells houses •• Have students complete the exercise
Realtor: What about this apartment?
and apartments. A individually.
client buys them.
Client: (1) Is it a big apartment? •• Play the audio and write the correct

Realtor: Yes. There (2) are three bedrooms. answers on the board.
Client: And bathrooms?
G • Assign students to pairs to practice
Realtor: There (3) ’s one bathroom.
Client: (4) Is there a balcony?
the conversation. Monitor and help with
Realtor: No, there (5) isn’t . But there (6) ’s a the pronunciation of there is / are and
living room with a big window. the new vocabulary as necessary.
•• Remind students to change roles and
G Practice the conversation in pairs. Switch roles and practice again.
practice again.
•• As time allows, have students
change partners and practice the
GOAL CHECK Talk about Rooms conversation again. Encourage them
1. Draw a floor plan of your home with the rooms, doors, and windows. to change some of the information.
2. In pairs, talk about the rooms in your home and ask questions.

There’s a... There are... Is there a... Are there... GOAL CHECK
•• Model this exercise by drawing or
Houses and Apartments 33
displaying a floor plan of your home.
Point out the examples. Say one
or two sentences about your home
(There’s a big kitchen.), then elicit
Grammar: There is / There are Grammar Practice: There is / questions from the class (Are there
There is / There are is used to talk about There are two bedrooms?).
the existence of items in a particular After completing the Goal Check exercise, •• Have students draw their plans,
place. These sentences should include an have students write at least two statements,
indication of quantity (There are ten / many / as well as two questions and their answers,
then assign them to pairs to ask and
some books on the table.) and a reference about their home on separate pieces of answer questions about their homes.
(explicit or understood) to a place. paper. After you have checked them, •• Monitor and prompt students as
There is / There are is not used with have students cut each one up. In pairs, necessary.
proper nouns. have students unscramble their partner’s
statements, questions, and answers and
then match the questions to their answers.
Tell students to look at their partner’s floor
plan to check their answers.

Lesson A 33

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 LESSON

B
D
B GOAL Compare Houses

Listening
As a warm-up, review the vocabulary from
Lesson A by writing house / apartment
in a circle in the middle of the board and
connecting it to another circle saying
rooms. Elicit words to create a mind map
on the board (see Teaching Tip).

A • As a class, look at the photos and

describe them.
•• Explainthe meaning of floor and roof
as necessary.
•• Have students complete the table,
then compare answers with a partner.
•• Check answers as a class.

B • Point out the information in the Word

Focus note. Point to the photos of the Listening
houses and ask, Are there elevators A What do you see in the photos of the apartments and houses. Check (✓) the words.
in this house? Are there stairs? Apartments Houses
•• Have students read the directions Balcony ✓
and the question. Windows ✓ ✓
•• Play the audio. Two floors ✓
•• Review answers as a class. Lots of floors ✓
Doors ✓ ✓
C • Depending on the level of your Front yard ✓
students’ understanding, you might Roof ✓
choose to play the audio again and
WORD FOCUS B 20 Listen to two people. Which photos are they in? Antonio: right photo
encourage students to circle their Lily: left photo
In houses, people
answers as they listen. go upstairs and C Read the sentences. Circle T for true or F for false.
•• Check answers as a class. Replay downstairs. In
apartment buildings, 1. Antonio is from Mexico. T F
the audio as necessary. people take the stairs 2. His house is old. T F
or the elevator.
3. The car is in the front yard. T F
For Your Information: How Many 4. His favorite place is the roof. T F
Bedrooms? 5. Lily is eighty years old. T F
In some countries, houses do not have 6. Her apartment building is different colors. T F
bedrooms—rooms that are used only for
sleeping. For example, in a traditional 7. Lily takes the stairs to her apartment. T F
Korean house, people sleep on mats 8. Her apartment is big. T F
that are put away in the closet during the
34 Unit 3
day. Floor cushions and low tables are
brought out, and the “bedroom” becomes
a “living room.”

Teaching Tip: Reviewing Vocabulary

It is important to continuously review new
vocabulary to help students remember it.
Mind maps are a useful strategy for organizing
vocabulary into categories that may help
students learn the words more easily. Creating
a mind map, as in the warm-up, helps review
previously introduced vocabulary, prior to
listening, so students are more prepared for
what they will hear and may understand more
easily. A vocabulary notebook, where they
record vocabulary and draw these mind maps
or other visual organizers, is a useful tool for
students.

34 UNIT 3: Houses and Apartments

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 PRONUNCIATION: Syllables and Stressed Syllables

21 A syllable is a part of a word. Each syllable has one vowel sound. When a word Pronunciation
has more than one syllable, we usually stress one. Listen to the syllables and the stress
(underlined) in these words. Write class and classroom (without
house (1 syllable) bedroom (2 syllables) apartment (3 syllables) the underline, at first) on the board.
Say them, then underline the stressed
D 22 Listen to the word. Write the number of syllables it has and underline the syllable in each one. Say classroom
stressed syllable. again, pointing to the underlined syllable.
kitchen 2 stairs 1 floor 1 elevator 4 Go over the information in the box, then
yard 1 balcony 3 window 2 play the audio.
bathroom 2 roof 1
D • Encourage students to say the words
E 22 Listen again and repeat the words.
aloud and underline which syllable
they think is stressed.
•• Play the audio.
GOAL CHECK Compare Houses •• Check answers as a class, playing
In pairs, describe and compare the houses. What is similar? What is different?
the audio again as needed. Write the
words on the board, underlining the
There are two doors in this house. stressed syllables.
E • Play the audio again and have
students repeat as a class.
•• If
you feel your students are
confident, repeat the exercise, calling
on individuals to say the words.

GOAL CHECK
•• Give students a moment to think
about their answers. Encourage
them to write down some ideas (see
Teaching Tip).
•• Model the exercise by pointing at the
turtle house and saying the example.
Elicit a sentence from a student
about the other photo.
•• Assign students to new pairs and
have them compare the houses.
Monitor and assist as needed.

Teaching Tip: Preparing for

Houses and Apartments 35
Speaking
Writing notes of their ideas before a
speaking exercise is a useful strategy
for students. It activates vocabulary and
Expansion Activity grammar structures they will need so
This exercise can be done individually or in that they will be more prepared. They
pairs; students can decide how they would will therefore feel more confident and
like to work. Depending on their preferences, able to express their ideas more clearly
have them draw or find pictures of two and fluently when they speak. However,
different homes. Drawing gives creative or it is important that they don’t write whole
artistic students the opportunity to use these sentences, just key words and ideas to
skills in the language classroom, which act as triggers for their speaking, rather
they will probably enjoy. Set a time limit for than sentences to read aloud.
drawing or finding pictures. Give students
poster paper to draw or stick pictures on,
and have them write at least six sentences
comparing their houses. They can share
their work by displaying the posters in the
classroom.

Lesson B 35

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 LESSON

C
C GOAL Say Where Objects Are
Language Expansion: Furniture and Household Objects
Language Expansion A 23 Listen and repeat the words for household objects.

As a warm-up, write classroom furniture

and objects on the board. Point to
different objects and elicit or give their
names (e.g., chairs, desks, tables,
books, board, clock). Write the list of
objects under the heading on the board. TV table armchair
lamp chair
Point out the Language Expansion title
and elicit a few examples of household
furniture and objects (e.g., bed, table,
chair ).

A • Have students look at the pictures sofa

and read the words. stove
•• Play the audio and have students
point to each object as they listen. bookcase
microwave
•• Play the audio again for students to
coffee table
repeat the words.
•• You could also review the alphabet
refrigerator
here by calling on students to spell
the words.
B • First, review the rooms by asking,
Where do you eat food? Where do shower sink toilet
bed
you sleep? Where do you watch TV?
•• Make sure students understand that B Write the furniture and household objects in the correct column. You may write
some objects in more than one room.
some words may go in more than one
room. Kitchen Dining room Living room Bedroom Bathroom
•• Have students complete the exercise. stove chair bookcase lamp sink
sink table armchair bed toilet
•• Review answers as a class,
microwave sofa shower
completing the table on the board. refrigerator TV
Note that some students might have coffee table
different ideas about where objects lamp
typically go in a house.
C • Create flashcards for some (all, if
possible) of the objects in A. Use C MY WORLD Answer the questions in pairs.
There are two TVs. One is in the
these to model the conversation by 1. Which furniture and objects are in your home? kitchen, and one is in the living room.
talking about things in your house. 2. How many are there?
Show the flashcards as you say the
36 Unit 3
objects. For example, There is a
sofa in my living room. There are two
armchairs.
•• In pairs, have students talk about
their homes. Monitor and assist as Word Bank: Household Items Grammar: Prepositions of Place
needed. ceiling floor Prepositions are words that express
houseplant mirror relationships between things. The
prepositions in this lesson express
nightstand picture
relationships of location. Prepositions are
pillow rug often confusing for learners because many
wall vase of them can be used in several different
ways. Also, there is often no logical way of
deciding which prepositions to use; we say
on a train, but in a car. Prepositions are also
used differently in different languages. It is
therefore important to help students notice
how prepositions are used in English and to
provide plenty of opportunities for practice.

36 UNIT 3: Houses and Apartments

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 Grammar

Prepositions of Place Grammar

Introduce the grammar by saying where
the classroom furniture and objects are. For
example, The chairs are under the desks.
The book is on the table. Emphasize the
in on next to between under prepositions of place. Use students’ names
to give examples with next to and between.
D Complete each sentence with a preposition. Go through the prepositions in the chart
1. There’s food in the 3. The armchair is next to the and clarify their meaning. Elicit further
refrigerator. sofa. examples from students. Direct students to
2. There’s a lamp next to / on the 4. My bedroom is between my parents’ the Grammar Reference in the back of the
table. bedroom and my sister’s bedroom. student’s book for additional review and
practice.
Conversation
E 24 Listen to the conversation. Where are Tracey’s keys? Tracey’s keys are on the coffee D • Have students complete the exercise
table, next to the lamp individually.
Tracey: Where are my keys?
Kevin: Are they on the table in the hall? •• Reviewanswers as a class, writing
Tracey: No, they aren’t. And they aren’t on the kitchen table. them on the board.
Kevin: What about in your bag? SPEAKING STRATEGY
Tracey: No, they aren’t there. Talk about Location
Your book is here. =
Conversation
Kevin: Here they are! On the coffee table. Next to the lamp. in the same place as
the speaker. E • Have students listen with their books
F Practice the conversation in pairs. Switch roles and practice it again. Then Your keys are there. = closed first. Write the question on the
change the underlined words and make a new conversation. in another place.
board. Clarify meaning as necessary.
•• Play the audio again as they read the
conversation. Confirm the answer
GOAL CHECK Say Where Objects Are It’s next to the sofa.
with the class.
In pairs, describe where an object is in the room. Your partner guesses the object. •• Point out the Speaking Strategy note
and give or elicit more examples with
objects in the classroom. For example,
My book is here. Her book is there.
F • Have students practice the
conversation with a partner. Monitor
and help with pronunciation as
necessary. Remind students to
switch roles.
•• Point out the underlined words. Direct
students’ attention to keys. Remind
them it is a plural noun, so Tracey
Houses and Apartments 37
asks, Where are my keys? Write pen
on the board and elicit the correct
question. Model the conversation with
a student, using pen as the lost object.
GOAL CHECK Grammar Practice: Prepositions of •• Have pairs make a new conversation
Place by changing the object and the
•• Look at the photo as a class. Have Have students demonstrate sentences places. Monitor and check for correct
students say the objects they you say with prepositions of place: The use of is / are and here / there.
can see. Use the Word Bank for pen is on the book / in the book / next to •• Call on volunteers to present their
additional vocabulary. the book / under the book. Use objects new conversation to the class.
that all students have with them, such as
•• Assign students to new pairs to
their textbook, dictionary, cell phone, or
describe where things are in the wallet. Then divide the class into pairs
room. Monitor and prompt as or groups and have them take turns
needed. saying sentences for the other students to
demonstrate.

Lesson C 37

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 LESSON

D
D GOAL Give Your Opinion

Reading Reading
A What is in the photo?
Home
As a warm-up, write Planets on the
board. Have students name as many
planets as they can. Ask, Are there
B Read about the house and complete the information.
1. Number of floors: 2 Sweet
Home?
2. Rooms downstairs: kitchen, living room, gym, bathroom
houses on the other planets? Are there
3. Household objects: a stove, a bookcase with books, and board
people on the other planets? games
4. Number of bedrooms: 6
A • As a class, have students look at the 5. Electricity: Yes / No
photo and describe what they can 6. Internet: Yes / No
see. Provide vocabulary as necessary
C Answer the questions.
and write students’ ideas on the
board. For example, mountains, dirt / 1. Is the house in Hawaii or on Mars? in Hawaii
soil, round house, astronaut. 2. Who lives in the house? six people /astronauts
3. What are the scientists interested in? Is life on Mars
B • Explain to students that they should difficult for a group of people? Can people live on Mars for a long time?
D Find the matching adjectives in the article.
read the article quickly (scan) this first
1. new modern
time to find the specific information
2. a color white
they need (see Reading Strategy).
•• Give students 1–2 minutes to scan 3. not big small
the article and complete the exercise. 4. nice to be in comfortable
•• Have students compare answers in 5. nice to look at beautiful
pairs, then review them as a class. E Write the opposite adjectives from D.
Have students identify where they 1. big small
found the information in the text. 2. old modern
3. uncomfortable comfortable
Reading Strategy: Scanning 4. ugly beautiful
Scanning is an effective strategy for F What do you think of the house for Mars? Is it a nice
learners when they need specific house?
information from a text. It involves reading
a text quickly to find specific information.
By scanning, students realize they can
understand certain things from a text GOAL CHECK
without having to read and understand In pairs, use adjectives to describe and give your opinion
everything. This can help reading seem of these places.
less overwhelming. Students should be
• your house • your office / workplace
reminded of strategies like this before they
begin reading so that they get into the • your classroom • a building in your town / city
habit of identifying which strategy is most
suited to their reading purpose. It’s a modern building. There are offices in it. It’s ugly! LOW RES
Spec 08P

38 Unit 3
For Your Information: Living on Mars
American journalist Stephen Petranek
believes that in the not-too-distant future,
humans will be living on Mars. Although C • Verify that students understand what
the conditions on Mars are not the same
is being asked in question 3. Teaching Tip: Underlining When
as on Earth—it is extremely cold, there is Reading
no water on its surface, and there is no •• Have students read the article again,
oxygen—Petranek is convinced that with taking their time to understand in When students are reading, they are
modern technology there are ways to make more depth. Tell them to underline generally looking for specific or general
Mars habitable for humans and that we ideas, but it is important that they identify
the answers to the questions (see what information they want from a text
will colonize it in the future. He suggests Teaching Tip).
that people will be traveling to Mars by the before they begin reading (What is their
•• Have students answer the questions, reading purpose?). Then, while they are
middle of the 21st century.
then compare with a partner. reading, it is helpful for them to underline
•• Check answers as a class, calling on the parts of the text that provide the
information they are looking for. Similarly,
different students to point out where
it helps you, when you are checking their
they found the answers in the text. understanding, if they can identify where
in the text the information comes from.

38 UNIT 3: Houses and Apartments

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 This is a modern white house with one small When they are outside, the astronauts are in
door and a very small window. There are two floors. spacesuits. There aren’t any other people—no
Downstairs, there’s a kitchen with a stove. There’s a friends or family, but they do have the internet, so D • Remind students that adjectives are
living room with a bookcase full of books and board they can send emails. Scientists at the University words that describe things. Have
games. (There isn’t a TV.) There’s also a gym, and a of Hawaii study the astronauts. The scientists are them read the article again to find
bathroom with a toilet and a shower. Upstairs, there interested in answers to these questions: Is life on
are six comfortable bedrooms. The house is solar- Mars difficult for a group of people? Can people live
adjectives that match the meanings
powered, so there’s electricity. There isn’t a car on Mars for a long time? in items 1–5. Encourage students to
because there are no roads on Mars!
What do you think? use dictionaries if necessary.
But the house isn’t on Mars! It’s in Hawaii, and solar-powered gets energy from the sun
•• Review answers as a class.
six people live in it. Hawaii is a beautiful place, but astronauts people who work in space •• Have students create sentences
these six people are not on vacation. Astronauts in the future tomorrow, next year, in ten years, etc.
spacesuits special clothes for space using the adjectives. These could be
live in this house. They plan to live on Mars in the
future, so the astronauts live in the house for a year. about the school, the classroom, or
their home. Write examples on the
board: The school is modern. My sofa
is comfortable. Then, elicit examples
from students.
E • Write opposite on the board and
provide an example with objects in the
room. For example, a big backpack and
a small bag / a big book and a small
book.
•• Have students complete the exercise,
then compare answers in pairs.
•• Review answers as a class.

F • Write opinion on the board and elicit

or explain its meaning (what you
think or believe about something or
someone). Give your opinion as a
model for students. For example,
I think it’s an ugly house.
•• Have students discuss the questions
with a partner. If students themselves
don’t use I think…, that is fine. Focus
on monitoring their use of opinion
adjectives.
•• Share answers as a class.

GOAL CHECK
Cities 39
Houses and Apartments •• Elicitadjectives to describe houses
and other places. Write them on the
board.
•• Model the exercise by describing
For Your Information: Mars Habitat your house and another place.
in Hawaii •• Assign students to pairs to discuss
Since 2013, crews of six astronauts have the different places.
been spending 12-month periods living in
•• Call on different students to share
a NASA-funded habitat on the side of the
mountain Mauna Loa in Hawaii. The two-floor their opinion of one of the places.
domed structure where they live is only 10
meters (33 feet) in diameter. The living area is
about 93 square meters (1000 square feet).
It is a small place for six adults to spend
a year living together. The environment in
this barren, uninhabited area of Hawaii is
considered to be similar to that of Mars.

Lesson D 39

WE3e_TB_INT_U3_ptg01.indd 39 2/4/20 12:58 PM

 LESSON

E
E GOAL Describe Your Home

Communication Communication
A Play this game.
As a warm-up, in pairs, have students 1. Write these words for household objects in the squares of the house below in
list all the vocabulary from the unit they “Your house:” lamp, sofa, chair, bed, stove, table.
can remember in one minute. Have For example: L A M P
pairs compare their lists with another Your house
pair. Briefly review the alphabet, then
compile a list of vocabulary on the board
by calling on different students to spell a 1 2 3 4 5 6 7 8
word for you to add. Alternatively, have
A
students take turns coming to the board
and writing words as they are spelled out B
by their classmates. C

A • Go over the directions for the first D

step as a class. Model the exercise E
by writing the words in your book, in
“your house.” Have students do the F
same. G
•• Go over the directions for step 2,
H
then point out the examples. Have
students ask you, following the
2. Don’t show your partner your house. In pairs, take turns to ask and answer
example, Is there a letter in…? until questions about the location of the six objects. If you get a letter, go again.
they find a word. If possible, copy or Find the objects before your partner!
display the house on the board to
help students understand the game. Your partner’s house
Write the letters in the boxes as
students guess them. Is
Is there
there aa letter
letter in
in D4?
D4?
•• Assign students to pairs and check 1 2 3 4 5 6 7 8

they understand not to show their Yes,

Yes, there
there is.
is. There’s
There’s an
an a.
a. Go
Go again.
again.
A
house to their partner. Monitor and B
assist as needed as students play
No,
No, there
there isn’t.
isn’t. C
the game.
D
Teaching Tip: Games in the E
Classroom
F
Games can be a useful tool in language
learning. They provide moments G
where students can relax and use the
H
vocabulary or grammar they have been
working with in a safe, fun atmosphere. 40 Unit 3
They are likely to feel less concerned
about making mistakes and more likely
to “play” with the language (try out new
concepts) in the context of a game.
These moments are a necessary break Teaching Tip: Vocabulary
in the classroom routine, especially after It is helpful for students if you have a
a heavier sequence of exercises such as section of the board that is always the
the reading sequence in Lesson D. What vocabulary section. For example, every
is important to remember, however, is class, draw a line separating the right-
that as well as having an affective goal, hand section of the board and write
games should also have a language new words, or words that students need
objective, as in A, where students are reminding of, there. This also helps you
reviewing the unit vocabulary. have a tidier board, which in turn helps
students, and it models good study
skills for them: tidy notes and keeping
vocabulary lists.

40 UNIT 3: Houses and Apartments

WE3e_TB_INT_U3_ptg01.indd 40 2/4/20 12:58 PM

 Writing
B • Have students look at the photo and
describe the room. For example, It
is a living room and a dining room.
There is a table. There are six chairs.
•• Have students read the directions.
Ask, What word do you underline?
to check understanding and model
underline.
•• Have students read the text and
complete the exercise.
•• Review answers as a class, calling
Writing
on different students to read the
B Read the description of the apartment above. Underline and in the description.
sentences with and aloud.
My apartment is downtown and it is big. There is a kitchen and a dining room. •• Go over the information in the Writing
In the dining room, there is a table and six chairs. The living room is next to the Skill box. Elicit similar sentences to
dining room. There is a sofa and an armchair. There are two bedrooms—one big
describe the classroom. For example,
It is big and comfortable. There are
bedroom and one small bedroom. There is also a balcony.
four windows and a door.
WRITING SKILL: and
C • Write the two sentences in item 1 on
Use and with:
the board and demonstrate how they
• adjectives: This sofa is big and comfortable.
• nouns: There is a kitchen and a dining room.
need to be changed by eliminating
• sentences: My apartment is downtown. My apartment is big. = My the first period and putting a line
apartment is downtown and it is big. through the repeated The kitchen is,
then adding and. Write item 2 on the
C Read two sentences. Use and to write one sentence in your notebook.
board and have students show you
1. The kitchen is new. The kitchen is white. The kitchen is new and white.
how it needs to be changed.
2. This bed is big. This bed is comfortable. This bed is big and comfortable.
•• Have students complete the exercise
3. There is a bedroom. There is a bathroom. There is a bedroom and a bathroom. individually, then compare answers
4. In the dining room, there is a table. There are six chairs. In the dining room, there is a table and six chairs. with a partner.
5. There are three floors. My bedroom is on the third floor. There are three floors, and my bedroom is on •• Check answers as a class. Write the
the third floor.
6. This town is old. The houses are beautiful. This town is old, and the houses are beautiful. correct sentences on the board as
students call them out.
GOAL CHECK Describe Your Home
1. Write a description of your home (50–60 words). Begin with the words: My GOAL CHECK
apartment / house is...
2. Exchange your description with a partner. Is and used in the description? •• Display or write a description of your
Houses and Apartments 41 home on the board (see Sharing
Information Tip). Be sure to follow the
model in B. If possible, show a photo
of part of your house.
Teaching Tip: Sharing Information Teaching Tip: Peer Feedback •• Have students write their
We often ask students to share information Getting feedback on writing is important. descriptions. Monitor and assist as
about their lives through the exercises they Another person will see things in a text that necessary.
carry out in the classroom. It is important the writer missed (for example, grammar •• Have students exchange their
that, as teachers, we also participate and spelling mistakes, ideas that are
descriptions and give each other
in this sharing of information. This is unclear), so the feedback helps students
beneficial in several ways. By providing improve their writing. This feedback feedback (see Peer Feedback Tip).
your example, you are modeling what doesn’t have to be from the teacher; it can •• If time allows, have students make
you want your students to do. You are be from a peer. It is helpful to get students any corrections necessary, then
also helping establish trust, encouraging into the habit of peer reviewing, editing display the descriptions in the
engagement, and making a personal their texts, and then writing final versions. classroom, or have students share
connection with your students by sharing
them in small groups.
information about your life. All of these help
create a positive classroom atmosphere,
which is beneficial to learning.

Lesson E 41

WE3e_TB_INT_U3_ptg01.indd 41 2/4/20 12:58 PM

 VIDEO JOURNAL
Video Journal
About the Video A DAY IN THE LIFE OF A
In this video, we see a day in the life of LIGHTHOUSE KEEPER
a lighthouse keeper. A lighthouse is a
tower with a rotating, bright light at the
top to guide ships at sea at night. They A Look at the photo of the lighthouse. Why is a C Watch the video about Leonardo and the
lighthouse important? A lighthouse helps ships at lighthouse. Check (✓) the rooms and places
can be found along every coast in the sea. They can see the coast.
you see.
world. Lighthouses were built at the B Read about the lighthouse and answer the
✓ Stairs Bathroom
entryway to harbors, where boats would questions.
✓ Bedroom ✓ Kitchen
dock, and on islands, rocky ledges,
Cabo Polonio is in Uruguay. It’s a small ✓ Roof
and reefs so that ships wouldn’t crash village with about 100 people. There are no
Elevator
into them. Lighthouse keepers lived at roads. There’s a beautiful national park, so
✓ Yard ✓ The top of the lighthouse
the lighthouse to make sure there was there are tourists in the summer. There’s
also a lighthouse at Cabo Polonio. Modern D Answer yes or no. Then watch the video again
always a light shining during the night. and check your answers.
lighthouses are automatic—there isn’t a
However, with automatic lighthouses
lighthouse keeper. But at Cabo Polonio, the 1. Is Leonardo in his lighthouse? Yes
making the job of the lighthouse keeper lighthouse is old and Leonardo da Costa is 2. Is there a bookcase in his bedroom? No
unnecessary, Leonardo da Costa is one the lighthouse keeper.
of the last in a dying profession. He 3. Are there photos on the wall? Yes
mans the lighthouse at Cabo Polonio, a 1. Where is Cabo Polonio? In Uruguay 4. Are there sinks outside the lighthouse? Yes
remote coastal area of Uruguay. We see 2. How many people are in the village? About 100 5. Is there a microwave in the kitchen? No
Leonardo carrying out his daily duties 3. Why are there tourists in the summer? There’s a 6. Is there a big window on the top of the
national park.
that keep the lighthouse machinery 4. Who is at the lighthouse? Leonardo da Costa
lighthouse? Yes
working and ships safe out on the ocean.
5. What is his job? He’s the lighthouse keeper.
As a warm-up, elicit ideas about unusual
places to live. Prompt students with the
example of the turtle house in Lesson B.
Other examples could be the astronauts’
dome in Lesson D, a houseboat, an old
airplane or bus, or a converted church.
Show photos of unusual houses and elicit
descriptions of them.

A • Have students look at the photo and

describe what they can see. Provide
vocabulary as necessary. For example,
rocks, ocean, lighthouse, buildings.
•• Have students answer the question
with a partner.
•• Share answers as a class.
42
B • Go over the questions with the class.
Clarify vocabulary as necessary.
•• Have students read the text.
Encourage them to underline key
words. For Your Information: Cabo Polonio
•• Have students answer the questions, The village of Cabo Polonio sits on an village takes its name. The lighthouse was
then review answers as a class. isolated part of the Rocha coastal area of built in the 1880s to help ships avoid the
Uruguay; the village can only be reached dangerous rocky coastline, and it was
C • Make sure students understand that by truck across the sand dunes that declared a historic monument in 1976. With
they only have to pay attention to surround it. This part of the Uruguayan the opening of the Cabo Polonio National
coast has many stories of shipwrecks Park in 2009, the area has become a
the rooms and places they can see. and sunken treasure, including that of more popular tourist destination and the
At this point, they should not get the Spanish ship, Polonio, from which the lighthouse receives many visitors.
distracted with details.
•• Play the video.
•• Have students compare their
answers with a partner.
•• Review answers as a class.

42 UNIT 3: Houses and Apartments

WE3e_TB_INT_U3_ptg01.indd 42 2/4/20 12:58 PM

 E Is Leonardo’s job interesting or boring? Why?

F Follow the directions in pairs. D • Have students answer the questions

Student A: You are a visitor to the lighthouse. from what they can remember.
Prepare questions for Leonardo: •• Play the video again for students to
Is there...? Are there...? confirm or change their answers.
Are you...? Where are...?
Encourage them to correct their
answers as they watch and note
Student B: You are Leonardo. Prepare to show
the visitor around. Use these phrases:
down key words.
•• Check answers as a class.
Welcome to my lighthouse.
Here is the... / Here are the...
There is... / There are...
Teaching Tip: Note-taking with
...is next to / on / in... The lighthouse at Cabo
Polonio, Uruguay Video
G Play the video and practice your conversation To help them focus, it is helpful to
between a visitor and Leonardo. Use your suggest students take notes as they
phrases and questions from F. watch. They should write down key
words (without worrying about spelling)
H Change roles and make a new conversation.
to help them check their understanding
afterwards and be able to answer
questions more fully. You can model
LOW RES notetaking by writing words or numbers
Spec 11P clean on the board as you watch, and then
up blocks going through them with students and
eliciting or explaining why you chose
them. In this video, useful notes would be
actions or objects you see. In others, it
would be the key words you hear.

E • Remind students about the idea of

giving opinions. Introduce, I think…
as a way to express your opinion.
•• Give students time to think about
their opinion. Make sure they think
about why they think the job is
interesting or boring.
•• Assign students to pairs to share
their opinions.
•• Compare opinions as a class.
Survey the class to find out how
many people think Leonardo’s job is
interesting or boring.
43
F • Assign half the class role A and the
other half role B.
•• Givestudents time to prepare their
H • Make sure pairs switch roles, questions and answers. Monitor and
then have them create a new check for correct use of here / there
conversation. Provide vocabulary as and there is / are.
necessary. G • Assign students to A-B pairs. Explain
•• Play the video again for students to
that they will have their conversation
have another conversation. (visitor-Leonardo) as the video plays.
•• Call on volunteers to present their
•• Play the video again as they speak.
conversation to the class with the Monitor and assist as needed.
video playing.

Video Journal 43

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 UNIT

4
UNI T

Unit Theme
We all have possessions—things that we
4 Possessions
have because we need them or because
they give us pleasure. Many of our
possessions are part of our daily life (for
example, a cell phone or sunglasses),
others are not (for example, a painting
or a pearl necklace). People around the
world consider different things important
for different reasons, but however young
or old, rich or poor we are, we all have
certain possessions that mean a lot to
us. These possessions may be special
because of their usefulness or because
they hold important meanings; maybe
they were given to us by someone
special or they remind us of a particular
event or moment in our life. Students
need to have the language to talk about
both kinds of possessions, the useful and
the personally significant.

Unit Overview
In this unit, students will learn to talk
about everyday and special possessions.
Lesson A introduces vocabulary for
everyday objects and the grammar
structure this / that / these / those to
ask about them. Lesson B focuses on
explaining why an object is special to
you. Lesson C introduces adjectives
to express opinions about the things
we have. Then, in Lesson D, students
will read and talk about similarities and This man is a barber in San Cristóbal
differences in people’s favorite rooms de las Casas, Chiapas, Mexico. He
and possessions. In Lesson E, students keeps many possessions in his shop.
will talk about gift-giving and write
an email expressing thanks for a gift.
Finally, in the Video Journal, students
will watch a video about photographer
44
Tyler Metcalfe and his trip across
America by bicycle.

UNIT 4 GOALS Grammar Vocabulary Listening

• Ask about Possessions Demonstratives Personal Possessions Listening for Specific
• Present a Special Object Are these your books? That is not Opinion Adjectives Information:
your bag. A Conversation about
• Talk about What You Have a Surprising Art
Possession
• Identify Similarities and Project
Differences It’s Jim’s bag.
Have, has
• Thank Someone for a Present
She has a phone.

44 UNIT 4: Possessions

WE3e_TB_INT_U4_ptg01.indd 44 2/4/20 5:26 PM

 Look at the photo and 1 Where are these people? 2 What is your favorite
answer the questions. What possessions do personal possession?
you see? About the Photo
In this photo, we can see Toño the barber
in his peluquería (barber shop). He has
worked in this same shop for over
40 years and, in addition to cutting
hair, he loves collecting interesting and
unusual objects. From clocks and statues
to old televisions and lamps, he has a
lot of possessions in one room. When it
comes to possessions, people can have
very different tastes and styles; some
like to have a lot of things, while others
like to have only a few possessions.
A room like this might seem crowded
and uncomfortable for some people,
but a room with hardly any personal
possessions might seem cold and empty
to others.
• As a class, look at the photo and the
caption. Point out the unit theme and
explain possessions. Show examples
of some of your possessions, both
useful everyday objects and those that
have a special meaning to you. Provide
vocabulary for describing the photo and
write it on the board. Then, have students
answer the questions with a partner.
• Share answers as a class.
UNIT 4 GOALS • Go over the unit goals together. For
each goal, answer questions and
A. Ask about Possessions model or elicit related language. For
B. Present a Special Object example, for Goal A, ask students what
possessions they have with them and
C. Talk about What You Have
write them on the board (cell phone,
D. Identify Similarities and books, etc.). For Goal C, ask, Do you
Differences have a car? a laptop? a favorite book?
E. Thank Someone for a Present For Goal D, elicit things students have at
home and compare them (e.g., Raquel
has a bicycle. Luka has a car.). For
45
Goal E, discuss presents and ask
when we give them.

Speaking and Pronunciation Reading Writing Video Journal

Talking about Personal My Room Short Emails and Tyler Bikes Across America
Possessions Messages This video shows bicyclist and
Talking about Giving Gifts photographer Tyler Metcalfe’s
Talking about a Special Object journey across the United States—on
his bike.
/i/ and / / Sounds

45

WE3e_TB_INT_U4_ptg01.indd 45 2/4/20 5:26 PM

 LESSON

A
D
A GOAL Ask about Possessions

Vocabulary Vocabulary
A Complete the names of the objects in the photos. Use the words in the box.
As a warm-up, write everyday objects backpack book bus pass headphones keys makeup
on the board. Show some of your things, notebook pen phone sunglasses wallet water bottle
such as your water bottle, pen, or keys.
Pointing at items, ask, What’s this? What’s
that? Elicit any vocabulary students
already know.

A • Have students look at the photos

in A. Say the words for students to
repeat. Encourage them to point at 1. b_o o_ k 2. n_o t
_e_ _b o
_ o_ k 3. m a
_ke
_up
_ 4. w a
_ t_ e_ r b o
_ t_ tl e
_
the object in the photos if they can.
•• After they have completed the
exercise, call on different students
to spell the words for you (or another
student) to write on the board.
•• Say an item and have students hold
up theirs if they have it with them. 5. p _e n
_ 6. h _e a
_ dph o
_n_ _e s a c_ kp _a c_ k_
7. b_ 8. wa _l _l e
_t
B • Ask students to close their books
and write the numbers 1 to 12 in their
notebooks. As they say the items
with their partner, they should write
them down (they don’t need to be in
the same order as in the book). To
make it more fun for students, have 9. p h
_ _o n
_e 10. s u
_ n g_ l a
_ss
_ e_ s 11. b u
_ s p _a s
_s 12. _k e_ y_s
pairs raise their hands and/or call
out “done” when they have all twelve B Work in pairs. Close your books. Remember and say the objects in A.

words. C Take turns. Say the objects in the pictures. Which objects are in both pictures?
•• Review the words once more by
Student A Student B
having the pair who finished first spell
each word for you to write it on the
There’s a bus
board. Then, say it for the class to pass in this bag.
repeat.
C • Have students look at the photos and There isn’t a bus pass
in this bag. There are
review there is / are. Ask, Is there notebooks in both bags!
a pen in this bag? Are there water
bottles? Remind students about is /
are and singular / plural nouns.
46 Unit 4
•• Model the example with a student
while students look at the photos.
Point to the bag and the backpack in
the photos and say, These are bags.
•• Monitor as students talk about Word Bank: Possessions Grammar: Demonstratives
the items in each bag. Help with bracelet business card In English, this and these refer to things
pronunciation as needed. driver’s license earrings close to the speaker, while that and those
refer to things farther away from the
ID card laptop speaker. This pattern can cause difficulty
money necklace for students whose language makes
pencil ring different types of divisions, such as near
the speaker versus near the listener, or
tablet watch
three different degrees of distance rather
than two. When teaching this and these,
point out that there are two pronunciation
differences: this /ðɪs/ has a short /ɪ/ sound
and an /s/ ending sound while these /ði:z/
has a long /i/ vowel sound and a /z/ ending.

46 UNIT 4: Possessions

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 Grammar
Demonstratives Grammar
Singular Plural
This is your bag. These are not my books. Introduce the grammar by putting the
Near objects in the chart (a bag, books,
Is this your bag? Are these your books?
That is your bag. Those are not my pens. and pens) on your desk. Model the
Far
Is that your bag? Are those your pens? examples and point to the objects.
Encourage students to answer with: Yes,
D Match the questions and answers. There can be more than one
it... / No, they... Elicit more questions
correct answer.
from students. Have them direct their
Question Answer
questions to another student. For
1. Is this your pen? b / c a. Yes, they are. example, Paolo, is that your bag? (See
2. Are those your keys? a / d b. No, it isn’t. Teaching Tip.) Direct students to the
3. Are these your glasses? a / d c. Yes, it is. Grammar Reference in the back of the
4. Is that your dictionary? b / c d. No, they aren’t. student’s book for additional review and
practice.
E Complete the questions and answers.
1. (far) Are those your glasses? No, they aren’t .
Teaching Tip: Using Students’
2. (far) Is that your book? Yes, it is .
Names
3. (near) Is this your wallet? No, it isn’t / it’s not .
Learning and using students’ names
4. (near) Are these your keys? No, they aren’t / they’re
. not is important for group-building, as
5. (far) Are those your bags? Yes, they are . it helps build a sense of community
and belonging. These aspects help
F MY WORLD Work in pairs. Tell your partner what is in your bag. Use create an atmosphere that is likely
demonstratives. to promote learning. Taking the time
to learn and use everyone’s names
is important for both you and your
GOAL CHECK Ask about Possessions students.
Play a game in small groups. Each student puts four objects from their bag in the
middle of the table.
D • Make sure students understand
1. Student 1 asks Student 2 about one object.
that each question has two possible
Is this your pen? Yes, it is. No, it isn’t.
answers.
•• Have them complete the exercise
individually.
Are those your keys? Yes, they are. No, they aren’t.
•• Review answers as a class.

2. A yes answer is 1 point. A no answer is 0 points. E • Have students complete the exercise
3. Next, Student 2 asks Student 3 about an object, and so on. individually, then compare answers
4. At the end, who has the most points? with a partner.
•• Review answers as a class. Have
students do the Grammar Practice
Possessions 47 exercise as time allows.
F • Model the exercise by taking things
out of your bag and saying, This is
my... / These are my....
GOAL CHECK Grammar Practice: Demonstratives •• Have students do the same in pairs.
Have each student come up and put Use the Word Bank for additional
•• Go
one of their possessions on your desk, vocabulary.
over the directions and explain
such as a key, ring, or watch. Hold each •• When students have finished, review
that students are going to play a one up and ask the class, What’s this? /
game to practice the new language. his / her by pointing and asking, Is
What are these? Have students answer,
•• As students have been working with That’s Aisha’s / her dictionary. / Those
that your…? Elicit, No, it’s her / his....
are Toshi’s / his keys. It doesn’t matter Call on different students to point at
a partner looking at the items in their
if students don’t use the possessive ’s things from their partner’s bag and
bags in F, mix them up to make
correctly here, they will be seeing it in the say, That’s her / his… / Those are
groups of four.
next lesson. Give each possession back his / her…
•• Model the game with a group, to its owner as it is identified.
demonstrating the score-keeping.
Nominate a student in each group to
keep score.

Lesson A 47

WE3e_TB_INT_U4_ptg01.indd 47 2/4/20 5:26 PM

 LESSON

B
B
D GOAL Present a Special Object

Listening
As a warm-up, write special on the
board. Show the class something that is
special to you, for example, a piece of
jewelry. Say why it is special, then elicit
the meaning of special. Ask, What objects
are sometimes special to people? (pieces
of art, photos, a favorite toy, an item of
clothing).

A • Ask, What can you see? Provide

vocabulary as needed.
•• Have
pairs discuss the question, then
compare answers as a class.
Hetain
Hetain Patel
Patel is
is an
an artist.
artist.
B • Point out the context: an interview This is
This is one
one of
of his
his artworks.
artworks.
with the artist in the photo. Then play
the audio.
•• Discuss as a class whether students’
Listening
predictions in A were similar to what A In pairs, look at the photo of Hetain Patel. What is the object? The object is a car.
they hear in the interview. WORD
WORD FOCUS
FOCUS B 26 Listen to a podcast about Hetain. Is your answer in A correct?
26
Very
Very + + an
an adjective
adjective
C • Tell students to underline key words adds
adds emphasis:
emphasis: C 26 Listen again. Circle T for true or F for false.
26
in each statement (see Listening His
His job
job is
is very
very
1. Hetain Patel is from England. T F
interesting.
interesting.
Strategy). Encourage them to complete He’s
He’s very good at
very good at 2. Jerome’s job is very boring. T F
any items they think they know the English.
English.
3. It’s Hetain’s father’s car. T F
answer to, then replay the audio.
4. The car has hands and feet. T F
•• Have students compare with a
5. The car is similar to a Transformer robot. T F
partner. Then review answers as a
6. Their online video is very popular. T F
class, having students correct the
false statements.
Grammar

Listening Strategy: Identifying Possession

Possession
Subject
Subject Pronoun
Pronoun II you
you he
he she
she itit we
we they
they
Key Words
Possessive
Possessive Adjective
Adjective my
my your
your his
his her
her its
its our
our their
their
Identifying key words in the
statements or questions prior to Singular
Singular Nouns
Nouns Plural
Plural Nouns
Nouns
listening, as suggested in C, helps Hetain’s
Hetain’s car
car the
the couple’s
couple’s cars
cars
students think about what words they the
the student’s
student’s house
house (one
(one student)
student) the
the students’
students’ house
house (more
(more than
than one
one student)
student)
should listen for when they hear the
audio. The words they underline will
probably be content words (nouns, 48 Unit 4
verbs, adjectives). Paying attention
to content words will help them
understand more easily because they
are the words that carry meaning. examples: This is my book. That is her
Getting into the habit of identifying key water bottle. Teaching Tip: Activating Prior
words before they listen will also help
Point to the photo and write on the board, Knowledge
students in formal exams in the future.
That is artwork. Elicit When introducing a new grammar
a word to complete the sentence (see concept, before explaining it yourself
or having students read the information
Grammar Teaching Tip). Go over the examples in
in the grammar chart, it is generally a
the chart. Point out the different position good idea to elicit as much information
Introduce the grammar by having of the apostrophe (’) with singular (before as possible from students. By first
students help you list subject pronouns. the s) and plural nouns (after the s). eliciting language students have already
Start with I and you, and elicit the rest. Have students go back and complete the seen (possessive adjectives here), we
Write them in a column. Add another sentence on the board. Direct students give students a point of reference, or
column: Possessive adjectives. Elicit the to the Grammar Reference in the back of somewhere to “hang” the new knowledge
(i.e., possessive ’s).
possessive adjectives, prompting with the student’s book for additional review
my as necessary. Have students give and practice.

48 UNIT 4: Possessions

WE3e_TB_INT_U4_ptg01.indd 48 2/4/20 5:26 PM

 D Underline the correct possessive adjective.
1. This is a photo of Hetain and his / her car. D • Have students complete the exercise
2. It isn’t a car! Look at my / its hands and feet! individually first (see Teaching Tip),
3. There is a video of Hetain and his father. Our / Their video is online. then compare with a partner.
4. Hi, Hetain! Is that your / their old car? •• Review answers as a class, writing
them on the board.
E Write sentences with the possessive ’s.
1. This / Ayat / bag. This is Ayat’s bag.
Teaching Tip: Individual Versus
2. Susan / Colin / friend. Susan is Colin’s friend.
Pair Work
3. It / Hetain / car. It’s / It is Hetain’s car.
Although a lot of learning takes
4. There / Margo / house. There’s / There is Margo’s house.
place through interacting with
others and constructing knowledge
PRONUNCIATION: /i/ and / / sounds together, it is also important to
The
The sounds
sounds /i/
/i/ and
and // // can
can sound
sound similar
similar in
in English.
English. To
To tell
tell the
the difference,
difference, notice
notice that
that the
the provide moments where students
/i/
/i/ sound
sound is
is usually
usually longer.
longer. YouYou may
may also
also notice
notice that
that your
your mouth
mouth isis more
more open
open for
for the
the /i/
/i/ can work by themselves. After being
sound.
sound. introduced to a new structure, some
students need time to “digest”
F 27 Listen and repeat the sounds and words.
27
it at their own pace before they
check their understanding through
/ / - it, six, kitchen /i/ - be, three, teacher conversing with a partner.
G 28 Listen and circle the words you hear. Then listen and repeat all the words.
28
1. this / these 2. its / eats 3. his / he’s 4. live / leave E • Point out the example and make
sure students understand that they
need to add to the words to make
GOAL CHECK Present a Special Object complete sentences.
1. Think about a special object in your life (for example, a family photo or a •• Review answers as a class, writing
special book). Write notes in the table.
them on the board and addressing
You Your partner any differences of opinion.
What
What is
is it?
it?
Expansion Activity
Where
Where is
is it?
it?
In pairs, have students create five
Why
Why is
is itit special?
special? possessive statements or questions
that they will cut up and scramble.
2. Interview a partner and write notes in the table. Pairs should exchange papers and
unscramble the statements and
It’s
It’s aa book.
book. It’s
It’s in
in my
my bedroom.
bedroom. questions. The pair that completes
It’s
It’s special
special because
because ... ...
the exercise first wins. Monitor and
provide help as needed.
3. Work with a new partner. Tell them about your first partner’s object.

His
His object
object is
is aa...
... Julie’s
Julie’s book
book is
is special
special because
because...
...
Pronunciation
Possessions 49 Write this and these on the board and
remind students about the short /ɪ/ and
long /i/ sounds. Say this and these and
have students notice the length of the
•• For step 3, make sure they vowel sound and the position of your
GOAL CHECK understand that they’re not going to mouth.
talk about themselves.
•• Model the exercise by completing •• Assign students to new pairs by F • First, play the audio as students read
the table with the information about asking them to work with someone the words silently. Replay it and have
the object you showed at the they haven’t worked with during this students repeat the words.
beginning of the lesson. class session. They should tell their
•• Have students complete the table. new partner about the person they G • Have students circle the word they
Provide vocabulary as necessary. interviewed. hear. Then, check answers as a
•• Point out the examples in step 2. class.
Model by asking a student about •• It is important to play the audio

their object and completing the table. several times, so students can notice
Tell students to interview a classmate the difference, then practice saying
who is not sitting next to them. the sounds.

Lesson B 49

WE3e_TB_INT_U4_ptg01.indd 49 2/4/20 5:26 PM

 LESSON

C
C
C GOAL Talk
GOAL Talk about
about What
What You
You Have
Have
AA Read
Readabout
aboutMarie
MarieKondo.
Kondo.Answer
Answerthe
thequestions.
questions.
Language Expansion Whereisisshe
1.1. Where shefrom?
from? Whyisisshe
2. Why
2. shefamous?
famous? Whatdoes
3. What
3. doesshe
shelove?
love?
Japan
Japan Forher
For herbook
bookand
andTV
TVshows
shows AAtidy
tidyhouse
house
As a warm-up, have students look at the
MarieKondo
Marie Kondoisisfrom
fromJapan.
Japan.She She
photos of the two rooms. Point at one and
isisfamous
famousfor forher
herbook
bookandandTV
TVshows.
shows.
ask, What room is this? What can you Marieloves
lovesaatidy
tidyhouse.
house.She
Shehas
hasaa
Marie
see in this bedroom? And in that one? method:look
method: lookatataapossession
possessionandandask askaa
Provide vocabulary as necessary and question.For
question. Forexample:
example:
messy
messy
write it on the board. IsIsthis
thisbook
bookinteresting?
interesting?
Arethese
Are theseshoes
shoesnice?
nice?
A • Explain famous and love as IsIsthis
thisold
oldcell
cellphone
phoneuseful?
useful?
necessary. Point out the explanation Areyou
Are youhappy
happywithwiththis
thispossession?
possession?
of method in the Word Focus IfIfyou
youanswer
answer“No,”
“No,”then
thenwhy
whyisisititininyour
your
house?!
house?!
note. Then, have students read
the text and answer the questions tidy
tidy
individually. BB Do
Doyou
youthink
thinkMarie
MarieKondo’s
Kondo’smethod
methodisisaagood
goodidea?
idea?Discuss
Discussininpairs.
pairs.

•• Have students compare answers I Ithink

thinkit’s
it’saagood
goodidea.
idea.I Idon’t
don’t
I Idon’t
don’tthink
thinkititisisaagood
goodidea.
idea.I Ilike
likemy
mythings!
things!
wantmy
want myhouse
housetotobe
bemessy!
messy!
with a partner, then review them as a WORDFOCUS
WORD FOCUS
class. Clarify any vocabulary from the wayofof
method way
method

text as necessary.
doingsomething
doing something Language Expansion:
Language Opinion Adjectives
Expansion: Opinion Adjectives
CC Complete
Completethe
thetable
tablewith
withthe
theopinion
opinionadjectives.
adjectives.
B • Read the question as a class and tell
Positive
Positive Negative
Negative
students to think about their opinion. interesting
boring happy
boring happy interesting boring
boring
•• After students have discussed their
horrible useful
horrible useful useful
useful useless
useless
opinions in pairs, survey the class to great
great horrible
horrible
find out how many students like Marie happy
happy sad
sad
Kondo’s opinion and how many don’t.
DD Write
Writedown
downfive
fivepossessions
possessionsininyour
yourhome.
home.Then,
Then,ininpairs,
pairs,tell
tellyour
yourpartner
partnerabout
about
C • Write adjectives in a circle in the eachpossession.
each possession.Use
Usean
anopinion
opinionadjective.
adjective.Are
Areyou
youhappy
happywith
withthe
theobject?
object?
middle of the board. Create a mind
There’san
There’s anold
oldbook
bookininmy
mybedroom.
bedroom.It’s
It’sboring!
boring! I’mhappy
I’m happywith
withmy
myred
redshoes.
shoes.They’re
They’renice!
nice!
map by eliciting adjectives students
already know. Then write opinion on
the board and have students identify
Grammar
Grammar
any adjectives that are opinion Have,Has
Have, Has
adjectives. Statements
Statements Negative
Negative
I I/ /You
You/ /We
We/ /They
Theyhave
haveaacell
cellphone.
phone. I I/ /You
You/ /We
We/ /They
Theydon’t haveaacell
don’thave cellphone.
phone.
•• Clarify the meaning of positive
HeHe/ /She
She/ /ItIthas
hasaalaptop.
laptop. He/ /She
He She/ /ItItdoesn’t haveaalaptop.
doesn’thave laptop.
and negative, then have students Yes/ /NoNoQuestions
Questions ShortAnswers
Answers
Yes Short
complete the exercise individually. DoI I/ /you
Do you/ /we
we/ /they
theyhave
haveaacell
cellphone?
phone? Yes,I I/ /you
Yes, you/ /we
we/ /they
theydo.
do.
•• Review answers as a class. No,I I/ /you
you/ /we
we/ /they
theydon’t.
don’t.
No,
Doeshe
Does he/ /she
she/ /itithave
haveaalaptop?
laptop? Yes,he
Yes, he/ /she
she/ /ititdoes.
does.
D • Write a list of five of your possessions No,he
No, he/ /she
she/ /ititdoesn’t.
doesn’t.
on the board (leave the list there).
Point out the examples and say 50 Unit
50 Unit44
one or two things about your
possessions.
•• Monitor and assist as needed as Go through the examples 50-51
044-057_WE3E_Int_SB_13660_U04_ptg01_Reprint.indd
044-057_WE3E_Int_SB_13660_U04_ptg01_Reprint.indd in
50-51the chart.

students share their opinions about Point out the two forms, have and Word Bank: Opinion Adjectives
possessions. Use the Word Bank for has, and explain the use of do / don’t amazing angry
additional vocabulary as necessary. and does / doesn’t as auxiliary verbs awful comfortable
with verbs other than be for negatives cool expensive
Grammar and questions. Direct students to the fantastic horrible
Grammar Reference in the back of the
Introduce the grammar by using your list lovely lucky
student’s book for additional review and
of possessions on the board. Say, I have practice. old pretty
a…. Then ask a student, Do you have silver
a…? Ask the same student about his or
her partner, Does he / she have a…?

50 UNIT 4: Possessions

WE3e_TB_INT_U4_ptg01.indd 50 2/4/20 5:26 PM

 EE Write
Writequestions
questionswith
withhave
haveand
andcomplete
completethe
theanswer.
answer.
you/ /cell
1.1. you cellphone?
phone? Doyou
Do youhave
haveaacell
cellphone?
phone? Yes,
Yes, I Ido.
do.
E • Make sure students understand the
Alison/ /big
2. Alison
2. bighouse?
house? DoesAlison
Does Alisonhave
haveaabigbighouse?
house? shedoes.
Yes, she
Yes, does.
two parts of the exercise by going
you/ /my
3. you
3. mykeys?
keys? Doyou
Do youhave
havemymykeys?
keys? No, I Idon’t.
No, don’t. over the example.
Aki/ /aalaptop?
4. Aki
4. laptop? DoesAki
Does Akihave
haveaalaptop?
laptop? hedoes.
Yes, he
Yes, does. •• After students compare answers with
Marioand
5. Mario
5. Do Mario and Dan have
Dan/ / Do Mario and Dan have an
andDan anapartment?
apartment? No, they don’t.
No, they don’t. a partner, review answers as a class,
anapartment?
an apartment? writing them on the board.
•• Have students do the Grammar
Conversation
Conversation Practice exercise as time allows.
FF Listento
29 Listen
29 tothe
theconversation.
conversation.Does
DoesHana
Hanahave
haveaalot
lotof
ofbooks?
books?
Hana:
Hana: Mybedroom
My bedroomisisvery verymessy.
messy.
SPEAKINGSTRATEGY
SPEAKING STRATEGY
CheckingAnswers
Checking Answers
Conversation
Maria:
Maria: Letme
Let mehelp.
help.Do Doyou
youhave
haveaalot
lotof
ofbooks?
books? DoDoyou you...?
...?
Hana:
Hana: Yes,I Ido!
Yes, do!I Ilove
lovemy
mybooks!
books!They’re
They’reinteresting.
interesting. IsIsitit...?
...? F • Have students listen with their books
Maria:
Maria: Arethey?
Are they? Arethey?
Are they? closed first. Write the question on the
Areyou
Are yousure?
sure?
Hana:
Hana: Well,no.
Well, no.Not
Notallallof
ofthem.
them.This
Thisbook
bookisisboring.
boring. board, then play the audio.
Maria:
Maria: Whatabout
What aboutclothes?
clothes?DoDoyou
youhave
havelots
lotsof
ofclothes?
clothes? •• Replay the audio as students read
Hana:
Hana: No,I Idon’t.
No, don’t. and confirm their answer.
Maria:
Maria: Areyou
Are yousure?
sure? •• Point out the Speaking Strategy note

G Practice
G Practicethe
theconversation
conversationininpairs.
pairs.Switch
Switchroles
rolesand
andpractice
practiceagain.
again. and have students circle examples in
the conversation.
H Change
H Changethe
theunderlined
underlinedwords
wordsand
andmake
makeaanew
newconversation.
conversation.
G • Assign students to pairs to practice
the conversation. Remind them to
GOAL CHECK
GOAL CHECK Talk
Talk about
about What
What You
You Have
Have switch roles.
Addtwo
1.1. Add twomore
morepossessions
possessionsto
tothe
thesurvey.
survey.Fill
Fillininthe
thefirst
firstcolumn
columnfor
foryourself.
yourself. H • Go through the conversation as a
Thenask
Then askaaclassmate.
classmate.
class, eliciting other options for the
Doyou
Do youhave
haveaatablet?
tablet? Yes,I Ido.
Yes, do.It’s
It’suseful!
useful! No,I Idon’t.
No, don’t. underlined words.
•• If you feel your students need a
Doyou
Do youhave
have…
… Me
Me Name:
Name: change or need to get up and move,
aatablet?
tablet? assign them to different partners
aawallet?
wallet? to create and practice a new
sunglasses?
sunglasses? conversation.
headphones?
headphones?

GOAL CHECK
Workwith
2. Work
2. withaanew
newpartner.
partner.Say
Saywhat
whatyour
yourclassmate
classmateabove
abovehas
hasand
anddoesn’t
doesn’thave.
have.

Hehas
He hasaatablet.
tablet. Shedoesn’t
She doesn’thave
haveaawallet.
wallet. •• Give students time to add two more
items to the survey and write their
own answers.
•• Model the exercise with a student
Possessions 51
Possessions 51
using the examples, then have
students carry out their surveys.
Assign a time limit so that everyone
2/4/20 2:24
2/4/20 2:24PM
PM is ready to move on to step 2 at the
Grammar: Have, Has Grammar Practice: Have, Has same time.
Have is both a lexical verb (a verb for an Have students write a list of possible •• Point out the examples for step 2
action, event, or state) and an auxiliary possessions. Encourage them to recall and make sure students understand
verb. In this unit, it is taught in its basic items they have seen in the unit and that they’re not going to talk about
lexical meaning: to express possession. add more ideas of their own. Then, have
themselves this time. Have students
Help students notice that it only has two them survey the class by asking at least
forms, have (for I, you, we, and they) and 10 people about the objects on their list find a new partner, then monitor and
has (for he / she / it). Not all languages (Do you have a cell phone? Yes, I do. / check for correct use of have / has.
use auxiliary verbs, so the use of do / No, I don’t.). Tell them to write down the
does for questions and don’t / doesn’t for answers. Finally, have them report what
negative statements may be a difficult they found out to the class. For example,
concept for some students. Ten people have a cell phone. Seven
people don’t have a tablet.

Lesson C 51

WE3e_TB_INT_U4_ptg01.indd 51 2/4/20 5:26 PM

 LESSON

D
D GOAL Identify Similarities and Differences

Reading Reading
A Look at the photos. What possessions can you see?
My Room
As a warm-up, write tidy and messy on John Thackwray is a filmmaker
B Read the article about John, Andrea, and Marcello. What are
the board. Have students look at the and photographer from South
their jobs? Where are they from? John – photographer – South
photos and give their opinion about Africa; Andrea – student – Romania; Marcello – musician – Bolivia Africa. He has a book called My
each room, Is it tidy or messy? Then ask, C Read the article again and look at the photos. Which Room. It has photographs of 100
people from 55 countries. John
Where do you think these two people are possessions are in the rooms? Write the words in the diagram.
photographs young men and
from? bed bookcase clothes computer desk fan women in their rooms with their
guitar many blankets panpipes scooter table TV possessions. Here are two of the
A • Have students look at the photos people in his book.
in more detail and write a list of the Andrea Both Marcello Andrea is from Bucharest,
items in each room with a partner. Romania. Her bed is in the
table,
Provide vocabulary as needed. computer, guitar, middle of her room, and there
•• Have pairs call out the possessions bookcase, clothes, TV, are possessions all around her.
fan, bed many She has lots of books on the
and write them on the board. desk blankets,
bookcase and next to the bed. She
scooter panpipes
also has a desk with a computer.
B • Tell students to read the questions She’s a student. The scooter is
and scan the article quickly to find D Answer these questions. her transportation to college.
the answers. Ask, What information 1. How many people are in John’s book? 100
Sometimes, it’s hot in Bucharest,
are you looking for? In this case, so she has a fan.
2. How many countries are they from? 55
names of cities or countries, names Marcello is from La Paz,
3. Why does Andrea have a scooter? For transportation to college Bolivia. He’s a musician. There’s a
of jobs (see Teaching Tip).
4. Why does she have a fan? Sometimes it’s hot in Bucharest. guitar in his room and panpipes—
•• Allow students one minute to read these are a traditional Andean
5. What are panpipes? A traditional Andean musical instrument
and answer the questions so that musical instrument. His room is
they stay focused on finding the 6. Why does Marcello have lots of blankets? very comfortable. It has pillows
Usually it’s cold at night in La Paz.
answers to the questions. and a bed, and a TV in the corner.
E MY WORLD Answer the two questions at the end of the There are lots of colorful blankets
•• Have students compare their article. Share your answers in pairs. and pillows—it’s usually cold at
answers with a partner before night in La Paz!
reviewing as a class. Have students GOAL CHECK John’s photos show how
point out where in each paragraph people’s lives are similar and
In pairs, talk about your favorite rooms and possessions.
they found the answers. Elicit where Write the objects and possessions in the diagram. What is different in other countries. Is your
Romania and Bolivia are and what similar about your rooms and possessions? What is different? favorite room similar to, or different
students know about these countries. from, Andrea’s and Marcello’s
You Both Your partner rooms? Do you have the same
possessions?
Teaching Tip: Identifying What
You’re Looking For
Before reading, it is helpful if
students ask themselves what
information they need from the text.
By identifying this, they know what
words or kind of information to look
52 Unit 4
for (for example, names of places
or people, numbers, descriptive
adjectives). This helps them
approach the text with a specific
focus and can help them feel less diagram on the board. Clarify any
overwhelmed by a long text. new vocabulary in the box, using the For Your Information: John
photos to help you. Thackwray
•• Review the answers as a class by John Thackwray is an international
C • Have students read the article having students call out the objects filmmaker and photographer. Through
again for details. Encourage them for you to complete the diagram on his work, he aims to raise awareness of
to underline any words in the article human rights and development issues
the board. around the world. He began his My
they don’t know, but to keep reading. Room Project in 2010. For this project, he
•• After they have finished reading, photographs millennials, or people born in
have them look at the words in the 1980s and 1990s, in their bedrooms.
the box and complete the Venn He always takes the photos from above,
looking down on the person and the room.
More than a thousand subjects from
55 countries have participated.

52 UNIT 4: Possessions

WE3e_TB_INT_U4_ptg01.indd 52 2/4/20 5:26 PM

 D • Tell students to read parts of the text
again if they need to.
•• Have students compare their
answers with a partner, then review
them as a class. Have students
say where in the text they found the
answer.
•• Finally, review the vocabulary
students underlined while they were
reading. Compile a list on the board
and, as a class, have students use
the context to guess the meaning of
each word or phrase (see Reading
Strategy).

Reading Strategy:
Understanding Vocabulary from
Context
In order to be more competent
readers, students need to feel
comfortable guessing the meanings
of new words. One of the key
strategies that students can use
to help them guess is the context.
Students should look at the rest
of the sentence and identify the
subject(s) and verb(s) to help them
guess a word’s meaning. Students
can also read the preceding and
following sentences to gather further
clues about the word’s meaning.

E • Have students find and underline the

two questions. Check understanding
of the questions, using the Venn
diagram in C to explain similarities
and differences.
•• Have students discuss their answers
in pairs, then compare them as a
class. Ask, Are there similarities? Talk
Possessions 53 about the idea that although there
are a lot of differences, there are
also similarities between people from
different countries.
•• Insmall groups, you can have pairs
share their similarities and differences Expansion Activity
with the class, but in larger groups, it In pairs, have students research
is usually more effective to have them Thackwray’s My Room Project and GOAL CHECK
choose two different photos to compare.
share with another pair.
Tell students to find the name of each
•• Give students time to think about
person, their city, and their country, and
to identify similarities and differences their favorite room and the things in it.
in their bedrooms and possessions. •• Assign students to pairs and have
Students can present the photos and them compare their rooms and
their comparisons in pairs or small possessions and complete the
groups.
diagram. Monitor and assist as
needed.

Lesson D 53

WE3e_TB_INT_U4_ptg01.indd 53 2/4/20 5:26 PM

 LESSON

E
E GOAL Thank Someone for a Present

Communication
As a warm-up, point out the lesson goal.
Elicit or have students look up the
meaning of present. Have them give
examples of things that they give as
presents. Tell them that, in this lesson,
they will talk about when we give
presents and how to say thank you when
we receive a present.

A • Look at the photo as a class and

have students describe what they
can see.
•• Read the questions and have
students suggest different
possibilities for the situation.
B • Clarify understanding of the six
events. Have students identify
individually when presents are given
in their country. Grandparents
Grandparents give give
aa present
present to to their
their
•• Give students time to compare and grandson
grandson in in Kuala
Kuala Communication
discuss the question with a partner Lumpur,
Lumpur, Malaysia,
Malaysia,
A
A Look
Look at
at the
the photo.
photo. Why
Why does
does this
this person
person have
have aa present?
present? What
What special
special day
day is
is it?
it?
to
to celebrate
celebrate Eid Eid
before sharing answers as a class. al-Fitr,
al-Fitr, aa religious
religious
•• Compile a list on the board of where holiday.
holiday. B
B In
In your
your country,
country, what
what are
are presents
presents for?
for?
(in which countries) presents are •• birthdays?
birthdays? •• aa new
new baby?
baby? •• religious
religious days?
days?
given for each event. •• weddings?
weddings? •• the
the New
New Year?
Year? •• other
other days?
days?

C • Give students time to think about C

C In
In groups,
groups, discuss
discuss what
what presents
presents are
are good
good for
for each
each person
person and
and situation.
situation.
their ideas individually. Encourage 1. It’s
1. It’s your
your brother’s
brother’s wedding.
wedding.
them to note down a few ideas and 2. Your
2. Your sister
sister has
has aa new
new baby.
baby.
key words. 3. It’s
3. It’s your
your teacher’s
teacher’s birthday.
birthday.
•• Assign students to groups and give 4. Your
4. Your friend
friend has
has aa New
New Year’s
Year’s party.
party.
each student a role (see Teaching 5. Your
5. Your grandparents
grandparents have
have their
their 50th
50th wedding
wedding anniversary.
anniversary.
Tip).
•• As students discuss each situation
A
A book
book is
is aa good
good present
present for
for my
my friend.
friend. II think
think aa book
book is
is boring.
boring. What
What about
about aa new
new bag?
bag?
with their group, monitor and prompt
with ideas as necessary.

Teaching Tip: Group Work 54

54 Unit
Unit 44
Roles
When working in small groups
(as in C), three or four students per
group is usually a good number to
ensure that everyone stays on task Expansion Activity
and has the opportunity to participate. Brainstorm vocabulary for possessions and opinion adjectives. Write two lists on the board.
It is also helpful sometimes to assign Encourage students to add other related words. In pairs, have students use the vocabulary
students specific roles when they’re to talk about the perfect present for different people they know. For example, the perfect
working in groups. For example, present for their mother, for their best friend, or son or daughter. Provide further vocabulary
organizer (makes sure everyone as needed. Remind them about the phrase, I think… For example, I think the perfect
participates, that they answer all present for my best friend is an interesting book.
the questions, and stay on task),
note-taker (writes notes about their
discussion), and speaker (tells the
class what they talked about).

54 UNIT 4: Possessions

WE3e_TB_INT_U4_ptg01.indd 54 2/4/20 5:26 PM

 Writing
D
D Read
Read the
the emails
emails and
and messages.
messages. Which
Which person in C
person in C is
is each
each from?
from? Writing
1.
1.
Hi, From your brother. To introduce the topic, write on the board:
How’s it going?   Hi !
Thanks for the new lamp. It’s great in our new house.   How you?
Come over and see it soon!   
Thanks for the . It
useful!
All the best,   See you at school!
Peter (and Tracey!)
  
Ask, What’s this? Elicit email or message
2.
2.
as possible. Have students help you
Hello everyone! From your teacher.
complete it. (Leave it on the board.)
Thanks very much for the chocolates. They’re delicious!
See you next week (and your test on Monday is canceled J). D • Point out that the messages all
thank someone for a present. Have
3.
3. students read the messages. Clarify
Dear Martin, From your grandmother (or grandparents) vocabulary as needed.
•• Have students compare answers
Thank you so much for the flowers. They are on our kitchen
table, and they are beautiful. What a wonderful grandson! with a partner, then review them as
a class. Have students say how they
Love, know who each message is from.
•• Focus students’ attention on the
Grandma
language used and have them
underline the adjectives that describe
E
E Complete
Complete the
the table
table below
below with
with phrases from D.
phrases from D.
the presents.
WRITING SKILL:
WRITING SKILL: Short
Short Emails
Emails and
and Messages
Messages
E • Have students identify the start,
Start: Hi
Start: __,
__, Hello ,, Dear ...
thanks, and finish in your message
Thanks:
Thanks: Thanks ,, Thanks very much ,,
(from the Writing warm-up) on the
Thank you so much
All the best See you next week board.
Finish:
Finish: ,, ,,
•• Remind students to include phrases
Love
from all three messages in the table.
•• Review answers as a class.

GOAL CHECK Thank Someone for a Present

1. It’s
1. It’s your
your birthday,
birthday, and
and you
you have
have aa present
present from
from aa friend.
friend. It’s
It’s aa book.
book. Write
Write aa Writing Skill: Short Emails and
short
short email
email to
to your
your friend
friend to
to say
say thank
thank you.
you. Use
Use some
some of of the
the phrases
phrases above.
above. Messages
2. Exchange
2. Exchange your
your email
email with
with aa partner.
partner. Which
Which phrases
phrases are
are in
in the
the email?
email? Every language has “rules” about the
content and style used for different
genres of writing. It is important
Possessions
Possessions 55
55 that students are aware of these
differences and become familiar with
the appropriate style for different
genres. As is introduced here, a
they will be ready for step 2 at the
Teaching Tip: Modeling Texts thank you note needs an opening, an
same time. expression of thanks and a comment
•• Have students exchange messages Providing your model, as in the introduction about the present, then a closing.
with a partner and underline the to Writing, as well as the models in the
book, is useful for students. Being able
phrases from C and D that their
to see what they are expected to create
partner used. Encourage students to helps make the goal clearer and seem
help each other correct any spelling
or word-order mistakes.
more achievable. Students can also use GOAL CHECK
the models to provide the building blocks
to write their own text. For students of this
level, writing a text is a challenging task, so •• Give students time to brainstorm ideas
it is important that they get the support that for a Thank You email for the present.
models provide. •• After brainstorming ideas, they are
ready to write their message. Remind
them to use the texts in D to help
them. Give students a time limit, so

Lesson E 55

WE3e_TB_INT_U4_ptg01.indd 55 2/4/20 5:26 PM

 VIDEO JOURNAL
Video Journal
About the Video TYLER BIKES ACROSS
Tyler Metcalfe is a photographer, writer, AMERICA
designer, and digital media producer.
He currently works for @Instagram but A Read about Tyler Metcalfe and look at the map. Where is his trip?
has worked for National Geographic
and also freelances. Through his work, WA
WA
Tyler has traveled the world, but in 2016
Astoria
Astoria
Salem
Salem Missoula
Missoula
MT
MT ME
ME
ND
ND
he decided to undertake a trip closer to
Bozeman
Bozeman
MN
MN VT
VT
OR
OR Bend
Bend Dillon
Dillon
NH
NH
ID
ID SD
SD WI
WI NY
NY
home. He embarked on his American Lander WY
Lander WY MI
MI MA
MA
Rawlins
Rawlins IA
IA PA
PA RI
RI
Bike Project, an adventure that entailed NV
NV
UT
UT
Boulder
Boulder
NE
NE
IL
IL IN
IN
OH
OH
Washington,
Washington, D.C.
D.C.
CT
CT
NJ
NJ
cycling across the United States by CO
CO Denver
Denver MO
MO Charlottesville
Charlottesville
CA
CA KS
KS Louisville
Louisville DE
DE
Telluride
Telluride
Carbondale
Carbondale
WV
WV VA VA
Pueblo
Pueblo MD
MD
Wichita
Wichita KY
KY Blacksburg
Blacksburg

himself. In this video, we learn about the PACIFIC

AZ
AZ
Springfield
Springfield
OK
OK
TN
TN
NC
NC DC
DC

OCEAN NM
NM AR
AR
things Tyler took with him and some of
SC
SC
MS
MS AL
AL GA
GA

the places he visited on this epic journey. TX

TX LA
LA

FL
FL ATLANTIC
OCEAN
A • Look at the photo as a class and The American Bike Project
Gulf of Mexico

have students say where the man is Tyler Metcalfe is on his bicycle. His trip is 6,000 miles through
and what he’s doing. Point out the 11 states across the US.
map and the caption.
•• Answer the question as a class.
B What possessions do you think Tyler has on his trip (e.g., a bike, a helmet)?
Remind students how paying
attention to images such as maps, C Watch the first part of the video. Check (✓) what Tyler has with him.
graphs, and photos before watching ✓ a bicycle keys
helps activate language and ideas ✓ a helmet ✓ a hat
that will help them understand the ✓ bicycle bags ✓ a raincoat
video more easily. a wallet ✓ a camping stove
B • Have students individually brainstorm ✓ a sleeping bag lots of food
objects Tyler may have with him. blankets ✓ a camera
Encourage them to use a dictionary ✓ a tent books
to help them. ✓ gloves ✓ a map
•• Compile a list on the board with
students’ ideas.
C • Say the items on the list so students
Tyler Metcalfe rides his bike
are familiar with how they sound. in Grand Teton National Park,
Have students use a dictionary Wyoming, US.
for any unknown words on the list.
Answer any questions about any of 56
the items (see Teaching Tip).
•• Play the first part of the video.
Encourage students to check the
items as they watch. Remind them Teaching Tip: Pre-teaching
to use visual clues to help them
Vocabulary
understand.
•• Have students compare answers with
When working with video input, students
will usually need some vocabulary
a partner, then review answers as a support. It is important to identify key
class. Replay the video as necessary content words that students might
to confirm answers. not know but that are important for
understanding the topic. These words
can then be introduced prior to watching
the video. For example, vocabulary can
be introduced by having students use
dictionaries to find definitions of words
they are not familiar with before watching
the video, as in C.

56 UNIT 4: Possessions

WE3e_TB_INT_U4_ptg01.indd 56 2/4/20 5:26 PM

 D • Go over the items. Students should
be familiar with them by now, but
answer any questions as needed.
•• Play Part One again. Encourage
students to note key words as they
watch (see Teaching Tip).
D Watch the first part of the video again. Why does G In groups, plan a seven-day trip through your
Tyler have ... country, or to different countries. •• Give students time to complete their

1. a tent? Sometimes there aren’t hotels. 1. List the place or places to go to each day. answers, then have them compare
with a partner.
2. a raincoat? for when it rains 2. List the possessions you have for the trip.
•• Review answers as a class, replaying
3. a camping stove to cook food 3. Join another group. Present your trip and the
possessions you have. Part One of the video as necessary.
4. a camera? Tyler’s a photographer.

E Look at Tyler’s route on the map and watch the Teaching Tip: Note-taking
second part of the video. Writing answers as they watch
can be complicated for students,
F Watch the video again. Match 1–6 to the state.
since they will miss information
1. a horse c a. Wyoming while they are writing a previous
2. a hill e b. Missouri answer. To avoid this, students
3. a train b c. Virginia
should take notes. Writing down
key words they hear will help them
4. Yellowstone answer the questions afterwards.
National Park a d. Montana
Demonstrate to students how nouns,
5. a hotel d e. Kentucky verbs (actions), and adjectives
6. a ship and the ocean f f. Washington are key words to pay attention to
when they’re listening or watching
because they carry meaning,
and they are usually stressed in
a sentence. Writing down these
words, even if misspelled, will help
them clarify their understanding
when they finish watching.

E • Have students look at the map. Ask,

What states is his route in? What
cities? Where is the end of his trip?
•• Play the second part of the video.

F • Go over the items and have students

match any they think they already
know.
•• Play Part Two of the video again for

57 students to confirm their answers.

•• Have them compare with a partner,
then review answers as a class.

