Int Teacher Book 4.compressed

Level 4
English
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PRESIDENTE DE LA REPBLICA
Rafael Correa Delgado
MINISTRO DE EDUCACIN
Augusto Espinosa Andrade
VICEMINISTRO DE EDUCACIN
Freddy Peael Larrea
VICEMINISTRO DE GESTIN EDUCATIVA
Jaime Roca Gutirrez
SUBSECRETARIA DE FUNDAMENTOS EDUCATIVOS
Tannya Lozada
DIRECTORA NACIONAL DE CURRCULO
TEACHER'S BOOK - LEVEL 4

Postcards 2B, Teacher's Book
First Edition
Authorized adaptation from the United Kingdom edition, entitled
Snapshot, rst edition, published by Pearson Education Limited
publishing under its Longman imprint.
Copyright 1998.
American English adaptation, published by Pearson Education,
Inc. Copyright 2008.
Copyright 2008 by Pearson Education, Inc.
All rights reserved. No part of this publication may be
reproduced, stored in a retrieval system, or transmitted in any
form or by any means, electronic, mechanical, photocopying,
recording, or otherwise, without the prior permission of the
publisher.
Pearson Education, 10 Bank Street, White Plains, NY 10606
Isabel Ramos Castaeda

DIRECTORA NACIONAL DE COMUNICACIN
Lorena Portalanza
DISEADOR GRFICO
Jos Antonio Valencia
Ministerio de Educacin del Ecuador, 2014

Av. Amazonas N34-451 y Atahualpa
Quito, Ecuador
www.educacion.gob.ec
La reproduccin parcial o total de esta publicacin, en cualquier forma y por
cualquier medio mecnico o electrnico, est permitida siempre y cuando
sea autorizada por los editores y se cite correctamente la fuente.
Primera edicin: julio 2014

Impreso por El Telgrafo
ISBN-13: 978-0-13-396536-0
ISBN-10: 0-13-396536-8
DISTRIBUCIN GRATUITA - PROHIBIDA SU VENTA
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TO OUR TEACHERS
The Ministry of Education aims at providing Ecuadors students with both the foreign
language knowledge and the skills needed to succeed in todays globalized world
as English is the international language that will allow them to access knowledge
and information and that will become an instrument of personal and professional
empowerment to build a more prosperous, equitable society.
rst time, the Ministry of Education will provide free English textbooks
to students. This will contribute to the learning process in a positive manner,
for every student will have an additional resource to aid them in their language
acquisition process.
These textbooks as well as the teaching-learning approach adopted are guided
by the Common European Framework of Reference for Languages: Learning,
Teaching, Assessment, which is an internationally recognized standard for the
explicit description of educational objectives, content elaboration, and methods as
ection on current educational practices.
Furthermore, because students will be taught under the Communicative Language
exible process, and
promotes learner autonomy, teachers and learners are enthusiastically invited to
make use of the English language for meaningful communication and as a tool to
open windows to the world, unlock doors to opportunities, and expand their minds
to the understanding of new ideas and other cultures.
The Ministry of Education has also created in-service teacher standards aligned
to TESOL, establishing the benchmark as to what teachers need to know.
ciency level
for pre-service and in-service English teachers, has also been institutionalized,
cient in the language.
Finally, through a rigorous evaluation procedure and teachers development plan,
the Ministry of Education will assist current in-service English teachers in improving
ciency levels to foster the teaching-learning processes
in the classroom.
We hope that by way of these innovations
new standards, a new curriculum, and new
textbooksstudents and teachers alike will be more
motivated in their classrooms to gain thorough
knowledge of English while developing their
personal language skills and enhancing their
professional abilities, respectively.
Ministry of Education
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Contents
Teachers Edition
Scope and Sequence
iv
Introduction
vi
Characters
xvi
UNIT
Lets get started.
T2
You were awesome, Alex!
T6
Ill teach you if you want

to learn.
T52
Progress check
Wide Angle 2
T59
T60
T14
Fun with songs 1 2
T62
T21
T22
T23
Focus on culture 1 2
T64
Fun with grammar
T68
Word list
70
T24
Language Booster answer keys
71
Wide Angle 1
T32
Unit tests
79
T34
Quarterly tests
86
Tests answer key
94
Grammar reference
97
1
UNIT 2
UNIT
I used to dream of . . .
Progress check
Game 1
Project 1
UNIT
UNIT
We were walking home . . .

Youre the best in the group.
Progress check
UNIT
You shouldnt be upset.
T41
T42
Peer editing checklist
104
Game 2
T50
Student self-evaluation checklist
105
Project 2
T51
Certificate of achievement
107
Scope and Sequence

Unit
Title
Pages 25
Lets get started.
Communication
Grammar
You were awesome,

Alex!
Express agreement or
disagreement
The simple past of be

The simple past of regular and irregular verbs
I used to dream of . . .
Express opinion
Conjunctions: and, but, so

Used to for past habits
Pages 613
Pages 1420
Page 21
Progress check Units 1 and 2 Test-taking tip: Write neatly.
Page 22
Page 23
Game 1: Q & A baseball

Project 1: A snapshot of my childhood
We were walking
home . . .
Talk about the weather

Talk about past activities
The past continuous

The past continuous with when and while
The simple past and the past continuous
Pages 2431
Pages 3233
Wide Angle 1: A traditional story
Youre the best in the

group.
Talk about preferences
The comparative and superlative forms of

adjectives
Making comparisons with as + adjective + as
Pages 3440
Page 41
Progress check Units 3 and 4 Test-taking tip: Look out for key words.
You shouldnt be upset.
Express decisions
Will for predictions and decisions

Should/Shouldnt for advice
Must/Must not for rules and obligations
Pages 4249
Page 50
Page 51
Game 2: Say and do the opposite

Project 2: A snapshot of a trip
Ill teach you if you

want to learn.
Talk about summer plans
May/Might for possibility

First conditional: If clause + will/might
Pages 5258
Page 59
Progress check Units 5 and 6 Test-taking tip: Stay focused on your work.
Pages 6061
Wide Angle 2: Summer camps
iv Scope and Sequence
Vocabulary
Skills
Learn to learn
Pronunciation
Positive and negative

adjectives
Reading: Read for specic information

Listening: Listen to discriminate information
Speaking: Talk about a party; Interview a
classmate about a reading
Writing: Write a summary for a teen magazine
Learn irregular past

forms in groups
Intonation in Yes/No and

information questions
Basic emotions

Speaking: Talk about what makes you happy
and sad or angry; Express personal opinions
Writing: Write a paragraph about what your
classmate used to do
Personalize what you

learn in school
The pronunciation of
used to
Adjectives for describing

the weather

Speaking: Talk about stories you like; Discuss
similarities and differences
Writing: Put sentences in order to write a story
Make predictions
The pronunciation of //
in walk
Adjectives of quality
(positive and negative)

Listening: Listen to determine true and false
information
Speaking: Express personal opinions; Express
preferences
Writing: Write a paragraph about the
advantages and disadvantages of being very
good-looking
Listen carefully to the

sounds of English
The pronunciation of //
as in mad
Parts of the body
Reading: Read a questionnaire

Listening: Listen to discriminate information;
Listen for specic information
Speaking: Give your opinion on manners
Writing: Make an etiquette list
Learn from your mistakes
The short sound of /u/ as

in should
Summer activities
Reading: Read a website for specic

information
Listening: Listen to a radio show to determine
true and false information
Speaking: Talk about your summer plans
Writing: Write an e-mail about your summer
plans
Use the publishers

website for additional
information and
practice
Stress in verb + noun

combinations
Scope and Sequence v
INTRODUCTION
Introduction
Dear Teacher,
Offering extensive pair and group work with a

focus on cooperative learning and peer feedback
Allowing opportunities for students to regularly
monitor their progress through Progress checks,
Student self-evaluation checklists, and unit and
quarterly tests
Welcome to the second edition of Postcards, a

four-level language course designed specically for
young teenagers who are studying English.
Student Book
Each Student Book consists of six units divided

into sections of two units. Each unit is followed
either by Putting it together (a photostory activity)
or a Progress check. The pattern is as follows:
1. Postcards immediately captures students

attention by:
Introducing teenage characters with whom
students readily identify
Presenting the real-life language that young
speakers of American English use
Focusing on up-to-date situations, topics, and
themes that teenagers inherently recognize and
respond to
Providing stimulating sensory input through
engaging photos, illustrations, and realia chosen
especially for the teen learner
Unit 1
Unit Pages
Photo
Story
Unit 2
Unit Pages
Progress
Check
Each Student Book also contains optional materials

that can be done with or after each of the units.
Suggestions as to when to complete each activity
are listed in this Teachers Edition. The optional
activities are: Games, Projects, Wide Angle on the
world, Fun with songs, Focus on culture, and Fun
with grammar.
2. Postcards holds teenagers attention by:

Offering a great variety of lesson formats,
exercises, and activities
Personalizing learning through activities that
allow students to talk about themselves, their
world, and their ideas
Providing activities that challenge students minds
as well as their linguistic skills
Offering extensive communicative practice,
cross-cultural exploration, group and individual
projects, song activities, games, and competitions
Language Booster
The Language Booster is divided into two parts:

A Workbook, and
A Grammar Builder containing grammar reference
pages and extra grammar practice exercises.
3. Postcards gives all students the opportunity to

achieve success and a sense of achievement by:
Giving clear, concise, and easy-to-understand
language presentations
Providing carefully sequenced exercises that
allow students to easily master English grammar
and vocabulary
Offering level-appropriate communicative
activities that enable students to express
themselves with the English theyve learned
Providing extensive recycling as well as followup reinforcement and practice in the Language
Booster Workbook and Grammar Builder
The Workbook section is divided into units

that correspond to those in the Student Book.
It gives practice in Grammar, Vocabulary, and
Communication. It also provides additional practice
in reading and writing.
The Workbook includes three levels of exercises for
each Grammar, Vocabulary, and Communication
section: Get started (easy), Move on (medium),
and Reach for the top (challenging). Designed
for mixed-level and mixed-ability classes, the
Language Booster recognizes that all students will
be motivated if they are given tasks that allow them
to succeed as well as to achieve higher goals.
4. Postcards helps students set goals, develop

learner independence, and monitor progress by:
Setting clear goals for each unit and section
Presenting an inductive approach to grammar
Providing explicit instruction and practice in
learning strategies
Most students will benet from completing the rst

two levels of the Workbook exercises, and some may
wish to attempt all three. Students who already have
a basic knowledge of English may nd they need to
complete only the second and third levels.
vi
Keep students involved. Limit the amount of

time you spend explaining informationinstead,
elicit information from students by asking simple
questions in English. Alternate asking questions of
the entire class and calling on individual students
to answer; this will ensure all students are listening,
involved, and have an opportunity to participate.
Maintain a fun, challenging pace. Set a time limit
for activities so students will know they have a
limited amount of time to complete the activity;
when most students have nished an activity,
move on to the next stagethis will motivate
students to work hard and maintain student
interest in the lesson.
Give clear instructions. Always elicit one or
more answers at the start of a written exercise
or provide a model (teacher-student, studentstudent, etc.) for pair and group work so that all
students understand what to do. If you discover
at the start of an exercise that many students have
misunderstood the instructions, immediately stop
the activity to clarify instructions and provide
another model.
Monitor and reward students. Walk around the
room as individuals, pairs, or groups are working
on an activity. Keep an eye on all students so that
you know which ones need your help or guidance.
Reward students both verbally and non-verbally
for their effort and achievement as they work.
When students have nished an activity, always
perform a check for the class and give feedback.
The Grammar Builder section provides additional

grammar exercises as well as grammar reference
pages called Grammar highlights. This section
reviews and claries structures presented in each
unit of the Student Book.
The Grammar Builder can be used alongside
the Workbook units or at a later stage for extra
reinforcement or review.
The Language Booster is a exible resource that
offers self-access material for students in a wide
range of teaching situations. It is not necessary for
students to work through all the material, although
they can do so if they wish.
Teachers Edition
The Teachers Edition contains unit-by-unit lesson

notes interleaved with the relevant Student Book
pages. The notes include suggestions on how to
teach the material, ideas for extension activities, as
well as all answer keys and listening audioscripts.
Photocopiable unit and quarterly tests are provided
at the end of the Teachers Edition, as well as an
extensive Grammar reference section.
All answer keys to the Language Booster and the
tests are found at the end of the Teachers Edition.
Class Audio CDs
The Class Audio CDs contain all the recorded

material from the Student Book: the Dialogues, the
Pronunciation, Useful expressions, and Vocabulary
sections, the Listening exercises, the models for the
Communication activities, the Readings, and the
Putting it together photostories.
Classroom management
Setting up an environment where students feel

encouraged, motivated, challenged, and valued is
the key to a successful class. Some helpful practices
include:
Maintain class structure. Plan each lesson well.
Maintain a regular routine when beginning and
ending class, when doing exercises and practices,
when assigning pairs and groups, and when
checking work; in this way students will have a
clear understanding of the structure of the class
and what is expected of them.
Personalize. Learn student names at the start of
the term; learn about your students personalities
and interests; use this to tailor exercises and
content to a particular class. Maintain eye contact
with your students as you teach. Let each student
know you are interested in his or her progress.
vii
INTRODUCTION
The Skills development section includes additional

readings and skills practice.
INTRODUCTION
Teaching techniques
Student to student (S-S):

T: (pointing to student) Ask Taro. S1: Whats your
name? S2: Im Taro.
Student 1 to Student 2 to Student 3, etc., in a chain
(S1-S2-S3):
T: (pointing to student) Taro, ask Miki. Miki, answer
and ask Tomo. Tomo, answer and ask the next student,
and so on. S1: Whats your name? S2: Im Miki.
Whats your name? S3: Im Tomo. Whats your name?
S4: Im . . .
The choice of teaching techniques obviously

depends on the individual classroom situation
and your preferred teaching style. Below are some
suggested techniques:
Pair and group work
Many of the exercises in Postcards are designed so

that students can work in pairs simultaneously.
In pair work, students talking time is increased
dramatically, and students engage in extensive
practice in a short period of time. Its important
to vary pairings in class so each student gets an
opportunity to work with a variety of others. Vary
pairs by having students work with the student on
the left, on the right, in front of, or behind them.
To assign pairs efficiently, give explicit verbal
instructions and examples, such as Work with the
partner on your right. (pointing to the student at the
end of the row) Youre A. (pointing to the student on
his/her right) Youre B. (pointing at the next pair)
Youre A; youre B. (pointing at the next row) Youre A;
youre B. Etc.
To make sure students are focused and work

quickly, set a time limit for the task. Warn students
halfway through the task how many minutes they
have left. Warn them again one minute or so before
the time is up.
Monitoring and correction
After modeling, its important to move around
the classroom and unobtrusively monitor pairs or
groups. While monitoring:
Make sure students are demonstrating that
they understand how to do the exercise; if most
students have not understood, you may need to
do another model.
Make sure that students are using the main target
language (the grammatical or lexical focus of the
practice) correctly; if most students are not, you may
want to stop to do a quick review and encourage
students to pay attention to language usage.
Dont correct minor errors. Just take note of any
important ones or ones which would be helpful
for the whole class to give feedback on later.
Move unobtrusively from group to group to help,
encourage, and praise students as needed. Listen
for pairs or groups with typical or interesting
conversationsyou may wish to call on these to
share their work during the check.
You can also form random pairs. This works

especially well when you have pairs stand to perform
the exercise. Say, for example: Stand and find a partner
you havent worked with before. You have fifteen seconds to
find a partner. Everybody, stand and find a partner!
Students can work in groups when they do
discussions, task-based activities, role-plays,
questionnaires, and projects. Group work is an
effective vehicle for encouraging cooperation and
independent learning. It also provides shy students
the opportunity to open up and participate. You
can form groups with students of similar ability so
that each student is performing at his/her level.
Alternatively, you can form groups of students with
mixed ability so that the more capable students can
help others. As with pairs, vary group members so
students are exposed to a variety of others. To assign
groups efficiently, give explicit instructions and
examples of how students are to form their groups.
Following through: checking

After pairs or groups have finished an exercise, it
is important to check by calling on a few pairs or
groups to present their exchanges, ideas, summaries,
etc., to the class. This will allow the class to see
typical or interesting examples of pair and group
work, and provide feedback and closure. For
dialogues and exchanges, call on pairs or groups
to stand and perform for the class. For discussions,
you may wish to call on one person from the pair or
group to summarize the conversation.
Setting up: modeling and time limits

When students will be working independently in
pairs or groups, follow written or verbal instructions
with a model to ensure all students understand how
to proceed. Depending on student level and the
complexity of the task, you may wish to model in
more than one of the following ways to make sure
students know what to do:
Teacher to self (T-T):
T: Whats your name? (Pause) Im Mr. Mori.
Teacher to student (T-S):
T: (pointing to student) Whats your name? S: Im Taro.
Student to teacher (S-T):
T: (pointing to student) Ask me. S: Whats your
name? T: Im Mr. Mori.
Repetition and choral practice
Repetition and choral practice helps students

reproduce and remember sounds, words, and
structural patterns. Repeating chorally can also help
students gain confidence before they are asked to
perform individually. Repetition and choral practice
can be used with Dialogues, Putting it together
photostories, Grammar focus charts, Pronunciation
exercises, Vocabulary lists, Useful expressions, and
Communication and Speaking exchanges.
viii
Homework can be corrected in the following ways:

Check answers to exercises by eliciting the
answers orally in class and writing answers on the
board as needed.
Have students correct their partners exercises
using a photocopied answer key or with the
teacher reading out the answers.
For written paragraphs and compositions, have
students check their partners work using the Peer
editing checklist (page 104 of the Student Book).
Techniques
A good technique for choral practice is
backchaining, in which students repeat an
utteranceusually a sentencein parts, starting
from the end and building up to the complete
utterance; for example: Repeat after me, everybody
. . . start? . . . movie start? . . . does the movie start?
. . . What time does the movie start? The key to effective
backchaining is to keep intonation consistent.
Draw students attention to the items in the

Communication section; for example, Express
agreement or disagreement (Unit 1). Ask the class to
give examples, either in English or L1, of language
that they expect to learn in the unit.
Read or call on a student to read aloud the
Grammar goals. Dont explain the grammar point
at this time; it is enough to introduce students to
the terminology at this point. Tell students that
they will learn more about the Grammar points in
the unit.
Refer students to the word groups listed in the
Vocabulary section; for example, Positive and
negative adjectives (Unit 1). Elicit examples of
English words students already know in these
groups.
After students have completed the unit, you may
wish to have students refer back to the Learning
goals. Ask them to give examples for each of the
goals listed, and to confirm that they have met
the goal.
Suggested procedures for the Student Book

The Student Book offers an array of interesting and
engaging material that students will enjoy doing in
class. Below are some suggested general procedures
for each element in the Student Book.
Learning goals
The Learning goals highlight the main points of

Communication, Grammar, and Vocabulary in each
unit. Before starting a lesson, you may want to have
students look at the Learning goals.
Suggested procedures
Choral repetition must be fast-paced and

challenging in order to maintain student
involvement. A good technique for maintaining
pace is overlapping, or presenting the beginning
of a new line or phrase just as students are finishing
repeating the previous one; for example:
Teacher: How are you?
Class: How are you?
Teacher: Im fine, thanks. (as students
are saying you)
Important stress and intonation patterns can be
emphasized by exaggerating and using body
language during choral repetition; for example,
saying stressed words more loudly and with
gestures: What TIME does the movie START?
Large photographs
The large photographs that accompany the

presentation material at the beginning of each unit
are an important teaching resource. They can be
used for warm-up and to help students predict the
scene of the dialogue or the focus of the activity.
They can also be used to elicit key vocabulary or to
teach cultural differences between the United States
and the students own culture. After the lesson, the
photographs can also be used to review what the
students already know about the characters, such as
their names, ages, and relationships.
Homework and homework correction
The writing exercises in the Student Book and in

the Language Booster may be given as homework.
It is a good idea to prepare students beforehand
for homework by making sure that instructions
are understood, clarifying any new vocabulary or
expressions, and eliciting one or two exercise items
for each step or exercise.
Suggested questions for exploiting the large

photographs are given in the teaching notes.
ix
INTRODUCTION
Options
Below are some different patterns for repetition and
choral practice:
Whole class: Everyone, repeat after me/the CD.
Optimal for the first time a dialogue, exchange,
or vocabulary item is presentedthe whole class
repeats after the teacher or audio.
Half the class at a time: This half of the class repeat
after A, then this half of the class after B. Useful for
dialogues or exchanges with two roles, or for
encouraging competition between two sides of a
class for each line of a dialogue or exchange. This
can also be done with horizontal or vertical rows:
(pointing to the appropriate rows) Even-numbered
rows repeat after A, odd-numbered rows repeat after B.
Groups: This group repeats after A, this group after
B, and this group after C. Useful with dialogues or
exchanges involving multiple roles. Make sure
each group gets to repeat after each role once.
Individual checks: Pedro, repeat. Useful for
monitoring individual pronunciation and
keeping all students actively involved, individual
checks can be interspersed with any class or
group choral repetition.
INTRODUCTION
students pronunciation, intonation, and stress.