•• For step 3, ask each group to join G • Go over the directions and the three
another to present their trip. Teaching Tip: Starting and Ending steps as a class. Assign students to
•• When they have finished, have a Group and Pair Work groups of three or four students and
spokesperson from each new larger To make group and pair work go assign them roles in the group. Set
group tell the class about their two smoothly, it’s helpful to use clear signals a time limit for each step and write
trips. for beginning and ending the task. them on the board (see Teaching
Some ideas: Tip).
•• Write starting and ending times on the •• In groups, have students carry out
board (for example, Group work starts: steps 1 and 2. Monitor and help with
10:15. Group work ends: 10:25.). vocabulary and ideas as needed.
•• Tell your students that group work ends
when you clap your hands three times.
•• Train your students so that when they see
you raise your hand, they will also raise
their hands and stop talking. The room
will fall silent without you interrupting.
Video Journal 57

WE3e_TB_INT_U4_ptg01.indd 57 2/4/20 5:26 PM

 UNIT

5
UNI T

Unit Theme
Many of the activities in our daily routine are
5 Daily Activities
universal. Around the world, most people
get up, get dressed, have breakfast, and
start their day’s work—at home, in an office
or factory, outdoors, or at school. At the
end of the day, they eat dinner and relax,
alone or with family and friends. The times
people do these things, the type of clothes
they wear, how they travel to and from
work or school, and the food they eat may
differ, but the essential steps we go through
every day are similar the world over. Being
able to talk about their routines, as well
as reflect on changes they might need to
make in their daily routines, is useful for
students in their everyday conversations.
Discussing this theme is also important for
understanding similarities and differences
amongst people around the world.

Unit Overview
In this unit, students will learn to talk about
their daily routine, their commute, and
the activities they do once they’re at work
or school.
Lesson A introduces vocabulary and the
simple present to talk about everyday
routines and to tell the time. Lesson B
compares daily routines and the times of
day people do each activity. Lesson C
introduces questions and answers in
the simple present and the vocabulary
to talk about school and work activities.
Then, in Lesson D, students will read
and talk about the number of hours a A train goes by in Shinjuku,
Japan, home of the busiest
day people spend using screens. In
train station in the world.
Lesson E, students will write To-Do lists
and Do / Don’t lists, and give advice and
instructions. Finally, in the Video Journal, 58
students will see different times of the day
and the activities happening around the
world at those times.

UNIT 5 GOALS Grammar Vocabulary Listening

• Tell Time Simple Present Daily Activities Listening for General
• Compare People’s Daily They get up at 7 o’clock. Telling Time Understanding and
Routines Specific Details:
Simple Present Questions and Answers Work and School
A Podcast about
•  alk about Activities at Work
T Do you go to class every day? Yes, I do. Activities
the Day of a “Super
and School Adverbs of Frequency: Time Expressions Commuter”
• Present a Report always, sometimes, never
I never answer the phone.
• Give Advice and Instructions
Imperatives

58 UNIT 5: Daily Activities

WE3e_TB_INT_U5_ptg01.indd 58 2/4/20 5:28 PM

 Look at the photo and 1 Where are these people? 2 Where do you go every day?
answer the questions. How do you travel?
About the Photo
In this photo, we see a cross-city train
passing through Shinjuku station in
Tokyo, Japan, at night. This station is the
busiest in the world, with over 3.6 million
passengers using it every day. As a transit
hub for Tokyo’s rail and subway network,
it is part of many people’s daily commute.
These cross-city trains take passengers
to the famous Shinkansen bullet train
stations, where they can travel to other
cities, as well as connect them to
express airport trains. This photo was
taken by Michael Vong, a photographer
whose work has been featured in National
Geographic’s Your Shot photo community,
and 2019 Travel Photo Contest.
• After providing some vocabulary on the
board, and discussing the photo, have
students answer the questions with a
partner.
• Share answers as a class. Tell the
class how you travel to and from work
every day.
• Point out the unit theme and elicit things
students do every day. Compile a list
on the board, providing vocabulary as
necessary.
UNIT 5 GOALS
• Go over the unit goals together. For
A. Tell Time each goal, answer questions and model
B. Compare People’s Daily Routines or elicit related language. For example,
for Goal A, point to the list of activities
C. Talk about Activities at Work and
School on the board and elicit or say times of
the day you do different activities, etc.
D. Present a Report
• Ask students which of the goals sounds
E. Give Advice and Instructions most interesting to them, and why.

59

Speaking and Pronunciation Reading Writing Video Journal

Asking and Answering Screen Time Writing a To-Do Around the World in 24 Hours
Questions about Work or School List This video from National Geographic
Activities and Daily Routines Lists and Notes Learning goes on a journey to see
Discussing and Giving Advice what people are doing around the
Falling Intonation on Statements world at different times of day.
and Information Questions

59

WE3e_TB_INT_U5_ptg01.indd 59 2/4/20 5:28 PM

 LESSON

A
D
A GOAL Tell Time

Vocabulary REAL LANGUAGE Vocabulary

go to: go to work / A Look at the activities and number them in the order you do them. 1 = the first activity
school, go to the station
As a warm-up, draw a clock on the board go: go home
of the day. 10 = the last activity of the day. Discuss your order with a partner.
Answers may vary.
(and leave it there), and mime get up.
Say, I get up at (7 o’clock). Write it on the
board and say it again. Ask, What time do
you get up? Encourage students to reply
using the sentence on the board. Help
1 7 3 10 4
with changing the time as necessary.
get up finish work have breakfast go to bed go to work
A • Have students look at the photos in
A. Say the activities for students to
repeat.
•• Point out the example and elicit
which activity could be second.
•• Have students put the activities in 5 6 9 8 2
order according to their daily routine, start work have lunch have dinner go home take a shower
then compare and discuss it with a
partner. Time B What time is it? Write the time.
•• Point out the Real Language note
five forty-five /
and direct students’ attention to 5:45 a quarter
the use of the with station, and the to six AM
AM 530

FM
530 650

FM 88889292
650 900
900 1300

9696 100
1300 1700

100 104
1700 KHz

104 108
KHz

108 MHz
MHz
AM
AM 530

FM
530 650
650 900
FM 88889292 9696
900 1300

100
1300 1700

100 104
1700 KHz

104 108
KHz

108 MHz
MHz
AM
AM 530

FM
530 650
650 900
FM 88889292 9696
900 1300

100
1300 1700

100 104
1700 KHz

104 108
KHz

108 MHz
MHz

absence of to with home. 6:00 six o’clock

six fifteen / 1. It’s five o’clock. 2. It’s twelve thirty. 3. It’s four fifteen. It’s a
B • Briefly review numbers from 1 to 60 6:15 a quarter It’s half past twelve. quarter after four.
with the class. Point to the clock on after six
the board (from the warm-up) and 6:30
six thirty /
half past six
say, It’s (7 o’clock). AM
AM 530

FM
530 650

FM 88889292
650 900
900 1300

9696 100
1300 1700

100 104
1700 KHz

104 108
KHz

108 MHz
MHz
AM
AM 530

FM
530 650

FM 88889292
650 900
900 1300

9696 100
1300 1700

100 104
1700 KHz

104 108
KHz

108 MHz
MHz

•• Go over the times in the chart, using

4. It’s two forty-five. 5. It’s ten thirty.
the clock on the board for each one.
It’s a quarter to three. It’s half past ten.
Point out that sometimes there are C Complete the sentences with your own information.
two ways of saying the time. Have 1. I get up at .
students repeat both ways.
2. I take a shower at .
•• Have students complete the exercise
3. I start work at .
individually.
4. I have lunch at .
•• Review answers by writing them on
the board so students can check 5. I finish work at .
spelling. 6. I go to bed at .

C • Remind students about routines—I get

up at (7 o’clock)—and point out the
60 Unit 5
at before the time for each activity.
•• Make sure students write the times,
not just the numbers.
•• For each item, call on several
students to say their sentence. Grammar: Simple Present
The simple present is used to talk about
regular and habitual events (I start work at
Word Bank: Daily Activities nine o’clock.). It is also used for general
clean the house statements (I live in Caracas.), and facts
do (my) homework that are always true (Water freezes at
32 degrees Fahrenheit / 0 degrees
feed (my) pet Celsius.). Students may have difficulty
go to the gym with the use of the -s ending for he / she,
make lunch / dinner consequently they need plenty of
opportunities to notice and practice it.
start / finish class
take a bath
take public transportation to work /
school

60 UNIT 5: Daily Activities

WE3e_TB_INT_U5_ptg01.indd 60 2/4/20 5:28 PM

 Grammar

Simple Present Grammar

Statement Negative What time ...?
Introduce the grammar by saying, I start
I / You / We / They get up I / You / We / They don’t go What time do I / you / we / work at (8:45). Write it on the board. Ask
at seven o’clock. to work on Saturdays. they start work?
a strong student, What time do you start
He / She gets up at He / She doesn’t go to bed What time does he / she
seven thirty. at nine thirty. start work?
work? Encourage them to respond with
I start…. Ask the class, What time does
*The simple present is used for actions that we do every day.
(Ji Yoo) start work? Write the answer on
the board, Ji Yoo starts work at.... Then
D Underline the correct verb. write negative statements about you and
1. Matt get up / gets up at eight o’clock on Mondays. the same student on the board: I don’t
2. I start / starts work at seven thirty in the evening. start work at (8:00). Ji Yoo doesn’t start
3. We don’t / doesn’t have a long lunch—there’s never time!
work at (8:00). Go over the examples in
the chart. Direct students to the Grammar
4. Wendy don’t / doesn’t go to school on Thursdays.
Reference in the back of the student’s
5. Dae-Ho finish / finishes work at two o’clock every day.
book for additional review and practice as
6. Hussein take / takes a shower at night. appropriate.

Conversation D • Have students complete the exercise

E 31 Write the missing verbs and prepositions. Then listen and check. individually.
•• Review answers as a class, pointing
Abel: What time (1) do you get up?
get out the -es ending in finishes.
Marco: I (2) up at seven thirty on weekdays.
on •• Have students circle the third person
Abel: And (3) the weekend?
a Marco: (4) At about ten o’clock. singular subjects and their simple
Abel: And what time do you (5) go to bed? present -s ending to help them notice
Marco: On weekdays, I go to bed at about nine thirty, but on weekends, this form.
I go to bed late (6) at night.
Conversation
F Practice the conversation in pairs. Switch roles and practice it again.
E • Before students begin, explain that
prepositions are words like at and on.
•• Have students complete the exercise
GOAL CHECK Tell Time individually, then compare answers
In pairs, ask and answer questions with What time do you ...? Use the ten with a partner.
activities in A.
•• Play the audio. Check answers as a
What time do you have lunch? At twelve thirty.
thirty. class. Have students do the grammar
practice exercise if time allows.
F • Have students practice the
conversation in pairs. Remind them
to switch roles.
Daily Activities 61 •• Encourage students to have another
conversation, changing some of the
information. For example, What time
do you have breakfast?
Grammar Practice: Simple Present Teaching Tip: Simple Present -s •• Have volunteers share their

Have students write as many sentences Students generally need a lot of practice conversations with the class.
as they can about things they do regularly of the simple present -s ending for he / she
(I take a shower in the morning. I eat lunch subjects. A good opportunity for this
at work.). Remind students to include is after pair work where students have
times in some of their sentences. Then, in been talking about themselves. To wrap GOAL CHECK
pairs, have them take turns reading their up the exercise, you can have students
sentences. The listener should cross out report their partner’s information rather •• Assign students to new pairs to
any sentence that’s the same on his or than their own to the class, as suggested
change the classroom dynamic.
her own list and write down any sentence in the Goal Check. This pushes students
•• In pairs, have students ask and
that’s different. Finally, listeners should to change pronouns from I to he or
write sentences about the things their she, and to change the verb form answer the questions, using the
partner does that are different (He goes to correspondingly. activities in A.
bed late.). •• Call on different students to report
one of their partner’s answers (see
Teaching Tip).
Lesson A 61

WE3e_TB_INT_U5_ptg01.indd 61 2/4/20 5:28 PM

 LESSON

B
B
D GOAL Compare People’s Daily Routines

Listening
As a warm-up, introduce the verbs
leave and get (see Listening Strategy).
Say, I leave home at (7:45) and I get to
work at (8:30). Remind students what
time you start work. Clarify the meaning
by drawing a house on the board with
7:45 above it and an arrow to another
building. Write 8:30 above the other
building. Ask, How long do I travel?
Write, My commute is 45 minutes in the
morning. Ask, What about you? What
time do you leave home? What time do
you get to work or school? Elicit answers
from several students.
“Super
“Super commuter”
commuter” Andy
Andy
Ross
Ross spends
spends up
up to
to eight
eight
Listening Strategy: Pre- hours
hours aa day
day commuting.
commuting.
teaching Vocabulary
Before listening, it is often helpful WORD
WORD FOCUS
FOCUS Listening
to pre-teach key vocabulary words commute (v)
commute (v) travel
travel to
to
that students are not familiar with, as and
and from
from work
work // school
school A Look at the photo of a commuter. Where is he? Where is he going?
without them, understanding will be every
every day
day
commute (n)
commute (n) the
the daily
daily B You are going to hear a podcast called “The Super Commuters.” Before you listen,
even more challenging. Students are
trip
trip to
to and
and from
from work
work // which phrases do you think are in the podcast?
familiar with get from get up in Lesson school
school
A, but here get is being used with to commuter (n)
commuter (n) aa person
person ✓ commute to work stays at home ✓ leaves home walks to work
in its meaning of arrive, which is a who
who travels
travels to
to and
and from
from
✓ gets to work takes a vacation ✓ work on his laptop loves commuting
potentially confusing difference for work
work // school
school
students. As students are familiar with C 32 Listen and check your answers in B.
32
the context of daily activities, these
verbs can be introduced through WORD
WORD FOCUS
FOCUS D 32 Listen again and answer these questions.
32
examples related to those given in gets
gets to work =
to work = arrives
arrives 1. How long is the average commute? a half hour
Lesson A. at
at work
work
2. What time does Andy leave home? 6 am
3. What time does he get to work? 10 am
A • Have students look at the photo and 4. What time does he leave work? 4 pm
read the caption. Ask, What can you 5. What time does he get home? 8 pm
see? Provide vocabulary as needed. 6. How many hours long is Andy’s commute? 8
•• Have pairs discuss the questions, 7. Where does he work? a bank in San Francisco
then compare answers as a class. 8. How many miles is his commute? 240 miles in total
B • Point out the Word Focus notes.
Clarify the different forms of commute 62 Unit 5
with examples: I commute to work
every day. My commute is an hour
and a half. I am a commuter.
•• Clarify the meaning of podcast as D • Go through the questions briefly with
necessary. Then, have students read the class. Encourage students to
the items. Make sure they understand complete any they think they already
they need to predict what they are know, then replay the audio.
going to hear. •• Have students compare with a
partner, then review answers as a
C • Play the audio. Check answers by
class.
having a class discussion on the
students’ predictions.
•• Go back to students’ answers to the
questions in A and confirm whether
they were similar to what they heard
in the podcast.

62 UNIT 5: Daily Activities

WE3e_TB_INT_U5_ptg01.indd 62 2/4/20 5:28 PM

 E MY WORLD Do you commute to work or school? How long is your commute?
How many miles is it? Tell the class. Who has the longest commute?
E • Have students complete the exercise
PRONUNCIATION: Falling Intonation on Statements and Information Questions individually.
•• Reviewanswers as a class, writing
At
At the
the end
end of
of most
most statements
statements and
and information
information questions,
questions, aa person’s
person’s intonation
intonation falls
falls
slightly.
slightly. The
The speaker’s
speaker’s voice
voice starts
starts high
high and
and falls
falls toward
toward the
the end
end of
of the
the sentence.
sentence. them on the board. Take a class poll
to see who has the longest commute
F 33 Listen and repeat.
33
➞ (see Teaching Tip).
1. A: What time do you get up?
Teaching Tip: Personalizing
➞

B: I get up at six o’clock.

Having students personalize new
➞

2. A: What time do they have lunch? knowledge by applying it to their own

context (as in E) helps their learning
➞

B: They have lunch at one thirty.

because the language becomes
➞

3. A: What time does David go to bed? more meaningful and relevant to

them. By applying what they have
➞

B: He goes to bed at eleven o’clock.

heard and understood to their own
G Take turns reading the questions and answers in pairs. Use falling intonation. life, students are able to clarify and
demonstrate their understanding. My
1. A: What time does Salma start work? B: She starts work at eight thirty.
World exercises provide important
2. A: What time do they get up? B: They get up at a quarter to seven. opportunities for students to
3. A: What time do you finish work? B: I finish work at six o’clock. personalize what they have learned.

Communication
Pronunciation
H Write two more questions in the table. Then interview two classmates.

What time do you...? Classmate 1 Classmate 2 Introduce the idea of intonation rising
1. leave home? and falling by saying, I leave at 5:30.
What time do you leave work? Write the
2. get to work / school?
ng statement and question on the board and
3. have lunch? say them again. Help students notice the
rising and falling intonation in your voice
4.
by drawing arrows over the sentences.
5. Explain that being aware of intonation will
help them sound more natural in English.

F • Play the audio as students read.

GOAL CHECK Compare People’s Daily Routines
•• Replay
the audio and have students
In pairs, describe and compare your classmates’ daily routines. Use the information
repeat each example.
in H. How similar are they?
G • Read through the questions and
Alice
Alice and
and Ricardo
Ricardo leave
leave Jorge
Jorge gets
gets to
to work
work at
at eight
eight thirty
thirty and
and answers with the class, and have
home
home atat 88 o’clock.
o’clock. Saki
Saki gets
gets to
to school
school at
at eight
eight forty-five.
forty-five.
them mark the intonation by drawing
arrows above the correct words.
Daily Activities 63 •• Have students practice reading the
questions and answers in pairs. Walk
around, helping with difficulties.
•• Call on pairs to read a question and
answer to the class.
GOAL CHECK Expansion Activity
Out-of-the-classroom exercises can be
very motivating for students, as well Communication
•• Model the examples in the speech
as providing them with opportunities
bubbles. Call on a student to say to practice their English in a different H • Have students complete the chart
something about the two people he context from that of the classroom. For with two more questions.
or she spoke to. this topic, you could have your students •• Askstudents to stand up and move
•• Assign students to pairs. Have interview two other people about their around the room to interview two
them tell their partner about the daily activities and report back to
the class / a partner / a small group,
classmates. Remind them to note the
people they interviewed and identify answers in their chart.
depending on your class size.
similarities and differences.
•• Have volunteers tell the class about
the people they interviewed.

Lesson B 63

WE3e_TB_INT_U5_ptg01.indd 63 2/4/20 5:28 PM

 LESSON

C
C GOAL Talk about Activities at Work and School
Language Expansion: Work and School Activities
Language Expansion A Match the verbs to the photos.

As a warm-up, have students look at check go meet take talk text travel write
the photos of the different activities,
and describe each one. Remind them
of There is / are as necessary. For
example, There is a computer. He is at
work. Provide vocabulary as necessary
and write it on the board. For example,
airport, suitcase, coffee, lamp.

A • Elicit the meaning of the words in 1. check email 2. go to class 3. talk to people 4. travel to other
the box, and ask for a sentence with on the phone countries
each one. Encourage students to use
a dictionary if necessary.
•• Have students compare answers with
a partner, then review them as a class.
B • Introduce or elicit the days of the
week and months of the year and
write them on the board. Go over the 5. write reports 6. take a test 7. text friends 8. meet clients
table and help students understand
B Write the activities in A in the table for you.
the time expressions by giving
examples about yourself (e.g., I Activities I do Activities I do Activities I do Activities I never
every day every week every few months do
check my email every day. I check
my email on Monday, Tuesday, etc. I
go to class every week. I go to class
on Wednesday and Friday.).
•• Have students complete the table,
C Write five more activities you do at work or school. Discuss in pairs.
then compare answers as a class.
Grammar
C • Individually, have students compile Simple Present Questions and Answers
a list of other activities they do at Question Short Answer
school or work. Use the Word Bank Yes, I / you / we / they do.
Do I / you / we / they meet clients every day?
for additional vocabulary. No, I / you / we / they don’t.

•• Remind students to use the time Yes, he / she does.

Does he / she meet clients every day?
No, he / she doesn’t.
expressions in B as they compare
and discuss their activities. Monitor Adverbs of Frequency
and assist as needed. I always check my email. 100%
•• Call on volunteers to tell the class an I sometimes meet clients. 50%
I never write reports. 0%
activity their partner does. Write the 64 Unit 5
activities on the board.

Grammar
student’s book for additional review and
Introduce the grammar by asking practice.
students questions about the activities
they talked about in C. For example,
Do you have meetings every day? Elicit Word Bank: Work and School Activities
short answers, Yes, I do. / No, I don’t. do projects do research
Go over the example questions and get a coffee give a presentation
short answers in the chart. Introduce the go for lunch go to the cafeteria / a meeting / the library
adverbs of frequency by pointing out the go to class have a meeting
examples and the percentages. Say, I present a report take a break
always check my email. I check it every
take notes take a quiz / test
day. Elicit information from students about
their activities using adverbs of frequency talk to teachers
to describe them. Direct students to the
Grammar Reference in the back of the

64 UNIT 5: Daily Activities

WE3e_TB_INT_U5_ptg01.indd 64 2/4/20 5:28 PM

 D Write the correct form of do in these questions and answers.
1. A: Do you meet clients every day? don’t . I never meet clients.
B: No, I D • Do the first item together as a class.
2. A: Does Ali write reports every day? B: Yes, he does .
Write the answers on the board.
3. A: Do Chris and Diana travel a lot? B: Yes, they do . •• Have students complete the exercise
4. A: Does Rina go to the gym every day? B: No, she doesn’t . She goes every week. individually before comparing
5. A: Do you check emails every morning? B: Yes, we do . answers with a partner.
•• Review answers as a class, writing
E Write about your work or school. Complete the sentences using always, sometimes,
or never.
them on the board.
1. I wake up at seven o’clock. E • Model the exercise by completing the
2. I text friends at work or school. first two sentences about yourself.
3. I take tests. •• When you review the answers as
4. I go to the gym. a class, ask students questions
5. I write reports. to check understanding of the
frequency adverbs used. For
Conversation
Brenda checks her emails in the morning and goes to example, What time do you wake up
meetings in the afternoon. She sometimes travels. on Tuesdays?
F 34 Listen to the conversation. What does Brenda do in the morning and in
SPEAKING STRATEGY
the afternoon? Does she always travel?
Asking Questions Conversation
Yoshi: What’s your job? Are you ...?
What’s your ...?
Brenda: I’m a personal assistant at a travel agency. F • Have students listen with their books
Do you ...?
Yoshi: What do you do at work? What do you ...? closed first. Write the questions on
Brenda: Oh, in the morning I check emails, and in the afternoon, I go the board, then play the audio.
to meetings. It isn’t very interesting.
•• Replay the audio as students read
Yoshi: Do you travel?
Brenda: I sometimes meet clients in places like Rio and Singapore.
REAL LANGUAGE and confirm their answers.
Use like to give •• Point out the information in the
Yoshi: Not interesting? It sounds fantastic to me! examples.
Speaking Strategy note and have
G Practice the conversation in pairs. Switch roles and practice again. students underline examples in the
conversation.
•• Direct students’ attention to the
GOAL CHECK Talk about Activities at Work and School Real Language note and point out
1. Write questions to ask a partner. Find out what he or she does at work or school: the examples in the conversation.
• in the morning. Provide further examples to help
• in the afternoon. students understand this use of like
• always, sometimes, or never.
(e.g., I do sports like tennis and
2. Ask and answer the questions with your partner.
swimming.).
What do you do? Do you ...?
G • Have students take turns role-playing
the conversation in pairs.
I’m a student. In the morning, I ... I sometimes write ...

Daily Activities 65 GOAL CHECK

•• Go over step one and check
understanding. Give students time
Grammar: Simple Present Questions and Answers; Adverbs of Frequency to write their questions. Encourage
Students are introduced to simple present questions and short answers with do / does and them to write at least five questions.
other verbs (they saw have in the simple present in Unit 4). In English, do / don’t and does / Assign a time limit so that everyone
doesn’t function as auxiliary verbs to form questions and negative statements. Not all is ready to move on to step two at the
languages have auxiliary verbs, so the concept may be complicated for some students. same time.
This lesson also introduces always, sometimes, and never. Other common adverbs of •• Model step two with a student using
frequency include usually, often, and occasionally. All of these adverbs precede the verb, the examples.
except when the verb is be. For example, I never get up early. I am never on time for class.
•• Assign students to pairs. Monitor
and prompt with question forms as
necessary.

Lesson C 65

WE3e_TB_INT_U5_ptg01.indd 65 2/4/20 5:28 PM

 LESSON

D
D GOAL Present a Report

Reading Reading

Screen
A In groups, list all of the objects with screens in your daily
As a warm-up, have students look at lives (e.g., TVs, phones, laptops, etc).
the title and the photo. Ask, Where are

TIME
B Read the first paragraph of the article. Underline the
these people? What are they doing? Help objects and activities with screens.
students understand the title and elicit
predictions about the article. C Read the rest of the article. Write the correct numbers in
the table.
A • Assign students to groups of three 1. Hours we sleep every day 8 hours
or four to compile their lists. Provide 2. Hours we work and commute 8 to 9 hours
vocabulary as needed. 3. Hours for survival activities 3 hours
•• Have groups call out objects from 4. Percentage of personal time with
50 %
screens in 2007
their lists and write them on the
5. Percentage of personal time with
board. Alternatively, have students screens in 2015
70 %
spell out the objects to make it more 6. Percentage of personal time with
challenging. 90 %
screens in 2017

B • Remind students what kind of words D MY WORLD Look at the last paragraph. Adam Alter
(parts of speech) they need to look thinks we need more personal time without screens. Do
you agree? Why?
for (nouns and verbs).
•• Allow students one minute to read the E Do a class survey. Interview three people in your class with
first paragraph. these questions and write down their answers.
•• Check answers as a class. 1. How many hours do you sleep?
2. How many hours do you work or study and commute?
C • Point to the table and ask, What
3. How many hours do you have for survival time?
kind of information are you looking
4. How many hours do you have for personal time?
for? Clarify the meaning of survival
and personal if necessary. Remind 5. What percentage of your personal time is with a screen?

students to underline any words in F Make a table or chart about the answers to your survey in E.
the article they don’t know, but to Use the table in C or the bar chart in the article as a model.
keep reading.
•• Suggest students write their answers GOAL CHECK
as they read and underline where Present your table or chart to a partner. Are your results
they are in the text. similar? Are they similar to Adam Alter’s report?
•• Review the answers as a class,
having students point out where the
information is in the text.
•• Finally, review the vocabulary students
underlined while they were reading.
Compile a list on the board and have
students explain any they think they
66 Unit 5
now know the meaning of. Have
students look up any remaining words
in a dictionary (see Reading Strategy).

For Your Information: Adam Alter Expansion Activity

Reading Strategy: Dealing
Adam Alter holds a Ph.D. in Psychology If space allows, students’ charts from F
with Unknown Words and is a professor of both marketing and can be displayed around the room so
Encourage students to underline psychology at New York University. His students can compare the results of all
words they don’t know in a research has been widely published in the surveys. Then, as a class project,
reading rather than stopping to academic journals. Alter is also the author create another chart or table with the
look each one up in a dictionary. of two books: Irresistible and Drunk average for the whole group’s results.
Stopping to look up words often Tank Pink, a New York Times bestseller. This can be done on the board or on
leads to frustration and impedes Irresistible considers the current poster paper and then compared to
understanding of a text as a whole. addictions to constant smartphone use, Alter’s results. Have students discuss
In many cases, the meaning of the video gaming, and online shopping. Alter the group’s average time for each of the
word will become clear as students believes these addictions are having a categories and think about changes they
read on. Allow time at the end of profound effect on our social behavior. want to make.
each reading sequence for review of
any unknown words with the class.

66 UNIT 5: Daily Activities

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 We spend more and more of our daily lives with Finally, the chart shows four to five hours for
screens: TVs, laptops, smartphones, tablets, video “personal” time, or free time. In this time, we go
games, smartwatches. Of course, screens are to the gym, we play games, we have hobbies, we D • Ask students to read the last
important in our lives. We check the time on them in meet friends. It’s very important time! But over paragraph again. Point out agree
the morning, we send emails with them at work, and time, we spend more and more of this personal
in the instructions and introduce
we watch TV or play games with them at night. But time on screens. In the chart, red shows our
are we too connected? personal time with screens. In 2007, 50% of our disagree. Model I agree / disagree
This chart from Adam Alter, a professor at
personal time is with screens. In 2015, it’s about with Alter. I think… (See Teaching Tip.)
70%. In 2017, it’s about 90%! •• Give students time to think about
New York University, shows how we spend our
time, and how much time we spend on screens. It Overall, Adam Alter thinks this change is bad. their opinion and write notes. Remind
shows three different years: 2007, 2015, and 2017. He thinks we need more personal time without them to think of reasons to support
Some activities don’t change. Every year, humans screens, and more personal time for sports,
their opinion.
sleep for about eight hours per day. We work and hobbies, and friends. But do people want to
commute for about eight or nine hours a day. Then, change the amount of time they look at screens? •• Have pairs discuss the questions,
for three hours a day, we do “survival” activities: we then compare opinions as a class.
eat, we take a shower, we take care of children.

The Average 24-hour Day

Teaching Tip: Discussion
2007
Phrases
It is useful to provide students with
“chunks” of language that they can
2015
Even at tourist sites like Akdamar Island use to participate in discussions.
in Turkey, many people use phones. These chunks will help them be
able to converse and discuss more
2017
fluently. For example:
Sleep Work + Commute Survival Personal
Giving your opinion:
I think…
In my opinion, …
Asking for an opinion:
What do you think?
Do you agree?
Agreeing:
I agree.
Exactly.
That’s true.
I think so, too.
Disagreeing:
I’m not sure about that.
I don’t think so.
That’s not how I see it.
It depends.

Daily Activities 67
E • Go over the questions and say each
one for students to repeat. Remind
students about falling intonation at
the end of each question. Call on
F • Point out the bar chart in the article. volunteers to say the questions.
Elicit what it is and what information GOAL CHECK •• Tell students to write down the
it gives. answers they get, as they will need
•• Explain to students that they are •• Go over the directions and the them for F. Encourage students
going to use the answers from questions with the class. to move around the classroom if
their survey to make a graphic •• Have students present their results possible and interview three people
representation to show the results. to a partner using their chart or table they haven’t been working with this
Students will need to work out the and discuss the questions. lesson.
average from the three numbers they •• Call on each pair to say how similar •• Monitor and help with question forms
have for each question. their results were to each other’s and as needed.
to Alter’s. Compare results as a class.

Lesson D 67

WE3e_TB_INT_U5_ptg01.indd 67 2/4/20 5:28 PM

 LESSON

E
E GOAL Give Advice and Instructions

Writing
As a warm-up, have students look at the
photo and describe what they can see.
Ask, Where is he? What do you think he
does? Provide vocabulary as necessary.
Have students read the caption. Explain
a to-do list and show an example by
writing your to-do list (use imperatives)
for the next day or week on the board.
Ask, What’s on your to-do list? Elicit or
prompt students’ activities. For example,
do homework, study for the quiz. Point
out the lesson goal and explain the A
A study
study atat Baylor
Baylor
University
University inin the
the Writing
concept of advice. US
US says
says that
that to help them
writing
writing to-do
to-do lists
lists A
A Do
Do you
you write
write to-do
to-do lists?
lists? Why
Why do
do people
people write
write them?
them? remember things
A • Go over the questions and discuss helps
helps people
people sleep
sleep
better
better at
at night.
night. GRAMMAR: Imperatives
GRAMMAR: Imperatives
them as a class. Have students raise
their hands if they write to-do lists. Affirmative
Affirmative Negative
Negative
Ask, Where do you write your lists? In Check my
Check my email.
email. Don’t be late
Don’t be late for
for your
your lesson.
lesson.
a notebook? On your phone? Answer the
Answer the questions.
questions. Don’t use your
Don’t use your phone
phone inin class.
class.
•• Point to your to-do list on the board
and have students identify the verbs, B
B Complete
Complete the
the texts.
texts. Write
Write the
the imperative
imperative verbs.
verbs.
then underline them. Explain that they
don’t
don’t do
do don’t
don’t stay
stay up
up finish
finish go
go meet
meet wait
wait
are instructions.
•• Go over the information in the chart.
A.
Elicit further examples from students
and write them on the board. TO DO:
• Check my emails • Have lunch at 1:00 with Peter
Expansion Activity • (1) Go to 11:00 • (2) Finish my report
For further practice of imperatives meeting
and instructions, have students
teach each other how to do
B.
something. Ask students to share
something they are good at by
Good luck with your test tomorrow, everyone. Tonight:
giving advice to someone who
1. Relax! (3) Don’t do any more work.
wants to try the activity for the first
time. It could be something serious 2. Go to bed early! (4) Don’t stay up late.
or something fun. Give students 3. Sleep for 8 hours!
time to prepare their instructions,
All the best,Your teacher
providing vocabulary as needed.
Then, have students work in pairs,
or small groups, to learn how to do 68
68 Unit
Unit 55
different things from each other.

B • Have students complete the exercise

individually. Writing Skill: Imperatives—Lists and Notes, Advice and Instructions
•• Give students time to compare with a Imperatives are a reasonably simple way (the form of the verb never changes) for learners
to give both advice for problems and instructions on what to do and what not do in certain
partner before reviewing answers as situations. Being able to write lists and short practical notes in English is useful for students
a class. in various different contexts. For example, to-do lists for themselves and instructions for
another person.

68 UNIT 5: Daily Activities

WE3e_TB_INT_U5_ptg01.indd 68 2/4/20 5:28 PM

 C.

Hi, C • Remind students that when we write

(5) Meet me tomorrow. Take the train to Central we need to think about who we are
Station. If I’m late, (6) wait in the cafe at the station. writing to because this affects the
See you at noon.
style we use.
•• Have students complete the exercise.

C
C Which
Which text
text (A,
(A, B,
B, or
or C)
C) is
is...
...
Then review the answers and
C discuss, as a class, how students
1. instructions
1. instructions to
to aa friend?
friend?
know who each text is for. Have them
2. advice to
2. advice to some
some students?
students? B
tell you specific words or phrases
3. to the
3. to the writer
writer (not
(not another
another person)?
person)? A
that are clues.
WRITING SKILL:
WRITING SKILL: Lists
Lists and
and Notes
Notes D • Point out the Writing Skill chart and
We
We often
often use
use the
the imperative
imperative form
form with
with lists,
lists, notes,
notes, and
and short
short messages.
messages. When
When you
you write
write go over the information. Clarify any
lists
lists and
and notes,
notes, use
use bullet
bullet points
points or
or numbers.
numbers.
points students do not understand.
•• Elicit activities students need to do
D
D Think
Think about
about tomorrow
tomorrow and
and write
write aa to-do
to-do list
list for
for yourself.
yourself. Then
Then exchange
exchange your
your lists
lists
the following day.
in
in pairs.
pairs. What
What imperative
imperative forms
forms does
does your
your partner
partner use?
use?
•• Have students write their to-do lists
individually. Remind them to use both
Communication
affirmative and negative imperatives.
E
E In
In the
the article
article in
in Lesson
Lesson D,
D, Adam
Adam Alter
Alter is
is worried
worried because
because people
people spend
spend aa lot
lot of
of
Monitor and assist, providing
their
their personal
personal time
time with
with screens.
screens. Read
Read thethe Do
Do // Don’t
Don’t lists
lists below.
below. Do
Do you
you agree
agree
with
with them?
them? Why?
Why?
vocabulary as necessary.
•• Assign students to pairs to

HOW
HOW TO TO HAVE
HAVE PERSONAL
PERSONAL TIME
TIME WITHOUT
WITHOUT SCREENS
SCREENS
exchange lists. Ask them to circle
DO!
DO! DON’T!
DON’T! the imperatives in their partner’s list.
• Turn
Turn off
off your
your phone
phone at
at dinner.
dinner. • Don’t
Don’t watch
watch TV
TV all
all night.
night. Encourage students to check for
• Talk
Talk to
to your
your family
family and
and friends.
friends. • Don’t
Don’t play
play computer
computer games
games forfor more
more
• Get
Get some
some exercise.
exercise. Go
Go toto the
the gym.
gym. than
than two
two hours
hours aa day.
day.
spelling or other mistakes, as they
• Don’t
Don’t check
check work
work emails
emails atat home.
home. can help each other improve their
writing.
•• Call on volunteers to share their to-do
F
F Choose
Choose aa topic
topic in
in groups.
groups. Discuss
Discuss and
and write
write Do
Do // Don’t
Don’t lists
lists using
using the
the imperative
imperative list with the class.
form.
form.
•• How
How to
to have
have fun
fun on
on weekends
weekends Communication
•• How
How to
to learn
learn another
another language
language
•• How
How to
to get
get more
more exercise
exercise E • Write Adam Alter on the board and
elicit who he is and what students
can remember about him. Write their
GOAL CHECK Give Advice and Instructions ideas on the board.
•• Go over the directions and explain
Work
Work with
with another
another group
group and
and present
present your
your Do
Do // Don’t
Don’t list
list from
from F.
F. Give
Give them
them your
your
advice
advice and
and instructions.
instructions. that if we worry about something, we
think it is a problem.
Daily
Daily Activities
Activities 69
69 •• Have students read the lists, then
give them time to think about their
answers to the questions before
talking to a partner.
Teaching Tip: Group Work GOAL CHECK •• Compare opinions as a class. Ask,

Using the language to interact is essential What other advice can you suggest
for students to develop their language •• Have
for the lists?
each group join another and
skills. In order to promote as much student
participation as possible, especially in large present their Do / Don’t lists. If F • Go over the topics and clarify
classes, it can be useful to have students possible, have groups who chose vocabulary as needed.
work in small groups (three or four students different topics join together. •• Assign students to groups of three
is a manageable size), rather than with the •• Have them discuss whether they
or four to compile their lists. Monitor
whole class. Group work ensures that more agree with each other’s advice and
students are participating at the same time. and check their use of imperative
instructions. Prompt them to add forms (affirmative and negative)
Group work may seem noisy and chaotic at
times, but it is during these interactions with more advice or instructions to the (see Teaching Tip).
peers that meaningful learning may take other group’s list if they can.
place, as students have the opportunity to •• Share advice and instructions for
try out new vocabulary and grammar. each topic as a class.

Lesson E 69

WE3e_TB_INT_U5_ptg01.indd 69 2/4/20 5:28 PM

 VIDEO JOURNAL
Video Journal
AROUND THE WORLD IN 24 HOURS
About the Video
In this video, viewers are taken on a tour A Read about the times in five cities. Write the correct time for each city.
of the world in 24 hours. The images
It’s noon in London. Moscow is two hours ahead of London. Mexico City
show different times of day, in different
is eight hours behind Moscow. Tokyo is fourteen hours ahead of Mexico
places, with people doing different City, and New Delhi is three and a half hours behind Tokyo.
things. The scenes highlight what can
be seen or done around the world from 6 am noon 2 pm 4:30
4:30 pm
pm 8 pm

dawn in Hawaii, to midday in Africa, and Mexico City London Moscow New Delhi Tokyo
finally to a night club in Colombia. The B Find out the answers in pairs.
video shows us how life continues, from
1. What time is it now in your country?
one day to the next, all over the world. No
2. What time is it now in the cities in A?
matter what, the world continues to turn.
3. How many hours are you ahead of, or behind, the cities?
Show students a globe or a map of the C Watch the video. What time is it in each place?
world and point out the video title. Clarify
1. Hawaii 5 am 7. Croatia 4 pm
the meaning of around the world. Look at
2. Paris 6 am 8. Kerala 6 pm
the photo as a class and have students
describe it. Provide vocabulary as 3. San Francisco 7 am 9. Monaco 11 pm
necessary. Ask, Where do you think it is? 4. Melbourne 9 am 10. Norway 12 am
What time is it? Is it day or night? 5. Namibia 12 pm 11. Bogotá 3 am
6. Portland 2 pm
A • Review telling the time briefly. Point
D Watch the video again and answer the questions.
out the city names and have students
1. On what days is the food market open in Paris? on Thursdays and Sundays
say where they are on the map. Then,
2. What does Melbourne have lots of? commuters
have students read the information
to work out the times. Clarify the 3. What is hot in Namibia? the sun
meaning of ahead of and behind as 4. Which meal do you eat in Portland? lunch
needed. 5. Who goes home at 6 pm? the fisherman
•• Check answers as a class, writing 6. What two things do people spend in Monaco? time and money
them on the board. 7. Is it dark at night in Norway? No, it isn’t.
8. In Bogotá, where do people go in the middle of the night? to nightclubs
B • Go over the questions as a class,
then have pairs find the times and
work out the time differences.
•• Review answers as a class.

C • Explain to students that they’re going

to take a trip around the world when
70
they watch the video. Go over the
names of the different places and
elicit the countries or continents (see
Teaching Tip). 058-071_WE3E_Int_SB_13660_U05_ptg01.indd
058-071_WE3E_Int_SB_13660_U05_ptg01.indd 70-71
70-71

•• Play the video. Encourage students Teaching Tip: Activating Prior

to take notes as they watch. Knowledge
•• Give students time to complete As with other listening exercises, when
the information, then have them working with video, it is important to
compare answers with a partner activate students’ prior knowledge of
the topic and any language they already
before reviewing as a class. Replay know related to it before viewing. This will
the video as necessary to confirm help students be more prepared for what
answers. they are going to hear and see, and less
likely to feel lost when they watch for the
first time.

70 UNIT 5: Daily Activities

WE3e_TB_INT_U5_ptg01.indd 70 2/4/20 5:28 PM

 D • Go over the questions with the class,
clarifying any vocabulary as necessary.
The northern lights at midnight
over Olstind Mountain, Lofoten
Encourage students to answer any
Islands, Norway they think they already know.
•• Play the video again. Remind
students to take notes as they watch.
•• Give students time to complete their
answers, then have them compare
with a partner.
•• Review answers as a class, replaying
parts of the video as necessary.
E • Go through the directions and the
table as a class.
•• Assign students to groups of three
or four (see Teaching Tip) and give
them roles in the group (for example,
organizer, note-taker, and speaker).
•• Before they complete the table, have
students brainstorm ideas and compile
a list of options for places and activities
at different times of day. Help with
vocabulary and ideas as needed.
•• Have students complete the table.

Teaching Tip: Techniques for

E In groups, plan a similar video about your town, city, or country. Choose five times of day Grouping Students
and five photographs of places and activities to show. Write your ideas in the table. •• Depending on the number of
Time of Day Place and Activity students you want per group,
use letters or numbers. For
example, number students 1,
2, 3, or 4, then have number 1s
form a group, number 2s, etc.
This technique allows you to
reconfigure groups by having
students form new groups with
one of each number or letter
(1, 2, 3, 4).
F Work with another group. Present your ideas for the video. •• Have students get into a line
71 in the classroom according to
birthdays, number of letters in
their complete name, or where
they live—nearest to furthest
F • Once groups have joined, have the 2/4/20
2/4/20 2:49
2:49 PM
PM
from school. Once students
speaker from each group present.
Expansion Activity
have arranged themselves,
The note-taker in each group should Have students use their cell phones and
actually make their videos. Students can check their information and
take notes about the other group’s present their videos in class and / or post position in the line, then pair or
ideas. Encourage students to ask them on the school’s website or course group them, starting at one
each other questions and make platform. Provide a table for students to end of the line.
suggestions. complete with the following information
•• Call on different students to tell the
while they watch:
class about the other group’s ideas. Group
Town / City and Country
Time of day
Activity

Video Journal 71

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 UNIT

6
UNI T

Unit Theme
How we get around—our transportation—
6 Getting Around
is an increasingly important issue
around the world. Cities and towns
around the world are becoming more
and more congested with traffic, and the
world’s environment and climate are
suffering the consequences of so many
gasoline-fueled motor vehicles. More
efficient public transportation systems
are being developed in many of the
world’s cities so that people can get
around easily without needing their car.
These systems include bike routes and
bike share programs, as well as electric
trains and buses. Wherever we are, we
need to be able to get around, ask for
and give directions, and decide which
is the best form of transportation for the
journey we’re making.

Unit Overview
In this unit, students will learn to talk
about transportation and how they get
around, as well as to ask for and give
directions and travel advice.
Lesson A introduces the vocabulary for
places in a city and prepositions of place
to be able to ask for and give directions.
Lesson B focuses on describing places
in a city and creating a city tour. Lesson C
introduces have to to talk about obligation,
and the vocabulary to compare different
types of transportation. Then, in Lesson D,
students will read and talk about the Central Station in Rio De
growing trend of bike days in cities around Janeiro, Brazil, is home to
the world. In Lesson E, students will talk the SuperVia train company.
about differences between countries, and SuperVia carries 750 million
write advice for a visitor to their town or passengers a year!
city. Finally, in the Video Journal, students
will watch a video about an unusual day 72

on the New York subway.

UNIT 6 GOALS Grammar Vocabulary Listening

• Ask For and Give Directions Prepositions of Place and Places Around a Town Listening for Specific
• Create a Tour Movement or City Information: A Walking
Turn left and walk for two Directions Tour of Paraty, Brazil
• Compare Types of Transportation
blocks. Ground Transportation
• Plan a Bicycle Day
The hotel is across from
• Give Advice to Travelers the park.
Go up the stairs.
Have to
She has to change buses.

72 UNIT 6: Getting Around

WE3e_TB_INT_U6_ptg01.indd 72 2/4/20 2:59 PM

 Look at the photo and 1 How do these people travel 2 What types of transportation
answer the questions. to work and school? do you use?
About the Photo
In this photo, we see trains and platforms
crowded with passengers at Rio de
Janeiro’s Central Station. Like many
big cities around the world, Rio de
Janeiro’s train services are more than
full at peak times. And, as in other
cities, transportation is an issue. Moving
so many people around the city for
work, school, and other activities is
challenging. The photo was taken by
Brazilian photographer Rogério Reis,
whose work often focuses on urban
issues such as poverty, minority groups,
and public transportation.
• Write transportation on the board and
brainstorm forms of transportation (e.g.,
bike, bus, train, car, subway, plane).
• Look at the photo and the caption
together. Ask, Do a lot of people travel
by train in Rio? Have students describe
the photo.
• Have students answer the questions with
a partner, then share answers as a class.
• Explain that getting around means how
you travel from one place to another in a
town / city / country.
• Go over the unit goals together. For
each goal, answer any questions and
UNIT 6 GOALS
model or elicit related language. For
A. Ask For and Give Directions example, for Goal A, elicit right and left,
turn, and any other related vocabulary
B. Create a Tour
students are familiar with. For Goal B,
C. Compare Types of Transportation elicit the names of places to visit in the
D. Plan a Bicycle Day town or city you are in. For Goal D, ask,
Are bikes used in our town / city? Do
E. Give Advice to Travelers students use bikes to get around? For
Goal E, write advice on the board and
73 have students explain what it is and give
examples.

Speaking and Pronunciation Reading Writing Video Journal

Asking for and Giving Directions A City that Bans Writing a Reply to Star Wars on the Subway
Yes / No Questions and Short Cars on Sundays a Message This video features Improv
Answers Describing What Everywhere—a group of performers
Quizzing Classmates about Your to Do in Your City who try to make people laugh
City or Country Connectors (and, and have fun in public places—
but, because) performing the movie Star Wars… on
the subway.

73

WE3e_TB_INT_U6_ptg01.indd 73 2/4/20 2:59 PM

 LESSON

A
D
A GOAL Ask For and Give Directions

Vocabulary Vocabulary
A Look at the places on the map. Match the activities to the place.
As a warm-up, have students look at the
1. Buy food for the week Ace Supermarket
map and say what it is and what they
2. Ask for information about the town tourist office
can see. Introduce the words street,
avenue, and block. To activate any prior 3. Eat a meal (3 places) Star of India Restaurant, New Moon Restaurant, Mega Burgers

knowledge students might have, point to 4. Look at old objects museum

one or two places (for example, the train 5. Read a book National Library
station and the park) and ask, What do 6. Stay the night (2 places) Diamond Hotel, Richmond Hotel
you do here? 7. Watch a movie Grand Movie Theater
8. Send mail post office
A • Divide the class into groups of three.
9. Get some money bank
Give each student a letter (A, B,
or C). Then, assign items 1–4 to A 10. Go shopping for clothes shopping mall

students, 5–8 to B students, and so 11. Relax outside Green Park

on. Each student is responsible for 12. Go dancing nightclub
matching the activities to the places 13. Take transportation (2 places) Central Bus Station, train station
for their items. Central Train
•• Students should then collaborate to Bus Station Station

complete the exercise, confirming

Lincoln Avenue

Long Avenue
each student’s suggestion (see Queen Street
Ace
Teaching Tip). Remind them of the Supermarket Star of India Richmond Museum
Post Office Restaurant Hotel Green
useful phrases, I think it’s…; I agree. Park
•• Review answers as a class. Check
understanding by asking questions Diamond
Main Street
National
(What do you do at a museum? Is Hotel Nightclub Library
Shopping
there a museum in our city / town?). Mall

Grand Street
Teaching Tip: Collaborative
Exercises
Tourist New Moon Grand Mega Bank
Sometimes, having students work Office Restaurant Movie Theater Burgers
together to complete an exercise is King Street

useful. First, collaboration provides

more opportunities for students B MY WORLD Which places do you often go to in your town or city? What do you
to use English, as they have to do there? Tell your partner.
explain their part of the exercise
to their group. Second, it changes I go to the movie theater a lot,
the classroom dynamic. Students because I like watching movies.
I go to the shopping mall on weekends.
get used to the classroom routine
I like shopping for clothes!
and the sequence of each unit, so
sometimes it is good to do things a
little differently. 74 Unit 6

B • Point to different places on the map

and elicit examples (e.g., What
restaurants do we have downtown? Word Bank: Places in Cities Grammar: Prepositions of Place
What movie theater do you go to? ). bus stop cafe and Movement
•• Point out the example. Then, model city hall department store Prepositions are words that express
relationships between things. Here,
the exercise by saying somewhere drugstore hospital
students learn prepositions that express
you go and why (emphasize the use newsstand office building relationships of location and movement.
of because and your reason to help parking lot square Prepositions can be confusing for
students notice it). subway station students because many of them can
•• Have students talk about places they be used in several different ways, and
go to with a partner. there is often no logical way of deciding
which ones to use. Therefore, it can
•• Compare answers as a class.
be helpful for students to learn them in
categories according to use. For example,
prepositions for giving directions, as seen
in this unit.

74 UNIT 6: Getting Around

WE3e_TB_INT_U6_ptg01.indd 74 2/4/20 2:59 PM

 C 36 Read and listen to this conversation at a tourist information office. Follow REAL LANGUAGE
the red arrow on the map in A for the directions. Ask for directions:
How do I get there? C • Point out the arrows on the map.
Tourist: Is the museum near here? How do I get to ... ? •• Play the audio twice as students
Receptionist: Yes, it’s on Long Avenue. Is the ... near here?
Go straight ↑ follow the directions on the map.
Tourist: How do I get there?
Turn right → •• Go over the questions and phrases
Receptionist: Go out of this building and turn right. Go across Lincoln Avenue Turn left ←
and walk straight down Grand Street to the library. It’s on the corner Walk two blocks
in the Real Language note. Elicit
of Grand Street and Long Avenue. Turn left and walk a block to examples. Ask, How do I get to the
Main Street. The museum is on the next block, on the right. shopping mall? Is the supermarket
Tourist: Thank you very much! near here?
Receptionist: You’re welcome.

Grammar Grammar
Prepositions of Place Introduce the grammar by pointing at the
Richmond hotel is on the corner of the street. *Prepositions of map and asking, Where is the museum?
The museum is across from the library. place are often after Elicit It’s across from the train station. Elicit
Star of India restaurant is between the post office and Richmond Hotel. the verb to be. further examples about places on the map.
Richmond Hotel is at 225 Main Street.
Green Park is near the train station and the museum.
Explain the difference between prepositions
of place and movement. If possible, take
Prepositions of Movement
students somewhere in your school where
you can have them go into / out of a room,
*Prepositions of
movement are after
walk up / down stairs, go across the hall /
verbs of movement down the corridor (see Teaching Tip). Direct
(e.g., walk, go, students to the Grammar Reference in the
go into go out of walk up walk down drive down / along go across drive, move, run)
back of the student’s book for additional
review and practice.
D Read the conversation in C again. Underline the prepositions of place and movement.

E Complete the directions with the prepositions.

D • Have students complete the exercise
across
individually.
Tourist: Is the movie theater (1) near here? between
•• Review answers as a class by
Local: Yes, it’s (2) on Grand Street. From the train station, go right on down
Queen Street and then turn left onto Long Avenue. Walk (3) down near playing the audio again and having
Long Avenue for two blocks. Go (4) across Grand Street to the on students stand up when they hear
bank. It’s (5) on the corner. Turn right and walk one block. The on the prepositions of place (see
movie theater is on the next block (6) between Mega Burgers and Teaching Tip).
New Moon Restaurant.

Teaching Tip: Movement in the

GOAL CHECK Ask For and Give Directions Classroom
In pairs, take turns asking for and giving directions.
Sometimes, providing opportunities
for movement can be beneficial to
Student A: Start at the train station. Ask for directions to three places. students and their learning. During
Student B: Start at the bus station. Ask for directions to three different places. any sequence of exercises, physical
movement can help students “wake
Getting Around 75 up” and refocus. For students
whose preferred way of learning
is kinesthetic, movement may also
help with learning specific language
items.
GOAL CHECK Grammar Practice: Prepositions of
Place and Movement
E • Tell students they’re going to
•• Have students look at the map and In pairs, have students ask for and give
directions to places in the school (for read some directions. Have them
write down three places they want to
example, the main office, the library, complete the exercise individually,
go to.
other classrooms, restrooms) from their then compare answers with a partner.
•• Assign students to A-B pairs. Make
classroom. Then have them think about •• Review the answers as a class,
sure students understand where they places near the school and ask for or
having students follow the route on
are on the map. give directions from the school to each
place. Use the Word Bank for additional the map with their finger.
•• Monitor and assist as students give
each other directions. vocabulary as needed.

Lesson A 75

WE3e_TB_INT_U6_ptg01.indd 75 2/4/20 2:59 PM

 LESSON

B
B
D
B
D GOAL
GOAL Create
Create aa Tour
Tour

Listening
As a warm-up, look at the photo and ask,
Is it a town or a city? Is it old or modern?
Where do you think it is? Provide
vocabulary as necessary.

A • Have students look at the map. Point

out the streets and say their names.
Ask, Is there a train station? Are
there restaurants? For yes answers,
have students call out the name
of the place on the map. Elicit or
explain the meaning of travel agency,
vegetarian, and seafood.
•• Tell students to listen and circle the
places on the map. Play the audio.
•• Have students compare answers
in pairs, then review as a class. The
Thehistoric
historiccenter
center
Play the audio again as needed. of
ofParaty,
Paraty,Brazil
Brazil Listening
Listening
See Expansion Activity for further
AA 37 AAtour
37 tourguide
guideisiswith
withaagroup
groupofoftourists
touristsininMatriz
MatrizSquare
SquareininParaty,
Paraty,Brazil.
Brazil.
practice. Listen
Listentotodifferent
differentparts
partsofofthe
thewalking
walkingtour.
tour.What
Whatplaces
placeson
onthe
themap
mapdo dothey
theygogoto?
to?

Expansion Activity NN

Have students mark the route WW EE

RUA
RUADONA
DONAGERALDA
GERALDA
of the tour on the map as they SS
listen. Remind them to listen for Travel
Travel MATRIZ
MATRIZ
specific names and places that Post
Post agency
agency SQUARE
SQUARE
will help them. This is a good way office
office
of checking that the sequence of Vegetarian
Seafood
Seafood
Vegetarian restaurant
Library
Library
directions was understood. It may restaurant
restaurant
restaurant
Cultural
Culturalcenter
center
be challenging for students, as PP aa rr aa tt yy Park
Park
MÉRCIO
ÉRCIO

sometimes they won’t be able to

Cafe
Cafe
put a section of the tour on the map French
French Hotel
Hotel
DO COM

until they have listened further. They restaurant

restaurant
A DO CO

may have to make logical guesses RRUUAA

SSAANN Espaço
EspaçoTheater
Theater
TTAARR
or infer information that is not stated ITITAA
UA
RU

directly in order to understand. Museum

Museumof of
R

RRUUAAAAUURROO Sacred
SacredArt
Art
These are things that students will RRAA Boat
Boattour
tour 100
100yards
yards

have to do in real-life situations. 100

100meters
meters

B • Go over the statements with 76 Unit

76 Unit66
the class. Clarify any unknown
vocabulary. Students may not be
familiar with the difference between
a letter and a postcard. Show
examples if possible.
•• Play the audio. Remind students to
underline their answers as they listen.
•• Have students compare answers
with a partner, then review them
as a class. Play the audio again as
necessary to clear up any differences
of opinion.

76 UNIT 6: Getting Around

WE3e_TB_INT_U6_ptg01.indd 76 2/4/20 2:59 PM

 BB 37 Read
37 Readthe
thesentences
sentencesabout
aboutthe
thetour
tourand
andunderline
underlinethe
thecorrect
correctwords.
words.Then
Then
listen
listenagain
againand
andcheck.
check.
1.1. Amanda
Amandaisisthe
thetour
tourguide
guide/ /aatourist.
tourist.
Pronunciation
2. Paraty
2. Paratyisisan
anold
old/ /aamodern
moderncity.
city. Review the idea of intonation—how our
3. There
3. Thereare
are/ /There
Therearen’t
aren’tcars
carsor
orbuses
busesininthe
thecenter.
center. voice rises and falls as we speak. Say,
4. The
4. Thetheater
theaterisison
onthe
theleft
left/ /right.
right. Is there a hotel in Paraty? Yes, there is.
5.5. The
Theart
artmuseum
museumisissmall
small/ /famous.
famous. Write the question and answer on the
board and say them again. Draw arrows
6.6. AAtourist
touristwants
wantstotosend
sendaaletter
letter/ /postcard.
postcard.
on the question and answer to show
7.7. They
Theygo
gototo/ /They
Theydon’t
don’tgo
gototothe
thepost
postoffice.
office.
the intonation (rising at the end of the
question; falling on Yes and there is).
PRONUNCIATION:
PRONUNCIATION:Yes
Yes/ /No
NoQuestions
Questionsand
andShort
ShortAnswers
Answers Explain that being aware of intonation will
InInYes
Yes/ /No
Noquestions,
questions,aaspeaker’s
speaker’sintonation
intonationusually
usuallyrises
risesatatthe
theend
endofofthe
thequestion.
question.InInshort
short help them sound more natural in English.
answers,
answers,thetheintonation
intonationusually
usuallyfalls
fallsononYes
YesororNo
Noand
andthen
thenfalls
fallsagain
againatatthe
theend
endofofthe
theanswer.
answer.
C • Play the audio as students read the
CC 38 Listen
38 Listenand
andrepeat.
repeat. examples.
A:IsIsthere
1.1. A: thereaapost
postoffice
officenear
nearhere?
here? B:Yes,
B: Yes,there
thereis.
is. •• Replay the audio and have students
repeat each example.
2. A:IsIsthe
2. A: thebus
busstation
stationon
onMain
MainStreet?
Street? B:No,
B: No,ititisn’t.
isn’t.
•• Call on pairs of students to say each
3. A:IsIsthe
3. A: themuseum
museumon
onthis
thissquare?
square? B:Yes,
B: Yes,ititis.
is. item. Help with intonation as needed.
DD InInpairs,
pairs,take
taketurns
turnsreading
readingthe
thequestions
questionsand
andanswers.
answers. D • Have students practice saying
A:IsIsthere
1.1. A: thereaahotel
hotelnear
nearhere?
here? B:No,
B: No,there
thereisn’t.
isn’t. the questions and answers with a
2. A:IsIsthe
2. A: thelibrary
librarynext
nexttotothe
themuseum?
museum? B:Yes,
B: Yes,ititis.
is. partner. Walk around, helping pairs
3. A:IsIsthere
3. A: thereaatourist
touristoffice
officeininthis
thistown?
town? B:No,
B: No,there
thereisn’t.
isn’t. with any difficulties. Make sure they
switch roles so that both students
Communication
Communication practice the questions and answers.
•• Call on student pairs to read a
EE InInpairs,
pairs,answer
answerthese
thesequestions
questionsabout
aboutyour
yourtown
townor
orcity
cityand
andtake
takenotes.
notes.
question and answer to the class.
1.1. IsIsthere
thereaamuseum?
museum?What
Whatisisititcalled?
called?Where
Whereisisit?
it?
2. IsIsthere
2. thereaapark?
park?Where
Whereisisit?
it?
Communication
3. Are
3. Arethere
theregood
goodrestaurants?
restaurants?Where
Whereare
arethey?
they?
4. What
4. Whatother
otherinteresting
interestingplaces
placesfor
fortourists
touristsare
areininyour
yourtown
townor
orcity?
city? E • Go over the questions as a class,
clarifying any unknown vocabulary.
•• Make sure students understand
GOAL
GOAL CHECK
CHECK Create
Create aa Tour
Tour they’re talking about their town or city
InInpairs,
pairs,create
createaatwo-hour
two-hourtour
tourofofyour
yourtown
townor
orcity.
city. this time. Give them time to think about
1.1. Choose
Choosethe
theplaces
placeson
onthe
thetour.
tour. their answers and write a few notes.
2. Draw
2. Drawaamap
mapand
andput
putthe
theplaces
placeson
onit.it. •• Have students discuss in pairs, using
3. Prepare
3. Preparenotes
notesabout
aboutthe
theplaces
places(e.g.,
(e.g.,old?
old?modern?
modern?interesting?
interesting?famous?).
famous?). the questions to guide them. Monitor
4. Work
4. Workwith
withanother
anotherpair
pairand
andgive
giveyour
yourtour
tourwith
withthe
themap.
map. and assist as needed.
•• Call on volunteers to tell the class
Getting
GettingAround
Around 77
77
about the places in their partner’s
description.

Teaching Tip: Choice Expansion Activity

GOAL CHECK
When possible, giving students a choice As a follow‑up to the Goal Check
in the activities they do gives them an exercise, there are several things pairs
opportunity for autonomy and control in could do (see Teaching Tip): •• Go over the steps as a class.
their learning, and can serve to motivate 1. Design and make a poster advertising •• Assign students to pairs and have
them. Students might base this decision their tour. them brainstorm a list of possible
on what they like doing, or which option places for the tour.
they think will be easiest or quickest, 2. Design and create a brochure with
information about their tour. •• Have students carry out steps 2 and 3.
or they might base it on what they feel
they need to practice more (for example, 3. As possible, outside of school, Monitor and provide vocabulary as
writing versus speaking in English). Either students can video themselves giving needed.
way, what is important is that it was their the tour. •• Have pairs join to make groups of
choice. Have students present their final project four, then carry out their tours.
to the class.

Lesson B 77

WE3e_TB_INT_U6_ptg01.indd 77 2/4/20 2:59 PM

 LESSON

C
C GOAL Compare Types of Transportation
Language Expansion: Ground Transportation
Language Expansion
A Read the website and answer the questions.
As a warm-up, write airport on the board 1. Where do the types of 3. How long does a taxi take?
and have students explain what it is transportation leave from? About 30 minutes
The airport 4. How much does the subway cost?
and what people do there. Ask, How do 2. Where does the bus go to? $2.50
Central Station 5. What do you need to rent a car?
people travel to and from the airport? Your passport and driver’s license
Prompt with suggestions as needed REAL LANGUAGE
Airport Transportation
(e.g., Walking? By taxi? ). $4
$4 =
= four
four dollars
dollars
$4.50
$4.50 = = four
four dollars
dollars After your airplane lands
and
and fifty
fifty cents
cents at the airport, there
A • Have students read the questions. are many ways to get
Check understanding. Have them downtown.
answer individually.
•• In pairs, have students compare Subway Bus
Take the subway. $2.50 Take the A100 bus to
answers. Then, check as a class.
Central Station. $4.50
Answer any vocabulary questions.
•• Ask, Is airport transportation cheap
or expensive? Fast or slow? Elicit
students’ opinions.
B • Point out cheap and expensive and
the two corresponding prices. Taxi Car Train
Take a taxi (about Rent a car. You have to Take a train. You have to
•• Have students use the information
30 minutes). have a passport and change trains at Midway
in A to complete the chart, then Approximately $50 driver’s license. $120 a day Station. $10
compare answers as a class.
•• Survey the class to find out which B In pairs, complete the chart with the costs and types of transportation.
form of transportation students prefer.
Taxi
Say each form and have students Approximately Rental car $120
raise their hands. $50 Expensive
Train $10
C • Individually, have students complete
Bus $4.50
the exercise. Encourage them to use Subway $2.50
dictionaries as necessary to help Cheap
them understand required.
•• Have students compare and discuss Grammar
their answers with a partner. C Compare the sentences. Then write the correct number.
•• Tell students that they will confirm 1. You have to have your passport. 2. You have your passport.
their answers after studying the Which sentence means:
grammar chart (see Teaching Tip). 2
a. Your passport is with you now.
b. You need your passport with you at the airport. It’s required! 1
Teaching Tip: An Inductive
Approach 78 Unit 6
When working with new vocabulary
or grammar, we often present and
explain it to students, and then
have them practice it. However, it is Grammar Word Bank: Using Transportation
also a good idea to have students
work out the meaning and use of Introduce the grammar by saying, We have bus stop fare
the new language themselves, as some rules in our school. Elicit or provide an line rush hour
they do in C. Students can work example: You have to go to class every day.
out the “rules” themselves and then Elicit more examples and write them on the schedule stop
practice the new structures. This is board. Explain that we use have to for rules subway station ticket
called an inductive approach and and obligations. Direct students’ attention to transfer transit pass
can be a good way of introducing the chart and remind them of the two forms of
new language that is not too have and the use of do / does for questions
complicated. and do / don’t / does / doesn’t in short answers.
Direct students to the Grammar Reference in
the back of the student’s book for additional
review and practice.

78 UNIT 6: Getting Around

WE3e_TB_INT_U6_ptg01.indd 78 2/4/20 2:59 PM

 Have to
Statement Question Short Answer D • Elicit the different forms of have and
I / You / We / They have to take Do I / you / we / they have to Yes, I / you / we / they do. do. Refer students to the chart as
a taxi. change trains? No, I / you / we / they don’t. necessary.
Yes, he / she does. •• Have students complete the exercise
He / She has to change buses. Does he / she have to take a taxi?
No, he / she doesn’t. individually before comparing
*Have to is used to show obligation. answers with a partner.
•• Review answers as a class, writing

D Complete the sentences with the correct form of have to or do. them on the board.
1. A: Do we have to take a bus? have to
B: No, we take a train.
2. A: Do I have to change trains? B: Yes, you do .
Conversation
3. A: Does Susana have to take the subway? B: No, she has to rent a car. E • Write the questions on the board.
4. A: Does he have to go to the meeting? B: No, he doesn’t . Have students close their books,
then play the audio.
Conversation •• Replay the audio as students read
E 39 Listen to the conversation. Where does the tourist have to go? How long does it take? and confirm their answers.
the airport, about an hour
Tourist: Excuse me, how do I get to the airport? •• Point out the information in the
Assistant: Take the subway. You have to change trains, but it’s cheap. Speaking Strategy note and have
Tourist: How long does it take? SPEAKING STRATEGY students underline the examples in the
Talking
Talking about
about Times
Times
Assistant: About an hour.
and
and Costs
Costs
conversation. This helps them notice
Tourist: Oh! But I have to get there by two thirty. And I have four bags! How
How much
much is is it?
it? how the language is used in context.
Assistant: Two thirty! In half an hour? OK, you have to take a taxi then. Four
Four dollars.
dollars.
It’s expensive, but it’s fast. It’s
It’s cheap
cheap // F • Have students take turns role‑playing
expensive.
expensive.
How
How long
long does
does itit take?
take?
the conversation in pairs. Set a time
F Practice the conversation in pairs. Switch roles and practice it again. Then change An
An hour.
hour. limit so everyone is ready at the same
the underlined words and make a new conversation. It’s
It’s slow
slow // fast.
fast.
time to move on to the next step.
•• Point out the underlined words and

GOAL CHECK Compare Types of Transportation phrases and elicit other possible
options. Model a new conversation
1. You work at a new airport. Complete the You column with new times and prices
from the airport to downtown (e.g., bus = 1 hour / $5.50). with the class. For example, say,
Excuse me, how do I get to the
You Your Partner museum? Elicit a response from the
Bus class and continue the conversation.
•• Have students create new
Taxi
conversations with a different partner.
Subway
Monitor and assist as needed.
Train •• Call on volunteers to present their
conversation to the class.
2. In pairs, ask about your partner’s times and prices. Write the answers in the table.
3. Compare your answers. Is your transportation fast or slow? Cheap or expensive?
Getting Around 79
GOAL CHECK
•• Go over the directions and check
understanding. Give students time to
Grammar: Have to Grammar Practice: Have to complete their column. Complete the
Have to is one way to express obligation What are the rules in your class? Have column yourself on the board.
in English. It is more common and less students work with a partner to write as •• Model the exercise with a student by
formal than must, and is used in all many rules as they can with have to and
tenses. Don’t / Doesn’t have to expresses don’t have to (e.g., We have to speak
asking, How much is the bus? and
a lack of necessity: English with our partners.). Call on student How long does it take? Complete the
We have to hand in our homework. Our pairs to read their lists to the class, then table with the student’s information.
teacher checks it. discuss any interesting “rules” you hear. •• In pairs, have students ask each
With a partner or in small groups, have other about their transportation and
We don’t have to hand in our notebooks. students think of other places where there
Our teacher doesn’t check them. complete the second column in the
are rules and write a list using have to.
For example, at an airport, at school, at
table. Monitor and assist as necessary.
the library, at a hospital. •• Ask different students, Is your
partner’s transportation fast or slow?
Is it cheap or expensive?

Lesson C 79

WE3e_TB_INT_U6_ptg01.indd 79 2/4/20 2:59 PM

 LESSON

D
D GOAL Plan a Bicycle Day

Reading Reading
A Look at the photo and the title of the article. What day is it?
As a warm-up, brainstorm ways people get Where are the cars? It’s Sunday. The city bans cars on
around a city. Compile a list on the board. Sundays, so there aren’t any cars.
For example, walking, bicycle, subway, B Read the article and write the paragraph number (1–3).
train, tram, bus, car, taxi. Ask individual a. Paragraph 2 is about how local people have fun
students, In your city, is the subway at Ciclovía.

cheap? … are taxis expensive? … are b. Paragraph 1 is about transportation in Bogotá.

buses slow? Leave the list of city c. Paragraph 3 is about why Ciclovía is popular.
transportation on the board.
C Look at the groups of words from the article. Delete one
word that doesn’t belong in each group.
A • Look at the photo as a class and
describe it. Countries: Colombia, Europe, China, New Zealand
•• Point out the title and explain that Motor vehicles: bicycles, cars, taxis, motorcycles

bans cars means cars can’t go there. Vehicles without motors: bicycles, wheelchairs, buses,
skateboards
•• Have students answer the questions
Jobs: fitness instructor, manager, musician, salsa
with a partner. Groups of people: citizens, streets, human beings, Bogotanos
•• Confirm answers as a class.
D Read the article again and answer the questions.
B • Tell students that the first time they
1. What do these numbers refer to in paragraph 1?
read they don’t need to worry about miles of roads, buses, taxis, motorcyles, cars
75 9,000 50,000 500,000 1,600,000
understanding detail; they only need
2. What can you do at a “Fun Stop”?
to skim the text to understand the Listen to musicians playing salsa, do an aerobics class, eat delicious food
main idea of each paragraph (see 3. Why does Bibiana Sarmiento think Ciclovía is a good
idea? Do you agree with her? Because motor vehicles make
Reading Strategy). way for human beings. Citizens take over the public space.
•• Allow students one minute to skim
the paragraphs and identify the main GOAL CHECK
ideas. 1. Work in pairs. You have to start a Bicycle Way for your
town or city. Discuss and decide:
•• Have students compare answers
• What day (or days) is your Bicycle Way?
with a partner, then review answers
as a class. • How often is it? (e.g., every week? every month?)
• How many miles do you close to motor vehicles?
• How many “Fun Stops” are there? What do people do
Reading Strategy: Skimming at them?
Skimming is an effective strategy 2. Join another group. Present your plans.
for learners to understand the main
ideas of a text without reading it Our Bicycle Way is on ... We close 50 miles ...
in detail. By skimming, students
realize they can get the gist of a text
without understanding the entire
thing. This can help reading seem
less overwhelming. Skimming is also
a good study skill in general, as it 80 Unit 6
helps students identify the parts of
a long text that they might want to
read more carefully.

For Your Information: Bogotá’s

C • Go over the example. Ask, Why is Ciclovía
Europe incorrect in this group? The Ciclovía has now been running for
•• Have students complete the exercise several decades. During that time, it has
with a partner. grown and evolved and is used by more
than 1.3 million people every Sunday.
•• Review the answers as a class,
Jorge Mauricio Ramos, who managed the
having students say why each word Ciclovía for 10 years, believes it is part of
is incorrect. Bogotá’s cultural heritage. The Ciclovía
has led people to see the streets of Bogotá
in a completely different way. Having the
weekly freedom of the Ciclovía helps
children see that streets are not just for
cars and buses; they are for people, too.

80 UNIT 6: Getting Around

WE3e_TB_INT_U6_ptg01.indd 80 2/4/20 2:59 PM

 D • Go over the questions and have
students underline key words. Tell
them that this time they are going to
A City that Bans read the article for details. Point out
the definitions at the end of the text to

Cars on Sundays
help them with new vocabulary.
•• Give students time to read and
answer the questions. As students
finish, have them compare answers
with someone else who has already
finished (see Teaching Tip).
•• Review answers as a class, having
students point out where in the
text they found each answer. Call
on different students to share their
opinions about the Ciclovía.

Teaching Tip: Fast Finishers

Students don’t all read at the same
speed, so invariably some students
will finish exercises before others.
It is therefore a good idea to have
a task for students who finish first
so that they stay focused and don’t
distract others who are still reading.
1 During the work week, the city of Bogotá, 3 This year, Ciclovía in Bogotá Bogotá is is 25
25 years
years old old One simple way of dealing with this
Colombia, has 1,600,000 cars, 50,000 taxis, and it’s still very popular. Bibiana Bibiana Sarmiento
Sarmiento (that involves no extra preparation)
9,000 buses, and 500,000 motorcycles. But is the manager of Ciclovía and she she explains
explains is to have them quietly find someone
every Sunday, the city closes 75 miles of roads why it’s a good idea: “The Ciclovía Ciclovía is is the
the else who has also finished, compare
to motor vehicles, so the Bogotanos (citizens of moment when motor vehicles make make wayway for for answers, and help each other with
Bogotá) have to leave their cars at home. Instead, human beings … citizens take over over the
the city’s
city’s any unknown vocabulary.
they go on their bicycles, roller skates, scooters, public space.” Now other cities cities have
have days
days likelike
wheelchairs, and skateboards. And they walk! world—from New
Ciclovía all over the world—from New Zealand
Zealand
to Europe to China.
2 During “Ciclovía” (meaning “Bicycle Way”
in English) every Sunday, people bike around 4 Maybe your town or city already already hashas aa special
special
GOAL CHECK
the city streets, and, as they bike, there are day when people—not cars—control cars—control the the streets.
streets.
“Fun Stops.” At one fun stop, you can listen to If it doesn’t, maybe it’s time to start start one!
one! •• Go over the questions in step 1 with
musicians playing salsa music. At another, there
citizens people
people who
who live
live in
in aa particular
particular country,
country, city,
city, or
or town
town the class and check understanding.
is an aerobics class with a fitness instructor. And
there is always cheap, delicious food for sale—
make way to to make
make room
room for for •• Assign students to pairs and have
take over control
control
“I come for the food!” says one young woman. public space
space anan area
area for
for everyone
everyone to to use
use them brainstorm their ideas for each
question.
Getting
Getting Around
Around 81
81 •• After they have brainstormed, have
them write the information down
in a clear and attractive manner to
present their plan to another pair.
Expansion Activity If possible, have students create a
poster that presents their Bicycle
Prepare a chart with the names of each
pair from the Goal Check in one column Way plan.
and columns for students to write notes •• Point out the examples in step 2, then
about each Bicycle Way plan: Day / Days; have pairs join to make groups of
How often; Number of Miles; Fun Stops. four and present their plans to each
Display the plans around the classroom other. See Expansion Activity for
for students to look at and take notes to
further practice.
complete the chart. Students can then
read their notes and vote for the best
plan. Have students explain why they
think the plan they chose is the best.

Lesson D 81

WE3e_TB_INT_U6_ptg01.indd 81 2/4/20 2:59 PM

 LESSON

E
E GOAL
GOAL Give
Give Advice
Advice to
to Travelers
Travelers

Communication Communication
Communication
A
A In
In pairs,
pairs, take
take the
the quiz
quiz about
about rules
rules around
around the
the world.
world. Then
Then check
check your
your answers
answers at
at
As a warm-up, review have to and rules. the
the bottom
bottom of of the
the page.
page.
Ask, What rules are there in this school /
city / country? For example, You have to 1. In
1. In France,
France, do
do you
you have
have to
to drive
drive on
on the
the left
left or
or the
the right?
right?
be punctual. You have to separate your 2. In
2. In Japan,
Japan, do
do you
you have
have to
to leave
leave aa tip
tip at
at aa restaurant?
restaurant?
trash. Point out the lesson goal. Explain 3. In
3. Inthe
theUK,
UK,do
doyou
youhave
have to
to carry
carry ID
ID (e.g.,
(e.g., your
your passport)
passport) with
with you
you all
all the
the time?
time?
that if someone is coming to visit your 4. Do
4. Do people
people chew
chew gum
gum in
in Singapore?
Singapore?
school / city / country, you need to give
5. When
5. When you
you meet
meet aa friend
friend in
in Rio
Rio de
de Janeiro,
Janeiro, how
how many
many times
times do
do you
you kiss?
kiss?
them advice about the rules. WORD
WORDFOCUS
FOCUS
6. In
6. In China,
China, do
do men
men have
have to
to be
be 20
20 or
or 22
22 to
to get
get married?
married?
tipmoney
tip moneyyouyougive
give
A • Go over the questions and check the
thewaiter
waiterafter
afteryour
your 7. When
7. When you
you have
have aa meeting
meeting in
in the
the US,
US, do
do you
you have
have to
to be
be punctual?
punctual?
meal
understanding. meal
punctualon
punctual ontime
time
•• Assign students to pairs. B
B In
In groups,
groups, discuss
discuss the
the questions
questions in
in the
the quiz
quiz for
for your
your country
country (or
(or city).
city).
•• Give students 3 to 5 minutes to In
Inmy
mycountry,
country,you
youhave
haveto
todrive
driveon
onthe
theright. You
right. Youdon’t
don’t have
have to
to leave
leave aa tip
tip...
...
discuss and answer the questions
with their partner. C
C In
In pairs,
pairs, prepare
prepare aa similar
similar quiz
quiz for
for your
your country.
country. Write
Write four
four or
or five
five questions.
questions.
•• Have students check their own
D
D Join
Join another
another pair
pair and
and take
take turns
turns asking
asking and
and answering
answering your
your quiz
quiz questions.
questions.
answers. Ask, Which rules are
surprising or unusual?
Writing
Writing
B • As a class, discuss the first question, EE Read
Read the
the two
two emails
emails and
and answer
answer the
the questions.
questions.
relating it to the country you are in. 1. Why
1. Why isis Luis
Luis in
in Denmark?
Denmark? 3. What’s
3. What’s the
the best
best way
way to
to get
get
Ask, Do we drive on the right or the Because
Becausehe
hehas
hassome
somemeetings
meetingsfor
forwork
work around
around the city? On
the city? On aa bicycle
bicycle
2. What
2. What places
places are
are there
there in
in Copenhagen?
Copenhagen?
left here? Museums
Museumsand
andart
artgalleries
galleries
•• Assign students to groups of three or
four to discuss the questions. Have Hello
HelloLars.
Lars.How
Howareareyou?
you?Guess
Guesswhat?
what?I’m
I’mininDenmark
Denmarkbecause
because II have
have some
some meetings
meetings for
for
work.
work.IIwant
wanttotovisit
visityou
youininCopenhagen.
Copenhagen.Are
Areyou
youfree?
free?
them identify which rules are the
Best,
Best,
same and different in their country
Luis
Luis
and explain any differences. Tell
them that someone from each group HiLuis,
Hi Luis,

will be called on to tell the class what That’sgreat

That’s greatnews!
news!Yes,
Yes,IIam
amfree,
free,and
andyou
youhave
havetotospend
spendaafew
fewdays
days with
with me
me inin Copenhagen
Copenhagen
becauseit’s
because it’sbeautiful.
beautiful.There
Thereare
arelots
lotsof
ofmuseums
museumsandandart
artgalleries.
galleries. And
And it’s
it’s easy
easy to
to travel
travel
they talked about. aroundthe
around thecity.
city.There
Thereare
arebuses,
buses,but
butbicycles
bicyclesare
arethe
thebest
bestway
wayto to get
get around.
around.
•• Call on one student in each group to
Callme
Call meatat0045
00457996
7996475
475735!
735!
report their conclusions to the class
Lars
Lars
(see Teaching Tip).
Brazil. 6.
Brazil. Men have
6. Men to be
have to 22.7.7.Yes,
be22. do.It’s
youdo.
Yes,you importantto
It’simportant bepunctual
tobe theUS.
punctualininthe US.

Teaching Tip: Numbered Heads 1. On

1. right. 2.
the right.
On the 3.No.
No. 3.
2. No. No.There
4.No.
No.4. onchewing
banon
Thereisisaaban 5.Twice.
gum.5.
chewinggum. differentininother
Butititisisdifferent
Twice.But partsof
otherparts of

Technique
For the feedback stage of group work,
the numbered heads technique can 82 Unit
82 Unit66
be useful as it ensures that students
don’t know who will be called upon to
report back to the class. In this way,
they are more likely to pay attention to •• Encourage students to write more Writing
the group’s discussion as they know questions if they can.
they may have to tell the class about E • Have students look at the photo and
it. After assigning groups, number D • Have pairs join and ask each other
each member of the group. Then,
describe the city. Ask, Where is this?
the questions from their quizzes.
when getting each group’s response, Point out the caption as necessary.
•• When they have finished, call on
randomly choose a number. The •• Have students look at the emails
person in the group with that number different pairs to ask you a question
quickly and tell you who lives in
is responsible for responding. from their quiz.
Copenhagen.
•• If you are from a different country, you
•• Go over the questions, then have
could also prepare a quiz for them
C • Assign students to pairs to create
students read the emails.
about your country.
•• Review answers as a class. Review
their quiz. Monitor and check their
numbers by asking, What’s Lars’s
questions. Provide vocabulary as
phone number?
needed.

82 UNIT 6: Getting Around

WE3e_TB_INT_U6_ptg01.indd 82 2/4/20 3:00 PM

 F • Have students underline and, but,
and because in the emails.
•• Go over the explanations in the
Writing Skill box. Write on the board:
Take the subway downtown
it is fast.
You have to take the subway
a bus to get to the airport.
Trains are fast and comfortable,
they are expensive.
Elicit the answers from the class.
Amagertorv Square
F
F Read
Read the
the Writing
Writing Skill
Skill box.
box. Then
Then underline
underline and,
and, but,
but, and
and because
because in
in the emails. in Copenhagen Writing Skill: and, but, because
WRITING
WRITING SKILL:
SKILL: and,
and, but,
but, because
because Coherence is an important part
of any text, so it is important that
Use and for
Use and for extra
extra information.
information.
students know how to connect
Use but to
Use but to show
show contrast.
contrast.
Use because to
Use because to give
give aa reason.
reason.
ideas within sentences. We do
this with words that act as signals
to the reader, such as and, but,
G
G Write
Write and,
and, but,
but, or
or because
because in
in these
these sentences.
sentences.
and because. They tell the reader
1. I’m
1. I’m not
not at
at work
work this
this week
week because
because II am
am on
on vacation.
vacation. what to expect and so facilitate
2. Lots
2. Lots of
of people
people visit
visit the
the museum
museum and
and the
the park.
park. understanding. In this case, they
3. Taxis
3. Taxis are
are fast,
fast, but
but they
they are
are expensive.
expensive.
show whether it is additional
information (and ), contrasting
4. Walk
4. Walk to
to the
the train
train station
station and
and turn
turn right.
right. information (but), or a reason or
5. Kyoto
5. Kyoto is
is popular
popular with
with tourists
tourists because
because it’s
it’s beautiful.
beautiful. explanation (because). These words
6. I’m
6. I’m from
from Nanjing,
Nanjing, but
but II live
live in
in Shanghai.
Shanghai. help organize the text by making it
coherent.
7. There’s
7. There’s aa post
post office,
office, but
but it’s
it’s closed
closed today.
today.
8. Go
8. Go to
to Cafe
Cafe Royale
Royale because
because the
the food
food is
is great!
great!
G • Go over the example and check
understanding of because by asking
GOAL CHECK Give Advice to Travelers
GOAL questions. For example, Where is the
Write aa reply
1. Write
1. reply to
to this
this message
message from
from aa friend
friend in
in another
another country.
country.
person? Is she at work? Why isn’t she
Hi! How
Hi! How are
are you?
you? II have
have two
two free
free days
days in
in your
your city.
city. Do
Do you
you want
want to
to meet? at work?
Say that
Say that you
you want
want to
to meet,
meet, and
and write
write about:
about: •• Have students complete the exercise,
•• why
why your
your town
town // city
city is
is aa good
good place
place to
to visit.
visit. then compare answers with a partner.
•• good
good places
places for
for tourists
tourists (e.g.,
(e.g., museums,
museums, etc.).
etc.). •• Review answers as a class, asking
•• the
the best
best way
way to
to get
get around.
around. questions to confirm understanding.
Exchange your
2. Exchange
2. your reply
reply with
with aa partner.
partner. Does
Does your
your partner
partner use
use and,
and, but,
but, and because? For example, Are taxis fast and
cheap?
Getting Around 83

GOAL CHECK
•• Remind students to use the message
from Lars in E as a model when they Teaching Tip: Brainstorming Before
•• Go over step 1 and make sure
write their reply. Writing
students understand that the
•• Finally, have students exchange Whenever possible, it is helpful to give message is to them and that they are
messages and give each other students some time to prepare and
plan their ideas before writing. This
going to reply.
feedback. Encourage them to help •• Go back to the emails and point out
can be done by having them talk about
each other with other aspects, too, the second one, the reply.
the topic with a partner or by having
such as the ideas they want to them brainstorm ideas and write down •• Have students brainstorm ideas and
express, spelling, and grammar. key words and phrases, as in the Goal write notes for each item in step 1
Check. This gives students a starting
before they write their message (see
point when they begin writing their text,
so it is less overwhelming. Teaching Tip).

Lesson E 83

WE3e_TB_INT_U6_ptg01.indd 83 2/4/20 3:00 PM

 VIDEO JOURNAL
Video Journal
STAR WARS ON THE SUBWAY
About the Video
In this video, iconic Star Wars characters A Answer the questions in groups. C Watch part one of the video.
Princess Leia and Darth Vader (and his 1. Do you watch movies often? 1. Where is Charlie Todd from?
New York City
stormtroopers) appear on the New York 2. Does your town / city have a movie theater? 2. What does Improv Everywhere want to make
City subway. In the subway car, they How often do you go? people do?
Laugh and think about their daily lives
reenact the first scene between Princess 3. What are some famous movies in your 3. Where does Improv Everywhere perform?
country? In public places
Leia and Darth Vader in the original 4. Where do they perform Star Wars?
Star Wars movie, and Princess Leia is 4. Who are some famous actors? On the subway
5. What do the actors put on?
arrested and removed from the train by 5. What is your favorite movie? What is it about? Costumes
6. Do they have to wait at the same station?
the stormtroopers, much to the other No, they don’t.
B Look at the people in
passengers’ surprise. costumes from a
This scene is a performance by Improv famous movie.
Everywhere, which creates different Do you know the
movie? What is
kinds of performances to carry out in
it about?
public places. Since starting in 2001,
Improv Everywhere has carried out many
“missions” involving tens of thousands
of “undercover agents.” The scenes they
create are staged in a wide variety of
public places, such as streets, parks,
stations, and stores. The aim is to make
people laugh and enjoy a moment of
entertainment.

A • Write movies on the board and elicit

students’ favorite characters. Write
them on the board. Ask, Why do you
like them? Prompt students to use
because in their answers.
•• Assign students to groups of three
or four; give them roles as necessary
(for example, organizer, note-taker,
and speaker). Monitor and assist with
understanding of the questions.
•• Have the group speakers share
answers, and compare them as a
class.
84
B • Look at the photo together and ask,
Are these characters familiar to you?
•• Answerthe questions as a class.
Teaching Tip: Note-taking
C • Go through the questions as a class.
Taking notes as they watch is a useful
Explain perform, put on, and wait as strategy for students. These notes can
needed. help them clarify their understanding
•• Play Part One of the video. Encourage afterwards. They shouldn’t worry about
students to take notes as they watch. correct spelling: what is important is
•• Give students time to complete their noting key words and ideas as they hear
them. It is easy to get lost when listening
answers, then have them compare in English and taking notes can help
with a partner. Play Part One again students both stay focused while listening
for students to double-check their and be able to check key ideas at the
answers before reviewing answers as end that they might otherwise forget.
a class.
•• Replay the video as necessary to
confirm answers.

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 D Watch the second part of the video. Number the E Improv Everywhere wants to make people laugh.
actions in the order you see them. Do people laugh in the video? What makes you
laugh? D • Go through the actions, then play
1 Princess Leia waits for the subway train.
Part Two of the video.
4 The stormtroopers take Princess Leia to F In groups, plan another performance for Improv
•• Encourage students to try to write the
the doors. Everywhere.
numbers as they watch.
2 She reads a book. 1. Where do you want to do the performance?
•• Review answers as a class.
On a train? A bus? In the street? A park?
5 Darth Vader gets on the train.
•• Play parts one and two together
2. Which movie do you want to perform?
7 The stormtroopers and Princess Leia get for students to confirm their
off the train. 3. How many actors do you need? Do they
need costumes? understanding of the topic as a
6 Princess Leia and Darth Vader talk to whole. Clarify that Improv Everywhere
each other. G Present your ideas from F to the class. is a group of people who do the
3 Stormtroopers get on the train. performances for fun.
E • Have students read and discuss the
questions with a partner. Monitor and
provide vocabulary as needed.
•• Tell the class what makes you laugh,
then call on volunteers to say what
makes them laugh.
•• See Expansion Activity for further
practice.

Expansion Activity
Have students research other
Improv Everywhere performances.
Tell them to watch three and choose
the one they think is the best or
funniest to tell the class about. The
research can be done in or out
of class depending on time and
resources. Once students have
chosen one to talk about, have them
tell a partner, a small group, or the
whole class, depending on which
is most appropriate for your class
size. Students should say where
the performance takes place, what
happens, how many actors there
are, and if there are costumes.

F • Go over the questions with the class.

•• Give students the option to work in
85
the same groups as in A, or to make
new groups. Point out the name of
the group, Improv Everywhere, and
ask students to give their group a
Expansion Activity name.
Depending on your students, the context •• Monitor and help with ideas as
of the school, and whether it would be students plan their performance.
appropriate, you could have students
adapt their plan from F and do their G • Create a table with five columns:
performance at school. It could take name; where; movie; actors;
place during recess in a corridor, the
cafeteria, or the library. In order to do costumes. Have each group present
this, have groups plan their performances their performance plan to the class.
with more details, choose a location at Students should complete the table
school, decide what the dialog will be, as they listen to each group’s plan.
and practice the performance. •• See Expansion Activity for further
practice.

Video Journal 85

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 UNIT

7
UNI T

Unit Theme
In many parts of the world, working
7 Free Time
hours are gradually becoming shorter;
eight-hour days are changing to six-hour
days, the five-day week may change to
a four-day week. Whatever their workday
schedule, people have some free time.
Some of the activities they pursue in their
free time are the same as those enjoyed
by previous generations: spending
time with family and friends, relaxing
at home, watching movies, or playing
sports. Others are new and based on
technological changes: following social
media, playing video games with online
opponents around the world, or binge-
watching series on the internet. Although
there will be some local differences, many
of the activities we do in our free time,
and the hobbies we have, are shared by
people around the world. It’s the weekend, and this family in Iraq
is having a picnic at Lake Dukan north
Unit Overview of the city of Slemani.

In this unit, students will learn to talk

about their free time and the activities
they do for leisure.
Lesson A introduces the vocabulary
for free-time activities and the present
continuous to be able to talk about
activities happening at the moment of
speaking. Lesson B focuses on words
and expressions for making a phone
call. Lesson C introduces can to express
ability and the vocabulary to talk about
different sports. Then, in Lesson D,
students will read and talk about hybrid
sports and the rules for different games
and sports. In Lesson E, students will
write questions for a job application form
and carry out an interview. Finally, in the 86
Video Journal, students will watch Danny
MacAskill, a bike rider who likes biking
challenges.

UNIT 7 GOALS Grammar Vocabulary Listening

• Identify Activities Happening Present Continuous Pastimes Listening for Specific
Now I’m not watching TV. I’m Sports Information: Telephone
• Make a Phone Call reading. Conversations in
Different Contexts
•  alk about Abilities
T Can for Ability
• Explain How to Play He can’t play the guitar. He can
Something sing.
• Interview People

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 Look at the photo and 1 Where is this family? 2 What activities do you do
answer the questions. What are they doing? in your free time?
About the Photo
Lake Dukan is a large reservoir that
is a popular destination for vacations
and day trips during the warm season.
Local families, tourists, and students
head there from the nearby city to enjoy
their free time. The photo was taken by
Russian photographer Yuri Kozyrev,
who has focused on documenting
the different sides of conflict around
the world. He has received many
international awards for his work. His aim
is to raise awareness about critical issues
such as migration and climate change.
• Write free time on the board and elicit an
explanation of what it is. As necessary,
prompt with the questions, What do you
do when you are at school / work? What
do you do when you are not at school /
work?
• Have students answer the questions
with a partner, then share answers as
a class. Compile a list of the group’s
free-time activities.
• Go over the unit goals, answering any
questions and modeling or eliciting
related language. For example, for
Goal A, refer students to the list of
activities on the board and ask, Are you
(watching a movie) now? What are you
UNIT 7 GOALS
doing? Elicit or prompt studying / talking
A. Identify Activities Happening Now / learning. For Goal B, elicit what we
B. Make a Phone Call say when we introduce ourselves on the
phone in English (i.e., Hello, this is...).
C. Talk about Abilities For Goal C, elicit the names of several
D. Explain How to Play Something sports and games. For Goal E, write
questions on the board and elicit Wh-
E. Interview People
question words, do and does, and are
87 and is. Have students call out a question
and have another student answer it.

Speaking and Pronunciation Reading Writing Video Journal

Having a Phone Conversation Hybrid Sports Writing a Job Danny’s Challenge
Asking and Answering Questions Application Form This video from National Geographic
to Fill out an Application Form Question shows stunt cyclist Danny MacAskill
and Do a Job Interview Forms (simple as he does tricks on the streets of
Connected Speech present, present Edinburgh, Scotland.
continuous,
questions with
can)

87

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 LESSON

A
D
A GOAL Identify Activities Happening Now

Vocabulary Vocabulary
A 41 Match the activities to the correct photos. Then listen and repeat.
As a warm-up, have students look at the
cook dinner go to the movies listen to music play the guitar
photos. Elicit any activities that students
read a magazine shop for clothes talk to friends watch TV
already know. Point at different photos
and ask, Do you do this in your free time?
What about this? Have students raise
their hands if they do the activity in their
free time.

A • Have students write their answers.

Then play the audio, having students 1. go to the movies 2. watch TV 3. play the guitar 4. read a magazine
repeat each activity.
•• Review parts of speech with students
by writing have, book, and interesting
on the board. Have students identify
which one is an adjective, a verb,
and a noun. Then, ask students to
underline the verb in each activity. 5. shop for clothes 6. listen to music 7. cook dinner 8. talk to friends
For example, go to the movies.
REAL LANGUAGE B Write the verbs from A that go with these words.
B • Point out the information in the Some verbs and go play
1. to the gym 5. the piano
Real Language note. Elicit other nouns are often used
together: play the 2. cook / go to lunch 6. watch a movie
expressions students know with go, guitar, take a taxi, go
3. read a book 7. listen to a podcast
play, or take. For example, go home, to the movies
4. shop for food 8. talk / listen to people
play soccer, take a shower.
•• Point out the example. Make sure C How often do you do the activities in A and B? Write them in the table. Then
students understand that these are compare answers with a partner.
different activities that use the verbs
I often do this: I sometimes do this: I never do this:
in A.
•• Have students complete the exercise
and compare answers with a
partner. Check answers as a class.
Explain that knowing the nouns that
a verb is often used with is a useful
way of broadening vocabulary
knowledge.
C • Briefly review the adverbs of
frequency. Write on the board 0%,
50%, and 80% and have students
match them to the adverbs often, 88 Unit 7
sometimes, and never.
•• Copy the table onto the board and
write a few items in the columns
about yourself. Then, have students Word Bank: Activities Grammar: Present Continuous
work individually. clean the house The present continuous is used to talk
•• Assign pairs to compare how often go to a concert about things that are happening at the
they do the activities. moment of speaking: I’m watching a
hang out with friends movie right now. It contrasts with the
•• Review answers as a class and find paint a picture simple present, which is used to talk about
out what the most and least popular play video games habits and facts: I always watch movies
activities are. on the weekend. Depending on students’
text friends
language background, the use of be as an
watch a series / an episode auxiliary verb may seem unusual and they
may forget to use it. It is important to help
them notice it by, for example, having them
circle the forms of be in the exercises and
in their examples. Point out the spelling
rule for verbs ending in consonant-vowel-
consonant: running, swimming.

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 Grammar
Present Continuous Grammar
Statement Yes / No Question Short Answer Wh- Question
Introduce the grammar by pointing at
I am (not) reading. Am I reading?
Yes, I am.
Where am I going? each photo in A and asking, What are
No, I’m not.
they doing? Is he watching TV / cooking
You / We / They are (not) Are you / we / they Yes, you / we / they are. What are you / we / they dinner? Elicit short answers: Yes, he is. /
reading. reading? No, you / we / they aren’t. doing? No, he isn’t. Model the negative by
He / She is (not) Yes, he / she is. saying, He / she is not (watching a movie).
Is he / she reading? What is he / she doing?
reading. No, he / she isn’t. Review the form of be for each subject
*We use the present continuous to talk about things that are happening at the moment.
pronoun in the chart. Direct students to
the Grammar Reference in the back of the
D Match these sentences to the correct tense (a or b). student’s book for additional review and
1. I’m listening to music. a 2. I often listen to music. b practice.
a. The present continuous for an activity happening at the moment of speaking
D • Have students complete the exercise
b. The simple present for regular activities and routines individually.
E Unscramble the words to write sentences. •• Reviewanswers as a class. Call on
1. the guitar. / is playing / Charlie Charlie is playing the guitar. students to say something about
Maria is not watching TV. themselves using both tenses. For
2. Maria / watching TV. / is not
example, I’m practicing English. I
3. Asha / listening to music? / Is Is Asha listening to music?
always do my homework. Write their
4. Jun / What / reading? / is What is Jun reading?
examples on the board and have the
F 42 Complete the telephone conversation with the correct form of each verb. class help correct them as necessary.
Then listen and check.
E • Have students complete the exercise,
Dave:Hi, Mom. then compare with a partner.
Mom: Dave! (1) Are you walking (walk) home now?
•• Reviewanswers as a class. Have
Dave:No, I’m not.
are doing students do the Grammar Practice
Mom: What (2) you (do)?
exercise as time allows.
Dave:I’m at Paul’s. We (3) ’re listening (listen) to music, and we
(4) ’re playing (play) video games. Is she playing the piano? F • Have students complete the
Mom: Well, don’t be late!
conversation.
G In pairs, take turns asking and answering questions about the eight No, she isn’t. She’s playing the guitar. •• Play the audio, then review answers
photos in A on the previous page. as a class.
•• Ask questions to confirm understanding.
For example, Is Dave at home?
GOAL CHECK Identify Activities Happening Now Where is Dave? What is he doing?
In pairs, take turns acting out three activities. Do not speak. Your partner guesses the activity.
G • Model the exercise with a student,
You’re running! You’re cooking! using the examples.
•• Assign students to pairs to ask and
Free Time 89 answer questions.
•• Call on students to point to a photo
and ask a question. Nominate
students randomly to answer (see
Grammar Practice: Present Teaching Tip: Getting Feedback Teaching Tip).
Continuous When getting feedback or wrapping
In pairs, have students write at least four up exercises, it is a good idea to say GOAL CHECK
statements, including negatives and a student’s name at the end of your
affirmatives, and at least three questions. question. Or, when having students ask
•• Model the exercise by miming an
Monitor and check for accuracy. Then, questions, allow them to ask the question
before nominating another student to activity for the class to guess.
have students write their sentences on
larger pieces of paper and cut them up, answer it (as suggested in G). By doing •• Assign students to pairs. Remind them
so they have one or two words per small this, students will be encouraged to pay that the person doing the activity can’t
paper. Have pairs exchange scrambled attention to questions because they won’t say anything. Monitor and check for
sentences and unscramble them. To make know who will be called upon to answer. the correct use of You’re + -ing form of
the exercise more exciting, if appropriate, If students already know who has to
answer, they may not pay attention.
the verb.
allow one student in each group to use
•• Call on volunteers to mime an activity
their cell phone stopwatch to see which
pair can unscramble the fastest. for the class to guess.

Lesson A 89

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 LESSON

B
B
D GOAL Make a Phone Call

Listening Listening
A Look at the photos. What are the people doing?
As a warm-up, introduce the topic of
phone calls by asking, When / Why do
you make phone calls? For example, to
say hello to family or friends, to ask for
information about something, or to make
an appointment. Provide vocabulary as
necessary. You can also ask questions
with adverbs of frequency: How often do 2 1 3
you make phone calls? How often do you
B 43 Listen to three telephone conversations. Number the photos (1–3) in the
call your mom / dad / best friend? Who do
order you hear them. What information helped you number the photos?
you talk to on the phone every day / week?
C 43 Answer the questions. Listen again to check your answers.
A • Discuss the photos as a class. Prompt
1. Are Tracey and Kenny riding bikes? No, they are driving.
students to use the present continuous
2. Why doesn’t Kenny want to talk? Because he’s driving, and it’s dangerous.
to describe what the people in each
3. Does Kenny say goodbye? No, he doesn’t.
photo are doing. For example, This
4. Does Mandy know the caller? No, she doesn’t.
man is writing. That man is using his
phone. 5. Does she want to talk to him? No, she doesn’t.
6. Does Mandy want him to call back? No, she doesn’t.
B • Go over the directions, then play the 7. Can Julia hear Ahmed? No, she can’t.
audio. Remind students to write their 8. Where is Julia? She’s at home.
answers as they listen.
9. Is Julia talking to friends? No, she’s watching TV.
•• Review answers as a class. Have
students explain what information in REAL LANGUAGE D Read the Real Language box. What telephone expressions can you use in these
the conversations helped them match Useful telephone situations?
the photos (see Listening Strategy). expressions: 1. You can’t hear someone. Can you speak up?
Hello, this is ...
Who’s calling / 2. You don’t know the caller’s name. Who’s calling / speaking, please?
speaking, please?
Listening Strategy: Identifying 3. You can’t talk at the moment. Sorry, but I’m busy. / Can I call you back?
Sorry, but I’m busy.
Context Can I call you back? 4. You’re answering the phone. Hello, this is ...
When is a good time
When listening, understanding the to call? 5. You want to speak at a different time. Can I call you back? /
situation and where the speakers Can you speak up?
When is a good time to call?
PRONUNCIATION: Connected Speech
are is very helpful for students’
comprehension. As they listen, When speaking, people often connect a word ending in a consonant sound with a word
certain words or expressions will starting with a vowel sound. For example: Can_I leave_a message?
help them figure out who is speaking It sounds like one word, not two.
and where they are, as in B. Having
a context then helps them make
sense of what and who they’re
listening to, and they can more
easily make logical guesses about 90 Unit 7
words or ideas that they don’t hear
or understand. Students will be more
effective listeners if they get into the
habit of thinking about the context •• Have students match the expressions
of an audio exercise before, during, Teaching Tip: Useful Expressions
and after listening.
to the situation individually, then
compare with a partner (see As we have seen before, it is helpful for
Teaching Tip). students to learn chunks of language
C • Have students answer the questions for specific situations, rather than just
•• Review answers as a class.
before they listen. isolated words. Useful expressions,
such as those in D for using the phone,
•• Replaythe audio and confirm Pronunciation help students broaden their vocabulary
answers. Where possible, ask and be more fluent in communicative
follow-up questions (e.g., for item 3, Point to the third photo in A, and ask, situations. At this level, students don’t
ask, What does Kenny do?; for Where is Julia? Elicit, She’s at home. need to understand the grammar of these
item 4, ask, How do you know? ). Write it on the board and say it. Ask, expressions (for example, the use of
Which two words sound like one word? the modal can, which students may not
D • Say the expressions in the Real be familiar with yet, or the phrasal verb
Repeat as necessary, then link She’s_at
Language note and have students speak up); they only need to understand
on the board. Go over the explanation in the meaning of the expression as a whole.
repeat them. the box and answer any questions.

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 E 44 Listen to the expressions. Notice how some words sound connected.
1. Hello, this_is Mandy. E • Play the audio and have students
2. Can_I call you back? read the items as they listen.
3. Can you speak_up? •• Replaythe audio and have students
4. What_are you doing? repeat each statement or question.
5. I’m in_a meeting.
F • Ask students to close their books.
F 44 Close your books and listen to the sentences again. How many words do Tell them to write down the number of
you hear in each sentence? Write them down. (e.g., What are you doing? = 4 words.) words in each statement or question
they hear. Play the audio.
Communication •• Review answers as a class. Play the
G Look at the chart. Think about where you are and what you are doing at these audio again as necessary.
times. Fill in your information.

Day Time Location Activity

Communication
Friday 8:00 a.m.
G • Review how to say times aloud and
have students ask you, What are you
1:00 p.m.
doing at (eight o’clock) on Saturday?
10:00 p.m.
Then repeat for the other five times
in the chart, completing the chart for
Saturday 7:00 a.m. yourself on the board.
•• Have students complete their charts.
3:00 p.m. Provide vocabulary for different
activities as necessary.
8:00 p.m.

GOAL CHECK
•• Model the example by standing back
GOAL CHECK Make a Phone Call to back with a student and having
Choose a day and time from the chart. Role-play a phone call with your partner. Find them “call” you. Use information from
out their location and activity. your chart to answer.
•• Have students form pairs with
Hello, who’s calling?
someone they haven’t worked with in
the past. If space allows, have them
Where are you? I’m on the train. sit back to back to make their calls.
Alternatively, if appropriate, have
What are you doing? I’m going to school. students use their phones to call
each other.
Sorry, can you speak up? Can I call you back? •• Monitor and prompt students to
continue their conversations. Note
any common difficulties with the use
Free Time 91
of the present continuous and give
feedback at the end of the exercise,
or develop an error correction
exercise to use next class (see
Teaching Tip: Error Correction Expansion Activity Teaching Tip).
Some students may express the desire For further practice of the present
to be corrected whenever they make continuous, students can use their
a mistake. Explain to students that in charts in G to find people who do the
some exercises you will correct them same activities at the same time and
immediately, but that in others, where you on the same day. Write on the board,
want them to focus on speaking fluently, It’s ___ o’clock on (Saturday). Then, write
as in the Goal Check, you will wait until the What… and elicit the question, What
end to give them feedback. At the end, time is it? Tell students one of the times
write examples of common errors you from the chart and have them mingle
noticed on the board and have students in the classroom asking and answering
correct them. This can be done as a whole to find people they have activities in
class in pairs, or in small groups: what is common with.
important is that students themselves work
out how they should have said something.

Lesson B 91

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 LESSON

C
C GOAL Talk about Abilities
Language Expansion: Sports
Language Expansion A Match the sports to the correct photos.

As a warm-up, write sports in a circle in play basketball play soccer play tennis ride a bike
the middle of one section of the board. run skateboard ski swim
Elicit any sports students already know in
English and create a mind map. It doesn’t
matter if there are only a few words in the
map (or even none!); students can add to
it after A and during the lesson.

A • Have students complete the exercise

individually, then compare answers
1. swim 2. play soccer 3. run 4. skateboard
with a partner. Encourage them to
use a dictionary for new words.
•• Check answers as a class. Say each
sport and have students repeat.
•• Encourage students to add any new
sports to the mind map on the board.
B • Go over the information in the Real
5. play tennis 6. ride a bike 7. play basketball 8. ski
Language note. Point out the list of
activities and their verbs in the chart. REAL LANGUAGE B Answer the questions. Then interview two classmates.
•• Explain that ever, in the question, We use play for
competitive sports Do you ever ... Me Classmate 1 Classmate 2
means “at any time.” Have students with a ball: play play soccer?
complete the chart with their own tennis / soccer /
go skiing?
answers. Make sure they use basketball
go swimming?
We use go for
adverbs of frequency. sports with -ing: go go running?
•• Have students interview two people to swimming / running / play basketball?
skiing
complete the chart. go skateboarding?
•• Call on students to tell the class play tennis?
go biking?
about one or two activities their
partner does.
Do you ever play soccer? Yes, sometimes. No, never.

Grammar
Grammar
Introduce the grammar by using
Can for Ability
information about students’ abilities from
Statement Negative Yes / No Question Short Answer
the chart in B. For example, (Lev) can
I / You / She / He / He cannot swim. Can you ski? Yes, I can.
ski. I can’t ski. Ask a student, Can you We / They can swim. She can’t play guitar. No, I can’t.
ski? Prompt with the short answer, Yes,
I can. / No, I can’t. Repeat for several
92 Unit 7
other activities in the chart. If you feel
your students are comfortable with the
new structure, elicit examples from
them. Direct students to the Grammar
Reference in the back of the student’s Grammar: Can for Ability
book for additional review and practice. English has several ways to express
ability, including can, know how to, and
be able to.
Word Bank: Sports Can is the most general and simplest
baseball basketball expression of ability. (I can play the
boxing car racing piano. I can run one mile in six minutes. I
can meet you at ten o’clock.)
diving ice hockey
Can is pronounced /kan/ at the end of
martial arts rowing
a statement (e.g., Yes, I can.). In can’t,
surfing waterskiing the /a/ sound is shorter. Can usually
windsurfing wrestling becomes /k∂n/ in questions and affirmative
statements because it is not stressed (e.g.,
Can I help you? and We can do that.).

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 C Write about yourself. Complete the sentences with can or can’t.
1. I swim. 4. I ski. C • Individually, have students complete
2. I play soccer. 5. I play tennis. the exercise.
3. I play golf. •• Callon students to share one of their
D Complete the conversations.
sentences. Ask questions to check
Can you the use of can / can’t.
1. A: play volleyball?
B: No, I can’t, but I can play soccer. D • Have students complete the exercise
2. A: Can Damien swim? individually before comparing
B: Yes, he can . answers with a partner.
•• Review answers as a class,

Conversation writing them on the board. Model

Rosa can the conversation with a student
E 45 Listen to the conversation. What can each classmate do?
speak English and help students notice how
Julie: Hi, Yumi. This is Rosa. It’s her first day, but she can speak English very well. and play the the pronunciation of can varies,
Yumi: Hi, Rosa! Welcome. guitar. Yumi depending on whether it is a question
Rosa: Hi, Yumi. How’s it going? can play the
or an answer.
Julie: So, you both play musical instruments. Rosa can play the guitar. piano. Julie
can ski and
Rosa:
Yumi:
Well, I’m learning.
Great! I can play the piano.
play soccer. Conversation
Rosa: How well can you play? SPEAKING STRATEGY E • Have students close their books.
Julie: She can play very well. Say How Well You
Can Do Something
Then write the question on the board.
Rosa: What about you, Julie? Can you play a musical instrument?
How well can you ...? Explain that there are three speakers,
Julie: No, I can’t. I can ... well. (✓)
Yumi: But Julie is great at sports. She can ski really well, and she’s on the I can ... very / really
then play the audio.
soccer team! well. (✓ ✓) •• Have students open their books.
Replay the audio as students read
F In groups of three, practice the conversation in E. Switch roles and practice it again. and confirm their answers.
•• Point out the information in the
G Change the underlined words and make a new conversation.
Speaking Strategy note and have
students underline the examples in
GOAL CHECK Talk about Abilities the conversation.
1. Prepare three Can you . . . ? questions about different abilities (e.g., sports,
musical instruments, languages, etc.). F • Have students take turns role-playing
2. Interview a partner with your three questions. Find out how well they can the conversation in groups of three.
do something. •• Monitorand assist with the use and
pronunciation of can.
Can you speak Chinese? Yes, very well. How well can you play basketball?

G • Point out the underlined words

3. Join another pair. Tell them about your partner’s abilities. and phrases, and elicit other
Jose can speak Spanish and English very well. He can’t play a musical instrument, but he can sing! possible options (e.g., Great! I can
skateboard.).
•• Have students create new
Free Time 93
conversations in their groups. Monitor
and assist as needed.

•• Have students carry out their

Grammar Practice: Can for Ability interviews in pairs. Monitor and assist GOAL CHECK
Say, He can fly. He can jump over as necessary.
buildings. Who is he? (Superman) If •• Finally, have pairs join to make •• For step 1, elicit a couple of
students can’t guess, let them ask questions with can and write them
groups of four, and share their
questions with Can he...? until they find on the board. Give students time to
the answer. Give students time to write a partner’s information.
•• Call on volunteers to share with the write their questions. Set a time limit,
similar description for an animal or person.
Divide the class into groups and have class. so students will be ready for step 2 at
students read their descriptions for the the same time.
group to guess. Have each group choose •• For step 2, model the exercise with
a description for the class to guess. a student, asking them your three
questions and how well they can do
the activities.

Lesson C 93

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 LESSON

D
D GOAL Explain How to Play Something

Reading Reading
A Look at the photo and read the first paragraph of the article.
As a warm-up, show images of people What are hybrid sports? games with rules from two or
juggling and boxing, as well as playing more different sports and activities
B Read the article. Circle T for true or F for false.
chess, frisbee, and table tennis. Elicit or
1. Football tennis is popular in two countries. T F
provide the name of each sport and write
it on the board. Ask questions about these 2. You can use your hands in football tennis. T F
sports. For example, Do you play chess? 3. You can watch chess boxing in different countries. T F
Can you juggle? What do you need to 4. In chess boxing, you play chess for 11 rounds. T F
play table tennis? Write vocabulary on the 5. You have to cycle and juggle in joggling. T F
board as it comes up. For example, ball, 6. At the World Joggling Championships, there are
net, gloves, board (game). different races. T F

C Match these words from the article to the definitions.

Reading Strategy: Pre- / 1. competition c a. a person who plays sports
While- / Post-Reading 2. race d b. opposite of weak
Reading long texts can be 3. team f c. an activity between people
challenging for learners at this level. with a winner
Therefore, it is important to provide a
4. player d. a competition between
the support needed to make the runners over a distance
content accessible. The sequence
5. net e e. the thing between players in
of pre-reading warm-up, while-
tennis
reading (A and B), and post-reading
(C–Goal Check) exercises provides 6. strong b f. a group of players
the scaffolding students need to
D Answer these questions in groups.
be able to understand the article.
Before reading, students need to be 1. What is the most popular sport in your country?
introduced to the topic and some of 2. Do you have a favorite athlete or team?
the vocabulary they may find. Then,
3. Do you ever play sports in competitions?
to help them focus and avoid feeling
overwhelmed, they need specific, E Read the rules for football tennis. Underline the verb forms.
achievable tasks to do while they
read. For example, in A, students You need two teams (of two players).
You can’t use your hands.
read only the first paragraph to
identify the main idea of the article. Then underline the rules for chess boxing and joggling in
The post-reading exercises then the article.
focus on students’ understanding
of specific details and, finally, on
personalization of the topic.
GOAL CHECK
1. In pairs, choose a sport or game and write two or three
rules for it.
A • Look at the photo as a class and ask,
2. Join another pair and read your rules. Can you guess
What are they doing? What is the the sport or game?
article about?
•• Have students read the title and the 94 Unit 7
first paragraph, then answer the
question.
•• Discuss the answer as a class.
•• Review the answers as a class.
B • Have students guess the answers •• Finally,
check if students still have For Your Information: Bossaball
before they read. Then, remind them any underlined words (from their Bossaball was invented by Filip
first reading, in B) that they don’t Eyckmans, a Belgian tennis player and
to underline words they don’t know
soccer fan with a passion for music.
while they read, but to keep on understand. Write them on the board
Eyckmans has lived in Spain for many
reading. and, as a class, clarify the meaning years and is a frequent traveler to Brazil.
•• Have students check their by looking at the context. In Bossaball, he has succeeded in
predictions and then compare combining his love of sports and music:
bossaball is a mixture of volleyball, soccer,
answers with a partner.
gymnastics, and capoeira, accompanied
•• Review answers as a class.
by upbeat music. All together, it creates
an energetic and fun experience for both
C • Have students find each word in the
spectators and players. It is played on an
article and circle it. inflatable court with a trampoline in the
•• Have students complete the exercise, middle on each side of the net.
then compare with a partner.
94 UNIT 7: Free Time

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 D • Go over the questions and clarify any
vocabulary as necessary.
•• Assign students to small groups (see

The Dutch National Bossaball

Team plays in The Hague, the
Hybrid Sports Teaching Tip). Monitor and prompt
further conversation as needed.
•• Call on one member of each group
Netherlands. Are you bored with playing the same to share what they talked about with
sports all the time? Try hybrid sports! the class.
Hybrid sports are games with rules from
two or more different sports and activities.
Football Tennis
Teaching Tip: Grouping
This sport is popular in the countries
Students
of the Czech Republic and Slovakia, Changing interaction patterns in
where it started in the 1920s. You need the middle of a class (as suggested
two teams of two players and a net. One in D) provides a good opportunity
team kicks the ball over the net and the to get students up and moving
other team kicks or heads it back—you to energize them after a dense
can’t use your hands. activity such as reading. There are
Chess Boxing various techniques to group them
randomly. One effective method is
There are chess boxing competitions to count students off into groups
and clubs in China, India, Iran, Italy, after having them line up according
Russia, Germany, Mexico, Turkey, and the
to birthdays, distance from their
United States. Chess boxers have to be
home to school, or number of letters
strong and intelligent. There are 11 rounds
in their full name. First, elicit the
of 3 minutes. You have to play chess for 6
question(s) students need to ask
of the rounds and box for 5.
(When’s your birthday? What day in
Joggling (month)? Where do you live?). Then,
You can go running, biking, have students arrange themselves
swimming ... and now you can go joggling! in order (January to December,
You have to run and juggle three or more nearest to farthest from school, etc.).
objects at the same time—you can’t
drop the objects! At the World Joggling
Championships every year, there are
E • Go over the directions and examples.
races of 100 meters, 400 meters, and Remind students what rules are, if
800 meters, with 3, 5, or 7 objects. necessary.
If you are interested in more hybrid •• Have students find the rules for
sports, you can also try bossaball chess boxing and joggling.
(volleyball, soccer, and gymnastics), disc •• Review the answers as a class,
golf (Frisbee and golf) and headis (table
tennis and soccer). Or why not make a having students say where in the text
new one! the rules are.
hybrid a mixture of two or more things

Free Time 95 GOAL CHECK

•• Assign students to pairs and have
them choose a sport and write the
Expansion Activity rules. Provide vocabulary as needed.
For example, hit / kick / catch the
Have students choose one of these options:
ball, score points, bat / racket.
1. Research a sport they have never played. Have them find out:
Monitor and check the rules.
•• where the game originated •• where it is played (court, field, etc.)
•• Have pairs join to form groups of four
•• what countries it is played in •• what the rules are
for step 2. Remind them not to say
•• what equipment is needed
the sport, only the rules for the other
2. Individually or with a partner, create a new hybrid sport. Have them decide:
pair to guess.
•• the
name of the new sport •• where it is played
•• Have each pair choose one of the
•• the
equipment needed •• the rules
sports for the class to guess.
Have students present the sport they researched or their hybrid sport in small groups, or to
•• See Expansion Activity for further
the whole class, depending on the class size.
practice.

Lesson D 95

WE3e_TB_INT_U7_ptg01.indd 95 2/4/20 5:30 PM

 LESSON

E
E GOAL Interview People

Communication
As a warm-up, point out the lesson goal
and review the meaning of interview
(students saw the word in Unit 5, Lesson
B). Ask, When do we go to an interview?
Explain that when we want a job, we
have an interview. Elicit questions that
someone might ask at an interview. Write In the US, children often
prompts on the board as needed: Can go to summer camps.
They play lots of sports,
you…? Do you…? Write students’ ideas do outdoor activities,
on the board. Tell students about a job and have fun.
interview experience you have had.

Teaching Tip: Sharing Stories Communication

in the Classroom A Look at the photo. Where are the children? What are they doing? Do you have
summer camps for children in your country? What activities do children do there?
In our daily lives, we all tell stories
about things that have happened B Read the application form for a job. Answer the questions.
to us. These may be small or big
1. Where is the job? It’s at a summer camp.
incidents, or funny, sad, or strange
experiences. We listen and engage 2. Who will you work with? Children
with people through stories. Sharing
a story related to the lesson topic can
Summer Camp Jobs Application Form
be a good way to engage students
and help their understanding of the We are looking for young people to work with children at our summer camps.
topic. You can keep stories simple, Please answer the questions on this application form.
so students can understand, as well Personal information
as ask comprehension questions.
Are you over 18 years old?
For example, Where am I? Who do I
When can you start this job?
speak to? Am I happy?
Education
A • Look at the photo and the caption as Do you go to school or college?
What are you studying?
a class. Explain camp and outdoor
as necessary. Work experience
•• Have students discuss the questions Do you have a job? What is your job title?
with a partner. Who are you working for?

•• Share answers as a class. Your abilities

Do you have experience with children?
B • Point out the application form and Can you play any sports?
explain that when you want a job, you Do you have other hobbies or interests?
often have to complete an application
form with your information before you 96 Unit 7
have an interview.
•• Have students read the application
form and answer the two questions.
C • Have students complete the
•• Review answers as a class. Clarify any Writing Skill: Question Forms application form individually. Monitor
unknown vocabulary from the form. How questions are formed in English and provide vocabulary as needed.
can be challenging for some students.
•• Encourage students to add details to
It is therefore important to provide
opportunities for students to focus on their answers if they can.
how questions are formed in different
tenses and with modal verbs (here, can). D • Assign students to pairs to carry out
The process of noticing them in the the job interviews. Have them take
application form and categorizing them turns being the applicant. Monitor
in the table is useful to help students and assist as needed.
internalize the structures.

96 UNIT 7: Free Time

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 C You are applying for the summer camp job. Write short answers for the questions
on the application form.
Writing
D In pairs, take turns asking and answering the questions on the application form.
E • Elicit Wh- question words and
Writing other question forms (for example,
Are / Is…? Do / Does…? Can…?),
E Read the Writing Skill box. Then write the questions from the application form in
the correct column in the table. and write them on the board. Elicit
example questions and add them to
WRITING SKILL: Question Forms the board.
Simple present: Are you a student? What do you do in your free time? •• Go over the information in the Writing
Present continuous: Are you studying? What are you studying?
Questions with can: Can you speak English? What musical instruments can you play?
Skill box, reviewing the three question
forms. Then, have students identify
Simple Present Present Continuous Questions with can
them in their example questions on
Are you over 18 years What are you studying? When can you start the board.
old? this job? •• Model the exercise by asking
Do you go to school or Who are you working Can you play any students to identify the tense of the
college? for? sports? first question in the application form
Do you have a job? and writing it in the correct column.
•• Have students complete the exercise
What is your job title? with a partner.
Do you have experience •• Review answers as a class by having
with children? students complete the table on the
Do you have other board (see Teaching Tip).
hobbies or interests?
F • Elicit ideas about what each job
F In pairs, choose one of the jobs and write an application form with questions.
involves. For each job, ask, What
• A sports and fitness trainer at a gym
do you do in this job? Where do you
• An assistant at a local preschool work? Is it indoors or outdoors? Write
• A tour guide for tourists in your city in the summer students’ ideas on the board.
•• Have students choose one of the
jobs and create the application form
GOAL CHECK Interview People with a partner. Assist and provide
Interview a partner. Take turns asking and answering the questions on your vocabulary as needed. Make sure
application forms from F.
each student has a copy of the form,
as they will need it for the Goal Check.

GOAL CHECK
•• Assign students to new pairs to carry
out their interviews.
•• As time allows, have students
Free Time 97
interview several of their classmates.
When they have finished, have them
decide which applicant gets the job.
Teaching Tip: Checking Answers
There are many ways to check students’ answers to exercises, all with advantages and
disadvantages.
•• Teacher reads the answers aloud, students check their work—the fastest way, but requires
the least amount of student involvement.
•• Teacher calls on students to give their answers—also fast, but may make some students
anxious.
•• Students correct each other’s work—gives students more responsibility, but they may miss
some of the mistakes.
•• Volunteers each write the answer to one question on the board—gives the class an opportunity
to work with common errors, but uses a lot of time.
•• Teacher corrects outside of class—an opportunity for detailed feedback, but takes time.
It’s a good idea to use a variety of different techniques for checking answers during your
classes.

Lesson E 97

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 VIDEO JOURNAL
Video Journal
DANNY’S CHALLENGE
About the Video
A Look at the photo of Danny MacAskill.
In this video, we see Danny MacAskill, What is he doing?
a famous stunt bike rider. Danny was
B Can you do this on your bicycle? Do you do any
born in 1985 on the Isle of Skye, in
similar activities? For example, ride a skateboard?
Scotland, and has been riding since he
was about 12. He does street stunt bike C These are some of the reasons that people ride
riding, and became popular when he bicycles. Watch the video and circle the reason,
released a video on the internet in 2009 or reasons, that Danny rides his bicycle.
showing his skills with his bike—jumping, for exercise for fun for money
spinning, and flipping around the city for the challenge to go to work
of Edinburgh. Since that video, Danny
has become hugely popular both on the
internet and in live performances, with
450 million views on YouTube and regular
live shows across Europe and other parts
of the world.

A • Have students look at the photo and

say where Danny is and what he’s
doing. Write vocabulary on the board.
Introduce safe and dangerous, and
ask, Is this safe or dangerous?
•• Point out the video title and explain
challenge (see Teaching Tip).

Teaching Tip: Visual Support

It is important to remind students
to use visual support both before
viewing (for example, the title
and photo here) and while they
are watching. Before viewing,
the visuals help students activate
prior knowledge and prepare for
what they are going to see. While
viewing, what they see in the video
can help them make logical guesses
about the meaning of unfamiliar
words. Encourage students to write
down wh- question words (where, 98
who, what, when, why) before they
watch and take notes as they watch.
The answers to these questions may
help them understand the context C • Go over the directions and the
and what is happening when the For Your Information: Stunt Bike
phrases in the box with the class.
language is proving difficult. Riding
Remind them of the meaning of for
Stunt bike riders do acrobatics while
fun (refer them back to the video in riding their bikes. They do wheelies
B • Have students discuss the questions Unit 6, Improv Everywhere, where the (lifting one wheel and balancing on the
with a partner. Provide vocabulary actors do their performances for fun). other one), spins, jumps, and even flips.
for other activities as necessary. For •• Play the video. Encourage students But they don’t just do these things riding
example, inline skating, roller skating, to take notes as they watch. along the ground. They jump up onto
ice skating. objects like walls and fences; jump from
•• Have students compare answers with
•• Survey the class to find out if anyone
one object to another; go down and up
a partner. Then, review the answers steps; and spin and flip at the same time.
can do tricks on a bicycle, ride a as a class. It is an exciting sport, but it can also be
skateboard, or skate. dangerous. Riders have to wear helmets
to protect their heads. Most riders wear
elbow and knee pads, too.

98 UNIT 7: Free Time

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 D • Have students read the questions
and answer them with the information
D Answer the questions about Danny. Then F Match each person with a challenge.
watch the video to check your answers. they remember from the video.
1. soccer player a. get better grades
1. Where does Danny come from? d Explain that looking for now means
b. go faster
Edinburgh, Scotland
2. student a want to do next.
2. Where does Danny ride his bike? c. learn to play
Anywhere—walls, stairs, bridges •• Replay the video for students to
3. Do people think Danny is good? 3. skier b something new
Yes
c
confirm their answers.
4. What is Danny’s challenge? 4. musician d. score more goals
To ride over a bridge, but on the bridge itself. •• Review answers as a class.
5. What is easy about riding over the bridge? 5. teacher e e. help students pass
What is difficult? Riding up the bridge is easy. Riding the test E • Assign students to pairs and have
down the other side is difficult.
6. What is Danny looking for now?
His next challenge G Write down two personal challenges. Then them sit facing each other. One of
E In pairs, watch the video with NO sound and
work in groups and ask each other about your them should have their back to the
describe what Danny is doing (e.g., He’s riding
personal challenges. screen.
on a wall, he’s riding on one wheel, etc.). •• With the sound off, play the video
again for the student watching to
explain it to their partner, who can’t
see (see Teaching Tip).
•• Play the video again with everyone
watching, pausing for students to say
what Danny is doing.

Teaching Tip: Video Viewing

Techniques
The technique used here of viewing
without sound can also be used at
the beginning of a video viewing
sequence. Students can watch the
video in sections without the sound
and create the dialog with a partner.
They then watch it with the sound
and compare their dialog with the
original. Alternatively, play the video
with only the sound the first time (no
image) and have students guess
where, who, and what is happening.

F • Go over the directions, then have

students complete the exercise
individually.
•• Review answers as a class. Ask, Do

99 you have any of these challenges?

G • Go over the directions and tell the
class two personal challenges you
•• Assign students to groups of three or currently have. For example, learn
four and have them talk about their Expansion Activity another language and start going to
personal challenges. Monitor and Have students create questions to an exercise class.
prompt with questions as necessary interview Danny MacAskill. Monitor and •• Give students time to decide on their
to encourage students to give more check for correct question form and
tense use. Students can role-play their challenges and write down some
details and explain their reasons. key words to help them explain. Tell
interviews in pairs, taking turns as the
•• Call on volunteers to share one of interviewer. Tell them they can guess students to think about why they
their personal experiences with the or invent answers they don’t know. You want to do those things. Monitor and
class. could also choose the six or ten best provide vocabulary as needed.
questions and have the class write an
email to Danny via his website asking him
the questions.

Video Journal 99

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 UNIT

8
UNI T

Unit Theme 8 Clothes

Clothes are part of our everyday world.
Our ideas of what is fashionable are
influenced by what we see in stores The men in this dance group from
when we shop and the media and Johannesburg, South Africa, all
marketing all around us. What we choose wear the same clothes.
to wear expresses our personality, as well
as our cultural values and our position in
society. Even when wearing school and
work uniforms, individuals usually find
a way to personalize clothes to express
themselves: rolling up sleeves, wearing
a scarf or a pin, or adding something
small gives the uniform a personal touch.
Clothes are an important part of every
culture, and there will be both differences
and similarities in what people wear from
culture to culture. The clothes we wear
say something about who we are and
what is important to us.

Unit Overview
In this unit, students will learn to talk
about clothing and colors, as well as
express likes and dislikes.
Lesson A focuses on the vocabulary for
items of clothing and can / could to make
polite requests. Lesson B introduces
colors and useful expressions for
shopping for clothes. Lesson C focuses
on using love, like, hate, and object
pronouns to talk about likes and dislikes.
Then, in Lesson D, students will read and
talk about how colors affect how people
feel. In Lesson E, students will describe
their favorite things, from objects and
food to favorite times of day. Finally, in
the Video Journal, students will watch
a video about the traditional dress of
women in Sardinia, Italy. 100

UNIT 8 GOALS Grammar Vocabulary Listening

• Ask about Clothes Can / Could for Polite Requests Colors Listening for Specific
• Buy Clothes Can I try on these shoes? Clothes Details: Listening to
People Shopping
• Express Likes and Dislikes Object Pronouns Likes and Dislikes
for Clothes
• Talk about Personal Qualities I love them! / She hates it.
• Describe Your Favorites

100 UNIT 8: Clothes

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 Look at the photo and 1 What are the men 2 What colors can you
answer the questions: wearing? see in the photo?
About the Photo
In this photo, we see members of the
Rea Iktetsa Pantsula dance group from
Soweto, Johannesburg, South Africa.
The photo was taken by Chris Saunders,
an African photographer whose work
has been described as vibrant and
experimental. This photo is part of
a project to document the Pantsula
dance form. Pantsula began in the
Sophiatown jazz culture of the 1950s,
but has become the main expression of
youth culture in South African townships.
Pantsula is considered a narrative dance
form because the dancers tell stories
through their dance.
• Write clothes on the board and elicit
the meaning. Elicit words students
already know related to clothes. Write
them on the board. Introduce the verb
wear. Write it on the board and say, I’m
wearing ___ today.
• Look at the photo as a class. Ask, What
do you think these men do? Where are
they?
• Have students answer the questions
with a partner, then share answers as a
class. Clarify vocabulary in the caption
UNIT 8 GOALS as necessary.
A. Ask about Clothes • Go over the unit goals together. For
B. Buy Clothes Goal A, refer students to the words on
the board. For Goal B, ask students how
C. Express Likes and Dislikes often they buy clothes and where they
D. Talk about Personal Qualities go to buy them. For Goal C, write like
and don’t like on the board and elicit
E. Describe Your Favorites
things students like and dislike. For
Goal E, elicit favorite sports and foods.

101

Speaking and Pronunciation Reading Writing Video Journal

Describing Clothes What does the color Writing about A Dress with a Story
Shopping of your clothes say Favorites This video from National
about you? Paragraphs Geographic’s Short Film Showcase
Describing Likes and Dislikes
shows a group of women in Sardinia,
Playing a Game about Your
Italy, who wear and work on one
Favorite Things
dress for their entire lives.
Could you

101

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 LESSON

A
D
A GOAL Ask about Clothes

Vocabulary Vocabulary
A 47 Match the words to the photos. Then listen and repeat the words.
As a warm-up, point at what you’re
wearing and say what you usually wear coat dress
to work. For example, I usually wear hat jacket

jeans and a shirt to work. Encourage jeans pants

scarf shirt
students to say what they’re wearing if
shoes skirt
they can. If they only say the items of
socks sweater
clothing, that’s fine.
tie T-shirt 1. shirt 2. dress 3. jacket 4. jeans
A • Have students look at the photos
and the words in the box. Tell them
they can use their dictionaries as
necessary to help them match the
words to the items of clothing.
•• Play the audio for students to confirm
5. shoes 6. pants 7. sweater 8. tie 9. hat
their answers. Have them repeat the
words.
•• Point to items randomly and have
students call out the word.
B • Remind students of the verb wear
and point out the Word Focus
10. skirt 11. socks 12. coat 13. T-shirt 14. scarf
note. Write your example from the
warm-up on the board, and add more WORD FOCUS B In pairs, ask and answer the questions.
information (e.g., Sometimes, I wear Wear is the verb you 1. What clothes do you normally wear to work or school? on weekends?
a jacket and a scarf or tie.). Then, tell use with clothes.
2. What clothes do you never wear?
the class something you never wear
(e.g., I never wear a hat.). Write it on C Look at the pictures. Complete the sentences. Notice the words in blue.
the board. 1. Ruben is trying on shoes .
•• In pairs, have students ask and 2. Lucy is paying for the jacket / coat by credit card.
answer the questions. 3. The sales assistant is showing her a shirt .
•• Call on students to tell the class
about their partner. Remind them to
change wear to wears as necessary.
Write an example with he or she on
the board to help them.
C • Write shopping on the board and
have students explain what you do 1 2 3
when you go shopping. Explain that
102 Unit 8
the sentences in C are related to
shopping.
•• Have students complete the
sentences with words from A.
Word Bank: Clothes Grammar: Can / Could for Polite
•• Review answers as a class. Have
baseball cap boots Requests
students explain sales assistant.
gloves leggings We use can / could + base verb when
Then ask, Where does a sales
mittens raincoat we want to ask for permission to do
assistant work? What does he or she something (Can I try on this shirt,
do? Write try on, pay for by credit sandals shorts please? ) or when we want somebody to
card / cash, and show on the board sneakers suit do something for us (Could you get me a
in your vocabulary section. Have sweatpants sweatshirt bigger size, please? ) Using can / could
students mime their meaning. with please softens a request and makes
uniform vest it sound more polite.

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 Grammar
Can / Could for Polite Requests Grammar
Requests Affirmative Response Negative Response
Introduce the grammar by making
Can I try on these shoes?
Can I pay with cash? requests to students. For example,
Of course. I’m sorry, but ... (give reason)
Could you show me
Yes, sure. I’m afraid (that) ... (give reason)
Can you show me your book, please?
another shirt, please? Could I look at your work, please?
Could you repeat that?
Write one of the questions on the board
*Could is more polite than can.
and have students ask you. Model the
D You are a clothing store customer. Write polite requests for the sales assistant. affirmative and negative responses for
both questions. Direct students to the
1. You want to see some shoes. Could you show me some shoes, please?
Grammar Reference in the back of the
2. You see a sweater and want to try it on. Can / Could I try on this sweater, please?
student’s book for additional review and
3. You want to pay by credit card. Can / Could I pay by credit card, please? practice.
4. You want to see some pants. Can / Could you bring me some pants, please?
Can / Could I see some pants, please? D • Go over the directions, explaining
Conversation customer as necessary. Ask, What
E 48 Write the missing words in the conversation. Then listen and check. does the customer want? What does
he or she ask the sales assistant?
Zoe: I like your dress. I don’t have anything nice to wear to the party ...
•• Have students complete the exercise
Jill: Maybe you can wear my other dress.
Zoe: That’d be great. (1) Can I see it, please?
individually.
Jill: Sure. Here you are. •• Have students compare answers with

Zoe: Thanks! (2) Could I try it on? a partner and then review answers as
Jill: Yes, of (3) course . a class.
Zoe: Sorry, but it doesn’t fit. Can I try on a different dress?
Jill: I’m (4) afraid that I only have two nice dresses and I’m Conversation
wearing the other one.
E • Have students read the conversation.
F Practice two similar conversations in pairs, starting with these phrases. Then ask, Who are Zoe and Jill?
Conversation 1: “I’m cold. I don’t have anything warm to wear.” (friends or sisters probably) What
Conversation 2: “The airline lost my suitcase. I don’t have any extra clothes.” does Zoe need? (something nice to
wear to the party) Can she wear Jill’s
dress to the party? (no)
GOAL CHECK Ask about Clothes •• Have students complete the exercise.

Role-play this conversation in pairs. Then switch roles and repeat the conversation. Then, play the audio so they can
confirm their answers.
Student A: You have a job interview, but you don’t have any nice clothes.
•• Review answers as a class.
Ask Student B for help with some clothes.
Student B: Your friend has a problem. Offer some of your clothes. F • Check understanding of each situation.
•• Model the exercise with the class
by beginning the conversation with
the first situation and having them
Clothes 103
respond.
•• In pairs, have students create new
conversations. Monitor and assist as
Use the Word Bank for additional needed.
vocabulary. Monitor and assist as Grammar Practice: Can / Could for
•• Call on volunteers to present one of
needed. Polite Requests
their conversations to the class.
•• After pairs have practiced both roles, Explain to students that they can use Can /
call on volunteers to present their Could to make polite requests in the
conversation to the class. classroom, too, such as when they need GOAL CHECK
a piece of paper or don’t understand
something. (Could you give me a piece •• Checkunderstanding of each role.
of paper / say that again, please? ) Elicit
•• Assignstudents to new pairs so they
examples of requests students or teachers
make during class and write a couple have to work with someone different.
on the board. Have students work with a Explain that first, one of them will
partner to role-play a classroom situation be A and the other B, and then they
with a polite request. Call on pairs to should switch. Give students time to
present their role play to the class.
think about what they want to say.

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 LESSON

B
B
D GOAL Buy Clothes

Vocabulary Vocabulary
A Look at the photo. Point at and say the colors. Which two colors are not in the
As a warm-up, with students’ books photo? white, brown
closed, do a mind map for colors on the black brown dark blue dark green light blue light green
board. Point to things in the classroom orange pink purple red white yellow
and elicit any colors students already
know.

A • Say the colors in the box and have

students repeat them.
•• Have students do the exercise with a
partner.
•• Review answers as a class and
have students point out something
brown and something white in the
classroom, as possible.
•• Point at each color in the photo and
randomly call on students to say the
color.
B • Share your answers to the questions
with the class. Remind students of
the meaning of favorite.
•• Have students discuss the questions
with a partner. B MY WORLD What color are your clothes today? What is your favorite color for
•• Call on students to tell the class one clothes? Where do you normally buy your clothes?
of their partner’s answers.
Listening
Listening C 49 Listen to four conversations in a clothing store. Write the answers to the
WORD FOCUS
questions in the table.
C • Point out the information in the Word What size are you?
S = small
Focus note. Check that students M = medium
Conversation What color? What clothing?
understand the question What size L = large 1 dark blue tie
XL = extra large
are you? 2 light brown shoes
•• Point out the example in the table.
3 blue jacket
Play the audio for conversation 1.
Ask, What information do you need 4 white shirt
to listen for? The general idea or
specific details? (See Listening D 49 In one conversation, the customer does not buy anything. Which
Strategy.) conversation? Why doesn’t the customer buy anything? Listen to check your
answers. Conversation 3; the store doesn’t have the right size
•• Remind students to write their
104 Unit 8
answers in the table as they listen.
Play the rest of the audio.
•• Have students compare with a
partner, then replay the audio.
Listening Strategy: Identifying a Listening Purpose
•• Review answers as a class.
Remind students that they can use different strategies to help them understand when
D • Have students read the questions listening. Before they listen, they should decide whether they need to focus on the main
idea or on specific details (as in C). If they know what kind of information they are listening
and clarify anything they do not
for, they can focus on that and not worry about understanding every word. It is important
understand. In pairs, have students to help students see that they can understand both main ideas and specific details even if
complete the exercise. there are words they don’t know. In real-life situations, such as when listening to the news,
•• Replay the audio, then check sometimes we listen for main ideas to get a general idea of what’s in the news; but on other
answers as a class. occasions, we want specific details about a certain news story. In each case, what we pay
attention to when we listen will be different.

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 E Who says these sentences? The sales assistant (S) or the customer (C)?
1. Can I help you? S 8. How much are they? C E • Do the first item as a class. Say the
2. I’m looking for a tie. C 9. Can I try on one of those blue jackets? C question and have the class say who
3. Do you have any? C 10. What size are you? S says it. Write 1. S on the board.
4. I’ll take it. C 11. I’m sorry, we don’t have any. S •• Have students complete the exercise

5. Do you want to pay by cash or credit card? S 12. OK, thanks anyway. C individually, then compare with a
6. Could I see some shoes, please? C 13. I’d like to look at the shirts. C partner.
7. Do you have anything in light brown? C 14. The shirts are $12 each. S F • Replay the audio for students to
F 49 Listen again and check your answers in E. confirm their answers.
•• Review answers as a class. Answer
PRONUNCIATION: Could you any questions students might have
We pronounce the full form of could you as “kud yu” – /kʊd ju/. The reduced form is about the conversation.
“kudyuh” or “kudjuh” – /kʊdjə/ or /kʊdʒə/. We use the full form in formal speech. The
reduced form is more informal. Pronunciation
G 50 Listen and check (✓) the box of the form you hear. Then take turns reading Write Could you…? on the board. Using
the sentences using the reduced forms. the reduced form, say, Could you show
me that jacket, please? Then, say it again
Full Form Reduced Form
using the full form. Ask, Do they sound the
1. Could you help me, please? ✓
same? Say them again and help students
2. Could you help me, please? ✓ hear the difference. Ask, Which one is more
3. Could you bring a large jacket? ✓ formal? Explain to students that in fast,
4. Could you bring a large jacket? ✓ casual speech, native English speakers
5. Could you repeat that? ✓ often put words together and pronounce
6. Could you repeat that? ✓ them in a reduced form. Emphasize that
this is not incorrect English, and that it will
help students sound more natural. It will
Communication
also help comprehension when they hear
H Complete the shopping list.
the reduced form. Go over the explanation
My shopping list in the box and answer any questions.
Clothes I would like to buy shoes
G • Explain that students will hear each
Color red question twice. Play the audio.
Size 8 •• Have students compare answers
Maximum price $50 with a partner. Then, replay the audio
for students to check any items they
aren’t sure about.
GOAL CHECK Buy Clothes •• Review answers as a class. Have

In pairs, role-play buying the clothes in H. First, Student A is the customer and
students practice saying the questions
Student B is the sales assistant. Then switch roles. using the reduced form. Monitor and
help with pronunciation as needed.
Clothes 105

Communication
Write them on the board and have H • Explain shopping list as needed.
students say who says each one, the Teaching Tip: Prompts Model the exercise by completing the
sales assistant or the customer. Some students need more time to digest second column in the list for yourself.
•• Depending on how confident your new language than others. Therefore, in •• Have students complete their
students seem with the new language, some production exercises, (spoken or shopping lists. Provide vocabulary as
written), it is a good idea to provide some necessary.
you can either erase the information level of scaffolding by providing students
on the board, or leave it as prompts: with prompts to help them produce more
erase parts of each question or fluently, as suggested in the Goal Check. GOAL CHECK
statement, or leave the examples as You can vary the level of support by
they are (see Teaching Tip). eliciting the language needed and writing
•• Writeon the board, sales assistant
•• In pairs, have students role-play it on the board, but then deleting it before
they begin, or by deleting just parts of and customer. Elicit the language for
buying the items on their list. Monitor it. For example, Do you have…? Could I shopping for clothes students have
and provide help as needed. …? Do you want to pay…? You can also seen in the lesson. For example, I’m
•• Call on volunteers to present their leave the full examples on the board. looking for a ____. What size are you?
conversation to the class.
Lesson B 105

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 LESSON

C
C GOAL Express Likes and Dislikes

Language Expansion Language Expansion: Likes and Dislikes

A Read the sentences and write the Likes and dislikes
As a warm-up, write favorite on the board verbs in bold in the table.
love

and say, My favorite color is (red). Call on 1. I like pink T-shirts. They’re pretty.
several students to say their favorite color,  like
2. I hate my school uniform! It’s ugly!
and say, OK, you love (red). Repeat with  don’t like
3. I don’t like the color green.
favorite foods. After someone says their 4. I love shopping for clothes. It’s fun!
 hate
favorite food, ask a different student, Do
you like (the food mentioned)? Depending B Rewrite sentences 1–4 in A and make them true for you. Then tell your partner.
on the student’s reply, say, So, you like it,
too / you don’t like it. Grammar
Object Pronouns
A • Have students read the sentences
and complete the table individually. Subject Pronouns Verb Object Pronouns

•• Review answers as a class. Elicit I me.

other things students love, like, don’t You you.
love(s)
He him.
like, or hate. She
like(s)
her.
don’t / doesn’t like
It it.
B • Model the exercise by writing your We
hate(s)
us.
sentences for the first two items on They them.
the board. For example, I like green I love these green pants. → I love them. We like pizza. → We like it.
T-shirts. They’re cool. I hate hamsters.
They’re smelly! C Underline the correct pronoun to complete the sentence.
•• Have students write their versions of The neighborhood
of Shibuya in 1. A: Do you want this hat? B: No, I hate it / them. 4. She wears those shoes every
sentences 1 to 4. Monitor and check Tokyo, Japan, is day. She loves it / them!
2. I’m looking for a new tie. Can you help I / me?
for accurate use of the like and dislike a popular place
5. My favorite color is purple. Do
for shopping and 3. Your brother is nice. I like him / her.
verbs. Provide vocabulary as needed. fashion.
you like it / us?
•• Have students share their sentences.

Grammar
Write I and you in a column and elicit
the remaining subject pronouns, writing
them in the same column. Write subject
pronouns at the top of the list. Then
write object pronouns to the right. Say,
I love the color (green). I love… Elicit
the pronoun and write it in the object
pronoun column. Repeat for a plural
object. For example, I hate hamsters. I
hate…. Go over the examples in the chart
and answer any questions. Explain that 106 Unit 8
subject pronouns go with the verb and
“do” the action, while object pronouns
go after the verb and replace the noun
already mentioned. Direct students to the Grammar: Object Pronouns Word Bank: Likes and Dislikes
Grammar Reference in the back of the We use object pronouns to avoid Expressions:
student’s book for additional review and repeating a noun we have already I really like / love + noun / verb+ing
practice. introduced. For example, I bought
new sneakers. I really love them. (The I can’t stand + noun / verb+ing
C • Have students complete the exercise sneakers). Subject pronouns (I, you, he / It’s / They’re the best.
individually, then compare answers she, etc.) go before the verb in a sentence Activities:
with a partner. and “perform” the action, while object
cooking eating out
•• Review answers as a class, writing
pronouns (me, you, him / her, etc.) go
after the verb and “receive” the action. going out staying home
the answers on the board. Things:
•• Point out the photo and the caption.
horror movies rainy days
Ask, What do you think they like?
romantic comedies sunny days
•• Have students do the Grammar
Practice exercise, as time allows.

106 UNIT 8: Clothes

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 Conversation
D 51 Chung and Brenda are buying a present for Brenda’s brother. Listen and
read the conversation. What are they buying? Which soccer team does her
SPEAKING STRATEGY Conversation
Make Suggestions
brother like? a shirt; Juventus Let’s ...
How about ...?
D • Have students listen with their books
Chung: Does your brother like soccer? OK, so ... closed first. Write the questions on
Brenda: Yes, he does. Why? the board. Tell students there are two
Chung: Because this store has soccer shirts for famous teams.
speakers and they are shopping.
Brenda: Great! Let’s go in and look at them.
Then play the audio.
Chung: How about this shirt? I think it’s Manchester United.
•• Have students open their books.
Brenda: No, he doesn’t like them. He loves Juventus.
Chung: OK, so buy him a Juventus shirt. What size is he?
Replay the audio as students read
and confirm their answers. Ask a few
E Practice the conversation in pairs. Switch roles and practice it again. questions to check understanding
(e.g., Who do you think Brenda and
F Practice the conversation again. Pick a different present for a person that you
know.
Chung are? Brother and sister?
Friends? What are they shopping
for? ).
•• Point out the information in the
GOAL CHECK Express Likes and Dislikes Speaking Strategy note and have
1. Complete the first column of the chart with things like clothes, food, sports, students underline the examples in
activities, and places. Check (✓) the columns to show your likes and dislikes. the conversation.
•• Finally, have students circle the
   
I love ... I like ... I don’t like ... I hate ... object pronouns in the conversation.
1. jeans For each one, have students say
2. the color red what it refers to. For example, Let’s
3. blue clothes
go in and look at them. = soccer
shirts (this store has soccer shirts for
4.
famous teams).
5.
6. E • Have students take turns role-playing
7. the conversation in pairs.
•• Monitorand assist with pronunciation
8.
as needed.
2. Ask for your partner’s opinions about your chart. Write an x in the chart for
your partner’s answers. Then share your answers with the class. F • Have pairs decide who they want to
buy a present for.
Do you like strawberry ice cream? Yes, I love it. •• Give students time to prepare their
conversation. Provide vocabulary
as necessary, and remind students
I hate strawberry ice cream, but Rafael loves it. to use the expressions to make
suggestions.
•• Have pairs practice their new

Clothes 107
conversations. Monitor and assist as
needed.
•• Call on volunteers to present their
conversation to the class.
•• Model step 2 with a student, asking
him or her about some of the items Grammar Practice: Object
on your list. Pronouns
•• In pairs, have students carry out their In pairs, have students write a GOAL CHECK
interviews. Monitor and assist as conversation between a sales assistant
and a customer. Tell them to use object •• Go over the chart. Elicit more ideas
necessary.
pronouns when they can. Monitor for the first column. These can be
•• Finally, point out the example
and check for correct use of object things (dogs, pop music) or verbs
comparing opinions (I hate pronouns. Then, have students write
strawberry ice cream, but Rafael with -ing (cooking, skiing). Give
their conversation on another piece of
loves it). Write on the board, I hate…, paper, but without the object pronouns. students a set amount of time to
but… and We both…. Have pairs exchange conversations complete the column individually.
and add the missing object pronouns. If Use the Word Bank for additional
•• Have students share one of their
students want to, have them act out their vocabulary. Then, have students
comparisons with the class. conversation for the class. identify whether they like or dislike
each item on their list.