Vary the choral repetition pattern for different
dialogues (see Options, page ix) and use a
variety of techniques (backchaining, overlapping,
exaggeration and body language; see Techniques,
page ix).
Assign students to pairs or groups, depending on
the number of characters in the dialogue, and have
them practice reading aloud. Make sure students
switch roles so that each student has the chance to
read each role at least once.
Time permitting, after the initial pair or group
readings, you may want to do one of the following
activities to increase students uency and grasp of
the language:
Have students change partners or groups and
practice each role again; encourage students to
read as quickly and as naturally as they can.
Have students silently read each line, then look
up and say it, making eye contact with their
partner(s) as they speak.
Have students stand and act out the parts
dramatically, using facial expressions and
gestures.
After pair or group practice, call on one or two
pairs or groups to stand and perform the dialogue
in front of the class.
Dialogues and Comprehension exercises
The dialogues in Postcards develop the storyline and

present new structures and functions in context.
The following guidelines are for handling dialogues
in general. Specic suggestions for teaching the
dialogues are given in the lesson notes.
Before you play the dialogue:
Ask questions about the large photograph to
set the scene for the dialogue and help students
predict what it will be about.
Have students cover the dialogue with a notebook,
a piece of paper, or their hand.
Tell them to look at the Comprehension
questions. Read or call on students to read the
Comprehension questions aloud. Alternatively,
have students read the questions silently. Preteach
any new vocabulary students will need to
understand to answer the questions.
Depending on your students abilities, play the
audio once, twice, or three times. After each
listening, give your students a moment to complete
their answers to the Comprehension questions. You
may want to ask students to raise their hands if
they would like to listen again. When students have
completed the questions:
Have students uncover the dialogue. Play the
audio and have students read along to check their
answers to the comprehension questions.
Elicit the answers, writing them on the board if
needed. If students have difculty with any of the
items, elicit the line(s) of the dialogue where the
answer is given.
Play the audio again, stopping at intervals to
explain or elicit the meanings of new vocabulary
or expressions, to elicit the units grammatical
structures, or to give background information
(see dialogue Background notes in this Teachers
Edition). Some techniques for teaching new
vocabulary are:
using real objects in the classroom environment
showing ashcards or magazine pictures
using sketches and diagrams on the board or
overhead projector
miming and acting
explaining meanings in simple English
having students use dictionaries
Useful expressions
The Useful expressions are a selected list of phrases

and expressions from the dialogue that are either
common collocations or colloquial expressions. The
students should learn these as xed items. Do not
attempt to explain the grammar behind the phrases
unless the students ask specically for information
of this kind. Useful expressions are recycled in
appropriate contexts in the rest of the unit and in the
subsequent units.
Check that the students understand the meanings
of the expressions by eliciting the meaning or
having them give examples of situations when the
expressions are used.
Play the audio and ask the students to repeat the
phrases chorally. Work on pronunciation, stress,
and intonation as needed. Then have students
complete the exercises.
You may want to keep a list of the Useful
expressions presented during the course so that
you can use them yourself when interacting with
students and review them at regular intervals.
Depending on your students needs and your

situation, you may want to either move on to the
next exercise at this point, or you may instead want
to have students practice the dialogue to further
familiarize them with it. Procedures for further
practice are:
Read or play the dialogue again, pausing after
each sentence or line for students to listen and
repeat chorally and individually. Work on
Vocabulary
Vocabulary is presented in lexical groups and

practiced through exercises and tasks linked to the
grammatical or communicative focus of the unit.
The illustrations in Postcards have been carefully
chosen to help you teach new vocabulary.
x
Ask students to think about the grammar rule or

rules involved. Then have them work individually
or in pairs to complete the Discovering grammar
section.
Elicit answers to the Discovering grammar section.
Clarify any difficulties.
Explain or elicit other relevant information about
the grammatical item(s) presented in the chart (see
specific teaching notes for each lesson, as well as
the Grammar reference section at the back of this
Teachers Edition). Refer the students back to the
dialogue or presentation text to find examples of
the structures, if helpful.
Move on to the Practicing grammar section
immediately. These exercises should be done in
class rather than as homework. This will enable
you to detect any problems the students may
have with applying the grammar. The exercises
progress from more controlled to less controlled
application of the grammar.
For each Practice exercise, model or elicit the first
one or two answers or exchanges. Have students
work individually, in pairs, or groups to complete
each exercise. Walk around the room to monitor,
help, and praise students as they work. When the
majority of the class is finished, elicit the answers
or call on pairs or groups to present to the class.
Write answers on the board as needed.
Play the CD and have students practice

pronouncing the vocabulary items. Pause the
audio and help students as needed. Use the
illustration or another teaching device to make
sure students understand the vocabulary.
Model or elicit the first one or two exercise items.
Then have students work individually, in pairs, or
in groups to complete each exercise. Monitor, help,
and praise students as they work. When most
students are finished, call on students to share
their answers with the class.
You may want to have students keep a small
notebook in which they list new words and
expressions along with their definitions.
Pronunciation
The Pronunciation exercises isolate and practice

important sounds, stress and intonation patterns,
as well as suprasegmental features (linking,
blending, etc.).
Briefly introduce the pronunciation feature.
Model mouth position for basic sounds; use
the board or gestures for stress, intonation, and
suprasegmental features. Special tips for teaching
each pronunciation item are included in the lesson
notes for each unit.
Play the audio and have students practice the
target sound several times. Pause the audio and
help students as needed. When students are able
to form the correct sounds, have them complete
the related exercise.
Communication
The Communication sections focus on the important

communicative functions to be practiced in the
unit. The communication exchanges develop
the grammar from the unit in a communicative
contextfor example, Express agreement or
disagreement (Unit 1).
Phonetic transcriptions in the Teachers Edition

follow those used in the Longman Dictionary of
American English.
Point out the communicative function to be
practiced and play the audio.
Practice the exchanges chorally, using
backchaining to help students with overall rhythm
and intonation (see Techniques, page ix).
Read the instructions for Exercise B and model
the role-play (teacher-student, student-student,
etc.). Have students practice in pairs or groups,
with each student practicing each role one or
more times. To help students internalize and gain
fluency with the language, assign new partners
and have students practice again; alternatively,
have students stand and practice, changing
partners several times (say, for example, Practice
with at least four other students).
Call on one or more pairs or groups to stand and
perform for the class. If helpful, you may want to
have students write out the conversation after the
oral practice.
Grammar focus, Discovering grammar, and
Practicing grammar
The Grammar focus charts present the grammatical
forms or structures taught in a unit. The Grammar
focus presentations are always followed by
Discovering grammar. This section invites students
to learn grammar inductivelythat is, to figure out
the main grammar rules by themselves. Discovering
grammar is followed by the Practicing grammar
section, which consists of several practice exercises
that enable students to produce the relevant
grammatical form or structure presented in the
Grammar focus chart.
Read the grammar chart heading aloud, or call
on a student to read it. Explain or elicit any new
grammatical terms.
Have students read the examples, either silently or
aloud. Tell them to pay particular attention to the
parts in boldface.
xi
INTRODUCTION
INTRODUCTION
Learn to learn
Listening
The Learn to learn sections are designed to help

students become better language learners. This
section presents general learning strategies as well
as specific strategies for reading, listening, speaking,
writing, and vocabulary acquisition. Students are
then given a task with which they can practice
applying the learning strategy.
There are a variety of types of Listening exercises in

Postcards. All include the structures, functions, and
vocabulary in focus. Audioscripts may highlight
a telephone conversation, an extract from a radio
program, an interview, or a recorded continuation
of the storyline featuring the main characters. Each
listening is accompanied by a simple task such as
completing a chart or answering comprehension
questions. Some tasks ask students to listen for
specific information, while others encourage them to
listen for gist rather than at word level.
Read the strategy aloud or call on a student
to read it. Elicit or explain how the strategy is
helpful.
Tell students that they will now practice using the
strategy. Read or call on students to read the task
instructions. Model or elicit one or more answers if
needed. Then have students complete the task.
After checking the task, ask students if they found
the strategy helpful. Elicit when and where they
could apply this strategy.
Recycle the strategy whenever applicable: recycle
a reading strategy in the next reading exercise,
recycle a listening strategy in the next listening
exercise, etc. Recycle by reminding students of the
strategy, eliciting how to perform it, and asking
students to practice applying it. By repeatedly
applying the strategy, students will internalize it.
Set the context of the Listening. Ask warm-up
questions to generate interest.
Make sure that students understand the
instructions and task.
Always have students read over the questions,
chart, etc., before they begin. Elicit or explain any
new words in the task.
Play the audio once for students to grasp the
general idea. Ask a few simple comprehension
questions. Play the audio again once or twice
and have students complete the answers to the
task as they listen. If students still have difficulty
completing the task after a third listening, play
the audio once more and stop at key points where
students need to record information.
Check the answers to the task. Replay the audio
if helpful.
Teen talk
The Teen talk sections are designed to let students

talk about topics of interest in a casual, relaxing
manner with little or no teacher intervention.
While many of the activities in Postcards focus on
accuracy, Teen talk focuses primarily on teen-to-teen
communication. It gives students a chance to pay
less attention to form and more attention to getting
their ideas across in English.
Reading
The importance of reading cannot be overestimated.

It gives confidence and motivates learning. It
provides context for new language and serves as
a model for writing. Most important of all, it is
a stimulus for ideas and discussion. The reading
texts in Postcards are varied in type and length and
are often adapted from authentic sources such as
brochures, newspapers, and magazines.
Read or have students read the instructions, then
quickly chorus the Useful language. Follow with
a teacher-student or student-student model of the
beginning of the discussion.
Assign groups and let students discuss. Walk
around and monitor as students work. You may
occasionally need to mediatefor example, to
encourage shy students to give their opinions
but avoid correcting or offering language help
unless asked.
When students have finished, call on several
students to share their thoughts and ideas on the
topic with the class.
Ask a few general warm-up questions to set the
context of the reading. Elicit the title and ask
questions about the photographs. Ask students to
predict what the reading will cover.
Have students read the instructions and questions
or task, explaining any new vocabulary words
therein. Make sure students understand what they
are to do.
Have the students read the text silently once
or twice to themselves. Alternatively, play the
audio or read the text aloud the first time with
the students following along in their books, then
let them read the text again silently. Encourage
students to guess the meaning of new words and
expressions as they read.
Have the class do the comprehension task, either
individually or in pairs.
Your turn
The Your turn section personalizes a topic and allows

students to apply recently learned language. The
activity may be oral or written. Follow standard
procedures for pair, group, or writing activities.
xii
Each begins with a Test-taking tip to help students

learn strategies for doing their best on tests. The
Progress check tasks are divided into three sections:
Grammar, Vocabulary, and Communication. There
is also a Now I can . . . checklist for students to
reflect on what they have learned in the previous
two units.
Writing
Writing tasks have a twofold purpose: to consolidate

the language in focus and to help students produce
specific text types. The detailed lesson notes give
guidance for handling specific writing tasks.
To calculate student scores on the Progress checks,

simply total the number of possible points per
section (the number of items minus the examples).
Then divide the number of correct responses by the
total number of points. For example, on a test with
63 possible points, a student answered 46 correctly.
Divide 46, the number of correct responses, by 63,
the number of possible points. The calculation (46
63 = .73) results in a score of 73%.
There is often a model reading or set of questions
that will help guide students through the Writing
exercise. Encourage them to consider the model as
they think about and then write their paragraph(s).
Help students brainstorm about what kind of
content they might include in their writing. You
may wish to do this as a class, in groups, or in pairs.
Encourage students to make notes or an outline
before they begin writing. If helpful, review the
relevant paragraph structure with your students;
for example:
topic sentence
examples or support
conclusion
If students are performing the Writing exercise
in class, circulate to monitor and help them.
Encourage them to check a dictionary for the
spellings of new words.
After students have finished their writing, have
them exchange papers with a partner and mark
their partners work using the Peer editing
checklist on page 104. Then have students take
back and correct their writing before turning it
in to you. You may wish to have students use the
following correction symbols when marking each
others work:
sp = spelling
gr = grammar
wo = word order
v = vocabulary p = punctuation
Optional Sections
The following are optional sections that can be
done with or after units. Suggestions as to teaching
procedure and when to complete each activity are
listed at the optional point of use. You may wish to
use all of these activities or just a few, depending on
your situation and student needs.
Games
Games are found after Units 2 and 5 of the Student

Book. The Games are designed to practice relevant
grammar and vocabulary in a relaxed and fun format.
They provide students with the opportunity to
consolidate language while having fun.
Projects
Projects are found after each game. These Projects

provide students with the opportunity to produce a
piece of work based on their own input and ideas,
while at the same time consolidating and expanding
on the language they have learned. Project work
fosters creativity, learner independence, and
cooperation with other students.
Make sure that you and the students can give
sufficient time to each Project. Some may be
completed in one or two class hours, while others
are longer-term assignments.
Putting it together
Putting it together is a photostory activity that

occurs at the end of odd-numbered units (Units
1, 3, and 5). It features the main characters and
consolidates previously learned language with a
predicting and listening activity. Follow standard
listening activity procedures.
Wide Angle on the world
Wide Angle readings come after every third unit.

Each expands on a theme from previous units.
Wide angle offers additional integrated practice in
reading, speaking, listening, writing, vocabulary
development, and learning strategies.
You may want to extend this section by treating the

photostory text as a dialogue with chorusing and
pronunciation work, pair or group practice, and
dramatic enactment. The photographs and dialogue
can also be used to discuss American life and culture
and compare it with students own.
Fun with grammar
Throughout the units, students are referred to

the Fun with grammar activities located in the
back of the Student Book. These grammar-based
competitions are designed to be fun while at the
same time allow for review and reinforcement of
unit content.
Progress checks
The Progress checks are found after every two

units (Units 2, 4, and 6). They give students a
chance to measure their progress on a regular basis.
xiii
INTRODUCTION
Check the answers. Elicit or explain the meanings

of any key vocabulary items. If helpful, have the
students do a final confirmation reading of the text.
INTRODUCTION
Fun with songs
logically, recognizing patterns, and doing

calculations. A logical learner will benefit from
activities involving deductive and inductive
thinking, classification, rules, and processes.
The Fun with songs section is found at the end of

the Student Book. These song projects provide an
opportunity for students to take a break and relax,
listen to and discuss music and musicians, and
gain a greater appreciation and understanding of
English songs.
Linguistic: Students with a high degree of linguistic

intelligence are talented at extracting meaning from
text and using language to express meaning. They
tend to be good at learning languages and generally
have an affinity for writing, reading, summarizing,
giving speeches, and other language-based activities.
Focus on culture
Focus on culture pages are found at the end of the

Student Book. These readings allow students to gain
cross-cultural understanding through the study of
other cultures and comparisons with their own. Each
Focus on culture spread includes discussion and
writing practice.
Interpersonal: Students with a high degree of

interpersonal intelligence have a developed
sensitivity to others and learn well through social
interactions. Pair and group work, collaborative
learning, interviewing, writing dialogues, and
reflecting on social situations presented in dialogues
are examples of activities helpful to an interpersonal
learner.
Special Features in the Teachers Edition

Background notes
Background notes in this Teachers Edition present

in-depth information on U.S. and world culture as
touched on in the dialogues, exercises, and readings
presented in the Student Book. Relevant information
from the notes can be shared with students to
increase their cross-cultural understanding.
Intrapersonal: A student who is self-reflective

and sensitive to his or her own feelings tends to
have a high degree of intrapersonal intelligence.
Independent work, self-assessment, self-reflection,
personalizing, journal-writing, and thinking about
ones personal reaction to situations and topics will
be of benefit to the intrapersonal learner.
Focus on multiple intelligences
Recognizing that students have a variety of learning

styles and abilities, teaching suggestions in this
Teachers Edition include notes on activities with
a strong focus on multiple intelligences. These
activities will benefit students with natural affinities
for specific intelligences and related learning styles.
At the same time, focusing on different intelligences
can help all students explore and further develop
a wider range of learning modes. The intelligences
highlighted in the teaching notes are:
Focus on values
As the classroom is one of the best places to help

young people develop values and character, each
unit of the Teachers Edition includes notes focusing
on values. The characters and situations presented
in the dialogues and photostories are modeled after
real teens and thus present numerous opportunities
for reflection on appropriate and inappropriate
behavior. Focus on values notes provide suggestions
on how to help students recognize and react to
implicit and explicit values, attitudes, and behavior
in dialogues and photostories.
Kinesthetic: Students with a strong kinesthetic, or

bodily, intelligence will learn well when engaging
in activities involving motor skills. Activities such
as hands-on projects, games, total physical response
exercises (TPR), and the acting out of dialogues
and scripts with movement and gestures stimulate
kinesthetic intelligence.
Cross-curricular activities
The Teachers Edition includes Cross-curricular

activity suggestions for each unit of the Student
Book. These activities encourage students to
useand sometimes expandtheir knowledge of
social studies, science, literature, and the arts while
practicing English.
Visual: A student with visual/spacial intelligence

responds to visual representations and is good at
creating mental images. Making or using pictures,
diagrams, graphic organizers, maps, symbols,
photos or videos, etc., will be helpful for this type of
learner, as will activities involving visualizing.
Home/School connection
Parents play a fundamental role in the education

of their children. The more they get involved and
encourage their children to work at home, the
better results students achieve. For this reason
the Teachers Edition provides Home/School
connection suggestions on increasing parental
involvement in students English education.
Auditory: A student with strong auditory/musical

intelligence is sensitive to sounds and patterns of
rhythm, intonation, and pitch. Students with this
type of intelligence will be stimulated by activities
involving soundpronunciation and intonation
work, listening exercises, songs, jazz chants, etc.
Grammar reference
The Grammar reference section found at the end of

the Teachers Edition provides in-depth grammatical
Logical: A student with developed logical/

mathematical intelligence is good at thinking
xiv
INTRODUCTION
background about the structures and elements in

each of the grammar charts in the Student Book. The
Grammar reference section provides any necessary
grammatical information the teacher needs to
successfully teach the unit grammar. Depending
on the level and prior knowledge of students, the
teacher may wish to share or elicit some or all of this
extra grammatical information in class.
Unit and Quarterly tests
Photocopiable Unit and Quarterly tests (every

three units), as well as their answer keys, are found
at the end of the Teachers Edition. The answer
keys specify the total number of possible points for
each test: 50 points for Unit tests and 150 points for
Quarterly tests. To calculate student scores, simply
divide the number of correct responses by the total
number of possible points. For example, on a test
with 50 possible points, a student answered 45
correctly. Divide 45, the number of correct responses,
by 50, the number of possible points. The calculation
(45 50 = .90) results in a score of 90 percent.
Student self-evaluation checklists
A photocopiable Student self-evaluation checklist is

found at the end of the Teachers Edition. You may
copy and give this to students after each unit so that
they may reflect on and assess their own progress.
Certificate of completion
The Certificate of completion at the back of this

Teachers Edition may be photocopied and given to
students at the successful completion of this course.
The certificate serves as a concrete symbol of the
effort and progress the student has made in his or
her English study.
xv
Summary: In Student Book 2A, five teenagers

from New YorkAlex, Joe, Diane, Lori, and
Karenas well as their new director, Paul
Chan, are busy preparing and practicing
for a November show. The five teenagers
are members of Teen Scene, a drama and
dance group. Lori, Diane, and Karen are also
members of Green Fire, a dance group within
Teen Scene. Although busy with both school
and the show, the teenagers find time to do

other things together.
Toward the end of Student Book 2A, Diane
finds herself attracted to Alex, but Alex seems
to like Lori. She invites Alex to go to the
movies with her. Alex agrees but suggests
that Lori join them. Diane grudgingly agrees.
Student Book 2A ends with Diane excitedly
getting ready for the movie event and secretly
hoping that Alex notices her, not Lori.
Vocabulary
1 Personal information
Read the information. Then complete the form with your own information.
Last name
Hudson
First name
Age
Address
Tel. no.
E-mail
Kathleen
13
61 Park Avenue
New York, NY
10303 U.S.A.
(212) 555-3586
kat123@mail.com
2 Relationships
The family
A. Read the family words.
grandfather and
grandmother = grandparents
father and mother = parents
son and daughter = children
brother
uncle
sister
cousin
aunt
only child
Mr. and Mrs. Dursley Mr. and Mrs. Evans
Marjorie
Dursley
Vernon
Dursley
Petunia
Evans
Dudley Dursley
Mr. and Mrs. Potter
Lily
Evans
James
Potter
Harry Potter
only child
B. PAIRS. Write some of the

words from Exercise A in
Harry Potters family tree.
Friends
A. Read the words and look
at the pictures.
B. Write names below
the pictures where
appropriate.
best friend
classmates
Lets get started.
friends
boyfriend
neighbor
girlfriend
pet
1 Personal information
2 Relationships
The family
(10 min.)
(10 min.)
A.
Hold up your book and point to the family words.
Point to and read these aloud as students say
each after you. Work on pronunciation, repeating
difficult items as needed.
A.
Have students open their books. Hold up your
book and point to the personal information form for
Exercise A. Say Read Kathleens personal information.
Have students repeat the following, working on
pronunciation as needed: Kathleen Hudson is 13
years old. She lives at sixty-one Park Avenue, New
York, New York. Her zip code is one-oh-three-oh-three.
She lives in the United States. Her phone number is
two-one-two, five-five-five, three-five-eight-six. Her
e-mail address is kat (thats k-a-t) one-two-three at mail
dot com.
Call on individual students to answer the
following questions: What is Kathleens last name?
(Hudson) How old is she? (13 years old) Whats her
street address? (61 Park Avenue) What city does she
live in? (New York) What state does she live in? (New
York) Whats her zip code? (10303) Whats her phone
number? (212-555-3586) Whats her e-mail address?
(kat123@mail.com)
Say Now complete the form with your own information.
Model the activity by writing your (real or
fictitious) personal information on the board.
Have students complete the form with their own
personal information. Walk around to monitor and
help as students write.
B.
PAIRS. Point to Harry Potters family tree. Ask
questions to familiarize students with the tree
and related family words. Ask, for example,
Who are Harry Potters parents? (Lily Evans and
James Potter) Who are his grandparents? (Mr. and
Mrs. Evans and Mr. and Mrs. Potter) What is his
aunts name? (Petunia Evans) What is his uncles
name? (Vernon Dursley) What is his cousins name?
(Dudley Dursley) Is Dudley an only child? (yes)
Read the directions aloud and model the task by
writing a family word on the family tree in your
book. Then assign pairs and have students work
with a partner to label Harry Potters family tree.
Walk around to monitor as students work.
Check by calling out names from the family tree
and asking the persons relationship to Harry; for
example, ask Whos James Potter? (Harry Potters
father) Whos Vernon Dursley? (Harry Potters
uncle)
Answer key
Mr. and Mrs. Potter = grandparents, Vernon Dursley = uncle,
Petunia Evans = aunt, Lily Evans = mother,
James Potter = father, Dudley Dursley = cousin
Extension
Assign pairs. Have students study their
information while you write the following
questions on the board: Whats your first name?
Whats your last name? How old are you? Whats
your street address? What city do you live in? What
state do you live in? Whats your zip code? Whats
your phone number? Whats your e-mail address? Tell
students to exchange books and ask and answer
the questions. Partners should check that the
information given matches what was written.
Friends
(10 min. or less)
A.
Point to and read the friends vocabulary aloud
as students say the words after you. Work on
pronunciation as needed. Check students
understanding of the terms by asking questions
such as This person lives near you. What do you call
this person? (a neighbor) This person is in your class
at school. What do you call this person? (a classmate)
B.
Read the instructions aloud. Model the activity
by asking a student about several of his or her
friends, then having the student write their names
in his or her book; for example, ask Whats a
classmates name? Whats your best friends name?
Check by eliciting several names from different
students for each of the relationship words.
T2
TEACHERS NOTES
Vocabulary
TEACHERS NOTES
3. Classroom commands
4. Everyday activities
(10 min.)
A.
(1520 min.)
A.
Point to and read the phrases aloud as students
listen and repeat.
Ask students to study the pictures for a minute.
Then have students cover the words and look at
the pictures. Quickly chorus the vocabulary again,
repeating difficult items as necessary.
Multiple intelligences focus: this activity focuses on

kinesthetic intelligence.
Call on a student to read the instructions aloud.
Then hold up your book. Point to each command,
read it aloud, and have the class repeat after you.
Say each command again, have students repeat,
then model performing the command. Have
students perform the command after you. (You
may want to practice this activity before class so
that you have clearly different gestures for similar
commands, such as imagine, think, and guess.) Then
say each command again in random order and
have students act it out with you. Continue until
you feel students have learned the actions that go
with each command.
B.
PAIRS. Point to and read the instructions aloud.
Then elicit question words and write them on the
board; for example, Do, Does, When, What time,
Where, Why. Next, elicit questions students could
ask with these words and the first phrase, wake up.
(What time do you wake up? Does your family
wake up at 6:00? When does your mother wake
up? Why do you wake up at 6:00?)
Model the activity with a student by asking him or
her each of the questions.
Assign pairs and encourage students to give
extended answers when possible. Walk around to
monitor and help.
Check by asking questions and calling on different
students to answer; for example, What time do you
wake up on school days, Karen? What about you, Luis?
Mika, what about you?
B.
PAIRS. Call on a student to read the instructions
aloud. Then assign pairs, indicating which student
in each pair is Student A and which is Student B.
(Pointing, say Youre a pair. Youre Student A. Youre
Student B.) Model performing the activity with a
student. Then call on a pair to stand and model it
for the class.
Have students do the activity in pairs.
To check, have the class close their books. Act
out the commands in random order and have the
class say them aloud. To make this more fun and
challenging, pick up the speed of your actions as
you proceed.
Multiple intelligences focus: this activity focuses

on linguistic and interpersonal intelligences.
Tell students to close their books. Have students
form a group of four with another pair. They
will take turns telling the group all they can
remember about their partners everyday
activities; for example, Suzanne wakes up at 6:45
and then she takes a shower and brushes her teeth.
Then she . . . Encourage students to go quickly
and see who remembered the most details.
T3
3 Classroom commands
A. Look at the pictures and read the commands.
Brooke is short
and pretty.
Your turn.
How old
are you?
How old
are you?
1. Cover.
What do
you think?
2. Take turns.
3. Describe.
4. Repeat.
6. Think.
7. Circle.
8. Imagine.
I think . . .
5. Discuss.
Are you famous?