Lesson C 107

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 LESSON

D
D GOAL Talk about Personal Qualities

Reading
As a warm-up, elicit adjectives to
A Look at the photos. What colors are her shirts?
Which color do you prefer? Why? red, blue, black What does the
color of your
B Read the article. What is the main message?
describe people. Remind students that a. It’s important to wear different clothes at work.
adjectives tell you about something or
b. Colors can change what people think about us.

clothes say
someone. If necessary, write a couple
of sentences on the board and have c. Clothes are more important than colors.

students identify the adjectives: Lou has C These people don’t know what color to wear. Find
long, dark hair. Jay is handsome. Have
students call out adjectives to describe
people, and write them on the board. If
the best color in the article.
1. “I have an interview for a new job tomorrow!” black about you?
2. “My friend is a painter, so I have to meet him at a
students only suggest adjectives that gallery today.” purple
provide physical descriptions, prompt 3. “It’s my birthday. Let’s go to a nightclub!” red
them to recall or look up ones that 4. “What a beautiful day! I feel great!” yellow
describe personalities (e.g., happy,
5. “I want to go for a walk in the park.” green
friendly, serious, fun, intelligent). Point
6. “I’m meeting some new people tonight.” blue
out the lesson goal and explain personal
qualities. Use adjectives and describe D Work in pairs. Answer the two questions at the end of
some of the qualities of students in the the article. Do you think that color is important? Why?
class to clarify. For example, Vlad is
E Match the adjectives from the article to the sentences.
always happy. Cecy is friendly.
creative friendly helpful
A • Have students discuss the questions intelligent interesting positive
with a partner.
•• Compare answers as a class. Provide 1. Stella does well in school. intelligent
vocabulary as necessary to help 2. Nick is nice and he loves meeting new people.
friendly
students explain their preference. 3. My grandfather tells amazing stories. I love to
listen to him. interesting
B • Have students read the three
4. They are musicians and they write music. creative
options and underline key words.
5. Every morning, she’s happy and excited. positive
Ask, How are you going to read the
6. Richard is a good sales assistant. He always
article? What kind of information are asks customers, “Can I help you?” helpful
you looking for? This encourages
students to think about the best
strategy to use (See Reading GOAL CHECK
Strategy). In pairs, describe different people you know using the
•• Have students skim the article to adjectives in E. What colors from the article suit the
people best? Give reasons and examples.
understand the main idea. Remind
them to underline words they don’t My sister is very creative. She paints and
know, but to keep on reading. likes to take photos. Purple suits her.

•• Review the answer as a class.

108 Unit 8

Reading Strategy: Identifying

a Reading Purpose
C • Have students identify what kind of
Remind students that when they read
they can use different strategies to information they are looking for when
help them understand. Before they they read this time (details).
read, they should decide whether •• Have students read the article
they need to understand the main again, more carefully this time, then
idea, as in B, or specific details. If
complete the exercise individually.
they know what kind of information
they are reading for, they can •• Have students compare with a
focus on that and not worry about partner, then review the answers as
understanding every word. It is a class.
important to help students see that
they can understand both main ideas
and specific details even if there are
words they don’t know in a text.

108 UNIT 8: Clothes

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 When you go to work or school, do you think Blue is a friendly color, so when you want to

e
about the colors of your clothes? You might not, but make friends, wear something blue.
it’s important because people have different feelings Red is good for going out and having fun. Wear D • Have students find the questions
when they see different colors. For example, look at red to a party. at the end of the text. Tell them
this woman. In each photo she’s wearing the same Yellow is the color of the sun, and people often to answer those questions and
shirt, but the colors are different. Which color makes wear yellow in the summer. It’s a happy and positive then discuss the questions in the
you think she’s very professional? Which color color.
directions for D in pairs.
is friendly and fun? Which color makes her look Purple makes you look interesting. People think
interesting or intelligent? that you are creative and you love art. •• Monitor and prompt further
Psychologists believe that color can change Green means you are a helpful person and other conversation as needed.
how we feel about a person, so when you choose people may ask for your help. Maybe you like nature •• Call on pairs to share what they
your clothes, choose the correct color for the correct and animals. talked about with the class.
situation: So, what color are your clothes today? What do
Black is a good color for job interviews, because they say about you? E • Have students find each adjective in
people think you are very professional. the article and circle it.
psychologist a person who studies the human mind
•• Have students complete the exercise
individually, then compare with a
partner. Encourage them to reread
parts of the article, if necessary, to
clarify meaning.
•• Review answers as a class.
•• Finally, check if students still have
any underlined words (from their
first reading, in A) that they don’t
understand. Write the words on
the board and have students
who understand them explain the
meanings to the class; or, have
students use dictionaries to find the
meaning. Remind them to make sure
that they have the right meaning for
the context.

GOAL CHECK
•• Read the example. Then, provide an
example about someone you know—
if possible, make it about someone
from the school that your students
know. For example, another teacher
or an assistant.
•• Give students time to think about
Clothes 109 their family and friends and choose
three people to describe. Tell them
to write notes and key words to
describe them. Provide vocabulary
Teaching Tip: Encouraging the Use of English as needed.
A common challenge in monolingual classes is motivating students to use only •• Encourage students to help each

English in group and pair work, as in the Goal Check. Depending on where you other decide which color fits
are, the classroom may be your students’ main opportunity to speak in English and each person best, based on the
put into practice the grammar and vocabulary they have been working with. Here description. Monitor and prompt
are some approaches to consider to help promote the use of English during pair further conversation with questions.
and group work:
•• Explain the rationale for using only English. Explain to students, We learn to speak
English by speaking English. We have to use the new words.
•• Establish a clear policy. For example, tell students, It’s OK to ask questions in
(native language), but for all other things we have to try to use only English.
•• Use English for instructions and classroom management. This way, students get
used to hearing English and become familiar with certain words and expressions
that they will likely be able to apply in other situations, too.
Lesson D 109

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 LESSON

E
E GOAL Describe your Favorites

Communication Communication
A Read the directions. Then play the game in small groups.
As a warm-up, give students one
What’s your FAVORITE?!
minute to write a list of their favorite
things (anything that comes to mind: Go to the START square. Take turns flipping a coin. Move 1 square for heads or
2 squares for tails. Answer the question in the square.
food, place, book, movie, etc.). Then
have them walk around the classroom
comparing lists until they find at least one
person who shares one or more favorites
with them. Have them make groups of
three or four with the people they have
something in common with. (These will
be their groups for A.)
3. What’s your favorite place 4. Do you often
in your town or city? Why? go to the movies?
What’s your favorite
Teaching Tip: Varying movie?

Interaction Patterns
2. Do you like shopping?
In general, students regularly work What is your
5. What’s your favorite possession? 10. Make a question and
What color is it? ask another player.
individually and in pairs during a favorite store?
What’s your favorite ...?
sequence of lessons. Although
we encourage them to work with
different partners, they often work
mostly with the same person. It 1. What’s your 6. What’s your favorite
9. Do you like video games?
is therefore helpful sometimes to favorite sport? time of day? Why?
What’s your favorite game?
vary the routine and interaction
patterns and provide opportunities
for students to interact with a larger 8. What’s your favorite room
7. What’s your favorite meal?
number of people in large or small Breakfast, lunch, or dinner? in your house?
Can you describe it?
groups. Listening and speaking to
a wider variety of people exposes
students to different levels of
competency. This is beneficial
because students often consolidate
their understanding when they
work with a peer who has already Writing
REAL LANGUAGE
understood the topic. A stall is a small shop B Read a descriptive paragraph. What is the writer’s favorite place? What are two of
in a market. the reasons? The writer’s favorite place is the local market because there are
clothing stalls and delicious food.
A • Make sure each group has a coin.
My favorite place in my town is the local market. It’s open on Tuesdays and
Explain the meaning of heads and Saturdays, and I often go with friends. I like it because there are different
tails in this context. clothing stalls and the clothes are very cheap. Also, you can eat food there—
•• Quickly go through the questions it’s delicious!
on the game board, clarifying
vocabulary as needed. Tell students
110 Unit 8
they need to include details in their
answers.
•• Have students play the game in
the groups formed in the warm-up. •• Point out the explanation in the Real
Monitor and prompt students to say Language note and point to the stalls Teaching Tip: Paragraphs
as much as possible. in the photo. Up to this point, students have focused
•• Have students read the paragraph on writing at the sentence level. In this
Writing and answer the questions. unit, they will begin putting sentences
together to form a cohesive paragraph.
•• Review the answers as a class.
Identifying the parts of a paragraph (as in
B • Have students look at the photo Ask, When / How often is the market C) will help them notice how a paragraph
on the next page. Ask, Is this a open? Who does the writer go to the is organized. The topic sentence is the
store? Elicit or explain market. Ask, market with? key starting point for a clear paragraph in
What can you buy here? Provide English. It tells the reader explicitly what
vocabulary as necessary to help the paragraph is about. The following
sentences—the supporting sentences—
students describe the photo.
explain the topic sentence. Helping
students understand this structure will
help them write an effective paragraph.

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 C • Go over the information in the Writing
Skill box. Answer any questions.
•• Individually,have students identify
the topic sentence and reasons in the
paragraph in B.
•• Review answers as a class. Write the
sentences on the board and identify
them.
D • Explain to students that the
sentences are all from one
paragraph. Have them put them in
order individually.
•• Have students compare answers with
a partner and then review them as a
class. Write the complete paragraph
on the board. Ask, What is the topic
The Rot Fai Market sentence? Why is the morning his or
C Read about paragraphs. Then underline the topic sentence of the paragraph in B. in Bangkok,
Thailand
her favorite time of day? What does
WRITING SKILL: Paragraphs he or she like to do in the morning?
(See Teaching Tip.)
A paragraph has one topic sentence and two or three supporting sentences:
1. Start with your topic sentence: My favorite ...is ...
2. Write your reason: I like it because ... / I love it because ... Teaching Tip: Checking
3. Write another reason: Also,... / I also like it ...
Understanding
When students are asked directly,
D Look at the sentences from a paragraph. Put them in the correct order from 1 to 4.
Do you understand? Is that clear?,
2 / 3 I usually wake up at six o’clock and drink coffee. they may sometimes say they do,
1 My favorite time of the day is the morning. even when they don’t, in order
to avoid feeling embarrassed. It
4 Also, I can watch the sunrise from my bedroom window—it’s beautiful! is therefore important to check
2 / 3 It’s early, but I love this time of day because it’s quiet. understanding by having students
demonstrate it. You can do this by
asking questions that ask more
indirectly about the language and
GOAL CHECK Describe Your Favorites concepts, as in D. By answering
these correctly, students show that
1. Choose one of these topics and write a paragraph.
they have understood.
• favorite clothes • favorite sport • favorite time of day
• favorite place • favorite possession • favorite time of year
2. Exchange paragraphs with a partner. Is there a topic sentence? How many
supporting sentences are there? GOAL CHECK
Clothes 111
•• Model step 1 by writing brainstorm
at the top of the board. Choose your
topic and write it (e.g., My favorite
•• Have students write their paragraph. time of year: fall ). Have students
Set a specific amount of time so that Teaching Tip: The Writing Process suggest reasons you like fall. Add key
everyone can move on to step 2 at Modeling the steps of the writing process, words and phrases under your topic
the same time. as in the Goal Check, is important to (e.g., colors, cooler, sound of the
•• For step 2, tell students that they can
help students really understand and see leaves).
how the steps lead a writer to produce
help each other write better. Have an effective text. Seeing you go through
•• Have students choose their topic and
them exchange paragraphs and the process, and then going through the brainstorm ideas in their notebooks.
identify its parts. Encourage them to steps—brainstorming, planning, will help •• Write your paragraph on the
help each other with aspects such as students get into the habit of writing texts board and ask, What’s my topic
spelling and clarity of ideas. in this way. sentence? Remind students to use
•• As time allows, have students rewrite the paragraphs in B and D to help
their paragraphs, taking into account them. Then ask, Why is fall my favorite
their partner’s feedback. time of year? What are my reasons?
Have students read your supporting
sentences aloud.
Lesson E 111

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 VIDEO JOURNAL
Video Journal

About the Video

A DRESS WITH A STORY
In this video, we learn about the
traditional dress still worn by older
women in Desulo, a small village in
the mountains of Sardinia, an island in
the Mediterranean Sea. The women in
Desulo made these dresses when they
were young adults. They have added
embroidery, fabric, and colors as their
lives have progressed. In this way, the
dresses tell the story of each woman’s
life. The dresses are reversible; they have
an elaborately decorated side for special
occasions and a plain side for daily use.
The dresses are the same basic style
from village to village on the island, but
each community has its own particular
style for how the dress is decorated,
and for the headscarf and apron that are
often worn with it.
A • Have students look at the photo and
describe the woman. Prompt with
questions as needed. For example,
Is she old or young? Is her hair short?
How does she feel? What is she
wearing? (See Teaching Tip.) A woman
A woman wears
wears her
her
•• Have students discuss the question handmade dress
handmade dress in
in
Desulo, Sardinia,
Desulo, Sardinia, Italy.
Italy.
as a class. Tell students they will
find out where she’s from when they
watch the video.
•• Point out the title and elicit ideas
about what it means and what the
video is about.

Teaching Tip: Using Visual

Context 112
112
When viewing (in or out of class),
remind students to look at what
is happening around the person
who is talking in a video: where •• Share answers as a class
the person is, what objects or and have students describe For Your Information: Sardinia
other people there are, what the traditional dress in their country. Sardinia is the second-largest island in
other people are doing. Noticing the Mediterranean Sea. It is part of Italy,
If your students are from the
these aspects will help students but has some domestic autonomy. It is a
understand the context of what they same country, you could have
rugged, mountainous island with many areas
are listening to, and therefore help them think about whether there
of untouched nature and beautiful sandy
them understand what is being are different regional costumes. beaches. Given its natural beauty, it is a
said. It will also help them guess the popular European tourist destination. Sardinia
meaning of words they hear but are is also home to mysterious ancient ruins
unfamiliar with. from the Nuragic civilization. These unique
constructions were built using large blocks of
B • Go over the questions and have stone around a central cone-shaped tower.
students discuss them with a partner. These unusual towers are considered to
have communicated strength and power. The
Provide vocabulary as necessary.
site at Barumini, in the southern province of
Cagliari, is a UNESCO World Heritage Site.

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 A Look
A Look at
at the
the traditional
traditional clothes
clothes in
in the
the photo.
photo. Which
Which country
country do
do
you think
you think this
this woman
woman from?
from?
C • Have students read the items.
B Does
B Does your
your country
country have
have traditional
traditional clothes?
clothes? When
When do
do people
people Demonstrate the meaning of sewing
wear them?
wear them? What
What color
color are
are they?
they?
and headscarf through mime. Have
C Watch
C Watch the
the video.
video. Number
Number the
the actions
actions in
in the
the order
order you
you see
see students underline key words in the
them.
them. sentences that they should listen or
5 AA woman
woman is
is looking
looking at
at old
old photos
photos of
of her
her parents.
parents. watch for.
4 Two
Two women
women are
are standing
standing together
together in
in aa red
red dress
dress and
and aa •• Play the video and have students
black dress.
black dress. complete the exercise individually.
1 A
1 A woman
woman is
is sewing
sewing her
her dress
dress with
with aa needle.
needle. Then, have them compare answers
3 AA woman with a partner.
woman is
is standing
standing in
in aa dress.
dress. She
She also
also has
has aa black
black
headscarf.
headscarf. •• Review answers as a class. Refer

2 AA woman
woman is
is standing
standing in
in aa red,
red, yellow,
yellow, blue,
blue, and
and black
black
back to A and have students confirm
dress.
dress. where the woman in the photo is from.
6 AA woman
woman is
is looking
looking at
at the
the mountains.
mountains. D • Make sure students understand that
D Read
D Read the
the sentences
sentences from
from the
the video
video and
and underline
underline the
the correct
correct each sentence is from the video.
words.
words. •• Have students read the sentences
1. Sardinia
1. Sardinia is
is an
an island
island // aa country
country in
in the
the Mediterranean
Mediterranean and complete the exercise
Sea.
Sea. individually, then compare answers
2. The
2. The middle
middle of
of the
the island
island is
is very
very busy
busy // quiet.
quiet. with a partner.
3. Desulo
3. Desulo is
is aa city
city // village
village in
in the
the mountains.
mountains.
E • Play the video again for students to
4. Over
4. Over the
the years,
years, the
the women
women make
make aa new
new // change
change their
their
dress.
dress.
confirm their answers in D.
•• Review answers as a class.
5. When
5. When they
they get
get married,
married, the
the dress
dress is
is red
red // black.
black.
•• Ask the class, Why are the dresses
6. The
6. The old
old woman
woman // The
The dress
dress tells
tells the
the story
story of
of aa life.
life.
important to these women? Are these
E Watch
E Watch the
the video
video again
again and
and check
check your
your answers.
answers. dresses similar to, or different from,
traditional costumes in your country?
F Think
F Think of
of three
three important
important objects
objects in
in your
your life
life and
and write
write them
them in
in
this table
table (e.g.,
(e.g., aa photo
photo of
of your
your parents,
parents, aa special
special book).
book).
See Expansion Activity for further
this
practice.
What is
What is the
the object?
object? Why is
Why is itit important
important in
in your
your life?
life?

Expansion Activity
Have students write a paragraph
describing a traditional costume
from their country. Help them
brainstorm ideas and plan first.
Remind them to start with a
topic sentence to introduce the
costume, then write two or three
G Work
G Work in
in pairs.
pairs. Take
Take turns
turns describing
describing your
your three
three objects.
objects. supporting sentences describing
it and explaining its significance. If
113
113 necessary, give students time to do
research on the internet and find
photos to show when they present
the costume. Students can then
•• Callon students to tell the class present the costumes to the whole
G • Describe each of your objects and
explain why each one is important. If about one of their partner’s objects. class or in small groups.
Alternatively, have pairs join to form
possible, bring the objects, or photos
groups of four, share their objects, F • Copy the table onto the board and
of them, to class.
and then choose the most interesting complete it with three objects that are
•• Assign students to pairs to talk about
one to tell the class about.
their objects. Monitor and prompt important to you. Then, tell the class
further conversation by asking about those objects.
questions. Encourage students to ask •• Give students time to think about
questions, too. their objects and complete the table.
Monitor and help with ideas and
vocabulary as needed. Write the
words on the board to help other
students.

Video Journal 113

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 UNIT

9
UNI T

Unit Theme
Culture and geography define the kind
9 Food
of food we eat. Moreover, even within
any given culture, our food choices will
differ according to economics, scientific
information, and personal preferences.
Nowadays, there is increased research
and information about health and
nutrition, which has led to debate about
what the healthiest diet might be. In
some parts of the word, more and more
people are turning to vegetarian or vegan
diets. They do this not only as a health
choice, but also as an environmental
choice. Whatever the reasons for our
food choices, our diet is part of our
lifestyle. This unit looks at food from both
the health and pleasure angles, and
considers the issue of food waste.

Unit Overview
In this unit, students will learn to talk
about food and diets, and to explain how
to do something.
Lesson A introduces the vocabulary
for different types of foods and drinks,
and some and any to talk about food
and order a meal. Lesson B focuses
on expressions needed to plan a party.
Lesson C introduces the vocabulary for
describing diets, and how much / how
many to talk about quantities with count
and non-count nouns. Then, in Lesson D, Kamayan means “by hand”
students will read and talk about the in the Philippines. It refers
problem of food waste. In Lesson E, to eating together with
students will explain how to achieve friends and family without
something for a “How To” website. plates or utensils.
Finally, in the Video Journal, students
will find out about the incredible journey
behind the seemingly simple products 114
we buy at the store.

UNIT 9 GOALS Grammar Vocabulary Listening

•  rder a Meal
O Some and Any Food Listening for Specific
• Plan a Party There’s some ice cream in the Meals Details: Conversation
fridge. to Confirm a
• Describe Your Diet Containers
Shopping List for a
Count and Non-count Nouns; Quantities
• Solve a Problem Party
How much / How many
• Explain How to Do Something Food Groups
How many oranges do we need?
How much chocolate do we have?

114 UNIT 9: Food

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 Look at the photo and 1 What food do you 2 What is your favorite food?
answer the questions. see in the picture?
About the Photo
This photo was taken by Hawaii-based
photographer Mieko Horikoshi. Mieko
has won a Foodelia International
Photography award for her work. In the
photo, we see traditional food from the
Philippines. This kind of spread is called
kamayan, which is the Tagalog word
for “by hand.” This traditional meal is
communal, so everybody eats from the
same dishes without plates or utensils.
The banana leaves on the table serve
as both mats and plates, and the food is
eaten by hand.
• Write eat and drink on the board and
elicit their meaning. Brainstorm any
words students already know related to
these verbs. Depending on the words
mentioned, you could then have students
categorize them into, for example, food,
drink, fruit, vegetable, hot, and cold.
Leave the words on the board.
UNIT 9 GOALS • Point to the photo and ask, Do you like
A. Order a Meal this food? Clarify any vocabulary from
the caption.
B. Plan a Party
• Have students answer the questions
C. Describe Your Diet with a partner, then share answers as
D. Solve a Problem a class.
E. Explain How to Do Something
• Go over the unit goals. Answer any
questions and model or elicit related
language. For example, for Goal A, refer
students to the words on the board from
the brainstorming at the beginning of
this sequence. For Goal B, write party on
the board and elicit when students have
parties and what they eat at them. For
Goal E, write the numbers 1 to 4 on the
board and have students explain how
115 to make a cup of coffee or something
similar that is easy. Write each step next
to a number, according to the sequence.

Speaking and Pronunciation Reading Writing Video Journal

Planning a Party Food Waste Writing a “How Berry Road Trip
Talking about Your Diet To” List This video from National Geographic
Discussing a “How To” List Giving Examples shows the journey that strawberries
take from farm to customer, and the
And
resources that this journey requires.

115

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 LESSON

A
D
A GOAL Order a Meal

Vocabulary Vocabulary

As a warm-up, elicit any food or drink

vocabulary students already know and
write it on the board. Tell students what
you usually eat and drink for breakfast,
cereal and milk eggs steak fish
lunch, or dinner. Show photos, if
possible, of the kind of foods and drinks
you eat and drink on a regular workday.

A • Say the names of the foods and

drinks and have students repeat. salad pasta chicken fruit juice
•• Check understanding for each of the
categories in the table.
•• Have students complete the table,
then review answers as a class.
Complete the table on the board.
coffee tea chocolate cake ice cream
B • In pairs, have students think of more
items for each category. Use the A Look at the photos of foods and drinks. Write them in the table. You can write
Word Bank for additional vocabulary them more than once. Answers will vary.
as needed. Breakfast Lunch or dinner Drinks Desserts
•• Have pairs join to form groups of four
(morning) (noon to evening)
and compare their lists.
cereal and milk steak fruit juice chocolate cake
•• Call on each group to call out an
eggs fish coffee ice cream
item to add to the table on the board salad tea
from A. pasta
chicken
C • Ask, What do I usually drink in the
morning? What do I usually have for B In pairs, write three more food and drink words in the table. Then work with
another pair and share your words.
breakfast? Note that these questions
should be related to the information C Tell your partner the types of food you like and don’t like for breakfast, lunch,
you shared in the warm-up. and dinner.
What do you like for breakfast? I like cereal and milk. I hate eggs for breakfast!
•• Elicit how we express likes and
dislikes in English. Refer students Grammar
back to Unit 8, Lesson C, if necessary.
Some and Any
•• Have students discuss their
Statement Negative Question
preferences for each meal in pairs. There’s some ice cream in We don’t have any chicken. Do you have any chocolate
Monitor and assist as necessary. the freezer. cake?
•• Call on students to tell the class *We use some for questions with can and could: Can I have some water, please?
about their partner’s preferences.
116 Unit 9

Grammar
Introduce the grammar by pointing at they are called out and have the class
the photos in A and saying, for example, help make corrections as necessary. Word Bank: Meals
There’s some pasta. There are some Direct students to the Grammar Breakfast: fruit, oatmeal / porridge,
eggs. There aren’t any sandwiches or Reference in the back of the student’s pancakes, toast, waffles, yogurt
tortillas. Ask, Is there any rice? Are there book for additional practice. Lunch / Dinner: beans, beef, ham, lamb,
peas, potatoes, rice, soup
any mangos? Go over the information
Drinks: iced tea, lemonade, smoothie,
in the chart and explain that any is soda, (mineral) water
generally used in negative statements Desserts: brownies, cookies, pie
and questions. Point out that in polite
requests with could / can, we use
some, but that some is generally used
in affirmative statements. Elicit further
example statements and questions from
students. Write them on the board as

116 UNIT 9: Food

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 D Complete the article with some or any.
In India, many people don’t eat (1) any meat. They are called vegetarians. D • Encourage students to guess new
That means they don’t eat (2) any chicken or (3) any steak. words from the context as they read
So, what do vegetarians eat? They have (4) some great options. At an Indian restaurant, the paragraph.
you can order (5) some delicious fruit juices and enjoy (6) some wonderful •• Have students complete the exercise

salads and entrees. There are also (7) some great desserts. individually, then compare answers
with a partner.
E Unscramble the words to make statements and questions from a cafe. •• Review answers as a class.
1. you / strawberry / do / have / any / ice cream? •• Check comprehension of the content
Do you have any strawberry ice cream?
by asking questions. For example,
2. any / have / we / don’t / strawberry / ice cream. What do vegetarians eat? Do they
We don’t have any strawberry ice cream.
eat steak? Are there desserts at an
3. some / I / have / coffee / could / please?
Could I have some coffee, please? Indian restaurant?
4. I’ll / ice / some / have / chocolate / cream. E • Remind students of the cafe setting,
I’ll have some chocolate ice cream.
then have them complete the
exercise individually.
Conversation •• Have students compare answers with
F 53 Write the sentences in E to complete the conversation. Listen and check a partner, then review answers as a
your answers. Then practice the conversation in pairs.
class. Have them identify who would
Waiter: Good evening. What can I get you? say each one: customer or waiter.
Customer: Hi. (1) Could I have some coffee, please?
Waiter: Sure. Milk and sugar? Conversation
Customer: Just milk. And (2) do you have any strawberry ice cream?
Waiter: No, sorry, (3) we don’t have any strawberry ice cream . We only have chocolate. F • Make sure students understand that
Customer: OK, (4) I’ll have some chocolate ice cream . they need to use the questions and
Waiter: So, that’s one coffee with milk and one chocolate ice cream. statements from E to complete the
Customer: That’s right. Thank you. conversation.
•• Play the audio, then review answers
as a class.
GOAL CHECK Order a Meal •• Have students circle some and any
In pairs, role-play a conversation in a cafe between a waiter and a customer. Use the and explain why each one is used.
flowchart to plan what to say. Do the role play. Then switch roles and make another
•• Have students take turns role-playing
conversation.
the conversation in pairs.
Waiter Customer Waiter Customer Waiter

Say hello.
Order food
Say you
don’t have
Change Repeat GOAL CHECK
and a drink. your order. the order.
something.
•• Go over the flow chart with the class.
•• In new pairs, tell them that one
student will be the waiter and the
Food 117 other the customer. When they have
finished, remind them that they
should switch roles and create a new
conversation. Give students time to
Grammar: Some and Any Grammar Practice: Some and Any think about what they want to say and
Generally, some is used in affirmative In pairs or small groups, have students remind them to use the conversation
sentences and any is used in questions create a quiz for their classmates in F as a model. Refer them back
and negatives. Some is also used in to practice some and any. Tell them to the food in their tables in A and
requests with can and could. However, to create at least two exercises. For use the Word Bank for additional
although it is not presented here, it is also example, a fill-in-the-blank or unscramble vocabulary. Monitor and assist
possible to use some in questions that exercise, or a conversation to complete. as needed.
are offers. Native speakers generally use Remind them to use affirmative and
•• After pairs have practiced both roles,
some when they anticipate an affirmative negative statements, questions, and
answer: Do you want some ice cream? requests with can and could. Monitor and call on volunteers to present their
They use any when they anticipate a check for accuracy. Have each pair or conversation to the class.
negative answer: Do you want any more group create their answer key. Have them
ice cream, or should I put it away? exchange and complete each other’s
quizzes.

Lesson A 117

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 LESSON

B
B
D GOAL Plan a Party

Vocabulary
As a warm-up, have students look at the
photo and describe what they see. List
the items on the board. For example,
hamburgers, hot dogs, buns, cheese
slices, (bowl of) chips. Ask, Do you like
hamburgers? Hot dogs? Point out the
lesson goal and say, Sometimes we eat
hamburgers and hot dogs at a party. What
do you eat at a party? Remind students of
the meaning of party, if needed.

Teaching Tip: Using Visuals as

an Aid
Pre-teaching key vocabulary that
will help students understand the Vocabulary
topic of the listening is helpful.
Using the photo, you can introduce A Write the type of container for each of the foods and drinks. Use the words to the
key words students will need to left. What other types of food or drinks can you buy in these containers?
understand in the audio. This way,
students are more prepared for what 1. bottle fruit juice
they are going to hear. Pre-teaching bottle 2. bag ice
of
vocabulary provides opportunities 3. carton milk
for success, and experiencing 4. box cereal
success is important for students to
stay motivated in language learning. Listening
B 54 Miguel and Diana are planning a party. Listen and complete their notes.
bag
A • Point out the pictures of the People
containers and say the names for Number of people: 12
students to repeat. Number of vegetarians: 2
•• Have students complete the table.
To buy Dessert
•• Review answers as a class,
12 bottles of soda Ellie is making a chocolate
completing the table on the board. carton cake.
4 bottles of fruit juice
Add their suggestions for other types ice cream
ice (in freezer)
of food and drink for each container to 1 bag of
the table (e.g., bottle of soda / water / 20 hamburgers and buns
milk; bag of rice / chips / sugar; carton 10 hot dogs and buns
of juice / soup; box of cookies). 1 box of veggie burgers
box

Listening 118 Unit 9

B • Ask, Who’s planning a party? Have

students look at the notes. Make sure
they understand that they need to
complete the notes about the party Listening Strategy: Note-Taking Word Bank: Party Food
(see Listening Strategy). Remind Through completing the notes in B, students cheese and crackers cheesecake
see a model of note-taking. Note-taking is cold cuts corn chips
them of the meaning of vegetarian
a useful strategy for students when they
and explain veggie burgers. are taking international exams, listening dip peanuts
•• Remind students to try to complete to a talk, lecture, or class, or attending popcorn potato chips
the notes as they listen. Play the a meeting in English. Taking notes while pretzels punch
audio. listening can help students be more effective
sandwiches
•• Have students compare with a
listeners. As they listen, writing down key
words, numbers, and names will usually
partner, then replay the audio. help them be able to answer questions or
•• Review answers as a class. discuss the topic afterwards. They should
be encouraged to take notes when they
are reading, preparing a presentation or a
written product, or simply while in class.

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 PRONUNCIATION: and

55 In speech, we often reduce the word and to sound like n. Listen to the full form
Pronunciation
and the reduced form of the phrase pasta and salad.
Write I like _____ and _____. on the
board. Elicit two foods or drinks and
C 56 Listen and repeat the phrases. Notice the difference between the full form
and the reduced form.
complete the sentence. Point to and and
say the full form, then say the complete
1. soda and water
sentence using the reduced form. Ask,
2. hamburgers and hot dogs
Does and sound the same? Repeat
3. cake and ice cream the sentence, first saying the full and
D In pairs, take turns reading the sentences with the reduced form of and. then the reduced form. Go over the
explanation in the box and answer any
1. How about steak and salad?
questions. Play the audio.
2. I think we need milk and eggs.
3. We’ll have strawberry and chocolate ice cream. C • Have students only read the sentences
as they listen the first time.
Communication •• Play
the audio again for students to
E In groups of three, plan a party. repeat the items.
1. Decide how many people to invite and write their names. Are any of these
people vegetarian or do they have special diets?
D • Have students practice in pairs.
Monitor and assist with pronunciation.
•• Say
each item and have the class
repeat together.

Communication
2. Discuss the menu. Write a shopping list below. E • Go over each step as a class and
Shopping list answer any questions.
•• Monitorand assist students as
needed. Help groups keep on task
so that they are ready for the Goal
Check exercise (see Teaching Tip).
Use the Word Bank for additional
3. What else do you need for a good party? vocabulary as necessary.

We can invite Sachin. Does Sachin eat meat? No, he’s vegetarian. What else do we need to buy?
GOAL CHECK
•• Match groups to share their party
GOAL CHECK Plan a Party plans. Tell students that from the two
Join another group. Explain your plans for the party. parties, they need to choose one.
They will then present their plan to
Food 119
the class and explain why they chose
that party.
•• As necessary, assign a time-keeper,
an organizer, and a reporter to
ensure that the exercise is carried
Teaching Tip: Helping Groups Finish at the Same Time
out efficiently. Monitor and assist, or
A common situation with group work exercises is that one group completes the task long prompt with questions, as needed.
before the others—or long after. Here are some approaches you can take with a group that
•• Call on each group (or the reporter if
finishes too quickly:
•• Confirm
you assigned roles) to present one of
that they have understood the task and completed all the steps correctly.
•• Give
the party plans to the class and say
them additional questions or steps.
•• Have the group prepare a written report of their ideas, answers, etc.
why they chose that one.
With a group that finishes too slowly:
•• Tellthem to omit parts of the task.
•• Take over briefly as discussion leader to help them move along.
•• Set a time limit. Tell them, I’ll ask for your answers in five minutes.

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 LESSON

C
C GOAL Describe Your Diet
Language Expansion: Food Groups
Language Expansion A The Eatwell Plate helps you eat a healthy diet. It shows five food groups and how
much to eat of each group. Look at the graph. Do you see any of your favorite foods?
As a warm-up, write diet on the board
and elicit what it means (the food you eat) mushrooms
as a class. Tell students about the food broccoli
you eat on a normal day and ask, Is my potatoes bread

diet healthy? Ask students, Is your diet cucumber water

lettuce pepper
healthy? Why? Why not? carrots

onions
A • Say the names of the different foods
for students to repeat. bananas
tomatoes
•• Ask, Is your favorite food here? Call apples oranges
on students to say the food. granola bars

•• Elicit expressions to talk about likes

and dislikes (I love / like / don’t like / cheese
spaghetti

hate). Ask several students, Do you grapes

like (fish)? Have students talk about
the foods on the Eatwell Plate with a
partner.
B • Write the food groups on the board fish
chicken
and go over the examples.
•• Have students add to the food
groups. Then, complete the chart on B Write two more food words from the graph into these food groups:
the board as a class. Fruit: banana , ,
Vegetables: potatoes , ,
C • Discuss the question as a class. Give
Dairy: yogurt , ,
students time to think about their
answers and add foods in A and B. Protein: beans , ,
•• As a class, share answers. Identify Bread and cereals: pasta , ,
similarities and differences between
C MY WORLD Think of other types of food in your country. Match them to the chart
foods in different countries. in A and food groups in B. Does your country have something like the Eatwell Plate?

Grammar Grammar
Introduce the idea of count nouns (apples,
oranges, hamburgers) and non-count Count and Non-count Nouns; How much / How many
Count Nouns (plural ending -s) Non-count Nouns
nouns (coffee, tea, water). Point to the
Count nouns have a singular and a plural: Non-count nouns only have a singular form:
Eatwell Plate and ask, How many apples one apple, two apples water, pasta, fish
are there? How much cheese is there? How many apples do you eat every week? How much pasta do you eat a week?
Point out that you can’t say one cheese, Four or five. / Not many. A lot! / Not much.
two cheeses; you need to say a piece
of cheese to make it countable. Go over 120 Unit 9

the examples in the chart and answer

any questions. Point out the answers to
the how much / many questions. Direct
students to the Grammar Reference in the Grammar: Count and Non-count Grammar Practice: Count and Non-
back of the student’s book for additional Nouns; How much / How many count Nouns; How much / How many
practice. Count nouns are things that can be divided Explain to students that you are going to
into separate units: one potato, two potatoes. say foods and drinks and they need to call
Non-count nouns are things that you can’t out how many or how much depending
Word Bank: Fruit and Vegetables on whether it is count or non-count.
divide into units: water, bread.
avocados blueberries Alternatively, include movement and have
For many non-count nouns, there are units students stand up for count nouns and
celery cherries that make them count nouns. For example, sit down for non-count, or move to the
green beans mangos a glass of water, two slices of bread. This left side of the classroom for count and
melons papayas concept may be hard for some students, to the right for non-count. In your list, be
depending on their language background. sure to include some non-count with an
peaches pineapples When asking about quantities, students need expression for units. For example, a bottle
spinach squash to think about whether an item is countable or of soda, a slice of cheese.
yams zucchini not; we use how many with count nouns and
how much with non-count.

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 D Write the foods from the Eatwell Plate in the correct column.

Count Nouns Non-count Nouns D • Have students complete the exercise

mushrooms onions potatoes broccoli spaghetti chicken individually.
cucumbers oranges granola lettuce tuna cheese •• Review answers as a class by having
peppers apples bars bread fish milk students come to the board and write
carrots grapes the foods in two columns.
tomatoes bananas
E • Individually, have students complete
the exercise.
•• Review answers as a class, writing
them on the board.
F • Refer students back to the grammar
E Complete these sentences with how much or how many. chart and point out the answers to
1. How many eggs do you eat every week? the questions with how much and
2. How much meat do you eat a week? how many.
3. How much fruit juice do you drink every day? •• Have a student ask you the first

4. How many cookies do you eat every day? question. Ask, Are eggs countable?
5. How much bread do you eat a day? How can I answer? (a number / a lot /
not many). Ask, How much water do
F In pairs, take turns asking and answering the questions in E. you drink every day? Is water count
or non-count? Elicit possible answers
Conversation (a glass / a bottle or a lot / not much;
G 57 Listen to the conversation. Does the patient eat well? SPEAKING STRATEGY non-count).
Giving Positive •• In pairs, have students ask and
Doctor: Tell me about the food you eat. How much fruit do you eat?
Patient: I eat an apple every day. Sometimes I have an orange, as well.
Feedback
answer the questions.
Very good!
Well done! •• Call on several students to share one of
Doctor: Very good! Do you eat meat?
Patient: Yes, I love meat.
Good / Great job! their partner’s answers with the class.
Doctor: How much meat do you eat?
Patient: I eat a big steak every day. Conversation
Doctor: And vegetables. Do you eat any vegetables?
Patient: No, I don’t like vegetables. G • Have students listen with their books
closed first. Write the question on
H Practice the conversation in pairs. Switch roles and practice it again. the board. Tell students there are two
I Change the underlined words and make a new conversation. Make the diet speakers, a doctor and a patient.
more healthy. Then, play the audio.
•• Replay the audio as students read
and confirm their answer. Ask a few
GOAL CHECK Describe Your Diet questions to check understanding.
Make a list of the foods you eat on a normal day. Tell a partner about your diet and For example, What does the doctor
decide if it is healthy or not. Then join another pair. Tell them about your partner’s diet. ask about? (the patient’s diet) How
much fruit does the patient eat? Is the
Food 121
patient a vegetarian?
H • Have students take turns role-playing
•• Callon each group to say who has the conversation in pairs.
GOAL CHECK the healthiest diet in their group. As a •• Monitorand assist as needed.
class, discuss what kinds of food are I • Look at the underlined words and
•• Review the idea of diet. Have in a healthy diet.
have the class suggest possible
students write a list of what they eat
on a normal day. Use the Word Bank changes to make the diet healthier.
for additional vocabulary. Encourage them to use different
•• In pairs, have students compare what
expressions to give positive feedback
they eat and decide if their diets are from the Speaking Strategy note.
•• Give pairs time to prepare their
healthy or not.
•• Have pairs join to form groups of four. conversation. Monitor and check for
Each student tells the group about correct use of count and non-count
their partner’s diet. Monitor and assist nouns.
•• Call on volunteer pairs to present
or prompt with questions as needed.
their conversation to the class.

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 LESSON

D
D GOAL Solve a Problem

Reading Reading
A What kinds of fruits and vegetables can you see in the
As a warm-up, elicit the names of various photo? Do they look good to eat? Why?
fruits and vegetables. Write them on
the board. Ask, Where do you buy fruits B Read the article. What do these numbers refer to?
and vegetables? Do you always eat 5,000: The number of people eating lunch in Union Square.
everything you buy? Do you sometimes 1/3: The world throws away over 1/3 of its food.
have to throw some away? Elicit or 2 billion: That’s enough food for 2 billion people.
explain the meaning of throw away. Point
800 million: 800 million people are hungry every day.
out the lesson goal and ask, What do you
think the article is about? 70%: Luis exports 70% of his mandarin oranges.
30%: Supermarkets throw away 30% of them.
A • Have students look at the photo
C Read the article again. Circle T for true or F for false.
and name the fruits and vegetables.
Check any that are on the list on the 1. The 5,000 people in Union Square T F
throw away their lunch.
board and add any that aren’t.
2. Tristram Stuart wants people to know T F
•• Discuss the questions as a class.
about food waste.
B • Have students read the numbers. 3. Supermarkets want to sell “perfect” T F
food, not “ugly” food.
Ask, How are you going to read the
4. Luis Garibaldi exports his mandarin T F
article? What kind of information are oranges to Peru.
you looking for? This encourages
5. Tristram thinks there is one solution T F
students to think about what strategy to the problem.
to use.
•• Point out the word gloss (see D MY WORLD Do you think this is a problem in your
country? Why?
Reading Strategy), then have
students scan the article to find the
numbers and what they refer to. GOAL CHECK
Remind them not to worry about Role-play a conversation between a TV journalist and Tristram
words they don’t understand at this Stuart.
point. Set a time limit so that students Student A: You are the TV journalist. Ask Tristram about the
scan quickly for the information problem of food waste. Use the questions in the article and
they need. your own ideas.
•• Have students compare answers Student B: You are Tristram Stuart. Answer the journalist’s
questions about the problem of food waste, and give solutions.
with a partner, then review them as
Use information from the article.
a class.
What’s the problem of food waste?

Reading Strategy: Using the It’s a global problem because ...

Vocabulary Gloss
It is useful to draw students’ attention
to glossed words before they read. 122 Unit 9
This helps them realize there is
vocabulary support and shows them
which words are there. In this way,
when they come across the words
in the text, they are more likely to Expansion Activity
go back to the gloss to help them Have students research Tristram Stuart on the internet and find out more about him and his
understand. It is also important to organization Feedback. Give them these questions to guide them:
return to the words after students Where is Tristram from?
have read them in context to check
their understanding (as suggested Where does Feedback work?
in C). What is the Feed the 5000 lunch?
What are the titles of his books?
Suggest students search for information using the following:
Tristram Stuart National Geographic
Tristram Stuart TED Talk: The Global Food Waste Scandal. (Students can watch his TED
Talk with closed captions or subtitles.)
After students have done their research, have them compare the information they found in
pairs or small groups.

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 Food Waste C • Have students read the statements
and answer any they think they
It’s the middle of the day in New York City and already know. Tell them to read
5,000 people are eating lunch in Union Square. This the article more slowly this time to
is not a normal lunch, though. National Geographic
Explorer Tristram Stuart, and his organization
focus on understanding details.
Feedback, make these lunches from food that Remind them to use the gloss and to
people throw away. He makes these lunches underline any other words they can’t
because he wants people in different cities to know guess from the context.
about the problem of food waste.
•• Have students complete the exercise
What’s the problem? individually, then compare with a
Food waste is a global problem. The world partner.
throws away over a third of its food every year. That’s •• Review the answers as a class,
enough food for about two billion people. This is a
big problem because about 800 million people are having students correct the false
hungry every day. statements.
Why do we waste food? •• Have students underline the glossed
words in the article. Ask questions
One reason the world wastes food is because
supermarkets want to sell “perfect” fruit. For to check their understanding (e.g.,
example, Luis Garibaldi is a farmer from Peru. He Do you waste something when you
grows mandarin oranges. He exports 70% of his use it? There are ten students here.
fruit to Europe and North America. Most of the I have seven apples. Do I have
oranges are good to eat, but supermarkets throw
enough apples for everyone?) (See
away 30% because the fruit is not the perfect color,
size, or shape. Teaching Tip).
What’s the solution?
Tristram thinks there are different solutions. For Teaching Tip: Vocabulary
example, when you go shopping for food, buy fresh Cards
food from markets. Don’t worry about food with a As well as the vocabulary presented
different shape—ugly food is still good to eat! And in lessons, new words come up every
don’t throw food away—eat all of it.
class. To help students remember
waste thrown away without being used and use these new vocabulary items,
enough the right amount
hungry when you need food, but have none it is a good idea to constantly review
to export to sell and transport products to other countries them in short warm-up, wake-up, or
wrap-up exercises. One way of doing
this is to build up a set of vocabulary
cards. These cards can then be
used for reviewing vocabulary at the
beginning, during, or end of class.
For example:
•• Distribute the cards and, either
individually or in pairs, have
students come up with an example
sentence or question using the
Food 123 word on their card.
•• Give pairs six words each and
have them test each other on the
definition of each word.
GOAL CHECK •• Use the cards as “exit tickets.”
Students have to say a sentence
or question using the word on
•• Point out the example. Make sure their card before they leave the
students understand they are going classroom.
to role-play a TV journalist and
Tristram.
D • Read the questions as a class. Give
•• Give students time to prepare their
questions and ideas in pairs. Remind students time to think about their
them to use the information in the ideas, then have them discuss the
article to help them. Monitor and questions with a partner.
provide vocabulary as needed. •• Share answers as a class and talk

•• Give students time to practice and about possible solutions if students

then call on volunteer pairs to present think there is food waste in their
their role play to the class. country.

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 LESSON

E
E GOAL Explain How to Do Something

As a warm-up, have students look at the A In pairs, think of five examples of healthy foods and five examples of unhealthy
foods. Then compare your lists with another pair’s.
photo and describe what they can see.
Review colors with the different candies. Healthy food: Healthy Unhealthy
potatoes, carrots,
Provide vocabulary for different types of apples, lettuce,
candy if students are interested: lollypop, bananas, bread,
pasta, rice, and fish
hard candy, gummy candy, licorice. Ask, Unhealthy food:
Do you like candy? How much candy do candy, soda, and ice
cream
you eat in a week? What’s your favorite
candy?
B Read the “How To” information from a website. What examples does it have of
A • Assign students to pairs and give healthy and unhealthy foods?
them one minute to complete
their lists.
How to Have a Healthy Diet
•• Have pairs join to form groups of
There are lots of ways you can have a healthy diet:
four and compare their lists. If you
• Eat five types of fruits and vegetables a day, such as potatoes,
want to make this more exciting for
carrots, apples, lettuce, and bananas.
students, have them give themselves
• Over a third of a healthy diet is food like bread, pasta, and rice.
a point for each food they have on
• Fish is a good example of a healthy food. Eat fish twice a week
their list that the other pair doesn’t
or more.
have. Foods that both pairs have
• Don’t eat lots of foods and drinks with sugar; for example, candy,
get zero points. Which pair has the
soda, and ice cream.
most points?
• Drink about two liters (or a half a gallon) of water every day.
•• Compile a class list on the board.
In the US, people
B • Point out the lesson goal and elicit spend over
$32 billion a year
or clarify what it means. Ask, Do on candy.
you sometimes look on the internet
to learn how to do something? Give
an example of a “How To” website
you have used. Elicit examples from
students.
•• Have students read the information
and answer the question.
•• Ask other questions to check
understanding. For example, How
often do we need to eat fish? How
much water do we need to drink
every day?

Writing
124 Unit 9
C • Go over the information in the Writing
Skill box. Answer any questions.
Point out the Word Focus note and
help students understand these giving examples (e.g., Fish is a good
two uses of like; they are already example of a healthy food. Don’t
familiar with like as a verb to express drink drinks with a lot of sugar, such
as soda.).
preferences, here they are seeing it
as a preposition that shows similarity.
•• Individually, have students identify
the words and phrases for giving
examples in B.
•• Review answers as a class. Write the
sentences on the board and identify
them.
•• In pairs, have students go back to
their lists in A and create sentences

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 \Writing
C Read the information. Then underline the words and phrases in B for giving examples. D • Have students complete the exercise
WRITING SKILL: Giving Examples
individually.
•• Review answers as a class,
When we write information, we often give examples:
• Eat more green vegetables; for example, lettuce and broccoli. answering any questions.
• Don’t eat fast food, such as burgers and fries.
• Salad is a good example of a healthy food. Communication
• For breakfast, I eat food like cereal, milk, and eggs.
E • Go over the “How To” titles and
D Write the missing words in these sentences. WORD FOCUS
answer any questions as a class.
like
1. Running is a good example of a healthy exercise. •• Have groups discuss the titles and
I like vegetables. =
2. When you study, take regular breaks; for example , go for a walk. enjoy choose the one they want to work
Eat more vegetables
3. I often play sports, like soccer and tennis. like carrots and with. Try to encourage groups to
4. The children like desserts, such as ice cream and cake. peas. = similar to choose different titles as possible so
there is variety in the class.
Communication F • Have groups brainstorm ideas
E Choose one of these “How To” titles in a small group. related to the title they chose in E.
• How to Get More Exercise • How to Have More Free Time Monitor and assist as needed,
• How to Learn More English • How to Make a Healthy Meal providing the necessary vocabulary
F Discuss your choice in E. Write down four or five ways to do it. for each topic.
•• Encourage students to write more
than four or five ideas if they can.
GOAL CHECK Explain How to Do Something
Write “How To” information for a website. Use your title from E and your ideas from F.
Try to give examples in your writing.
Teaching Tip: Differentiate
In order to attend to the different
levels of ability in any one class, it is
sometimes useful to differentiate the
amount we ask different students
to complete in an exercise. Groups
that are working faster can be
encouraged to do more than the
minimum that is asked for. Similarly,
in exercises that have questions
to answer, answering all of them
may be too challenging for some
students in the time available, so if
you tell everyone to answer at least
four questions, those students will
achieve the goal, while others who
can do more may do so.

Food 125

GOAL CHECK
Teaching Tip: Sharing Students’ Work •• Assign students, in each group, roles
When students produce written work, it •• Create an electronic presentation to to keep them focused on the task.
is important that they actually have an display or upload to a class website. •• Refer students back to the model
“audience” for their texts, that somebody •• Make large posters to display around the “How To” website in B.
reads their ideas (ideally, not only their class. •• Monitor and assist as needed,
teacher). When students know that their •• Post students’ papers around the reminding students to use the
product will be read by their classmates, classroom walls and allow time for students
students from other classes, or other
phrases for giving examples.
to walk around and read their classmates’
teachers, they are likely to push themselves •• Depending on available resources,
work.
to use their “best” English; they will focus •• Photocopy students’ papers into a class have students create an electronic
on communicating their ideas both fluently magazine or newspaper and make a copy version of their “How To” information,
and accurately. There are several ways, for each student. or have them create a poster. (see
their work can be shared: Teaching Tip).

Lesson E 125

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 VIDEO JOURNAL
Video Journal
BERRY ROAD TRIP
About the Video
In this video, we learn about the distance
traveled by a lot of the produce we find
on the shelves of our local stores and
supermarkets. Two National Geographic
reporters, Daniel Stone and Spencer
Millsap, follow a truck full of strawberries
from the field where they grew in
California to the store in Washington,
D.C. where they would be sold. They
wanted to understand the reality behind
the fact that around 70 percent of US
fruits and vegetables are transported
hundreds of miles by truck to their
final destination. It’s a reality that as
consumers we probably aren’t aware of
when we buy our fruits and vegetables.
Through this video, we learn the numbers A Answer the questions in pairs. D Watch the video. Number the actions in the
behind these mammoth distribution trips. 1. Where do you buy your food? order you see them.
1 Lots of trucks are driving in different
A • As a class, look at the photo and 2. Which food is from your country? directions.
the video title. Explain the concept 3. Which food is from other countries? 2 The strawberries are in a box. The box
is in a case. The case is on a pallet.
of a road trip. Ask, Do you like B Match the words and symbols to the definitions. 4 The truck is driving across the US from
strawberries? Do strawberries grow 1. lbs b 3. % c Watsonville, CA to Washington, DC.
in your country? When you buy d a 6 A person is buying strawberries from a
2. $ 4. mile
strawberries, where do they come store.
a. It’s a type of distance. It equals 1.6 kilometers. 3
from? A man is putting the pallets of
b. A pound is a type of weight. It is 453 grams. strawberries into a truck.
•• Have students discuss the questions
c. A percentage. 5 One driver is sleeping.
with a partner.
•• Share answers as a class. d. A dollar is a type of money.
E Watch the video again in pairs. Student A
•• Finally, have students predict what C MY WORLD Write answers to the questions.
answers questions 1–6 and Student B answers
the video is about. Write their ideas questions 7–12.
1. How far is it from your school or place of work
on the board and leave them there to your home? miles
until the end of the video sequence. 2. What is your country’s currency?

B • Have students try to work out the 3. How much of your day do you spend at
school or work? %
meanings individually, then compare
their answers with a partner. 126
•• Review answers as a class and
clarify the new vocabulary, such as
pound, weight, and percentage.
D • Have students read the actions.
For Your Information: Food by the
C • Go over the questions and clarify Answer any questions.
Numbers
vocabulary as necessary. •• Play the video. Remind students to
This video is part of a series of National
•• Have students answer the questions try to answer as they watch. Geographic short videos called Food
individually. Tell them the numbers in •• Have students compare answers by the Numbers. The creators of this
items 1 and 3 don’t need to be exact. as a class. Play the video again, series want to demonstrate how numbers
•• Have students share their answers if necessary, to clear up any related to the food we eat are a powerful
differences of opinion. tool to help us understand the story
with two or three people sitting near
behind the foods we choose. As well as
them. food transportation, the series presents
•• Ask, Who lives nearest / farthest from interesting and often surprising statistics
school / work? How many different about agriculture, foodborne illness, food
currencies do we have in the class? culture, the future of food, food and fuel,
Who spends the most time at school / and more.
work?

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 E • Go over the directions, then assign
half the class Student A, and the
other half Student B. Have students
read their questions (A or B) in the
box. Answer any questions.
•• Remind students to focus on the
answers to their questions. Note: if
your students are easily distracted,
have them cover the questions they
don’t need to answer with a piece of
paper. Play the video again.
•• Give students time to finish writing
their answers before moving on to F.
F • Have students form A-B pairs to
ask and answer their questions.
Tell students that by the end of
this conversation they should have
answers to all the questions.
•• Monitor and make sure students are

1. How many trucks are on the road every day? 7. How much of our food do we transport?
listening and writing the answers and
2.6 million 70 % not simply copying what their partner
2. On average, how far can food travel before it’s in 8. How many strawberry trucks are there? wrote.
the store? 5,120 miles 590
3. How many pounds of strawberries are there per 9. How many pallets are on a truck? Teaching Tip: Making Video
box? 1 26
Content Accessible
4. How many cases are there on a pallet? 10. How much does it cost to put fuel in the truck?
108 $ 900 Understanding all the information in
a video is challenging for students.
5. How much do the strawberries on one truck 11. How long does the trip take? One way to help them is to divide
cost? $ 90,000 3 days
the questions between students
6. How many drivers are there? 2 12. How many hours can one person drive per day? (as in E); in this way, students are
11 hours likely to be less overwhelmed and
can focus on understanding their
F Take turns asking your partner their questions. Write down their answers. part well. Managing the video
content in this way also provides an
G Watch the video again. Are your partner’s answers correct? opportunity for an information-gap-
type communicative exercise. These
H Imagine you are making a similar type of video about your life.
Write down ten important facts (numbers, percentages, years, etc.).
exercises are valuable in the learning
Then work in pairs and tell your partner about your facts. process as they give students a
genuine reason to understand the
information they have and a genuine
127 reason to communicate. They need
to share information that their partner
doesn’t have (the information gap),
so they need to push themselves
percentage of hours a day / week •• Have volunteers share interesting to understand fully and to express
themselves clearly.
you spend in class, number of years or surprising numbers about their
you have been a teacher, percentage partner’s life. See Expansion Activity
of your life you have been a teacher, for further practice. G • Play the video again for students to
distance from your home to work). confirm their answers.
Have students ask you questions to Expansion Activity •• Review answers as a class and
find out what the different numbers If possible, have students create answer any questions about the video.
refer to. videos or an infographic showing •• Finally, point to their predictions from

•• Give students time to think of facts

their life in numbers. Have them the start of the lesson on the board
share their videos or infographics and ask, Are they right?
about their lives and work out the with you first, so you can develop
numbers. Monitor and assist as a worksheet or table for students H • Model this exercise by writing some
needed. to complete as they watch their numbers on the board about your
•• Assign students to new pairs to talk classmates’ videos. Show the
videos or infographics in class
life (e.g., number of students you
about their life in numbers.
and have students complete the have, number of different classes,
worksheet or table.
Video Journal 127

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 UNIT

10
UNI T

Unit Theme
The human body is the same all over
10 Health
the world, but people’s experiences
with health and illness vary widely,
People compete in an Aquathlon (swimming and
both among individuals and among
running race) in Manaus, Brazil.
cultures. Nowadays, people are much
more aware of their own health and their
role in taking care of it through diet and
physical activity. Although medicine has
made huge advances and commercial
medicines are more and more widely
available, traditional remedies and
treatments, such as homeopathy and
acupuncture, have also regained
popularity in recent years in some parts
of the world. Health is a universal topic,
so being able to talk about health and
related issues is important for students.

Unit Overview
In this unit, students will learn to talk
about health problems and remedies,
and give advice.
Lesson A introduces the vocabulary
for parts of the body and look / feel +
adjective to talk about how they feel.
Lesson B focuses on asking about health
problems. Lesson C introduces the
vocabulary for remedies and should +
verb to give advice. Then, in Lesson D,
students will read about a process and
learn to explain the steps in a process.
In Lesson E, students will describe
healthy living. Finally, in the Video Journal,
students will find out how people in
different parts of the world measure how
happy they are.

128

UNIT 10 GOALS Grammar Vocabulary Listening

• Identify Parts of the Body and Review of the Simple Present Parts of the Body Listening for General
Say How You Feel My back hurts. Common Illnesses Understanding
Ask about Health Problems and Health Problems and Specific
• Feel, Look + Adjective
Details: Describing
•  ive Advice on Health
G John looks terrible. I feel sick. Remedies
Symptoms to a
Remedies Should (for advice) Doctor
• Explain a Process You should take an aspirin.
• Describe Healthy Living

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 Look at the photo and 1 Is exercise important for 2 What do you do to stay
answer the questions. your health? healthy?
About the Photo
This photo was taken by Brazilian
photographer, Wagner Araujo. Wagner
is both an outdoor sportsman (triathlete,
Ironman finisher, and marathon runner)
and a sports photographer. As an athlete
himself, he understands the feelings and
emotions of those participating in the
contests he photographs. This photo,
which won the National Geographic
Traveler magazine photo contest in
2013, shows participants running into
the Rio Negro in the Brazilian Aquathlon
championship.
• Point out the unit title and ask, What
do you think of when you see the word
health? Write students’ ideas on the
board.
• Look at the photo as a class. Ask, Where
are they? What are they doing? Point out
the caption and clarify vocabulary.
• Have students answer the questions
with a partner, then share answers as
a class.
• Go over the unit goals together. For
each goal, answer any questions and
model or elicit related language. For
example, for Goal A, elicit parts of the
UNIT 10 GOALS body students know and adjectives
A. Identify Parts of the Body and to describe feelings (e.g., OK, great,
Say How You Feel happy, fine). For Goal B, point to your
B. Ask about Health Problems
head or stomach and elicit or provide,
I have a headache / stomachache. For
C. Give Advice on Health Remedies Goal C, mime a headache and ask,
D. Explain a Process What can I do? For Goal D, elicit the
steps for participating in a race like the
E. Describe Healthy Living one in the photo. Write First,… on the
board, then help students complete the
129 idea (e.g., First, you have to prepare /
work hard / do a lot of exercise.).
Continue with Then (e.g., Then, you need
to register or sign up for the event.).

Speaking and Pronunciation Reading Writing Video Journal

Describing Symptoms and A Life-Saving Writing a What Makes You Happy?
Illnesses Delivery Paragraph about This video from National Geographic
Giving Advice Mental Health shows what makes people happy
Talking about How to Live a Long Sequencing around the world and spotlights three
and Healthy Life and Adding of the happiest countries: Costa
Information Rica, Denmark, and Singapore.
Sound and Spelling

129

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 LESSON

A
D
A GOAL Identify Parts of the Body and Say How You Feel
Vocabulary
Vocabulary A Look at the photo. What are the kids doing? Did you ever do this when you were
young?
As a warm-up, draw the outline of a
person on one side of the board. Elicit head
any body parts students can already
name. Leave the body on the board and ear
have students add to it at the end of the face
back
lesson.

A • Look at the photo and discuss the

chest
questions as a class.
•• Take the opportunity to review clothes leg
stomach knee
(shorts, skirt, T-shirt, sneakers).
B • Have students read the body parts
arm
as they listen. Then, replay the audio foot / feet hand

for them to repeat each word. finger

•• Point to the body on the board and
have students call out the names of
B 59 Listen and repeat the parts of the body in A.
parts of the body.
C Complete the sentences about the photo with a word from A.
C • Have students complete the exercise
1. One “doctor” has a hat on his 3. The other “doctor” is touching the
individually, then compare answers head . boy’s finger / hand .
with a partner. 2. He is checking the other boy’s 4. They have shoes on their
•• Review answers as a class. stomach . feet .

D • In pairs, have students practice D Work in pairs. One student points at parts of his or her body. The other student
naming the parts of the body. says the word for the body part.

Encourage them to carry out the

exercise with their books closed. Grammar
•• Monitor and assist with pronunciation Feel, Look + Adjective
as needed. Affirmative Negative Yes / No Short Information Answers
Questions Answers Questions
Grammar I feel great! Hilary doesn’t Do you feel Yes, I do. How do you I feel terrible!
feel well. OK? feel?
He looks You don’t look Does she No, she How is he He feels OK.
Introduce the grammar with a brief fine. well. look tired? doesn’t. feeling?
review of the simple present. Elicit a *Use an adjective after statements with the verbs look and feel: You look great!
sentence in the simple present. Write it *You can ask these questions with no difference in meaning: How do you feel? / How are
on the board. Then, elicit the negative, you feeling?
Yes / No question, and short answer of
the sentence. Write them on the board as
well. Then, elicit adjectives to describe 130 Unit 10
feelings. For example, fine, bad, great,
tired, well. Write them on the board and
have students categorize them into
positive and negative feelings. Say, I feel
Teaching Tip: Categorizing Word Bank: Parts of the Body
great today! Ask several students, How
Categorizing new vocabulary is a good ankles bones
do you feel? Go over the information in
strategy to help students remember brain eyes
the chart and point out the position of the new words. You can have students
the adjective with feel or look. Make sure categorize words that come up during heart kidneys
students understand that How are you a class, as suggested in the grammar liver lungs
feeling? and How do you feel? have the introduction, or you can have them mouth muscles
same meaning. Direct students to the categorize words within a topic (e.g.,
neck nose
Grammar Reference in the back of the sports—sports that use a ball, sports that
don’t use a ball; team sports, individual
student’s book for additional review and
sports). This kind of vocabulary exercise
practice. can be done as a warm-up, wake-up, or
wrap-up.

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 E We often use the adjectives in the box after feel and look. Write them in the table.
Compare your answers in pairs. Then add new words to the table. Share your
words with another pair. Answers may vary. E • Say the adjectives for students to
repeat.
fantastic fine great happy not well
•• Point out the faces and the examples.
OK sick terrible tired well
Have students complete the table
individually, then compare answers
J K L with a partner.
great OK terrible •• In pairs, have students add more
happy, fantastic well, fine sick, not well, tired adjectives to each column. Allow
students to use dictionaries if needed.
•• Have pairs join to form groups of four

F Match the questions to the responses. and compare their lists.

WORD FOCUS
b a. Yes, they do. •• Compile a list for each column on the
1. How do you feel today? My stomach / head

2. Do you feel OK? d b. I feel great!

/ leg hurts. = when board as a class.
a part of your body
3. Does your teacher look well? c c. No, he doesn’t. He looks tired! doesn’t feel well F • Point out the information in the Word
4. How do your friends feel? e d. No, I don’t. I feel terrible. My Focus note and mime, My stomach /
stomach hurts and I feel sick.
5. Does everyone in your class head / leg hurts.
look happy? a e. They feel OK. •• Have students complete the exercise

G In pairs, ask each other the questions in F and give answers that are true for you. REAL LANGUAGE individually, then compare answers
We can ask about with a partner.
H 60 Write the missing words in the conversation. Then listen and check. someone’s health by •• Review answers as a class.
using these questions:
Boss: What’s the matter, Kim? You (1) look tired. Formal Informal
well G • Assign students to new pairs, and
Kim: No, I’m not tired, but I don’t feel (2) . My head hurts. What’s What’s What’s
Boss: Oh, no!
the wrong? up? have them take turns asking and
matter?
Kim: And I (3) feel sick to my stomach. Can I go home? *How are you? is a answering the questions. Monitor and
Boss: Of course. And go see a doctor! greeting. We do not assist, as needed.
normally use it to ask
about someone’s health.
H • Have students read and complete
the conversation. Ask, Who feels
GOAL CHECK Identify Parts of the Body and Say sick? What’s the matter?
How You Feel •• Play the audio, then review answers
Practice three conversations in pairs. as a class.
Conversation 1 is in an office. Student A is the boss and asks: “What’s the matter?” •• Go over the information in the Real
Student B is an employee whose back hurts, and he or she also feels very tired. Language note. Remind students
Conversation 2 is in a classroom. Student A is a student and doesn’t feel well. His or about formal and informal language
her head hurts and he or she feels sick. Student B is the teacher and asks: “What’s and make sure they understand that
wrong?” How are you? can’t be used in this
Conversation 3 is in a cafe. Student A thinks Student B doesn’t look well, but Student B context.
feels great. Student B explains why.

GOAL CHECK
Health 131
•• Go over each situation with the class
and answer any questions.
•• Afterpairs have practiced, call on •• Assign students to pairs and give
volunteers to present one of their Grammar: Feel, Look + Adjective them time to write down their ideas
conversations to the class. Feel and look are stative verbs—verbs for each conversation. Remind
that describe states and feelings, not them to use the conversation in H
actions. Other stative verbs are know, as a model to create their three
like, love, seem, and understand. They
conversations.
link the subject to additional information
•• Have students practice the
about the subject and are not usually
used in continuous tenses. We use the conversations. Encourage them to
stative verbs feel and look with adjectives try to have the conversations without
to describe symptoms when talking about reading them. Monitor and assist with
health. For example, You look hot, do you pronunciation and the use of feel and
have a fever? Do you feel okay? You don’t
look. Remember not to interrupt a
look well.
conversation to give feedback, but to
wait until they have finished.

Lesson A 131

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 LESSON

B
B
D GOAL Ask about Health Problems
Vocabulary
Vocabulary WORD FOCUS A Match the symptoms to the health problems. You can use the symptoms more
We can say I have than once. Answers may vary.
As a warm-up, say, I don’t feel well. a stomachache /
Review the parts of the body and the headache / toothache Symptoms Problems
or My stomach / head
verb hurt by miming pain in different / tooth hurts.
a. backache
parts of your body. Elicit your ailments b. fever
from the class. For example, Your head / c. your arm hurts
stomach / back / foot hurts. Introduce d. headache
I have a headache / stomachache, then e. sore throat
go over the Word Focus note.
f. cough 1. cold: e, f 2. flu: b, f
A • Point out the pictures of the sick g. your knee hurts
people. Ask, What’s the matter? h. your tooth hurts
for each one and elicit ideas from
students.
•• Say the symptoms and have students
repeat them. Point out the /f/ sound in
cough. 3. toothache h 4. car accident: a, c, d, g, h
•• Have students complete the Listening
exercise individually. Make sure REAL LANGUAGE B 61 Listen to two conversations between patients and doctors. Make notes in
they understand they can put more Something is going the table.
than one symptom (a–h) for each around means a lot
of people have the Conversation Health Problem Symptoms
problem (1–4). same symptoms at 1.
•• Review answers as a class and the moment. right knee hurts, headache,
a bicycle accident
clarify vocabulary as needed. right foot hurts
2.
cough, fever, sore throat,
Listening a cold
stomachache

B • Go over the table and make sure C 61 The doctor asks a lot of questions. Listen again and check (✓) the
students understand the context questions you hear.
of the conversations. Point out the 1. What’s the problem? ✓ 8. What can I do for you? ✓
information in the Real Language 2. What’s the matter? 9. How do you feel?
note. Provide an example to help 3. What hurts? ✓ 10. Does it hurt a lot?
students understand the expression.
4. Can you move it? ✓ 11. Do you have a fever? ✓
•• Ask, What kind of information do you
5. Where does it hurt? 12. Does your stomach hurt?
need to listen for? The general idea
6. Does your head hurt? ✓ 13. Can you explain? ✓
or specific details?
•• Remind students to try to complete 7. Anything else? ✓ 14. Do you need medicine?
the notes as they listen. Play the
audio.
•• Have students compare with a 132 Unit 10
partner, then replay the audio.
•• Review answers as a class.

C • Have students read the questions,

Listening Strategy: Post-listening
then play the audio again.
A useful strategy for students is to cultivate express themselves (new words or
•• Have students compare answers with
post-listening strategies and skills. For expressions, intonation, reduced forms, etc.).
a partner, then review as a class. example, they can use the supplied audio Encourage students to make the most of
•• Replay the audio, pausing as clips to practice summarizing what they listening opportunities to absorb as much as
necessary to clarify. heard, or to exploit the recordings in other possible from the speakers.
ways such as noticing how the speakers

132 UNIT 10: Health

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 PRONUNCIATION: Sound and Spelling

62 Sometimes words can have the same vowel sound, but different spellings for the
Pronunciation
vowel. For example: leg – head
With their books closed, elicit the
symptoms students heard in the listening
D 63 Listen to the words. Then match the words on the right to the words on the
left with the same vowel sound.
and have them spell the words out for
you to write on the board. Point at and
ache cough flu me new note say cough and ask how it sounds (like
head knee throat off said take off). Repeat for sore and point at the
ache take door. Have students spell door for you
head said to write it on the board. Help students
notice that the sound is the same, but the
throat note
spelling is different. Play the audio.
cough off
knee me D • Have students only read as they
flu new listen the first time.
•• Play the audio again for students
E 64 Listen and check your answers in D.
to match the words with the same
sounds.
Communication •• Have students compare answers with
F Role-play the following situations. a partner.
Situation 1 Situation 2
E • Replay the audio. Then confirm the
Student A: You are a doctor. Ask Student B: You are a dentist. Ask
answers as a class.
your patient how he or she feels. your patient how he or she feels.
•• Play the audio again and have the
Student B: You are the patient. You Student A: You are the patient. You
have a cough, a headache, and a have a toothache. Tell the dentist how
class repeat each word.
fever. Tell the doctor how you feel. you feel. •• Have students test each other in
pairs by taking turns saying each pair
of words for their partner to spell.
Where does it hurt? This tooth here. Does it hurt a lot? Yes, when I eat or drink something hot!

Communication
F • Go over both situations as a class
GOAL CHECK Ask about Health Problems and clarify as necessary.
1. You need to go to the doctor. Write down your health problems and symptoms. •• Model the examples with a student
2. Work in pairs. Using your ideas in part 1, take turns being the patient and the
as the doctor. Mime your symptoms
doctor and role-play the situation. as you tell the doctor about them.
•• Elicit the questions the doctor can ask
to start the conversation. For example,
Good afternoon, (name). How do you
feel? / What’s the matter? / What’s the
problem?
Health 133 •• Give students time to plan their
conversations and then have them
practice. Monitor and assist as
that this time they are not going to needed. Make sure students switch
prepare their conversations; this time Expansion Activity roles so they practice both the
it will be more spontaneous. Students can discuss with a partner or doctor’s and the patient’s role.
•• Tell the A students they are the a group which health problems from the
Goal Check exercise are serious and
doctors first and have them begin
which are not serious. Tell them to decide GOAL CHECK
with a greeting and a question to find which problems you should and shouldn’t
out the patient’s symptoms. go to the doctor for, and why. They can •• Have students do step 1 individually.
•• Monitor and assist as needed, then compare answers with the class and Provide additional vocabulary as
prompting with questions. Remind explain their reasons.
necessary.
students to switch roles. •• Assign half the class as Student A,
•• Call on volunteer pairs to present one
and the other half as Student B. Have
of their conversations to the class. students make A-B pairs. Tell them

Lesson B 133

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 LESSON

C
C GOAL Give Advice on Health Remedies
Language Expansion: Remedies
Language Expansion
Introduce the topic by looking at the
photos as a class. Ask questions
to activate the vocabulary students
have been working with. For example,
What’s this man doing? How does he
feel? What’s the matter? What’s this?
Write students’ ideas on the board. go to bed see a doctor lie down
For example, He feels bad. She has
a headache. Point out that the photos
all show remedies. Elicit or explain the
meaning of remedy. Say the phrase for
each photo for students to repeat.

A • Ask, What do you do when you’re

tired? Elicit answers (e.g., I lie down, see a dentist take some cough medicine take some pain reliever
I go to bed (early).).
•• Have students complete the exercise A Answer the questions. Use the phrases above. Answers may vary.
individually. 1. What do you do when you have a headache?
Lie down, take some pain reliever
•• Have students take turns asking
and answering the questions with a 2. What do you do when you have a very bad backache?
Lie down , take some pain reliever
partner, then review answers as a
3. What do you do when you have a cough?
class. Take some cough medicine
B • Write on the board: take some 4. What do you do when you have a toothache?
Take some pain reliever, see a dentist
cough medicine. Ask, Is this the only
5. What do you do when you have a fever?
remedy when you have a cough? Go to bed, see a doctor
What other things can you do? Elicit
ideas from students and write them B MY WORLD Do you know other remedies for any of the problems in A?
on the board (e.g., drink a special For example: When I have a cough, I drink tea with honey and lemon.

tea, eat honey).

•• Give students time to think about
Grammar
their answers. Tell them to think of Should (for advice)
different remedies for at least three of Statement Negative Yes / No Short Answers Wh- Question
the problems in A. Monitor and assist Question
as needed. Use the Word Bank for You should go He shouldn’t go Should I see a Yes, you What should
to bed. to work today. doctor? should. / I do?
additional vocabulary. He should take No, you
•• Have students share their answers some cough shouldn’t.
with a partner, then compare medicine.
*We use should to ask for or give advice.
remedies as a class. Compile a list 134 Unit 10
of alternative remedies for each
problem on the board.

Grammar Word Bank: Remedies Grammar: Should (for advice)

Introduce should for advice by saying, I drink tea / hot water / orange juice The modal should + base form of the
feel terrible. I have a fever. Model should eat spicy food / chicken soup verb is used for asking for and giving
by asking, What should I do? Should recommendations, suggestions, and
go to bed early advice: Should I take some pain reliever?
I take some medicine? Should I see a put a cold cloth on your forehead No, you shouldn’t. You should see a
doctor? Go through the examples of doctor first. Native speakers often use
take a bath in warm / cool water
statements, negatives, and questions in the word maybe at the beginning of
take vitamin C / garlic pills
the chart, pointing out that the form of the advice to sound less direct. Maybe
should never changes (it is the same for softens the advice and makes it more
all subjects; I, you, he, she, etc.) and the polite: Maybe you should go home.
verb is always in the base form. Direct
students to the Grammar Reference
in the back of the student’s book for
additional review and practice.