No. Try again.
9. Draw.
10. List.
11. Guess.
12. Underline.
B. PAIRS. Take turns. Student A, act out a command from Exercise A. Student B, guess the
command. Act out at least three commands each.
4 Everyday activities
A. Read the phrases and look at the pictures.
1. wake up
2. get up
3. take a shower
4. brush my teeth
5. have breakfast
6. leave the house
7. go to school
8. have lunch
9. get home from school
10. have dinner
11. do my homework
12. go to bed
B. PAIRS. Ask each other questions using some of the phrases in Exercise A.
Lets get started. 3
Grammar
7 Adjectives
5 Nouns
Look at the adjectives. Match them with at

least two nouns from the box.
A. Write two more examples for each

category.
Category
months
days of the week
classroom objects
colors
countries
rooms of a house
places in a town
occupations
Example
January,
Sunday,
board,
red,
Spain,
kitchen,
park,
teacher,
game
mall
,
,
8. short:
9. tall:
10. young:
,
,
,
8 Verbs
Fill in the past form.
Base form
dance
Object
me
do
eat
You
get up
He
go
She
have/has
it
put
We
sing
you
take
They
tell
B. Write the subject pronouns from Exercise A

in the correct column.
4 Lets get started.
7. long:
come
6. interesting:
bring
Second person
5. expensive:
A. Fill in the missing object pronouns.
First person
4. easy:
be
You
magazine
test
1. beautiful: beautiful girl ,
6 Pronouns
It
house
park
3. boring:
2. things: Apple computer ,

Mr. Sandler ,
3. people:
hair
movie
2. big:
B. What words begin with capital letters in

Exercise A? Give one more example for
each.
India
,
1. places:
Subject
girl
man
Third person
walk
write
Simple past form
5 Nouns
7 Adjectives
Read the instructions. Elicit or explain the

meaning of adjective (a word used to describe a
noun). Tell students that adjectives usually come
before nouns.
Elicit the meanings of any adjectives that might be
unfamiliar. Point to the example and tell students
that there are several possible answers. Elicit
several answers for number 1.
Have students work individually to complete the
exercise. Check by eliciting several answers for
each item.
(5 min.)
A.
Read the instructions aloud. Have students look at
the chart. Read each category and example aloud
and have students repeat.
Elicit or explain the difference between a common
noun (places, people, or thingsthese usually
start with a small letter) and a proper noun (the
name of a particular place, person, or thingthese
usually start with a capital letter).
B.
Read the instructions aloud. Elicit other examples
of proper nouns for places, things, and people.
Have students work individually. Check by
eliciting several answers for each category.
6 Pronouns
(10 min.)
Answer key
Answers will vary.
8 Verbs
(10 min.)

meaning of simple past form (the verb form used to
talk about completed actions). Elicit the past tense
forms of be (was/were) and bring (brought) and
write them on the board.
Have students work individually before
comparing their answers with a partner.
Elicit the simple past tense forms from individual
students and write them on the board.
Chorus the base form and past tense forms.
Tell students to study the past tense forms for a
minute. Then tell students to close their books
and quickly elicit the past tense forms at random;
for example, Take? (took) Eat? (ate) Do? Be sure
to keep up the pace by overlapping as you go
through the verbs.
(5 min.)
A.
meaning of pronoun (a word that can stand for a
noun that was already mentioned or understood).
Explain that some pronouns are used as the
subject of a sentence (I, you, he, it, etc.), and that
some are used as the object of a sentence (me,
you, it, etc.). Write the following on the board
and tell students to refer to it if necessary when
completing the object pronouns: They like
.
Have students work individually to fill in the
object pronouns. Check by calling on different
students. Write the answers on the board.
Answer key
Answer key
Ime, Youyou, Hehim, Sheher,

Itit, Weus, Youyou, Theythem
bewas/were bringbrought comecame

dancedanced dodid eatate get upgot up
gowent have/hashad putput singsang
taketook telltold walkwalked writewrote
B.
meaning of first-, second-, and third-person pronouns.
Elicit one answer for each column.
Have students compare their lists with a partner
before you elicit the answers.
Answer key
First person: I, we Second person: you
Third person: he, she, it, they
T4
TEACHERS NOTES
Grammar
TEACHERS NOTES
9 Prepositions of location
Communication
(10 min.)
A.
Ask students to close their books. Write the
following on the board:
A: Where
the book? B: The book
on the table.
A: Where
the books? B: The books
on the desk.
Elicit the correct form of be and fill in the blanks.
Cross out The book and The books from the answers
and elicit the subject pronouns. (It, They)
Elicit or explain the meaning of preposition. (a word
that shows where a noun is in relation to another
noun or nouns)
Have students look at the pictures as you chorus
the questions and answers.
11 Ask and answer questions

A.
2 Read the instructions aloud and play the

audio. Have students repeat.
B.
PAIRS. Read the instructions. If helpful, review
months and ordinal numbers by writing dates
on the board; for example: 1/1 (January first), 2/2
(February second), 3/3 (March third), 4/4 (April
fourth), 5/5 (May fifth) . . . up to 12/12 (December
twelfth). Elicit and chorus the dates, working on
syllable stress and pronunciation.
Call on a pair to model asking and answering.
Have students ask and answer in pairs. Walk
around to monitor.
To check, call on different pairs to perform each
exchange.
B.
PAIRS. Read the instructions and example aloud.
Elicit items in the classroom that students could ask
about and write them on the board. (Try to make
sure there are both singular and plural nouns.)
Ask two students to stand and model the activity
using items on the board.
Assign pairs and have students practice. Remind
them that they need to be careful with is/are and
it/they.
To check, call on several pairs to ask and answer
about items in the classroom. You may also
want to describe where items are and then have
students guess the items; for example, say Its on
the wall. Its above the board.
10 This/These; That/Those
(5 min.)
12 Say goodbye
(5 min.)
A.
Read the instructions aloud. Then chorus each of
the expressions, eliciting the meanings of any that
might be unfamiliar.
B.
Read the instructions. Elicit possible responses
from individual students. Write these on the board
and have students use them to fill in the blanks.
Answer key
1.
2.
3.
4.
5.
(10 min.)
A.
Read the instructions. Have students look at the
pictures as you chorus the statements. Elicit or
explain that this/these are used to refer to items
near the speaker and that/those refer to things
that are farther away. Provide further examples
and chorus with the class; for example, This is my
pen. These are my pens. Thats a window. Those are
windows.
B.
PAIRS. Read the instructions and chorus the
example with the class.
Model with a student, taking As role. Be sure to
show switching roles. Ask and have the student
ask about items that are both near and far away.
Assign pairs and have students practice. Remind
them that they need to be careful with this/these
and that/those.
To check, have a student ask about an item in the
classroom and call on students who are nearby
and farther away to answer.
Thanks. / You, too. / Bye. / See you.

Bye. / See you.
Sure. / You, too. / See you. / Bye.
Thanks. / You, too. / See you. / Bye.
You, too. / See you. / Bye. / Thanks.
Have students stand and practice saying goodbye

with several other students. Encourage them to
use several different expressions, responses, and
gestures.
Be sure to encourage students to use these
expressions at the end of this class and
following classes!
T5
9 Prepositions of location
Communication
A. Read the sentences and

look at the pictures.
11 Ask and answer questions
Wheres the balloon?

Its under the table.
Its behind the computer.
A.
2 Listen to the questions and the

answers.
A: Whats todays date?

B: Its February 13th.
A: What time is it?
B: Its twelve oclock.
Where are the CDs?

Theyre in the bag.
Theyre on the bag.
A: What day is it?

B: Its Wednesday.
Wheres the balloon?

Its above the table.
Its in front of the TV.
A: What year is it?

B: Its 2010.
B. PAIRS. Take turns. Ask where four

classroom objects are. Use prepositions
of location in your answers.
A: Where are your books?

B: Theyre in my bag. Wheres the teachers
bag?
A: Its . . .
10 This/These; That/Those
A. Read the sentences and look at the
pictures.
A: Whens your birthday?

B: Its on November 8th.
B. Take turns. Ask and answer the questions
in Exercise A. Give true answers.
12 Say goodbye
A. Read the expressions
below.
1. Good luck.
Thanks.
2. Goodbye.
3. Keep in touch.
This is my book.
These are my books.
Thats an apple.
Those are apples.
B. PAIRS. Point to two things that are near

you and two things that are far from you.
Ask your classmate what the objects are.
Switch roles.
For example:
A:
B:
A:
B:
Whats this?
Its a ruler.
What are those on the teachers table?
Those are dictionaries. Your turn.
4. Have a great weekend/day/trip.

5. Take care.
B. Write the appropriate response below each
expression in Exercise A. A response can be
used to respond to several expressions in
Exercise A.
Sure.
Thanks. / Thank you.
Bye./See you.
You, too.
Lets get started. 5
Learning goals
Communication
Express agreement or
disagreement
Grammar
The simple past of be
The simple past of regular
and irregular verbs
Vocabulary
Positive and negative
adjectives
6 Unit 1
The following are additional learning goals in this unit:
Learning strategy
Skills
Learn irregular past forms in groups
Read for specific information

Listen to discriminate information
Talk about a party
Interview a classmate about a reading
Pronunciation
Intonation in Yes/No and information
questions
Warm-up
Write a summary for a teen magazine
Using the large photo
(5 min. or less)
Ask students to watch carefully. Say Im going to do

several things and then ask you what I did. Perform
a series of familiar activities that can be described
using regular past forms; for example, walk to the
door, open the door, close the door, walk to your
desk, and pick up a pencil. Pause for a moment
between each action. On the board, write What
did I do? Ask students if this question is in present
or past. (past) Then call on different students to
describe what you did, helping students with the
simple past verbs as needed. Write the verbs on
the board. Tell the class that in this unit they will
practice talking about the past.
(5 min. or less)
Call on a student to read the unit title aloud.

Elicit the meaning of awesome. (great) Have the
class look at the picture. Ask questions to create a
framework for the dialogue, such as Who do you see
in the picture? (Lori, Alex, Paul, and Diane) Where
are they? (in an auditorium; on stage) What are they
doing? (smiling; Lori, Alex, and Diane are walking
off the stage.) How do you think everyone is feeling?
(happy, excited) Have students guess why Paul
and the kids might be feeling happy.
T6
TEACHERS NOTES
Learning goals
TEACHERS NOTES
1 Dialogue and 2 Comprehension
To elicit the answers, call on one student to

read the statement and another to say the
appropriate expression.
(10 min.)
Have students cover the dialogue.

A.
Read the Comprehension directions aloud and
have students silently read items one through five.
Ask Are these statements in present or past? (past)
Tell students to listen carefully for what Lori,
Diane, Alex, and Paul say.
Answer key
1.
2.
3.
4.
5.
3 Play the audio two or more times as students

work individually to complete the statements.
4 Vocabulary
B.
awesome
incredible
amazing
talented
terrific
To extend work with the dialogue, select key

vocabulary and communicative phrases to discuss
more fully, such as congratulations, dance number
(dance performance), dance moves (dance steps),
you guys (informal plural you that can be used for
either boys or girls), There you are (I was looking
for you and you are there), Way to go! (You did
very well!), backstage, for a couple of minutes (for a
short time), and Take your time (Dont hurry; I can
wait.). Ask Which past forms of be can you find in the
dialogue? (were, was) Which regular past verbs can
you find in the dialogue? (sounded, liked) Point out
the irregular past verbs taught and knew.
Have students practice the dialogue. Play the
audio or read the dialogue aloud, pausing for
students to repeat. Work on pronunciation as
needed. Then have students work in groups of
four to read the dialogue aloud, switching roles
after each reading so that all students read each
role once. When students have finished, select a
group to perform for the class.
Extension
Have each student write the names of three
famous people they like and three famous
people they dont like. Then have the class
stand to do a find someone who activity. Tell
students to find out others opinions by asking
What do you think of . . . ? For each celebrity,
students should write down the name of one
other student who shares their opinion.
Focus on values
Have students look back at the dialogue. Ask
What adjectives did the characters use to describe
each others performances? (awesome, great,
incredible, amazing, terrific) Are these positive or
negative adjectives? (positive) Say Imagine a friends
performance is not very good. Would you still use
these positive adjectives? Would you use the negative
adjectives you learned in the Vocabulary section?
Elicit or explain that sometimes we can help
friends improve if we tell them honestly what we
think. However, its always best to mention the
good points first, then make polite suggestions
about what needs to be improved. You may want
to teach students the 3 to 1 ruleits helpful
to give three compliments with every suggestion
for improvement.
(10 min.)
A.
Direct students attention to the Useful
expressions. Quickly elicit the meaning of each.
6 Play the audio once as students listen and

repeat. Elicit or explain the meanings of dreadful
and lousy (terrible). Play the audio again and help
students with pronunciation.
B.
PAIRS. Call on a student to read the directions
aloud. Read the example exchange and have
students say it after you. Elicit some names of
people or movies the students can talk about.
Write these on the board, if helpful. Then have a
pair of students model an original exchange for
the class.
Have students work in pairs. Walk around as
students talk, helping as necessary.
To conclude the exercise, call on several pairs to
stand and present an exchange for the class.
Answer key
3 Useful expressions
(10 min.)
A.
Have students uncover the dialogue and read

along as you play the audio.
To check, call on students to read each statement
aloud.
4
1.
2.
3.
4.
5.
Congratulations!
Just for a couple minutes.
Way to go!
Take your time.
There you are.
5 Play the audio and have students listen and

repeat. Work on pronunciation as needed.
B.
Call on a student to read the directions and each of
the items aloud. Make sure students understand
passed a test. Tell students to use each expression
only once. Elicit the answer to the first item, and
then have students work individually or in pairs
to complete the exercise.
T7
1 Dialogue
3
Cover the dialogue and listen.
Lori:
Alex:
Diane:
Alex:
Diane:
Alex:
Paul:
Diane:
Paul:
Alex:
Diane:
A.
You were awesome, Alex!

Thanks! Your dance number was
great, too.
Congratulations, Alex! You were
incredible! You sounded amazing on
the guitar!
Thanks. So, who taught you those
dance moves?
Nobody. Actually, most of our moves
were pretty simple.
I always knew you guys were
talented.
There you are. Way to go, kids! That
was a terrific show.
Did you really think so, Paul? Were
glad you liked our performance.
I really did. Um, Alex, can I see
you backstage? Just for a couple of
minutes.
Sure. Guys, can you wait for me here,
please?
No problem. Take your time.
Listen and repeat.
Congratulations!
Way to go!
There you are.
Just for a couple of minutes.
Take your time.
B. Which expression from Exercise A would

be appropriate to say for each of these
situations?
1. Your friend just won a spelling

Congratulations!
competition.
2. Youre telling someone you only need a
little of their time.
3. Your friend passed a really difficult test.
4. Youre going somewhere with a friend,
but youre not in a hurry.
5. Youre looking for someone and you
finally find him or her.
2 Comprehension
A. Complete the statements with words from
the dialogue.
awesome .
1. Lori said Alex was
2. Diane said Alex was
Positive and negative adjectives

A.
3. She also said Alex was

on the guitar.
B.
4 Vocabulary
4. Alex said the girls were
5. Paul said the show was
4 Read along as you listen again. Check

your answers.
Listen and repeat.

Positive
awesome
amazing
incredible
fantastic
terrific
wonderful
Negative
awful
terrible
horrible
dreadful
disgusting
lousy
B. PAIRS. Give your opinions of some famous

people or movies using some of the
adjectives above. Find out your partners
opinions.
For example:
A: I think James Bond movies are fantastic.
What do you think?
B: Oh, I think theyre dreadful!
Unit 1 7
GRAMMAR FOCUS
The simple past of be (was, were)
Afrmative statements
I
was
You
were
He/She was
at the party last night.
You
were
We
were
They
were
Negative statements
I
wasnt
You
werent
He/She wasnt
Yes/No Questions
Were you
Was he / she
at the party last night?
Were you
Were they
Short answers
Yes, I was./No, I wasnt.
Yes, he/she was./No, he / she wasnt.
Information questions
Who was at the party last night?
Where was the party?
Answers
I was./We were.
At the school auditorium.
You
We
They
Look at the grammar chart. Complete the

rules with was or were.
.
3. With You, We, and They, use

simple past statements.
Practicing grammar
5 Practice
Complete the conversation with the past form
of be.
was
Lori: How
the party last Saturday?
1. The simple past forms of be are

2. With I, He, She, and It, use
simple past statements.
home last night.
Yes, we were./No, we werent.

Yes, they were./No, they werent.
Discovering grammar
and
werent
werent
werent
in
(1)
Alex:
in
Lori:
It
great!
(2)
(3)
you there all night?

so much fun.
Alex:
Oh, yeah. It
Lori:
Who else
Alex:
Paul, of course. His sister
Lori:
(6)
(4)
with him.
Really? What about the other Teen

Scene members?
there?
Alex:
there?
(5)
Yes, they
(8)
(7)
. Hey, whats up
with Diane? She (not)

at all.
Lori:
8 Unit 1
Beats me. She (not)

talkative earlier.
they all
(9)
(10)
happy
very
Grammar Focus
and Discovering grammar
5 Practice
(5 min.)
Read the directions aloud. Call on students to

identify the people in the picture. (Alex and
Lori) Have a student read the first line of the
conversation aloud. Call on another student to
read the second line and fill in the blank.
Have students read through the conversation first
without filling in the blanks. Explain or elicit the
meaning of Who else, whats up with (whats wrong
with), beats me (I dont know), and talkative. Then
have students work individually to complete the
exercise.
Elicit answers by calling on students to read each
line of the conversation aloud.
(10 min. or less)
The simple past of be (was, were)
See Grammar reference, page 98.

To review the formation of the simple past of be,
write on the board Where are you now? Elicit an
answer from an individual and write it on the
board. (Im in English class.) On the board, cross
out now and write yesterday. Ask the class How do
we change the be verb when we talk about yesterday?
Elicit the changes for both the question and
answer and write them on the board. (were, was)
Have students look at the grammar chart. Ask
Whats the Grammar focus for this lesson? (the simple
past of be) Divide the class into two groups.
Have one group read the affirmative statements
aloud and the other group read the negative
statements. Do the same with the Yes/No questions
and answers and the information questions and
answers.
Call on a student to read the Discovering grammar
directions. Elicit the answers to the first item.
Have students complete the exercise individually.
Elicit answers orally.
Answer key
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
was
was
Were
was
was
was
Were
were
wasnt
wasnt
To extend the exercise and prepare students for

the next activity, have them work in pairs to
practice the conversation. Encourage students
to use expressive intonation; model this with
a student if helpful. Have them practice the
conversation several times, switching roles each
time. To conclude, call on a pair to perform the
conversation for the class.
Answer key
1. was, were
2. was
3. were
Use the board to teach or elicit other important

information about the simple past of be, such as
how to form questions and contractions. (See the
Grammar reference.)
T8
TEACHERS NOTES
Practicing grammar
TEACHERS NOTES
6 Practice
8 Communication
(10 min.)
A.
Read the directions aloud. Call on a student to
read the first item. Review the formation of Yes/No
questions using the simple past of be. You may
want to have students look at the grammar chart
again. Then elicit the answer to the second item.
Have students work individually or in pairs to
complete the exercise.
To check, call on individual students to read their
questions aloud.
A.
Read the heading. Tell students Youre going to
practice a conversation among three people.
Were you at a party recently?

When was it?
Where was it?
What kind of party was it?
Who was at the party?
How was it?
B.
PAIRS. Read the directions aloud. Tell students
that if they were at a party recently, they should
give true answers. If they were not at a party
recently, tell them they should make up answers.
You may want to have them guess whether
their partner was giving true or false answers
afterward. Call on a pair to model if helpful.
Walk around monitoring and helping students as
they practice.
To check, call on one or more pairs to perform a
7 Pronunciation
(10 min.)
GROUPS. Call on a student to read the directions

aloud. Tell students that they should talk about a
party they really attended.
Do a choral reading of the Useful language by
reading each line and having the class repeat
after you.
Model using the Useful language in a discussion
with a strong student. Read the first line (I was at a
birthday party last Saturday), then have the student
ask you how it was. Encourage the student to ask
you questions; refer the student to the questions in
Exercise 6 if helpful. Respond using the structures
in the Useful language box.
Have students form new groups of three. Walk
around to monitor for correct past usage as
students discuss.
To conclude the exercise, ask several students
What was the last party you attended? Ask each
student several follow-up questions.
(5 min.)
A.
8 Play the audio once or twice, pausing for

students to repeat. Emphasize that they should
say the lines with appropriate intonation and
expression.
B.
GROUPS. Have students work in groups of three.
Tell them to practice the conversation in Exercise A
several times, switching roles each time.
When students are performing the conversation
fairly fluently, tell them to change the underlined
parts to add their own ideas. If helpful, elicit
some substitutions for the different lines and
write them on the board. Have a group model the
Walk around to monitor and help as students
practice.
Call on one or two groups to perform a
Answer key
1.
2.
3.
4.
5.
6.
(10 min.)
Have students look at the Yes/No questions

and information questions. For each, ask students
whether the intonation is rising or falling. Elicit
the rule. (Intonation rises in Yes/No questions and
falls in information questions.) Then play the
audio once or twice and have students repeat.
7
B.
aloud. Call on a pair of students to model the
exercise.
Have students practice the sentences in pairs,
paying close attention to correct intonation. After
students have practiced for a few minutes, have
them close their books and practice again.
Call on pairs to ask the questions without looking
at their books.
T9
6 Practice
8 Communication
A. Write questions with the past tense of be.

Use the cues.
Express agreement or disagreement
1. (you / at a party recently)

2. (When / it)
3. (Where / it)
4. (What kind of party / it)
5. (Who / at the party)
6. (How / it)
B. PAIRS. Ask your partner the questions in
Exercise A. Switch roles.
A.
Listen to the conversation.
Were you at Mikes party last night?

Yes, I was.
How was it?
It was awesome. I loved it.
Not me. I thought it was awful. The food
was really bad.
B: Youre right about that. But the music was
great.
C: Thats true. It was fantastic.
A:
B:
A:
B:
C:
B. GROUPS. Practice the conversation. Then

role-play, replacing the underlined parts
with your own ideas.
For example:
A: Were you at a party recently?
B: Yes, I was.
7 Pronunciation
Intonation in Yes/No and
information questions
A.
Listen and repeat.
Yes/No questions
Was he there?
Was it fun?
When was the party?
What kind of party was it?
How was the party?
B. PAIRS. Alternate reading the examples
above. Student A, read the Yes/No
questions. Student B, read the information
questions.
GROUPS. Talk about a party you

were at recently. Talk about the
food, the people at the party, and
the activities. Use the questions in
Exercise 6 for ideas.
Useful language:
I was at a birthday party [last Saturday].
Really? How was it?
It was awesome / amazing / incredible / boring.
There were . . .
The food / music / dancing was . . .
Unit 1 9
GRAMMAR FOCUS
I studied music in school.
He/She taught music years ago.
Negative statements
I didnt study acting.
He/She didnt teach acting.
Yes/No questions
Did you study music?
Did he/she teach music last year?
Short answers
Yes, I did./No, I didnt.
Yes, he/she did./No, he/she didnt.
Where did you study music?
Where did they teach last year?
Answers
I studied at Juilliard.
In Korea.
Some irregular verbs

begin began
bring brought
choose chose
come came
have had
let let
make made
put put
speak spoke
teach taught
think thought
write wrote
Note: See page 70 for a list of more
irregular verbs.
Discovering grammar
Look at the grammar chart. Complete the rules with regular, irregular, or both regular and
irregular.
1. With
verbs in the simple past, the spelling changes.
2. To form the simple past of

3. In negative statements with
4. In questions with
verbs, add ed or d.
verbs, use didnt and the base form.
verbs, use did and the base form.
Practicing grammar
9 Practice
Complete the biography with the past forms of the verbs in parentheses.
was
born on January 27, 1756, in Salzburg, Austria.
Wolfgang Amadeus Mozart (1. be)
Mozart (2. be)
a musical prodigy. He (3. be)
exceptionally talented in
music. He (4. begin)
playing the piano when he (5. be)
only three years
old. Soon after, he could play the piano like a professional. At the age of four, Mozart
(6. learn)
to play the harpsichord and violin. At ve, he (7. write)
his
own music. Mozart (8. give)
his rst public performance at the age of six for the
Empress of Austria. Recognizing his childs talent, Mozarts father (9. take)
his son
on concert tours throughout Europe.
Mozart (10. play)
for the rich and for royalty. As a teenager, he (11. write)
and completed his rst opera. He (12. continue)
to write great music as an adult, but
(13. not/become)
famous. Mozart (14. get married)
when he (15. be)
26 years
old. He (16. not/make)
much money from his compositions, so he (17. teach)
to support
his family. Sadly, his wife (18. become)
sick from not eating properly. Soon, Mozart also
(19. got)
sick. Before he (20. die)
, Mozart (21. give)
one of his
students instructions on how to complete his last work, the Requiem Mass.
Mozart (22. die)
10 Unit 1
on December 5, 1791, in Vienna, Austria.
Grammar Focus
Have students form groups of four or five. Tell

the class that in this activity they will be using
their observation and memory skills.
Explain the rules of the game. Each group takes
turns going out of the room for 30 seconds.
While they are outside the classroom, the other
students move or put away one object in the
room. They can alternately put something new
out that was not there before. Then the group is
called back into the room. They have one minute
to look around and discuss what has changed.
To confirm their observations, they must ask
Yes/No questions in the simple past; for example,
Did you move the books on the teachers table? The
class will have to answer Yes, we did or No, we
didnt. Each group is allowed only three guesses.
The groups who are able to correctly guess what
was changed are the winners.
(10 min.)

On the board, write several simple present
sentences which have regular and irregular verbs
when transformed into their past forms; for
example, I walk to school, I study English, I write
e-mail, I have a cat. For each, elicit the past form
of the verb and write it on the board. (walked,
studied, wrote, had) Which verbs are regular verbs?
(walked, studied) Which verbs are irregular verbs?
(wrote, had)
Have a student read the grammar chart heading
aloud. Then divide the class into two groups. Have
one group read the affirmative statements aloud
and the other group read the negative statements.
Do the same with the Yes/No questions and answers
and the information questions and answers.
Point out the irregular verbs box. Read the base
form and the past tense form aloud for each and
have students repeat them after you.
Call on a student to read the Discovering grammar
directions. Elicit the answer to the first item. Then
have students complete the exercise individually
or in pairs.
Check answers by having students give
complete sentences.
Practicing grammar
9 Practice
Answer key
1.
2.
3.
4.
(15 min.)
Call on a student to read the directions. Elicit

or explain biography. Have students look at the
picture. Ask if they know who the composer is.
(Mozart) Tell students that as they read the article,
they will complete the sentences by filling in
blanks with the simple past forms of verbs.
Have students silently read through the article
to get a general idea of the topic. Make sure
they understand key words and phrases, such
as musical prodigy, exceptionally talented, like a
professional, harpsichord, public performance, Empress,
recognizing, concert tours, royalty, completed,
compositions, support his family, and properly.
Elicit the answers for the first two items. Then
have students work individually or in pairs to
Walk around, monitoring and helping students as
they work.
Check answers by calling on a different student to
read each sentence. Elicit the spelling of regular
and irregular verbs and write them on the board.
both regular and irregular

regular

information about the simple past tense of regular
and irregular verbs, such as spelling rules for the
past tense of regular verbs; how some irregular
verbs dont change spelling at all; and how to
form Yes/No and information questions. (See the
Grammar reference.)
Answer key
1. was 2. was 3. was 4. began 5. was 6. learned
7. wrote 8. gave 9. took 10. played 11. wrote
12. continued 13. didnt become 14. got married
15. was 16. didnt make 17. taught 18. became
19. got 20. died 21. gave 22. died
T10
TEACHERS NOTES
Focus on multiple intelligences: this activity

focuses on visual intelligence.
TEACHERS NOTES
10. Practice
12 Listening
(15 min.)
(10 min. or less)
Call on students to read the directions and answer

choices aloud. Ask As you listen, whose statements
should you pay attention to? (Robs) Make sure
students understand gifted, balanced schedule, genius,
physics, weird, intelligence exam, and got involved.
A.
Call on a student to read the directions aloud.
Elicit the answers to the first four items and then
have students work individually or in pairs to
Check by calling on a different student to read
each question aloud. (See Answer key below.)
B.
PAIRS. Read the directions and example aloud.
Tell students they should answer in complete
sentences. Call on a pair to model the first few
questions and answers.
To check, call on a pair to ask and answer each
question.
9 Play the audio again two or more times and

have students complete the statements. Elicit
answers orally. Play the audio again to confirm
if helpful.
Answer key
1.
2.
3.
4.
5.
at a university
difficult
weird
didnt want to be different
has a balanced schedule
Answer key
Audioscript
1. Where was he born? He was born in Salzburg, Austria.

2. Did he have a special talent as a child? Yes, he was
exceptionally talented in music.
3. How old was he when he began playing the piano? He
was only three years old.
4. What did he learn at the age of four? He learned to
play the harpsichord and violin.
5. What did he write at the age of five? He wrote his own
music.
6. What did he do when he was six? He gave his first
public performance for the Empress of Austria.
7. Where did his father take him? His father took him on
concert tours throughout Europe.
8. Who did he play for? He played for the rich and for
royalty.
9. When did he get married? He got married when he was
26 years old.
10. Did he make a lot of money? No, he did not make much
money.
11. Why did his wife become sick? She became sick from
not eating properly.
12. When did he die? He died on December 5, 1791.
Interviewer: Hi, Rob. Thanks for coming to our show. Is it

true that you got accepted to Harvard?
Rob: Yeah, Im going to study at Harvard.
Interviewer: How old are you?!
Rob: Fourteen.
Interviewer: What will a fourteen-year-old do at Harvard?
Youre a genius in physics and math, and you
have the vocabulary of a college professor!
What can your professors teach you?
Rob: Im sure theres a lot I can learn.
Interviewer: Whats it like to be so smart?
Rob: Its not always easy. Kids my ageeven some
of my friendsthink Im weird. When I was
in a regular school, my teachers didnt know
what to do with me.
Interviewer: So what did you do?
Rob: I failed an intelligence exam. I knew the
answers, but I didnt answer the questions.
Interviewer: Because?
Rob: I didnt want to be different anymore.
Interviewer: And what happened after that?
Rob: My mom decided to homeschool me. My
parents are making sure I grow up to be a
normal kid. I have a balanced schedule. I
study at certain times, but I also do other
activities. I play video games and hang out
with my friends.
Interviewer: What about girls?
Rob: Im only fourteen.
11 Practice
Turn to page 68 and have students play a game.
Learn to learn
(510 min.)
Go over the strategy and directions with the class.

Elicit the answer to the first item and have
students work in pairs to find and write the past
form of each item. Then ask students to group the
verbs in their notebooks.
Elicit the grouped verbs and write them on the
board.
13 Your turn
(5 min.)
GROUPS. Call on students to read the directions

and the questions for discussion. Have students
work in groups of three. Conclude the activity by
calling on volunteers to share their opinions with
the class.
Answer key
Answers may vary; possible answers:
1. bend/bent, build/built, spend/spent, send/sent
2. feel/felt, keep/kept, leave/left, sleep/slept, meet/met
3. break/broke, choose/chose, ride/rode, write/wrote
4. know/knew, grow/grew
5. take/took
T11
10 Practice
Learn to learn
A. Read Mozarts biography again. Use the

cues to write questions about Mozart.
Learn irregular past forms in groups
1. (Where / he born)
Where was he born?
2. (have / a special talent as a child)
You can learn irregular past forms faster if you

memorize them in groups.
Write the past forms of these verbs. You may
use a dictionary. In your notebook, group them
according to how they form the simple past.
Did he have a special talent as a
bend
choose
child?
take
feel
know
sleep
leave
spend
break
grow
build
keep
ride
meet
send
write
3. (How old / he when he began

playing the piano)
4. (What / he learn at the age of four)
5. (What / he write at the age of ve)
6. (What / he do when he was six)
7. (Where / his father take him)
12 Listening
9
8. (Who / he play for)

9. (When / he get married)
10. (he make / a lot of money)
11. (Why / his wife become sick)
12. (When / he die)
B. PAIRS. Student A, role-play a reporter

interviewing an expert on Mozart. Ask the
questions in Exercise A. Student B, youre
an expert on Mozart. Answer the reporters
questions.
For example:
Q: Where was he born?
A: He was born in Salzburg, Austria.
Listen to the interview. Then circle the

correct answers.
1. Rob is going to study (at a university /

at home).
2. Rob says its (exciting / difficult) being gifted.
3. Robs school friends thought he was
(smart / weird).
4. Rob failed an exam because he
(didnt know the answers /
didnt want to be different).
5. Robs parents make sure he
(has a balanced schedule / studies many hours).
13 Your turn
GROUPS. Discuss the following:
1. What sort of problems do you think Rob had

at school?
2. What do you think his friends thought of
him? What about his teachers?
3. Would you like to be gifted? Why or
why not?
11 Practice
Play a game. Go to page 68.
Unit 1 11
14 Reading
A. Think of a famous person or someone you know who has exceptional talent. What special talent
does he or she have?
B.
10
Read along as you listen to the story about a young musical prodigy.
A Modern-Day Mozart
The Juilliard School is an internationally
famous performing arts school in New York
City. There is a student at Juilliard who,
according to music experts, is the greatest
talent to come along in 200 years. This
student recently wrote ve complete
symphonies, and he is only 12 years old!
His name is Jay Greenberg.
Jay wrote a musical piece called The Storm
in just a few hours for the New Haven
Symphony in Connecticut, U.S.A. A
well-respected American composer, Sam
Zyman, compares Jay to great prodigies
like Mozart. Jay can compose
a piano sonata in twenty-ve
minutes, and its a great piece
of classical music!
In an interview, Jay said that
he doesnt know where the
music comes from. The music
comes fully written, playing
like an orchestra in his head. These days,

while kids are downloading music o the Internet, Jay downloads music from his head.
Using a computer program, he composes so
fast that he often crashes his computer.
Jays father, Robert, who became blind at
36, is a linguist. His mother is a painter from
Israel. Neither of his parents is a professional
musician, but as a child Jay heard music in
his head all the time. He started composing
when he was in elementary school. His
teachers didnt know what to do with him.
At age 10, he began his studies at Juilliard.
When Jay was 11, he began studying with
third-year college students.
Jay continues to hear music in his head.
When music enters his head, he writes it
down. Beethoven changed his compositions
many times. Jay never has to. He says,
It just comes out right the rst
time.
15 Comprehension
16 Speaking
Answer the questions.
PAIRS. Take three minutes to reread Jays

story. Then ask and answer questions about
Jay. Try not to look back at the reading.
1.
2.
3.
4.
What kind of school is Juilliard?

What is Jay Greenbergs exceptional ability?
Which great composer is Jay compared to?
Whats special about Jays composing talent?
For example:
A: Where is Jay studying?
B: At Juilliard, in New York.
A: What did he write for the New Haven
Symphony?
B: I think its called The Storm.
17 Writing
In your notebook, write a summary for a teen
magazine about Jay and his exceptional talent.
12 Unit 1
16 Speaking
(10 min.)
PAIRS. Call on students to read the directions

and the example conversation aloud. Give them
three minutes to reread Jays story. As students are
reading, write question words on the board such
as What, Where, When, Who, How, How long, Did,
Was, Does and Is.
When students have finished reading, direct their
attention to the board. Elicit a question about the
reading for each of the question words on the board.
Have them turn their textbooks face down.
Assign pairs and tell students to take turns
asking and answering.
Conclude the exercise by having students ask a
question and then select a classmate to answer.
Background notes
What is now known as the Juilliard School was founded in
1905 as the Institute of Musical Art. In 1919, Augustus D.
Juilliard, a wealthy textile merchant, died and left a large
amount of money for the advancement of music. In 1924,
the trustees founded the Juilliard Graduate School to help
worthy music students complete their education. In 1926,
the Institute of Musical Art and the Juilliard Graduate
School merged as the Juilliard School of Music.
Since then, the school has added an Evening Division
(for adults who want to continue their arts and music
education), a Drama Division, a Dance Division, a College
Division, and a Pre-College Division to teach music to
talented young people from 8 to 18 years old. It also offers
a jazz program in collaboration with the Lincoln Center.
17 Writing
A.
Read the directions aloud. Elicit the names of a
few people with exceptional talent. Then have
students form small groups to make lists of people
and their special talents.
Elicit names and talents from different groups.
10 Tell students that the first reading is for
them to get a general idea of what the article
is all about. Play the audio as students read
silently along. After reading the article, answer
vocabulary questions students may have. Make
sure they understand key words and phrases such
as internationally famous, performing arts, according
to, experts, symphonies, musical piece, well-respected,
piano sonata, orchestra, blind, and linguist. Then
have students read the article again silently.
15 Comprehension
(20 min.)

Have students write two or three paragraphs
about Jay. Tell them their paragraphs should
consist of at least four sentences. You may assign
this for homework or have students complete their
writing in class.
When students have completed their summaries,
have them exchange papers with a partner and
edit each others work using the Peer editing
checklist on page 104. You may want to collect the
papers for grading when students have finished
any rewriting. Alternately, call on a few students
to read their summaries to the class.
B.
(10 min.)
Cross-curricular activity: social studies

Have students form groups of four or five. Tell
each group to choose a famous person and do
research on the persons life and work. Then
have them make a poster about the persons life.
The poster should include pictures and one or
two paragraphs about the person. It should be
mainly written in the past tense. Allow the class
time to do research and put together the poster.
Have each group present their poster to the
class. If possible, display the posters in the
classroom for other students to see and read.
(5 min.)
Have students read the directions and the

Comprehension questions aloud. Then have
students work individually to complete the exercise.
Call on students to answer the questions. You
may want to have them read or refer to the
particular place in the article where they found
the answers.
Answer key
1. The Juilliard School is an internationally famous
performing arts school.
2. Jay can quickly compose symphonies and piano sonatas.
3. He is compared to Mozart.
4. He hears the music in his head. Then he writes it down.
It comes out right the first time.
Depending on your students level and interests,

you may want to lead a class discussion in the
similarities and differences between Jay Greenberg
and Mozart.
T12
TEACHERS NOTES
14 Reading
TEACHERS NOTES
Putting it together The good news
A.
11 Read the directions and question aloud. Play
the audio as students listen and read.
Elicit the answer to the question.
(15 min.)
Background notes
In the United States, performing arts programs in a variety
of fields are available to teenagers. These offerings range
from one-week summer camp experiences to intensive
study programs sponsored by colleges and universities
lasting for several weeks. Students often must be
recommended by a teacher and pass an audition in order
to be admitted. There are programs in all areas of music
and the performing arts. Most students pay to attend such
programs, but full scholarships are also often available for
a few very talented applicants.
Answer key
He recommended Alex to Star Performers, a performing arts
camp for gifted/talented kids.
Make sure students understand key words and

concepts such as recommended, gifted, exceptional,
and made my day (made my day very happy).
You may want to have students practice the
dialogue. Work on students pronunciation and
intonation as you play the audio or read the
dialogue aloud. Then have students work in pairs
to practice the dialogue, switching roles after each
reading so that all students read each role once.
Call on one or more pairs to perform for the class.
Elicit the title of the photostory. Ask some general

questions such as Who are the two people in the
photos? (Alex and Paul) How do they look in the
first picture? (Alex looks worried and Paul looks
happy.) How do they look in the last picture? (They
both look happy.)
B.
GROUPS. Read the discussion question aloud.
Have students make groups of four or five.
As students discuss, walk around, helping when
needed.
After students have finished discussing, elicit
examples from each group.
Activities
Fun with songs 1, page 62.

Focus on culture 1, pages 6465.
Have students complete the Unit 1 test, page 79.
T13
The good news

A.
11
Read along as you listen. Whats Pauls good news?
But?
Oh no. You were

great! Your
guitar playing
was amazing.
Hi, Paul. Did I

do anything
wrong? Wasnt
my performance
good enough?
I wanted you to know

that I recommended
you to Star Performers.
2
1
Star Performers? Isnt

that a performing arts
camp for gifted kids?
Thats the one.
3
You still have to
audition, Alex.
But why did you

choose me?
Thanks, Paul! You
just made my day.
Why not you? You
have exceptional
musical ability.
You have a
wonderful gift.
B. GROUPS. Discuss: Why does Alex say, You just made my day? Give examples of other
situations when someone or something makes your day.
Unit 1 13
Learning goals
1 Vocabulary
Communication
Express opinion
Basic emotions
A.
12
Grammar
Used to for past habits
Listen and repeat.
Vocabulary
Basic emotions
happy
excited
nervous
10
scared
14 Unit 2
sad
surprised
11
worried
bored
tired
9
angry
12
upset
embarrassed
Learning strategy
Skills
Personalize what you learn in school

Talk about what makes you happy
and sad or angry
Pronunciation
The pronunciation of used to
Express personal opinions

Write a paragraph about what your
classmate used to do
Background notes
Warm-up
Studies show that many facial expressions are instantly

recognizable across cultures. However, some usages of these
expressions may be culturally specific. For example, a Central
American boy talking to a North American teacher may
look at the ground because his culture has taught him that
this is the correct way to show respect. The North American
teacher may want the boy to look in his or her eyes because
North American culture requires eye contact from students
to signal that they are paying attention. Another example
comes from Asia. Many Asian cultures place a very high
value on consensus. People often nod and smile even when
someone says something they disagree with. These verbal
cues may be misunderstood by people from other cultures
who assume these expressions indicate total agreement.
On the board, write Basic Emotions. Underneath,

write happy and sad. Ask What other words do
you know for basic emotions? Elicit the emotion
adjectives students already know and write them
on the board. Tell the class that in this lesson
theyll practice talking about their feelings.
(5 min. or less)
1 Vocabulary
(15 min.)
A.
T14
12 Call on a student to read the unit title aloud.

Have students look at the pictures. Play the audio
once or twice, pausing for students to repeat.
Do extra pronunciation work on any words that
students find difficult.
TEACHERS NOTES
Learning goals
TEACHERS NOTES
B.
Read the instructions and elicit answers to the
first two items. Make sure students understand
vocabulary such as cut the grass, broke, shout,
flew away, and diary. Then have students work
individually or in pairs to complete the exercise.
As you check, allow more than one answer when
the emotion words are similar; for example, excited
and happy, or angry and upset.
B.
PAIRS. Have students compare what they wrote.
Model this with a student.
Conclude the activity by calling on several students
to tell you adjectives they chose. For each, ask the
student What makes you . . . ? Then ask several other
students what makes them feel that way.
3 Listening
Tell students they will be listening to a reporter

interviewing people on the street. Read the
directions and the list aloud.
Answer key
5 tired
8 angry
10 scared
1 happy
9 upset
11 bored
6 nervous
3 excited
12 embarrassed
4 surprised
2 sad
7 worried
13 Play the audio two or more times.

Elicit the answers orally.
C.
PAIRS. Read the directions aloud. Model asking
and answering with a student. Then have students
form pairs and practice.
To extend this exercise, have students stand and
ask five other students how they feel today.
Learn to learn
Answer key
my girlfriend, my daughter, my friends, my video games, my
music, my family
Audioscript
Reporter: Excuse me. Do you mind if I ask you a few
questions?
Man: No. Go ahead.
Reporter: How old are you?
Man: Im twenty-five.
Reporter: Can you tell me one thing that makes you
happy?
Man: Hmm . . . just one thing? Id have to say my
girlfriend.
Reporter: Your girlfriend?
Man: Yeah. Being with her makes me very happy.
Reporter: Thank you. . . . Uh . . . Excuse me? Can I ask you
a question?
Woman: OK.
Reporter: What makes you happy?
Woman: My baby girl, of course. Dont you, baby?
Reporter: Shes adorable. Thanks. . . . Um, excuse me, do
you have a minute?
Teen: Uh, I guess so.
Reporter: How old are you?
Teen: Fourteen.
Reporter: And, can you tell me what makes you happy?
Teen: I guess Id have to say music.
Reporter: Music?
Teen: Yeah, Im happiest when Im playing my guitar.
Reporter: Oh, I see. Thanks. . . . Excuse me? Can I ask you
a question?
Man: All right, but I dont have much time.
Reporter: What makes you happy?
Man: What do you mean what makes me happy?
Reporter: I mean, does your job make you happy? A new
car?
Man: No way. Those things dont make me happy. Its
my wife and my children. My family makes me
happy.
Reporter: I see. Thank you. There you go, folks. What
about you? What makes you happy?
(5 min.)
A.
Call on a student to read the learning strategy
and explanation. Explain the meaning of relate.
Demonstrate the activity by choosing an emotion
and telling students how this word relates to your
own experiences.
B.
PAIRS. Elicit a few of the words students chose
in Exercise A. Ask Who or what do you remember
when you think of the emotion? Help students with
sentence composition if needed.
Have students work in pairs to complete the
activity. Then have them change partners and
practice again.
(15 min.)
GROUPS. Read the instructions and chorus the

Useful language. Then model a short discussion
with a strong student.
Have students discuss in groups of four or five.
Walk around to monitor the discussions.
2 Your turn
(10 min.)
(10 min.)
A.
Read the chart aloud and elicit some other things
that make students feel happy.
Have students work individually to complete
their charts.
T15
B. Complete the sentences with the adjectives

from Exercise A. Then match them to the
pictures on page 70.
5 Hes
tired
because he spent
all afternoon cutting the grass.

Shes
because her mom
gave her some candy.
Hes
because hes
speaking in front of a lot of people.
Shes
because her
friends suddenly arrived.
Shes
because her son
broke the window.
Hes
because his mom
is shouting at him.
Hes
is winning.
because his team
Hes
flew away.
because his bird
Hes
because hes
watching a horror film.
GROUPS. Talk about what makes

you happy and what makes you
sad or angry.
Useful language:
What makes you happy/sad/angry?
Im happy/sad when . . .
I get angry when . . .
Seriously?
Youre kidding!
No way!
2 Your turn
A. Choose three adjectives from Exercise 1A.
Write them in the chart. Then list three
things that make you feel each emotion.
Adjective
Things that make me

feel each emotion.
summer vacation, a
new CD, soccer games
happy
Shes
because her
friend is talking to someone else.
Shes
found her diary.
because her mom
Shes
babys sick.
because her
B. PAIRS. Compare your charts.
C. PAIRS. Talk to a classmate about how you

feel today.
Learn to learn
Personalize what you learn in school
It is easier to learn and memorize vocabulary
when you relate it to your own life.
A. Choose one emotion from page 70 that you
can relate to your own experience.
For example:
sad
B. PAIRS. Who or what do you remember when

you think of the emotion? Talk about the
situation.
For example:
A: I was very sad when my dog died. OR
My dog died, and I was very sad.
B: I was . . .
For example:
A: What makes you happy?
B: Well, summer vacation is one thing.
A: Me, too!
3 Listening
13 What makes people happy? Listen to the
interview. Circle the peoples answers.
my b ab y gi rl
my girlfriend
my job
my st udent s
my new house
my friends
m y so n
my husband
my family
my music
my c ar
my video games
Unit 2 15
4 Dialogue
14
Alex:
Joe:
Alex:
Joe:
Alex:
Joe:
Alex:
Joe:
Alex:
Joe:
Lori:
Alex:
Lori:
Alex:
Joe:
You know, Joe, I used to dream of being an actor.