134 UNIT 10: Health

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 C In pairs, make nine sentences using the words in the table.

go to bed at the same time every night. C • Model the exercise by eliciting a
For healthy teeth, you eat a lot of candy. sentence for For healthy teeth, you….
play sports. Write it on the board.
go to the dentist every six months.
should •• Have students make the remaining
For a healthy heart, you eat fruit and vegetables.
shouldn’t
play games on your phone before bed.
sentences with a partner.
drink coffee late at night. •• Review answers by calling on each
To sleep well, you brush your teeth after meals. pair to say one of their sentences.
eat a lot of fast food.
D • Individually, have students complete
D Match the questions and the answers. the exercise.
1. I feel sick. Should I see a doctor? d a. You should take some pain reliever. •• Review answers as a class by calling
2. I have a headache. What should I do? a b. He should see a dentist. on one student to ask the question,
3. Mike has a toothache. What should he do? b c. She should take some cough medicine. then on another student to answer it.
4. Should Uzra see a doctor? e d. Yes, you should.
5. Claudia has a cough. What should she do? c e. No, she shouldn’t.
Conversation
E • Have students listen with their books
Conversation closed first. Write the question on
E 65 Listen to the conversation. What does Casey think Brenda should do? SPEAKING STRATEGY the board. Tell students there are two
Casey thinks Brenda should go home and go to bed.
Casey: Hi. What’s up, Brenda? Showing Sympathy speakers. Then, play the audio.
Oh, no!
Brenda: I don’t feel well. •• Replay the audio as students read
That’s too bad!
Casey: Oh, no! That’s too bad. I’m sorry about that. and confirm their answer. Ask a few
Brenda: I think I have the flu. What should I do? questions to check understanding
Casey: I think you should go home and go to bed. (e.g., What’s the matter with Brenda?
Brenda: Do you think I should see a doctor? What advice does Casey give her? ).
Casey: No, I don’t think so. •• Point out the information in the

F Practice the conversation in pairs. Switch roles and practice it again. Speaking Strategy note and have
students circle the examples in the
G Change the underlined words and make a new conversation. conversation.
F • Assign students to pairs to practice
the conversation. Remind them to
GOAL CHECK Give Advice on Health Remedies
switch roles.
In pairs, read the situations and discuss what advice to give to each person.
•• Monitor and assist as needed.
1. A friend spends all day watching TV and playing video games. He never goes
out, and he often gets sick. G • Look at the underlined words and
2. Someone at work has a backache and cannot stand up for more than a few have the class suggest possible
minutes.
changes to the conversation.
3. Your teacher often works late and only sleeps 5–6 hours a night. Today she •• Give pairs time to prepare their
has a sore throat and a fever.
conversation, then have them
Health 135
practice. Monitor and check for
correct use of should / shouldn’t (see
Teaching Tip).
•• Call on volunteer pairs to present
their conversation to the class.
Teaching Tip: Indirect Language for GOAL CHECK
Politeness
In English-speaking cultures, being very •• Go over the situations and check
direct is often not considered polite. understanding.
Consequently, we tend to soften our •• Assign students to pairs to discuss
responses, requests, and suggestions in what advice to give each person.
some situations to avoid being too direct.
Monitor and assist with ideas as
For example:
needed.
Maybe you should see a doctor.
•• Have pairs of students join another
Perhaps you should take some pain pair and share their advice.
reliever.
•• Call on each group to say if they had
In G, have students practice being less
similar or different advice for each
direct by using maybe and perhaps with
their advice. situation. As a class, discuss and
decide on the best advice for each
situation.
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 LESSON

D
D GOAL Explain a Process

Reading A Look at the photo. What do you think the drone is

doing? What do you think is in the box?
The drone is delivering medicine in the box.
As a warm-up, write drone on the board B Read the article and check your ideas in A. Then
and show pictures of drones if possible. match a–c to the correct paragraph.
Elicit or explain what a drone is. Ask, Do a. Paragraph 2 is about how drones deliver
you see drones here in this city / town? medicine.
b. Paragraph 1 is about the problem for
A • Have students look at the photo and doctors in Rwanda.
describe what is happening. Provide c. Paragraph 3 is about how technology can
vocabulary as necessary, such as fly, save lives.
drop, and parachute.
C Circle T for true or F for false.
•• Have students discuss the questions
1. Rwanda is in West Africa. T F
with a partner. Tell them they will
2. The entire country has good roads. T F
check their answers after they read.
3. Doctors have a new way to get medicine. T F
B • Point out the title and explain 4. Zipline is a type of hospital. T F
delivery. Provide an example that is 5. Drones are faster than trucks. T F
relevant to students, such as pizza
6. Zipline doesn’t deliver in any other T F
delivery or package delivery. countries.
•• Go over the paragraph ideas and
D The article says the drones are an “example of
elicit or explain where Rwanda is.
how technology can be positive and important in
•• Ask, How are you going to read the
our lives.” In groups, think of three more types of
article? Are you looking for main technology that are positive and important. Present
ideas or specific details? your ideas to the class. Possible answers: MRI scanner,
cell phones, X-ray machines, satellites
•• Have students read the article and
E Read paragraph 2 again. What are the four stages
complete the exercise. of the process? Underline the words and phrases
•• Have students compare answers that introduce each stage. For example: First of all,
with a partner, then review them as a
class. Ask, Were your answers in A
correct? GOAL CHECK
In pairs, choose one of the processes and list its stages.
C • Have students read the statements
and answer any they think they • Making an appointment to see your doctor

already know. Tell them to read the • Sending a package by mail

article more slowly this time, and • Using an app on your smartphone
focus on understanding details. Join another pair and describe the process using the
Remind them to underline any words introductory words and phrases you underlined in E.
they can’t guess from the context.
•• Have students complete the exercise
individually, then compare with a
partner. 136 Unit 10
•• Review the answers as a class.
Have students point out where the
information is in the article and
correct the false statements.
Teaching Tip: Vocabulary Lists Expansion Activity
•• Elicit any words students have
It is helpful to provide opportunities for In pairs, students can research (or suggest)
underlined and write them on the students to review vocabulary they have how drones can (or should) be used in
board. Clarify their meaning with help seen in order to help them remember it. disaster situations, (per style) such as fires,
from students and context. One way of doing this is to have students floods, and earthquakes. For example:
brainstorm a list of words they can Drones should take food and water to
remember from recent reading, listening, people after an earthquake.
and video exercises, as well as from
vocabulary sections. They can then test Drones can check if there are people
each other with the words on their list by alive in a building.
taking turns asking their partner to spell, Pairs can present their ideas in small
define, and provide an example sentence groups or to the whole class. In this
for words on their list. Compile a group list kind of exercise, it is a good idea to
of words they thought of on the board at sometimes give students a choice about
the end. working alone or with a partner.

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 D • Assign students to groups of three

A Life-Saving
or four to complete the exercise. If
necessary, brainstorm other types of
technology to provide students with
some ideas to get started. Assign

DELIVERY roles to group members, as needed.

•• Monitor and make sure groups are
able to explain why they think the
new technologies they chose are
important and positive.
•• Depending on the size of your class,
each group can present their three
ideas to the whole class, or you can
put groups together to present to
each other.
•• On the board, compile a list of the
technologies presented and have
the class discuss and decide which
technology is the most positive and
important.
E • Point out the lesson goal and ask,
What process do you learn about in
1 Rwanda is a small country in central East Africa. A lot of its people
the article?
live in rural areas, and often there aren’t good roads to the villages.
Because transportation is a problem, doctors in Rwanda often cannot •• Have students complete the exercise.
get medicine for their patients. But now they have a high-tech solution. Ask them to underline the steps of
2 Zipline is a drone service that delivers medicine. Zipline doesn’t use the process in the text and write the
cars and trucks. Its drones can quickly deliver medicine over mountains words and phrases that introduce
and forests and across rivers. The process is simple. First of all, when each stage.
a hospital in Rwanda needs medicine, the doctor sends a text message •• Review answers as a class. Write the
to Zipline. Next, Zipline puts the medicine into a small red box with a
parachute. Then, the drone flies to the hospital and, finally, it drops the words and phrases on the board.
box to the ground. •• Have students close their books.

3 Zipline’s drones are a good example of how technology can be Then, as a class, have them explain
positive and important in our lives. The drones can make 500 deliveries the process using the words and
per day, and the average flying time is 30 minutes (by truck it’s about 5 phrases on the board to introduce
hours). The drone can fly almost 50 miles in a trip. As a result, Zipline each step.
is also now delivering in Ghana and, in the future, it plans to deliver in
other countries, including rural parts of the United States.
GOAL CHECK
Health 137 •• Go through the directions with the
class, then assign students to pairs.
•• Give pairs time to choose the
process they want to describe and
Teaching Tip: Filler Exercises to list its stages. Monitor and provide
vocabulary as needed.
Sometimes students finish exercises faster than you had planned for. Here are some ways
to make good use of those few extra minutes at the end of a lesson: •• Have pairs join to form groups of

•• The Blackboard Game (if you have filled the board with vocabulary and other notes): Have four and describe their processes to
a volunteer sit with his or her back to the board. Students take turns giving definitions of each other. Prompt them to use the
words on the board. When the volunteer says the correct word, you step up and erase it. introductory words.
The game ends when all the words are erased.
•• Error Quiz: Write 10 incorrect sentences that you have seen in students’ work. Have
students work with a partner to correct as many as they can in 5 minutes. When the time is
up, ask the class for corrections and rewrite the sentences.
•• Spelling Practice: Dictate 10 to 15 words that students find difficult and have them write
them down. Let them compare answers with a partner. Then, give the correct answers.

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 LESSON

E
E GOAL Describe Healthy Living
Communication
Communication A MY WORLD Do you know a person who is old and healthy (e.g., a
grandparent)? Why do you think they are healthy?
As a warm-up, have students look at the
photo and describe what they can see. B Look at this list of activities for a long and healthy life. Which activity do you
Ask, How do these women feel? Do they think is the most important? Which do you think is the least important?
look happy? Healthy? Write on the board, • Get regular exercise
healthy diet, and elicit examples of food • Eat a lot of fruit and vegetables
and drink for a healthy diet. Ask, What is
• Get 7–8 hours of sleep every night
healthy living? Point out the lesson goal.
• Have close friends and face-to-face contact
Elicit an explanation of healthy living
or activities related to healthy living. • Breathe clean air
For example, a healthy diet, exercise, • Take time to relax
sleeping well.
C Work in small groups. Discuss your opinions in B.
A • Depending on the size of your class, D Read the text. What is Susan Pinker’s answer to B? Do you agree with her?
discuss the questions as a class or She thinks that close According to psychologist Susan Pinker, there are different activities for a long
have students discuss them in pairs friends and face- and healthy life. First, healthy people eat a lot of fruit and vegetables. In addition,
and then share answers as a class. to-face contact are they don’t smoke, and they also get regular physical exercise. Finally, she thinks
If possible, provide an example of the most important that you should have close friends and face-to-face contact—those are the most
things. important things for a long and healthy life.
someone you know first. Tell the class
who the person is, how old he or she
is, and why you think he or she is
Spending time with close
healthy. friends can lead to a long
•• As students suggest ideas for why and healthy life. Do you
think these women in China
the old person is healthy, write them will live long lives?
on the board.
B • Go through the list of activities and
confirm understanding. List the
numbers 1 to 6 on the board, write
most important next to number 1,
and least important next to number 6.
Explain to students that they
are going to decide the order of
importance of the activities.
•• Have students go through the
activities and decide their order of
importance individually.
C • Assign students to groups of three
or four.
138 Unit 10
•• Remind students about phrases
they can use to give their opinion
and agree or disagree with someone
(see Unit 5, page 67). Write some on D • Have students read the text.
the board as prompts. Teaching Tip: Checking
•• Ask questions to check
•• Have students discuss their opinions Understanding
understanding (e.g., What does
about the importance of the activities When students read any text, even if it is
Susan Pinker do? / What’s her job?
for healthy living. Monitor and prompt not specifically for reading-skills practice,
What activities from B does Pinker it is important to focus on understanding.
with questions to help students keep mention? Does she mention any Sometimes, students will simply find the
the discussion going. activities that aren’t in B? ) (See answer needed for the exercise, which
•• Compare opinions as a class and Teaching Tip.). Then, have students might be an example of specific grammar
vote on which activities are the most answer the question, What activity they’re working on, a vocabulary item,
and least important. Write them on does she say is the most important or specific information (as in D), without
the board. understanding the whole context of the text.
for healthy living?
Asking further comprehension questions,
•• Clarify vocabulary as needed. as suggested in D, or having students
explain the topic or main ideas are ways of
checking understanding of a text.

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 Writing
E Read about sequencing and adding information. Then underline examples of
sequencing and adding language in the paragraph in D.
Writing
E • Elicit the process students read
WRITING SKILL: Sequencing and Adding Information
about in Lesson D. Write on the
When we write information in a paragraph, we often use:
• sequencing language: First, / Second, / Finally,
board, Zipline. Ask, What happens
• adding language: Also, / They also … / In addition, first in the Zipline process? Write on
the board, First, …; Second, …; and
F Write the missing word in the sentences. Finally, …. Have the class complete
1. To have a healthy heart, people should exercise daily. They should the sentences. Add, Zipline also…
also eat a lot of vegetables. and ask, Does Zipline only deliver
2. A walk in the park is good for your health. First , it’s relaxing to go medicine in Rwanda? Have students
outside. Second, you get exercise. complete the concluding sentence.
3. When you have the flu, you should stay in bed. In addition , you should Underline the sequencing words
take medicine.
and ask, What do these words tell
G Look at a student’s plan for a paragraph about mental health. She has four ideas WRITING STRATEGY us or show? Then, underline also
for the topic. Can you think of any more ideas? Add them to the plan. Before you write and explain that it shows more
an information information.
Get regular sleep Go for walks outside paragraph, it’s useful
•• Answer any questions about the
to plan first. One
way to plan is to use Writing Skill box.
graphic organizers
like the one in G. •• Individually, have students identify

Activities the examples of sequencing and

for good adding words / phrases in D.
•• Review the examples as a class.
mental
health F • Have students complete the exercise
individually.
•• Review answers as a class, clarifying
as necessary.
Turn your phone off sometimes Meet new people
G • Explain the meaning of mental health.
Have students read the Writing
Strategy note, then copy the graphic
GOAL CHECK Describe Healthy Living
organizer onto the board. Explain
1. Use the plan in G and write a paragraph starting with this topic sentence:
There are different activities for good mental health.
what an information paragraph
is. Ask, What is the topic of the
2. Exchange your paragraph with a partner. Does your partner’s paragraph use
language for sequencing and adding information? paragraph? What are the ideas about
the topic?
•• Elicit other activities for good mental
health from the class and add them
to the graphic organizer (e.g., spend
Health 139 time with friends, make time to relax ).

Teaching Tip: Using Graphic

assist as needed, reminding students
GOAL CHECK to use the words and phrases for
Organizers to Plan Writing
Planning before beginning a
sequencing and adding information.
•• Write
writing task is an important step for
topic sentence on the board •• Have students exchange paragraphs students. During this stage, they
and explain that every paragraph with a partner. Remind them about activate the language they need and
has a topic sentence that introduces helping each other improve their organize their ideas, which will help
the main idea of the paragraph; it writing by giving helpful feedback. them write more coherently. Using
tells the reader what the paragraph Provide questions to guide them a graphic organizer helps students
is about. Have students underline the visualize their main topic and the
(e.g., Are there any spelling or
topic sentence in D (According to ideas they will use to explain and
grammar mistakes? Does the support that topic. Some students
psychologist Susan Pinker, ...). paragraph use any words or respond better to visual planning
•• Have students write their paragraphs phrases for sequencing or adding (as in G) than to written planning
using the graphic organizer as their information? ). (e.g., writing notes). It is important
plan. Make sure they start with the •• Have students help each other make to demonstrate different strategies
topic sentence given. Monitor and for planning writing.
any corrections.

Lesson E 139

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 VIDEO JOURNAL
Video Journal
WHAT MAKES YOU HAPPY?
About the Video
What makes people happy differs from
A Look at the photo. How happy are these people? Score them from 0 to 10
one culture to another, and from one (0 = not happy, 10 = happy).
person to another. In this video, we see
the results of a survey carried out every
L K J
year by the American company Gallup 0 1 2 3 4 5 6 7 8 9 10

to measure happiness around the world. B In groups, discuss what makes people happy. Look at the reasons and put them
This video presents the results of the in order from 1 (most important) to 8 (less important).
survey and provides insights into how Good health Family and friends
different aspects of life are considered A good economy Physical exercise
important, in terms of their effect on Good schools and education A green environment
happiness, and what we can do to
Sunny weather A job and hard work
be happier in our own lives.
C MY WORLD What things in B make you happy? What else makes you happy?
A • As a class, look at the photo and Tell a partner.

have students describe what they Families play on the beach at sunset
can see. Ask, Where are these at Playa Flamingo, Costa Rica.
people? What are they doing? How
do they feel? How do you know?
•• Go over the happiness scale and
have students give the people a
score.
B • Go through the items and clarify
the meaning of a good economy (a
stable financial situation) and a green
environment (clean air, recycling
programs, green transportation).
•• Elicit discussion phrases and write
them on the board.
•• Assign students to groups to discuss
the items and rank them from most to
least important. Monitor and assist or
prompt discussion as needed.
•• Have groups share their ranking lists
(depending on the number of groups,
you could have a student from each
group write their list (1–8) on the 140
board). Compare lists and discuss
them as a class. Can the class agree
on one final ranking list?
For Your Information: The Gallup Poll and The World Happiness Report
C • Give students time to think about
The Gallup World Poll was created in comparisons between countries. Since
their ideas, then have them discuss 2005. It conducts surveys in more than160 2012, the Gallup World Poll has been a
their answers with a partner. countries. These countries include 99% major source of data for the Sustainable
•• Call on students to tell the class of the world’s adult population. The Poll Development Solutions Network’s (a United
something that makes their partner includes more than 100 questions, both Nations Global Initiative) World Happiness
global and region-specific. By asking Report. This report is used by governments
happy. Write anything that is not on
the same questions every year to people around the world to think about ways to
the list in B on the board. in different countries, Gallup can track increase happiness and well-being in their
trends in the data they gather and make country.

140 UNIT 10: Health

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 D Watch the video. Check (✓) the reasons for happiness in each country.

Costa Rica Denmark Singapore D • Go over the table and say the names
1. Good health ✓ ✓ of the three countries. If possible,
2. A green environment ✓
show where each country is on
3. A good education ✓ ✓
a map of the world. Answer any
4. Sunny weather ✓
5. A good economy ✓ ✓
questions.
•• Play the video. Remind students to
6. Family and friends ✓
7. A job and hard work ✓ try to answer as they watch.
•• Have students compare answers
E Circle T for true or F for false. with a partner. Play the video again, if
1. People from 140 countries answered the poll questions. T F necessary.
2. Seven or above means you are very happy. T F •• Review answers as a class.
3. People from different countries have similar answers to the questions. T F
E • Have students read the statements.
4. Costa Rica has beautiful beaches. T F
Clarify vocabulary as needed.
5. People don’t have much money in Denmark. T F
•• Have students choose their answers.
6. In most countries, people think physical health is very important. T F
F Watch the video again and check your answers in E. F • Play the video again.
•• Reviewanswers as a class, having
G In small groups, write seven or eight questions about happiness. For example:
How important is physical exercise? Does sunny weather make you happy? students correct the false statements.
H Exchange your questions with another group and answer their questions. G • Elicit question words and write them
on the board (where, how, when, do /
does, etc.).
•• Assign students to groups of three
or four and have them read the
directions and example questions.
Give students roles, if appropriate, to
ensure everyone participates.
•• Monitor and assist as groups write
their questions.
•• For groups that are quicker,
encourage them to write 10
questions.
H • Have groups exchange
questionnaires and answer the
questions.
•• Discuss the questions and answers
as a class.
•• Have students identify things they

141
should do to be happier and more
relaxed. Encourage them to write
down specific goals to achieve this
(e.g., I should put my cell phone in
another room when I am with my
Expansion Activity family. I should visit my grandmother
Have groups write their questions in a more often.).
clearer questionnaire format with a title
and instructions. They can make copies
and survey other classes. Show students
examples of other questionnaires to help
them with the design. After they have
administered their questionnaire, they
can analyze the results and present them
to the class.

Video Journal 141

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 UNIT

11
UNI T

Unit Theme 11 Making Plans

Many students learn English with an
eye to the future. English has become a
People walk down a colorful
common language for communication
alley in Athens, Greece.
between people from different non-
English speaking countries. Therefore,
students may hope to use their new
language to get a job, to interact
with foreign colleagues, or to travel
internationally. In addition, they may
need a certain level of English to enter
higher education in their own country,
or to study abroad. Alternatively, they
may just want to learn English to gain
access to a broader range of information
and entertainment. For any of these
objectives, learning English is intimately
linked with goals and plans—and in this
unit students will explore and express
their own.

Unit Overview
In this unit, students will learn to talk
about long- and short-term plans.
Lesson A introduces the vocabulary for
special days and be going to + verb
to talk about future plans. Lesson B
focuses on describing national holidays.
Lesson C introduces the vocabulary
for life plans and would like + verb to
express wishes. Then, in Lesson D,
students will read and talk about different
festivals from around the world and in
their own country. In Lesson E, students
will look at the language of invitations
and write one of their own. Finally, in the
Video Journal, students will find out how
a photographer plans a complicated
photo and video shoot of a hummingbird.
142

UNIT 11 GOALS Grammar Vocabulary Listening

•  lan Special Days
P Be going to Special Days and Listening for General
• Describe a National Holiday What are you going to do? Plans Understanding and
We are going to have a party. Months of the Year Specific Details:
• Make Life Plans Holiday Traditions
Would like to for Wishes Holidays
• Compare Festivals
I would like to be a doctor. Professions
• Invite People

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 Look at the photo and 1 What are these people 2 What are your plans for
answer the questions. doing? the weekend?
About the Photo
This photo was taken by award-winning
Jordanian photographer Muhammed
Muheisen. Most of Muhammed’s
work has been as a photojournalist,
documenting major events around the
world. His particular area of interest over
the last decade has been the refugee
crisis across Asia, Europe, and the
Middle East. He is also the founder of
the Everyday Refugees Foundation. The
photo we see here portrays a lighter
scene: weekend visitors and locals
enjoying a day in the center of Athens,
Greece. In Greece, Sunday is considered
a day of rest and relaxation and many
people plan their day around a trip
downtown.
• Point out the unit title and ask, What
are plans? What do we plan? Elicit or
explain examples of plans we make
(e.g., weekend plans, vacation plans,
what / where we want to study).
• Look at the photo as a class and have
students describe what they can see.
• Have students answer the questions
with a partner, then share answers as a
class.
UNIT 11 GOALS • Go over the unit goals together. Answer
questions and model or elicit related
A. Plan Special Days language. For example, for Goal A, elicit
B. Describe a National Holiday special personal days in our lives (e.g.,
birthday, wedding, graduation). For
C. Make Life Plans
Goal B, provide an example of a national
D. Compare Festivals holiday and elicit further examples. For
Goal C, introduce the idea of life plans
E. Invite People
(e.g., higher education studies, career
plans, moving to another city). For
143 Goal E, elicit the meaning of invite, and
introduce the idea of an invitation. Ask,
When do we give invitations?

Speaking and Pronunciation Reading Writing Video Journal

Talking about Celebrating Spring Festivals Writing an Catching a Hummingbird
Holidays Invitation This video from National Geographic
Talking about Life Plans More Formal follows photographer Anand Varma
Inviting People to Events and Less Formal as he plans a project to film a
Writing hummingbird, and then shows the
Be going to (Reduced Form)
beautiful result.

143

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 LESSON

A
D
A GOAL Plan Special Days
Vocabulary
Vocabulary A Match the special days to the photos. Which days are every year?

As a warm-up, ask several students, an anniversary a birthday a graduation

When’s your birthday? How do you a new job a new year a wedding
celebrate? Write the examples on the
board (e.g., have a party, go out for
lunch / dinner, eat a special meal at
home, eat cake).

A • Go over the words in the box and say

them for students to repeat.
•• Look at the photos as a class and
1. a graduation 2. a wedding 3. a new job
describe what’s happening in each
one.
•• Have students complete the exercise
individually.
•• Review answers as a class,
confirming understanding of every
year. Ask, What other events do we
celebrate every year?
4. an anniversary 5. a birthday 6. a new year
B • Point out the information in the Word
Focus note. Tell students what you WORD FOCUS
B MY WORLD Think about you and your family. Which special days do you plan
plan or want to do for your birthday. to celebrate this year?
You can talk about
Ask several students, What do you plans with these
C In pairs, read about the special days and decide how to celebrate them.
verbs: plan to, want to.
want or plan to do for your birthday? I plan to have Complete the sentences with phrases from the box and your own ideas.
•• Go over the question as a class, then a party for my
birthday. cook a special meal give a present go out to eat go to the movies
give students time to think about My parents want to have a party invite family to the house make a cake send a card
special days they and their family go out for dinner.
have this year. 1. For my best friend’s birthday, I always .
•• Have students discuss their answers 2. On my mom and dad’s anniversary, they always .
with a partner. 3. My sister’s college graduation is this year. We plan to .
•• Call on students to share one of their 4. John has a new job, so tonight we want to .
partner’s special days. 5. Every New Year’s Day, I meet friends and we .
C • Go over the activities in the box and D Tell a partner what you do on your birthday.
the special days.
•• Assign students to pairs to discuss What do you do on your birthday? I normally ... This year, I plan to ...
how to celebrate the special days.
Monitor and assist as needed.
Use the Word Bank for additional
144 Unit 11
vocabulary.
•• Call on pairs to share one of their
answers with the class.
D • Model the example conversation with Word Bank: Celebrating
Grammar
a student. get together with friends Introduce the grammar by telling students
•• Assign students to pairs to talk about give flowers about your plans. Say, I have a lot of
their birthday plans. Remind them to go bowling / to a game plans for the weekend. I’m going to watch
use plan to and want to. go on a trip a movie on Friday night with my sister.
•• Call on students to tell the class I’m going to visit my cousins on Saturday.
have a picnic / barbecue
about their partner’s plans. On Sunday, I’m going to get together
invite friends over
with my friends. Ask, What are you going
to do? Elicit answers from students
and write them on the board. Point at
the sentences on the board and have
students identify the verbs in each one.
Ask, When are we talking about? Now?

144 UNIT 11: Making Plans

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 Grammar
Be going to Help students understand the idea of
Statement Negative Yes / No Question Wh- Question the future. Go through the examples in
I am going to have a We are not going to Are you going to go to What is he going to do? the chart and clarify as necessary. Direct
party. have a big meal. the movies? When are we going to go? students to the Grammar Reference in the
*We use be going to for making plans. back of the student’s book for additional
*We also use these time expressions: tomorrow, next Saturday / week / year.
review and practice.
E Complete the conversations. Use be going to and the words in parentheses.
Then practice the conversations in pairs. E • Have students complete the
1. A: What are you going to (you) do for your birthday? conversations, then compare with a
’m / am going to partner.
B: I have a BIG party! People are going
to give me presents. •• Review answers as a class. Point

2. A: Are you going to (you) have a barbecue this weekend? out the use of be going to go in
’re / are going to conversations 2 and 3. The repetition
B: No, we go to the movies.
of forms of go may seem strange to
3. A: Where are Courtney and Min going to (Courtney and Min) go on students and they may omit go. Make
New Year’s Eve? sure they understand that they need
B: They ’re / are going to go to Punta Cana and relax on to include it as the main verb.
the beach. •• Assign pairs to practice the

F Complete these sentences with your own plans. conversations. Monitor and assist
1. After class, I’m going to .
with pronunciation as necessary.
2. This weekend, I’m going to . F • Elicit activities students are going to
3. Next month, I’m going to . do after class and write the verbs on
the board.
G Work in pairs. Use be going to to ask your partner questions about their plans in F.
•• Have students complete the exercise.
Monitor and check for the correct
What are you going to do after class? I’m going to meet some friends.
form of the verb after be going to.
Are you going to go to the movies this weekend? No, I’m not. I’m ... G • Refer students back to the question
forms in the grammar chart. Point out
that they can ask Yes / No questions
by starting the questions with Are / Is,
GOAL CHECK Plan Special Days or they can ask Wh- questions.
1. In groups, choose a special day. For example, New Year’s Eve or a graduation. Decide: •• Model the example with a student.
• what you are going to do. •• Assign new pairs to ask and answer
• where it is going to be. questions about their plans in F.
• who you are going to invite.
Monitor and assist as needed.
2. Join another group and present your plans. •• Call on students to share one of their
partner’s plans.

Making Plans 145

GOAL CHECK
•• Go over the steps, then assign
Grammar: Be going to Grammar Practice: Be going to students to groups. Give them roles,
English uses a variety of Have students take a piece of paper and make
if necessary.
structures to talk about future seven columns with the days of the week at the •• Have students develop their plans.
time. One of them is be going to, top. Tell them this is their “calendar” for next Remind them that they are going to
which is used to talk about plans week. Then have them write an activity (real or present the plan to another group, so
and intentions. It is also used imaginary) for five of the seven days (such as see they need to be clear. Monitor and
informally for making predictions. a movie, study English, etc.). Have students work prompt with ideas.
One common error is omitting with a partner to plan an activity that they want to
•• Put groups together to share their
the be verb. Help students do together (such as have a coffee). They should
notice that we always need not look at their partner’s calendar; they should plans.
am / is / are + going to + verb. ask and answer questions to find a day they can •• Call on a member of each group to
Additionally, students will often get together. Model sentences like, I’m going to tell the class something they liked
hear “gunna.” Explain that this is do the laundry on Monday night. and What are about their partner group’s plan.
only used in spoken English, and you going to do on Tuesday night? When they
that we always write going to. have finished, call on students to tell about what
they are going to do with their partner and when.

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 LESSON

B
B
D GOAL Describe a National Holiday

Vocabulary
As a warm-up, look at the photos as a
class and have students describe them.
Ask, What are they celebrating? Point
out the lesson goal and explain that
New Year’s Day is a national holiday in
the US. Tell the class that on national
holidays people don’t usually have to
work and schools are closed so people
can celebrate.

A • Go over the Real Language note. On New Year’s

Review cardinal numbers with the Eve in New York Vocabulary
City, people often
class by having them count up to an celebrate in Times A 67 Number the months in the correct order. Then listen and check.
appropriate number. Square. The 1 January 7 July 9 September 5 May 12 December 2 February
•• Elicit ordinal numbers by asking Chinese New Year
is later in the year. 4 April 10 October 11 November 3 March 6 June 8 August
about the date. Write it on the board
and say the matching cardinal REAL LANGUAGE B 68 Match the dates to the special days and holidays. Then listen and check.
number. Cardinal Ordinal
Notice how we say the dates.
•• Have students write the numbers, Numbers Numbers 1. March 3rd d a. Valentine’s Day
1: one 1st: first
then play the audio. 2: two 2nd: second 2. February 14th a b. Independence Day in Bolivia
•• Review answers as a class. 3: three 3rd: third 3. April 22nd e c. Halloween
20: 20th:
•• Say the months in order, for students 4. May 1st f d. Girl’s Day in Japan
twenty twentieth
to repeat. 31: 31st:
5. August 6th b e. Earth Day
thirty-one thirty-first
B • Have students look at the special *See page 184 for more 6. October 31st c f. Labor Day (in many countries)
information.
days and holidays and match them to C In pairs, say the dates for these special days.
the dates. Tell them to guess if they
• Your birthday
don’t know.
• New Year’s Day
•• Play the audio, then review answers
as a class. • Independence Day or a national holiday in your country
•• Play the audio again, pausing for
students to repeat the dates. Listening
D 69 Listen to two conversations. Write the dates you hear.
C • Have students write the dates for
1. New Year’s Eve in the US is on December 31st .
each special day in their books.
2. This year, the New Year in China starts on January 25th .
Model how we say dates: My birthday
3. Independence Day in the US is on the 4th of July /July 4th .
is on March 8th. Independence Day is
on September 16th. 4. Independence Day in Brazil is on September 7th .
•• Have students tell a partner their
146 Unit 11
dates.
•• Call on students to share one of their
dates.

Listening Listening Strategy: Listening for Teaching Tip: Post-Listening

Detail It is important for students to cultivate
D • Have students read the sentences, When listening for details, students need post-listening strategies and skills. For
to listen for words related to the details example, they can use the supplied audio
then play the audio.
they need. To do this, they need to first clips to practice summarizing what they
•• Review answers as a class. heard, or they can note how the speakers
identify what kind of information they
•• Play the audio again and have express themselves (new words or
need. For example, they might need
students repeat the dates as a class. to listen for place names, or keywords expressions, intonation, reduced forms,
related to specific ideas, numbers, or etc.). Encourage students to make the
dates. The strategy needs to be modeled most of listening opportunities by having
in class so that students get into the habit them do follow-up exercises. For example,
of identifying what they need to listen for. here, have students summarize the topic
of each conversation in D, note new words
and expressions they heard, or comment
on intonation and pronunciation.

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 E 69 Listen again and answer the questions.
1. Why isn’t Linda going to Times Square? There are too many people. It’s so busy. E • Go over the questions and clarify
2. What is she going to do? Stay home with her family. Have a meal. Watch TV. vocabulary as necessary.
3. What is Chen going to do? Go to a party. •• Play the audio, then have students
4. What is Tom going to do during the day? Have a barbecue with his family. compare answers with a partner.
5. What is he going to do at night? Go downtown with friends and watch the fireworks. •• Review answers as a class, playing

6. What time is he going to leave? (about) Eight o’clock. the audio again if necessary.

PRONUNCIATION: Be going to (Reduced Form) Pronunciation

In everyday speech, going to often sounds like “gunna.” This change does not happen
in writing. Ask students what they are going
Full: /goʊɪŋ tu/ Reduced: /gənə/ to do to celebrate the New Year or
Independence Day (or other national
F 70 Listen and check (✓) the correct column. holidays they mentioned in C). Write one
or two answers on the board, then say
Full Form Reduced Form
1. We’re going to have a party. ✓
them aloud, first using the full form, then
2. We’re going to have a party. ✓
using the reduced form. Ask, Do they
3. I’m going to go to Paris. ✓ sound the same? Help students notice
4. I’m going to go to Paris. ✓ the difference between the two forms. Go
5. They’re not going to come. ✓ over the information in the box. Remind
6. They’re not going to come. ✓ Students that although we say “gunna,”
we don’t write it.
G Practice the conversations in pairs. Use the reduced form of be going to.
A: What are you going to do this weekend?
Teaching Tip: Pronunciation vs.
B: I’m going to go to the beach.
Spelling
A: Are you going to go to Kim’s party? Students who have acquired some
B: No, I’m going to stay home on Sunday. English from being exposed to a lot
of spoken language may find it hard
not to write “gunna.” It is therefore
important to give them plenty of
GOAL CHECK Describe a National Holiday opportunities for written and spoken
Answer the questions in the table with your own information. Then work in groups of practice with be going to + verb.
three. Ask your classmates the questions and complete the table.

You Classmate 1 Classmate 2 F • Go over the items, then play the

What is your favorite audio.
holiday in your country? •• Have students compare answers with
What date(s) is it going to a partner, then play the audio again.
be on this year? •• Review answers as a class.
What are you going to do?
G • Model the conversations with a
student, using the reduced form of
Making Plans 147 going to.
•• Assign students to pairs to practice
the conversations.
•• Encourage students to use their own

GOAL CHECK Expansion Activity ideas in the conversations.

•• Call on several pairs to model one of
As a follow-up, students can write a
•• Go over the table and clarify as needed. description of the national holiday they the conversations.
•• Have students complete the first talked about in the Goal Check. Provide
some extra questions to guide them:
column with their answers. Provide
vocabulary as needed. What’s the name of the holiday?
•• Assign students to groups of three to What is it for? / What does it celebrate?
ask and answer the questions and How do people usually celebrate?
complete the table. Alternatively, have Students can share their descriptions
them stand up and move around the with the class by posting them around
classroom to find two classmates to ask. the classroom for everyone to read.
•• Call on several students to share
information from their table. See
Expansion Activity for further practice.

Lesson B 147

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 LESSON

C
C GOAL Make Life Plans
Language Expansion: Professions
Language Expansion A Read about Laura. What is her life plan?
She would like to go to space. She is
going to be an astronaut.
Introduce the topic by writing life plans This is Laura.
Someday she
on the board. Elicit or explain what this would like to go to
refers to. Ask, What kinds of things are in space. She loves
your life plans? What do you want to do science, and she’s
going to be an
in the future? Elicit ideas and write them astronaut when
on the board (e.g., study, travel, get a she graduates
from college.
job, buy a car / house, have children).
Review professions with the class by
having students create a mind map.

A • Look at the photo together. Ask, How

old is she? Does she have a job?
•• Have students read and complete
the exercise individually.
•• Review the answer as a class. Ask, Is
it an interesting job? Is it easy?
B • Point to each photo and ask, What’s
he / she doing? Then, have students B Match the professions (1–6) to the people (a–f).
match the professions to the photos. 1. nurse c 2. lawyer a 3. musician d
•• Have students share their answers 4. software engineer b 5. actor e 6. teacher f
with a partner, then review as a class.
a b c
C • Model the exercise by asking, Which
profession is the most interesting?
and having students explain the
reasons for their answers.
•• Have students rank the professions
individually, then compare and
discuss their reasons with a partner.
•• Compare rankings as a class. d e f
Compile a list on the board. Can the
class agree on the most and least
interesting profession?

Grammar
Introduce the grammar point by saying, I
would like to be a musician. What would
you like to do? Would you like to be a 148 Unit 11
(profession from B)? Encourage students
to answer with I would like to…. Explain
that would like to means want to, but it is
more polite because it is less direct. Use Word Bank: Professions Grammar: Would like to for Wishes
the examples in the chart to point out that business person designer Would like to is considered slightly
the form of would like to never changes doctor, nurse, etc. educator / teacher more polite and “softer” than want to in
(it is the same for all subjects; I, you, expressing a desire. In some languages
engineer farmer and cultures, saying, I want…, is not
he, she, etc.) and the following verb is
always in the base form. Direct students government member of the considered impolite, but in English it
worker / politician military can come across as being too direct.
to the Grammar Reference in the back of
scientist technology specialist Like other modal verbs, such as can,
the student’s book for additional review could, and should, would never changes
and practice. its form. Similarly, it is always followed
by the base form of the verb—in this
context, like. Like is always followed by to
+ infinitive. It is used with the base form
of the verb.

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 C MY WORLD Put the six professions in B in order from most (1) to least
(6) interesting. Then compare your ideas in pairs. Do you agree? Why?
D • Point out that sometimes students
are going to write the wish (would
Grammar
like to) and sometimes the plan (be
Would like to for Wishes going to).
Statement Yes / No Question Short Answer Wh- Question •• Have students complete the exercise
I would like to be a nurse. Would you like to study engineering? Yes, I would. What would you
Danny would like to study law. Would you like to be a nurse? No, I wouldn’t. like to be?
individually, then compare answers
with a partner.
D Write the wishes and plans. Add one of your own. Answers will vary. •• Review answers as a class.
Wish Plan
1. I would like to be an actor. I am going to study acting. Conversation
2. Leo would like to be a doctor. He is going to study medicine.
E • Have students listen with their books
3. I would like to be a software I am going to study information technology.
engineer. closed first. Write the questions on
4. We would like to see the fireworks. We are going to leave at seven o’clock.
the board. Then, play the audio.
5. They would like to be musicians. They are going to study music. •• Replay the audio as students read
6. Answers will vary. Answers will vary. and confirm their answers. Ask a few
questions to check understanding
Conversation (e.g., When’s Carol’s birthday? Why
E 71 Listen to the conversation. What would Carol like to be? How is she is her father surprised? Why does he
SPEAKING STRATEGY
going to do it? She’d like to be a lawyer. She’s going to study law in college. Being Serious and
say, “What? Not so fast!”)
Not Serious •• Point out the information in the
Father: So, Carol, you’re 18 years old today. What are you going to do
Being serious: I’m
with your life? serious. / I’m not
Speaking Strategy note and help
Carol: I’d like to get married and have children. joking. / Seriously! students understand that Carol is not
Father: What? Not so fast! Not being serious: serious (see Teaching Tip).
Just kidding! / I’m
Carol: Just kidding! I’d like to become a lawyer. joking!
F • Have students take turns role-playing
Father: Really?
Carol: Yes, seriously. I’m going to study law in college. the conversation in pairs.

F Practice the conversation in pairs. Switch roles and practice it again. G • Give pairs time to prepare their
conversation, then have them
G Change the underlined words and make a new conversation. practice. Point out that they can
use expressions from the Speaking
Strategy note. Monitor and check
GOAL CHECK Make Life Plans for correct use of would like to and
1. Answer the questions. expressions for being serious or not
• What would you like to be in the future? (e.g., a doctor) serious.
• How are you going to do it? (e.g., go to college, work in a hospital) •• Call on volunteer pairs to present
2. Work in groups. Tell each other about your life plans. their conversation to the class.

GOAL CHECK
Making Plans 149
•• Model the exercise by telling
students about your life plans.
Encourage them to ask you
Teaching Tip: Humor in English questions.
Humor is different in every culture, so it is important to make sure that jokes or funny situations •• Give students time to think about
are clarified for students if necessary, as suggested in E. In the conversation, from the father’s their ideas and write some notes.
response to Carol’s wish, we can infer that he doesn’t want her to get married and have •• Assign students to small groups to
children yet. Carol knows this, so she makes a joke. However, this might not be considered
compare and discuss their life plans.
funny or appropriate in another culture and could therefore be confusing for students. Always
be sure to check students’ understanding of language or references that may be understood Monitor and assist or prompt with
differently by different students. ideas, if needed.
•• Call on each group to say something
about the different life plans they
talked about. Prompt with questions
as needed (e.g., What was the most
interesting / surprising / unusual
wish / plan?).

Lesson C 149

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 LESSON

D
D GOAL Compare Festivals

Reading A Do you have these four seasons in your country? Which

months are in each season?
As a warm-up, elicit the celebrations spring summer fall winter
and holidays students have talked
about during this unit (e.g., graduation, B Read the article. Which festival is in ...
wedding, New Year). Write their ideas
March? Holi
on the board. Introduce the word
April? the Cherry Blossom Festival
festival and explain that it is one or
several special day(s)—sometimes May? Festival of Las Mayas
related to a religious event—with C Match the words from the article to their definition.
social activities, food, or ceremonies. If b
1. ancient a. a lot of different colors
possible, show images of a local festival
2. colorful a b. very old
or of various festivals (there are many
harvest, flower, and light festivals around 3. beautiful d c. large groups of people
the world, for example). 4. crowds c d. nice to look at

D Read the article again. Check (✓) the sentences that are
Teaching Tip: Linking Topics true for each festival.

It is not always obvious to students Las Cherry Holi

how the lessons and topics within a Mayas Blossom
unit are connected, but it is helpful 1. It’s in the spring. ✓ ✓ ✓
for their learning to see that they
2. It’s always on the same date. ✓
are. Recalling previous topics, as
3. It’s more than one day. ✓ ✓
suggested in the warm-up, helps
students see how what they are 4. Flowers are very important. ✓ ✓
learning about is all related. It also 5. The festival has many colors. ✓ ✓
helps set the context of this lesson. 6. There are large crowds. ✓ ✓ ✓
Whenever you can, refer back 7. There is music at the festival. ✓ ✓ ✓
to previous topics and language 8. It is in one country. ✓ ✓
(vocabulary and grammar) as you
move through the lessons and units E Compare the three festivals in pairs.
of the book. 1. What is similar about the festivals? What is different?
2. Which festival would you like to go to? Why?
A • Say the seasons for students to
repeat. Elicit or explain the meaning GOAL CHECK
of season, if necessary. 1. Think of a festival in your country. Make notes about ...
•• Have students answer the questions
• its time of year / dates.
with a partner. • its length (one day? a week?).
•• Discuss answers as a class. • what people can see at the festival.
• what is most important. Music? Color? Flowers?
B • Point out the title and have students 2. Work in groups. Describe and compare your festivals.
describe the photo. What is similar? What is different?
•• Have students read the question and
150 Unit 11
identify what kind of information they
need to look for.
•• Review the answers as a class.

C • Say the words for students to repeat, Expansion Activity

then have them skim the article to To work on their vocabulary skills, have
find the words and underline them. students work in pairs to choose four
or five more words from the text and
•• Remind them to read the whole
write definitions. With the words and
sentence and use the context to help definitions, have them create an exercise
them understand the meaning. like C and exchange exercises with
•• Have students complete the exercise another pair. After matching the words
individually, then compare with a and definitions, students can write
sentences using the words. An alternative
partner.
way of doing this exercise is to create it
•• Review answers as a class. See with synonyms instead of definitions.
Expansion Activity for further practice.

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 Spring
After a long, dark winter, everyone feels happy
when it’s spring. So, many people around the world D • Have students read the sentences
plan festivals to celebrate the beginning of this season.
and check the ones they think they
Festival of Las Mayas: Spain
know.

Festivals
Every year on May 2nd, there is a festival in the •• Have students read the article again
town of Colmenar Viejo. “Las Mayas” is an ancient
festival. Local families make altars with colorful
more carefully to understand the
flowers. On each altar, a girl between the ages of 7 and details of each festival (see Reading
11 years old sits in a beautiful dress for two hours. Strategy). Remind them to underline
Bands play music and crowds of people walk past. any new vocabulary.
The Cherry Blossom Festival: Japan •• Have students compare answers with

Cherry blossoms are Japan’s national flower, a partner, then review as a class.
so Japanese people celebrate them with a festival •• Write any words students are still not
in the spring. In April, people come to look at the sure about on the board. As a class,
beautiful, pink
clarify the meaning of each one,
flowers. In the
afternoons using the context to help.
and evenings,
they sit under
Reading Strategy: Inferring
the trees with
friends and When reading about a new topic,
enjoy food, many learners will have to infer
drinks, and information. Inference is when a
music. student uses facts (both previously
known and presented in the
Holi: India and Nepal
reading), as well as their own logic
Around the middle of March, people in India and and reasoning, to answer a question
Nepal celebrate the arrival of spring. The festival lasts or understand a passage. Learning
for one night and one day. People sing and dance how to make inferences will allow
around fires at readers to understand reading
night. Then, passages more thoroughly and
the next day,
interact directly with the knowledge
hundreds of
they are being presented with. For
people throw
example, in D, students need to
different-
decide whether large crowds attend
colored
powders and
each festival. In the case of the
water at each Cherry Blossom Festival, the text
other. only refers to people, so students
need to infer that a crowd is a large
altar a platform or table, for religion
arrival the time when something begins number of people.

E • Have students read the questions

and write notes for their answers
A girl sits on her altar before they discuss them with a
during Las Mayas. partner (see Teaching Tip).
•• As students work in pairs, monitor
Making Plans 151
and prompt further conversation with
questions.
•• Share answers as a class.
•• Assign students to groups to talk
GOAL CHECK about the festivals they chose.
Monitor and make sure students talk Teaching Tip: Venn Diagrams
•• Model the exercise by having the about similarities and differences. Venn diagrams are a helpful visual
class help you write notes about organizer for students to clarify their
•• Have each group choose one of the
one of the spring festivals. Use the understanding of similarities and
festivals to tell the class about. differences between items, people,
prompts to write notes on the board. and places they have read about.
•• Give students time to write their Students can use a three-circle Venn
notes. Monitor and provide Diagram to identify the similarities
vocabulary as needed. and differences between the three
spring festivals in E. Model the Venn
diagram by drawing it on the board
and having students tell you one or
two pieces of information about the
three festivals to add to it.

Lesson D 151

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 LESSON

E
E GOAL Invite People
Writing
Writing A Do you ever give or receive invitations? What are the invitations for?

As a warm-up, have students look at the B Read the three invitations. Which invitations are to one person? Which is an
photo. Ask, What are they celebrating? invitation to a lot of people? The first and second are to one person. The third is to lots
of people.
Do you have celebrations like this in your
Dear Laura,
city? Have students tell the class about
My parents are going to celebrate their 25th Wedding Anniversary on March 27th. The
any event like the one in the photo that
family would like to invite you to this special day. The celebration is going to be at our
they have been to.
house and starts at 6 pm. Looking forward to hearing from you.
A • Write on the board, invite – invitation. Best wishes,
Ana
Have students identify which one is
the noun and which one is the verb
and explain what an invitation is. Hi!
•• Have students discuss the questions I’m going to go out for dinner after my graduation on April 18th. I’m going out
in pairs briefly, then share answers as with friends. Would you like to come? We’re going to meet outside the school at 7.
a class. Bye!

People watching
Teaching Tip: Think-Pair-Share fireworks in Summer Festival
When we ask students to answer Montreal, Canada,
for the city’s This summer, our town is going to be 200 years old!
discussion questions, the think-pair- 375th anniversary. Come and celebrate this anniversary at 2 pm on Saturday, August 1st, in the park.
share strategy can be helpful. Some Many cities have There’s going to be music, dancing, food, and drinks.
students don’t feel comfortable celebrations Everyone is welcome!
speaking in English in front of the or festivals on
anniversaries.
class; they may be shy or lack
confidence in their English, or they
may worry that they haven’t actually
understood the topic or questions
correctly. With the think-pair-share
strategy, first they think about the
question(s) and their answer(s)
individually, which gives them the
opportunity to activate language
and knowledge. Then they share
their ideas with a partner, where
they can check if they have
understood the task correctly. These
two steps can help boost their
confidence before finally sharing
with the class.

B • Have students read the invitations

and answer the questions
individually. 152 Unit 11
•• Review answers as a class, then
discuss the style of each invitation.
Ask, What differences are there in the
invitations? Students might identify Writing Strategy: Peer Reviewing
language differences (e.g., Dear / Hi /
Peer review is an excellent way for
no greeting; questions / imperatives) students to help each other improve their
or style differences (e.g., the letter writing. The Goal Check provides the
font, the text organization). key aspect for students to look out for in
this piece of writing (formal / informal). In
cases where a checklist or questions are
not supplied, get your students into the
habit of creating a checklist of their own.
For example:
•• Are there any spelling mistakes?
•• Are there any grammar mistakes?
•• Is (the Writing Skill topic) covered?

152 UNIT 11: Making Plans

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 C Read the invitations again and make notes in the table.

What is it? Wedding Anniversary Graduation Dinner Summer Festival C • Remind students about using visual
Date? March 27th April 18th August 1st organizers to help them understand
Time? 6 pm 7 pm 2 pm topics, and point out the table.
Place? their house outside school the park •• Have students read the invitations
Any other information?
(None) (None)
music, dancing, again and complete the table, then
(e.g., music, food) food, and drinks compare with a partner.
•• Review the information as a class by
D Read about more and less formal writing. Then underline examples of more and
less formal writing in the three invitations. Which invitation is the most formal? having students help you complete
The first invitation is the most formal. the table on the board.
WRITING SKILL: More Formal and Less Formal Writing
D • Refer students back to the
More formal writing Less formal writing
• We often use: Dear ... and Best wishes • We use: Hi! and Bye!
differences they identified in the
• We normally use complete sentences • We often use short sentences with three invitations. Focus on Dear and
with no contracted forms: I would like to contracted forms: I’d like to invite Hi, and ask, What is the difference
invite you to ... / We are going to ... you ... / We’re going to ...
• We don’t use exclamation points. • We often use exclamation points.
between these two? Why does this
invitation use Dear? And this one Hi?
Communication Go over the information in the Writing
E Work in groups. Choose one of the situations. Discuss your plans and make Skill box and answer any questions.
notes in the table. •• Have students underline the specific
• Your school is fifty years old this year. Plan an anniversary celebration. examples of formal and informal
• Your company is seventy-five years old. Plan an anniversary party for the staff. writing in the invitations and answer
• Your town is three hundred years old. Plan a weekend of activities in the
the question.
local park.
•• Review answers as a class.

What is the event?

Teaching Tip: More Formal
When is it? and Less Formal Writing
When writing, it is very important that
At what time? students identify the purpose of what
they are writing and who it is for.
The answers to these two questions
Where is it?
determine the style they need to use
and the language choices they need
Other information?
(e.g., music, food)
to make as they write. Understanding
the differences between more and
less formal writing styles will help
students write more naturally and
GOAL CHECK Invite People in an appropriate manner for the
occasion.
1. Decide how you are going to invite people to your event in E (a letter, an email,
an ad, etc.). Write an invitation using your notes in the table.
2. Exchange invitations in pairs. How formal is your partner’s invitation? Communication
Making Plans 153
E • If you have been using grouping
techniques recently, this might be
an opportunity to let students form
•• Have students exchange invitations
GOAL CHECK with a partner. Remind them about
groups themselves. Set a minimum
and maximum number of members.
helping each other improve their
•• Point •• Check understanding of the three
out the options suggested in writing by giving helpful feedback.
the directions and elicit other ideas •• In their pairs, have students help
situations. Give students a time
students might have (a poster, an limit to choose their situation and
each other make any corrections.
animated invitation). Remind them to complete the table.
think about the style of their invitation •• Monitor and assist as needed.

(more or less formal) and choose the Prompt with ideas if students are
appropriate style and language. having difficulty.
•• Have students write their invitations
individually. Monitor and assist as
needed.

Lesson E 153

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 VIDEO JOURNAL
Video Journal
About the Video CATCHING A HUMMINGBIRD
In this video, we learn about the planning
behind filming the world’s smallest bird— A Do you ever take photos? Do you photograph animals such as birds?
the hummingbird. Anand Varma is a Hummingbirds are very
B Read about hummingbirds and answer these questions. small. Most are about
photographer who specializes in science
1. How big are they? They’re very small—about 3–5 inches long. 3–5 inches long. They
photography, particularly of animals. are intelligent because
Hummingbirds have been filmed in the 2. Why are they intelligent? Their brain is big for their size.
their brain is big for
past, but Anand wanted to see how much 3. Why is it difficult to see them? They are very fast. their size. And they are
filming could be improved with today’s 4. How can scientists study hummingbirds? They use special cameras. very fast, so it’s difficult
modern, high-speed cameras. The film C Watch the first part of the video and answer the questions.
to see them. But now,
involved a lot of preparation, and the using special cameras,
1. Who is Anand Varma? A science photographer scientists can study how
result of his planning is a stunning film
2. What would he like to do for this project? Photograph and film a hummingbirds move.
that helps scientists and non-scientists hummingbird
understand the hummingbird and its 3. Does he need a special camera for this project? Yes, he does.
movements. D Underline the correct word. Then watch again to check your answers.
1. Anand often works with other photographers / scientists.
A • Before having students open their
2. Taking photographs of animals is easy / difficult.
books, show the class a photo of a
3. Anand needs to / doesn’t need to plan each photograph.
hummingbird. Ask, What do you know
about this bird? Do they have them in 4. First, he’s going to prepare his studio / office.
your country? Do you think it is easy 5. Nowadays, cameras are much better than in the past / present.
or difficult to take a photo like this? 6. The rain / fog machine shows how a hummingbird moves.
•• In pairs, have students discuss the 7. The hummingbird is in a plastic / metal box with rain.
questions. E Watch the second part of the video. Number the actions in the order you see them.
•• Survey the class to find out how
2 The hummingbird is flying through fog.
many students consider themselves
1 The hummingbird is using its forked tongue.
photographers and how many take
photos of animals. 3 Rain is falling on the hummingbird.
4 The hummingbird is shaking the water off itself.
B • Have students read the questions
before they read the text. F What adjectives describe hummingbirds? Make a list. Compare your ideas in pairs.
•• Have students compare with a
partner, then review answers as a
class.
•• Ask, What information was new,
surprising, or interesting for you?
C • Have students read the questions
154
before you play the first part of the
video.
•• Review answers as a class.

D • Have students complete the exercise Teaching Tip: Closed Captions For Your Information: Hummingbirds
individually. When using video in the classroom, Hummingbirds are native to North and South
•• Play the video again. Remind
it is helpful sometimes to use the America and there are about 330 different
closed captions to provide students kinds. The hummingbird gets its name from the
students to check their answers as with extra support. Being able to sound its wings make because they beat so
they watch. read as they listen can help students fast. They are the smallest migrating bird and,
•• Review answers as a class. Play the understand the content more easily unlike other birds, they usually travel alone
video again, if necessary, to clear up and therefore feel less frustrated if rather than in flocks. Despite their small size,
any differences of opinion. the level of language is challenging. they can fly up to 800 kilometers (more than
Encourage students to use this 500 miles) in one trip. They are also the only
strategy whenever they are watching bird that can fly backwards. Hummingbirds
videos outside of class. Suggest that are guided to the nectar they eat by the colors
they watch the first time with captions, of the flowers, and they can eat up to double
and the second without. their body weight in a day. Hummingbird eggs
are similar in size to a coffee bean and the
female generally lays only two eggs.

154 UNIT 11: Making Plans

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 G In pairs, think of an animal or natural place in your country. Make a
E • Have students read the actions.
plan to photograph and video the animal or place. Clarify vocabulary as needed.
• Why do you want to photograph this animal or place? •• Play the second part of the video.
• What are you going to take with you? Make a list of items. •• Have students compare answers with

• When are you going to do this? a partner, then review as a class.

H Join another pair and tell them about your plans in G. F • Write adjective on the board and
elicit examples of adjectives. Write
a few on the board to help students
remember what kind of words
adjectives are.
•• Give students 30 seconds to write
their list.
•• Have students compare their list
with a partner, then give them
another 30 seconds to think of more
adjectives together.
•• Compile a list on the board.

G • In pairs, have students choose an

animal or place and brainstorm ideas
first.
•• Have them create the plan to present
to another pair. Encourage them
to use a visual organizer for their
plan. Monitor and assist as needed,
making sure they can explain the
reasons for their planning decisions.
H • Have pairs join to form groups of four.
Tell them to present their plan and
explain what they are going to do, not
simply show it to the other pair.
•• Monitor and prompt with questions as
necessary. Tell each group that they
need to choose one of the plans to
present to the class.
•• Call on each group to present one
plan and explain why they chose
it. Make sure the whole group
155 participates, not just the pair who
created the plan.

Teaching Tip: Reviewing Adjectives Expansion Activity

and Other Parts of Speech To share students’ plans with the
As a fun, fast warm-up, wake-up, or whole class, display them around the
wrap-up, write the alphabet on the board classroom. Tell students they need to
in columns with space to write next to each read them and decide which one is
letter. Ask students to do the same in their the most interesting, and which one is
notebook. Give students one minute to going to be the most difficult to do. Ask
write one adjective for as many letters as questions about each plan as you go
possible (for example, attractive, bright, around and encourage students to do
cute, etc.). Then, compile a class list on the the same. Students in each pair should
board. Which letters did they find the most take turns standing next to their plan and
adjectives for? Which letters on the board answering questions.
don’t have an adjective? This exercise can
also be carried out with nouns and verbs.

Video Journal 155

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 UNIT

12
UNI T

Unit Theme 12 On the Move

We live in a world where we are
increasingly on the move. Every day,
countless people around the world move
to new cities or countries to pursue better
opportunities. People move for work or
education, or because they are forced
to leave their homes due to difficult
situations. As people move and make
changes in their lives, they have new
experiences that expand their horizons.
We all have a past to tell, as well as
knowledge and experiences to share and
learn from. This unit will provide students
with the opportunity to talk about past
experiences and compare the past and
present in both personal and global
terms.

Unit Overview
In this unit, students will learn to talk
about the past, and to compare the past
and the present.
Lesson A introduces the vocabulary for
movements in our lives, and the simple
past to talk about these movements and
actions. Lesson B focuses on asking
and answering questions about the past.
Lesson C introduces the vocabulary
for describing vacations, and Yes / No
questions to ask about the past. Then,
in Lesson D, students will read and
talk about how lost animal habitats can Kristina Khudi and her family are part of
lead to wild animals sharing cities with the Nenets people of the Siberian Arctic in
humans. In Lesson E, students will use Russia. The Nenets live in tents and move
time expressions and linking words to 800 miles a year with their reindeer.
give biographical details. Finally, in the
Video Journal, students will learn about
Dion Poncet, one of very few people to
have been born in Antarctica, and the 156
worrying changes he has seen there in
recent years.

UNIT 12 GOALS Grammar Vocabulary Listening

•  alk about Your Past
T Simple Past Verbs + Prepositions Listening for General
• Ask about the Past We went to the mountains. of Movement Understanding and
He moved from San Francisco to Going on Vacation Specific Details:
• Describe a Vacation An Interview with
New York.
• Compare the Past and Archaeologist Chris
Simple Past Questions
Present Thornton
Was he born in 2001?
• Give Biographical Information
Where did you live?

156 UNIT 12: On the Move

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 Look at the photo and 1 Where is Kristina from? 2 How far does she move
answer the questions. every year?
About the Photo
In this photo, we see a young Nenets girl
pretending to be a princess. The photo
was taken by Russian photographer
Evgenia Arbugaeva while she was
traveling with the Nenets on the Yamal
Peninsula in the Russian Arctic.
Evgenia migrated with them for National
Geographic magazine to record the
impact of the expanding natural gas
industry on their traditional lifestyle.
• Have students describe the photo.
Provide vocabulary as needed, such as
tent and grass. Ask, How does it look?
Elicit adjectives to describe the place
(e.g., quiet, lonely, cold ).
• Point out the caption and show the class
where the Siberian Arctic is on a map.
• Have students answer the questions
with a partner, then share answers as a
class.
• Go over the unit goals, answering any
questions and eliciting any related
language students may know. For
example, for Goal A, elicit any verbs
students know related to movement
(e.g., go, leave, visit). For Goal B, ask
UNIT 12 GOALS several students, When were you born?
For Goal C, write vacation on the board
A. Talk about Your Past
and elicit any related words students
B. Ask about the Past already know. For Goal E, talk about
C. Describe a Vacation
somebody famous that students are
familiar with; say when and where they
D. Compare the Past and Present were born, where they lived, and where
E. Give Biographical Information they worked.

157

Speaking and Pronunciation Reading Writing Video Journal

Describing a Vacation Humans and Writing a Leaving Antarctica
Giving Biographical Information Animals on the Move Biography In this video from National
-ed Endings Time Expressions Geographic, a man who was born
and Linking Words in Antarctica talks about how much
it has changed and discusses his
reasons for leaving.

157

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 LESSON

A
D
A GOAL Talk about Your Past
Vocabulary
Vocabulary A Match the verbs in the box to the photos.

As a warm-up, write on the board, I arrive get go leave live move return stay visit
start work / school at _____. I get home
at _____. Have students copy and
complete the sentences about themselves.
Ask several students, What time do you
leave home to go to work / school? What
time do you leave work / school?

A • Look at the photos as a class and have

1. live in a city 2. go to work 3. stay at a hotel
students describe what is happening
or what they see in each one.
•• Say the verbs in the box for students
to repeat.
•• Have students complete the exercise
individually, then compare answers
with a partner.
•• Review answers as a class. 4. move to a new house 5. return from a trip 6. arrive at the station
•• Ask a few questions to practice the
verbs (e.g., Do you visit your friends?
Do you go on business trips?
B • Have students complete the exercise
individually, then compare answers
with a partner.
7. leave home 8. visit my friends 9. get home from work
•• Review answers as a class, writing
the verbs on the board so students B Circle the correct verb.
can confirm they have the correct 1. The train from Seoul arrives / stays here at midnight.
answers.
2. Phil is leaving Boston and he’s moving / arriving to New York this week.
C • Have students complete the 3. How long are you going / staying at this hotel?
questions individually. 4. Children go / visit to school at eight o’clock in the morning.
•• Review answers as a class. 5. When does Marta go / return from her vacation in Brazil?
•• Model the second part of the 6. On the weekends, I always visit / leave my grandparents for dinner.
exercise by asking a student the
C Write a verb to complete the questions. Then ask and answer the questions in pairs.
first question. Then, ask a follow-up
question. For example, Do you live in 1. Where do you live ?
an apartment or a house? Is it near 2. When do you go to school / work in the morning? When do you
get / return home?
your work / school? Elicit possible
follow-up questions for the other 3. When you go on vacation, where do you normally stay ? In a hotel?
158 Unit 12
questions and write them on the
board.
•• In pairs, have students ask and
answer the questions. Write your story on the board after you
•• Call on students to tell the class have said it. Have students read it and Grammar: Simple Past
about one of their partner’s answers. identify the verbs. Ask, What is different Have students work individually to write
about the verbs? Elicit which actions three sentences about themselves using
the past tense verbs they have learned.
Grammar are in the present and which were in
Collect the papers, read each student’s
the past. Go over the information in
sentences to the class, and have
Introduce the grammar by telling the chart. Draw students’ attention to them guess who wrote the sentences.
students a little bit about yourself (e.g., didn’t and compare it with doesn’t in the Ask follow-up questions about any
I live here in (city / town). I lived in (city present. Direct students to the Grammar interesting statements. If your class is
/ town / country) before. I work at this Reference in the back of the student’s very large, divide students into groups,
school now. In (city / town / country), book for additional review and practice. In each group, collect the sentences
I worked at (name).). and redistribute them in the group.
Each student reads the sentences they
received, and the group guesses who
wrote them.

158 UNIT 12: On the Move

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 Grammar
D Compare the sentences. Which is about the present? Which is about the past?
1. Last year, I left San Francisco and I moved to Tokyo. the past
Teaching Tip: Lesson Pace
2. Now, I live in an apartment and I work in Mexico City. the present
As we work through the units of the
book with our students, we tend
Simple Past to develop a natural pace which
Regular Verbs Irregular Verbs was / were reflects both our character and the
I worked in New York. / I didn’t You went to Mexico City. / You I was born in 1999. / I wasn’t born in group’s character. However, it is
work in Tokyo. didn’t go to Buenos Aires. 2000. usually to everybody’s benefit to
She lived in London. / She didn’t He got home at nine. / He didn’t They were born in Beijing. / They modify the pace during any one
live in Berlin. get home at ten. weren’t born in Shanghai. lesson. Varying the pace is likely
*Add -ed to regular verbs. Use *See list of irregular verbs on *The verb to be has two past forms: to promote learning as students
didn’t + base form for the negative. page 185. (I/he/she/it) was and (you/we/they) were.
need that variety to stay focused
and engaged. Some activities
E Complete the sentences with the simple past of the verb in parentheses. REAL LANGUAGE should be short, dynamic, and not
1. My family and I moved (move) to a new city last year. We often use these overly challenging, while others
time expressions with
2. Last night, I didn’t go (not go) to my English class. I visited a friend. will be denser, longer, and more
the simple past.
challenging.
3. In Mongolia, my brother stayed (stay) in a tent for one month. I was born in 2002.
Last year, she moved
4. My mother lived (live) in Rome for two years. to Beijing.
left They stayed in Mexico D • Have students underline the verbs
5. He (leave) at 9 o’clock this morning.
for seven days. in each sentence and answer the
Yesterday, I went to
F 73 Complete the information about two famous people who moved to different
the movies. questions individually.
countries. Write the verbs in the simple past. Then listen and check. •• Review answers as a class.
be go live move
WORD FOCUS E • Have students complete the
Albert Einstein (1) was born in Germany in 1879. In 1895, he Say years like this: sentences individually. Point out that
1879 = eighteen
(2) went to school in Switzerland. After college, he (3) lived seventy-nine
leave is irregular, and refer students
in Switzerland for 28 years, and then he (4) moved to the US in 1933.
2001 = two thousand to page 185.
and one
•• Review answers as a class.
2019 = two thousand
leave move not stay return
nineteen
F • Go over the information in the Word
When she was 12, Salma Hayek (5) left Mexico and went to school in the Focus note and say the years for
US. A few years later, she (6) returned to Mexico and became an actress. students to repeat.
But Salma (7) didn’t stay in Mexico. In 1991, she (8) moved to Hollywood •• Write Albert Einstein and Salma

and became famous around the world. Hayek on the board and elicit
what students know about them.
Encourage them to use verbs in the
GOAL CHECK Talk about Your Past simple past if they can.
1. Choose three important years in your life. Write each year and what happened. •• Have students complete the
2. Work in pairs. Tell your partner an important year, but do not say why it’s paragraphs, then play the audio.
important. Your partner guesses the reason. •• Review answers as a class and
answer any questions. Ask a
In 1999, you were born. No. You went to your first school. Yes, correct!
few comprehension questions to
On the Move 159 introduce question forms, which
they will see in the next lesson (e.g.,
Where was Einstein born? When did
Einstein move to the US? ).
•• In pairs, have students guess each
other’s reasons. Monitor and assist, Grammar: Simple Past
checking for correct use of the The simple past is used to talk about
simple past. actions that were completed in the past. GOAL CHECK
•• Call on volunteers to share one of
Irregular verbs are those that don’t follow
the -ed ending rule in forming the simple •• Model the exercise by writing three
their partner’s important years. past, and so must be learned individually. important years in your life on
Learning them in groups that are similar
the board. Point out the example
(teach-taught, catch-caught; sell-sold,
tell-told; buy-bought, bring-brought, think- conversation. Have students guess
thought ) and practicing with flashcards what happened in each year by
(verb on one side, simple past form on saying sentences in the simple past.
the other) can be a good way to do this. •• Give students time to write their three
Tell students that if they are unsure about years and what happened in each
a verb, dictionaries usually have a list of
one.
irregular verbs in the back, and they have
a list in their book on page 185.

Lesson A 159

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 LESSON

B
B
D GOAL Ask about the Past
Listening
Listening A 74 Listen to an interview with Dr. Chris Thornton. Underline the correct words
in his profile.
As a warm-up, have students look at
the photo of the archaeological site and Name Chris Thornton
Dr. Thornton. Ask, Where is this? What does Current city (1) Washington, DC / New York City
Place of birth (2) Washington, DC / New York City
he do? Have students predict what they will
Subject studied in college (3) Archaeology / Art history
learn about the place and Dr. Thornton, and
Countries worked in (4) South Africa / Peru Hungary Cyprus
what specific words they might hear in the Iran Oman
audio. Write their ideas on the board. Leave Work in Oman He studied the (5) buildings / language and objects of
them there to refer back to at the end of the (6) ancient / modern people.
listening exercises. B 75 Read the information and listen to the verbs from the interview. Check (✓)
the correct column.
/d/ /t / / d/ PRONUNCIATION: -ed Endings
Listening Strategy:
1. traveled ✓ When simple past verbs end in -ed,
Summarizing they can have three ending sounds:
2. visited ✓
It is generally beneficial for students /d/ (moved), /t/ (talked), or / d/ (started).
3. wanted ✓
to do something with the information
4. studied ✓
they have heard so that they don’t
5. worked ✓
simply focus on completing the
6. liked ✓
exercises in the book. Summarizing
what they heard is a useful post-
listening strategy. Summarizing C 76 In pairs, practice saying the sentences. Then listen and check the -ed sounds.
pushes students to analyze what 1. Last year, I traveled to Brazil. 4. You lived in Wuhan.
they understood, clarify ideas, and
2. We wanted to go out last night. 5. I worked there in 2015.
explain those ideas. Through this
process, they demonstrate a deeper 3. They studied English in school. 6. We liked all the food.
understanding.

Dr. Chris Thornton is the director of

A • Go over the information in the profile the ancient site of Bat in Oman.
and say the places and school
subjects so students know how they
sound before they listen.
•• Play the audio. Remind students to
try to choose their answers as they
listen.
•• Have students compare answers with
a partner. Then play the audio again.
•• Review answers as a class.

Pronunciation
Write moved, talked, and wanted on the
board. Underline the -ed endings. Say 160 Unit 12
each one and ask, Does the -ed ending
sound the same? Repeat the verbs and
help students notice the differences.
C • In pairs, have students take turns
Go over the explanation in the box and Teaching Tip: Pronunciation of -ed
saying the sentences.
clarify as needed. Write the correct Endings
•• Play the audio for students to check
sound next to each verb on the board. Show students how the sound that comes
their pronunciation.
before the -ed ending determines how we
B • Check that students understand the say the ending. After /d/ and /t/, the -ed •• Play the audio again and have
table and what they have to do, then sound is /ɪd/ (decided, wanted); after other students repeat each sentence.
play the audio. voiced sounds, the -ed sound is /d/ (lived,
•• Have students compare answers with
played); after other unvoiced sounds, the
-ed sound is /t/ (stopped, washed). To
a partner, then replay the audio. understand the difference between voiced
•• Review answers as a class, and unvoiced, have students put two
completing the table on the board. fingers at the bottom of their neck and say
•• Point to verbs in the table and call on /v/ and then /p/. They will feel the vocal
cords vibrate with /v/ (voiced), but will feel
students to say them.
no vibration with /p/ (unvoiced).

160 UNIT 12: On the Move

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 Grammar
Simple Past Questions Grammar
Was / Were Short Answers
Was he born in 2001? Yes, he was. / No, he wasn’t. Introduce the grammar by asking
Were they born in the US? Yes, they were. / No, they weren’t. questions about Dr. Thornton from the
Wh- Questions Short Answers information in A (e.g., Was Chris born in
Where did you live? In Muscat. Washington, DC? Where was he born?
When did you study archaeology? In 2005.
How long did you stay in the country? Six months. What did he study in college? ). Write
the questions on the board. Ask, What
D 74 Write the missing words to complete the simple past questions and do you see? How do we make questions
answers. Then listen to the interview with Chris again and check your answers. in the simple past? Underline was and
1. A: Were you born here? did in the questions. Write, Where do
B: No, I wasn’t . I was born in New York City. you live? and How are you? on the
2. A: When did you leave home? board. Help students see the connection
B: In 1997.
between do / does in the simple present
Where did
and did in the simple past, and between
3. A: you work?
is / are and was / were.
B: I worked in South Africa, Hungary, Cyprus, Iran, and Oman.
4. A: When did you go to Oman? D • Have students complete the interview
B: From 2007 to 2015, I went to Oman every winter. individually, then compare with a
5. A: What did you do there? partner.
•• Play the audio for students to confirm
B: We studied the buildings and objects of ancient people.
their answers. Review answers as a
class.
Communication
E In pairs, look at the information about Albert Einstein and Salma Hayek in Lesson A.
Communication
Student A: Write four simple past questions about Albert Einstein.
Student B: Write four simple past questions about Salma Hayek. E • Assign half the class to role A and
Take turns asking and answering your questions.
the other half to role B.
•• Monitor and assist students as
needed. Check that they are forming
GOAL CHECK Ask about the Past their questions correctly.
1. Write a list of simple past questions. Use these words and your own ideas. •• In A-B pairs, have students take
When / born? When / leave? What subjects / study? turns asking and answering their
Where / born? Where / move to? When / go to college? questions.
Where / your family live? What school / go to? What / do there?
2. Interview a partner about his or her past. Write down his or her answers. Teaching Tip: Speaking for
3. Work with a different partner. Use your notes from 2 and describe your first Exams
partner’s past. In international exams such as
IELTS, students will have to both
He was born in ... Her family moved in ... speak individually for a certain
amount of time about a specific
On the Move 161
topic (usually 1–2 minutes) and
maintain a conversation for a certain
amount of time. With this in mind,
•• In pairs, have students carry out even at Intro level, students should
GOAL CHECK their interviews. Make sure they write
be provided with opportunities to
practice speaking with a specific
notes for the answers. Remind them minimum time limit. In pairs, give
•• Go over the question prompts and to ask follow-up questions whenever students topics to choose from
elicit possible questions. Write a few they can. and then talk to their partner
on the board to help students get •• Have students switch partners. Make about spontaneously for at least a
started. sure they understand that they’re not minute. Similarly, pairs can choose
•• Give students time to write their list topics to talk about together and
going to interview this person; they’re time themselves to see how long
of questions. Tell students to write at going to tell them about the person they can successfully keep the
least eight questions. Monitor and they interviewed before. conversation going for.
assist as needed.