Keep dreaming, Alex.
Im serious. I didnt use to care about my studies. I just
wanted to be an actor.
And you dont want to do that anymore?
Not anymore. Im going to be a professional musician.
Wait a minute. Did you get into Juilliard?
I wish, but thats never going to happen. Im not that
good!
Never say never. Hey, its not too late to apply.
I know, but Pauls recommending me to Star Performers,
so Im keeping my fingers crossed.
Star Performers! Thats awesome! Theres Lori. Hey, Lori.
Pauls recommending Alex to Star Performers.
Oh? When did Paul talk to you, Alex?
Just now.
I just talked to Paul, too, but he didnt mention it. Excuse
me. I have to go.
Wait. Lori, are you coming to the party?
Whats wrong with her?
16 Unit 2
5 Comprehension
A. Write True or False for each
statement.
True
1. Alex wants to
be a professional musician.
2. He got
accepted at Juilliard.
3. Joe is happy
for Alex.
4. Alex told Lori
the good news.
5. Lori learned
the news from Paul.
6. Lori is excited
about Alexs news.
B.
15
Read along as you

listen again. Check your
answers.

vocabulary, structures, and communicative
phrases to discuss more fully, such as Keep
dreaming (That cant happen), Not anymore (Not
now), Wait a minute (What?), get into Juilliard (to
have ones application accepted by Juilliard), I
wish (I want it to be true, but its not), Never say
never (Dont give up), Im keeping my fingers crossed
(Im hoping it will happen), Just now (a moment
ago), and mention. Elicit or explain the meaning of
used to (I did before, but now I dont) and didnt use
to (I didnt before, but now I do). Point out how
but and so (therefore; for that reason) are used to
make longer sentences with more information.
audio or read the dialogue aloud, pausing
for students to repeat the lines. Work on
pronunciation as needed. Then have students
work in groups of three to read the dialogue
aloud, switching roles after each reading so that all
students read each role once. When students have
finished, select one or more groups to perform
for the class. For further extension ideas, see
the Dialogues and Comprehension notes in the
Introduction, page x.
(5 min. or less)
Have students look at the photos and identify

the people and situation. (Alex, Joe, and Lori are
outside the auditorium after their performance)
(1015 min.)

A.
Read the Comprehension directions and call on
students to read each True/False statement aloud.

B.
15 Have students uncover the dialogue. Tell

them to check their answers as you play the audio
once more.
Elicit the answers orally. You may want to ask
students to correct the false statements by giving
the correct information.
Answer key
1. True 2. False 3. True 4. False 5. False 6. False
T16
TEACHERS NOTES
TEACHERS NOTES
Practicing grammar
(10 min.)
A.
Tell students to look at the list of expressions.
Quickly elicit the meaning of each.
7 Practice
Read the directions aloud and elicit the answers to

the first two items. Point out the use of commas.
Then have students work individually.

repeat. Work on pronunciation and intonation as
needed.
Answer key
B.
Call on a student to read the directions and the
first question aloud. Elicit the answer. Explain
that more than one response can be given for the
second item.
complete the exercise. Elicit answers orally.
1. ,so 2. ,and/so 3. ,but 4. ,so 5. ,but
8 Practice
(10 min.)
Read the directions and elicit the answers to the

first two items. Point out the use of the comma
and the lower-case d in dont. Then have students
work individually. Check orally.
Answer key
Answer key
1. Not anymore. 2. I wish. / Im keeping my fingers crossed.

3. Never say never. 4. Just now. 5. Keep dreaming.
6. Im keeping my fingers crossed.
1.
2.
3.
4.
I opened the door, and I saw a puppy.

Do something good, but dont tell anyone about it.
Laugh, and the world will laugh with you.
Id like to join Teen Scene, but I cant because Im only
thirteen.
5. The news makes me sad, so I dont read the newspapers.
Have students form pairs and practice the

exchanges, switching roles after the first practice.
Then call on a few pairs to role-play exchanges for
the class.
Extension
Divide the class into two teams. Give the teams
three minutes to write down five sentences
describing situations like those in Exercises
7 and 8. Each sentence must be able to take a
second clause that starts with and, but, and so.
Teams take turns reading a sentence aloud. The
first person on the other team completes the
sentence with a second clause using and.
S1: I didnt study for the test.
S2: I didnt study for the test, and I failed it.
The second person must complete the sentence
using but. (I didnt study for the test, but I passed
it.) The third person completes the sentence using
so. (I didnt study for the test, so I failed it.)
Continue to play until all students have had a
chance to participate.

focuses on linguistic and interpersonal
intelligences.
Have students work with a partner to create and
write out a short dialogue using three or four of
the Useful expressions. Have them practice their
dialogue, then present it to another pair. Select
several pairs with interesting dialogues to roleplay for the class.
Grammar Focus
(5 min.)
(10 min.)
9 Communication
Read the examples in the grammar chart aloud

and have students say them after you.
Read the Discovering grammar instructions and
items 13 aloud. Elicit the meaning of contrast
(two things are different) and result (something
made something else happen). Then have students
complete the Discovering grammar exercise. Elicit
the answers orally.
(15 min.)
A.
17 Play the audio once or twice, pausing for
students to repeat.
B.
PAIRS. Have pairs practice the conversation in
Exercise A several times. Then tell them to talk
about an entertainer, changing the underlined
parts. Have a pair model for the class.
Walk around to monitor and help.
Call on one or two pairs to perform for the class.
Answer key
1. but 2. so 3. and

information about these conjunctions, such as the
use of a comma before each.
T17
A.
16
Listen and repeat.
Keep dreaming.
Not anymore.
I wish.
Never say never.
Im keeping my fingers crossed.
Just now.
B. Write the appropriate response. Use the

expressions in Exercise A.
1. A: Do you still enjoy watching cartoons?

B: Not anymore.
Practicing grammar
7 Practice
Fill in the blanks with and, but, or so. Then
insert a comma (,) where its needed.
so
Paul
1. Teen Scene had a good show,
is very happy.
2. Alex told Joe his news
excited.
Joe was
3. Lori talked to Paul

he didnt
mention the news about Alex.
2. A: Did you get an A in math?
4. Paul thinks Alex is talented

he is
recommending him to Star Performers.
B:
3. A: Ill never be an actor!
5. Lori is also talented

recommend her.
B:
4. A: When did you see Jennifer Aniston?
8 Practice
B:
5. A: I dream of being famous someday.
Combine the sentences with and, but, or so.

Write the new sentences in your notebook.
B:
6. A: I hope you get into Juilliard.
1. I opened the door. I saw a puppy.

I opened the door, and I saw a puppy.
B:
GRAMMAR FOCUS
Conjunctions:
and, but, so
Alex is excited, and Joe is happy, too.
Alex and Joe are happy, but Lori feels bad.
Lori felt sick, so she went home.
Discovering grammar
Look at the grammar chart. Complete the
rules with and, but, or so.
1. Use
to show contrast.
2. Use
to express a result.
3. Use
to add information.
Paul didnt
2. Do something good. Dont tell anyone

about it.
3. Laugh. The world will laugh with you.
4. Id like to join Teen Scene. I cant because Im
only thirteen.
5. The news makes me sad. I dont read
newspapers.
9 Communication
Express opinion
A.
17
A: Do you think Alex is a good musician?

B: I think hes a terrific singer, and hes
great on the guitar.
A: You really think so? Honestly, I dont
think hes that great, but hes very
popular.
B. PAIRS. Choose an entertainer to talk about.
Express your opinions about the persons
abilities.
Unit 2 17
GRAMMAR FOCUS
Used to
I
You
He/She
used to be an actor.
You
We
They
Negative statements
I
You
He/She
didnt use to be famous.
used to work in Hollywood.
You
We
They
didnt use to like acting.
Yes/No Questions
Did you use to be an actor?
Did he use to work in Hollywood?
Did they use to work in Hollywood?
Short answers
Yes, I did. / No, I didnt.
Yes, he did. / No, he didnt.
Yes, they did. / No, they didnt.
What did he use to be?
Where did they use to work?
Long answers
He used to be an actor.
They used to work in Hollywood.
Discovering grammar
Look at the grammar chart. Circle the correct answers.
1. Use the (past / base) form of a verb with used to.
2. Use used to to talk about past situations that are (still true /
no longer true).
Practicing grammar
10 Practice
Look at the pictures of Alexis. Write sentences comparing the
past and the present.
When Alexis was three years old, . . .
short and chubby
Now . . .
tall and thin
For example:
She used to be short and chubby, but now shes tall and thin.
1. afraid of the dark / not afraid anymore
2. really shy / very outgoing
3. like going to bed early / like to stay up late
4. love playing in the rain / hate it when it rains
18 Unit 2
Grammar Focus
10 Practice
(5 min.)
Read the directions aloud and then point to the

pictures and read the phrases. Elicit the example
answer. Then read the first item aloud and elicit
the answer.
exercise.
(10 min. or less)
Used to

On the board, write I liked Madonna. Elicit the form
of the verb. (past: liked) Then write I dont like
Madonna now. Elicit the form of the verb. (present:
dont like)
Say To show the difference between how I felt about
Madonna in the past and how I feel about her now, I
can use used to. On the board, write I used to like
Madonna. Paraphrase the meaning of this sentence.
(I liked Madonna in the past; I dont like her now.)
Circle used to.
Have students look at the grammar chart. Read
the heading aloud. Divide the class into two
groups. Call on one group to read the affirmative
sentences aloud and the other group to read the
negative statements. Do the same with the Yes/No
and information questions.
Have students complete Discovering grammar.
Answer key
1. I used to be afraid of the dark, but now Im not afraid
anymore.
2. I used to be really shy, but now Im very outgoing.
3. I used to like going to bed early, but now I like to stay
up late.
4. I used to like playing in the rain, but now I hate it when
it rains.
Answer key
1. base
2. no longer true

information about used to, such as the use of didnt
+ use to (not used to) for negative statements, the
meaning of negative statements (you didnt before,
but now you do), and the use of did + use to (not
used to) for questions.
T18
TEACHERS NOTES
Practicing grammar
TEACHERS NOTES
11 Practice
13 Pronunciation
(10 min.)
A.
PAIRS. Read the directions aloud. Call on a
student to read the example statement from
Exercise 10 aloud, then the example question in
Exercise 11. Point out how the question is formed
with content from the first clause (short and
chubby). Remind students to use use to, not used to,
in questions.
Give students a few minutes to write out their
questions. Check orally.
A.
Read aloud the pronunciation focus. Write used to
on the board. Cross out the d in used. Explain that
when d is followed by t, the d is not pronounced.
Point out that in speech, the pronunciation of used
to and use to is exactly the same.
Write didnt use to on the board. Cross out the t in
didnt, then draw a line connecting the n in didnt
to the u in use. Point out that when n is followed
by a t at the end of a word, the final t is usually
not pronounced. The n sound is then linked to
the u in use.
Write did you use to on the board. Draw a line
between the final d in did and the y in you. Explain
that when d and y are linked, they produce the
new sound /d/.
Answer key
1.
2.
3.
4.
Did you use to be afraid of the dark?

Did you use to be (really) shy?
Did you use to like going to bed early?
Did you use to love playing in the rain?
Model the first item with a student; ask the

student the questions and write notes about his or
her answer on the board.
Assign pairs. Remind students to change roles
after the first interview. Walk around to monitor as
students practice.
12 Writing
(10 min.)
Play the audio several times and have

students listen and repeat. Work on pronunciation
as needed.
18
B.
19 Play the audio several times and have

as needed.
Have students form pairs and practice the
conversation. Walk around, helping and praising
students. Remind partners to switch roles.
Call on pairs to perform for the class.
(15 min.)
A.
Read the directions and example aloud. Then call
on a student to read his or her notes on the partners
response to the first question. Elicit a sentence based
on the notes, then write it on the board.
Have students work individually to complete their
paragraphs. Walk around to monitor and help as
students write.
14 Practice
(10 min.)
Turn to page 68 and let students engage in a

competition.
B.
Have students read their paragraphs aloud
and elicit guesses. Alternately, collect all the
paragraphs and read them aloud yourself, asking
the class to guess who the person might be.
Cross-curricular activity: history

Have students form groups of four or five.
Have them compare the behavior, appearance,
and activities of teenagers a generation ago
(their parents generation) and teenagers
of the present. Tell groups to make a list of
comparisons using used to. Before groups begin,
elicit some example comparisons and write
them on the board.
Have groups share their lists with the class and
find common observations.
T19
11 Practice
13 Pronunciation
PAIRS. Use the sentences from Exercise 10 to

write questions. Interview your classmate.
Take notes.
The pronunciation of used to

A.
18
Listen and repeat.
For example:
Did you use to be chubby?
used to
1.
didnt use to
did you use to
2.
B.
3.
4.
12 Writing
I used to feel nervous

speaking in front of the
class.
I didnt use to be afraid
of flying.
What did you use to do
when you were nervous?
Listen to the conversation. Then

practice it.
19
A: What did you use to be nervous about?

B: I used to be nervous about going to the
principals office.
A: Me, too. But Im not anymore.
B: Really? Why not?
A: Because the principals my mom!
A. Write a short paragraph about the

classmate you talked to in Exercise 11.
Dont write your classmates name.
When this person was a young child, he/she

used to . . .
B. Read the paragraph to the class. Ask your

classmates to guess who the person is.
For example:
B: Is it Caitlin?
A: No.
C: Is it Emily?
A: Yes, it is.
14 Practice
Have a competition! Go to page 68.
Unit 2 19
15 Reading
A. What do you think the expression Laugh and the world laughs with you means?
Do you agree?
B.
20
Read along as you listen.
A over the world, groups

All
of people meet early
o
eeach morning for one
reason:
to laugh. But what
r
makes
them so happy?
m
There
The are no funny stories
comedianseveryone
or com
just laug
laughs. At first, the laughter
is forced. But after a few minutes, the laughter
becomes real and fun. Are these people crazy?
Thats exactly the reaction Dr. Madan Kataria got
when he asked some people at a park in Mumbai,
India, where he lives, to start a laughter club with
him. Four of those people somehow agreed, and
they laughed with Dr. Kataria in one corner of the
park. The small group of five quickly grew to fifty.
Before long, the Laughter Club spread all over the
world.
Why a laughter club? When Dr. Kataria was
younger, he used to enjoy reading the section
Laughter, the Best Medicine in the magazine
Readers Digest. During his research as a doctor,
he learned the many health benefits of laughter,
so he thought, If laughter is so good, why not
start a laughter club?
What are the benefits of laughter? Various
studies show that laughter has a positive effect
on the body. It helps remove the negative

effects of stress, and it is an important element
for maintaining good health. Some doctors use
laughter therapy to help their patients feel better.
Children can laugh up to 300 times a day, but as
they become adults, most of the laughter stops.
Dr. Kataria also observed that people from the
countryside laugh easily and often. He himself
used to laugh a lot when he was a kid, but he no
longer laughs as much as an
adult. This is true for most
people as they get older: They
laugh less. Why is this so? And
what kinds of people find it
hardest to laugh?
It seems that educated and
successful people like doctors,
scientists, journalists, and
CEOs of companies find it
very hard to laugh. It must
be because they are too
busy and have too much
responsibility to laugh at little
things. Does this mean that
success and wealth do not
guarantee happiness? What
do you think?
16 Comprehension
17 Speaking
GROUPS. Discuss: What kind of people seem

to laugh a lot? What kind of people seem to
laugh only rarely?
1.
2.
3.
4.
5.
6.
Who started the Laughter Club?

What do members of the club do every day?
Why did the doctor start the club?
What are the benefits of laughter?
What two groups of people laugh a lot?
What kinds of people find it hard to laugh?
Why?
20 Unit 2
A: Children laugh a lot. For example, my baby

brother laughs all the time.
B: My baby sister laughs a lot, too. But
principals rarely laugh.
A: Yeah. Mrs. Darren always looks serious.
16 Comprehension
(15 min.)
A.
Read the discussion question aloud and have
students form groups of four or five to discuss
their response.
Elicit students ideas about the expression. (Most
people interpret the expression to mean that when
one is laughing and happy, the world seems like a
happier place.)
(10 min.)
A.
answer the Comprehension questions.
Call on students for their answers. You may want
to have them read or refer to the particular place
in the article where they found the answers.
Answer key
1.
2.
3.
4.
Dr. Madan Katariagot

They laugh.
There are many health benefits to laughter.
Laughter helps remove the negative effects of stress and
it is an important element for maintaining good health.
5. Children and people from the countryside laugh a lot.
6. Adults and educated and successful people find it
hard to laugh. They are too busy and have too much
responsibility to laugh at little things.
B.
20 Play the audio as students read along to get

a general idea of the article. After reading the
article, answer vocabulary questions students
may have. Make sure they understand key words
and expressions such as comedians, forced, reaction,
research, benefits, studies, effects, element, maintain,
therapy, no longer, journalists, CEOs, responsibility,
and guarantee.
Have students read the article again silently.
Refer students to the last two lines of the reading.

Read the two questions aloud and elicit students
responses.
17 Speaking
(10 min.)
GROUPS. Read the discussion questions aloud,

then call on a pair to read the example exchange
for the class.
Tell students to form groups of three or four. As
groups discuss, walk around to monitor.
To conclude the activity, elicit responses from
several different groups.
T20
TEACHERS NOTES
15 Reading
TEACHERS NOTES
Progress check Units 1 and 2

Test-taking tip
Vocabulary
Read the test-taking tip aloud as students follow

along. To check comprehension, ask What might
happen if you dont write neatly?
E.
1. N angry
2. N awful
3. N bored
Grammar
Communication
A.
1.
2.
3.
4.
5.
6.
7.
8.
was
walked
told
had
did not notice
were
introduced
said
F.
B: Keep dreaming.
A: Never say never.
A: Thats true.
Now I can . . .
Have students check the functions they can now
perform.
B.
1. Was yesterday Dads birthday?
When was Dads birthday?
2. Did you plan a surprise party for him?
Who planned a surprise party for him? / Who did you
plan a surprise party for?
3. Did Mom bake a birthday cake for Dad?
What did Mom bake for Dad?
C.
1.
2.
3.
4.
She used to be poor.

She used to live in a small apartment.
She didnt use to live in a mansion.
Did she use to work as a teacher?
D.
1.
2.
3.
4.
5.
6.
4. P awesome
5. P fantastic
6. N horrible
Our house is small, but its nice.

Alex likes Lori, so / and he always calls her.
I like you, but you dont like me.
It was very cloudy, so / and I took my umbrella with me.
Mom likes jazz, but / and Dad doesnt like jazz.
Alex is a guitarist, and / but his sister is a pianist.
T21
Units 1 and 2
Test-taking tip: Write neatly.
If your teacher cannot read your handwriting, he or she might mark your answers wrong.
Grammar
A. Complete the paragraph with the simple
past form. (1 point each)
was
the first day
Yesterday (1. be)
D. Combine the sentences using and, but,

or so. Write the new sentences in your
notebook. (2 points each)
1. Our house is small. Its nice.

Our house is small, but its nice.
to school
of school. I (2. walk)
with my friends. As we walked, we
(3. tell)
2. Alex likes Lori. He always calls her.

3. I like you. You dont like me.
4. It was very cloudy. I took my umbrella
with me.
5. Mom likes jazz. Dad doesnt like jazz.
6. Alex is a guitarist. His sister is a pianist.
stories. We
fun walking together.
(4. have)
the time.
We (5. not/notice)
Before we knew it, we (6. be)

already at school. In the classroom, I
(7. introduce)
myself. I (8. say)
hi to my teacher.
B. Write Yes/No and information questions
using the simple past. Use the cues.
(3 points each sentence)
1. Yesterday was Dads birthday.

(Yes/No) Was yesterday Dads birthday?
(When) When was Dads birthday?
2. We planned a surprise party for him.
(Yes/No)
Vocabulary
E. Write P for positive, N for negative.
(1 point each)
N angry
awesome
incredible
upset
bored
horrible
happy
F. Complete the conversation with

expressions from the box. (1 point each)
Never say never.
Keep dreaming.
Thats true.
A: I think Alex will become famous someday.
(What)
C. Write affirmative (+), negative (), and
interrogative (?) sentences using used to.
(3 points each)
J. K. Rowling
1. (+) be poor
fantastic
Communication
(Who)
3. Mom baked a birthday cake for Dad.
(Yes/No)
awful
She used to be poor.
2. (+) live in a small apartment
B:
A: Really. Im serious.
B: No way. Hell never be famous.
A:
B: Well, there are many talented teenagers who
are better than he is.
A:
3. () live in a mansion
Now I can . . .
4. (?) work as a teacher
express agreement or disagreement.

express my opinions.
talk about past habits.
Unit 2 21
Q & A baseball
Steps:
1. Create a baseball diamond in the classroom.
Choose a place in the front for home plate,
then places for first, second, and third bases
around the room.
2. Next, form two teams. The first team comes
to the front. Each player takes his or her
turn at bat.
3. The pitcher (your teacher) asks the
batter a review question. If the batter
answers correctly, he or she goes to first
base and other players already on the field
move one base. For each player who reaches
home plate, the team scores a run. If the
batter does not answer correctly, the team
scores an out.
Useful language
Could you repeat the question?

That was great! Congratulations!
Oh well, good try. That was a hard one.
Whats the score?
Hurry up! Were running out of
time!
4. Keep track of outs and runs. After

three outs or five minutes, whichever comes
first, the second team comes to bat.
Review Questions
Unit 5
What do you do in your free time?
What are you doing right now?
What is (name) doing right now?
What are you wearing today?
Unit 6
What are you doing this
weekend?
When are you leaving school
today?
What are you going to do after
school today?
Where are you going to eat
dinner tonight?
22 Game 1
Unit 7
How was your weekend?
What did you do last weekend?
Where were you on Saturday at
three oclock?
What did you eat for lunch
yesterday?
Unit 8
When you were young, what time
did you use to go to bed?
When you were young, what did
you use to be afraid of?
When you were young, what TV
shows did you use to watch?
When you were young, what foods
did you use to hate?
Depending on your students abilities, you may

want to give them three minutes to review the
questions and think of correct, full-sentence
answers.
At your signal, all students close their books.
Decide which team goes first by flipping a coin.
Call on the first team to come to the front of the
classroom. Ask the first batter a review question
chosen at random. If the batter gives a correct, fullsentence answer, he or she goes to first base and
the next player comes up to bat. As players answer
correctly, those already on the field move one base.
The team scores a run for each player who reaches
home plate. If the batter answers incorrectly, the
team scores an out. After three outs or five minutes
(whichever comes first) the other team comes to bat.
End the game after every player has had a chance
at bat. Announce the score and congratulate the
winning team.
Tell students that they will review questions they

have studied so far by playing a game of question
and answer baseball.
Read or have a student read aloud each of the four
numbered steps.
Arrange the classroom as much as possible to
resemble the layout of a baseball diamond, with
a home plate at the front of the class and places
for first, second, and third bases around the room.
(If arranging your classroom this way is difficult
because of limited space, etc., draw a large
baseball diamond on the board and keep track of
the players as they move around the bases.)
Divide the class into two teams. Ask each team to
decide on a name. Write these names on the board.
Under the names, write outs and runs.
Point out the Useful language and explain that
students should try to use these expressions
during the game. Read the expressions aloud and
have the class say them after you.
T22
TEACHERS NOTES
Game 1 Q & A baseball
TEACHERS NOTES
Project 1 A snapshot of my childhood
This is a Home/School connection activity.

Suggest that students share their paragraphs
with their parents and other family members,
explaining what they have written about. Tell
students to ask their family members to share
their memories about these topics or events.
At the next class, have students complete their
sketches on construction paper, poster board,
or sheets of notebook paper. You may want to
provide art materials such as crayons, colored
pencils, markers, colored paper, scissors, glue,
or tape. Alternatively, you may want to have
students create an electronic document on a
computer. Encourage students to be creative in
their designs.
When students have produced final versions
of their sketches, you may want to have them
display the sketches on the walls so everybody
can see and read them. Alternatively, you may
want to have students present their sketches to
groups or the class.
As a wrap-up activity, you may want to ask
students to make a list of how many things they
have in common with other students.
Tell students that for this project they will make a

project about their life when they were six years
old and share it with their classmates.
Read or have a student read the introduction and
list of topics aloud.
Hold up your book and ask What do you see in
the first two photos? Elicit which topic the boy
has written about (Your neighborhood) and ask
students to guess what he might have written
about the topic. Tell students to keep the writing
covered and listen as you read the first paragraph.
Repeat for the remaining three photos and topics.
Call on a student to read each paragraph aloud.
Tell students to read the paragraphs again and
underline phrases containing the words used to.
Explain that they should use used to when they
want to tell about things that they did often or
regularly.
Tell students to circle four topics from the box to
write about.
Ask students to write paragraphs about their
topics. Tell students that as they write their
paragraphs, they should also be thinking about
what photo or drawing could go with them.
Go around the class helping, monitoring, and
encouraging students.
Have students form pairs and exchange their
draft paragraphs. They should offer one another
comments and suggestions for improvement.
Encourage them to talk about what they liked,
what they didnt understand clearly, and what
suggestions they may have for correcting any
mistakes they noticed in their partners work.
If helpful, have students use the Peer editing
checklist on page 104. They should also describe
to each other the picture they plan to include with
the paragraph.
As homework, ask students to write a final draft
of their paragraphs, using the comments and
suggestions they got from their partners. They
should also collect the photos and other items they
plan to include, or make drawings to illustrate
their writing.
T23
A snapshot of my childhood
Make an illustrated autobiographical sketch of your
life as it was when you were six years old. Use the
list of topics and the project below as a guide. Then
share your sketch with your classmates.
1. Choose four topics to write about.
Music
TV shows
Toys and games
Books and
magazines
Pets
Foods
Collections
Things you loved
Things you hated
Your family
Your neighborhood
Favorite places
Dreams
2. Find pictures to illustrate your sketch.
My Neighborhood
When I was six, I lived in Seattle, Washington. It
used to rain a lot, but it was a nice city. There
was a creek near my house. My friends and I
used to hang out there and play.
My Favorite Toys and Games
I had a big collection of Pokmon
cards when I was young. I used to
trade them with my friends. That
was fun. We also used to play with
Spider-Man and Power Rangers
action figures. And I used to play
Nintendo a lot. I was really into
Mario Brothers and Pokmon games.
My Favorite Foods
My mom makes really healthy meals with
lots of vegetables. But when I was six, I
didnt use to like vegetables much. (I hated
green peas!) But I used to love macaroni
and cheese, pizza, and hot dogs.
My Dream
When I was six, I used to want to be a
soccer star. I wanted to be rich and
famous and have lots of fans. Hey, Im
not rich or famous, but Im on the soccer
team this year. And my parents are big
fans!
3. Share your sketch with your classmates and
see how many things you have in common.
Project 1 23
Learning goals
1 Vocabulary
Communication
Talk about the weather
Adjectives for describing the weather

A.
21
Listen and repeat.
1. Its sunny.
2. Its cloudy.
3. Its foggy.
4. Its windy.
5. Its cold.
6. Its hot.
7. Its warm.
8. Its raining.
9. Its snowing.
Grammar
The past continuous
The past continuous with
when and while
Vocabulary
Adjectives for describing the
weather
New York
Rio de Janeiro
Vancouver
24 Unit 3
Chicago
Sydney
Learning strategy
Skills
Make predictions

Talk about stories you like
Pronunciation
The pronunciation of // in walk
Using the large photos
Background notes
The weather is the source of many idioms. Write some of
these on the board and discuss what they mean:
Its raining cats and dogs. (Its raining very hard.)
He has his head in the clouds. (He isnt thinking clearly.)
She can run like the wind. (She can run very fast.)
Ask students if there are any similar weather-related
sayings in their first language. Help them translate these
sayings into English.
Warm-up
Discuss similarities and differences

Put sentences in order to write a story
(5 min. or less)
Call on a student to read the unit title aloud. Then

point to each city and ask where it is. Ask the
class what they know about each city, including
information about the weather.
1 Vocabulary
(10 min.)
A.
(5 min.)
Ask students to describe the current weather

where they live using vocabulary they already
know. Then display a world map and point to
some different places. Ask What do you think the
weather is like here? Accept all reasonable answers.
Tell the class that at the start of this unit they will
practice talking about weather.
T24

repeat. Elicit or explain the meanings of new
words such as foggy and windy. Play the audio
again and help students with pronunciation.
TEACHERS NOTES
Learning goals
TEACHERS NOTES
Practicing grammar
B.
PAIRS. Call on a student to read the instructions
aloud. Ask a pair to model the example exchange,
and then change roles to ask and answer about the
next city.
Have students form pairs. Walk around to monitor
as students practice. Have students change roles
and practice again.
Point to each city and ask one or more students
about the weather there. Students answers will
vary; accept all possible answers.
2 Practice
A.
Read the directions and call on a student to read
the first sentence aloud. Write the full sentence on
the board: Late last night, I was sleeping when I heard
a noise outside. Point out that the writer is talking
about an event occurring at a certain time in the
past, so past continuous is used.
Elicit the answer to the second sentence. Then have
students work individually or in pairs to complete
the exercise. Remind them that they should be
using the past continuous form of the verbs.
Elicit the answers orally. You may want to have
the class read aloud the completed paragraph.
C.
22
Play the audio and have students listen.
Grammar Focus
(15 min.)
Answer key
(10 min. or less)
1.
2.
3.
4.
5.
6.
The past continuous

Call on volunteers to read the telephone
conversation between the two teenagers in
Exercise C. Have the students pause after Bs first
line (Its snowing). Ask Why is B using be + verb
-ing? (B is talking about something happening
right now.) Have the pair finish reading the
conversation. Ask Why does B say was snowing
when talking about the day before? (B is talking about
the past.) Explain that you can use past continuous
(be + verb -ing) to talk about an event that was
happening, or was in progress, at a certain time in
the past.
Divide the class into two groups. Call on one
group to read aloud the affirmative statements
in the grammar chart and the other to read
the negative statements. Do the same with the
questions and answers.
was sleeping
was running
was wearing
was raining
wasnt wearing
was carrying
B.
PAIRS. Read the instructions aloud. Elicit the
question for each of the items; write these on the
board if helpful.
Answer key
1.
2.
3.
4.
5.
What were you doing last night?

What was the man doing?
Was he wearing a white T-shirt?
What kind of shoes was he wearing?
Was he carrying a big bag?
Call on a pair of students to demonstrate the

beginning of the activity. Explain the situation
once more as you assign this pair roles: Maria,
youre Student A, youre a police officer. Koji, youre
Student B, you saw the man running away. Maria,
interview Koji. Koji, use the information in Exercise A
to answer.
Assign pairs and remind them to switch roles.
Walk around to monitor as students practice.
Call on one or more pairs to perform their
interview for the class.
Answer key
1. was or were
2. something that was in progress

information about the past continuous, such as the
fact that it is only used with action verbs.
3 Practice
T25
B. PAIRS. Look at the pictures

on page 80. Ask each other
what the weather is like in
the different places.
For example:
A: Whats the weather like
in Rio de Janeiro?
B: Its warm and sunny.
C.
Listen to the
conversation.
22
A: Whats the weather like

there today?
B: Its snowing.
A: Really? Its warm and
sunny here. What was it
like yesterday?
B: It was snowing
yesterday, too.
GRAMMAR FOCUS
The past continuous
It was snowing at this time
yesterday.
We were playing in the snow.
Negative statements
It wasnt snowing at this time
yesterday.
We werent playing in the snow.
Yes/No questions
Was it snowing at this time
yesterday?
Were you playing in the snow?
Answers
Yes, it was. / No, it wasnt.
What was happening at this
time yesterday?
What were you doing?
Yes, we were. / No, we werent.

Answers
It was snowing.
We were playing in the snow.
Discovering grammar
1. To form the past continuous, use (is or are / was or were) +
verb-ing.
2. Use the past continuous to describe (something that was in
progress / an event that happened).
Practicing grammar
2 Practice
A. Complete the sentences with the past continuous form.
Late last night, I (1. sleep) was sleeping when I heard a noise
outside. I looked out and I saw a man. He (2. run)

away from a neighbors house. He (3. wear)
T-shirt and white sneakers. It (4. rain)
wear)
a jacket. He (6. carry)
a white
, but he (5. not
a small bag.
B. PAIRS. Student A, youre a police ofcer. Student B, youre

the person who saw the man running away. Student A,
interview Student B about what he or she saw. Use the cues.
1. Q: What / you / do last night?
2. Q: What / the man / do?
3. Q: he / wear / a white T-shirt?
4. Q: What kind of shoes / he / wear?
5. Q: he / carry / a big bag?
3 Practice
Unit 3 25
4 Dialogue
23
911. Whats your emergency?

Did you hear
that? Look!
Hello. We found a man on

the street. I think hes hurt.
Is he hurt?
Where are you, sir?

Im going to call 911.
Were on 82nd Street
and 5th Avenue.
An ambulance is on its
way. Dont move him.
Oh, no. Its
starting
to rain.
Did you see

what happened?
Here, cover him
with my jacket.
Wait here for

the police. Tell
them what
happened.
5 Comprehension
A. Answer the questions.
1.
2.
3.
4.
5.
B.
What was Diane pointing at when she said, Look!?

Who volunteers to call 911?
Whats on its way?
What does the 911 person tell Joe not to do?
Why did they decide to cover the man with Joes jacket?
24
Read along as you listen again. Check your answers.
26 Unit 3
No, we didnt.
We were walking
home from a
party when we
found him.

pronunciation, intonation, and emotive expression
as needed. Then assign groups of five and tell
students to read the dialogue aloud, changing
roles after each reading so that all students read
each role once. When groups have finished, select
one or more groups to perform for the class.
In most areas in the United States, emergency help is

available by dialing 911. This number puts the caller in
contact with a telephone dispatcher who can send police
officers, ambulances, and firefighters to take care of an
emergency. In a few areas far from large cities, it is still
necessary to call the local police department.
(15 min.)
Ask students to identify the people in the pictures.

(Diane, Alex, Joe, Karen, and an unknown man)
Ask Where are they? (on a street next to a park)
What time of day is it? (Its night.) Why do you
think the man is on the ground? (elicit a variety of
opinions) What is Alex doing in the next picture?
(talking on the phone)
Focus on values
Have groups discuss the situation presented in
the dialogue. Write some discussion questions on
the board such as Do you think Diane, Joe, and Alex
did the right thing? Was what they did dangerous?
What would you do if you heard someone calling for
help? What would you do if you found a man lying on
the street?
Have students form groups of four or five to
discuss these questions.
Elicit responses to the questions from different
groups. As a class, reach a consensus about the
best response to such a situation, balancing
personal safety with the importance of helping a
person in trouble.
A.
Have students read the Comprehension questions.
Elicit or explain the meaning of volunteer.
Play the audio once as students read along.

Then have them complete the exercise.
23
B.
24 Play the audio again for students to check
their answers.
Answer key
1.
2.
3.
4.
5.
She was pointing at a man on the street.

Alex volunteers to call 911.
The ambulance is on its way.
The 911 person tells Joe not to move the man.
Because it was starting to rain.
T26
TEACHERS NOTES
Background notes
TEACHERS NOTES
Learn to learn
7 Pronunciation
(5 min. or less)
A.
Read the Pronunciation focus aloud. Have
students silently read the list of words.
Call on a student to read the strategy line. Explain

or elicit the meaning.
Read the strategy application instructions aloud.
Tell students that they will be listening to a police
officer interviewing Joe about what happened.
Elicit possible questions the officer might ask and
write them on the board.
6 Listening
Play the audio one or more times as students

listen and repeat. Help with pronunciation as
needed.
B.
Have students read the items silently. Answer any
vocabulary questions they may have.
(10 min.)
26
27
Play the audio twice as students listen and

circle their answers.
Have students check their answers with a partner.
Elicit the words with the // sound and write
them on the board.
Call on students to read each statement and

answer choice aloud.
(5 min.)

answer the Comprehension questions. Check
answers orally.
Answer key
Answer key
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
b
c
a
b
a
bought
talk, Paul
thought, mall
crosswalk
ball
Play the audio again and pause after each

item for students to repeat.
To give students further practice, assign pairs and
have students take turns reading the sentences.
Check by calling on several different students to
read a sentence.
Audioscript
Police officer: What were you doing when you found the
man on the street?
Joe: Well, we just came from a party after a
school performance. I was walking home
through the park with my sister and my
friends when we heard a mans cry for help.
Police officer: What did you do then?
Joe: We looked around. At first we didnt see
anything. So we decided to check across the
street. While we were crossing 82nd Street,
we heard another cry. I think we heard
Help! or something. Im not really sure
what . . . uh.
Police officer: Go on. Dont be nervous. Youre doing OK.
As you were crossing the street, you heard a
man cry for help again.
Joe: Yeah. Then we saw the man. He was
unconscious. At first, we were scared. We
didnt know what to do. We were talking
about what to do when my friend Alex
suggested calling 911.
Police officer: That was a good idea. Why was your jacket
on the man?
Joe: Uh, it started to rain while we were waiting
for the ambulance. It was cold, too, and we
were worried the man might be hurt.
Police officer: That was nice of you. Id better call your
parents. They must be worried.
Joe: Oh, no. Please dont. I mean, my mom
might think we did something wrong.
Another police officer is driving us home.
We can explain then.
Police officer: All right then. Thanks, kid. You guys did
great today.
27
8 Communication
(10 min. or less)
28 Tell students that they will practice a

conversation in which A is a police officer and B
saw something happen. Play the audio once or
twice, pausing for students to repeat.
Assign pairs and have students practice the
conversation several times, changing roles after
each reading.
B.
PAIRS. Read the directions aloud. Remind
students that A is a police officer asking about
something unusual that happened. Model a
conversation with a student, then change roles
and model a different conversation. Encourage
students to create several different conversations.
Have students form pairs and role-play several
times.
Call on pairs to perform a role-play for the class.
T27
Learn to learn
7 Pronunciation
Make predictions
The pronunciation of /c/ in walk
To better understand a listening or a reading text,

try to guess what will happen next.
A.
Before you listen to Joes conversation with the

police ofcer, try to predict the questions the
ofcer will ask.
6 Listening
B.
25
Listen to the conversation between Joe

and a police officer. Circle the letter of the
phrase that completes each sentence.
heard
a. music
.
b. laughter
c. a mans cry
3. The man was lying

.
a. on the street
c. in an ambulance
b. in the park
4. The kids covered the man with Joes jacket
.
because
a. it started to snow
b. it started to rain
c. it was windy
5. The police officer wanted to call

a. Joes parents
b. Joes school
.
c. 911
Listen and repeat.
walk
talk
saw
cross
call
fall
Listen to the sentences. Circle the

words with the / c/ sound.
27
1.
2.
3.
4.
5.
1. The four friends just came from

.
a. a Broadway show
c. a meeting
b. a party
2. While they were walking home, Diane
26
We bought four tickets to the show.

Did you talk to Paul?
I thought you were at the mall.
Lets go over to that crosswalk.
Can you throw that ball to me?
8 Communication
A.
28
A: What was the man wearing when you

saw him?
B: He was wearing business clothes.
A: What were you doing at the time?
B: We were walking home.
B. PAIRS. Role-play the conversation. Replace
the underlined parts with other activities.
Unit 3 27
GRAMMAR FOCUS
The past continuous
with when and while
They were walking home when they heard a cry.
When they heard a cry, they were walking home.
They heard a cry while they were walking home.
While they were walking home, they heard a cry.
Discovering grammar
Look at the grammar chart. Circle the
correct answers.
1. She was playing is (simple past / past
continuous).
2. It started is the (simple past / past
continuous).
3. In sentences like the ones in the chart,
a. the (simple past / past continuous)
often comes after when clauses.
b. the (simple past / past continuous)
often comes after while clauses.
Practicing grammar
9 Practice
Complete the sentences with the simple past
or the past continuous.
was
a sunny day in Mexico
It (1. be)
in
City. My friend and I (2. walk)

Chapultepec Park when we (3. notice)
a large group of people. They (4. look)
up. Four men (5. hang)

upside down
from a 75-foot pole while a musician at the top
of the pole (6. play)
the music (7. play)
a flute. While
, the four men
to turn around and around

(8. start)
the pole. We didnt know it at the time, but we
(9. watch)
Mexicos famous flying
dancers, or Voladores. It (10. be)

spectacular sight!
28 Unit 3
10 Practice
PAIRS. Student A, youre a journalist.
Student B, youre a member of the audience.
Student A, ask Student B about the Voladores.
Student B, answer Student As questions.
For example:
Q: What were you doing when you noticed a
large group of people?
A: I was walking with my friend in
Chapultepec Park.
1. Q: What / you / do / when / you / notice /
the large group of people?
2. Q: What / the people / do?
3. Q: What / the four men / do / when /
you / see / them?
4. Q: the musician at the top of the
pole / play a guitar?
5. Q: What / the four men / start to do /
while / the music / play?
PAIRS. Read the instructions aloud. Elicit the

questions for each of the items; write these on the
board if helpful.
Grammar Focus
(10 min. or less)
Answer key
The past continuous with when and while
1. What were you doing when you noticed the large group
of people?
2. What were the people doing?
3. What were the four men doing when you saw them?
4. Was the musician at the top of the pole playing a guitar?
5. What did the four men start to do while the music was
playing?

On the board, write the following line from the
dialogue: They were walking home when they heard a
cry. Explain that in this sentence an ongoing event
(walking home, past continuous) is interrupted by
another event that occurs at the same time (heard
a cry, simple past).
Read the grammar chart heading aloud and call on
students to read the sentences in the chart.
complete Discovering grammar. Elicit answers orally.
Call on a pair of students to demonstrate the

beginning of the activity. Explain the situation
once more as you assign this pair roles: Judy, youre
Student A, youre a journalist. Chris, youre Student B,
youre a member of the audience. Judy, interview Chris.
Assign pairs and remind them to switch roles.
Walk around to monitor as students practice.
Call on a pair to perform their interview for the class.
Answer key
1. past continuous
2. simple past
3. a. simple past
b. past continuous

information about the past continuous and the
simple past with when and while, such as the
difference in usage between when and while, and
the interchangeability of the positions of the
clauses.
Practicing grammar
9 Practice
(5 min.)
Read the directions aloud. Call on students to read

and complete the first three sentences. Answer any
grammar questions students may have about usage.
Have students work individually or in pairs
to complete the exercise. Elicit answers orally.
Answer any vocabulary questions they may have.
Answer key
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
(5 min.)
was
were walking
noticed
looked
were hanging
was playing
was playing
started
were watching
was
Have the class read the completed paragraph aloud.
T28
TEACHERS NOTES
10 Practice
TEACHERS NOTES
11 Practice
12 Writing
(20 min.)
Have students look at the illustration. Ask picture

questions such as How many people do you see in
the picture? Where are they? What is the young man
doing? What is the young woman doing? Say This
picture illustrates a famous Greek myth. Ask students
if they recognize the story.
Read the directions aloud. Point out that the
sentences are not in order. Tell students they will
first work to complete the sentences, and then they
will put the sentences in order. Call on students to
read and complete the first three sentences.
Check answers orally. Answer any vocabulary
questions students may have. Make sure they
understand Once upon a time, notice, simply,
continue, admire, reflection, and woods.
A.
Read the directions aloud and elicit the first three
lines of the story in order. (167)
complete the story. Walk around to monitor and
help as students work.
B.
GROUPS. Read the directions. Have students
form groups of three and compare the sequence of
their stories.
Elicit the sequence. Read the first three sentences,
and then call on different students to complete
the story.
Answer key
Correct order:
16724358
Answer key
1.
2.
3.
4.
5.
6.
7.
8.
(20 min.)
You may want to have students form pairs

to practice reading the story to each other. To
conclude, call on a talented student to retell the
story to the class. Have the class close their books
and listen.
was
was
fell, didnt notice
was admiring, saw
was looking, continued
was
was walking, saw
died, didnt eat
(10 min.)
GROUPS. Call on a student to read the

instructions for this exercise. Then do a choral
reading of the Useful language. Check that
students understand fairy tales, silly, scary, Yuck,
and One of my favorite.
Model the activity with a student by prompting
him or her to ask you questions from the Useful
language.
Assign groups of four or five. Walk around to
monitor as students discuss.
After students have finished discussing, call on
several students to share their opinions.
T29
11 Practice
12 Writing
Complete the sentences with the simple past

or the past continuous.
A. Rewrite the sentences in Exercise 11,

putting them in the correct order to make
a story.
1. Once upon a time, there (be)

a beautiful young woman.
Once upon a time,
2. The mans name (be)

Narcissus.
3. Echo (fall)
in love with
Narcissus right away, but Narcissus
(not/notice)
her.
4. Narcissus (admire)
his
reflection in the water when Echo
(see)
him.
at him, he
5. While Echo (look)

(continue)
reflection in the water.
to admire his
6. Her name (be)