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 LESSON

C
C GOAL Describe a Vacation
Language Expansion: Going on Vacation
Language Expansion A Look at the phrases and think about your last vacation. Check (✓) the actions you
did. Put an (✗) on the actions you didn’t do.
As a warm-up, create a mind map on
the board around the word vacation.
Ask, What do you think of when you
see this word? Use the think-pair-
share technique. First, have students
brainstorm ideas individually. Then have
them share with a partner. Finally, have take a bus get a passport eat out buy tickets
them call out ideas for you to add to the
mind map. Prompt with questions as
necessary (e.g., What do you need to do
before you go? What do you need to take
with you? What do you need to plan? ).
Leave the mind map on the board for
students to refer to in B and D.
pack your bag go to the beach stay with family or buy sunglasses
friends
A • Look at the photos and say each
phrase with the class. WORD FOCUS B In pairs, say the actions in A that you did or didn’t do. Use the simple past. Then
•• Check and put an “x” on the items Note these irregular make a list of other things you did on your last vacation and tell your partner.
simple past forms:
for yourself and tell students about buy – bought
your last vacation. Then, ask a few eat – ate
I took a bus to Samaná. I didn’t stay with family. I stayed in a hotel.

students, Where did you go on your get – got

go – went
last vacation? When did you go? Did take – took Grammar
you take a bus?
Simple Past
•• Have students complete the exercise
Yes / No Questions Short Answers
individually. Ask, Do you want to add
Did you buy the tickets? Yes, I did. / No, I didn’t.
any new items to the mind map? Did she get a new passport? Yes, she did. / No, she didn’t.
Did they go to the beach? Yes, they did. / No, they didn’t.
B • Point out the Word Focus note
and say the simple past forms for C Complete the sentences.
students to repeat. 1. A: Did you take a train? B: Yes, I did.
•• Model the example with a student. stay
2. A: Did you in a hotel? B: No, I didn’t. I stayed with friends.
Point out the irregular past form of you get didn’t . I already had one.
3. A: Did a new passport? B: No, I
took.
4. A: Did they take a plane? B: No, they didn’t . They took a bus.
•• In pairs, have students talk about
5. A: Did she buy tickets? B: No, she didn’t .
what they did and didn’t do from A.
•• Call on students to share something
their partner did.

Grammar 162 Unit 12

Introduce the Yes / No questions and
short answers by asking students about
the actions they talked about in A and B.
C • Have students complete the exercise
For example, Did you get a passport? Word Bank: Vacations
individually, then compare answers
Elicit, Yes, I did. / No, I didn’t. Continue get a visa
with a partner.
with more questions. If your students go on a cruise
•• Review answers as a class, writing
seem confident with the structure, elicit go to an art gallery / a museum
questions from them and answer them the answers on the board.
rent a bike / a car / an apartment / a
yourself or choose students to answer. house
Go over the examples in the chart and
take a tour
clarify as needed. Direct students to the
travel by car / plane / train / boat
Grammar Reference in the back of the
student’s book for additional review and
practice.

162 UNIT 12: On the Move

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 D In pairs, ask Yes / No questions about your partner’s last vacation using the
phrases in A.
D • Use the examples to model the
Did you eat out? No, I didn’t. It was expensive. exercise with a student. Point out
the extra information after the
Did you buy new sunglasses? Yes, I did! And I bought a new hat. short answer in each example. Tell
students to do the same in their
Conversation conversations. Encourage them to
refer to the mind map to help them.
E 77 Listen to the conversation. Where did Liana go on vacation? Did she have
a good time? Liana went to Bali. Yes, she had a good time. Use the Word Bank for additional
SPEAKING STRATEGY
vocabulary.
David: Hi, Liana! How was your vacation? Did you have a good time? Checking
Information •• Have students ask and answer
Liana: Yes, I did. It was so relaxing!
David: Where did you go?
Did you ...? questions in pairs. Monitor and
Was it ...?
Liana: To Bali. Were there ...? ask questions to prompt further
David: Great! Was it hot? conversation as needed.
Liana: Yes, it was, so we went to the beach every day! •• Call on volunteers to tell the class
David: Was the food good? Did you eat out? about something their partner did or
Liana: It was very good. We ate at the night markets a lot. The restaurants didn’t do on their last vacation.
were good, too!

F Practice the conversation in pairs. Switch roles and practice it again.

Conversation
G Change the underlined words and make a new conversation. E • Have students listen with their books
closed first. Write the questions on
the board, then play the audio.
•• Replay the audio as students read
GOAL CHECK Describe a Vacation and confirm their answers. Ask a few
1. Prepare a short description of your last vacation using some of these phrases questions to check understanding.
and your own ideas.
For example, Why did Liana like Bali?
• For my last vacation, I went to ...
• I went with ...
Did she like the food? Where did she
• We traveled by ... eat usually?
• We stayed ... •• Point out the information in the
• Every day, we ... Speaking Strategy note and have
• My favorite part of the vacation was ...
students circle the examples in the
2. In pairs, take turns describing your vacation. Then ask your partner follow-up conversation.
questions about his or her vacation.
F • In pairs, have students practice the
We went to Krabi. We stayed with my grandparents. Was it ...? Did you ...?
conversation. Remind them to switch
roles.
•• Monitor and assist as needed.

G • Look at the underlined words and

have the class suggest possible
On the Move 163 changes.
•• Give pairs time to prepare their
conversation and then have them
•• Review the question prompts in practice. Monitor and check for
the Speaking Strategy note and Grammar: Simple Past Yes / No correct use of simple past questions
remind students to use them to ask Questions; Short Answers and answers.
•• Call on volunteer pairs to present
each other follow-up questions. In Yes / No questions and short answers in
pairs, have students describe their the simple past follow the same format their conversation to the class.
vacations using their notes to help as the simple present ones. The only
them. Monitor and assist as needed. change is in the verb form: do is still used
as the auxiliary verb, but in this case in GOAL CHECK
its simple past forms did and didn’t. For
example, Did you buy a ticket? Yes, I did. •• Go over the prompts as a class and
/ No, I didn’t. clarify as needed. Give students time
to write some notes about their last
vacation with the help of the prompts.
Use the Word Bank for additional
vocabulary.

Lesson C 163

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 LESSON

D
D GOAL Compare the Past and Present

Reading A Look at the words. Which things do you normally see in the
city? Which don’t you normally see in the city?
Humans
As a warm-up, point out the lesson goal
and elicit things that are different now
from how they were in the past. Prompt
birds
lots of people
busy traffic
skyscrapers
fields
streets
garbage cans
wild animals
and
with ideas, if needed. For example,
suggest that students think about travel /
transportation, communication, education,
B Look at the photo. Where is Mumbai? Why do you think the
leopard is walking in the city? Discuss in pairs. Read the
article and check your answers.
Animals
or cities. Ask, How are cities different
now? How is transportation different?
C Read the article again. Which sentences were true in the
past? Which are true in the present.
on the
Write students’ ideas on the board.

Move
1. Four billion people live in cities. Past Present

A • Go through the words in the box and 2. Wild animals had to move
because cities grew. Past Present
check understanding. Explain new
3. There are fewer rural areas. Past Present
vocabulary, such as skyscrapers, by
4. Some wild animals learn to
giving examples. live in cities. Past Present
•• Discuss the questions as a class.
5. People believed that wild animals
only lived in the countryside. Past Present
B • Have students look at the photo
and the caption, then discuss the D MY WORLD Answer the question at the end of the article.
questions with a partner. Tell the class your answer.
•• Tell students to skim the article to get
the main idea. GOAL CHECK
•• Compare answers as a class. 1. Discuss each topic in groups. Write one or two
•• Have students explain why the sentences for each topic that compare the past and the
present.
leopard is walking in Mumbai.
• Transportation
C • Have students read the statements.
• School
Clarify any unknown vocabulary. Tell
• Work and free time
them to read the article more slowly
• Food and health
this time to focus on understanding
details. Remind them to use the • Animals and the environment
glosses and to underline any other Example:
words they can’t guess from the Transportation: In the past, people walked and rode
context. bikes to work. Now, most people drive cars or take public
•• Have students complete the
transportation.

exercise individually, then compare 2. Join another group and compare your ideas for each of
the topics.
with a partner. Encourage them to
use a graphic organizer to show
what happened in the past and
what happens now according to
164 Unit 12
the information in the article (see
Reading Strategy).
•• Review the answers as a class, having
students identify where in the article D • Read the question as a class. Give
they found the information. Encourage
Reading Strategy: Extensive
students time to think about animals
them to explain why the statement Reading
where they live. Encourage them to
refers to the past or to the present. To help students develop their reading
use a dictionary if they are not sure of
•• Have students underline the glossed
skills in general, it is important to
encourage them to read texts other than any animal names.
words in the article. Ask questions those in the book simply for enjoyment. •• Have students call out their answers.
to check their understanding. For Providing access to other reading Write them on the board. As a class,
example, What are some rural areas material through a small class or school discuss the possible problems and
near this city? Name some species of library or by suggesting other reading benefits (see For Your Information)
animals that live in the jungle. sources can help students achieve this.
This extensive reading can be carried
of having these animals in cities and
•• Have students call out any words towns, and possible solutions to the
out both outside of class and at strategic
they are still not sure about. Write points during a lesson or sequence of problems.
them on the board and clarify their lessons as a break from the intensive
meaning with help from the class. reading they do in Lesson D.

164 UNIT 12: On the Move

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 In the last century, more and more people Like other cities around the world, Mumbai
moved to cities. By 2005, more people lived in is a busy, noisy place. It doesn’t look like a
cities than outside of them. Today, over four billion
people live in cities. That’s about 55% of the
safe place for wild animals, but it is home for
many species. After all, there is free food in the
GOAL CHECK
world’s population! And experts think the numbers garbage cans, and tall buildings are good homes
will grow in the future. for birds. And late at night, when we are sleeping, •• Go over the topics and answer any
As cities grew in the last century, most wild
animals can move freely around our streets. questions. Point out the example.
animals had to move further away into more rural We once believed that wild animals only lived •• Assign students to groups of three
areas. But now that is changing. There are fewer in the countryside. Now we know that isn’t true. or four to carry out the first step.
rural areas left, so as modern cities are growing, So, what animals are living near you?
Set a time limit to ensure all groups
some animals are learning to live in the city rural in the country, outside of cities and towns
instead of moving away. Take this leopard (see instead of as a replacement for something
are ready to move on to the second
photo). She is living in Mumbai, India, one of the species types of animals step at the same time. Monitor and
biggest cities in the world! provide additional vocabulary as
needed. If you notice that some
groups are slower, suggest that they
choose three or four of the topics to
focus on.
•• Have groups join to compare their
ideas. Number each student in
these new groups so you can use
the numbered heads technique for
students to share their ideas.
•• Say a number, for example, three,
and have person number 3 in each
Leopards live in group share one of their ideas.
Sanjay Gandhi
National Park in
Repeat for each topic, choosing a
Mumbai, India. different number each time to ensure
everyone in each group participates.
Summarize each idea on the board,
writing the verbs in the simple past
and simple present.

For Your Information: Stray

Dogs, Leopards, and Rabies
Control
Stray dogs are a huge problem in
India; the number is estimated at
30 million. A report published in
2014 suggested that about 100,000
of them live in Mumbai. Surprisingly,
the wild leopards living in the
Sanjay Gandhi National Park are
indirectly providing a solution. A
On the Move 165
study published in 2018 found that
leopards kill approximately 1,500
stray dogs a year in the park. This
has some positive consequences:
Teaching Tip: Continual Reassurance and Support it saves the Indian government
money, as it reduces the number
Reading and understanding new texts is a vital skill in language learning. Students at all of dogs that need to be sterilized
levels, but especially beginner level, may feel overwhelmed by the articles in Lesson D, in the government program; and
so continue to remind them that their ability will always improve with practice. Support perhaps most importantly for locals,
students in their reading by providing plenty of scaffolding steps—techniques and according to statistics, it prevents
strategies that will aid their comprehension. For this reading, students could draw a 1,000 dog bites and, as a result,
diagram to visually organize the chain of causes and effects in the article and show how 90 possible rabies cases each year.
they link together. Some of these points might be: people move to the cities – cities grow –
fewer rural areas – animals learn to live in cities – they eat from garbage cans.

Lesson D 165

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 LESSON

E
E GOAL Give Biographical Information
Communication
Communication For example: A Play a guessing game. Follow these rules:

As a warm-up, write Famous People and It’s in China. 1. Work in teams. Each team writes five sentences about a famous place or person.
(5 points)
Famous Places as two titles on the board. 2. Join another team. Read your first sentence. The other team guesses the
It’s in many answer. If the other team guesses correctly after the first sentence, they win
Elicit names of people and places and
different places. 5 points. If they guess incorrectly, read the next sentence (and the other team
write them under each title. Ask, What do (4 points) can win 4 points). Keep reading sentences until the other team guesses the
you know about (place / person)? Where It’s very old.
answer. Take away 1 point for each new sentence.
is (place)? Is it an old place? Where was (3 points) 3. Each team joins a new team and repeats the game. Try to play with all the
(person) born? Elicit any facts students It’s over 13,000
teams in your class and win the most points!
know about the people and places on the miles long.
board. Point out the lesson goal and tell (2 points) Writing
the class that the facts they shared are More than 10 B A student is going to write a short biography about the woman in the photo. Read
biographical information. Leave the list million people visit the student’s notes about the woman’s life.
it each year.
on the board. Mae C. Jemison, First African American 1981: became a Doctor of Medicine
(1 point) woman in space 1987: became a NASA astronaut
A • Have students close their books (Answer: It’s the October 17, 1956: was born September 12, 1992: flew to space on
Great Wall of 1959: her family moved to Chicago the Endeavour space shuttle
and tell them they’re going to play a China.) Age 16: won a scholarship and went to September 20, 1992: returned to Earth
game. Tell them you’re thinking of a Stanford University—Wanted to be a March, 1993: left NASA
famous place. Model the game using scientist. Studied chemical engineering
Today: has her own company
the example. Read each sentence
C Read about time expressions and linking words. Then complete the student’s
until they guess the place, then tell
biography using time expressions and linking words from the box.
them how many points they scored.
•• Answer any questions about how to WRITING SKILL: Time Expressions and Linking Words
play the game, then assign students When you write about the past, you can use these time expressions and linking words:
to teams of four. Have them choose a • Time expressions: In 1966, ... / In the twentieth century, ... / On May 1st, 2001, ...
person or a place and write their five • Two events at the same time: When ... / During ... / At that time, ... / At the same time, ...
• One event after another: Later, ... / Then, ... / After that, ... / Next, ...
sentences. Provide vocabulary as
needed.
after at that time eight days later in 1987
•• Have each team join another and
later three years later when she was sixteen
begin the game. Monitor and assist
as needed. WRITING STRATEGY Mae C. Jemison was the first African American woman in space. She was born
•• Continue playing until they have all Research Your on October 17, 1956. (1) Three years later , her family moved to Chicago.
played against each other or until you Writing
Sometimes, you need (2) When she was sixteen, she won a scholarship and went to Stanford University.
think it is sufficient. to find out information
(3) At that time , she wanted to be a scientist and she studied chemical
(e.g., dates and
Writing facts) before you start
writing. Always check
engineering. (4) Later , in 1981, she became a Doctor of Medicine.
that the information is Mae also had another dream, and (5) in 1987 , she became a NASA
B • Have students look at the photo. Ask, true and correct. After
astronaut. (6) years of training, Mae flew into space on the
Where is this woman? What’s her job?
Endeavour space shuttle on September 12, 1992, and (7) eight days later , she
Elicit answers from students. Provide
returned to Earth. She left NASA in 1993, and today she has her own company.
vocabulary as necessary. 166 Unit 12
•• Go over the directions as a class and
check understanding of biography
and what the notes are for. Ask, Why
•• Individually,have students complete write a biography about that person.
did the student write these notes?
the exercise. Ask, What information do I need for
What is he or she going to do?
•• Have students compare answers a biography? List a few ideas on the
•• Ask other questions to check
with a partner, then review them as board (e.g., date of birth, moves,
understanding of the content of the
a class. Have students explain their studies).
notes (e.g., Why is the woman in the
choices. •• Have students complete steps 1 to 3
photo famous? When was she born? ).
individually.
D • Have the class choose one person
C • Go over the information in the Writing
from the list of famous people on
Skill box. Clarify the meaning of each
the board. Tell them you’re going to
word and expression with examples
related to the past (e.g., During the
vacation, I went to Lima to see some
friends. At the same time, I visited my
aunt.).

166 UNIT 12: On the Move

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 For Your Information: Mae
Jemison
Before becoming the first African
American woman astronaut,
Jemison was already a very
accomplished person. After
studying at Stanford University and
then Cornell University Medical
College, Jemison was a practicing
physician for several years before
joining the Peace Corps. When
she joined NASA, Jemison was
one of only 15 people chosen from
approximately 2000. Her medical
background was fundamental to
her work on the Endeavour since
she was the science mission
specialist, conducting experiments
on weightlessness and motion
sickness. Jemison continues to be
an active public speaker, promoting
science and technology as well
as the arts. She also leads the
Mae C. Jemison
100-Year-Starship program, which
D You are going to write a biography: was the first aims to make space a reality for as
African American many people as possible.
1. Choose a famous person or someone you know well. woman in space.
2. Think about what information you need about the person.
E • In pairs, have students compare
3. Where can you find the information? Check (✓) the places below.
answers.
1. Interview the person 5. Watch videos and movies
•• Call
on students to tell the class who
2. Read books about history 6. Search the internet
they chose and what information they
3. Look at old photographs 7. Interview other people (e.g., need (see Teaching Tip).
someone who knows the person)
4. Read newspaper or magazine
articles 8. What other ways?
Teaching Tip: Scaffolding
If you feel your students need
E Tell a partner about your answers in D.
more support before writing their
biography, another appropriate
scaffolding stage would be to have
GOAL CHECK Give Biographical Information students help you write a biography
1. Take notes about your person and write the biography. of the person you discussed when
2. Exchange your biography with a partner and read theirs. Did your partner use
modeling exercise D. Have the
time expressions and linking words? class tell you what to write, and
guide them with questions (e.g.,
On the Move 167 What information comes next? Do
we need a time expression here? ).
Encourage them to review grammar
and spelling and provide you with
•• Once students have completed their corrections.
notes, have them write the biography.
Remind them to follow the text about
Mae in C as a model. Monitor and
check for correct use of the simple GOAL CHECK
past, time expressions, and linking
words as they write. •• Tellstudents they’re going to find
•• Have students exchange biographies out about their person (this research
with a partner. Remind them to give stage can be done in or out of class).
helpful feedback. Tell them to circle •• Refer students back to the notes in

the time expressions and linking B as a model, and have them write
words. notes about the person they chose
•• In their pairs, have students help in D. Monitor and assist, providing
each other make any corrections. vocabulary as needed.

Lesson E 167

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 VIDEO JOURNAL
Video Journal
About the Video LEAVING ANTARCTICA
A Look at the photograph of Antarctica. Say three
In this video, we meet Dion Poncett, who words to describe it.
until recently was captain of the ship Hans
B Work in pairs. Can you answer these questions
Hansson, which took people on trips
about Antarctica?
around Antarctica. Dion was an extremely
1. Is Antarctica a country or a continent?
unique captain and expedition leader Continent
because he knew Antarctica better than 2. Is the North Pole or South Pole there?
South Pole
most. He was born on a sailboat in the 3. Is it smaller or bigger than Australia?
Bigger (twice the size)
harbor of South Georgia Island, and spent C Watch the video. Check (✓) the things
his childhood sailing around Antarctica. you see.
Through this video, we learn about the 1. Dion Poncett in a house
changes Dion has seen happening in 2. ✓ Dion when he was 11 years old
Antarctica: the ice and snow cover are 3. ✓ Dion and his brothers in the snow
receding, the land is drying up due to 4. ✓ Boys on a ship and a whale in the
climate change, and commercial fishing is ocean
leaving the local wildlife without food. These 5. ✓ Dion with his mother
changes both sadden and worry Dion.
6. Lots of other people
The Antarctica of his childhood is gone,
7. ✓ Some land with no snow
and people don’t realize how important
Antarctica is for the rest of the planet. 8. ✓ A fishing ship
9. A ship with tourists
A • Give students the instruction before
they open their books. Tell them to
write down the first three words they
think of when they look at the photo.
•• Call on students to share their three
words by writing them on the board. Melting ice off the
coast of Antarctica
B • Have students discuss the questions
with a partner. Tell them to guess the
answers if they’re not sure.
•• Review answers as a class.

C • Go over the list and clarify any

unknown vocabulary.
•• Play the video. Remind students to
try to answer as they watch.
•• Have students compare answers with
168
a partner. Play the video again as
necessary.
D • Go over the sentences and clarify
any unknown vocabulary. For Your Information: The Antarctic Treaty
•• Encourage students to identify key Antarctica is the only continent in the world that does not have a native people. Over time,
words to listen for in each sentence. various countries had staked claims on it, which led to the need for a treaty. To protect the
•• Play the video again. Remind
area, the Antarctic Treaty was signed in 1956, in the US. It was originally signed by twelve
countries, but now has 54 signatories. The treaty established that Antarctica could only be
students to answer as they watch. used for peaceful purposes. Protecting the Antarctic environment became more explicit
•• Have students compare answers with with the addition of the Protocol on Environmental Protection in 1991. With the protocol,
a partner, then review as a class. Call Antarctica was designated a natural reserve devoted to peace and science. All activities
on students to say each sentence to related to mining natural resources are prohibited by the protocol. However, as Dion makes
practice simple past pronunciation. clear, the treaty has fallen short in terms of the wildlife in Antarctica. The land is protected
by the treaty, but not the sea. This has led to overfishing, and the animals that depend on
the sea for their food are suffering the consequences.

168 UNIT 12: On the Move

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 E • Go through the questions with
the class. Remind students about
follow-up questions to keep a
conversation going and point out
D Watch the video again. Underline the correct verbs. F Work in groups. You are going to make a video
about the past in your town or city. that it’s okay to guess what Dion’s
1. Dion was / wasn’t born in Antarctica.
answers would be if the information
2. His father was / wasn’t French. Discuss and make notes about:
wasn’t in the video.
3. Dion’s mother was / wasn’t French. • which old buildings and places you can show
in the video. •• In pairs, assign students A / B roles.
4. His parents had / didn’t have three Monitor and assist as needed.
daughters. • who you can interview about the past. Write
five questions for them. Encourage students to give more
5. Their three sons grew up / didn’t grow up in
• which changes you can show in the video than one-word answers.
Antarctica.
(e.g., new buildings, more people). •• If time allows and students are
6. Dion went / didn’t go to school.
Work with another group and present your enjoying the role play, have them
7. Sally Poncet was / wasn’t a scientist.
plans for the video. switch roles and repeat the exercise.
8. She studied / didn’t study birds. Encourage them to think of new
9. In 2018, Dion sold / didn’t sell his boat. questions to ask.
E Work in pairs. Student A is a journalist and Student B •• Call on volunteers to present their
is Dion. Ask and answer the questions using conversation to the class. See
information from the video.
Expansion Activity for further practice.
1. Where did you grow up?
2. What did your parents do?
Expansion Activity
3. Did you go to school?
In groups, students can role-play a
4. Why do you love Antarctica? news program about the problems
5. Why did you sell your boat and move away? the Antarctic is facing. Possible roles:
6. How do you feel about the changes in Antarctica? Host
Is it important to stop these changes? Journalist (who has been
researching the problem)
Environmental specialist
Dion Poncett
Students can research the topic
further or base the discussion on
what they have learned from the
video and their own knowledge. Give
groups time to plan and prepare
before practicing. Monitor and assist
as needed. Have each group role-
play their news program for the class.

F • Go over the directions and check

understanding of the exercise.
169
•• Brainstorm one or two ideas for each
item (old buildings, people, changes)
to help students get started.
•• Set a reasonable time limit for the
Teaching Tip: Self-Evaluation planning stage, then assign students
It is always useful to have students spend some time reflecting on the progress they have to groups of three or four. You might
made and their goals for future learning. One way to do this is by having them fill out a
want to give them roles to ensure
questionnaire in English and then (if time permits) having a brief meeting with each student
to discuss his or her answers. Depending on your group, students could also discuss their that all three points are discussed
answers to the questionnaire in pairs. Here are some possible questions you could ask: and that they have a finished plan
•• How much have you improved in these areas? Speaking / Listening / Writing / Reading / to present at the end. Monitor and
Vocabulary / Grammar (Write “a lot,” “some,” or “a little.”) assist as needed. Groups can decide
•• Which exercises in class helped you the most? how they want to present their plan:
•• Which exercises didn’t help you? (clarification follows) it could be just
•• What will you do differently in your next class? from their notes or they might want to
create a poster with a visual organizer.
•• Have each group join another to
present their plans.

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 Grammar Reference
UNIT 1 Ellie: Hi, I’m Ellie.
Jill: Are you here with friends?
Lesson A Ellie: Yes, I’m with two friends. (2) Their
Present Tense of be names are Hussein and Lucas. And you?
Subject Pronoun Be Jill: I’m with my husband. (3) His
I am name is Jose.
You are Sam.
Lesson C
He / She / It is
We are Be + Adjective
Sam and Sara.
They are Subject Be Adjective
I am single.
Contractions with be You are tall.
I’m He is handsome.
You’re Sam. She is young and short.
He’s / She’s / It’s We are married.
We’re They are old.
Sam and Sara.
They’re
Questions with be Short Answers
Possessive Adjectives Are you married? Yes, I am. No, I’m not.
My name is Sam. No, he / she / it
Your name is Sara. he / she / Yes, he / isn’t.
Is old?
His name is Alex. it she / it is. No, he / she / it
Her name is Ana. is not.

Its name is Max. Yes, they No, they’re not.

Are they tall?
are. No, they aren’t.
Our names are Yuki and Laura.
*With yes short answers, don’t use contractions:
Their names are Alex and Ana. Yes, I am. Yes, I’m.
Yes, she is. Yes, she’s.
A Underline the correct form of be.
1. I am / is a teacher. D Write the correct form of be, and the opposite
2. She is / are a teacher. adjective.
3. We is / are teachers. 1. I’m tall and my friend is short .
4. They am / are students. 2. They’re young and we are / ’re old .
5. This am / is my friend, Julia. 3. She’s single and he is / ’s married .
4. Bill is short with long hair and Sheila
B Write the sentences with contractions. is / ’s tall with short hair.
1. He is Ruben. He’s Ruben.
2. I am Diego. I’m Diego. E Complete the conversation. Use contractions
where possible.
3. You are Rebecca. You’re Rebecca.
A: Hi! How’s it going?
4. They are Ahmet and Omar.
They’re Ahmet and Omar. B: Great! And you?
A: I’m fine. Are you here with Carol?
C Write the possessive adjectives to complete the B: No, I (1) ’m not . Carol is at home.
conversation. A: (2) Are you and Carol married now?
Jill: Pleased to meet you. (1) My B: Yes, we (3) are . Are you and Nigel
name’s Jill. married?

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 A: No, we (4) ’re not / aren’t . • Use an before a word starting with a vowel sound:
B: Is Nigel here? an artist, an engineer

A: No, he (5) isn’t / ’s not . I’m here with a friend. • Don’t use a / an with plurals:
teachers (not a teachers)

UNIT 2 C Write a, an, or – (no article).

1. He’s a waiter.
Lesson A 2. She’s a musician.
3. Bill is an engineer.
Negative Present of be
Subject Pronoun be + not 4. Sue is an artist.
I am not 5. They’re – architects.
You / We / They are not from Peru. 6. Nigella and Vanessa are – students.
He / She / It is not 7. I’m a nurse.
8. Aran is an architect.
Contractions with be + not 9. We’re – taxi drivers.
I’m not a student, I’m a teacher.
10. I’m not
You / We / They You’re / We’re / from
aren’t OR They’re not China. Lesson C
He / She / It isn’t He’s / She’s / It’s not
Be + Adjective + Noun
A Write these sentences with contractions. Statements
Subject + be Adjective Noun
1. I am not married. I’m not married.
China is a big country.
2. We are not from Egypt. We aren’t from Egypt. / We’re not from
Egypt. Africa and Asia are big continents.
3. It is not a big country. It isn’t a big country. / It’s not a big country.
Microsoft isn’t a small company.
4. They are not 50 years old. They aren’t 50 years old. /
They’re not 50 years old. Amazon and Alibaba
5. He is not a grandfather. He isn’t a grandfather. / He’s not a small companies.
grandfather. aren’t
*The article comes before the adjective in singular
B Write the negative present form of be. Use sentences.
contractions.
1. A: Is Fatima an artist? Questions Answers
B: No, she isn’t / ’s not . Be Subject Adjective Noun
2. A: Are David and Maria married? Is China a big country? Yes, it is.
B: No, they aren’t / ’re not . Are
Africa and
big continents?
Yes, they
Asia are.
3. A: Are you single?
’m not Is Microsoft a small company? No, it isn’t.
B: No, I .
Amazon
4. A: Is this car from Spain? No, they
Are and small companies?
aren’t.
B: No, it isn’t / ’s not . Alibaba

Indefinite Articles (a / an)

D Unscramble the sentences and questions.
We often use a / an with a person’s job or occupation: 1. China / Is / a / country? / big
a teacher, a student, an artist, an engineer Is China a big country?
• Use a before a word starting with a consonant sound: 2. big / The / is / a / country. / United States
a teacher, a student The United States is a big country.

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 3. is / a / Russia / country. / cold 2. swimming pool / backyard
Russia is a cold country. Is there a swimming pool in the backyard?
4. Is / hot / Saudi Arabia / a / country? 3. stairs / your house
Is Saudi Arabia a hot country? Are there stairs in your house?
5. country? / small / Belize / Is / a 4. garden / front yard
Is Belize a small country? Is there a garden in your front yard?
5. three bedrooms / your house
E Answer the questions. Are there three bedrooms in your house?
1. Is Mexico a cold country? 6. closet / bedroom
No, it isn’t. It’s a hot country. Is there a closet in your bedroom?
2. Is Chile a big country?
Yes, it is. Singular Nouns Plural Nouns
1 house 2 houses
3. Is Vietnam a hot country?
Yes, it is. 1 bathroom 2 bathrooms
With most nouns, add -s at the end of the word to make
4. Is the UK a small country? it plural:
Yes, it is.
house houses
5. Is Egypt a wet country? bedroom bedrooms
No, it isn’t. It’s a dry country. With some nouns ending with the letters s, y, and o, add
-es. With nouns that end in y, we also replace the y with
an i.
UNIT 3 bus buses
city cities
potato potatoes
Lesson A
Some plural nouns are irregular:
man men
There is / There are
child children
Statement Question Answers person people
There is a Is there a Yes, there is.
bathroom. bathroom? No, there isn’t.
C Write the plural form.
There are two Are there two Yes, there are. apartments
1. apartment
bathrooms. bathrooms? No, there aren’t.
2. teacher teachers
3. university universities
A Write the correct form of be to complete the
4. school schools
conversation.
are 5. tomato tomatoes
My apartment is small. There (1)
is 6. child children
four rooms. There (2) a
7. bus buses
kitchen with a table and four chairs. There
is 8. woman women
(3) a living room with a sofa
and a TV. There (4) are two Lesson C
bedrooms and there (5) is
Use prepositions of place to say where a person, object,
a bathroom between them. The apartment is on or place is.
the tenth floor. There (6) isn’t a
Prepositions of Place
balcony, but there are a lot of windows.

B Use the words to write questions about

somebody’s house. Answers may vary.
in on next to between under
1. bathroom / upstairs
Is there a bathroom upstairs?

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 D Complete the sentences with a preposition. UNIT 4
1.
Lesson A

Demonstratives
Singular Plural
These are not my books.
This is your pen.
Near Are these your
Is this your dictionary?
sunglasses?
That is your bag. Those are not my dogs.
The table is under the window. Far
Is that your notebook? Are those your bags?
2. *Use this and these + noun to talk about things close to
the speaker. Use that and those for things far from the
speaker.

A Match the words to the four pictures.

this pen that pen these pens those pens

1.
Your books are in my bag.
3.
these pens

2.

that pen
The sofa is between two chairs.
4.
3.

those pens

4.
The lamp is next to the TV.
this pen
5.

B Write this, that, these, or those to complete the

sentences.
1. There’s a red car over there. Is that
car yours?
Your bag is there. It’s on the table. 2. It’s right here. This bag is Michael’s.
3. Are these your books on this
bookcase?
4. Those sunglasses are at my house.

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 Lesson B Lesson C
Possessive Adjectives
Have, Has
Subject Pronoun I you he she it we they
Statements Negative
Possessive
my your his her its our their I / You / We / They have I / You / We / They don’t have
Adjective
a phone. a phone.
*Use possessive adjectives to talk about objects, He / She / It has food. He / She / It doesn’t have
people, and places. food.
My name is John. Those are her books.
Yes / No Questions Short Answers
What’s your name? Our house is here.
That’s his car. Their daughter is a teacher. Do I / you / we / they Yes, I / you / we / they do.
*Possessive adjectives have only one form for both have a phone? No, I / you / we / they don’t.
singular and plural: his brother → his brothers Does he / she / it have Yes, he / she / it does.
food? No, he / she / it doesn’t.

C Use possessive adjectives to complete the E Complete the sentences with have or has.
conversation. has
1. Jaime a new laptop.
A: What’s that? have
2. Do you a cell phone?
B: It’s a photo of (1) my family. This is
3. I don’t have an interesting book.
my sister and (2) her husband. They
have two children. (3) Their names are 4. Does Lee have a TV?
Karina and Juan. 5. Sofia has sunglasses.
A: Are those (4) your parents?
B: Well, that’s my mother and that’s my stepfather.
(5) His name is Leon.
UNIT 5

Possessive Nouns Lesson A

Singular Nouns Plural Nouns Simple Present
Sheila’s car the men’s pens
Use the simple present to talk about:
the student’s house the students’ house (more than
(one student) one student) • daily activities and routines: Every day, I start work at
nine o’clock.
*Talk about people + possessions with the possessive ’s.
Add -’s to a name: Jim’s house • permanent situations: She lives in San Francisco.
With plural nouns ending in s, put the apostrophe after
Statement
the s: my parents’ house, the students’ books
*The possessive ’s is not a contraction of is: I / You / We / They start
work at nine o’clock.
Antonio’s from Brazil. = Antonio is from Brazil. He / She / It starts
This is Antonio’s car. = The car is Antonio’s possession.
Spelling Rules

D Put the words in order and add the possessive ’s. • Add -s to most verbs after He / She / It:
start → starts, work → works
1. car / Joe / is / old.
Joe’s car is old. • Add -es after verbs ending with -s, -sh, or -ch: finish →
finishes, watch → watches
2. Vicky / these / are / pens. • With verbs that end in -y, replace the y with an i and
These are Vicky’s pens. add -es : study → studies
3. Andrew / birthday / tomorrow. / is
Andrew’s birthday is tomorrow. Negative
I / You / We / They don’t work at nine
4. hair / is / Laura / long. start
Laura’s hair is long. He / She / It doesn’t o’clock.

5. Kate / friends. / Lucas and Chen / are

Lucas and Chen are Kate’s friends.
6. parents / it / is / my / house.
It is my parents’ house.

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 Wh- Questions 4. We go to the gym in the evening, after work.
What do I / you / we / they do? 5. Do you finish work at five o’clock?
What time start work? 6. On weekends, he visits his parents.
When does he / she / it leave work?
Where live? Lesson C

Simple Present Questions

A Write the verb in the correct form.
I
1. He plays (play) the piano. you
Do
2. I don’t study (not study) math. we live in Brazil?
do live they like soccer?
3. Where they
(live)? he have a laptop?
Does she
4. Mark watches (watch) TV every day. it
5. He doesn’t work (not work) in this office.
6. What time does she finish Short Answers
(finish)? I / you / we / they do.
studies Yes,
7. Eliza (study) English in college. he / she / it does.
8. They don’t commute (not commute) on I / you / we / they don’t.
No,
weekends. he / she / it doesn’t.

B Unscramble the words.

D Match the questions to the answers.
1. get / up / I / at / six thirty. c
I get up at six thirty. 1. Do you go to the gym every day?
2. Do Luis and Felipe live on the same street? a
2. does not / at eight o’clock. / Elena / start work
Elena does not start work at eight o’clock. 3. Does your mother travel a lot? d
3. at one thirty. / have lunch / We 4. Do they go to bed at ten? e
We have lunch at one thirty. 5. Does the train leave at nine? b
4. morning. / I / every / take a shower a. Yes, they do. Their houses are next to each other.
I take a shower every morning.
b. Yes, it does.
5. work / finishes / at five o’clock. / Paolo
Paolo finishes work at five o’clock. c. No, I don’t. I go about twice a week.
d. Yes, she does. She often travels to Hong Kong for
6. at night. / starts work / My father
My father starts work at night. work.
e. No, they don’t.
Time Expressions with the Simple Present
on + days and in + the + times E Complete the conversation with the correct form
at + times
dates of the day of do.
on Sunday(s) at five o’clock in the morning A: (1) Do you live in the city?
on weekdays at noon / midnight in the afternoon B: No, I (2) don’t . I live in the countryside.
on weekends at lunchtime in the evening
My family has a house there.
at night (time)
A: Oh, (3) do you have any children?
B: Yes, two. A boy and a girl.
C Write on, at, or in.
A: (4) Do they like it?
1. The meeting is at noon.
B: My daughter (5) does . She loves the
2. I work at night, so I go to bed in the doesn’t
countryside. But my son (6) .
morning.
3. There’s a party on Saturday.

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 Adverbs of Frequency G Match 1–5 to a–e.
Use adverbs of frequency to talk about how often you do 1. Get up! c
something. 2. Stop the car! d
always = 100% I always get up at seven o’clock. 3. Don’t play computer games all the time. a
sometimes = 50% He sometimes eats eggs for breakfast. 4. Meet me at 5:00. e
never = 0% She never goes to bed before midnight. 5. Open your books. b
Word order and sometimes a. It’s bad for you. d. The light is red.
Usually, the adverb of frequency is between the subject b. And do Exercise F. e. And don’t be late!
and the verb: c. It’s time for school.
He always / sometimes / never eats eggs for breakfast.
You can also put sometimes at the beginning or the end of
UNIT 6
the sentence with no change in meaning:
Lesson A
Sometimes, he eats eggs for breakfast.
He eats eggs for breakfast sometimes. Prepositions of Place

F Rewrite the sentences with the adverb of

frequency.
1. Every day, he goes to school at nine. (always)
He always goes to school at nine.
2. She plays soccer once a week or once a month. on (the corner of) across (from)
(sometimes)
She sometimes plays soccer.
3. I don’t watch TV. (never)
I never watch TV.
4. My father gets up at five o’clock on weekdays and
weekends. (always)
My father always gets up at five o’clock.
5. His car is always at the garage. It doesn’t work.
(never)
His car is always at the garage. It never works.
between (two buildings) near

Lesson E *Use prepositions of place to say where a person or

object is.
Imperatives
*Prepositions of place are often after the verb be.
Affirmative Negative *Use at with addresses: It’s at 100 Washington Avenue.
Turn your phone on. Don’t run!
Stop at the red light! Don’t work too hard.
A Match the two halves of the sentences.
*Use the imperative form of a verb to:
Give instructions: Turn the computer on. Turn off 1. My house is at d
the music. 2. I’m on b
Give advice: Don’t work too hard. Be nice to him. 3. The bank is across e
Give orders: Stop! Go! Be quiet!
Give directions: Turn left. Go straight ahead. 4. Your hotel is between a
5. Is the airport near c
a. the park and the shopping mall.
b. the corner of Parkwood Road and Coventry Road.
c. here?
d. 51 Parkwood Road.
e. from the library.

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 Prepositions of Movement C Underline the correct form of have to.
1. Airplane pilots have to / don’t have to wear
uniforms.
2. Drivers in the US have to / don’t have to drive on
the right side of the road.
go into go out of walk up walk down
3. It’s free, so Pablo has to / doesn’t have to pay any
money.
4. When you rent a car, you have to / don’t have to
show your driver’s license.
drive down / along go across 5. Yuki has to / doesn’t have to clean her bedroom.
It’s messy!
*Use prepositions of movement to say the direction of
movement. Prepositions of movement are used after 6. Do / Does you have to take the subway every day?
verbs like walk, run, drive, move, fly, go, and travel.
D Write sentences using have to. Answers may vary.
B Write the correct prepositions. 1. Dan doesn’t have any money.
A: How do I get to your office?
He has to go to the bank.
B: Go (1) into the building and take the 2. It’s 3:00, and your train leaves at 3:30.
elevator. Get (2) out of the elevator on
I have to leave.
the fifth floor. Walk (3) down the 3. Mohamed goes to sleep at 10:00, and it’s 9:30.
hallway. My office is on the right. He has to get ready for bed.
A: How do I get to your school? 4. I have a toothache.
B: Turn right at the train station and drive
You have to go to the dentist.
(4) down / along High Street. Drive two blocks 5. Ann’s phone is five years old.
and then go (5) across Wimbourne She has to get / buy a new phone.
Road at the intersection. Drive one more block
and my school is on the left. Go in and walk E Write the correct form of do and have in these
(6) up the stairs to the second floor. conversations.
My classroom is there. 1. A: You have to turn right at the traffic
Lesson C light.
B: But I have to stop because it’s red.
Have to A: Yes, but when it’s green, turn right ... OK, it’s
Statements and Negatives green.
I
You have to 2. A: OK, you can park here.
We don’t have to B: Do we have to pay
They rent a car.
for parking?
He has to A: No, we don’t .
She doesn’t have to
*Use have to to talk about obligation. Use don’t have to 3. A: Where’s Nigella?
to talk about no obligation to do something. has
B: She to work late.
Yes / No Questions A: Does she often have
Do I / you / we / they
to work late?
have to take a taxi? B: Yes, she does .
Does he / she

Short Answers
I / you / we / they do.
Yes,
he / she does.
I / you / we / they don’t.
No,
he / she doesn’t.

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 UNIT 7 B Write the correct form of be.
A: Hi, (1) are you coming?
Lesson A
B: Where are you?
Present Continuous A: I (2) ’m / am standing outside the movie
Statements and Negatives theater.
’m B: Oh, no! Sorry, I forgot. I’m doing my homework. My
I
’m not teacher wants it tomorrow. (3) Is
’s Pedro going as well?
He / She / It listening to music.
isn’t isn’t
A: No, he (4) . He
’re (5) ’s / is doing his homework, too!
You / We / They
aren’t
*Use the present continuous to talk about actions that C Make questions in the present continuous.
are happening at the moment of speaking.
1. Who / call? Who’s calling?
Yes / No Questions 2. What / you / do? What are you doing?
Are you / they 3. Where / he / go? Where’s / Where is he going?
working?
Is he / she / it 4. Why / they / shop? Why are they shopping?
5. Dan / play / tennis? Is Dan playing tennis?
Short Answers
I am.
D Match these answers to the questions in C.
Yes, he / she / it is. 4
a. They don’t have any food.
you / we / they are.
b. Yes, he is. 5
I ’m not.
No, he / she / it isn’t. c. It’s Christine. 1
you / we / they aren’t. d. To the gym. 3
e. I’m watching the soccer game. 2
Wh- Questions
What are we / you / they doing? Lesson C
Where is he / she / it going? Can
Spelling Rules Can for Ability
• Most verbs, add -ing to the end: play → playing, Use can to talk about ability: I can play soccer. She can
go → going, watch → watching play tennis very well.
• Verbs ending in a consonant + e: have → having, Statement and Negative
come → coming
can
• Double the final consonant on some verbs: shop → I / You / He / She / It / We / They ski.
can’t
shopping, run → running, swim → swimming
Can is a modal verb. There is no -s form with he / she / it.
A Write the verb in the present continuous. He can ski. ✓
1. We ’re going (go) to the movies. He cans ski. ✗
2. She ’s playing (play) the guitar. Questions
3. I ’m running (run) for the bus! Can I / you / he / she / it / we / they ski?
4. Michael ’s cooking (cook) dinner.
’m not sleeping Short Answers
5. I (not sleep). I’m awake.
isn’t working Yes, I / you / he / she / it / we / they can.
6. Lucia (not work) this week. She’s
on vacation. No, I / you / he / she / it / we / they can’t.
7. They aren’t taking (not take) a taxi. It’s too Can for Rules
expensive. You can also use can / can’t to talk about rules:
8. It isn’t raining (not rain). It’s sunny. You can kick the ball. You can’t use your hands.

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 Can + Adverbs of Manner A Write requests with the words given.
Use can + adverbs of manner to talk about how you do 1. Can / try on / this sweater / please?
something: Can I try on this sweater, please?
She can play the piano (very) well.
He can run (very) fast. 2. Could / spell / that / please?
How well can she play?
Could you spell that, please?
How fast can he run? 3. Can / say / that / again?
Can you say that again?
E Write can or can’t to complete the conversations.
4. Could / pass / the / milk, / please?
1. A: (1) Can you play the guitar? Could you pass the milk, please?
B: No, I (2) can’t , but I can sing well.
Can 5. Can / show / another dress?
(3) you play the song “All Can you show me another dress?
You Need Is Love”?
can’t 6. Could / have a hamburger / please?
A: No, sorry, I (4) . I don’t know it. Could I have a hamburger, please?
2. A: What languages (5) can you
speak? 7. Can / have / cup of coffee / please?
Can I have a cup of coffee, please?
B: I (6) can speak Chinese,
Spanish, and English. 8. Could / help me?
Could you help me?
A: Wow! I can speak English and Spanish, but I
(7) can’t speak Chinese.
B Check (✓) the polite or correct response.
F Underline the correct words. 1. Can I try on a blue shirt?
1. We can ski, but we can / can’t skateboard. No, you can’t. ✓ I’m sorry, but we don’t
2. Yes, I can / can’t. have blue.
3. In soccer, you can / can’t use your hands. 2. Could I pay by cash, please?
✓ Yes, of course. Yes, you do.
4. Leo can’t swim very well / not very well.
5. No, I can / can’t.
3. Can you help me this afternoon?
6. In basketball, you can / can’t kick the ball.
✓ I’m afraid that No, I can’t.
I’m busy.
UNIT 8 4. Could you say that again?
✓ Yes, sure. Yes, course.
Lesson A

Can / Could for Polite Requests

Lesson C
Can I try it on, please? Could you pass the salt, please? Object Pronouns
Can you repeat that? Could you say that again?
Subject Pronoun Verb Object Pronoun
Can I help you? Could you show me another?
Can I have the sugar, Could you call me a taxi, I me.
please? please? You love(s) you.
He like(s) him.
*You can use can or could for polite requests. Could is
She (don’t / her.
more formal than can.
It doesn’t) like it.
*In English, we often add “please” at the end of the
We hate(s) us.
request because it is more polite.
They them.
*Can and could are modal verbs. Do not use the
auxiliary verb do with modal verbs in questions: *Object pronouns come after the verb and replace a noun:
Can you repeat that, please? ✓ I like pizza. → I like it.
Do you can repeat that, please? ✗ Bill loves Gill. → Bill loves her.
He works with Chen and Joan. → He works with them.
Affirmative Response Negative Response Can you help me and my friend? → Can you help us?
Do you like Rafael? → Do you like him?
Of course.
I’m sorry, but... (give reason).
Yes.
I’m afraid that… (give reason).
Sure.

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 C Put the words in the correct order. 3. Does she have some / any water bottles?
1. likes / she / him She likes him. 4. They have some / any exams this week.
2. don’t / I / them / like I don’t like them. 5. Can I have some / any chocolate cake?
3. do / like / you / me? Do you like me? 6. The supermarket doesn’t have some / any butter
today.
4. my friend / it / hates My friend hates it.
7. Do you need some / any eggs?
5. them / are / we / meeting We are meeting them.
8. There isn’t some / any bread. Sorry!
6. doesn’t / us / like / Sheila Sheila doesn’t like us.
B Write some or any to complete the conversation.
D Complete the conversations with object pronouns.
A: I’m going to the supermarket. Do we need
1. A: Do you like your new car? any
(1) meat?
B: I love it !
B: No, we have (2) some in the fridge. It’s
2. A: Can you help me / us / them? chicken.
B: Sure. What’s the problem? A: OK. What about vegetables? Do we have
3. A: Do you know Rachel and Jim? (3) any ?
B: Yes, I know them very well. B: We need (4) some potatoes. Oh, and can
4. A: I’m walking to the restaurant now. Is Susana you get me (5) some bottles of water?
meeting us , too? A: How many?
B: Yes, she’s already here. B: Six, please. Also, we don’t have (6) any ice.

Lesson C
UNIT 9
Count Nouns and Non-count Nouns
Lesson A
Count Nouns (plural ending -s) Non-count Nouns
Some and Any Some nouns are countable. Other nouns are non-
Statement Negative Question You can count them and they count. You cannot count
can become plural. They them, and they are
There’s some milk We don’t have Do you have have a singular and plural always singular: rice,
in the fridge. any soda. any fruit juice? form: chair → chairs, carrot water, information
→ carrots, pen → pens
We use some and any before a noun to talk about quantities:
There are some onions in the cupboard. = an amount Count nouns take singular Non-count nouns only
(e.g., two or more) and plural verbs: The apple take a singular verb: The
There aren’t any onions in the cupboard. = no amount (i.e., is red. The apples are red. water is hot.
zero)
We normally use some in positive statements and any with C Check (✓) count or non-count for the nouns.
negatives and questions. But we can also use some with
requests with can / could: Count Non-count
Can / Could I have some water, please? 1. time ✓
You can also use some and any without a noun when you 2. house ✓
know what the person is talking about: 3. book ✓
A: Is there any milk? 4. ice ✓
B: Yes, there is some in the fridge. (some = some milk) 5. car ✓
A: Can I have an apple? 6. key ✓
B: Sorry, but I don’t have any. (any = any apples) 7. water ✓
8. salt ✓
A Underline the correct word. 9. train ✓
1. There are some / any vegetables in this bowl. 10. coffee ✓
2. I don’t have some / any fruit. Let’s go to the store.

T-180 Grammar Reference

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 How many / How much Affirmative and Negative
How much + Non-count feel / don’t feel well.
How many + Count Nouns I / You / We / They
Nouns look / don’t look tired.
We use how many to ask We use how much to ask feels / doesn’t feel sick.
He / She / It
about plural count nouns: about non-count nouns: looks / doesn’t look happy.
How many trains are there How much coffee do you
to London today? want? Yes / No Questions
*We use how much / how many to ask about quantities. Do I / you / we / they feel tired?
Does he / she / it look happy?
D Write many or much to complete the
conversation. Short Answers
A: How (1) many people are coming? Yes, I do. No, you don’t.
Yes, he does. No, she doesn’t.
B: Twenty, I think.
A: Do we have everything? How (2) much
Information Questions
soda is there?
How do you feel? Fine, thanks.
B: Ten bottles, so that’s fine. Don’t worry!
How is he feeling? He’s fine.
A: I’m not! How (3) many sandwiches
*You can ask these questions with no
are there? difference in meaning: How do you
B: About one hundred! feel? / How are you feeling?
A: Wow! How (4) much money are we
spending on this party?! A Match the two halves of the sentences.
1. The two brothers feel g
E Write the question for each answer. Start each
2. Do you e
question with How much or How many.
3. Sasha doesn’t a
1. How many boxes of chocolates are there ?
4. You d
There are three boxes of chocolates.
5. How are f
2. How much pasta is there ?
6. How do b
Not much! I can buy some more pasta.
7. Does c
3. How many brothers do you have ?
I have three brothers. a. feel well.
4. How much orange juice do we have ? b. you feel?
We only have one bottle, so can you buy some c. she look tired?
more orange juice? d. don’t look well.
5. How many friends do you have in your class ? e. feel OK?
I have three friends in my class. f. you feeling?
g. sick.
UNIT 10 B Complete the sentences.
Lesson A 1. A: Do you feel OK?
Feel, Look + Adjective B: Yes, I do .
2. A: How is Melanie?
We use an adjective after the verbs look and feel:
You look great! B: She doesn’t feel well.
They feel terrible! 3. A: How do you feel / ?
are you feeling
We often use these adjectives after look and feel: great, B: I feel terrible.
happy, fantastic, OK, well / not well, terrible, sick, tired 4. A: What’s the matter?
B: I don’t feel well.

Grammar Reference T-181

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 Lesson C 2. We don’t should eat junk food.
We shouldn’t eat junk food.
Should (for advice)
Affirmative and Negative
3. Bill shoulds go to bed.
Bill should go to bed.
I / You / He / She / It / should take the medicine.
We / They go to work today.
4. Do I should take this medicine?
shouldn’t
Should I take this medicine?
*We use should / shouldn’t to ask for and give advice.
*Should is a modal verb. 5. No, you don’t should.
• It has no third-person -s with he / she / it: He should
No, you shouldn’t.
go. He shoulds go.
• Don’t use the auxiliary do with should: You shouldn’t
go. You don’t should go.
UNIT 11
• Don’t use to before the next verb: You should go.
You should to go.
Lesson A
Be going to
Yes / No Questions Short Answers Statements
Yes, you should. / No, you am
Should I go to bed? I
shouldn’t. ’m
He
is go out for dinner.
Wh- Questions She
’s going to have a barbecue.
It
What should I do? go to the movies.
Where should I go? You
are
We
’re
They
C Match the questions and answers. *Use be going to to talk about making plans.
d *We often use be going to with these time expressions:
1. I feel sick. Should I see a doctor?
tomorrow, next Sunday / week / year.
2. I have a headache. What should I do? a
3. Nelson has a toothache. What should he do? b Negatives
4. Should Uzra see a doctor? e am not
I
5. Hilary has a cough. What should she do? c ’m not
He
a. You should take some pain relievers. is not have a party.
She
b. He should see a dentist. isn’t meet my friends.
It going to
celebrate the
c. She should take some cough medicine. You anniversary.
are not
d. Yes, you should. We
aren’t
They
e. No, she shouldn’t.
Yes / No Questions Short Answers
D Write should or shouldn’t to complete the advice.
should Are you going have a Yes, I am. / No, I’m not.
1. You look tired. You go back
Is he to party? Yes, he is. / No, he isn’t.
to bed.
2. He has a bad toothache, so he should
Wh- Questions
go to the dentist.
shouldn’t What are you going to do tomorrow?
3. Sally has a fever, so she go to
Where are you going to celebrate?
school today.
4. My headache is terrible. I should take
more pain relievers. A Match the questions to the answers.
1. Where are they going to live? d
E Circle the mistake in each sentence and rewrite it. 2. Is she going to come tonight? b
1. You should to see the doctor. 3. Why are they going to have a party? c
You should see the doctor. e
4. Are Miles and Irina going to get new jobs?
5. Are you going to take a vacation? a

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 a. No, I’m not. Not this year. 3. to be / Would / you / a / doctor? / like
b. Yes, she is. Would you like to be a doctor?
c. Because it’s their anniversary. 4. Deng / medicine. / would / to / study / like
Deng would like to study medicine.
d. In a house near Monterrey.
5. What / like / to be? / would / you
e. Yes, they are.
What would you like to be?
B Complete the sentences using be going to and
D Write would or wouldn’t to complete the
the verb.
conversation.
1. I ’m going to learn (learn) a new language. would
A: What (1) you like to do when you
2. You ’re going to buy (buy) some new clothes.
leave school?
3. Ella is going to meet (meet) Ken at the cafe. B: I’m going to travel for a year, then go to college.
4. They aren’t going to celebrate (not celebrate) her Would
A: That’s interesting. (2) you like to
birthday. go around the world?
5. He isn’t going to go (not go) to college. wouldn’t would / ’d
B: No, I (3) . I (4)
6. Is he going to have like to spend a long time in one country and learn
(have) a party? about it.
7. What are you
going to do (do)? E Circle the mistake in each sentence and rewrite it.
8. Are we going to take 1. She woulds like to have a party.
(take) the bus? She would like to have a party.
2. We don’t would like to see that movie.
Lesson C We wouldn’t like to see that movie.
Would like to for Wishes 3. I would to like to go out this evening.
Affirmative and Negative I would like to go out this evening.
I / You / He / She / would / ’d study English 4. Do you would like to come to my birthday?
like to Would you like to come to my birthday?
It / We / They wouldn’t in college.
*We use would like to to talk about wishes for the future.
*In everyday English, we contract would: I’d like to
study English. UNIT 12
*Would is a modal verb.
• It has no third-person -s with he / she / it: He would Lesson A
like... / He woulds like... Simple Past
• Don’t use the auxiliary do with would: You wouldn’t
Statements
like. / You don’t would like.
lived in London in 2000.
I / You / He /
moved to Lima last month.
Yes / No Questions Short Answers She / It / We /
went to the movies yesterday.
They
Would you like to be a Yes, I would. / No, left school three years ago.
teacher? I wouldn’t. *Use the simple past to talk about completed actions
and events in the past.
Wh- Questions Answers *Verbs in the simple past have one form: I lived, you
What would you like to do I’d like to play soccer. lived, he lived, she lived
next? I’d like to go to the
Regular Verbs
Where would you like to go? movies.
Spelling rules for regular verbs in the simple past:
• Add -ed to most verbs ending with a consonant:
C Unscramble the words.
worked, stayed, started
1. to be / a / would / like / I / musician. • Change y to i with two-syllable verbs ending
I would like to be a musician. in y: study → studied
2. Helen / like / What / would / to be?
What would Helen like to be?

Grammar Reference T-183

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 • Add -d to verbs ending in e: live → lived, B Correct the spelling mistakes in these regular verbs.
move → moved studied
1. studyed
• Double the final letter with some verbs ending in a
vowel + consonant: stop → stopped 2. stoped stopped
3. visitied visited
Irregular Verbs
4. liveed lived
Some verbs are irregular. Do not add -ed in the simple
past. Irregular verbs include: 5. moveed moved
buy – bought do – did drive – drove
C Complete this table of irregular verbs.
eat – ate get – got give – gave
go – went have – had leave – left Present Past
make – made meet – met see – saw 1. sell sold
sell – sold take – took wear – wore 2. take took
3. has had
Negatives 4. go went
live in London in 2000. 5. get got
I / You / He / 6. do did
move to Lima last month.
She / It / We / didn’t
They go to the movies yesterday.
Cardinal Numbers Ordinal Numbers
leave school two years ago.
1 one 1st first
*Use didn’t for negative sentences in the simple past. 2 two 2nd second
3 three 3rd third
Was / were 4 four 4th fourth
The verb to be is irregular in the simple past. 5 five 5th fifth
I / He / She / It was born in 1966. 6 six 6th sixth
a doctor / doctors. 7 seven 7th seventh
You / We / They were
8 eight 8th eighth
Negative 9 nine 9th ninth
I / He / She / It wasn’t born in 1966. 10 ten 10th tenth
You / We / They weren’t a doctor / doctors. 11 eleven 11th eleventh
20 twenty 20th twentieth
21 twenty-one 21st twenty-first
A Change the sentences to the simple past. 22 twenty-two 22nd twenty-second
1. I live in Amsterdam.
I lived in Amsterdam. Lesson B
2. They arrive at 10. Simple Past Questions
They arrived at 10.
Was / Were Questions
3. I go to my English class. Was I / he / she / it
I went to my English class. a student /
Were you / we / they students?
4. He is a teacher.
He was a teacher. Short Answers
I / he / she / it was.
5. She studies mathematics. Yes,
She studied mathematics. you / we / they were.
I / he / she / it wasn’t.
6. We don’t travel by train to Paris. No,
We didn’t travel by train to Paris. you / we / they weren’t.
7. I buy my clothes at that shop.
I bought my clothes at that shop. Wh- Questions
8. My friends and I aren’t busy. What did you do? I went to the movies.
My friends and I weren’t busy. When were you born? In 2001.
9. This computer doesn’t work. Where did you live? I lived in California.
This computer didn’t work. How long did you study there? I studied for 3 years.

10. Pamela and Mike don’t like my cooking.

Pamela and Mike didn’t like my cooking.

T-184 Grammar Reference

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 D Unscramble the words. Lesson C
1. arrive at / when / did you / school / ? Yes / No Questions
When did you arrive at school? Did I / you / he / she / it / we / they go to college?
2. home / you / did / leave / why / ? Short Answers
Why did you leave home? Yes, I / he / she / it / you / we / they did.
3. your friends / at / were / the cafe / ? No, I / he / she / it / you / we / they didn’t.
Were your friends at the cafe?
4. in / did / how long / you live / Bangkok / ?
How long did you live in Bangkok? F Complete the questions and answers with did or
5. did / work / they / where / ? didn’t.
Where did they work? 1. A: Did they have a goodbye party?
6. Michael / the party / was / at ? B: Yes, they did . It was fun!
Was Michael at the party? 2. A: Did you sell the house?
B: No, we didn’t .
E Write the missing words to complete the Did
3. A: Ian buy the tickets?
conversation. did
B: Yes, he . Well, he bought the
A: (1) Were you born in Canada? train tickets, but he didn’t buy the
B: No, I (2) wasn’t . I (3) was bus tickets.
born in Syria, but my parents moved to France. 4. A: Did she get a visa?
A: How long (4) did you stay in France? B: No, she didn’t . She
B: Twelve years. But then I left France when I didn’t need one.
(5) was 18 to study in the US.
A: (6) When did you come to Canada?
B: I (7) came about five years ago.

Common Irregular Verbs

Base Form Simple Past Past Participle Base Form Simple Past Past Participle
begin began begun make made made
break broke broken meet met met
bring brought brought pay paid paid
buy bought bought put put put
come came come read read read
do did done ride rode ridden
drink drank drunk run ran run
drive drove driven say said said
eat ate eaten see saw seen
feel felt felt send sent sent
get got gotten sit sat sat
give gave given sleep slept slept
go went gone speak spoke spoken
have had had swim swam swum
hear heard heard take took taken
hurt hurt hurt tell told told
know knew known think thought thought
leave left left throw threw thrown
let let let understand understood understood
lose lost lost write wrote written

Grammar Reference T-185

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 SKILLS INDEX
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Handler/National Geographic Creative, (tl) Steve Winter/National (t) James Duncan Davidson/TED; 82-83: (c) PAUL NICKLEN/ Iconica/Getty Images, (tr) niknikon/istock/360/Getty Images, (bl)
Geographic Creative, (lc) Joel Sartore/National Geographic National Geographic Creative; 84: (tl) © iStockphoto.com/Lisa- Jupiterimages/Photos.com / 360/Getty Images, (bcl)
Creative; 25: (tc) Darlyne A. Murawski/National Geographic blue, (tlc) © arek_malang/Shutterstock.com, (trc) © Toranico/ ©iStockphoto.com/Livingpix, (bcr) ©Peter Baxter/Shutterstock.
Creative; 26–27: (c) Courtesy Alexander Heilner; 29: (tr) Shutterstock.com, (tr) © iStockphoto.com/digitalskillet, (bl) © com, (br) Alan Powdrill/Getty Images; 153: (b) Sasha Gulish/
Urbanmyth/Alamy; 30: (tl) Jaak Nilson/Spaces Images/Corbis, (tr) iStockphoto.com/TMSK, (blc) Xpacifica/National Geographic Comet/Corbis; 154: (c) Nadeem Khawar/Getty Images, (t) KAREN
Simon Battensby/Image Source/Getty Images, (lc) © Rcpphoto/ Creative, (brc) © iStockphoto.com/Deklofenak, (br)© iStockphoto. KASMAUSKI/National Geographic Creative; 156: (b) Michael
Shutterstock.ocm, (rc) © PeterG/Shutterstock.com; 31: (bl) © com/IvonneW; 85: (tc) RANDY OLSON National Geographic Marquand/Lonely Planet Images/Getty Images, (c) MATT
Thierry Maffeis/Shutterstock.com, (br) Image Source/Getty Creative; 86: (tl) Kumar Sriskandan/Alamy, (tr) poba/Vetta/Getty PROPERT/National Geographic Creative, (t) DESIGN PICS INC/
Images; 32: (tr) © iStockphoto.com/simonkr, (trc) © James Images, (lc) ©Peter Kim/Shutterstock.com, (rc) Cavan Images/ National Geographic Creative; 157: (t) © Melinda Fawver/
Marvin Phelps/Shutterstock.com, (tc) © iStockphoto.com/c-foto, Iconica/Getty Images; 87: (br)Gunnar Berning/Bongarts/Getty Shutterstock.com; 158: (1) Media for Medical/Universal Images
(trc) © iStockphoto.com/adventtr, (tr) © iStockphoto. Images; 88: (tl) © Light Poet/Shutterstock.com, (tlc) © Group/Getty Images, (2) JOHN EASTCOTT AND YVA MOMATIUK/
com/s-cphoto, (lc) © iStockphoto.com/tatniz, (lc) © iStockphoto. iStockphoto.com/isitsharp, (trc) © iStockphoto.com/lightpix, (tr) National Geographic Creative, (3) Cultura Asia/Gary John Norman/
com/blackwaterimages, (c) © iStockphoto.com/Auris, (rc) © © Alan C. Heison/Shutterstock.com, (bl) © iStockphoto.com/ Taxi Japan/Getty Images, (4) Chip Somodevilla/Getty Images, (5)
iStockphoto.com/claylib, (bl) © iStockphoto.com/deliormanli, (bc) Sportstock, (blc) © iStockphoto.com/pappamaart, (brc) © WILLIAM ALBERT ALLARD/National Geographic Creative; 159: (t)
© iStockphoto.com/eyecrave, (br) © iStockphoto.com/tiler84; 33: iStockphoto.com/Ina Peters, (br) ©Galina Barskaya/Shutterstock. James Duncan Davidson/TED, (bl) (bcl) (bcr) (r) TED; 161: (t)
(tl) © iStockphoto.com/CostinT, (tlc) © Juriah Mosin/Shutterstock. com; 90–91: (rc) Aung Pyae Soe; 92: (tc) Christoph Jorda/LOOK Jonathan Irish/National Geographic Society/Corbis. T-225: © (top)
com, (tc) Stockbyte/Thinkstock, (trc) © iStockphoto.com/Chuck Die Bildagentur der Fotografen GmbH/Alamy; 93: (tc) Harry photogl/Shutterstock.com, (middle left) Onizu3d/Shutterstock.
Schmidt, (tr) © iStockphoto.com/Stacey Newman, (lc) © Borden/Contour by Getty Images/Getty Images; 94: (c) J Carrier/ com, (middle center) 24Novembers/Shutterstock.com, (middle
iStockphoto.com/Chuck Schmidt, (rc) © Rodenberg Photography/ Redux; 96: (tl) ©Elnur/Shutterstock.com, (bl) ©Elnur/ right) VikaRayu/Shutterstock.com,(bottom) Africa Studio/
Shutterstock.com; 35: (C) Sheryl Lanzel/TED, (tr) Reed Kaestner/ Shutterstock.com, (cl) ©iStockphoto.com/lepas, (br) ©Karkas/ Shutterstock.com; T-230: © maraga/Shutterstock/com; T-239 (tc)
Corbis; 36: (t) Xu Xiaolin/Corbis; 37: (tc) Claudio Camanini/Flickr Shutterstock.com, (cr) ©iStockphoto.com/stocksnapper, (bcl) (bc) Kinga/Shutterstock.com; (tr) (br) AJR_photo/Shutterstock.
Select/Getty Images, (br) ©Dan Clausen/Shutterstock.com; 38: (tl) ©sagir/Shutterstock.com, (bc) ©terekhov igor/Shutterstock.com, com; T-241 (cl1) LuckyDesigner/Shutterstock.com; (cr1) Michael
© jason cox/Shutterstock.com, (tr) © Sean Nel/Shutterstock.com, (bcr) ©Ljupco Smokovski/Shutterstock.com, (cl) ©Roman Sigaev/ Kraus/Shutterstock.com; (cl2) vasabii/Shutterstock.com; (cr2) Jin
(cl) ©Photographee.eu/Shutterstock.com, (cr) © blinka/ Shutterstock.com, (cr) Roman Sigaev/Alamy, (tr) Tibor Bognar/ young-in/Shutterstock.com; (bl1) highviews/Shutterstock.com;
Shutterstock.com, (b) © Elena Talberg/Shutterstock.com; 39: (t) Photononstop/Canopy/Corbis; 98: (tl) Bill Lyons/Alamy, (tr)Jose (br) Gordana Sermek/Shutterstock.com; (bl2) L Mirror/
Sheryl Lanzel/TED, (bl) WALTER ZERLA/Corbis, (bc) Sheryl Lanzel/ Luis Pelaez Inc/blend Images/Alamy, (bl) Glow Image, (br) Shutterstock.com; T-242 (tc) (bc) DedMityay/Shutterstock.com;
TED, (br) TED; 40: (t) © IR Stone/Shutterstock.com; 42–43: (c) UpperCut Images/AGE Fotostock; 100: (cr) Eye-Stock/Alamy, (2) (tr) (br) Bo1982/Shutterstock.com; T-244 (tl) Altin Osmanaj/
Reed Young/Reedyoung.com; 44: (tl) © iStockphoto.com/klikk, ©iStockphoto.com/popovaphoto, (3), (4) ©Karkas/Shutterstock. Shutterstock.com; (tc) Pressmaster/Shutterstock.com; (tr) bokan/
(tlc) © iStockphoto.com/JLGutierrez, (trc) AbleStock.com/ com, (5) ©Karina Bakalyan/Shutterstock.com, (tr) Greg Dale/ Shutterstock.com; T-246 javi_indy/Shutterstock.com; T-247 (tl)
Thinkstock, (tr) © iStockphoto.com/WendellandCarolyn, (lc) © National Geographic;101: (cr) James And James/Stockbyte/Getty ESB Professional/Shutterstock.com; (tr) Gorynvd/Shutterstock.
iStockphoto.com/Floortje, (c) © Ian 2010/Shutterstock.com, (c) © Images; 102: (c) Chris Johns/National Geographic Creative; 103: com; (cl) Rocketclips, Inc./Shutterstock.com; (bl) amenic181/
iStockphoto.com/DarrenMower, (rc) © patpitchaya/Shutterstock. (tr)Harold Lee Miller/Crush/Corbis; 104: (t) Asia Images/Getty Shutterstock.com; (br) Iakov Filimonov/Shutterstock.com; T-248
com, (bl) © iStockphoto.com/polusvet, (blc) © Nastya22/ Images, (b) Robb Kendricks/National Geographic Creative; 105: (t) (tl) G-Stock Studio/Shutterstock.com; (tr) Yakobchuk Viacheslav/
Shutterstock.com, (brc) © jocic/Shutterstock.com, (br) © Peter Ryan/National Geographic Creative, (b) ©July Flower/ Shutterstock.com; (cl) ESB Professional/Shutterstock.com; (cr)
iStockphoto.com/Artzone; 45: (tr) Jupiterimages/Pixland/ Shutterstock.com; 106–107: (c) Courtesy Peter Menzel; 108: (tl) © Tzido Sun/Shutterstock.com; (bl) anyaivanova/Shutterstock.com;
Thinkstock, (tr) © iStockphoto.com/borisyankov, (rc) © iStockphoto.com/Minute, (tlc) © iStockphoto.com/Jan Gottwald, (br) Travelerpix/Shutterstock.com; T-249 (tc) (bc) 9nong/
iStockphoto.com/cotesebastien, (br) © iStockphoto.com/cynoclub, (trc) ©iStockphoto.com/joecicak, (tr) © iStockphoto.com/ Shutterstock.com; (tr) (br) Ijansempoi/Shutterstock.com; T-255
(br) © iStockphoto.com/Anna bryukhanova; 46: (tl) Danita scorpion56, (l) ©Timmary/Shutterstock.com, (lc) © iStockphoto. (tr) photogl/Shutterstock.com; (cl) JuneJ/Shutterstock.com; (c)
Delimont/Gallo Images/Getty Images; 47: (tc) Ira block/National com/kivoart, (rc) © iStockphoto.com/jabiru, (r) © iStockphoto. AlexRoz/Shutterstock.com; (cr) Prostock-studio/Shutterstock.com;
Geographic Creative, (rc) © iStockphoto.com/Jamesbowyer; 48: com/Magone, (bl) © iStockphoto.com/muratkoc, (blc) © (br) Karlowac/Shutterstock.com.
(1) vetkit/iStock/360/Getty Images, (2) © iStockphoto.com/ iStockphoto.com/Kasiam, (brc) © iStockphoto.com/katra, (br) ©
Rouzes, (3) © iStockphoto.com/Nicolae Socaciu/marlanu, (4) © Olga Lyubkina/Shutterstock.com; 109: (tr) Jorge Fajl/National
iStockphoto.com/4X-image, (5) Oleksiy Mark/iStock/360/Getty
Images, (6) ekipaj/iStock/360/Getty Images, (7) © iStockphoto.
Geographic Creative; 110: (tl) ©iStockphoto.com/Iurii, (tlc) ©
iStockphoto.com/karandaev, (lc) © iStockphoto.com/ ILLUSTRATION
com/Infografick, (8) Lusoimages/iStock/360/Getty Images; 49: (br) BackyardProduction, (blc) © iStockphoto.com/Oktay Ortakcioglu,
Raul Touzon/National Geographic Creative; 50–51: (rc) Sylvain (bl) © iStockphoto.com/Roel Smart/smartstock; 111: (bl) Mikael 6: Ted Hammond/Illustration Online; 8: Kenneth Batelman; 20:
Savolainen / Cosmos/Redux; 50 or 51: Krista Rossow/National Dubois/Johnér Images/Alloy/Corbis; 113: (rc) Dadan Ramdani/ National Geographic Maps; 25: Bob Kayganich/Illustration Online;
Geographic Creative; 52: (tc) Pete Ryan/National Geographic National Geographic Creative; 117: (tc) Jupiterimages/Photolibrary/ 28: (top) Kenneth Batelman, (bottom) Patrick Gnan/Illustration
Creative, (lc) Lisa B./Flame/Corbis; 53: (tc) © iStockphoto.com/ Getty Images, (tr) © iStockphoto.com/mrPliskin, (rc) Online; 32: Patrick Gnan/Illustration Online; 36: Patrick Gnan/
Nomadsoul1, (tr) O. Louis Mazzatenta/National Geographic ©iStockphoto.com/lissart, (brc) ©iStockphoto.com/wojciech_ Illustration Online; 44: Kenneth Batelman; 48: Kenneth Batelman;
Creative, (trc) B Christopher/Alamy, (rc) Buddy Mays/Encyclopedia/ gajda, (br) ©iStockphoto.com/monkeybusinessimages; 114: (t) 56: Nesbitt Graphics, Inc.; 58: Kenneth Batelman; 68: Kenneth
Corbis, (brc) © Koroleva Katerina/Shutterstock.com, (br) © Andrey Zyk/Shutterstock.com; 115: (c) James Duncan Davidson/ Batelman; 70: National Geographic Maps; 77: Bob Kayganich/
iStockphoto.com/samgrandy, (bl) © iStockphoto.com/wwing, (blc) TED, (tr) 145/Eunice Harris/Ocean/Corbis; 116: (t) © Alexander Illustration Online; 81: Kenneth Batelman; 97: Keith Neely/
© iStockphoto.com/DNY59, (bc) Jakub Vacek/Dreamstime.com, Raths/Shutterstock.com; 119: (c) (bl) James Duncan Davidson/ Illustration Online; 110, 112: Bob Kayganich/Illustration Online;
(brc) © iStockphoto.com/pjohnson1; 54–55: (c) RANDY OLSON/ TED, (rc) (br) TED; 121: (top) Ambient Images Inc./Alamy; 122– 124: Ralph Voltz/Illustration Online; 126: Kenneth Batelman; 148:
National Geographic Creative; 56: (tl) © iStockphoto.com/ 123: (C) Xpacifica/National Geographic Creative; 124: (tc) © Ted Hammond/Illustration Online; 156: Kenneth Batelman.
digitalskillet, (tlc) chris warren/CW Images/Alamy, (trc) © iStockphoto.com/Fredgoldstein, (tr) © iStockphoto.com/Comptine,

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 Audio Scripts
AUDIO SCRIPTS

Unit 1
2 A: Hi! How’s it going?
B: Great! And you?
A: OK!

A: Good morning. How are you?