7. One day, while Echo (walk)
the woods, she (see)
man by the river.
In the end,
Echo.
in
a young
B. GROUPS. Compare your story with another

groups story. Are the stories the same?
8. In the end, Narcissus (die)

because he (not/eat)
or drink.
GROUPS. Talk about the stories

you like to read, for example,
fairy tales, scary stories, love
stories, and other types of stories.
Useful language:
Do you like fairy tales?
Of course. Everyone loves fairy tales.
One of my favorite fairy tales is . . .
No. Im too old for fairy tales.
Dont be silly. Fairy tales arent just for kids.
I prefer scary stories.
Me, too.
I dont. I like love stories.
Yuck. I hate . . .
Unit 3 29
13 Reading
14 Comprehension
A. GROUPS. Discuss: What is a fairy? What does a good fairy

usually do in a fairy tale?
B.
29
ONCE upon a time, there lived

a poor man with a pretty wife. One
winter night, while they were sitting
by the re, they were talking about
their rich neighbors. Their neighbors
were happy because they could
buy anything they wanted. The
wife said, I wish there were a good
fairy right now to give us whatever
we wanted. The husband said he
was thinking the very same thing. At that instant, a very beautiful
woman appeared in the room. She said, I am a fairy. I promise to
give you anything you ask for. But think carefully. You have only
three wishes. Then she disappeared.
The wife told her husband, Personally, Id ask to be beautiful
and rich. But the husband said, Being beautiful and rich is
useless if you get sick and you die. Lets ask for good health and a
long life. But, said the wife, whats the purpose of a long life
if youre very poor? We would be miserable for a long time! All
right, the husband said. Lets think about this some more.
While he was talking, his wife put more rewood on the re
because it was a very cold night. She said to her husband, This
is such a nice re. I wish we had sausages to cook on this re for
supper. Before she could nish her sentence, down came a long
link of sausages from the chimney. The husband angrily shouted,
Now we only have two wishes left! I wish those sausages would
stick to your nose! And then it happened. The sausages got stuck
to the wifes nose. The wife screamed because she couldnt take
the sausages off her nose. There was only one wish left. The man
and his wife argued about the third wish to ask for riches or for
the sausages to disappear? While they were arguing, the woman
ran toward the window. She wanted to jump out of the window
because she couldnt live with the sausages that were hanging
from her nose. The man loved his wife so much and couldnt live
without her, so he said, Stop, my dear wife. All right. You make
the last wish. The wife wished for the sausages to drop off, and the
sausages fell to the oor. Both husband and wife were very happy.
They realized that they didnt need riches or a long life. They were
happy the way they were because they loved each other.
30 Unit 3
1. Why did the man and his

wife think their neighbors
were happy?
2. Why did the wife wish for a
good fairy?
3. What did the fairy promise
to do?
4. What did the wife want for
herself?
5. What about the husband?
6. What did the wife
accidentally wish for?
7. What did the husband
accidentally wish for?
8. What was the third and last
wish?
15 Speaking
A. GROUPS. Make all-boy and
all-girl groups. Each group,
list several things youd like
to ask a good fairy.
For example:
Girls: Id ask to be
president of my
country.
Boys: Id ask for
intelligence.
Girls
Boys
Id ask for
Id ask for
Id ask to
be
Id ask to
be
B. Compare your results. Are

there similarities in what
boys want and what girls
want? What are they?
What are the differences?
15 Speaking
(10 min.)
A.
GROUPS. Read the questions aloud and then
have students form groups to discuss their
responses. After groups have discussed the
questions, elicit responses from several students.
(Fairies are magical beings who have special
powers to help people. A good fairy usually helps
the main character in a fairy tale.)
A.
GROUPS. Read the instructions aloud. Write the
following question on the board: What would you
like to ask a good fairy? Read the example answers.
Point out the use of Id ask for/to be . . . for answers.
Have students form all-boy and all-girl groups of
three or four to discuss this question and complete
their charts.
Walk around as students work, helping when
needed.
B.
Have students look at the illustration. Ask picture
questions to set the context and elicit or teach
vocabulary such as wife, husband, fire, and poor.
B.
Read the directions. Have boy and girl groups
combine to form new groups of six to eight. Tell
students to compare their wishes.
Elicit common similarities and differences from
several groups.
Play the audio as students read silently

along. Tell students that the first reading is for
them to get a general idea of what the article is all
about.
After this first reading, answer any vocabulary
questions students may have. Make sure students
understand key unfamiliar vocabulary such as
whatever, instant, appeared, disappeared, personally,
purpose, miserable, link of sausages, chimney, argued,
and realized.
29
14 Comprehension
(20 min.)
(10 min. or less)
Have students read the questions aloud. Make

sure they understand accidentally.
answer the questions.
Check answers orally. You may want to have
students read or refer to the particular place in the
article where they found the answers.
Answer key
1. Because they could buy anything they wanted.
2. Because she wanted the fairy to give them whatever
they wanted.
3. She promises to give them anything they ask for.
4. She wanted to be beautiful and rich.
5. He wanted good health and a long life.
6. She accidentally wished for sausages.
7. He accidentally wished the sausages would stick to the
end of his wifes nose.
8. The wife wished for the sausages to drop off.
Cross-curricular activity: drama

To extend the activity, have students form
groups of three and create a short skit based on
the story. One student should play the role of
the husband, another the wife, and another the
fairy. Give students time to formulate and then
practice their skit. Finally, call on one or more
groups to perform for the class.
T30
TEACHERS NOTES
13 Reading
TEACHERS NOTES
Putting it together Back at home (20 min.)
Make sure students understand key words and

concepts such as responsible, youd better, a good reason,
police station, adventure, the important thing, medical
condition, blacked out, fainted, and proud of.
dialogue aloud. Then have students work in
groups of four to practice the dialogue, switching
each role once. Call on one or more pairs to
perform for the class.
A.
Ask the class to look at each picture and predict
what is happening. Tell students to look just at the
pictures and not at the written words. Accept any
reasonable ideas.
Read the directions and question aloud. Play

Elicit the answer to the question.
30
Answer key
B.
Read the questions aloud. Begin a class discussion
by calling on volunteers to share their opinions
with the class.
He had a medical condition and he blacked out while he

was walking home from work.
Have students complete Workbook Skills

Development 1 Exercises (14) in the Workbook.
Have students complete the Unit 3 test, page 82, and

the Test for Units 13, pages 8689.
T31
Back at home
A.
30 Read along as you listen. Underline the information that explains what was
wrong with the man.
Here they come. Youd better

have a good reason, Joe, Diane.
Where are those kids? Did you

tell Joe to call after the party?
I did. Joe is usually
very responsible.
We do, Dad. We were at

the police station.
1
Of course not, Mom. While we were walking home
after the party, we heard a man cry for help.
At the police station? Did

you do anything wrong?
2
OK, but while you were having an
adventure, we were worried!
The important thing

is youre both OK.
How was the man?
Yeah. We called 911 and rode

in a police car. It was exciting!
4
Oh, hes going to be OK. He had a
medical condition, and he blacked out
while he was walking home from work.
He was talking to his

wife on his cell phone
before he fainted. She
got there while we were
talking to the police.
Were proud of what you did.

But next time, call home.
Promise, Dad. Sorry.
Were really sorry, Mom.
B. Discuss this question: Were Joe and Diane wrong in not calling their parents?
Why or why not?
Unit 3 31
1 Reading
Reading skill: Visualizing
As you read, let the words in the story form pictures in

your mind.
A. Read the story. As you read, think about the images the story
is describing.
B. PAIRS. Take a few minutes to visualize four scenes from the
story. Describe the scenes to your partner.
2 Listening
There are many stories all over the world that are similar
to Taro and the Palace at the Bottom of the Sea. Listen to a
storyteller tell the American story Rip Van Winkle. As you
listen, number the parts of the story in the correct order.
31
His house was empty and most of his friends were dead.
He met a group of people playing a bowling game.
He drank some liquor.
He said, I am your father!
He fell asleep.
He helped an old man carry a keg.
He woke up and went back home.
1
Rip Van Winkle went for a walk in the mountains.

A woman said Rip disappeared twenty years ago.
3 Speaking
GROUPS. Discuss these questions.
1. How are Taro and the Palace at the Bottom of the Sea and
Rip Van Winkle similar?
2. How are the stories different?
4 Writing
GROUPS. Work together as a group to make up a very short,
simple fairy tale similar to the Taro and Rip Van Winkle stories.
Set it in the modern day with a teenager as the main character.
32 Wide Angle 1
Pictures
Rip Van Winkle was a farmer. He was a friendly, outgoing

sort of person, but he didnt like work. His wife was always
arguing with him, so he used to escape to the village inn to
meet his friends. He also used to go walking in the woods
and the mountains. While he was walking in the Catskill
Mountains one day, he met a man who was carrying a
keg of liquor. The keg was heavy, so Rip helped the man
carry it. As they were climbing up the mountain, Rip heard
the sound of thunder, but they carried on. In time, they
arrived at their destination and Rip saw a group of people
who were wearing very strange clothes. They didnt look
American; they looked like people from an old Dutch
painting. They were playing ninepins, a bowling game.
Rip was tired and thirsty, so when no one was looking,
he took a drink from the keg. Then he took another, and
another . . . and he soon fell asleep on the grass. When
Rip woke up, it was morning. The old men were gone,
and he was very hungry. He walked back to his village, but
when he arrived, he didnt know any of the people there.
He walked to his house, and to his surprise, it was old and
empty. He couldnt find his family anywhere. He walked up
to a group of people in the village. Rip didnt know any of
them, so he asked about several of his friends. And every
friend he asked about was dead. Rip was very sad and
confused. Finally, he asked, Does anybody here know Rip
Van Winkle? A woman holding a child said, Yes. I knew
Rip Van Winkle. He was my father. He disappeared twenty
years ago! Rip looked at the woman, and said, I am your
father! Rip had been asleep in the mountains for a very
long time. His daughter was grown, his wife and many of
his friends were dead, and he was a very old man. When
he left, George III was the king, but now he was a citizen
of the United States! Rips daughter took him home to live
with her. He lived a very happy life. He went for walks and
visited friends at the inn, just as he used to do all those
years ago. And he was very popular with young people,
because he told them such wonderful stories.
(5 min.)
Call on a student to read the title. Have students

look at the pictures.
Tell them that the pictures describe a famous story.
Ask What country do you think the story is from?
(Japan) Point to the first picture and ask What do
you see in this picture? (a fisherman, a boat, baskets,
waves, a turtle, rocks, plants, etc.) Tell students
Look at this fancy box. What do you think is in it?
(Elicit guessesdont tell students what is in it at
this point.)
1. Reading (15 min.)

A.
Call on a student to read aloud the Reading
skill. Explain that visualizing means using your
imagination and creating a mental picture of what
you read.
Read the instructions aloud. Model the activity
by reading the first few sentences aloud and
explaining what you are visualizing.
Tell students to start reading and to think about
the images described in the story.
B.
Read the instructions aloud. Tell students to close
their books and visualize four scenes from the story.
Assign pairs and have students describe the scenes
they visualized.
Ask pairs if any of the scenes they visualized were
the same. Elicit these.
2 Listening
3 Speaking
(10 min.)
GROUPS. Assign groups of three or four. Read

the questions aloud and elicit one or two answers
from the students.
Walk around, monitoring and helping students as
they discuss.
To check, elicit answers from individual groups or
the class as a whole.
Read the instructions aloud. Tell students to read

through and visualize the statements.
(10 min.)
Play the audio two or more times as students

listen and number the statements from 1 to 9.
Elicit the answers from volunteers and write them
on the board.
31
Answer key
4 Writing
7, 3, 4, 9, 5, 2, 6, 1, 8
(20 min.)
Have the same groups work together to make up a

short fairy tale about a modern-day teenager. Tell
them to keep their story short, just listing the main
points as in the Listening.
Ask volunteers to read their stories to the class.
You may want to make copies of the audioscript

and give it to the students to follow along with as
they listen to the audio one final time.
T32
TEACHERS NOTES
Audioscript
TEACHERS NOTES
Extension
Bring, or have students bring, a very short
folktale in L1 to class. Make one copy for
each student. Tell students they will practice
translating and get some idea of how a
professional translator works. Have students
work in pairs or groups to translate the story
into English. Have them use a dictionary to find
English equivalents for difficult items. Walk
around to help and monitor as students work. To
check, call on a volunteer to read the translation
to the class. Ask students if any of them might
want to work as translators in the future.
T33
Taro and the Palace at the Bottom of the Sea

There was once a poor young sherman named Taro Urashima. One day
while he was shing, he caught a small sea turtle. Taro took the hook out
of the turtles mouth and put it back into the sea.
Some time later, a giant sea turtle swam up to Taros boat.The turtle thanked
Taro for taking the hook out of his mouth. He invited Taro to Princess Otos
Palace at the bottom of the sea. The turtle said the princess wanted to
thank Taro, too. So Taro jumped onto the turtles back and they
went deep into the ocean.
Soon Taro and the turtle arrived at an enormous palace.
The beautiful Princess Oto welcomed Taro. She had
a big party for him with the most delicious food.
The princess asked Taro to stay at the palace a
little longer, and Taro agreed. Every day at the
palace was wonderful and exciting. He stayed
for many, many days.
After some time, though, Taro began to feel
homesick. Taro told Princess Oto that he
needed to return home. Crying, the princess
gave Taro a beautiful round box. She told him to
keep it with him always, but never to open it. The
sea turtle was waiting to take Taro back home.
When Taro arrived at his village, he didnt know any of
the people. He went to his parents house, but it wasnt
there. He asked an old woman, Where is the Urashima
family? She laughed and said, They moved away over a hundred
years ago!
Taro went back to the beach. Feeling very confused, he noticed the box
from Princess Oto in his pocket and opened it. A cloud of white smoke
came out. When the smoke disappeared, Taro was a very old man. He had
stayed at Princess Otos palace for many, many years.
Wide Angle 1 33
Learning goals
Communication
1 Dialogue
32
Alex:
Lori:
Alex:
Lori:
Alex:
Lori:
Alex:
Lori:
Are you mad at me, Lori?

Should I be?
I dont know. Did I do anything wrong?
No, its not you. Its Paul. Why didnt
he give the rest of us the chance to
apply for the program? Does he really
believe youre the best in the group?
I cant answer for Paul, Lori. But I
certainly dont think that Im better
than you. Your voice is as good as
mine. And youre faster at learning
your lines.
I know Im being unfair to you. Its not
your fault. I guess Im not as talented
as you are on the guitar, but I really
worked hard on that show.
I know that, Lori. Look. Why dont you
talk to Paul?
Maybe I will. Can we talk about
something else? What time are we
meeting Joe and Diane?
2 Comprehension
1.
2.
3.
4.
5.
B.
Why is Lori upset?

How does Alex make her feel better?
Whats Alexs advice?
Is Lori going to take Alexs advice?
Whats happening later?
33 Read along as you listen again. Check

your answers.
34 Unit 4
Grammar
The comparative and superlative
forms of adjectives
Making comparisons with
as . . . as/not as . . . as
Vocabulary
(positive and
negative)
Learning strategy
Skills
Listen carefully to the sounds of

English

Listen to determine true and false
information
Express personal opinions
Pronunciation
The pronunciation of // as in mad
Background notes
Answer key
The name Times Square originated in the early 1900s

when the New York Times newspaper built a tall building
at the intersection of 43rd Street and Broadway. The area
soon became a popular tourist destination, with hundreds
of hotels, theaters, and movie houses. Times Square is
probably most famous for the annual New Years Eve
celebration, when half a million people crowd the area to
watch a lighted ball drop at the start of the new year.
Warm-up
1. Lori is upset because Paul didnt give the rest of them

the chance to apply for the program.
2. He says, I certainly dont think that Im better than
you. Your voice is as good as mine. And youre faster at
learning your lines.
3. He says, Why dont you talk to Paul?
4. Maybe she will.
5. Alex and Lori are meeting Joe and Diane.

phrases to discuss more fully, such as mad (angry),
Should I be? (Should I be mad at you?), its not
you (Im not angry at you), the rest of us (the other
members of our group), I cant answer for Paul
(I dont know what Paul thinks.), I know that (I
believe/agree with you), Maybe I will (Maybe
Ill do that), and Its not your fault (You didnt do
anything wrong). Elicit or explain the meaning of
better than, as good as, faster, and not as talented as.
Have students practice the dialogue in pairs. Play
the audio or read the dialogue aloud, pausing for
students to repeat the lines. Encourage students
to mimic the intonation, stress, and tone used
to express the characters emotions. Work on
pronunciation and expression as needed. Then
have students work in pairs to read the dialogue
aloud, switching roles after each reading. When
students have finished, select one or more pairs to
(5 min. or less)
Ask students if they ever argue with their friends

or family members. Ask What kinds of things do
you fight about? Elicit some common reasons for
arguments, helping with language as needed. Tell
students In this lessons dialogue, two of the characters
are fighting.
(5 min. or less)
Call on a student to read the unit title aloud. Elicit

the meaning of best. Have students identify the
characters in the picture. (Lori and Alex) Ask Where
are they? (on the street; in Times Square) What are
they doing? (Theyre fighting/arguing.) How do you
think theyre feeling? (angry, upset, unhappy)
(15 min.)

A.
Call on students to read the Comprehension
statements aloud. Make sure students
understand advice.
Express preferences
Write a paragraph about the
advantages and disadvantages of
being very good-looking
Focus on values
On the board, write When did you last feel angry with
a friend? What did you do? What happened after that?
Have students discuss the questions in groups.
Elicit responses from several groups. Refer
to the dialogue and ask students how the
misunderstanding between Alex and Lori was
resolved. Point out that in this particular case,
being honest with each other about how they felt
helped Alex understand why Lori was upset. It
also gave Lori a chance to express her feelings
and get some ideas from Alex about what to do.

work individually to complete the statements.
B.
33 Have students uncover the dialogue and read

T34
TEACHERS NOTES
Learning goals
TEACHERS NOTES
4 Pronunciation
(10 min.)
A.
expressions. Quickly elicit the meaning of each.
A.
35 Tell students to listen carefully. Play the

audio several times and have students listen and
For further practice, divide the class into two
groups. Call on each group to read one column
aloud. Do two rounds so that each group gets a
chance to say all the words.
Play the audio and have students listen and

34
B.
Read the directions aloud and call on students to
read items 1-6. Answer any vocabulary questions.
Elicit the answer to the first item, and then have
students work individually or in pairs to complete
the exercise. Tell students that they can use more
than one response for some items.
To elicit the answers, read the statement and call
on students to say the possible responses.
B.
PAIRS. Have students form pairs. Walk around,
helping and praising students as they practice the
conversation. Remind partners to switch roles.
Call on pairs to perform for the class.
Learn to learn
Answer key
1.
2.
3.
4.
5.
6.
(10 min.)
Maybe I will.
I know that.
I cant answer for [him]. / No, its not you.
Should I be?
No, its not you. / Its not your fault.
Its not your fault. / I know that.
(5 min.)
Call on a student to read the learning strategy

and explanation. Make sure students know the
meaning of improve and focus.
Ask the class What are some sounds that are difficult
for you to pronounce? Elicit several and write them
on the board. Say Focus on these sounds, practice
them often, and you can improve your pronunciation.
PAIRS. Read the instruction line aloud. Assign
pairs and have students take turns saying the
words with a classmate.
T35
A.
34
Listen and repeat.
Should I be?
No, its not you.
I cant answer for [him].
Its not your fault.

I know that.
Maybe I will.
B. Write the appropriate responses. Use some of the expressions

from Exercise A.
1. You dont look good. Why dont you stay home and get
Maybe I will.
some rest?
2. We have an exam today.
3. Is he mad at me?
4. Arent you happy about the news?
5. Did I do something to hurt you?
6. Im sorry about that.
4 Pronunciation
The pronunciation of // as in mad
A.
35
Listen and repeat.
mad
chance
cant
glad
matter
talent
happen
happy
B. PAIRS. Practice the conversation. Make sure you pronounce

the words with the // sound correctly.
A:
B:
A:
B:
A:
Are you mad at me?

No, but Im mad at Sandra.
Why? What happened?
I cant talk about it. Can we change the topic?
OK.
Learn to learn
Listen carefully to the sounds of English.
To improve your pronunciation, choose certain sounds in English that
are difcult for you. Focus on these difcult sounds and practice them
often.
Listen carefully to the sound // in each word in Exercise 4A.
PAIRS. Practice saying the words with a classmate.
Unit 4 35
GRAMMAR FOCUS
The comparative and
superlative forms of adjectives
Adjective
short
big
funny
famous
interesting
Comparative
shorter than
bigger than
funnier
more famous
than
more interesting
than
Irregular adjectives
good
better than
bad
worse than
far
farther than
Superlative
the shortest
the biggest
the funniest
the most
famous
the most
interesting
the best
the worst
the farthest
Joe is shorter than Paul.

Alex is the shortest among the three men.
He is the best guitarist in the group.
Discovering grammar
Look at the grammar chart. Then answer
the exercises.
A. Complete the rules.
Short, one-syllable adjectives (for
example, short and fast)
1. To form the comparative, add
to the adjective.
2. To form the superlative, add
to the adjective.
Long adjectives (for example, interesting)
3. To make the comparative, use the word
Practicing grammar
5 Practice
A. First, fill in the blanks with either the
comparative or superlative form of the
verbs in parentheses.
1. Which is (cold)
a. 5 C
b. 18 F
colder ?
2. Which is (hot)
a. 100 C
b. 100 F
?
3. Which is (old)
a. the Eiffel Tower
b. the Great Pyramid of Giza
c. the Empire State Building
?
4. Which is (heavy)
a. a kilo of potatoes
b. a kilo of cotton
c. neither
5. Which continent is (small)
a. Asia
b. Australia
c. Antarctica
6. Which is (far)
a. 100 yards
b. 100 meters
c. 100 feet
distance?
before the adjective.

4. To make the superlative, use the words
and
before the
adjective.
B. Circle the correct answers.

1. Use the (comparative / superlative) to
compare two people, two places, or
two things.
2. Use the (comparative / superlative) to
compare one person, place, or thing
with others in a group.
36 Unit 4
B. Now test yourself! Circle the correct

answers.
Grammar Focus
Answer key
(10 min.)
1. colder 2. hotter 3. the oldest

4. heavier 5. the smallest 6. the farthest
The comparative and superlative forms of

adjectives
B.
Read the directions aloud.
exercise. Check by calling out answer choices and
having students who chose that answer raise their
hands. Give an explanation for each answer (see
Answer key).

On the board, write big. Then write:
Superlative
Comparative
is the biggest.
is bigger than
.
Hold up three items of different sizes, such as an
eraser, a cup, and a book. Ask students Which is
the biggest? Complete the sentence on the board
with the students response. Hold up just two
of the items and ask Which is bigger? Write the
response on the board. Then have the class read
the sentences aloud.
Explain or elicit the fact that you usually use
superlatives to talk about three or more items and
comparatives to talk about two items.
the heading aloud. Divide the class into three
groups. Have one group read the adjective,
another the comparative, and another the
superlative for the regular and irregular adjectives.
Then have each group read an example sentence.
Review the meaning of syllable, then have
students complete Discovering grammar. Elicit
the answers orally.
Answer key
1. a (5 C = 23F and 18F = 28C.)
2. a (100 C = the boiling point of water. 100 F = just a
little above normal body temperature.)
3. b (It was built c. 2500 BC. The Eiffel Tower was built in
1889 and the Empire State Building in 1929.)
4. c (Its a trick question. A kilo of anything weighs the
same as a kilo of anything else.)
5. b (Asia = about 17 million square miles. Australia/
Oceania = about 3 million square miles. Antarctica =
about 5 million square miles.)
6. b (1 yard = 0.91 meters. 1 meter = 3.28 feet.)
Cross-curricular activity: science and history

Divide the class into groups of four or five. Prepare
a set of word cards with different superlatives for
each group; for example, tallest, smallest, oldest,
biggest, shortest, longest, coldest, hottest.
Each group must come up with a question and
answer using each superlative; for example,
Whats the hottest planet? Mercury is the hottest
planet. Have each group do research on
objects, places, animals, or people that fit the
superlatives. You may assign this as homework
or allow time for Internet or library research.
Call on each group to ask their questions to the
class. You may want to make this a game and give
points to groups who answer questions correctly.
Answer key
A.
1. -er 2. -est 3. more 4. the, most
B.
1. comparative 2. superlative

information about comparative and superlative
forms, such as spelling rules.
Practicing grammar
5 Practice

focuses on visual intelligence.
(10 min.)
A.
Read the quiz title and directions aloud, then
go over the questions. Make sure students
understand clever, C (Celsius), F (Fahrenheit),
neither, distance, yards, and feet. Check that students
know the Eiffel Tower, the Great Pyramid of Giza,
and the Empire State Building.
Call on a student to read the first item aloud. Elicit
the adjective form. (comparative) Remind students
to pay attention to whether the quiz is comparing
two things (comparative usage) or three things
(superlative usage).
To further practice comparative and superlative

forms, ask students to work in pairs. Tell them
to think of one comparative and one superlative
sentence that they can illustrate with simple
drawings. Model with some example pictures
on the board; for example, draw pictures for A
truck is bigger than a car and Tom is the tallest boy
in the class. Tell students not to write out their
sentences but just to draw them. When pairs
have completed their illustrations, have them
exchange pictures with another pair. Tell pairs to
try to guess the sentence illustrated.
T36
TEACHERS NOTES

exercise. Elicit answers orally.
TEACHERS NOTES
6 Practice
8 Communication
(10 min.)
Read the directions aloud and have students look

at the pictures. Elicit the names of the celebrities
and what students know about each. If students
are not familiar with Aishwarya Rai, point out that
she is a famous Indian Bollywood actor. They
will learn more about her later in this unit.
Have students look at the chart. Check that they
understand the symbols for feet ('), inches ("), and
pounds (lbs.).
Elicit the answers for the first two items and then
have students work individually or in pairs.
Elicit answers and write them on the board.
A.

conversation in which they compare two people.
Play the audio once or twice, pausing for students
to repeat.
each reading.
B.
PAIRS. Read the directions aloud. Model a
conversation with a student.
Have students form pairs and role-play the
conversation several times.
Answer key
1.
2.
3.
4.
5.
younger than; older than

the oldest; the youngest
taller than; shorter than
the shortest
heavier than
7 Practice
(10 min.)
9 Your turn
(10 min.)
A.
aloud. Ask students to raise their hands if they
know Coldplay (pictured) and U2. Read the
example conversation aloud and have students
repeat. Elicit some celebrities and comparatives
that students can use in their conversations. Then
model a role-play with a student. Encourage
students to talk about a number of celebrities.
Walk around to monitor as students talk.
To conclude the activity, elicit the names of two
celebrities from different professions (actors,
singers, groups, etc.). Then have the class compare
the celebrities by asking, Which do you think is (more
talented/better looking/etc.), (celebrity A) or (celebrity
B)? Ask the class to vote with a show of hands.
(10 min.)
Turn to page 69 and let students have a

competition.
T37
6 Practice
Look at the pictures and the information. Then complete the sentences with the comparative
or superlative form.
Angelina Jolie
actor (U.S.A.)
Birthdate: June 4, 1975
Height: 58
Weight: 120 lbs.
Aishwarya Rai (Ash)
ll
Naomi Campbe
)
Bollywood actor and model (India
Birthdate: November 11, 1972
Height: 57
Weight: 122 lbs.
(UK)
international model
, 1970
Birthdate: May 22
Height: 59
Weight: 122 lbs.
1. Ash Rai is (young) younger than Naomi Campbell, but she is (old)
2. Naomi Campbell is (old)
of the three, and Angelina Jolie is (young)
3. Angelina Jolie is (tall)

4. Ash is (short)
Angelina Jolie.
Ash, but she is (short)
Naomi.
of the three.
5. Naomi is (heavy)
Angelina Jolie.
7 Practice
9 Your turn
Have a competition! Go to page 69.
PAIRS. Take turns asking questions about your

favorite celebrities.
8 Communication
For example:

A.
36
A: Who do you prefer, Alex or Joe?

B: I like Joe better. I think hes smarter than
Alex. And hes taller.
A: Oh, I prefer Alex.
B: Why?
A: Well, hes better-looking and more
talented, too.
A:
B:
A:
B:
Who do you prefer, Coldplay or U2?