B: I’m well, thank you. And how are you?
3 1
A: Hi, Asif. This is my friend, Emily.
B: Hello, Emily. My name’s Asif.
C: Hi, Asif. How’s it going?
2
A: Hello, my name’s Elsa.
B: Nice to meet you, Elsa. I’m Alan.
A: Nice to meet you, too, Alan.
4 Donna: Hi, Nick. How’s it going?
Nick: Great! And you?
Donna: Fine.
Nick: Donna, this is my friend, Hiroshi.
Donna: Nice to meet you, Hiroshi.
Hiroshi: Nice to meet you, too, Donna.
5 1
A: Good morning. My name’s Karina. I’m a new student.
B: Hi Karina. Nice to meet you. My name’s Ms. Kelly. Welcome to the university.
A: It’s great to be here!
B: OK, what’s your last name, Karina?
A: Rodriguez.
B: How do you spell that?
A: R-O-D-R-I-G-U-E-Z.
B: OK. Your name is here. Thanks.
2
A: Excuse me, Mrs. Jones?
B: Yes, Lin.
A: What’s the English word for this?
B: It’s a table. You spell it T-A-B-L-E.
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 A: Sorry, can you repeat that?
B: Sure, T-A-B-L-E.
A: Thank you.
3
A: Hello, I’m Mr. Jun.
B: My name’s Hussein. Can I help you?
A: It’s my first day at work.
B: Oh, welcome to the company! What’s your first name?
A: My first name is Liu and my last name is Jun.
B: Nice to meet you, Liu.
A: Nice to meet you, Hussein.
B: How do I spell your name?
A: It’s Liu, L-I-U, and Jun is J-U-N. I’m from China.
6 ABCDEFGHIJKLMNOPQRSTUVWXYZ
7 Hussein: How do I spell your name?
Tim: T-I-M.
Hussein: T-I-N?
Tim: No, T-I-M. That’s T as in teacher. I as in Italy. M as in man.
Hussein: Thanks
Tim: You’re welcome.
8 Ana: Who’s this in the photo?
Carol: It’s a friend in my class.
Ana: What’s his name?
Carol: Richard.
Ana: He’s handsome! Is he married?
Carol: Yes, he is!

9 A Family of Explorers
Emily Hughes is a student in California and every summer Emily goes to South Australia with her family.
Emily’s mother is Doctor Mary Droser. Doctor Droser is an explorer and scientist. She teaches at the
University of California in the United States, but every June and July she studies fossils in South Australia.
And in South Australia there are lots of fossils—some are 550 million years old!
Mary has one daughter—Emily—and one son. His name is Ian. This summer, Ian is also with the family
in Australia. The two children help their mother, and they study the fossils.
And there’s one more member of the family here—Dorothy Droser is Emily’s grandmother. She lives
in New York, but she’s in Australia for the summer. She says, “I do the cooking—breakfast, lunch, and
dinner.”

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 Doctor Nigel Hughes is Emily’s father, but he isn’t here. Doctor Hughes is home in California, but he’s also
a scientist and an explorer!
10 brother, daughter, father, granddaughter, grandfather, grandmother, grandson, husband, mother, sister, son,
wife

Unit 2
11 1. Jane is an engineer.
2. Eun is an artist.
3. Oscar is a teacher.
4. Dae-Jung is a chef.
5. Jim is a taxi driver.
6. Hannah is a doctor.
7. Harvey is a banker.
8. Sofia is an architect.
12 1. Jim is a taxi driver. He is not a doctor.
2. Oscar is a teacher. He is not an architect.
3. Sofia is an architect. She is not a doctor.
4. Dae-Jung is not an engineer. He is a chef.
5. Eun is not a banker. He is an artist.
13 Mary: Hi Laura. How’s life?
Laura: Fine, thanks. How’s your new job?
Mary: Great. I’m a teacher in a school with young children.
Laura: Wow! Is it interesting?
Mary: Yes, very. What about you? Are you still a student?
Laura: No, I’m not. I’m a chef now.
Mary: Really? Where?
Laura: In a restaurant downtown.
14 1
A: What’s his name?
B: This is Joe Grabowski.
A: Joe Gra…?
B: Grabowski. That’s G-R-A-B-O-W-S-K-I.
A: He’s young. How old is he?
B: He’s 32 years old.
A: What’s his job?
B: He’s a teacher from Canada. He loves his job. It’s interesting.

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 2
A: What’s her name?
B: Hannah Reyes Morales.
A: How old is she?
B: She’s 29 years old.
A: Is she a photographer?
B: Yes, she is. She’s a photographer from the Philippines.
A: Is her job interesting?
B: Yes, it’s very interesting because she travels around the world.
15 1. sixty
2. fourteen
3. thirty
4. seven
5. eighteen
16 A: My name’s Rafael and I’m eighteen years old. I’m a college student. I study science and there are thirty
students in my class. I live with my father, my grandmother, and my three sisters. My father is a teacher
and he’s forty years old. My grandmother is seventy years old. She’s a doctor and she still works!
17 Chris: Hi, I’m Chris. I work with a computer company.
Mohamed: Nice to meet you, Chris. My name’s Mohamed.
Chris: Where are you from, Mohamed?
Mohamed: I’m from Egypt.
Chris: Really? Are you from Cairo?
Mohamed: Yes, I am.
Chris: Oh, it’s a beautiful city!
Mohamed: Yes, it is. And very old. What about you?
Chris: I’m from Washington, DC. It’s a beautiful city, but it isn’t old like Cairo.

18 Women at Work
Alison Wright is a photographer. She’s from New York, but she works all over the world. She takes
photographs for National Geographic and for humanitarian aid organizations on different continents—Africa,
Asia, South America, and in regions like the Middle East. Lots of her photographs are of women and children.
The photo on this page is from a group of photos by Alison. They show “Women at Work.” They are photos
of women—they cook food or have small businesses at home, and work other jobs like farming, making
clothes in factories, or work at hospitals.
The photo shows 26-year-old Abau Flora and her daughter. They are from Juba, in South Sudan. Abau has
a business—she makes clothes in her home with a sewing machine. Her sewing machine is from an aid
organization. With her business, she makes money and helps support her family.
The women in the photos Alison takes do many jobs. They all have one thing in common, though: they
work hard to create a better future.

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 Unit 3
19 Realtor: What about this apartment?
Client: Is it a big apartment?
Realtor: Yes, there are three bedrooms.
Client: And bathrooms?
Realtor: There’s one bathroom.
Client: Is there a balcony?
Realtor: No, there isn’t. But there’s a living room with a big window.
20 1
A: Hi, my name’s Antonio and I’m from Mexico. My home is near Mexico City in a place called San
Buenaventura. I live with my parents and brother in a new house. In fact, all the houses in San Buenaventura
are new. They are different colors. My house is white. There are two floors. There’s a front yard with our car.
There are four windows in the front and there is a door on the side and in the back. Inside, there’s a kitchen
and a dining room, and a living room with a TV. Upstairs, there are three bedrooms. My favorite place is the
roof. There isn’t a balcony, but I can sit on the roof in the evening and relax.
2
B: Hello, I’m Lily and I’m eighteen years old. I live in an apartment in Singapore with my mother. There are
millions of people in Singapore, so there are lots of new apartments. My apartment building is different
colors and it’s very big. There are twenty floors and we live on the tenth floor. Luckily, there’s an elevator! Our
apartment is small, with two bedrooms. Sometimes, in the evening, I sit on the balcony and watch the city.
21 house
bedroom
apartment
22 kitchen stairs floor elevator yard
balcony window bathroom roof
23 lamp
chair
TV
table
armchair
stove
refrigerator
bookcase
sofa
microwave
coffee table
shower
sink

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 bed
toilet
24 Tracey: Where are my keys?
Kevin: Are they on the table in the hall?
Tracey: No, they aren’t. And they aren’t on the kitchen table.
Kevin: What about in your bag?
Tracey: No, they aren’t there.
Kevin: Here they are! On the coffee table. Next to the lamp.

25 Home Sweet Home?

This is a modern white house with one small door and a very small window. There are two floors. Downstairs,
there’s a kitchen with a stove. There’s a living room with a bookcase full of books and board games. (There isn’t a
TV.) There’s also a gym, and a bathroom with a toilet and a shower. Upstairs, there are six comfortable bedrooms.
The house is solar-powered, so there’s electricity. There isn’t a car because there are no roads on Mars!
But the house isn’t on Mars! It’s in Hawaii, and six people live in it. Hawaii is a beautiful place, but these
six people are not on vacation. Astronauts live in this house. They plan to live on Mars in the future, so the
astronauts live in the house for a year.
When they are outside, the astronauts are in spacesuits. There aren’t any other people—no friends or
family, but they do have the internet, so they can send emails. Scientists at the University of Hawaii study
the astronauts. The scientists are interested in answers to these questions: Is life on Mars difficult for a
group of people? Can people live on Mars for a long time?
What do you think?

Unit 4
26 A: Today on the world art podcast we talk about Hetain Patel. I’m with art professor Jerome Molina. Hi, Jerome.
B: Hi, it’s nice to be here.
A: Thanks for being on the show. Now, where is Hetain from?
B: He’s from England.
A: What’s his job?
B: He’s an artist.
A: You learn about a lot of artists. Is art professor an interesting job?
B: Yes, it is. Very interesting! I love it!
A: I have a photo of Hetain. Where is this?
B: It’s at his parents’ house.
A: Is that him with an old car?
B: Yes, it is. It’s his car and it’s special in his life. It’s his first car!
A: But it isn’t a car, now. Look at its hands and feet!
B: [laughs] No, it isn’t. Let me explain. Hetain likes Transformers. Transformers are robots—they’re in
movies. So, this is his car as a Transformer. There’s a video of him and his father online with the car. It’s
very popular—there are 32 million views!
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 27 / / “ih” - it, six, kitchen
/i/ “ee”- be, three, teacher
28 these, its, he’s, live
this, these, its, eats, his, he’s, live, leave
29 Hana: My bedroom is very messy.
Maria: Let me help. Do you have a lot of books?
Hana: Yes, I do! I love my books! They’re interesting.
Maria: Are they?
Hana: Well, no. Not all of them. This book is boring.
Maria: What about clothes? Do you have a lot of clothes?
Hana: No, I don’t.
Maria: Are you sure?

30 My Room
John Thackwray is a filmmaker and photographer from South Africa. He has a book called My Room. It has
photographs of 100 people from 55 countries. John photographs young men and women in their rooms
with their possessions. Here are two of the people in his book.
Andrea is from Bucharest, Romania. Her bed is in the middle of her room, and there are possessions
all around her. She has lots of books on the bookcase and next to the bed. She also has a desk with a
computer. She’s a student. The scooter is her transportation to college. Sometimes, it’s hot in Bucharest, so
she has a fan.
Marcello is from La Paz, Bolivia. He’s a musician. There’s a guitar in his room and panpipes—these are a
traditional Andean musical instrument. His room is very comfortable. It has pillows and a bed, and a TV in
the corner. There are lots of colorful blankets and pillows—it’s usually cold at night in La Paz!
John’s photos show how people’s lives are similar and different in other countries. Is your favorite room
similar to, or different from, Andrea’s and Marcello’s rooms? Do you have the same possessions?

Unit 5
31 Abel: What time do you get up?
Marco: I get up at seven thirty on weekdays.
Abel: And on the weekend?
Marco: At about ten o’clock.
Abel: And what time do you go to bed?
Marco: On weekdays, I go to bed at about nine-thirty, but on weekends, I go to bed late at night!
32 A: Every day thousands of people commute to work by car, train, and bus. The average commute in the US
is about a half hour a day, but for people in many big cities, it’s even longer. For some people, it’s over an
hour-and-a-half. Each way! These people are the super commuters.
Take Andy Ross, for example. He’s a super commuter. Every day, he leaves home at 6 o’clock in the
morning. On the train, he starts work on his laptop. Then, he gets to work at 10 o’clock. He leaves his
office at 4 o’clock in the afternoon and gets home at about 8 o’clock. In total, Andy travels 240 miles to and
from work, and he spends 8 hours commuting every day.
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 So why does Andy do it? He works in a bank in downtown San Francisco, California, and he loves his job.
But houses in San Francisco are expensive, so he lives 120 miles away in the city of Auburn. For Andy and
thousands of other people, super commuting is no longer super—it’s just their daily routine.
33 1. A: What time do you get up?
B: I get up at six o’clock.
2. A: What time do they have lunch?
B: They have lunch at one thirty.
3. A: What time does David go to bed?
B: He goes to bed at eleven o’clock.
34 Yoshi: What’s your job?
Brenda: I’m a personal assistant at a travel agency.
Yoshi: What do you do at work?
Brenda: Oh, in the morning, I check emails, and in the afternoon, I go to meetings. It isn’t very interesting.
Yoshi: Do you travel?
Brenda: I sometimes meet clients in places like Rio and Singapore.
Yoshi: Not interesting? It sounds fantastic to me!

35 Screen Time
We spend more and more of our daily lives with screens: TVs, laptops, smartphones, tablets, video games,
smartwatches. Of course, screens are important in our lives. We check the time on them in the morning, we
send emails with them at work, and we watch TV or play games with them at night. But are we too connected?
This chart from Adam Alter, a professor at New York University, shows how we spend our time, and how
much time we spend on screens. It shows three different years: 2007, 2015, and 2017. Some activities
don’t change. Every year, humans sleep for about eight hours per day. We work and commute for about
eight or nine hours a day. Then, for three hours a day, we do “survival” activities: we eat, we take a shower,
we take care of children.
Finally, the chart shows four to five hours for “personal” time, or free time. In this time, we go to the gym,
we play games, we have hobbies, we meet friends. It’s very important time! But over time, we spend more
and more of this personal time on screens. In the chart, red shows our personal time with screens. In
2007, 50% of our personal time is with screens. In 2015, it’s about 70%. In 2017, it’s about 90%!
Overall, Adam Alter thinks this change is bad. He thinks we need more personal time without screens, and
more personal time for sports, hobbies, and friends. But do people want to change the amount of time they
look at screens?

Unit 6
36 Tourist: Is the museum near here?
Receptionist: Yes, it’s on Long Avenue.
Tourist: How do I get there?
Receptionist: Go out of this building and turn right. Go across Lincoln Avenue and walk straight down
Grand Street to the library. It’s on the corner of Grand Street and Long Avenue. Turn left and walk a block to
Main Street. The museum is on the next block, on the right.

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 Tourist: Thank you very much!
Receptionist: You’re welcome.
37 A: Good morning everyone. Welcome to this tour of Paraty. My name’s Amanda and I’m your tour guide
today. So, we are in Matriz Square and it’s in the middle of the historic city of Paraty. The buildings are
very old and very beautiful, so there are no cars or buses in this part of the city. OK, let’s take a right on
this street, Rua Dona Geralda…
There are lots of hotels and restaurants on this street. There’s a theater on the left. If you walk past it toward
the water, you can take a boat tour in the afternoon. It’s a good way to relax. But let’s take a right down here
to another square. There’s a famous art museum here. The Museum of Sacred Art. OK, turn right and walk
along Rua Santa Rita…
OK, we’re near Matriz Square again. It’s 2 blocks away. Before we finish, are there any questions?
B: Yes. Is there a post office near here? I want to send a postcard.
A: Yes, there is. Turn right here and the post office is on the corner of the street. Does anyone else want to
send a postcard? Yes? OK, let’s go inside, then.
38 1.
A: Is there a post office near here?
B: Yes, there is.
2.
A: Is the bus station on Main Street?
B: No, it isn’t.
3.
A: Is the museum on this square?
B: Yes, it is.
39 Tourist: Excuse me, how do I get to the airport?
Assistant: Take the subway. You have to change trains, but it’s cheap.
Tourist: How long does it take?
Assistant: About an hour.
Tourist: Oh! But I have to get there by two thirty. And I have four bags!
Assistant: Two thirty! In half an hour? OK, you have to take a taxi, then. It’s expensive, but it’s fast.

40 A City that Bans Cars on Sundays

During the work week, the city of Bogotá, Colombia, has 1,600,000 cars, 50,000 taxis, 9,000 buses,
and 500,000 motorcycles. But every Sunday, the city closes 75 miles of roads to motor vehicles, so the
Bogotanos (citizens of Bogotá) have to leave their cars at home. Instead, they go on their bicycles, roller
skates, scooters, wheelchairs, and skateboards. And they walk!
During “Ciclovía” (meaning “Bicycle Way” in English) every Sunday, people bike around the city streets,
and, as they bike, there are “Fun Stops.” At one fun stop, you can listen to musicians playing salsa music.
At another, there is an aerobics class with a fitness instructor. And there is always cheap, delicious food for
sale—“I come for the food!” says one young woman.

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 This year, Ciclovía in Bogotá is 25 years old and it’s still very popular. Bibiana Sarmiento is the manager
of Ciclovía and she explains why it’s a good idea: “The Ciclovía is the moment when motor vehicles
make way for human beings … citizens take over the city’s public space.” Now other cities have days like
Ciclovía all over the world—from New Zealand to Europe to China.
Maybe your town or city already has a special day when people—not cars—control the streets. If it
doesn’t, maybe it’s time to start one!

Unit 7
41 1. go to the movies
2. watch TV
3. play the guitar
4. read a magazine
5. shop for clothes
6. listen to music
7. cook dinner
8. talk to friends
42 Dave: Hi, Mom.
Mom: Dave! Are you walking home now?
Dave: No, I’m not.
Mom: What are you doing?
Dave: I’m at Paul’s. We’re listening to music and we’re playing video games.
Mom: Well, don’t be late!
43 1
A: Hi Kenny, what are you doing?
B: Hi Tracey, I’m driving. Can I call you back?
A: Sorry, can you repeat that?
B: I said I’m driving. Can I call you back?
A: I’m driving, too. It’s OK. We can talk.
B: No, it’s dangerous.
A: Don’t worry. It’s not dangerous. Kenny? Kenny?
2
A: Hello, this is Mandy. Can I help you?
B: Hello, is that Mandy Cruz?
A: Yes, it is. Who’s calling?
B: Hello, I’m calling from the company Systems CV and we work with businesses…
A: [interrupting] Look, I’m really sorry but I’m in a meeting right now.
B: Well, can I call you back? When is a good time to call?
A: Next week, next month, next year…
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 3
A: Hello?
B: Hi, Julia. What’s happening?
A: Sorry, can you speak up? I can’t hear you.
B: Where are you?
A: I’m at home.
B: Are you with friends?
A: No, I’m watching TV.
B: Well, turn it down!
44 1. Hello, this_is Mandy.
2. Can_I call you back?
3. Can you speak_up?
4. What_are you doing?
5. I’m in_a meeting.
45 Julie: Hi, Yumi. This is Rosa. It’s her first day, but she can speak English very well.
Yumi: Hi, Rosa! Welcome.
Rosa: Hi, Yumi. How’s it going?
Julie: So, you both play musical instruments. Rosa can play the guitar.
Rosa: Well, I’m learning.
Yumi: Great! I can play the piano.
Rosa: How well can you play?
Julie: She can play very well.
Rosa: What about you, Julie? Can you play a musical instrument?
Julie: No, I can’t.
Yumi: But Julie is great at sports. She can ski really well, and she’s on the soccer team!

46 Hybrid Sports
Are you bored with playing the same sports all the time? Try hybrid sports! Hybrid sports are games with
rules from two or more different sports and activities.

Football Tennis
This sport is popular in the countries of the Czech Republic and Slovakia, where it started in the 1920s.
You need two teams of two players and a net. One team kicks the ball over the net and the other team kicks
or heads it back—you can’t use your hands.

Chess Boxing
There are chess boxing competitions and clubs in China, India, Iran, Italy, Russia, Germany, Mexico,
Turkey, and the United States. Chess boxers have to be strong and intelligent. There are 11 rounds of
3 minutes. You have to play chess for 6 of the rounds and box for 5.

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 Joggling
You can go running, biking, swimming ... and now you can go joggling! You have to run and juggle three
or more objects at the same time—you can’t drop the objects! At the World Joggling Championships every
year, there are races of 100 meters, 400 meters, and 800 meters, with 3, 5, or 7 objects.
If you are interested in more hybrid sports, you can also try bossaball (volleyball, soccer, and gymnastics),
disc golf (frisbee and golf) and headis (table tennis and soccer). Or why not make a new one!

Unit 8
47 shirt
dress
jacket
jeans
shoes
pants
sweater
tie
hat
skirt
socks
coat
T-shirt
scarf
48 Zoe: I like your dress. I don’t have anything nice to wear to the party…
Jill: Maybe you can wear my other dress.
Zoe: That’d be great. Can I see it, please?
Jill: Sure. Here you are.
Zoe: Thanks! Could I try it on?
Jill: Yes, of course.
Zoe: Sorry, but it doesn’t fit. Can I try on a different dress?
Jill: I’m afraid that I only have two nice dresses and I’m wearing the other one.
49 1
A: Good afternoon. Can I help you?
B: Yes, I’m looking for a tie. Do you have any?
A: Yes, we do. What about this one?
B: Hmm, no, do you have anything dark blue? It’s for work.
A: Yes, of course. How about this one?
B: Yes. Very nice. I’ll take it.

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 A: Do you want to pay by cash or credit card?
B: Credit card.
2
A: Hi. Can I help you?
B: Sure. Could I see some shoes, please?
A: No problem. What color?
B: Do you have anything in light brown?
A: Yes. What about these?
B: OK! Cool! How much are they?
A: Normally they’re $46, but the sale price is $29.99.
B: Great. I’ll take them!
3
A: Hi! Can I try on one of those blue jackets?
B: Sure. What size are you?
A: I think I’m a medium.
B: Here you are. How is it?
A: A little small.
B: I’m sorry, we don’t have any large jackets in blue. I have one in black.
A: Oh no! OK, thanks anyway.
B: Sorry!
4
A: Excuse me, could you help me, please? I’d like to look at the shirts.
B: Of course. Any particular color?
A: It’s for school, so white please. For a 10-year-old.
B: Let me see. Yes, here we are.
A: OK. I’ll take three please.
B: The shirts are $12 each. That’s $36 in all.
A: Okay. Here’s $40.
B: And $4 change. Thank you very much.
50 1. Could you help me, please?
2. Couldjuh help me, please?
3. Could you bring a large jacket?
4. Couldjuh bring a large jacket?
5. Couldjuh repeat that?
6. Could you repeat that?

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 51 Chung: Does your brother like soccer?
Brenda: Yes, he does. Why?
Chung: Because this store has soccer shirts for famous teams.
Brenda: Great! Let’s go in and look at them.
Chung: How about this shirt? I think it’s Manchester United.
Brenda: No, he doesn’t like them. He loves Juventus.
Chung: OK, so buy him a Juventus shirt. What size is he?

52 What Does the Color of Your Clothes Say about You?

When you go to work or school, do you think about the colors of your clothes? You might not, but it’s
important because people have different feelings when they see different colors. For example, look at this
woman. In each photo she’s wearing the same shirt, but the colors are different. Which color makes you
think she’s very professional? Which color is friendly and fun? Which color makes her look interesting or
intelligent?
Psychologists believe that color can change how we feel about a person, so when you choose your
clothes, choose the correct color for the correct situation:
Black is a good color for job interviews, because people think you are very professional.
Blue is a friendly color, so when you want to make friends, wear something blue.
Red is good for going out and having fun. Wear red to a party.
Yellow is the color of the sun, and people often wear yellow in the summer. It’s a happy and positive color.
Purple makes you look interesting. People think that you are creative and you love art.
Green means you are a helpful person and other people may ask for your help. Maybe you like nature and
animals.
So, what color are your clothes today? What do they say about you?

Unit 9
53 Waiter: Good evening. What can I get you?
Customer: Hi. Could I have some coffee, please?
Waiter: Sure. Milk and sugar?
Customer: Just milk. And do you have any strawberry ice cream?
Waiter: No, sorry, we don’t have any strawberry ice cream. We only have chocolate.
Customer: OK, I’ll have some chocolate ice cream.
Waiter: So, that’s one coffee with milk and one chocolate ice cream.
Customer: That’s right. Thank you.
54 Miguel: OK, so how many people do we have for the party?
Diana: I think about 12 people will come.
Miguel: Right. So, we need some drinks.
Diana: Yes, get 12 bottles of soda.
Miguel: Only 12? Some people could drink more.
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 Diana: Yeah, and some people don’t like soda. So, how about 12 bottles of soda and 4 bottles of fruit juice?
Miguel: OK. And what about the food?
Diana: Wait a minute. We need some ice. One bag, I think.
Miguel: OK, one bag of ice.
Diana: Now, food. I think we need hamburgers and hot dogs. Do we have any hamburgers?
Miguel: No, we don’t. So, we need, say, 20 hamburgers and buns.
Diana: OK. Let me see. Anything else?
Miguel: Hot dogs?
Diana: Oh yes, 10 hot dogs. And buns. Oh wait! Two people are vegetarians. We don’t have any food for them!
Miguel: Well, the supermarket has boxes of veggie burgers. They’re burgers for vegetarians.
Diana: Perfect! Buy a box of those.
Miguel: Right. What about dessert?
Diana: My friend Ellie is making a big chocolate cake.
Miguel: So, we’ll have chocolate cake and ice cream. There’s some ice cream in the freezer so we don’t
need to buy any.
Diana: Great.
55 pasta and salad
pasta ‘n’ salad
56 1. soda and water
soda ‘n’ water
2. hamburgers and hot dogs
hamburgers ‘n’ hot dogs
3. cake and ice cream
cake ‘n’ ice cream
57 Doctor: Tell me about the food you eat. How much fruit do you eat?
Patient: I eat an apple every day. Sometimes I have an orange, as well.
Doctor: Very good! Do you eat meat?
Patient: Yes, I love meat.
Doctor: How much meat do you eat?
Patient: I eat a big steak every day.
Doctor: And vegetables. Do you eat any vegetables?
Patient: No, I don’t like vegetables.

58 Food Waste
It’s the middle of the day in New York City and 5,000 people are eating lunch in Union Square. This is not a
normal lunch, though. National Geographic Explorer Tristram Stuart, and his organization Feedback, make
these lunches from food that people throw away. He makes these lunches because he wants people in
different cities to know about the problem of food waste.
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 What’s the problem?
Food waste is a global problem. The world throws away over a third of its food every year. That’s enough
food for about two billion people. This is a big problem because about 800 million people are hungry
every day.

Why do we waste food?

One reason the world wastes food is because supermarkets want to sell “perfect” fruit. For example, Luis
Garibaldi is a farmer from Peru. He grows mandarin oranges. He exports 70% of his fruit to Europe and
North America. Most of the oranges are good to eat, but supermarkets throw away 30% because the fruit is
not the perfect color, size, or shape.

What’s the solution?

Tristram thinks there are different solutions. For example, when you go shopping for food, buy fresh food
from markets. Don’t worry about food with a different shape—ugly food is still good to eat! And don’t
throw food away—eat all of it.

Unit 10
59 face
head
ear
chest
stomach
knee
finger
arm
hand
foot / feet
leg
back
60 Boss: What’s the matter, Kim? You look tired.
Kim: No, I’m not tired, but I don’t feel well. My head hurts.
Boss: Oh, no!
Kim: And I feel sick to my stomach. Can I go home?
Boss: Of course. And go see a doctor!
61 1
A: Good morning, Doctor.
B: Oh, dear! What’s the problem?
A: I had a bicycle accident.
B: I see. So, what hurts?

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 A: Well, my right knee hurts.
B: Hmm. Can you move it?
A: Yes, but very slowly.
B: Right. And does your head hurt?
A: Yes, I have a very bad headache.
B: That isn’t good. Anything else?
A: Yes, my right foot hurts when I walk.
B: OK. First of all, I think you need an X-ray for the knee and the foot. And you need something for your head.
2
A: Good morning, what can I do for you?
B: Good morning, Doctor. I have a cough, and I don’t feel well.
A: I see. Do you have a fever?
B: Yes, I think I do. And a sore throat.
A: Maybe you have a cold. Something is going around. A lot of people have colds right now.
B: Yes, lots of my friends aren’t at school because they have bad colds.
A: But you also said you have other symptoms. Can you explain?
B: Well, I also have a stomachache. I can’t eat anything. I can only drink water.
A: Oh, no! OK, I think I need to examine you.
62 leg
head
63 ache
cough
flu
head
knee
throat

me
new
note
off
said
take
64 ache – take
head – said
throat – note

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 cough – off
knee – me
flu – new
65 Casey: Hi. What’s up, Brenda?
Brenda: I don’t feel well.
Casey: Oh, no! That’s too bad.
Brenda: I think I have the flu. What should I do?
Casey: I think you should go home and go to bed.
Brenda: Do you think I should see a doctor?
Casey: No, I don’t think so.

66 A Life-Saving Delivery
Rwanda is a small country in central East Africa. A lot of its people live in rural areas, and often there
aren’t good roads to the villages. Because transportation is a problem, doctors in Rwanda often cannot get
medicine for their patients. But now they have a high-tech solution.
Zipline is a drone service that delivers medicine. Zipline doesn’t use cars and trucks. Its drones can quickly
deliver medicine over mountains and forests and across rivers. The process is simple. First of all, when
a hospital in Rwanda needs medicine, the doctor sends a text message to Zipline. Next, Zipline puts the
medicine into a small red box with a parachute. Then, the drone flies to the hospital and, finally, it drops
the box to the ground.
Zipline’s drones are a good example of how technology can be positive and important in our lives. The
drones can make 500 deliveries per day, and the average flying time is 30 minutes (by truck it’s about 5
hours). The drone can fly almost 50 miles in a trip. As a result, Zipline is also now delivering in Ghana
and, in the future, it plans to deliver in other countries, including rural parts of the United States.

Unit 11
67 January, February, March, April, May, June, July, August, September, October, November, December
68 Girl’s Day in Japan is on March third.
Valentine’s Day is on February fourteenth.
Earth Day is on April twenty-second.
Labor Day in many countries is on May first.
Independence Day in Bolivia is on August sixth.
Halloween is on October thirty-first.
69 1
A: So, Linda, what are you going to do for New Year’s Eve?
B: Well, I’m not going to go to Times Square this year.
A: Why?
B: Because there are too many people. It’s so busy!
A: So, what are you going to do?

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 B: I’m going to stay home with my family. We’re going to have a meal and then watch TV at midnight. What
are you going to do, Chen?
A: Well, in China we don’t celebrate New Year’s Eve on December thirty-first. But some American friends
want me to go to their party, so I’m going there.
B: Really? When do you celebrate the New Year in China?
A: It changes each year. This year it starts on January 25th, and it lasts about ten days.
B: Wow! Ten days? That sounds like fun.
2
A: Hey, Tom. Why isn’t there class next Thursday?
B: Because it’s the 4th of July. That’s Independence Day in the US, so we have a national holiday. During
the day, my family is going to have a barbecue. What are you going to do for the holiday, Maria?
A: I don’t know. In Brazil, our Independence Day is on September seventh, so I don’t have any plans.
B: Well, my friends and I are going to go downtown and watch the fireworks at night. Do you want to come
with us?
A: Sure! What time?
B: We’re going to leave at about eight o’clock. OK?
A: Great!
B: In fact, why don’t you join my family for our barbecue as well?
70 1. We’re going to have a party.
2. We’re gunna have a party.
3. I’m gunna go to Paris.
4. I’m going to go to Paris.
5. They’re not going to come.
6. They’re not gunna come.
71 Father: So, Carol, you’re 18 years old today. What are you going to do with your life?
Carol: I’d like to get married and have children.
Father: What? Not so fast!
Carol: Just kidding! I’d like to become a lawyer.
Father: Really?
Carol: Yes, seriously. I’m going to study law in college.

72 Spring Festivals
After a long, dark winter, everyone feels happy when it’s spring. So, many people around the world plan
festivals to celebrate the beginning of this season.
Festival of Las Mayas: Spain
Every year on May 2nd, there is a festival in the town of Colmenar Viejo. “Las Mayas” is an ancient festival.
Local families make altars with colorful flowers. On each altar, a girl between the ages of 7 and 11 years
old sits in a beautiful dress for two hours. Bands play music and crowds of people walk past.

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 The Cherry Blossom Festival: Japan
Cherry blossoms are Japan’s national flower, so Japanese people celebrate them with a festival in the
spring. In April, people come to look at the beautiful, pink flowers. In the afternoons and evenings, they sit
under the trees with friends and enjoy food, drinks, and music.
Holi: India and Nepal
Around the middle of March, people in India and Nepal celebrate the arrival of spring. The festival lasts for
one night and one day. People sing and dance around fires at night. Then, the next day, hundreds of people
throw different-colored powders and water at each other.

Unit 12
73 Albert Einstein was born in Germany in 1879. In 1895, he went to school in Switzerland. After college, he
lived in Switzerland for 28 years, and then he moved to the US in 1933.
When she was 12, Salma Hayek left Mexico and went to school in the US. A few years later, she returned
to Mexico and became an actress. But Salma didn’t stay in Mexico. In 1991, she moved to Hollywood and
became famous around the world.
74 A: Hello, and today I’m talking to Doctor Chris Thornton at the National Geographic Society. Thanks for
calling in.
Chris: It’s nice to be here.
A: So, Chris, you live in Washington, DC, but were you born here?
Chris: No, I wasn’t. I was born in New York City.
A: When you were a child, did your family travel a lot?
Chris: Yes, we did. Every year we traveled to England. We visited my grandparents.
A: When did you leave home?
Chris: In 1997. I wanted to study archaeology in college, so I studied the subject here in the US and also
in the UK.
A: And how often do you travel for work now?
Chris: Well, I still travel a lot for my job. I’m very lucky. And in the past, I also lived and worked in
different countries.
A: Where did you work?
Chris: I worked in South Africa, Hungary, Cyprus, Iran, and Oman.
A: Did you have a favorite country?
Chris: No, I didn’t. I liked them all. Though Oman is a special country for me.
A: When did you go to Oman?
Chris: From 2007 to 2015, I went to Oman every winter.
A: What did you do there?
Chris: I worked with a team of archaeologists, and we studied the buildings and objects of ancient people.
These people lived there over 4000 years ago.
A: Wow!

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 75 1. traveled
2. visited
3. wanted
4. studied
5. worked
6. liked
76 1. Last year, I traveled to Brazil.
2. We wanted to go out last night.
3. They studied English in school.
4. You lived in Wuhan.
5. I worked there in 2015.
6. We liked all the food.
77 David: Hi Liana! How was your vacation? Did you have a good time?
Liana: Yes, I did. It was so relaxing!
David: Where did you go?
Liana: To Bali.
David: Great! Was it hot?
Liana: Yes, it was, so we went to the beach every day!
David: Was the food good? Did you eat out?
Liana: It was very good. We ate at the night markets a lot. The restaurants were good, too!

78 Humans and Animals on the Move

In the last century, more and more people moved to cities. By 2005, more people lived in cities than
outside of them. Today, over 4 billion people live in cities. That’s about 55% of the world’s population! And
experts think the numbers will grow in the future.
As cities grew in the last century, most wild animals had to move further away into more rural areas. But
now that is changing. There are fewer rural areas left, so as modern cities are growing, some animals are
learning to live in the city instead of moving away. Take this leopard (see photo). She is living in Mumbai,
India, one of the biggest cities in the world!
Like other cities around the world, Mumbai is a busy, noisy place. It doesn’t look like a safe place for wild
animals, but it is home for many species. After all, there is free food in the garbage cans, and tall buildings
are good homes for birds. And late at night, when we are sleeping, animals can move freely around our
streets.
We once believed that wild animals only lived in the countryside. Now we know that isn’t true. So, what
animals are living near you?

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 Video Scripts

Unit 1
My Name
What’s your name?
Person 1: My name is Ousseini Namadou.
Person 2: My name is Crispin Zavala.
Person 3: My name is Inês Correia Duarte Fontoura. My last name is Correia Duarte Fontoura. My mom’s name
is very, very, very big. It’s Amélia da Conceição Amália Correia Duarte Fontoura. And then my father’s name is
Manuel Jose Ferreira Fontoura.
Person 4: My name is Herman van der Muelen.
Person 5: My name is Maria Isabel Garcia Martinez.
Person 6: My name is Adria Sogues.
Do you have a nickname?
Person 1: Yes, Chaz.
Person 2: I don’t. Actually, I don’t.
Person 3: The Hermanator.
Person 4: My nickname is Maribel.
Taiye Selasi: My name is Taiye Selasi. Now, when I was born, my parents named me Eyi Taiye Selasi Tuakli
Wosornu. Eyi means first twin in my father’s language, Ewe from Ghana. Taiye means first twin in my mother’s
language, Yoruba from Nigeria. Selasi, my middle name, is an Ewe name. Tuakli is my mother’s surname, or last
name. Wosornu is my father’s surname. In West Africa, it is common for children to have many names. One of my
cousins has ten names. In Portugal, where I live, it is also common for people to have four or five names.
I was born in London as Eyi Taiye Selasi Tuakli Wosornu. But my parents separate when I am one. When I am three
years old, my mother marries a man named Doctor Williams. And so, for a time, my name is Eyi Williams. Years later,
my mother and my stepfather Doctor Williams separate and my name changes again. Eyi Wosornu.
But I always loved my names in my mother’s language. Taiye and Tuakli. My mother’s name is Juliet Tuakli. My
father’s name is Lade Wosornu. My sister’s name is Yetsa Tuakli-Wosornu.
My sister and I have the same surname—Tuakli Wosornu. Our mother’s surname, Tuakli, and our father’s surname,
Wosornu, together. It is lovely, but it is very long.
Now I am a writer and I have a new name, a shorter one. My first name, Taiye, and my middle name, Selasi. That is
how I became Taiye Selasi. My name is Taiye Selasi.

Unit 2
A Contact Job
Narrator: This is the city of Tokyo, Japan. There are more than 13 million people here. It’s a big city, and people are
very busy. But they always stop in the street for this man! His name is Okotanpe and he’s a contact juggler.
In contact juggling, the ball is always on your body. You move it in your hands, along your arms, back to your hands,
and around your body. It’s amazing!
Is the ball soft? No, it isn’t. It’s hard plastic.
It’s fascinating to me. It’s part magic act, part mime, and part standard juggling. Is it easy? No, it isn’t! It’s very difficult
and Okotanpe works many hours every day.
Okotanpe works all over Tokyo. It’s interesting for the people on the street, and Okotanpe is very popular.
How many balls are there? One? Two? Three? Four?
When you are in Tokyo, look out for Okotanpe!
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 Unit 3
A Day in the Life of a Lighthouse Keeper

Unit 4
Tyler Bikes Across America
Narrator: So, Tyler Metcalfe is on his American Bike Project. It’s a long trip, so what does he have with him? Well,
first of all, a bicycle, obviously. And a helmet—that’s very important.
He also has 4 bicycle bags—two in the front of his bike and two in the back. Then, all his other possessions are in
the bags.
He has a lot of things, like a sleeping bag and a small tent.
Sometimes he’s in a hotel, but sometimes there aren’t hotels on the trip.
Some clothes, like socks and pants, and bike shirts and shorts, and a raincoat—for when it rains!
…a camping stove for cooking food. He doesn’t have much food with him because there are stores on the road. He
can buy food and cook it.
…a good camera—Tyler’s a photographer. And, finally, maps for all the places he’ll go! Now, let’s watch him pack!

Unit 5
Around the World in 24 Hours
Narrator: It’s time to get up and look at the volcanoes in Hawaii. What a beautiful way to start the day!
Paris: Is it breakfast time? On Thursdays and Sundays, there’s a big food market in Paris. Let’s buy some coffee and
bread!
San Francisco: San Francisco has more than 670 outdoor stairways! It’s a great place for exercise.
Melbourne: Melbourne is a busy city with lots of commuters. Luckily, there are quiet parks to relax in.
Namibia: It’s noon in a National Park in Namibia. The sun is very hot. Take a bottle of water!
Portland: I’m hungry. Let’s have lunch in Portland.
Croatia: Time to relax after lunch. Croatia has perfect beaches and the ocean is blue.
Kerala: It’s a beautiful sunset in Kerala in India. This fisherman goes home.
Monaco: Expensive cars are outside the Monte Carlo casino in Monaco. It’s easy to spend time—and money—
here.
Norway: It’s midnight in Norway, but it isn’t dark. Go outside and look at the green northern lights.
Bogotá: It’s the middle of the night, but not everyone sleeps. Go to an exciting nightclub in Bogotá until the morning!

Unit 6
Star Wars Subway Car
Narrator: This is Charlie Todd. He runs Improv Everywhere in New York City. Improv Everywhere is a group of
people who perform in public places. They also record their performances and you can watch them online. They have
over 500 million views! Improv Everywhere wants to make people laugh and think about their daily lives.
One of their most popular videos is when they perform part of the movie Star Wars on a subway train. The video
is short, but Improv Everywhere need a lot of time to prepare. Let’s take a look. First of all, the actors put on their
costumes. Next, they have to wait at different stations. And while they wait, there is also time to listen to music and
watch another performer! Until finally, Improv Everywhere is ready to perform Star Wars on a subway.

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 Unit 7
Danny’s Challenge
Narrator: This is Danny MacAskill. He comes from Edinburgh, in Scotland. Today, he’s riding his bicycle around
Edinburgh. But he isn’t riding his bicycle on the streets! Danny is riding on walls, stairs—in fact, he’s riding
anywhere he wants!
Now, he’s riding on one wheel—and he’s riding backwards! And up and down walls.
Danny was a mechanic, but he’s so good on a bicycle that he’s now a professional stunt rider.
People come to watch Danny do tricks on his bicycle.
Man: He’s really impressive.
Narrator: People like watching Danny—he’s very good. Can you jump from the wall to the mailbox? No, but Danny
can. Even on his bicycle.
Danny says that he’s looking for more difficult places to ride his bicycle. And today he plans to ride over this bridge.
Not on the road, but on the bridge itself. It’s a challenge. A difficult challenge. He tries many times, and at last he gets
onto the bridge. Now he’s riding up the bridge, but Danny has a problem. Riding up the bridge is easy, but it’s difficult
to ride down the other side. Slowly, slowly, and at last he is safe on the other side of the bridge.
Now, he’s looking for his next challenge.

Unit 8
A Dress with a Story
Narrator: Sardinia is an island in the Mediterranean Sea. It is part of the country of Italy. It’s a beautiful place and the
coastal towns are busy with people and tourists. But in the middle of the island, it’s very quiet. There are mountains
with small villages. Desulo is one of these villages.
Desulo is a very traditional place and sometimes you can see the older women in a special dress. In the past, all of
the women only had one dress. They got it when they were a teenager and over the years, they changed the dress and
added new colors. Only a few women still wear these dresses today.
Every piece of the dress, and all of the different colors, are about the women’s lives. When they get married, the dress
is red and beautiful. And some of these women, when they are a widow, make the dress black.
This woman has photos of her parents. In the photos, her mother and other women are also wearing the same type of
dress. When she looks at their dresses, she says she can see the story of their lives. And so, she knows that after she
dies, people can look at her dress and remember the story of her life.

Unit 9
Berry Road Trip
Narrator: Where does your food come from? The other side of town? The other side of the country? From another
country?
In the United States, there are more than 2.6 million trucks on the road every day. And we transport 70% of our food
on trucks. Food can travel an average 5,120 miles before it’s in a supermarket.
Let’s take a trip on a truck transporting strawberries. We begin at some strawberry fields in Watsonville, California.
There are 590 trucks—all with strawberries. There is one pound of strawberries per box. 8 boxes per case. 108 cases
per pallet. And 26 pallets per truck. The berries on one truck are worth $90,000!
The truck drives across the US. It has to stop for fuel—that costs $900 each stop. It’s 3,200 miles to Washington,
DC. The trip takes three days with two drivers. Each driver can drive and then sleep. Each person can drive 11 hours a
day. This happens every day.
So, the next time you go to your local store and buy strawberries, think about the distance they traveled to be there!

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 Unit 10
What Makes You Happy?
Narrator: Can you measure happiness? Is it possible?
In a global poll about happiness, people from 140 countries answered questions about their happiness. How do you
measure this? Smiley face emojis? Hugs?
Here’s the first question: How happy are you?
You answer with a number from 0 to 10. 0 is not happy. 10 is very happy. If you choose 7 or above… You’re thriving!
Way to go!
But different people from different countries can answer this question in different ways. For example, for people from
Latin American countries—being happy is very important. So, they often answer the questions with high scores,
every day!
And why are they happy? In Costa Rica, being healthy and having a green environment equals happiness. People also
think education is important. Costa Rica also has a beautiful, natural landscape—so people are relaxed.
Let’s go across the ocean to Europe. Denmark is one of the happiest countries. Why? Well, people in Denmark are
happy because they have good hospitals and good schools as well as a good economy—so people have money.
Now let’s go to Asia and visit Singapore. Singapore has values like harmony, respect, and hard work. People here
think being with family and friends is important.
How can we increase happiness? Well, this is more difficult to answer. In most countries, people think physical health
is very important for happiness. So, maybe the answer is to go to your local park. Go there and get more exercise,
ride a bike, or go running…
How do you measure happiness? What makes you happy?

Unit 11
Catching a Hummingbird
Narrator: How did photographer Anand Varma capture this incredible footage?
Anand is a science photographer, and he loves taking photographs of animals. But this is very difficult, so he needs
to plan very carefully.
For this project, Anand would like to film a hummingbird. Hummingbirds are very small and fast, so he uses special
equipment. First, he’s going to prepare his studio. And he’s going to use a special camera. Fortunately for Anand,
modern cameras are much better than in the past.
Caption: This hummingbird was filmed in 1941 on a 16MM camera.
Narrator: This film of a hummingbird is from 1941.
Caption: DSLR Camera filmed in 2015
Narrator: This is with a more modern camera.
Caption: 4K Camera, 2,000 frames per second
Narrator: And this is with Anand’s camera.
Caption: But getting the shot wasn’t easy.
Caption: This shot of the forked tongue required special miniature glass dishes to be hand-made.
Narrator: To photograph the long tongue of the hummingbird, Anand needs to use small glass dishes.
Caption: A fog machine was custom built to visualize the bird’s aerodynamics.
Narrator: To photograph how hummingbirds move, Anand needs a special fog machine.
And to photograph how hummingbirds fly in the rain, he’s going to use this plastic box. The hummingbird is inside
the box and water falls on it. When Anand watches the hummingbird in slow motion, he can see what the bird does.
Now, we can see, too.

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 Unit 12
Leaving Antarctica
Narrator: This is Antarctica. It’s a cold and beautiful place. And famous for its wildlife.
Dion Poncett is the captain of a ship called the Hans Hansson. Dion was born in Antarctica.
This is Dion when he was 11 years old. His father was French and sailed his boat around the world. Dion’s mother
was from Australia and for years, the family sailed around Antarctica.
They had three children—all sons—and Dion was the first. The boys grew up in Antarctica.
Dion didn’t go to school, but his mother knew all about the different animals in the region and she taught her children
about them.
Sally Poncett was a scientist and an explorer. In particular, she studied birds.
All his life, Dion loved his home in Antarctica, but now the continent is changing. There is less water on the land. It is
dry in many places. There is less snow and ice.
The animals on the land are safe from humans. But there is a lot of fishing in the sea. So, the animals on land don’t
have enough food.
After this video, in 2018, Dion sold his boat and moved away because his home—Antarctica—is changing.

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 Workbook Answer Key

Unit 1: Friends and Family C

Answers will vary. Sample answers:
Lesson A Fine, thanks. / Sofía Contreras. / No, I’m not. I’m from Venezuela. / No, they’re not. /
A My favorite food is sushi.
1. how’s 3. my 5. Hi 7. Nice D
2. thanks 4. name 6. you Answers will vary. Sample answer:
B Her name is Ritika. She’s from India. She is young. She is short with long, brown hair.
1. formal 3. informal 5. informal She is single.
2. informal 4. formal 6. formal REVIEW
C A
1. is 3. is 5. is
1. C; 2. D; 3. F; 4. E; 5. B; 6. A
2. are 4. am 6. are
B
D
1. are; 2. His; 3. Her; 4. am/’m; 5. Is; 6. Their
1. His name’s Ang. 3. She’s Monserrat. 5. My name’s Martin.
2. They’re Dara and Leo. 4. I’m Asha. 6. We’re Jade and Hiromi. C
Answers will vary. Sample answers:
Lesson B
1. She is old/attractive and attractive/old with long, gray hair.
A
2. He is young/handsome and handsome/young with short, black hair.
1. at a university 3. in a classroom 5. formal
2. Xavi 4. Singh 6. Geoffrey D
1. isn’t; 2. are; 3. isn’t / He’s; 4. I am; 5. isn’t / She’s; 6. she is
B
1. F; 2. F; 3. T; 4. F; 5. T; 6. F VIDEO
C A
1. MARTHA 3. CHONGAN 5. XIANG Answers will vary.
2. (Mr.) JOHNSON 4. HAYES 6. (Mr. and Mrs.) GULLIVER B
Lesson C 1. F; 2. F; 3. T; 4. T; 5. F; 6. T
A C
Mother: Selasi; Tuakli
1. C; 2. A; 3. E; 4. D; 5. B
Father: Eyi; Taiye; Wosornu
B Stepfather: Williams
1. Are; 2. Are; 3. Is; 4. Are; 5. Is; 6. Is
D
C 1. Ewe 3. Tuakli 5. Lade
1. No, they’re not/they are not. 4. Yes, she is. 2. Nigeria 4. Juliet 6. Yetsa
2. Yes, he is. 5. No, he isn’t/is not.
3. Yes, they are. 6. No, she isn’t/is not. Unit 2: Jobs around the World
Lesson D Lesson A
A A
1. B; 2. D; 3. A; 4. C 1. d; 2. g; 3. f; 4. b; 5. c; 6. a; 7. e
B B
1. Seung 3. Adam 5. Tanisha 1. an; 2. a; 3. X; 4. a; 5. X; 6. an
2. Marcia 4. Joo Mi 6. Tomás C
C 1. She isn’t tall. / She’s not tall. 4. I’m not a student.
1. D; 2. F; 3. A; 4. E; 5. C; 6. B 2. They aren’t old. / They’re not old. 5. He isn’t a banker. / He’s not a banker.
3. She isn’t an artist. / She’s not an artist. 6. We aren’t sisters. / We’re not sisters.
D
1. Darsha 3. Jintao 5. Divya 7. Shona D
2. Mateo 4. Tomás 6. Seung 1. Are; aren’t; is 2. is; Is; isn’t 3. Are; ’m not; ’m; Is
Lesson E Lesson B
A A
1. Demian 2. Jorge 3. Inu
1. F; 2. C; 3. A; 4. E; 5. B; 6. D
B
B
1. Divya is from India. 5. She is Mrs. Kim. How old are you? Where are you from? Is it interesting?
2. His name is Mr. Perez. 6. Today is Tuesday. 1. Jorge x
3. Our family is from Korea. 7. My date of birth is June 2, 2001.
4. Her name is Shona. 2. Inu x x
3. Demian x x x

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 C B
1. e; 2. c; 3. a; 4. f; 5. b; 6. d 1. isn’t / ’s not 3. aren’t / ’re not 5. isn’t / ’s not
D 2. ’m not / am not 4. isn’t / ’s not 6. ’re not / aren’t
1. thirteen 3. forty 5. sixty-six C
2. twenty-eight 4. fifty-three 6. one hundred and eighty 1. Seoul 3. Chile 5. Africa
Lesson C 2. Australia 4. Cairo 6. Belgium
A D
1. China 3. North America 5. Canada 1. Moscow is a big city. 4. Monaco is a small country.
2. London 4. Jakarta 6. Africa 2. A doctor is an interesting job. 5. A teacher isn’t a popular job.
3. Tristan is a new student. 6. French is a difficult language.
B
1. c; 2. c; 3. b; 4. c; 5. b; 6. a VIDEO
A
C
Answers will vary. Sample answers:
1. e; 2. d; 3. f; 4. b; 5. a; 6. c
1. Yes, it is. / No, it isn’t. 2. Yes, it is. / No it isn’t.
D
B
1. Is Buenos Aires a small city? No, it isn’t./No, it’s not.
1. big 2. interesting 3. popular 4. hard 5. difficult
2. Is Rome a beautiful city? Yes, it is.
3. Are Amazon and Google big companies? Yes, they are. C
4. Is Mr. Cox an old teacher? Yes, he is. 1. T; 2. F; 3. F; 4. T; 5. F; 6. F
5. Are Ecuador and Uruguay big countries? No, they’re not./No, they aren’t. D
Lesson D 1. are 3. young 5. isn’t
2. name 4. is 6. Tokyo
A
dog walker; safari guide; vet; zookeeper
B
Unit 3: Houses and Apartments
Job: Safari guide/field guide/guide Lesson A
Company: National Geographic’s Safari Live A
Inside or outside? outside 1. door 2. balcony 3. kitchen 4. bathroom 5. hall
Which continent? Africa B
Animals in the bush: elephants, lions, rhinoceroses 1. apartment 3. closets 5. windows
C 2. bedrooms 4. balcony 6. dining room
1. Yes, it is. 3. No, she isn’t. 5. Yes, he is. 7. Yes, it is. C
2. Yes, it is. 4. Yes, they are. 6. No, it isn’t. 1. There are 3. Are there 5. is there 7. there isn’t
D 2. there’s 4. there are 6. Is there
1. She’s from Port Elizabeth./She’s from 4. He’s from Pretoria./He’s from South D
South Africa. Africa. Answers will vary. Sample answers:
2. Her last name is McCurdy. 5. His last name is Winterboer. 1. Are there three bedrooms? Yes, there are. / No, there aren’t.
3. Her favorite animals are elephants. 6. Answers may vary: Yes, it is./No, it isn’t. 2. Is a there a balcony? Yes, there is. / No, there isn’t.
Lesson E 3. Is there a hall? Yes, there is. / No, there isn’t.
A 4. Are there two bathrooms? Yes, there are. No, there are.
My new job is great! I’m a teacher in a school. The school isn’t in my hometown. Lesson B
Now I’m in São Paulo. It’s a big city. Is your job interesting? There are 10 punctuation A
marks to add.
Number 1 Number 2 Number 3
B
1. Mexico City 3. outside 5. amazing two bedrooms X
2. artist 4. inside 6. painting three bathrooms X
C
a garden X X
Answers will vary. Sample answers:
1. What is your job? 4. Is it a big company? an elevator X
2. Is your job outside or inside? 5. Where is your job?
a dining room X
3. What’s the name of the company?
D lots of windows X
Answers will vary. Sample answers: B
1. I’m an architect. 4. No, it isn’t. It’s a small, family 1. F; 2. T; 3. T; 4. F; 5. F; 6. T
2. I work inside and outside. company. I work with my father.
C
3. The name is Avery Inc. 5. I work in Dubai.
1. Yes, it is. 6. No, they aren’t.
REVIEW 2. There are three. 7. There are six bedrooms.
A 3. Yes, there is. 8. There are two floors.
1. c; 2. d; 3. f; 4. a; 5. b; 6. e 4. No, it isn’t. 9. Yes, there is.
5. There are two bathrooms.

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 Lesson C C
A 1. between 2. under 3. on in next to 4. in between
1. sofa 5. bed 9. chair D
2. armchair 6. bookcase 10. stove 1. floors 3. door 5. garden 7. bathrooms
3. coffee table 7. lamp 11. refrigerator 2. hall 4. sofas 6. kitchen 8. sink
4. TV 8. table 12. microwave VIDEO
B A
1. sink 3. toilet 5. bookcases 3; 1; 5; 4; 2
2. chairs / table 4. refrigerator B
C 1. aren’t 2. lamp 3. on the roof 4. is 5. kitchen
1. a lamp 3. a bed 5. flowers/TV/vase C
2. a stove 4. a coffee table 6. a bag 1. T; 2. F; 3. T; 4. T; 5. T; 6. F; 7. F
D D
1. The lamp is on the coffee table. 4. The stairs are between the kitchen and Answers will vary. Sample answers:
2. Your keys are under the sofa. the hall. 1. The lighthouse is old. 3. Da Costa’s job is important.
3. The bathroom is next to the hall. 5. Your book is in the bookcase. 2. The lighthouse isn’t comfortable 4. Da Costa’s job isn’t easy.
Lesson D
A Unit 4: Possessions
Answers will vary. Sample answers: Lesson A
1. Yes, it is. / No, it’s not. 3. Yes, they are. / No, they’re not. A
2. There are 7. 1. d; 2. e; 3. c; 4. f; 5. b; 6. c
B B
1. small 3. $500,000 5. is 1. wallet 3. sunglasses 5. pen
2. are 4. aren’t 6. aren’t 2. phone 4. notebook 6. makeup
C C
an average American house a tiny home 1. this 3. These 5. This
2. those 4. That 6. these
size (square feet) 2,960 100–400
D
cost ($) 500,000 57,000–69,000 1. these 3. that 5. this
number of bedrooms 2–3 1 2. Those 4. These 6. That
number of bathrooms 2 1 Lesson B
D A
1. cars 3. yard 5. upstairs 1. Will Self’s 3. Hannah Weiland’s
2. California 4. Washington State 6. dining room / yard 2. Renni Eddo-Lodge’s 4. Angela Hartnett’s
Lesson E B
1. typewriter / coffee pot 3. DogDog 5. DogDog
A
2. headphones 4. typewriter / coffee pot 6. headphones
1. big 4. books 7. bathroom
2. there’s 5. next to 8. showers C
3. lamp 6. in 9. There are 1. are 3. Italy 5. old
2. fashion designer 4. Angela Hartnett 6. beautiful
B
Answers will vary. Sample answers: Lesson C
1. There are three bedrooms and two 4. The armchairs are beautiful and A
bathrooms. comfortable. 1. great / P 3. useless / N 5. horrible / N
2. There is a sofa and a coffee table. 5. My apartment is on the second floor 2. boring / N 4. interesting / P 6. water bottle / P
3. The kitchen is big and modern. and it’s big. B
C 1. happy 3. interesting 5. useless
Answers will vary. Sample answers: 2. horrible 4. sad 6. great
1. There is a table and a chair next to the 3. There is a big bed. C
window. 4. There is a bathroom with a shower. 1. c; 2. a; 3. d; 4. f; 5. b; 6. e
2. There is an armchair between the 5. There is a lamp next to the closet.
window and the TV. 6. There are three lamps. D
1. has 3. don’t have 5. don’t have 7. doesn’t have
D 2. doesn’t have 4. have 6. has
Answers will vary.
Lesson D
REVIEW
A
A radios, TV, clothes, toys, refrigerator, washing machine, dryer
1. b; 2. e; 3. a; 4. c; 5. d
B
B 1. The Wu family 4. The Ukita family
1. are there 3. there is / there’s 5. Is there 7. there are 2. The Wu family, The Ukita family 5. The Wu family, The Ukita family
2. there are 4. there is / there’s 6. there isn’t 3. The Wu family 6. The Ukita family

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 C
1. He’s a photojournalist. 4. Their favorite object is the TV.
Unit 5: Daily Activities
2. No, it isn’t. It’s from 1995. 5. No, it isn’t. Lesson A
3. No, they don’t. 6. Their favorite object is a special ring. A
D 1. It’s nine fifteen. / It’s a quarter after nine. 4. It’s eleven o’clock.
Answers will vary. Sample answers: 2. It’s eight thirty. / It’s half past eight. 5. It’s two forty-five. / It’s a quarter to
1. There are a lot of clothes, shoes and 4. Yes, I do. 3. It’s six forty-five. / It’s a quarter to three.
toys in my house. 5. Yes, I have two TVs in my house. seven. 6. Answers may vary.
2. There are only four people in my 6. I have a washing machine, but I don’t B
house. have a dryer. Answers will vary. Sample answers:
3. It has three bedrooms. 7. No, I don’t. 1. I get up at six o’clock. 4. I go to work/college/school at a quarter
Lesson E 2. I take a shower at a quarter after six. past seven.
A 3. I have breakfast at a quarter to 5. I have lunch at half past one.
9 capital letters to add/4 periods/2 commas/1 exclamation mark/1 apostrophe: seven. 6. I go to bed at half past ten.
Hi Dad, C
Thanks so much for the new laptop. It’s very useful. College is great. My teachers 1. do have 2. don’t get 3. takes 4. have 5. Does go 6. start
are nice. D
See you soon! 1. get 3. take
Love, 2. starts / finishes / goes 4. has / gets
Erick Lesson B
B A
3; 6; 5; 4; 1; 2 Answers will vary. Sample answers:
C 1. They start at seven o’clock or eight 3. Yes, they do.
1. a camera 3. my grandmother 5. Dear Grandma o’clock. 4. I get up at six o’clock.
2. for my birthday 4. It’s great and useful. 6. See you soon 2. They start work at eight o’clock or nine 5. Yes, I do.
o’clock.
D
Dear Grandma, B
Thank you so much for the camera for my birthday. It’s great and very useful. 1. f; 2. d; 3. e; 4. a; 5. c; 6. b
See you soon, C
Jin-soo 1. are 4. are
REVIEW 2. two hours and thirty minutes 5. nine o’clock
3. Mexico City 6. Pamela
A
Lesson C
1. These are Nicole’s keys. 4. These are Darren’s sunglasses.
2. This is my sister’s backpack. 5. This is Do-yun’s camera. A
3. These are Mr. Hayashi’s pens. 6. This is my friend’s water bottle. 1. d; 2. c; 3. a; 4. f; 5. b; 6. g; 7. e
B B
a. this; b. isn’t; c. Michelle’s; d. His; e. those; f. aren’t; g. That’s 1. Do Simon and Elena travel? Yes, they do. / Does Nikita travel? No, she doesn’t.
2. Do Simon and Elena meet clients? No, they don’t. / Does Nikita meet clients? Yes,
C
she does.
1. d; 2. f; 3. a; 4. b; 5. e; 6. c
3. Do Simon and Elena talk to people? Yes, they do. / Does Nikita talk to people? Yes,
D she does.
1. have 3. don’t have 5. Do have C
2. Does have 4. has 6. doesn’t have 1. I sometimes check my email. 5. We always go to class.
VIDEO 2. Jennifer texts her friends every day. 6. I talk to my family on the phone every
A 3. My sister never goes to the gym. weekend.
1. Yes, it is. 3. He has four. 5. No, he doesn’t. 4. The students take a test every month.
2. His helmet is important. 4. Yes, he does. 6. He is a photographer. D
B Answers will vary. Sample answers:
5; 3; 6; 2; 7; 1; 4 1. Does he meet clients every day? 4. Does he text his friends at work?
C 2. Does he travel? 5. Does he start work at nine o’clock?
checked boxes: a horse, a store, yellow flowers, a train, mountains, a hotel, ships, water 3. Does he always talk to people at work? 6. Does he have lunch in his office?
D Lesson D
Where to start? in Austria A
Answers will vary.
Countries/Cities to visit? Austria, Germany, Hungary, Slovakia
B
Where to finish? in Austria
1. T; 2. F; 3. F; 4. T; 5. F; 6. F
How many days? 7 nights
C
Stay in hotels or in a tent? hotels
1. weekdays 3. to the bathroom 5. watch TV
List what to take: a bicycle clothes 2. in America 4. use screens 6. Always
gloves camera
D
raincoat a helmet
1. 43; 2. 6; 3. 3; 4. 2011; 5. 95; 8
water bottle sunglasses

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 Lesson E B
A 1. No, it isn’t. (It’s expensive.) 4. Yes, she does.
1. We don’t work on weekends. 4. What time do you start work? 2. Yes, you do. (You have to change two 5. No, it’s not. (It’s slow.)
2. I have English class at nine thirty. 5. Nuria doesn’t have lunch in her office. times.) 6. Yes, it is.
3. Jesse goes to college with his friends. 6. My father takes a shower every day. 3. Yes, there is. 7. No, you don’t.
B C
1. check / finish 3. text / meet 5. talk 1. has to 3. have to 5. have to
2. finish / check 4. don’t have meet 6. don’t go 2. has to 4. has to 6. has to
C Lesson D
1. have 3. Go 5. Take A
2. don’t go 4. Use 6. Don’t be 1. garden 3. museum 5. concert hall
D 2. restaurant 4. museum
Answers will vary. Sample answers: B
1. Relax for an hour at night. 4. Write a to do list. 1. F; 2. F; 3. T; 4. T; 5. F; 6. F
2. Don’t have screen time. 5. Go to bed at the same time every day. C
3. Take a warm shower. 6. Don’t go to bed late. 1. c; 2. e; 3. f; 4. a; 5. b; 6. d
REVIEW D
A Answers will vary.
1. f; 2. e; 3. b; 4. c; 5. d; 6. a Lesson E
B A
1. doesn’t go 3. has 5. goes 7. go 9. goes 1. and 3. and 5. but
2. gets 4. doesn’t have 6. finish 8. takes 2. because 4. and 6. because
C B
1. Do 3. does 5. Do 7. Does 1. A taxi is fast, but it is expensive.
2. don’t 4. Does 6. don’t 8. doesn’t 2. You have to go now because the train leaves in one hour.
D 3. You have to walk along Green Street and turn left at the post office.
1. d; 2. f; 3. f; 4. a; 5. c; 6. b 4. Take your driver’s license because you have to rent a car at the airport.
5. I like my city, but there’s a lot of traffic.
VIDEO
C
A
Answers will vary. Sample answer:
3; 7; 8; 2; 6; 5; 1; 4 Hi Mariana,
B Great news you are in Tokyo! Ueno is a good place to go. Do you know it? There’s a
1. 5 am 4. have breakfast 7. 2 pm 10. go home big park and there are four museums. They are interesting. The food on the street near
2. get up 5. 7 am 8. have lunch there is good and it’s not expensive. Take the subway to Shimbashi station. Go out of
3. Paris 6. San Francisco 9. 6 pm the station and it’s not far to the Tokyo Tower. Remember your camera because the
C views of the city are great! The Hama Rikuyu gardens near there are beautiful, too. If
1. in Paris 3. in Melbourne 5. green you have time, go to visit the Senso-ji Temple. It’s very old.
2. in Kerala 4. Kerala 6. relax My number is 080-1234-7732.
See you soon,
Unit 6: Getting Around Kyle
REVIEW
Lesson A
A
A 1. restaurants 3. shopping mall 5. nightclubs 7. parks
1. e; 2. f; 3. a; 4. d; 5. c; 6. b 2. supermarket 4. movie theater 6. train station
B B
1. museum  2. station  3. bank  4. restaurant  5. hotel  6. library 1. d; 2. a; 3. f; 4. c; 5. b; 6. e
C C
1. business 3. museum 5. seafood 1. have to 3. have to 5. has to
2. old 4. new 6. expensive 2. has to 4. has to 6. have to
Lesson B D
A 1. Does Jan have to change trains? 4. Do you have to go to the supermarket?
church; restaurants; market; museums; parks; shopping malls 2. Do they have to take the 19 bus? 5. Does he have to get up early?
B 3. Does Mr. Pereira have to be there at 9 6. Do people have to have a driver’s
1. Yes, there is. 3. No, it isn’t. 5. No, it isn’t. o’clock? license here?
2. Yes, there is. 4. No, he doesn’t. 6. Yes, it is. VIDEO
C A
1. on business 3. museum 5. seafood 1. performers 3. scenes 5. costumes
2. old 4. new 6. expensive 2. public places 4. subway 6. Star Wars
Lesson C B
A 1. scenes 3. costumes 5. public places
1. bus 2. taxi 3. subway 4. train 5. rental car 2. Star Wars 4. performers 6. subway
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 C D
1. often 3. 500 million 5. Princess Leia 1. Yes, you can. 3. No, you can’t. 5. No, you can’t.
2. long 4. Princess Leia 6. take 2. Yes, it is. 4. Yes, you do. 6. No, it isn’t.
D Lesson E
Answers will vary. Sample answers: A
1. Yes, I do. 5. Yes, they do sometimes. 1. b; 2. d; 3. e; 4. c; 5. f; 6. a
2. Yes, it is. 6. It’s different.
B
3. Yes, they do, but they don’t in my city. 7. No, they’re not.
1. are you doing 4. Do you play / Can you play
4. They perform in the street.
2. can you play 5. Do you run / Can you run

Unit 7: Free Time 3. Do you often play

C
6. Are you reading

Lesson A Answers will vary. Sample answers:

A 1. Do you often play sports? 4. Do you have experience with adults?
1. f; 2. d; 3. g; 4. c; 5. a; 6. b; 7. e 2. Can you play soccer? 5. Can you work weekends?
B 3. Do you have experience with children? 6. When can you start?
1. No, he isn’t. 3. No, I’m not. 5. Yes, I am. D
2. Yes, they are. 4. Yes, she is. 6. No, they’re not. Answers will vary.
C
1. cooks 3. doesn’t play 5. Is he talking REVIEW
2. are going 4. shop 6. watch A
D 1. go 5. is cooking
Answers will vary. 2. am reading/’m reading 6. talks
3. are shopping/’re shopping 7. is watching/’s watching
Lesson B 4. doesn’t play 8. are listening/’re listening
A
Conversation 1: Debra, Caroline B
Conversation 2: Mr. Williams, Esther Serrano 1. ride 4. skiing, swimming 7. food, clothes
Conversation 3: Alek, Mrs. Kim 2. swim 5. soccer, basketball 8. a book, a magazine
B 3. TV, a movie 6. your friends, music
1.a. Caroline 2.a. Esther Serrano 3.a. Alek C
1.b. Debra 2.b. Mr. Williams 3.b. Cindy 1. can’t play 4 can’t hear 7. can’t cook
C 2. can go 5. can skateboard 8. can’t go
1. T; 2. F; 3. F; 4. F; 5. F; 6. T 3. Can you play 6. Can he speak

D VIDEO

1. R; 2. R; 3. R; 4. C; 5. R; 6. C; 7. C A
1. actors; circus performers; magicians; skateboarders; stunt drivers
Lesson C
B
A 1. No, he isn’t. 2. Yes, he does. 3. No, he doesn’t. 4. Yes, he is. 5. Yes, they do.
1. soccer   2. basketball   3. swimming   4. skateboard   5. tennis   6. skiing
C
B 1. e; 2. f; 3. d; 4. b; 5. a; 6. c
1. go 2. plays 3. play 4. go 5. rides 6. goes
C D
1. Can you play tennis? 4. Can you ride a bike? 1. backwards 3. down 5. slowly
2. Can your parents swim well? 5. Can you play the piano? 2. on 4. difficult 6. dangerous/difficult
3. Can you skateboard? 6. Can you cook well?
D Unit 8: Clothes
Answers will vary. Sample answers: Lesson A
1. Yes, I can. 3. No, I can’t. 5. No, I can’t. A
2. Yes, they can. 4. Yes, I can. 6. No, I can’t. 1. hat 4. pants 7. jeans 10. skirt
Lesson D 2. scarf 5. shoes 8. coat
A 3. jacket 6. T-shirt 9. sweater
Answers will vary. Sample answers: B
1. Yes, I do. 4. basketball, volleyball, American 1. f; 2. c; 3. a; 4. e; 5. b; 6. d
2. I play tennis and volleyball. football C
3. soccer and tennis (only correct answer) 1. Do 3. them 5. Could 7. of course
B 2. I’m afraid 4. jackets 6. it
What is the name of the sport? oină sepak takraw bandy Lesson B
Where do they play it? Romania Southeast Asia Russia A
How many players in a team? 11 4 11 Clothes: scarves, dresses, jeans, T-shirts, coats, sweater
Colors: red, black, dark blue, white, purple
C
1. No; 2. No; 3. Yes; 4. No; 5. No; 6. Yes B
1. c; 2. a; 3. c; 4. b; 5. a; 6. b

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 C VIDEO
1. F; 2. T; 3. F; 4. F; 5. T; 6. F A
D 1. island 3. tourists / people 5. women
1. This pink sweater is nice. 4. Can you show me some red dresses? 2. Italy 4. village
2. I’m looking for a white shirt. 5. Do you have anything in light blue? B
3. Do you have any dark green coats? 6. Can I try on these black shoes? red; white; yellow; blue; black; green
Lesson C C
A 1. beautiful 3. busy
1. like / love 3. don’t like / hate 5. hate 2. quiet traditional 4. special traditional
2. like / love 4. like 6. love D
B 1. F; 2. F; 3. F; 4. F; 5. T; 6. T; 7. T
1. them; 2. it; 3. them; 4. her; 5. it; 6. him E
C Answers will vary.
1. I like her. 3. I love it. 5. I love it.
2. I don’t like/hate them. 4. I don’t like/hate them. 6. I like him. Unit 9: Food
D Lesson A
Answers will vary. A
Lesson D 1. eggs 4. steak 7. cream
A 2. juice 5. salad
Answers will vary. 3. coffee 6. chocolate

B B
1. b; 2. b; 3. c; 4. c; 5. a 1. ice cream 3. pasta 5. eggs
2. fruit juice 4. salad 6. cereal and milk
C
1. a and d; 2. b; 3. c; 4. c; 5. a and c C
1. Could I have some strawberry ice cream? / Do you have any strawberry ice cream?
D 2. I want some dessert. / I don’t want any dessert.
1. T; 2. F; 3. F; 4. F; 5. F; 6. T 3. Do you have any cereal?
Lesson E 4. We don’t have any milk. / We have some milk.
A 5. Can he have some pasta with his chicken?
1. d; 2. a; 3. e; 4. b; 5. f; 6. c 6. Do they want any coffee?
B D
Answers will vary. Sample answers: 1. any 3. some 5. some
1. (a) blue; (b) it’s a friendly color; (c) black; (d) it’s very dark 2. some 4. any 6. any
2. (a) basketball; (b) soccer; (c) it’s boring Lesson B
3. (a) my bed; (b) I sleep there. A
C cake; ice cream; salad; soda; steaks; veggie burgers
Your favorite day/room/city: Saturday B
Reason 1 why you like it: I don’t have to get up early. I don’t work on weekends. 1. 10 4. 2 7. chocolate 10. ice
2. 3 5. salad 8. ice cream
Reason 2 why you like it: I go to the movies with my friends or spend time 3. steaks 6. veggie burgers 9. soda
with my family.
C
D 1. Dad 3. making 5. have some
Answers will vary. Sample answer: 2. vegetarians 4. is some 6. laptop
My favorite day of the week is Saturday. I love this day because I don’t have to get up
early. On weekdays I get up at 6 o’clock, but on Saturday I often get up at 10 o’clock. I D
also like this day because I spend time with my family. I sometimes go to the movies 1. ice 3. milk 5. eggs
with my friends, too. 2. burgers 4. juice 6. cereal
REVIEW Lesson C
A A
1. socks; 2. jeans; 3. hat; 4. skirt; 5. tie; 6. coat 1. Carrots, Mushrooms, 3. Apples, Bananas, 5. Peas, Broccoli, Lettuce
Peppers Grapes 6. Rice, Pasta, Couscous
B 2. Beans, Eggs, Beef 4. Yogurt, Butter, Milk
1. c; 2. f; 3. a; 4. b or a; 5. d; 6. e
B
C 1. spaghetti / pasta 4. egg 7. milk 10. mushrooms
1. Can I 5. I like her. 2. bread 5. banana 8. lettuce 11. broccoli
2. I like 6. I love Real Madrid. or They’re not my 3. apple 6. cheese 9. tomato
3. I love them. favorite team.
4. Could / Can you C
1. much 3. many 5. many
D 2. much 4. much 6. many
1. I don’t like it. 4. I don’t like her. 6. I hate it.
2. I hate it. 5. I hate them. I like 7. I don’t like him / her.
3. I don’t like them. her / him.
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 D B
Answers will vary. Sample answers: 1. d; 2. a; 3. e; 4. c; 5. f; 6. b
How many apples do you have? How much bread do you have? How much spaghetti/ C
pasta do you have? How many eggs do you have? How many bananas do you have? 1. 5120 2. 900 3. 90,000 4. 2 5. 3,200 6. 108
How much cheese do you have? How much milk do you have? How many mushrooms
D
do you have? How many tomatoes do you have?
Answers will vary.
Lesson D
A
Answers will vary.
Unit 10: Health
Lesson A
B
A
1. day 3. different 5. Don’t eat
1. head 4. hand 7. face 10. finger
2. where you can see it 4. new 6. soups
2. chest 5. knee 8. ear 11. leg
C 3. arm 6. foot/feet 9. stomach
1. F; 2. T; 3. F; 4. F; 5. F; 6. T
B
D 1. hand 3. ears 5. legs
red fruits and vegetables: strawberries; tomatoes 2. feet 4. stomach 6. head
yellow or orange fruits and vegetables: carrots; oranges
C
green fruits and vegetables: broccoli; cucumber
1. feel 3. look 5. looks
Lesson E 2. look 4. Does Suzy feel 6. I don’t feel
A D
1. Get active; for example, take the stairs and not the elevator. 1. feel 3. feels 5. feel
2. People often have hot drinks, like coffee and tea, for breakfast. 2. look 4. look 6. doesn’t look
3. Drink a lot of water every day; for example, two to three liters. / Drink a lot of water;
Lesson B
for example, two to three liters every day.
4. Granola bars are a good example of a healthy snack. A
5. I don’t normally eat unhealthy food like candy or ice cream. 1. headache; 2. cough; 4. sore throat; 7. tired
6. Basketball is a good example of a team sport. B
B 1. F; 2. F; 3. NI; 4. T; 5. NI; 6. T
1. b; 2. a; 3. e; 4. d; 5. f; 6. c C
C 1. his back 5. an X-ray
Answers will vary. Sample answers: 2. a little 6. a different doctor / a back doctor /
3. Yes, it does. Dr. Singh
How to start the day well Example 4. He stands up.
1. Get up early at 6 or 7 o’clock D
2. Do exercise go to the gym, go for a walk, or do yoga 1. doctor 3. Jiao 5. doctor
3. Take a shower wash well, shave 2. Jiao 4. Jiao 6. Jiao
4. Wear your favorite clothes the shirt from your birthday Lesson C
A
5. Have a good breakfast with protein, dairy, fruit and vegetables, and bread 1. b; 2. d; 3. f; 4. c; 5. a; 6. e
food from all the food groups and cereals
B
6. Don’t be late always try to leave the house at the same time 1. terrible 4. cough medicine 7. tooth
D 2. cold 5. doctor 8. pain reliever
Answers will vary. 3. throat 6. well 9. dentist
REVIEW C
A Answers will vary. Sample answers:
1. drinks 3. fruit juice 5. dessert 7. ice cream 1. You should take some pain reliever. / You should go to bed. / You should go to the
2. milk 4. eggs 6. chocolate doctor.
2. You shouldn’t use your phone before bed. / You should drink milk before bed.
B
3. You should go to the dentist. / You should brush your teeth three times a day.
1. a; 2. c; 3. b; 4. b; 5. c; 6. a
4. You should walk. / You should take the bus.
C 5. You should talk to the teacher.
1. f; 2. c; 3. e; 4. a; 5. d; 6. b 6. You should go to the gym.
D D
1. How much ice cream do you need? 4. How many strawberries do you need? 1. should 3. should 5. shouldn’t
2. How many brothers and sisters do you 5. How much fish do you eat? 2. shouldn’t 4. should 6. shouldn’t
have? 6. How much milk does he need?
Lesson D
3. How much fruit does Angie eat every day?
A
VIDEO
1. F; 2. F; 3. T; 4. F; 5. F; 6. T
A
B
1. 70% 3. Farmers 5. sleeps 7. Many
1. influenza 3. fast 5. some
2. Watsonville 4. large 6. wooden platform
2. some 4. shouldn’t 6. always
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 C
1. sick 3. sore throat 5. touch
Unit 11: Making Plans
2. terrible 4. normally 6. shouldn’t Lesson A
D A
Answers will vary. Sample answers: 1. wedding 3. graduation 5. anniversary
1. No, I don’t. 4. I don’t go to work. I stay in bed. 2. birthday 4. new job 6. new year
2. Yes, I do. 5. You should lie down. You should see B
3. I take pain reliever. the doctor. 1. makes 3. go to 5. give
Lesson E 2. have 4. send 6. inviting
A C
1. First / Second / Finally 1. are going to 3. am / ’m going to 5. am / ’m going to
2. Also 2. isn’t going to 4. is / ’s going to 6. aren’t going to
3. How to spend time away from work to have a healthy life D
4. the first sentence 1. Are we going to eat hamburgers for 4. Is he going to cook dinner tonight?
B lunch? 5. Are you going to invite everyone in the
2. When are we going to have a barbecue? class?
Topic Idea 1 about the topic Idea 2 about the topic
3. When are you going to go to the 6. Is the party going to start at 9 pm?
How to sleep well go to bed at the same time don’t use a screen before doctor?
every night bed
Lesson B
Activities to help walk or read outside in a don’t check your phone for
A
you relax park or garden twenty minutes or one hour
1. c; 2. a; 3. c; 4. a; 5. b; 6. a
How to eat a don’t eat in restaurants drink two to three liters of B
healthy diet often water every day 1. isn’t going to 3. isn’t going to 5. aren’t going to
C 2. are going to 4. are going to 6. are going to
Answers will vary. C
D Answers will vary.
Answers will vary. Lesson C
REVIEW A
A 1. d; 2. f; 3. b; 4. c; 5. e; 6. a
1. feet 3. chest 5. backache 7. fingers B
2. face 4. head 6. knee 1. nurse 3. musician 5. teachers
B 2. lawyer 4. software engineer 6. actor
1. f; 2. a; 3. e; 4. b; 5. d; 6. c C
1. I would like to work with children. 4. Would you like to go to Tokyo?
C
2. Where would you like to study? 5. Leo wouldn’t like to travel alone.
1. To be healthy, you shouldn’t eat 4. For fresh food, you should go shopping
3. Would they like to see the fireworks at 6. What would you like to do on your
unhealthy snacks. in local markets.
New Year? birthday?
2. What should I do? 5. Should I see the doctor?
3. To have a happy boss, you shouldn’t 6. To not have back problems, you should D
arrive late. do exercise. 1. Irina / She is going to study engineering. 4. Irina / She would like to travel to Africa.
2. Irina / She is going to get a summer job. 5. Irina / She would like to buy a car.
D
3. Irina / She isn’t going to spend a lot of 6. Irina / She would like to take a cooking
1. should 4. shouldn’t 7. should
money. class.
2. shouldn’t 5. should 8. shouldn’t
3. should 6. should 9. should Lesson D
VIDEO A
DJs, guitars; R&B; jazz; blues; soul; electronic
A
1. happiness / how happy people are / 4. No, they don’t. B
what makes people happy 5. in Latin America 1. in London 3. Glastonbury 5. in Switzerland 7. Tomorrowland
2. 140 6. happiness is important there 2. two days 4. in June 6. two weeks 8. in Boon, Belgium
3. numbers 1–10 C
1. Field Day 4. Montreux Jazz Festival 7. Glastonbury
B
2. Montreux Jazz Festival 5. Glastonbury
Costa Rica: good health; the green environment
3. Glastonbury 6. Tomorrowland
Denmark: education; the country’s economy
Singapore: family and friends; harmony D
Answers will vary. Sample answers:
C
1. Yes, I do. 4. Glastonbury.
1. Can you measure happiness? 4. How do you measure happiness?
2. I normally listen to music in the car or 5. Because there are a lot of different
2. How happy are you? 5. What makes you happy?
when I cook. types of music.
3. How do we increase happiness?
3. No, I don’t.
D
Answers will vary.

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 Lesson E D
A 1. was 3. studied 5. returned
1. barbecue 4. Bye 7. March 17 th
10. Best wishes 2. moved 4. didn’t stay 6. got
2. house 5. Dear 8. Park Avenue Lesson B
3. Saturday 6. 60 9. 6 pm A
B 2; 6; 1; 5; 3; 4
1. e; 2. c; 3. d; 4. a; 5. b B
C 1. F; 2. F; 3. F; 4. T; 5. T; 6. F
1. Sunday, April 21st 3. 5 pm 5. music 7. games C
2. 10 am 4. Lotus Park 6. food 1. When did Goodall go to Tanzania?
D 2. What did Goodall study?
Answers will vary. Sample answer: 3. Where did Goodall study the chimpanzees?
Hi! 4. How long did she spend with the chimpanzees?
There’s a Spring Festival on Sunday. It’s going to be at Lotus Park. I’m going to meet 5. What was the name of one chimpanzee?
Kiera and Charlie there at 11 am. Would you like to come with us? There’s going to be 6. When did National Geographic show Goodall’s movie?
music and food. D
Bye! 1. 1960 3. in the mountains 5. after five years
REVIEW 2. chimpanzees 4. Flint
A Lesson C
1. graduation 3. wedding 5. birthday A
2. job 4. year 6. anniversary 1. take 2. stay 3. go 4. get 5. buy 6. eat
B B
1. d; 2. a; 3. e; 4. c; 5. f; 6. b 1.c; 2.a; 3. f; 4. e; 5. d; 6. b
C C
1. nurse 3. lawyer 5. software engineer 1. Yes, he did. 3. No, I didn’t. 5. No, they didn’t.
2. musician 4. actor 6. teacher 2. Yes, I did. 4. Yes, she was. 6. No, they weren’t.
D D
1. is going to study 3. aren’t going to cook 5. wouldn’t like to be 1. Did Akira study for the English test? 3. Did she buy the movie tickets? No, she
2. Are you going to go 4. would like to buy 6. Would you like to go Yes, she did. didn’t.
VIDEO 2. Did she go to the supermarket? Yes, 4. Did she text Rita? No, she didn’t.
she did. 5. Did she check emails? Yes, she did.
A
1. is a science 3. moves 6. is Lesson D
photographer 4. box A
2. inside 5. rain Answers will vary.
B B
6; 1; 4; 2; 3; 5 1. F; 2. T; 3. NIT; 4. T; 5. F; 6. NIT
C C
1. easy 3. special 5. slow 1. didn’t use 2. often 3. can 4. university 5. many 6. work
2. black and white 4. fast 6. amazing D
D 1. easy 3. important 5. useful / easy
Answers will vary. Sample answers: 2. useful 4. difficult 6. important
1. No, it isn’t. 4. Yes, I would. Lesson E
2. Honeybees move fast, and they are 5. I would like to see how the honeybee
A
very small. flies, eats, and moves.
1. was 3. went 5. got 7. started
3. Yes, you do.
2. left 4. moved 6. stayed
Unit 12: On the Move B
in 1934; in 1960; Five years later; for ten more years
Lesson A
C
A Answers will vary.
1. d; 2. e; 3. b; 4. f; 5. c; 6. a
D
B Answers will vary.
1. arrived 2. go 3. arrives 4. move 5. returned 6. gets
C
1. Monica returned on Monday. 4. I got home by bus.
2. I went to school at 7:30 am. 5. Kenji arrived on April 9 th.
3. He didn’t get to work early. 6. We didn’t live in a big city.

T-222 Workbook Answer Key

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 REVIEW VIDEO
A A
1. to work 3. my friends 5. at the station 1. F; 2. T; 3. F; 4. F; 5. F; 6. T
2. to a small apartment 4. from Dublin 6. at a hotel B
B 1. Hans Hansson 3. two 5. Yes, he loved it.
1. lived 3. didn’t go 5. was 2. Australia 4. Antarctica 6. In 2018
2. didn’t leave / left 4. got 6. visited / didn’t work C
C 1. The animals are 3. the animals in Antarctica 5. birds
1. b; 2. e; 3. a; 4. f; 5. d; 6. c 2. an explorer 4. dry 6. Antarctica is changing
D D
1. Were you born in a city? 4. Did she buy any new sunglasses? Answers will vary.
2. Did they buy the tickets? 5. Did you eat out a lot?
3. How was your vacation? 6. Was it hot there?

Workbook Answer Key T-223

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 Writing Program

World English, Third Edition features extended writing instruction and practice across all components. Complete
lessons in the Student’s Book and printed Workbook contain explicit skill instruction and writing models to give
students a chance to reflect on the English they have learned and to develop an indispensable academic skill.
Furthermore, the Writing and Communication lesson in the World English Online Workbook guides students through
the planning, writing, and revising stages of process writing. The following Writing Program is designed for teachers
seeking additional practice that is closely aligned with the theme of each unit.

Unit Writing Tasks Language Focus

Unit 1 • Use be in a conversation. Hi, my name is Michael.
Describe Your Family • Draw and describe family members. This is Toby. He is my brother.
Unit 2 • Answer questions about yourself. No, I’m not a doctor.
Describe a Country • Write sentences about countries. Brazil is a large country.
Unit 3 • F inish sentences about a house and an There are three bedrooms in my house.
Describe a Room apartment. There is a lamp on the table.
• Write sentences about a room.
Unit 4 • Finish sentences about possessions. There is a watch in the purse.
A Short Story • Write questions with have. Does Hanna have keys in her purse?
• Finish sentences in a story.
Unit 5 • Write sentences about a person’s schedule. Jillian gets up at 7:30 every morning.
Daily Schedule • Write sentences about one’s own daily routine. I do homework at 6:30 every evening.
Unit 6 • Answer questions with have to. Do you have to arrive before 9:00 am?
Museum Tour • Finish a paragraph about a tour. No, you don’t.
Our tour started at 11:00.
Unit 7 • Write sentences about what’s happening now. Right now, people are playing sports outside.
Showing Contrasts • Show contrasts with but. Anita can’t swim, but Peter can.
Unit 8 • W
 rite sentences about what people are My brother is wearing brown pants and a white shirt.
Likes and Dislikes wearing. I like pink and yellow.
• Write opinions about clothes and colors.
Unit 9 • Answer questions about favorite foods. I like mangos and strawberries.
Restaurant • Use and to connect ideas in a conversation. Could I have spaghetti and meatballs?
Conversation
Unit 10 • G
 ive advice to people with health problems I have a terrible toothache.
Letters of Advice using should and should not. What should I do?
You should see a dentist.
Unit 11 • W
 rite answers to questions about your plans I’m going to go shopping tomorrow.
Letter to a Millionaire for the future. I would like to travel to China.
• Write a letter about your wishes for the future.
Unit 12 • Write sentences about past events. Kayo got her passport in 2004.
Past Timeline

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T-224 Writing Program

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 UNIT 1 Friends and Family
Describe Your Family
A Read the conversation. Complete the conversation with is, am, or are.
Michael: Hi, my name Michael.
Anna: Hi, Michael. Nice to meet you. I Anna.
Michael: Nice to meet you, too. you in my English class?
Anna: Yes, I am. We in the same math class, too.
Michael: That’s great!

B Practice the conversation with a partner.

C Write about your family members. Draw pictures, then fill in the blanks. Use real names and words from the
boxes.
Example:
This is Toby . He is my brother .
He is young with straight black hair.

family members adjectives hair types

grandmother grandfather tall short handsome curly wavy straight brown
sister brother mother pretty old young red black blond
father daughter son

This is . He / She is my .
He / She is with hair.
This is . He / She is my .
He / She is with hair.
This is . He / She is my .
He / She is with hair.

D Show your pictures to a classmate. Say the sentences about your family members.

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Writing Program T-225

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 UNIT 2 Jobs around the World
Describe a Country
A Write answers that are true for you. Use I’m or I’m not.
Example: Are you a doctor? Yes, I’m a doctor. or No, I’m not a doctor.

Questions Answers
1. Are you from Brazil?

2. Are you a student?

3. Are you an artist?

4. Are you married?

5. Are you from a small

country?
6. Are you an interesting
person?

B Ask and answer the questions with a partner.

C Complete each sentence with an adjective from the box. There may be more than one correct answer.

cold dry hot large small wet

1. Japan is a country.
2. The United Kingdom is a country.
3. Chile is a country.
4. Korea is a country.
5. The United States is a country.
6. Russia is a country.

D Read about Brazil. Then write a similar paragraph about Argentina.

Brazil is a large country. It’s in South America. Brasília is in Brazil. It’s the capital city.




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T-226 Writing Program

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 UNIT 3 Houses and Apartments
Describe a Room
A Read about a house. Complete the paragraph with words from the box.

are armchair is next to sofas

There (1) three bedrooms in my house. There (2) a big yard, too.
There are two (3) in the living room, and there is one (4) . The kitchen
is (5) the living room.

B Read about an apartment. Complete the paragraph with words from the box.

is lamps microwave small

I live in a (1) apartment. There is a refrigerator and a (2) in the

kitchen. There (3) a table next to the bed. There are two (4) in the
apartment.

C Draw one room in your house or apartment. Then, write sentences about the room. Use there is / there are
and some of the words in the boxes.

in next to on under

bed bookcase chair lamp refrigerator sofa stove table TV

D Show your picture to a partner. Say your sentences.

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Writing Program T-227

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 UNIT 4 Possessions
A Short Story
A Read about Esra’s purse. Complete the paragraph with there is or there are.

Esra has many things in her purse. (1) keys to her apartment.
(2) glasses because Esra doesn’t see well.
(3) a watch in the purse, too.

B Read about Bill’s backpack. Complete the paragraph with there is or there are.

Bill has many things in his backpack. (1) pens and a

notebook for class. (2) a book in the backpack, too.
(3) a cell phone in the backpack because Bill likes to call his friends.

C Write questions with have.

1. Esra / keys? Does Esra have keys in her purse?
2. Esra / cell phone?
3. Esra / glasses?
4. Bill / book?
5. Bill / wallet?
6. Bill / pens?

D Ask and answer the questions with a partner.

E Read the story. Complete the paragraph with words from the box.

are have is keys there wallet we

Bill doesn’t remember things. Esra remembers everything. This morning, Bill asked Esra,
“Where are my (1) ?” So Esra asked, (2)“
your keys on the coffee table?” Bill looked on the coffee table, but there were no keys there. Then,
Bill asked Esra, “Do you (3) my wallet?” And Esra said, “No, I don’t.
(4) your wallet in the bedroom?” But (5)
was no wallet in the bedroom. Finally, Bill asked Esra, “Do (6) have
any eggs? I’m hungry!” Bill opened the refrigerator. In the refrigerator, there were some eggs, and
some keys, and Bill’s (7) ! So, Esra asked Bill, “Why are your keys and
your wallet in the refrigerator?” And Bill said, “I don’t remember.”

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T-228 Writing Program

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 UNIT 5 Daily Activities
Daily Schedule
A Look at Jillian’s schedule.

Monday Tuesday Wednesday Thursday Friday

7:30 get up 7:30 get up 7:30 get up 7:30 get up 7:30 get up
9:00 start work 9:00 start work 9:00 start work 9:00 start work 9:00 start work
12:30 have lunch 12:30 have lunch 12:30 have lunch 12:30 have lunch 12:30 have lunch

3:00 finish work 3:00 finish work

5:00 finish work 5:00 finish work 5:00 finish work

11:00 go to bed 11:00 go to bed 11:00 go to bed 11:00 go to bed 11:00 go to bed

B Use the words below to write sentences about Jillian’s schedule.

1. get up / every morning Jillian gets up at 7:30 every morning.

2. start work / every day
3. have lunch / every day
4. finish work / Tuesdays and Thursdays
5. finish work / Mondays, Wednesdays, and Fridays
6. go to bed / every night

C Compare your sentences with a partner.

D What do you do every day? Complete the schedule with your information.

Monday Tuesday Wednesday Thursday Friday

E Write sentences about your schedule.

1.  4. 
2. 5. 
3.  6. 

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Writing Program T-229

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 UNIT 6 Getting Around
Museum Tour
A Read about a tour.

Historic Village Tour

• Tours every day from 10:00 am until 4:00 pm
• Tickets: $14 for adults and $9 for seniors over 65 years old
• No children under 12 years old
• Bus transportation to the village
• Cameras allowed
• No food inside the homes

B Write answers to the questions.

1. Do you have to arrive before 9:00 am? No, you don’t.

2. Do you have to arrive before 4:00 pm?

3. Do you have to pay $20 for the tour?
4. Do you have to be 12 years old or older?
5. Do you have to walk to the village?
6. Do you have to leave your camera on the bus?

C Ask and answer the questions with a partner.

D Read the paragraph. Complete the paragraph with words from the box.

a across afternoon at for to

My Tour of the Historic Village

Last week, I went on a very interesting tour. Our tour started (1) 11:00 in the
morning. I’m only 35 years old, so I had to pay $14 (2) my ticket. We took
(3) bus to a historic village. The buildings were hundreds of years old! I
really liked the lawyer's home. It was huge! And it was (4) the street from the
blacksmith's. The tour ended at 1:30 in the (5) . There was one bad thing about
the tour. You have (6) leave your food on the bus when you go inside the
buildings, so I was pretty hungry at the end.

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T-230 Writing Program

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 UNIT 7 Free Time
Showing Contrasts
A What’s happening right now? Make a check ✓next to those things.

It’s raining. People are playing sports outside.

I’m doing a worksheet. I’m sitting in a chair.
The sun is shining. Someone is cooking.
I’m listening to music. I’m talking on the telephone.
My teacher is working. I’m studying English.

B Write sentences about what is happening or what is not happening.

1. Right now, I’m doing a worksheet. 2. It’s not raining at the moment.
3.  4. 
5.  6. 
7.  8. 

C You can connect two short sentences with but. Writers do this to show a contrast.
Example: Right now, people are playing sports outside, but I’m sitting in a chair.

These people have different abilities. There is a check ✓ next to things each person can do.

Lin Fernando

✓ draw ✓ play the guitar draw play the guitar

✓ play golf cook play golf ✓ cook
ski swim ✓ ski ✓ swim

Write sentences with but.

Examples: Lin
 can play the guitar, but Fernando can’t. Lin can’t swim, but Fernando can.
1. 
2.
3. 
4. 
5. 
6. 

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Writing Program T-231

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 UNIT 8 Clothes
Likes and Dislikes
A What are you wearing? What are other people wearing? Write sentences with words from the boxes.

blouse coat dress hat jacket jeans pants scarf

shirt shoes skirt socks sweater tie T-shirt

beige black blue brown gray green

orange pink purple red white yellow

My brother is wearing brown pants and a white shirt.

1. 
I am wearing...
2. 
3. 
4. 
5. 
6. 

B Say your sentences to a partner.

C What do you like to wear? Write words for clothes in the columns.

clothes I love clothes I like clothes I dislike clothes I hate

Now complete the paragraph below. Use the plural form (dresses, shoes, etc.).

I have some strong opinions about clothes. For example, I like (1) and
(2) . And I really love (3) . On the other hand, I dislike
(4) and (5) . And I really hate (6) . They’re
the worst!

D Which colors do you like and dislike? Write sentences about your opinions.

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T-232 Writing Program

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 UNIT 9 Food
Restaurant Conversation
A What are your favorites? Complete with answers that are true for you.
1. What are your favorite fruits? 1. I like and .
2. What are your favorite vegetables? 2. I like and .
3. What are your favorite drinks? 3. I like and .
4. What are your favorite breakfast foods? 4. I like and .
5. What are your favorite desserts? 5. I like and .

B Ask and answer the questions with a partner.

C Read the sentences below. Notice how writers use the word and to connect two or more ideas. Notice the commas in
the sentences.
Two ideas: My favorite fruits are mangos and strawberries.
Three ideas: Could I have soup, salad, and fish?
Four ideas: We need to buy pasta, soda, ice cream, and cake.

D Complete the sentences in the conversation. Use your own ideas.

Larry: 
This looks like a nice restaurant.

Paula: 
It is nice. The food is good, too.

Larry: 
What should I have?

Paula: 
Well, the (2 ideas) are both very good.

Waiter: 
Are you ready to order?
Paula: 
Yes, could I have (3 ideas) ?

Waiter: 
No problem. And for you, sir?

Larry: 
Could I have (2 ideas) ?

Waiter: 
Very good. Anything else?

Larry: 
Well, I’ll probably want dessert later. Do you have any desserts?

Waiter: 
Yes, we have (4 ideas) .

Larry: 
Those sound good. I’ll decide after I eat.

Waiter: 
Very good. Thank you.

Larry & Thank you.

Paula:

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Writing Program T-233

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 UNIT 10 Health
Letters of Advice
A Read about Chelsea’s health problems.

Dear Dr. Millham,

My name is Chelsea. I have a terrible toothache. My mouth is very red inside, and I might
have a fever, too. What should I do?

Now read the doctor’s letter to Chelsea.

Dear Chelsea,
You should take an aspirin. That will help the toothache and the fever. Then, you should see a
dentist. You shouldn’t wait. See a dentist today.

B Write a similar letter to each person below.

Dear Dr. Millham,

My name is Ryan. I think I have a cold. I’m coughing and coughing, and I also have a fever.
What should I do?

Dear Dr. Millham,

My name is Lucinda. Everything hurts today! I have a bad headache. I have a backache, too.
What should I do?

Dear Dr. Millham,

My name is Mi Young. I don’t feel very well. Nothing hurts, but I’m very tired. What should I
do?

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T-234 Writing Program

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 UNIT 11 Making Plans
Letter to a Millionaire
A Write answers to the questions. What are your plans?
1. What are you going to do tomorrow? 1. I’m going to .
2. What are you going to do next week? 2. .
3. What are you going to do next month? 3. .
4. What are you going to do next year? 4. .

B Ask and answer the questions with a partner.

C Read the letter. Why does the writer use would like?
Dear Mom and Dad,
Can you believe it? My birthday party is going to be next weekend! Thank you for having a party for me.
If you don’t mind, I would like to bring my friend Ayumi to the party. She’s really nice, and I think you’re
going to like her. I would also like Mom to make her special lemon cake. (Would you do that, Mom?) It’s
my favorite!
See you soon,
Maria


D W
 hat are your wishes for your future? On the back of this paper, write several things you would like to do in
your life:
Example: I would like to travel to Asia.

Imagine this: There is a very rich person. This person wants to make someone’s wishes come true! Write a
letter to him or her about things you would like to do. (If you’re lucky, the millionaire might decide to pay for
everything!)
Dear Millionaire,
There are several things I would like to do in my life. First, I would like to

Thank you, for reading my letter.

Sincerely,

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Writing Program T-235

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 UNIT 12 On the Move
Past Timeline
A Look at the dates and events on the timeline.
Kayo’s Years in Australia

2004 Kayo 2005 Kayo goes 2007 Kayo moves 2009 Kayo buys 2013 Kayo sells 2014 Kayo
gets her passport to visit Australia to Melbourne a house her house returns to Japan

NOW

Fill in each blank with the simple past form of the verb. Then circle T for True or F for False.

1. Kayo (get) her passport in 2004. T F

2. Kayo (go) to visit Australia in 2007. T F
3. Kayo (move) to Melbourne in 2007. T F
4. In 2009, Kayo (buy) a house. T F
5. In 2012, Kayo (sell) her house. T F
6. In 2014, Kayo (return) to Japan. T F

B Practice saying the sentences with a partner.

C Make a new timeline about events in the past. Use your own information or imagine the information.

NOW

D Write sentences about your timeline. Use the simple past.

1. 
2.
3. 
4. 
5. 
6. 

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T-236 Writing Program

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 Communication Activities

Unit Communication Goals Language Focus

UNIT 1 • Describe a person She / He’s young, with straight _______ hair.
Friends and Family His / Her name is _______.

UNIT 2 • Asking for and giving personal What’s your name? How old are you?
Jobs around the World information Where are you from?
• Talking about jobs
• Talking about countries

UNIT 3 • Describing a house What’s in the big bedroom?

Houses and Apartments There are two beds.

Unit 4 • Talking about the personal possessions These earrings look cool.
Possessions of others She already has earrings. What about this
necklace?
It’s ugly! Look at this desk lamp . . .

UNIT 5 • Asking and answering questions about What time do you start work?
Daily Activities work activities What time do you finish work?

UNIT 6 • Asking for and giving directions You are in the ______. Cross ____ Avenue.
Getting Around Walk two blocks and _____. Turn left/right and
______.

UNIT 7 • Talking about abilities Can you speak _______?

Free Time Can you play the piano?

UNIT 8 • Describing peoples’ clothes He’s wearing _____. What’s his name?
Clothes How do you spell it?

UNIT 9 • Planning a dinner Could we have some soda, please?

Food How many bottles do you want?

UNIT 10 • Describing symptoms and illnesses; What’s the matter?

Health giving advice You should . . .

UNIT 11 • Expressing wishes and plans He would like to . . .

Making Plans She’s going to . . .

UNIT 12 • Talking about people moving from place to place When did he leave ________?
On the Move How long __________?
Where did he live in _______?

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Communication Activities T-237

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 UNIT 1 Friends and Family

A   Describe one of the people in the picture. Your partner has to guess the person’s name.
Student A: He’s tall, with straight black hair.
Student B: His name is Jason.

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T-238 Communication Activities

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 UNIT 2 Jobs around the World
Student A
Ask and answer questions to fill in the information.

Name: Rafael
Age: 48
Single / Married: married
Country: Argentina
City: Buenos Aires
Job: teacher
Interesting / boring: interesting

Student B
Ask and answer questions to fill in the information.

Name: Maya
Age: 30
Single / Married: married
Country: Russia
City: Moscow
Job: banker
Interesting / boring: boring

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Communication Activities T-239

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 UNIT 3 Houses and Apartments
Student A

What’s in the Talk to your partner. Ask and answer questions to complete the drawing.
big bedroom?

There is one bed.

Student B
Talk to your partner. Ask and answer questions to complete the drawing.

What’s in the
big bedroom?

There are two beds.

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T-240 Communication Activities

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 UNIT 4 Possessions These earrings look cool.

A   Your teacher will give you the names of two classmates. Look at the webpage in B and choose a She already has
present for each person. earrings. What about
this necklace?
1. Name: Present:
2. Name: Present:
It’s ugly! Look at
this desk lamp . . .
B   Tell the class about the presents you chose.
x – +
Lily’s
http://www.GiftIdeas.com
present
is a watch.
Great gifts for every occassion!
Gr Search

ALL NEW ! Electronics Home Goods Books Jewelry

ALL NEW !

Username:
tablet silver necklace

Password: Add to cart Add to cart

Login
desk lamp sunglasses

Add to cart Add to cart

My shopping
cart:
View cart
wallet gold earrings

Add to cart Add to cart

watch

Add to cart

SITE MAP CONTACT US OFFERS TERMS AND CONDITIONS

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Communication Activities T-241

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 UNIT 5 Daily Activities
Student A
Ask and answer questions with a partner to fill in the information. Are these good jobs?

Name: Nathan
Job: baker
Get up: 4:00 pm
Start work: 10:00 pm
Have lunch: 8:15 am
Finish work: 4:30 am
Go to bed: 6:30 pm

Student B
Ask and answer questions with a partner to fill in the information. Are these good jobs?

Name: Amanda
Job: radio announcer
Get up: 2:00 am
Start work: 3:00 am
Have lunch: 1:45 am
Finish work: 11:30 am
Go to bed: 9:00 am

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 UNIT 6 Getting Around
Look at the map. Ask your partner for directions to these places.
Student A
1. the tourist office
2. the art museum
3. Beijing Restaurant

Student B
1. the train station
2. the post office
3. Burger World

Student B
start here
Center Street
Tourist Office
Beijing
Restaurant Green Park

Train Jackson
Station State Street Hotel
Art
Post Museum
Office

Main Street Star Metro

Department Department
Oak Avenue

Maple Avenue

Elm Avenue

Linden Avenue

Store Pizza Store

Pit

Market Street
Royal
Burger Student A Hotel Supermarket
World start here

Division Street

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 UNIT 7 Free Time
Ask and answer questions. Find a classmate who can do these things and write their name in the chart.

Who can . . . Name

1. speak two languages
2. cook ____________________ (food)
3. ice skate
4. play the piano
5. draw
6. swim
7. play _____________________ (sport)
8. run fast
9. play the guitar
10. sing

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 UNIT 8 Clothes
Student A
Listen to your partner’s descriptions. Write the missing names.

He’s wearing _____.

What’s his name?

Tanya
Becky How do you spell it?
Mimi
Teresa

Student B
Listen to your partner’s descriptions. Write the missing names.

He’s wearing _____.

What’s his name?

Mike
How do you spell it?

Shaun
Rafael Andy

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Communication Activities T-245

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 UNIT 9 Food
A   You and your group are planning a dinner for a special day.

1. Choose a special day: _________________________________________________

2. Write the menu here.
Foods: ____________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. Write the drinks here.
Drinks:
_________________________________________________________________
_________________________________________________________________
4. What time does your dinner start? What time does it end?
_________________________________________________________________
5. What clothes do people wear for your dinner?
_________________________________________________________________

B   Tell the class about your dinner.

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T-246 Communication Activities

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 UNIT 10 Health
Work with a partner to make conversations. Give advice to
What’s the matter?
these people:
1. He feels tired all the time.
2. She feels nervous about the test. You should . . .
3. He can’t sleep.
4. She has a very bad cold.
5. He can’t understand his English class.

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Communication Activities T-247

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 UNIT 11 Making Plans
Look at the pictures. In pairs, talk about each person’s goals and plans. Use your ideas.
He would like to . . .

She’s going to . . .

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 UNIT 12 On the Move
Student A
A   Ask and answer questions to fill in the information.
B   With your partner, decide which person has a more interesting life.

Name: Samuel Ray

Born in: 1990
Home country: The Philippines
Left his home country: 2010
Destination: Australian College of Medicine
and Science (Australia)
Migrated to: Saudi Arabia (2013)
Moved to: Riyadh, to work in a hospital as an
X-ray technician

Student B
1   Ask and answer questions to fill in the information.
2   With your partner, decide which person has a more interesting life.

Name: Samuel Ray

Born in: 1990
Home country: Nigeria (Africa)
Left his home country: 2010
Destination: Oxford University (UK)
Migrated to: Canada (2016)
Moved to: Vancouver, to work in a bank

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 Grammar Activities

Unit 1 Friends and Family

Lesson A: Present Tense of be
A Write the correct form of the verb be.
1. How are you?
2. I Yuina.
3. My name Arjun.
4. We classmates.
5. Lisa and Manuel students.

B Circle the correct form of the verb be.

1. My name ( am | is ) Jack.
2. How ( are | is ) you?
3. I ( am | is ) a student.
4. She ( are | is ) Paola.
5. We ( are | is ) John and Feng.

C Write the sentences again. Use contractions with be.

1. My name is Jing. My name’s Jing .
2. Sarah is my classmate. .
3. We are students. .
4. They are David and Louis. .
5. You are Carlos. .

D Match the sentences with the same meaning.

1. You are Roberto. d a. She’s Anna.
2. They are teachers. b. Their names are Isabel and Victor.
3. She is Anna. c. My name is Cristina.
4. They are Isabel and Victor. d. Your name is Roberto.
5. I am Cristina. e. They’re teachers.

E Write the correct possessive adjective.

1. He is a student. His name is Justin.
2. I’m Ivan. name is Ivan.
3. They are students. teacher is Mrs. Hernandez.
4. name is Kia. She is my friend.
5. You are Hiroto. name is Hiroto.
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 Lesson C: Questions with be and Short Answers
A Unscramble the statements and questions.
1. are / The / students / young The students are young .
2. handsome / is / My / brother .
3. are / We / married .
4. you / single / Are ?
5. she / attractive / Is ?

B Circle the correct form of the verb be.

1. You ( are | is ) pretty. 4. She ( are | is ) old.
2. We ( are | is ) married. 5. They ( are | is ) handsome.
3. I ( am | is ) tall.

C Use the words to write sentences. Use the verb be with adjectives and the word with to describe hair.
1. she / tall / straight red hair She is tall with straight red hair .
2. they / young / curly blond hair .
3. he / short / curly gray hair .
4. Anita / tall / wavy black hair .
5. Teng / young / straight black hair .

D Match the questions and the answers.

1. Is Miguel single? d a. Yes, they are.
2. Are you tall? b. Yes, she is.
3. Are they married? c. No, she is single.
4. Is Mariam young? d. Yes, Miguel is single.
5. Is her sister married? e. No, I am short.

E Fill in the blanks with a question.

1. Q: Is he old? A: No, he isn’t. He’s young.
2. Q: A: Yes, she is. Her husband’s name is Jorge.
3. Q: A: No, they aren’t. They’re single.
4. Q: A: No, she isn’t. She is old.
5. Q: A: No, he is not. He’s tall.

Grammar Activities T-251

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 Unit 2 Jobs around the World
Lesson A: Negative Present of be; Indefinite Articles
A Fill in the blanks with the negative form of be.
1. Elsa is a student. She isn’t a teacher.
2. Hao is a chef. He a taxi driver.
3. You are a teacher. You a banker.
4. They’re students. They artists.
5. I’m a doctor. I an engineer.

B Make the sentences negative.

1. She’s a student. She isn’t a student .
2. I’m a doctor. .
3. They are artists. .
4. We’re teachers. .
5. You’re an architect. .

C Unscramble the sentences.

1. are / Julia and Carlos / doctors / not Julia and Carlos are not doctors .
2. not / teacher / a / He’s .
3. students / aren’t / We .
4. an / You / engineer / not / are .
5. chefs / not / They’re .

D Circle a or an.
1. Larry isn’t ( a | an ) engineer.
2. Yeeun is ( a | an ) student.
3. I’m not ( a | an ) taxi driver.
4. You’re ( a | an ) doctor.
5. Ava isn’t ( a | an ) artist.

E Complete the sentences with negative contractions with be, and an indefinite article, if needed.
1. Ali ’s not / isn’t a doctor.
2. They architects.
3. You student.
4. I teacher.
5. We taxi drivers.

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 Lesson C: Be + Adjective + Noun
A Unscramble the sentences.
1. is / a / Canada / country / big Canada is a big country .
2. a / dry / Indonesia / hot / country / is .
3. Ecuador / small / Is / country / a ?
4. country / is / a / Iceland / cold .
5. wet / Is / country / Ireland / a ?

B Answer the questions.

1. Is Brazil a big country? Yes, it is.
2. Is Egypt a wet country?
3. Is China a small country?
4. Is Malaysia a hot country?
5. Is Russia a cold country?

C Write the statements as questions.

1. The United States is a big country. Is the United States a big country?
2. Venezuela is a hot country.
3. Asia is a big continent.
4. England is a wet country.
5. The UAE is a hot, dry country.

D Match the questions and the answers.

1. Is Paraguay a big country? c a. No, it isn’t. It’s a dry country.
2. Is India in Asia? b. No, it isn’t. It’s a wet country.
3. Is Morocco a wet country? c. No, it isn’t. It’s a small country.
4. Is Belgium a dry country? d. No it isn’t. It’s a cold country.
5. Is Canada a hot country? e. Yes, it is.

E Unscramble the sentences.

1. wet / a / Costa Rica / hot, / country / is Costa Rica is a hot, wet country .
2. is / Russia / country / a / dry / cold, .
3. continent / a / Australia / big, / is / dry .
4. a / is / hot / small, / country / Yemen .
5. small, / wet / a / Ireland / country / is .

Grammar Activities T-253

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 Unit 3 Houses and Apartments
Lesson A: There is / There are; Singular and Plural Nouns
A Circle There is or There are.
1. ( There is | There are ) two bedrooms.
2. ( There is | There are ) a swimming pool.
3. ( There is | There are ) stairs.
4. ( There is | There are ) a bathroom upstairs.
5. ( There is | There are ) a car in the garage.

B Complete the sentences with there is or there are.

1. Upstairs, there are three bedrooms.
2. a swimming pool in the backyard.
3. Downstairs, a bathroom.
4. three closets.
5. a kitchen downstairs.

C Unscramble the statements and questions.

1. two / there / apartment / the / bedrooms / Are / in Are there two bedrooms in the apartment ?
2. garage / Is / a / there ?
3. a / There / bathroom / is / small .
4. are / There / downstairs / two / closets .
5. garden / a / there / Is ?

D Write the statements as questions.

1. There is a big kitchen. Is there a big kitchen?
2. There are cars in the garage.
3. There is a bathroom downstairs.
4. There are three bedrooms upstairs.
5. There is a swimming pool in the backyard.

E Write answers to the questions. Use the prompts in parentheses.

1. Is there a closet in the bathroom? (no) No, there isn’t .
2. Are there three bedrooms in your house? (yes) .
3. Is there a garden in the backyard? (no) .
4. Are there stairs? (no) .
5. Is there a car in the garage? (yes) .

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 Lesson C: Prepositions of Place
A Look at the picture. Complete the sentences with in, on, under, or next to.
1. The book is on the table.
2. The lamp is the bookcase.
3. The laptop is the table.
4. The laptop is the book.
5. The chair is the table.
6. The books are the bookcase.

B Look at the pictures. Complete the sentences with in, on, under, or next to.
1. The lamp is next to the chair.
2. The table is the umbrella.
3. The pencils are the cup.
4. The chairs are the table.
5. The table and chairs are the patio.

C Look at the picture. Circle T for True or F for False. Rewrite false sentences to make them true.
1. The glasses are on the book. T F
2. The lamp is under the book. T F
3. The book is under the glasses. T F
4. The lamp is next to the book. T F
5. The glasses are on the lamp. T F



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 Unit 4 Possessions
Lesson A: Demonstratives
A Circle the correct demonstrative adjective to complete the sentence.
1. Is ( this | those ) your phone?
2. ( That | These ) are my books.
3. Are ( these | this ) your keys?
4. ( That | Those ) is my phone.
5. ( That | These ) is not your backpack.

B Unscramble the statements and questions.

1. keys / not / These / your / are These are not your keys .
2. Is / notebook / this / your ?
3. my / That’s / phone .
4. not / Those / my / are / glasses .
5. your / dictionary / Is / this ?

C Match the questions and answers. There is more than one right answer.
1. Are these your pens? c, d a. Yes, it is.
2. Is this my backpack? b. No, it isn’t.
3. Are those your keys? c. No, they aren’t.
4. Is that your notebook? d. Yes, they are.

D Complete the sentences with the correct demonstrative adjective. Use the clues.
1. Are (near) these your books? 3. (far) book is a dictionary.
No, (far) those are my books. No, (near) book is a dictionary.
2. (far) are your keys. 4. Is (near) your notebook?
No, (near) are my keys. No, (far) is my notebook.

E Cross out the word that does not complete the sentence.
1. ( That | This | Those ) is my necklace.
2. Are ( that | these | those ) your books?
3. ( That | These | This ) is my laptop.
4. ( That | These | Those ) are your pens.
5. Is ( that | this | those ) your backpack?

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 Lesson C: Possession; Have, Has
A Write the correct possessive form of the noun.
1. That is Jamal's (Jamal) mother.
2. The book is in (Ploy) bag.
3. This is (Ana and Jane) classroom.
4. The (students) homework is on the desk.
5. The (passengers) bags are in the bus.

B Circle the correct form of the verb have.

1. Ulli ( has | have ) a laptop in her bag. 4. She ( has | have ) a DVD player.
2. I ( has | have ) a tablet in my bag. 5. We ( has | have ) keys to the apartment.
3. You don’t ( has | have ) an MP3 player.

C Complete the sentences with have or has.

1. My teacher has a laptop. 4. He headphones.
2. Ali and Tran new smartphones. 5. I a tablet in my backpack.
3. We MP3 players.

D Write the sentences again. Make them negative.

1. Ri has a new watch. Ri doesn't have a new watch .
2. Kia and Juana have bracelets. .
3. You have a cell phone. .
4. I have a book. .
5. She has rings. .

E Write questions with have.

1. Javi / notebook? Does Javi have a notebook ?
2. you / keys? ?
3. teacher / dictionary? ?
4. they / big house? ?
5. he / cell phone? ?

F Write short answers to the questions.

1. Does he have glasses? (no) No, he doesn’t .
2. Do they have laptops? (yes) .
3. Do you have a big apartment? (no) .
4. Do we have keys to the house? (no) .
5. Does she have a watch? (yes) .

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 Unit 5 Daily Activities
Lesson A: Simple Present
A Complete the sentences. Use the verbs in parentheses.
1. Jorge and Linda have dinner (have dinner) at six o’clock.
2. Farah (take a shower) every morning.
3. We (start work) at nine o’clock in the morning.
4. Kira (get up) at six o’clock every morning.
5. Isabel (have lunch) every day.

B Write the sentences. Make them negative.

1. They finish work at five o’clock. They don’t finish work at five o’clock .
2. We eat lunch at one o’clock. .
3. Tina takes a shower in the evening. .
4. I get up at seven thirty every morning. .
5. She takes a nap on Sunday afternoon. .

C Complete the questions. Use the verbs in parentheses.

1. What time do you get up (you / get up) in the morning?
2. What time (Carlos / start work) every day?
3. What time (they / have lunch)?
4. What time (she / go to bed) on Saturday?
5. What time (we / have dinner) in the evening?

D Write the questions for the responses.

1. Ali gets up at nine o’clock on Sunday. What time does Ali get up on Sunday ?
2. She finishes work at four thirty. ?
3. I start work at seven o’clock every day. ?
4. He goes to bed at eleven o’clock. ?
5. They have lunch every day at twelve thirty. ?

E Complete the exchanges with questions.

1. A: What time do you get up in the morning ? B: I get up at eight o’clock in the morning.
2. A: B: Eben takes a nap at four o’clock in the
afternoon.
3. A: B: Carmen finishes work at three o’clock.

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 Lesson C: Simple Present Questions and Answers;
Adverbs of Frequency
A Complete the sentences with the verb in parentheses.
1. Elena goes to the bank (go to the bank) every day.
2. Ivan (travel) every week.
3. Anika and Neel (go to meetings) every day.
4. Eva (meet clients) every day.
5. Leon (make photocopies) every week.

B Write short answers to the questions. Use the cues in parentheses.

1. Does Ana talk to people on the phone? (no) No, she doesn’t .
2. Do we go to meetings every day? (yes) .
3. Do they meet clients every week? (yes) .
4. Does he go to the bank every afternoon? (no) .
5. Do they travel every week? (yes) .

C Complete the sentences with always, sometimes, or never.

1. Valeska checks her email every morning. She always checks her emails.
2. They don’t meet clients. They meet clients.
3. I go to the bank every morning. I go to the bank.
4. We write reports every year. We write reports.
5. You talk to people on the phone every day. You talk to people on the phone.

D Unscramble the statements and questions.

1. sometimes / goes / to / Louis / meetings Louis sometimes goes to meetings .
2. never / travel / they .
3. every / you / week / write reports / do ?
4. my / every / evening / boss / checks / her / email .
5. Kia / does / make photocopies / day / every ?

E Write the sentences as questions.

1. Dan goes to the bank every week. Does Dan go to the bank every week ?
2. You make photocopies every day. ?
3. Teng works on Saturdays. ?
4. They talk to people on the phone every afternoon. ?
5. She writes reports on Fridays. ?

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 Unit 6 Getting Around
Lesson A: Prepositions of Place and Movement
A Look at the map. Complete each sentence with on the corner of, across from, or between.
1. The restaurant is on the corner of
Main Street and Oak Street. school
bank
2. The restaurant is
the park and the library.
restaurant
3. The library is
the restaurant. library
4. The bank is
the park.
5. The school is
park
the bank and the library.

B Use the map and complete each sentence with turn left, turn right, or cross.
1. To walk to the bank from the restaurant, turn right .
2. To walk to the library from the front of the restaurant, .
3. To get to the park from the bank, the street.
4. To get to the restaurant from the school, .
5. To get to the bank from the library, the street and .

C Write each phrase as an affirmative and a negative imperative sentence.

Affirmative imperative Negative imperative
1. go to the library Go to the library. Don’t go to the library.
2. walk to school
3. cross Elm Street
4. turn left
5. stop

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 Lesson C: Have to
A Complete the sentences with the correct form of have to or do.
1. I have to buy a ticket for the train.
2. Do you pay for the shuttle bus? No, it’s free.
3. Amina take a taxi to the airport.
4. I change trains?
5. James go to the meeting?

B Write each statement as a question.

1. Tam has to rent a car. Does Tam have to rent a car ?
2. They have to take a bus to the subway station. ?
3. We have to buy bus tickets. ?
4. Diego has to travel by train to the meeting. ?
5. You have to go to the meeting at 10 am. ?

C Match the questions and answers.

1. Do you have to study on weekends? c a. Yes, she does.
2. Does Shumi have to write a report? b. No, he doesn’t.
3. Do your classmates have to take notes in class? c. Yes, I do.
4. Do we have to write complete sentences? d. Yes, they do.
5. Does Miguel have to walk to school? e. Yes, we do.

D Write statements using have to and the words below.

1. Keiko / study / test Keiko has to study for a test .
2. Eli / take the bus / to school .
3. We / write reports / at work .
4. You / do your homework / tonight .
5. Cora and Lucy / cook dinner / Saturday .

E Write questions using do and have to and the words below.

1. Zara / study / this afternoon Does Zara have to study this afternoon ?
2. you / finish / your homework / tonight ?
3. Van / walk home / from school ?
4. Eva / make dinner / for her family ?
5. they / change trains / at Park Street Station ?

Grammar Activities T-261

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 Unit 7 Free Time
Lesson A: Present Continuous
A Write the sentences in the present continuous.
1. She watches TV. She is watching TV .
2. He reads the newspaper. .
3. My mother cooks dinner. .
4. I go to the movies. .
5. They shop at the mall. .

B Write questions using the present continuous and the words below.
1. Jose / go for a walk Is Jose going for a walk ?
2. they / watch TV ?
3. Milan / play guitar ?
4. you / study English ?
5. Ada / do homework ?

C Write responses to the questions using the present continuous and the words below.
1. What are you doing? (read / book) I’m reading a book .
2. What is she doing? (write / report) .
3. What are they doing? (go for a walk) .
4. What are you doing? (shop) .
5. What is he doing? (listen to / music) .

D Write short answers to the questions.

1. Are you studying for the test? (yes) Yes, I am .
2. Is he watching TV? (no) .
3. Are they going to the movies? (no) .
4. Are we going for a walk? (yes) .
5. Is she cooking eggs? (yes) .

E Write answers to the questions using the cues.

1. Where are they going? (school) They’re going to school .
2. What are you doing? (work) .
3. Where is Vera going? (movies) .
4. What is your sister doing? (shop) .
5. What are they doing? (study) .

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 Lesson C: Can for Ability
A Match the questions and answers.
1. Can you play tennis? b a. Yes, they can.
2. Can he ride a bike? b. No, I can’t.
3. Can they play soccer? c. Yes, we can.
4. Can Isla play golf? d. Yes, he can.
5. Can we swim in the pool? e. No, she can’t.

B Write statements using can or can’t and the cues below.

1. Noor / swim (no) Noor can’t swim .
2. We / play volleyball (yes) .
3. My sister / ride a bike (no) .
4. We / play golf / today (no) .
5. They / ski (yes) .

C Write questions using can and the words below.

1. you / ride a bike Can you ride a bike ?
2. they / ice skate ?
3. John / play tennis ?
4. Nasir / play soccer ?
5. Sonja and Sarah / ski ?

D Write short answers to the questions.

1. Can Ravi swim? (yes) Yes, he can .
2. Can they play volleyball? (yes) .
3. Can Iman play tennis? (yes) .
4. Can you ice skate? (no) .
5. Can we play soccer? (no) .

E Complete the conversations with can or can't.

1. A: Can you play golf?
B: No, I , but I play tennis.
2. A: Anita ride a bike?
B: Yes, she , but she swim.
3. A: they ski?
B: Yes, they ski.

Grammar Activities T-263

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 Unit 8 Clothes
Lesson A: Can / Could for Polite Requests
A Unscramble the polite requests.
1. try / on / can / the / jackets / red / I Can I try on the red jacket ?
2. I / buy / blue / can / the / please / hat, ?
3. yellow / the / could / I / skirt / try / on ?
4. you / I / can / help ?
5. me, / you / can / please / help ?

B Match the parts of the polite requests.

1. Can you help me e a. this dress, please?
2. Can I pay for the sweater with b. black pants?
3. Could I try on c. a credit card?
4. Could you bring the d. size 8?
5. Can I see a e. , please?

C Write the polite requests using can / could.

1. You want to try on the red coat. Can / Could I try on the red coat, please ?
2. You want to see some blue ties. ?
3. You want to try on the black jacket. ?
4. You want the sales assistant to bring you a size 10. ?
5. You want to pay by credit card. ?

D Write polite requests using can / could and the words below.
1. try on / blue dress Can / Could I try on the blue dress ?
2. pay by / credit card ?
3. you / help me ?
4. you / bring / red shirt ?
5. try on / size 7 ?

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 Lesson C: Object Pronouns
Name Love J J Like J Don’t like L Hate L L
Jackie new clothes red socks brown shoes black clothes
Ai books the color pink white jackets volleyball
Ridwan hats T-shirts the color orange credit cards
Paulo soccer jeans ties white socks

A Look at the chart. Complete the sentences.

1. Jackie doesn’t like brown shoes. 4. Ai volleyball.
2. Ridwan hats. 5. Ridwan T-shirts.
3. Paulo jeans.

B Look at the chart. Complete the conversations.

1. Ai: Jackie, do you like new clothes?
Jackie: Yes, I love new clothes!
2. Ridwan: Paulo, do you like soccer?
Paulo: Yes, I it.
3. Jackie: What clothes do you like, Ridwan?
Ridwan: I T-shirts.
4. Paulo: Ai, do you like volleyball?
Ai: No, I it.
5. Ridwan: Paulo, do you like red ties?
Paulo: No, I ties.

C Answer the questions. Use the cues.

1. A: Do you like the color green?
B: J J Yes, I love it!
2. A: Do you like speaking English?
B: J
3. A: Do you like skirts?
B: L
4. A: Do you like hats?
B: L L
5. A: Do you like white clothes?
B: L

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 Unit 9 Food
Lesson A: Some and Any
A Circle any or some.
1. We don’t have ( any | some ) milk. 4. Do we have ( any | some ) eggs?
2. There is ( any | some ) steak for dinner. 5. Could I have ( any | some ) fish, please?
3. Do you have ( any | some ) ice cream?

B Complete the statements and questions with any or some.

1. Could I have some tea, please? 4. Please buy chicken at the store.
2. There’s fruit juice in the refrigerator. 5. Do you have pasta?
3. No, we don’t have salad.

C Unscramble the words to write statements and questions.

1. refrigerator / fish / in / the / some / there’s There’s some fish in the refrigerator. .
2. have / do / eggs / any / you ?
3. juice / fruit / I / any / have / don’t .
4. some / could / please / have / cereal / and / milk, / I ?
5. for / chocolate / cake / some / there’s / dessert .

D Look at the food and the imperative ask or order. Write a question to ask about or order the food.
Use any or some.
Example: chicken (ask): Do you have any chicken?
(order): Could I have some chicken, please?
1. coffee (order):
2. chocolate cake (ask):
3. fish (ask):
4. salad (order):
5. fruit juice (ask):

E Complete the conversation with any or some.

Monica:  arly, at the store, can you buy (1)
C some tea and (2) milk?
Oh, and cereal. We don’t have (3) cereal.
Carly: OK.
Monica: Can you also buy (4) eggs? We don’t have (5) .
Carly: OK, Monica. Can I have (6) money to pay for the food?
Monica: No, I don’t have (7) !

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 Lesson C: Count and Non-count Nouns; How much / How many
A Circle how much or how many to complete the sentence.
1. ( How much | How many ) ice cream do you eat every week?
2. ( How much | How many ) milk does the baby drink every day?
3. ( How much | How many ) bottles of milk does the baby drink every day?
4. ( How much | How many ) yogurt do we need?

B Complete the sentences. Use How much or How many.

1. How much coffee do you drink every day? 4. eggs do you eat for breakfast?
2. apples do you eat every week? 5. vegetables do you eat every day?
3. water do you drink every day?

C Complete the conversations with How much or How many.

1. A: How much meat do vegetarians eat? B: None! Vegetarians don’t eat any meat!
2. A: vegetables do vegetarians eat? B: Vegetarians eat a lot of vegetables.
3. A: rice do we have? B: We don’t have any rice.
4. A: milk do you have? B: I have two cartons.
5. A: bags of beans do you have? B: I don’t have any beans.

D Complete the conversation with how much and how many.

Mother: We need rice and tomatoes.
Diane: (1) How much rice and (2) tomatoes?
Mother: Two bags of rice and four tomatoes.
Diane: (3) butter do we have?
Mother: We don’t have any butter. But we have some eggs.
Diane: So, (4) butter do we need?
Mother: One stick of butter. And we need carrots.
Diane: OK. (5) carrots do we need?
Mother: Three. That’s all.

E Write questions asking about the food someone eats. Use how much or how many and the words below.
1. lettuce / eat / week How much lettuce do you eat every week ?
2. potatoes / eat / week ?
3. tea / drink / every day ?
4. candy / eat / day ?
5. eggs / eat / week ?

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 Unit 10 Health
Lesson A: Review of Simple Present; Feel, Look + Adjective
A Match the questions and responses.
1. Do you feel OK? d a. No, she doesn’t.
2. How do you feel? b. No, I don’t.
3. Does Kim look tired? c. I feel fine.
4. Does Martin have a stomachache? d. Yes, I feel fine.
5. Do you have a fever? e. Yes, he does.

B Unscramble the questions.

1. feel / do / tired / you Do you feel tired ?
2. you / OK / do / feel ?
3. do / you / how / feel ?
4. are / feeling / you / how ?
5. sick / does / look / he ?

C Complete the sentences with the words given.

1. My mother (feel, not) doesn’t feel well. 4. I (feel) fine.
2. Robin (feel) fine today. 5. Cal (look) tired.
3. You (look, not) well.

D Rewrite the sentences as negative.

1. I feel sick. I don’t feel sick. .
2. Juan feels great. .
3. You look tired. .
4. Cristina looks sick. .
5. He feels tired. .

E Complete the Yes / No questions and answers.

1. A: Do you feel OK ? B: Yes, I do.
2. A: Does he look tired? B: Yes, .
3. A: Do you sick? B: No, .
4. A: look sick? B: Yes, she does.
5. A: feel tired? B: Yes, I do.

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 Lesson C: Should (for advice)
A Match the statements with the advice.
1. I have a cough. What should I do? e a. He should see a dentist.
2. Marie is tired. What should she do? b. You should take some pain reliever.
3. Abdi has a toothache. What should he do? c. She should go to bed.
4. I have a headache. What should I do? d. She should see a doctor.
5. She has a fever. What should she do? e. You should take some cough medicine.

B Unscramble the statements and questions.

1. see / I / dentist / should / a Should I see a dentist ?
2. some / you / take / should / pain reliever .
3. today / go to / Dan / school / shouldn’t .
4. shouldn’t / you / no, .
5. she / what / should / do ?

C For each statement, give advice about what the person should and shouldn’t do.
1. Jorge has a sore throat.
He should take some cough medicine .
He shouldn’t see a dentist .
2. I have a fever.
.
.
3. She has a toothache.
.
.
4. My classmate has a headache.
.
.
5. You have the flu.
.
.

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 Unit 11 Making Plans
Lesson A: Be going to
A Complete the sentences. Use the words in parentheses and be going to.
1. What is he going to (he) do after school today?
2. (you) have a family meal on Sunday?
3. (they) go to the movies tonight.
4. (we) study for the test.
5. I’m tired. (I) go to bed.

B Make the sentences negative.

1. Liz is going to the movies with me. Liz is not going to the movies with me .
2. Will’s family is having a big meal. .
3. They are going to have a barbecue on Sunday. .
4. We are going to have a party on Friday night. .
5. You are going to a game tonight. .

C Write the statements as questions.

1. We are going to have a party. Are we going to have a party ?
2. They are going to have a family meal. ?
3. Hafa is going to go to Miami. ?
4. Milo is going to have a birthday party on Saturday. ?
5. We are going to go to a soccer game. ?

D Complete the conversations. Use the cues in parentheses and be going to.
1. A: What are you going to (you) do tonight?
B: I’m going to go to the movies.
2. A: What (he) do this afternoon?
B: He is go to a barbecue with friends.
3. A: What (they) do on Sunday?
B: They have a family meal.
4. A: When (she) have a party?
B: She have a party on Saturday.
5. A: Where (you) go on vacation?
B: I go to the beach.

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 Lesson C: Would like to for Wishes
A Write short answers to the Yes / No questions.
1. Would you like to be a teacher? (yes) Yes, I would .
2. Would you like to study medicine? (no) .
3. Would you like to be an actor? (no) .
4. Would you like to study music? (yes) .
5. Would you like to be a nurse? (yes) .

B Complete the statements and questions with would like to.

1. My sister would like to study law.
2. I be a doctor.
3. They study acting.
4. (you) be a lawyer?
5. (James) study education?

C Use the words to write sentences with would like to and be.
1. Adana / nurse Adana would like to be a nurse .
2. Sara / actor .
3. Ranjan / teacher .
4. medical students / doctors .
5. music students / musicians .

D Write questions using would like to and the words given.

1. you / study law Would you like to study law ?
2. you / be a software engineer ?
3. you / study information technology ?
4. your son / be a teacher ?
5. your daughter / be a nurse ?

E Complete the questions and answers with would or would like to.
1. A: What would you like to be?
B: I be an actor.
2. A: (you) study engineering?
B: Yes, I .
3. A: What (Jason) study?
B: Jason study music.

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 Unit 12 On the Move
Lesson A: Simple Past
A Write the sentences in the simple past.
1. They go to school at 8 am.They went to school at 8 am .
2. I return from school at 2 pm. .
3. The students arrive early. .
4. He leaves work at 5 pm. .
5. We come from Canada. .

B Complete the sentences with the simple past of the verb in parentheses.
1. Leo lived (live) in Canada for two years.
2. The homework assignment (be) difficult.
3. They (go) to the library after school.
4. Maria (move) from Madrid to Buenos Aires.
5. We (stay) in a big hotel in Miami.

C Write the sentences in the negative.

1. We arrived on time. We didn’t arrive on time. .
2. He went home after class. .
3. I was in Chile for two years. .
4. They did their homework. .
5. You lived in a big apartment. .

D Match the questions and answers.

1. Did your flight arrive on time? c a. I left at 4 o’clock.
2. Did you live in Toronto? b. No, I stayed in my apartment.
3. Did you move to a new house? c. No, it was late.
4. What time did you leave school? d. In 2009.
5. When did you go to Germany? e. No, I lived in Ottawa.

E Unscramble the questions.

1. to / did / Florida? / When / you / come When did you come to Florida?
2. did / What / leave / work? / they / time
3. you / Germany? / long / did / How / stay / in
4. after / did / do / class? / What / you
5. he / last / go / did / night? / Where

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 Lesson C: Simple Past Questions
A Write the statements as simple past questions.
1. They left the library. Did they leave the library?
2. He sold his car.
3. He bought a bicycle.
4. Karen stopped the car.
5. Bill got tickets for the soccer game.

B Match the questions and answers.

1. Did the flight leave on time? d a. Yes, I did.
2. Did you sell your house? b. Yes, they did.
3. Did Marcos come to class yesterday? c. Yes, she did.
4. Did they have a good time? d. Yes, it did.
5. Did Li get a new phone? e. No, he didn’t.

C Complete the short answers in the simple past.

1. Did you get a new passport? Yes, I did . 4. Did Ivan pack his suitcase? Yes, .
2. Did Barbara buy the tickets online? Yes, . 5. Did your sister get a new job? No, .
3. Did they have a party? No, .

D Complete the questions and answers.

1. A: Did she pack her books? B: Yes, she did .
2. A: sell your car? B: Yes, .
3. A: close their bank account? B: No, .
4. A: do your homework? B: Yes, .
5. A: you get a passport? B: No, .

E Read the paragraph and answer the questions. Use short answers.
Marta and Fredi are married. Last month, they moved from São Paulo, Brazil, to New York, US. They
packed their suitcases and sold the car. They rented their house. They didn't sell it. Marta’s family had a
going-away party for them. They left São Paulo because they got new jobs in New York.
1. Did Marta and Fredi come from Argentina? No, they didn’t. .
2. Did they sell the car? .
3. Did they sell the house? .
4. Did they have a going-away party? .
5. Did they get new jobs in New York? .

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 GRAMMAR ACTIVITIES Answer Key

UNIT 1 FRIENDS AND FAMILY UNIT 4 POSSESSIONS

Lesson A Lesson A
A. 2. am or ’m 3. is / ’s 4. are 5. are A. 2. These 3. these 4. That 5. That
B. 2. are 3. am 4. is 5. are B. 2. Is this your notebook? 3. That’s my phone. 4. Those are not my glasses.
C. 2. Sarah’s my classmate. 3. We’re students. 4. They’re David and Louis. 5. Is this your dictionary?
5. You’re Carlos. C. 2. a, b 3. c, d 4. a, b
D. 2. e 3. a 4. b 5. c D. 2. Those; these 3. That; this 4. this; that
E. 2. My 3. Their 4. Her 5. Your E. 2. that 3. These 4. That 5. those
Lesson C Lesson C
A. 2 . My brother is handsome. 3. We are married. 4. Are you single? 5. Is she A. 2. Ploy’s 3. Ana and Jane’s 4. students’ 5. passengers’
attractive? B. 2. have 3. have 4. has 5. have
B. 2. are 3. am 4. is 5. are C. 2. have 3. have 4. has 5. have
C. 2 . They are young with curly blond hair. 3. He is short with curly gray hair. 4. Anita D. 2. Kia and Juana don’t have bracelets. 3. You don’t have a cell phone. 4. I don’t
is tall with wavy black hair. 5. Teng is young with straight black hair. have a book. 5. She doesn’t have rings.
D. 2. e 3. a 4. b 5. c E. 2. Do you have keys? 3. Does the teacher have a dictionary? 4. Do they have a big
E. 2. Is she married? 3. Are they married? 4. Is she young? 5. Is he short? house? 5. Does he have a cell phone?
F. 2. Yes, they do. 3. No, I don’t. 4. No, we don’t. 5. Yes, she does.
UNIT 2 JOBS AROUND THE WORLD
Lesson A UNIT 5 DAILY ACTIVITIES
A. 2. ’s not or isn’t 3. ’re not or aren’t 4. ’re not or aren’t 5. ’m not Lesson A
B. 2. I am / ’m not a doctor. 3. They are / ’re not artists. 4. We are / ’re not teachers. A. 2. takes a shower 3. start work 4. gets up 5. has lunch
5. You are / ’re not an architect. B. 2. We don’t eat lunch at one o’clock. 3. Tina doesn’t take a shower in the evening.
C. 2 . He’s not a teacher. 3. We aren’t students. 4. You are not an engineer. 5. They’re 4. I don’t get up at seven thirty every morning. 5. She doesn’t take a nap on
not chefs. Sunday afternoon.
D. 2. a 3. a 4. a 5. an C. 2. does Carlos start work 3. do they have lunch 4. does she go to bed 5. do we
E. 2. ’re not or aren’t 3. ’re not or aren’t a 4. ’m not a 5. ’re not or aren’t have dinner
Lesson C D. 2. What time does she finish work? 3. What time do you start work every day?
4. What time does he go to bed? 5. What time do they have lunch every day?
A. 2. Indonesia is a hot, dry country. 3. Is Ecuador a small country? 4. Iceland is a
cold country. 5. Is Ireland a wet country? E. 2. What time does Eben take a nap in the afternoon? 3. What time does Carmen
finish work?
B. 2. No, it isn’t. It’s a dry country. 3. No, it isn’t. It’s a big country. 4. Yes, it is. 5. Yes,
it is. Lesson C
C. 2 . Is Venezuela a hot country? 3. Is Asia a big continent? 4. Is England a wet A. 2. travels 3. go to meetings 4. meets clients 5. makes photocopies
country? 5. Is the UAE a hot, dry country? B. 2. Yes, we do. 3. Yes, they do. 4. No, he doesn’t. 5. Yes, they do.
D. 2. e 3. a 4. b 5. d C. 2. never 3. always 4. sometimes 5. always
E. 2. Russia is a cold, dry country. 3. Australia is a big, dry continent. 4. Yemen is a D. 2. They never travel. 3. Do you write reports every week? 4. My boss checks
small, hot country. 5. Ireland is a small, wet country. her email every evening. 5. Does Kia makes photocopies every day?
E. 2. Do you make photocopies every day? 3. Does Teng work on Saturdays? 4. Do they
UNIT 3 HOUSES AND APARTMENTS talk to people on the phone every afternoon? 5. Does she write reports on Fridays?
Lesson A
A. 2. There is 3. There are 4. There is 5. There is UNIT 6 GETTING AROUND
B. 2. There is 3. there is 4. There are 5. There is Lesson A
C. 2. Is there a garage? 3. There is a small bathroom. 4. There are two closets A. 2. between 3. across from 4. across from 5. between
downstairs. 5. Is there a garden? B. 2. turn left 3. cross 4. turn left 5. cross; turn right
D. 2. Are there cars in the garage? 3. Is there a bathroom downstairs? 4. Are there C. 2. Walk to school. / Don’t walk to school. 3. Cross Elm Street. / Don’t cross Elm
three bedrooms upstairs? 5. Is there a swimming pool in the backyard? Street. 4. Turn left. / Don’t turn left. 5. Stop. / Don’t stop.
E. 2. Yes, there are. 3. No, there isn’t. 4. No, there aren’t. 5. Yes, there is. Lesson C
Lesson C A. 2. have to 3. has to 4. Do; have to 5. Does; have to
A. 2. on / in 3. on 4. next to 5. next to 6. in B. 2. Do they have to take a bus to the subway station? 3. Do we have to buy bus
B. 2. under 3. in 4. next to 5. on tickets? 4. Does Diego have to travel by train to the meeting? 5. Do you have to go
to the meeting at 10 am?
C. 2. F –The lamp is next to the book. 3. T 4. T 5. F – The glasses are on the book.
C. 2. a 3. d 4. e 5. b

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 D. 2. Eli has to take the bus to school. 3. We have to write reports at work. 4. You have Lesson C
to do your homework tonight. 5. Cora and Lucy have to cook dinner on Saturday. A. 2. How much 3. How many 4. How much
E. 2. Do you have to finish your homework tonight? 3. Does Van have to walk home B. 2. How many 3. How much 4. How many 5. How many
from school? 4. Does Eva have to make dinner for her family? 5. Do they have to
C. 2. How many 3. How much 4. How much 5. How many
change trains at Park Street Station?
D. 2. how many 3. How much 4. how much 5. How many
UNIT 7 FREE TIME E. 2. How many potatoes do you eat every week? 3. How much tea do you drink
every day? 4. How much candy do you eat every day? 5. How many eggs do you
Lesson A eat every week?
A. 2. He is reading the newspaper. 3. My mother is cooking dinner. 4. I am going to
the movies. 5. They are shopping at the mall.
B. 2. Are they watching TV? 3. Is Milan playing the guitar? 4. Are you studying
UNIT 10 HEALTH
Lesson A
English? 5. Is Ada doing homework?
A. 2. c 3. a 4. b 5. d
C. 2. She is writing a report. 3. They are going for a walk. 4. I’m shopping.
5. He is listening to music. B. 2. Do you feel OK? 3. How do you feel? 4. How are you feeling? 5. Does he look sick?
D. 2. No, he isn’t. 3. No, they aren’t / they’re not. 4. Yes, we are. 5. Yes, she is. C. 2. feels 3. don’t look 4. feel 5. looks
E. 2. I’m working. 3. She’s going to the movies. 4. She’s shopping. 5. They’re studying. D. 2. Juan doesn’t feel great. 3. You don’t look tired. 4. Cristina doesn’t look sick.
5. He doesn’t feel tired.
Lesson C
E. 2. he does 3. feel; I don’t 4. Does she 5. Do you
A. 2. d 3. a 4. e 5. c
Lesson C
B. 2. We can play volleyball. 3. My sister can’t ride a bike. 4. We can’t play golf today.
5. They can ski. A. 2. c 3. a 4. b 5. d
C. 2. Can they ice skate? 3. Can John play tennis? 4. Can Nasir play soccer? B. 2. You should take some pain reliever. 3. Dan shouldn’t go to school today. 4. No,
5. Can Sonja and Sarah ski? you shouldn’t. 5. What should she do?
D. 2. Yes, they can. 3. Yes, she can. 4. No, I can’t. 5. No, we can’t. C. A nswers will vary. Possible answers: 2. You should go to bed.; You should not
take any cough medicine. 3. She should see a dentist.; She should not see
E. 1. can’t; can 2. Can; can; can’t 3. Can; can
a doctor. 4. He / She should take some pain reliever.; He / She shouldn’t see a
doctor. 5. You should go to bed; You shouldn’t go to school.
UNIT 8 CLOTHES
Lesson A UNIT 11 MAKING PLANS
A. 2. Can I buy the blue hat, please? 3. Could I try on the yellow skirt? 4. Can I help Lesson A
you? 5. Can you help me, please?
A. 2. Are you going to 3. They are going to 4. We are going to 5. I’m going to
B. 2. c 3. a 4. b 5. d
B. 2. Will’s family is not having a big meal. 3. They are not going to have a barbecue
C. 2 . Can / Could I see some blue ties, please? 3. Can / Could I try on the black on Sunday. 4. We are not going to have a party on Friday night. 5. You are not
jacket, please? 4. Can / Could you bring a size 10, please? 5. Can / Could I pay by going to a game tonight.
credit card, please?
C. 2. Are they going to have a family meal? 3. Is Hafa going to go to Miami? 4. Is Milo
D. 2. Can / Could I pay by credit card? 3. Can / Could you help me? 4. Can / Could going to have a birthday party on Saturday? 5. Are we going to go to a soccer game?
you bring a red shirt, please? 5. Can / Could I try on a size 7, please?
D. 2. is he going to; he is going to 3. are they going to; are going to 4. is she going to;
Lesson C is going to 5. are you going to; am going to
A. 2. loves 3. likes 4. hates 5. likes Lesson C
B. 2. love 3. like 4. hate 5. don’t like A. 2. No, I wouldn’t. 3. No, I wouldn’t. 4. Yes, I would. 5. Yes, I would.
C. 2. Yes, I like it. or Yes, I like speaking English. 3. No, I don’t like them. or No, I B. 2. would like to 3. would like to 4. Would you like to 5. Would James like to
don’t like skirts. 4. No, I hate them. or No, I hate hats. 5. No, I don’t like them. or
C. 2. Sara would like to be an actor. 3. Ranjan would like to be a teacher. 4. Medical
No, I don’t like white clothes.
students would like to be doctors. 5. Music students would like to be musicians.

UNIT 9 FOOD D. 2. Would you like to be a software engineer? 3. Would you like to study
information technology? 4. Would your son like to be a teacher? 5. Would your
Lesson A daughter like to be a nurse?
A. 2. some 3. any 4. any 5. some E. 1. would like to 2. Would you like to; would 3. would Jason like to; would like to
B. 2. some 3. any 4. some 5. any
C. 2 . Do you have any eggs? 3. I don’t have any fruit juice. 4. Could I have some UNIT 12 ON THE MOVE
cereal and milk, please? 5. There’s some chocolate cake for dessert. Lesson A
D. 1. Could I have some coffee, please? 2. Do you have any chocolate cake? 3. Do A. 2. I returned from school at 2 pm. 3. The students arrived early. 4. He left work
you have any fish? 4. Could I have some salad, please? 5. Do you have any fruit at 5 pm. 5. We came from Canada.
juice?
B. 2. was 3. went 4. moved 5. stayed
E. 2. some 3. any 4. some 5. any 6. some 7. any

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 C. 2. He didn’t go home after class. 3. I wasn’t in Chile for two years. 4. They didn’t
do their homework. 5. You didn’t live in a big apartment.
D. 2. e 3. b 4. a 5. d
E. 2. What time did they leave work? 3. How long did you stay in Germany? 4. What
did you do after class? 5. Where did he go last night?
Lesson C
A. 2. Did he sell his car? 3. Did he buy a bicycle? 4. Did Karen stop the car? 5. Did
Bill get tickets for the soccer game?
B. 2. a 3. e 4. b 5. c
C. 2 . she did 3. they didn’t 4. he did 5. she didn’t
D. 2. Did you; I did 3. Did they; they didn’t 4. Did you; I did 5. Did; I didn’t
E. 2. Yes, they did. 3. No, they didn’t. 4. Yes, they did. 5. Yes, they did.

T-276 Grammar Activities Answer Key

T274-T276_WE3_TB_INT_EM_GA_ANS_ptg01.indd 276 2/3/20 6:04 PM