Coldplay.
Really? Why?
Because theyre more talented than U2.
B. PAIRS. Role-play the conversation. Change

the underlined parts with Lori and Diane
and your own opinions about them.
Unit 4 37
GRAMMAR FOCUS
Making comparisons
with as . . . as / not as . . . as
11 Practice
Rewrite the pairs of sentences using as . . . as
and not as . . . as.
1. Spider-Man is exciting. Superman is

also exciting.
Spider-Man is as exciting as
Alex is fteen. Joe is also fteen.

Alex is as old as Joe.
Nicole Kidman is 5'10". Naomi Campbell is 5'9".
Naomi Campbell is not as tall as Nicole Kidman.
Discovering grammar
correct answers.
1. Use as . . . as to express the
(similarities / differences) between
two items.
2. Use not as . . . as to express the
(similarities / differences) between
two items.
Superman.
2. Jessica Simpson is beautiful. Angelina Jolie
is more beautiful.
3. English is easy. Spanish is easy, too.
4. The Harry Potter movies are interesting. The

Harry Potter books are more interesting.
Practicing grammar
10 Practice
12 Vocabulary
Complete the sentences with as . . . as and not

as . . . as. Use the information in Exercise 6 on
page 37 for your answers.
1. Ash is (not tall) not as tall as Naomi.
A.
2. Naomi Campbell is (heavy)

Ash.
3. Angelina Jolie is (not heavy)
Naomi and Ash.
4. Naomi Campbell is (not young)
Hollywood
Bollywood.
in
38 Unit 4
she is in
Listen and repeat.
famous
good-looking
attractive
talented
beautiful
successful
gorgeous
fashionable
handsome
incredible
B. Write an adjective before each noun. Use a

or an and the adjectives in Exercise A.
1. a handsome man
Angelina Jolie.
5. Ash Rai (not famous)
37
2.
woman
3.
building
4.
song
5.
jacket
6.
singer
7.
shoes
Read the instructions and call on a student to read

the first item aloud. Elicit the answer to the second
item if helpful.
the exercise. Walk around and help students as
necessary.
Check by having students read each sentence.
Grammar Focus
(10 min. or less)
Making comparisons with as . . . as / not as . . . as

Have students close their books. On the board,
write Alex is fifteen. Joe is fifteen. Ask Who is older?
(Theyre the same age.) On the board, write Alex
is as old as Joe. Next, write Nicole Kidman is 5 '10 ".
Naomi Campbell is 5 '9 ". Ask Is Naomi as tall as Nicole?
(No.) Elicit a sentence using not as . . . as and write it
on the board. (Naomi is not as tall as Nicole.)
Have students look at the grammar chart and read
the sentences chorally.
Read the first Discovering grammar item aloud.
Make sure students understand similarities and
differences. Then have students work individually
to complete the exercise. Check answers orally.
Answer key
1.
2.
3.
4.
(15 min.)
A.
Answer key

repeat. Elicit or explain the meanings of new
words such as gorgeous and successful. Play the
audio again and help students with pronunciation.
B.
Read the instructions aloud. Point out that
students can use almost any of the adjectives
to describe any of the people or things. The
exceptions are talented and successfultalented is
usually used with people, while successful can be
used with people or the word song on the list.
Call on several different students to say which
adjectives they could use with man, the first item.
the exercise. To check, elicit several adjectives for
each noun.

information about comparisons with as . . . as, such
as the difference in emphasis between not as . . . as
and a comparative adjective.
Practicing grammar
(10 min.)
Read the directions aloud. Call on a student to

read the first item. Tell students they may need
to look back at the chart on page 37 to answer
these questions.
Call on students to read their sentences aloud.
Answer key
Answers will vary.
Answer key
1.
2.
3.
4.
5.
Spider-Man is as exciting as Superman.

Jessica Simpson isnt as beautiful as Angelina Jolie.
Spanish is as easy as English.
The Harry Potter movies arent as interesting as the
Harry Potter books.
12 Vocabulary
1. similarities
2. differences
10 Practice
(5 min.)
not as tall as
as heavy as
not as heavy as
not as young as
not as famous . . . as
T38
TEACHERS NOTES
11 Practice
TEACHERS NOTES
13 Practice
Audioscript
(10 min. or less)
TV host: Hi, everyone. Thanks for joining us. Teen

Magazines editor-at-large, eighteen-year-old
Sasha, recently traveled to India to talk to the
worlds most beautiful woman.
GROUPS. Read the directions aloud, then call on

a pair of students to read the example. If helpful,
elicit names of sports people that students can talk
about. Model a conversation with a student, then
change roles and model a conversation about a
different celebrity.
Have students form groups of three or four and
talk about several different celebrities.
Call on groups to present a conversation to the
class.
Sasha:
TV host:
Sasha:
(15 min.)
TV host:

instructions for this exercise. Then do a choral
reading of the Useful language. Make sure
students understand ever (at any time). Elicit some
phrases that students can use to agree and write
them on the board; for example, I think so too, I
agree, Me too, and Youre right about that.
Model the activity with one or more students.
Assign groups of four or five. Walk around to
monitor as students discuss.
14 Listening
Sasha:
TV host:
Sasha:
TV host:
Sasha:
TV host:
Sasha:
TV host:
(10 min.)
Sasha:
Tell students they will be listening to a TV reporter

interviewing Sasha from Teen Magazine about
Sashas meeting with Indian actress Aishwarya
Rai. Call on students to read the True/False
statements aloud. Make sure students understand
physical beauty, temporary, and hire.
15 Writing
(15 min.)
A.
aloud. Elicit or explain the meanings of advantages
and disadvantages. Tell students to form pairs
and list at least three advantages and three
disadvantages of being attractive.
Elicit advantages and disadvantages from several
pairs. Write these on the board.

Elicit answers orally. You may want to ask
students to correct the false sentences. Play the
audio again to confirm answers if helpful.
B.
As a model, write the beginning of an example
paragraph on the board using the advantages
and disadvantages you elicited from students in
Exercise A.
Walk around to monitor and help as students
write.
Answer key
1.
2.
3.
4.
5.
6.
7.
Hi, Sasha. So you recently met her. Is there really

no woman more beautiful than she is on this
planet?
You know the saying, Beauty is in the eye of the
beholder? Whats beautiful to one person may
not be to another. But once you meet her, youll
agree that she is, indeed, the most beautiful
person you will ever meet. Shes beautiful both
inside and outside.
Whats her name?
Aishwarya Rai, Ash for short. Heres a picture of
her. Shes from Mumbai in India.
Wow! Youre right. Shes perfect! Those are the
most gorgeous eyes Ive ever seen.
The best part of her is that shes not into her
good looks. She knows that her beautiful face
and beautiful body will someday change.
Smart girl.
You said it.
I heard shes also the most famous movie star in
Bollywood.
She is. But now Hollywood wants her, too.
I cant wait to have her on the show.
Youll have to wait a long time. Robert de Niro
and other big-time Hollywood producers are
ahead of you in the line.
Ill try, anyway. Thanks, Sasha. Let me know
where your travels take you next.
Definitely.
False
False
True
False
True
False
True
C.
PAIRS. Read the directions, and then have
students form pairs and check each others
paragraphs. You may want to collect the papers
for grading when students have finished any
rewriting. Alternately, call on a few students to
read their paragraphs to the class.
T39
13 Practice
15 Writing
GROUPS. Use the adjectives in Exercise 12 to

talk about famous actors, musicians, or sports
people.
A. PAIRS. List some advantages and some

disadvantages of being very beautiful or
good-looking.
For example:
A: I think Johnny Depp is the most handsome
movie star today.
B: Johnny Depp! No way! Jude Law is betterlooking than Johnny Depp.
Advantages
Disadvantages
You could become rich

and famous.
GROUPS. Think of some famous

people. Give your opinions about
them. Who do you think are
beautiful or good-looking? Who are
good actors or good singers?
Useful language:
Do you think
is beautiful/
good-looking?
What do you think of
?
You really think so?
I dont think so.
I think
is more beautiful/
better-looking than
.
I disagree.
I think
is the most beautiful/the
most handsome
ever.
No way!
B. Write a paragraph about your ideas in

Exercise A.
14 Listening
38
Listen to the conversation. Write True or

False for each statement.
According to the conversation . . . ,

1. Sasha is the most beautiful woman
in the world.
2. People usually agree on what or
who they think is beautiful.
C. PAIRS. Read your classmates paragraph.

Circle any errors. Use the Peer editing
checklist on page 138 to help you with your
comments.
3. The most beautiful woman in the

world is from India.
4. Ash Rai thinks physical beauty is
important.
5. She also thinks that beauty is
temporary.
6. Ash is a famous Hollywood actor.
7. Robert de Niro wants to hire her.
Unit 4 39
16 Reading
39
Read along as you listen. Underline the sentence that explains what Bollywood is.
WELCOME TO BOLLYWOOD!
Who is the most popular movie actor in the world?
What is a Bollywood movie like? To begin with,
Tom Cruise? Guess again. Its Amitabh Bachchan.
it is three to four hours long. And it follows a
woman in the world? If your answer is Nicole
Amitabh and Ash, lots of singing and dancing
Amitabh who? What about the most beautiful

Kidman or Angelina Jolie, try again. Its
Aishwarya Rai, Ash for short. If Amitabh

Bachchan is more famous than Tom
Cruise, and Ash Rai is more
beautiful than Nicole Kidman

or any Hollywood movie
star, why havent we heard

of them? Its because they
are Bollywood stars.
Bollywood is the nickname for
Indias lm industry, or the equivalent

of the United States Hollywood.
But Bollywood is much bigger
than Hollywood. Consider these

numbers: Every day 14 million
Indians watch a movie. And
thats only in India! Each year
Bollywood makes more than 900

lms. Hollywood makes less than
formula: It has to have top Indian movie stars like

(more than one hundred dancers!), spectacular
colors, and in between all the singing and
dancing is the story of a poor boy who meets

a beautiful, rich girl. And, of
course, theres always a
happy ending. But wait!
There are two things missing
theres no kissing and theres no blood,
even if theres a lot of action. In other
words, a Bollywood movie is what can be

called wholesome. The hero and the
heroine dont kiss; in fact, they never
touch each other, except in a fantasy

song sequence, where they hold
hands. In other words, in Hollywood,

they call it a musical.
In India, its just
a movie.
half of that.
17 Comprehension
According to the reading, . . .

1. Who is the most popular actor in the world?
2. Who is the most beautiful woman in the world?
3. Why are their names not as well known as
Tom Cruise and Nicole Kidman?
4. What is Bollywood?
5. What are the elements in a Bollywood movie?
6. Why is a Bollywood movie considered
wholesome?
40 Unit 4
18 Speaking
GROUPS. Discuss these questions:
1. What are the best and worst things about

Bollywood movies?
2. What are the best and worst things about
Hollywood movies?
17 Comprehension
(15 min.)
Ask students if they recognize the woman in the

photographs. (Ash Rai, actor) Call on a student to
read the title aloud. Ask students what they know
about Bollywood. Tell them to read along as they
listen to the audio. Ask them to find and underline
the sentence in the reading that explains what
Bollywood is.
(10 min.)
Have students read the Comprehension questions

aloud. Make sure they understand considered.
answer the questions.
Check answers orally. You may want to have
Play the audio and then elicit the answer to

the question.
39
Answer key
1. Amitabh Bachchan is the most popular actor in the
world.
2. Aishwarya Rai is the most beautiful woman in the world.
3. Because they are Bollywood stars.
4. Bollywood is the nickname for Indias film industry.
5. It has to have top Indian movie stars, lots of singing and
dancing, spectacular colors and scenery, the story of a
poor boy who meets a beautiful, rich girl, and a happy
ending.
6. Because theres no blood and no kissing.
Answer key
Bollywood is the nickname for Indias film industry, or the
equivalent of the United States Hollywood.
Answer vocabulary questions students may have.

Make sure students understand key unfamiliar
vocabulary such as guess again, for short, nickname,
industry, equivalent, consider, 14 million, formula,
spectacular, scenery, missing, blood, in other words,
wholesome, hero/heroine, and fantasy song sequence.
18 Speaking
(10 min.)
GROUPS. Call on a student to read the questions

aloud. Elicit one best thing and one worst
thing about Bollywood movies.
Have students discuss in groups of three or four. As
groups discuss, walk around to monitor and help.
To conclude, elicit responses from several
different groups.
T40
TEACHERS NOTES
16 Reading
TEACHERS NOTES

Test-taking tip
Vocabulary

along. Elicit the meaning of each of the direction
words. Ask Why is it important to look for these? (So
that you mark the test correctly; if you dont mark
the test correctly, you may get a lower score.)
D.
1.
2.
3.
4.
Grammar
Communication
A.
1.
2.
3.
4.
E.
were you
I was studying
were you
didnt see
5. was using
6. were you doing
7. was listening
8. were
B:
B:
B:
B:
B:
B.
1.
2.
3.
4.
5.
6.
when
when
when
While
while
While
No, its not you.

Its not your fault.
Should I be?
I cant answer for him.
Maybe I will.
Now I can . . .
perform.
Activities
C.
1.
2.
3.
4.
5.
6.
a
a
d
a
Fun with songs 2, page 63.

Focus on culture 2, pages 6667.
Dogs are the friendliest pets.

Soccer is as interesting as basketball.
She plays the guitar better than he does.
My sister is the oldest in our family.
Ms. Kim is nicer than Mr. Mone.
Alex is the most talented in Teen Scene.
T41
Units 3 and 4
Test-taking tip: Look out for key words.
Look for important words in directions such as complete, circle, choose, underline, either, and or.
Grammar
3. She plays the guitar better he does.
A. Complete the conversation with either the

simple past or the past continuous forms of
the verbs in parentheses. (2 points each)
were you
last
A: Where (1. you/be)
night?
B: I (2. study)
at the library.
A: Really? What time (3. you/be)
there?
B: I guess around 8:00.
B: I (5. use)
one of the
computers. What (6. you/do)
to some CDs in
in
a. hot
a. sunny
a. short
a. far
b. foggy
b. hot
b. chubby
b. attractive
c. windy d. cloudy
c. warm d. cold
c. thin d. funny
c. ugly d. beautiful
E. Complete the conversation with

expressions from the box. (3 points each)
A: Im sorry youre upset.
2. They were walking to class

started to rain.
it
3. Were you working last night

the lights went out?
6.
D. Circle the word that doesnt belong in each

group. (1 point)
A: Did I do something to upset you?

No, its not you.
B:
phone rang.
she was working on the

computer, Sue arrived.
5. I went to the mall

was watching TV.
Vocabulary
Should I be?
No, its not you.
Maybe I will.
Its not your fault.
I cant answer for him.
B. Complete the sentences with when or

while. (2 points each)
1. I was taking a shower when the
4.
6. Alex is the more talented in Teen Scene.
Communication
B: Oh, I see. We (8. be)

different parts of the library.
5. Ms. Kim is more nice than Mr. Mone.
1.
2.
3.
4.
A: Me, too! But I (4. not see)

you there.
A: I (7. listen)
the music section.
4. My sister is the older in our family.
my brother
B:
A: Are you mad at Mike then?
B:
A: I dont know. Does he know how you
feel?
B:
A: You should talk to him about it.
B:
I was eating dinner, I heard a

strange noise outside.
C. Find the mistakes. Then correct the

sentences. (2 points each)
the
1. Dogs are friendliest pets.
^
2. Soccer is interesting as basketball.
Now I can . . .
narrate a past event.
talk about the weather.
talk about preferences.
Unit 4 41
Learning goals
1 Dialogue
40
Communication
Express decisions
Paul:
Lori:
Paul:
Lori:
Paul:
Lori:
Paul:
Lori:
Paul:
Lori:
Paul:
Lori:
Youre late, Lori.

Sorry, Paul.
Its OK. Heres the script for our spring
musical. You should audition for the
lead part. Youll be perfect for it.
Thanks. Ill read it tonight. Is that all?
I think so. Whats the matter? Your eyes
look red. Are you all right?
Im just tired. Uh, actually, theres
something else. Why did you
recommend only Alex to Star
Performers?
Is that why youre upset? You shouldnt
be. Im going to recommend you to
Talented Teens.
In Los Angeles? Youre kidding.
Nope.
You mean . . . ? Oh no. I have to go talk
to Alex. Im sorry, I have to go.
Thats OK. And, Lori . . . You must be
on time for your audition.
I will. I promise.
42 Unit 5
Grammar
Will for predictions and
decisions
Should / Shouldnt for advice
Must / Must not for rules and
obligations
Vocabulary
Parts of the body
Comprehension
1.
2.
3.
4.
5
Why is Paul annoyed with Lori?

What does Paul give to Lori?
What is Paul going to do for Lori?
Why does Lori leave hurriedly?
What does Paul tell Lori about the
Learning strategy
Skills
Learn from your mistakes
Read a questionnaire
Listen for specific information
Pronunciation
The short sound of // as in should
Background notes
Answer key
In the dialogue, Paul is irritated that Lori is ten minutes

late. In the United States, people are expected to arrive
on timeif not a few minutes earlyto a class, an
appointment, or a meeting. Teachers can be strict with
late students. Some professionals, including doctors, may
put someone at the end of the line if he or she is not on
time for a scheduled appointment. In a business situation,
arriving late is unprofessional.
Warm-up
1.
2.
3.
4.
5.
Ask students to summarize the dialogue in Unit

3. Be sure to elicit the fact that Lori was upset
that Paul recommended Alex, not her, to Star
Performers. Tell students that in this dialogue, Lori
will speak with Paul about this.
(5 min. or less)
Call on a student to read the unit title aloud. Elicit

the meaning of shouldnt. Ask students to identify
the people in the picture. (Lori and Paul) Ask What
do you see on the desk? (papers, a computer, a phone,
tape, a telephone, a light, a notebook) Where are
they? (in Pauls office) How does Lori look? (serious)
(15 min.)

A.
annoyed and hurriedly.
Because she was ten minutes late.

He gives her the script for the spring musical.
Hes going to recommend her to Talented Teens.
She has to go talk to Alex.
He says, You must be on time for your audition.

phrases to discuss more fully, such as script, lead,
Youll be perfect for it, Is that all?, Whats the matter?,
Are you alright?, actually, theres something else,
youre kidding, and must.
pronunciation, intonation, and expression as
needed. Then assign pairs and tell students to read
the dialogue aloud, changing roles after reading.
When students have finished, select one or more
pairs to perform for the class.
(5 min. or less)
Give your opinion on manners

Make an etiquette list

work individually to answer the questions.
B.
41 Have students uncover the dialogue and read
T42
TEACHERS NOTES
Learning goals
TEACHERS NOTES
C.
Call on a student to read the instructions aloud.
Then have students work individually or with a
partner to complete the exercise.
Check answers orally.
(10 min.)
A.
expressions. Quickly elicit the meanings of new
expressions.

Answer key
B.
Read the directions aloud. Elicit the answer to the
first item and then have students complete the
activity individually.
Answer key
1.
2.
3.
4.
d
c
b
a
4 Vocabulary
Arm
Leg
stomach
back
neck
waist
hip
arm
finger
thumb
hand
elbow
wrist
shoulder
ankle
knee
leg
foot/feet
toe
Have students form groups of three. Student

A, book closed, points to the different parts of
his/her body and asks Whats this called? Student
B, also book closed, answers. Student C, book
open, checks and corrects Student Bs answers.
Have students change roles three times, so that
all students get to a chance to be quizzed. To
conclude the activity, have all students close
their books. Select a volunteer to come to the
front of the class, point to different body parts,
and elicit names from the class as a whole.
(10 min.)
A.
Have students close their books. Ask What do you
call this? and, using yourself as a model, point to
the different parts that students will learn in this
lesson. Elicit the name for each. For vocabulary
that is unfamiliar to students, write the term on
the board.
43 Play the audio, pausing for students to
repeat. Give focused practice with words students
find difficult. For example, point out that the ch in
stomach is pronounced like a k.
B.
Have students work individually to match the
numbers on the photo with the corresponding
vocabulary words. Then have them check their
work with a partner. Review answers by calling
out the name of a body part and eliciting the
matching number.
Answer key
ankle 22
back 15
elbow 5
face 8
foot 21
head 7
Body
eye
face
mouth
ear
head
nose

focuses on visual and kinesthetic intelligences.
Have students practice each short exchange. When

students have finished, select pairs to perform
each exchange for the class.
Head
knee 19
mouth 12
nose 9
stomach 16
toe 23
wrist 4
arm 6
ear 11
eye 10
finger 1
hand 3
hip 18
leg 20
neck 13
shoulder 14
thumb 2
waist 17
T43
A.
42
2
1
Listen and repeat.
Is that all?
Actually, . . .
Whats the matter? Are you all right?
I think so.
Youre kidding.
B. Match each expression with the

appropriate response.
d 1. Is that all?
a. Nothing.
2. Are you all

right?
9
5
b. Youre
kidding.
10
8
3. You got the

c. Actually, no.
highest grade
Im upset about
in English.
something.
4. Whats the
matter?
11
d. I think so.
12
14
13
4 Vocabulary
Parts of the body
A.
Listen and repeat.

ankle 22
hand
43
15
shoulder
arm
head
stomach
back
hip
thumb
ear
knee
toe
elbow
leg
waist
eye
mouth
wrist
face
neck
finger
nose
17
16
18
foot (pl feet)

B. Match the numbers and the parts of
the body.
C. Write the words from Exercise A under
these headings.
Head
eye
Body
Arm
19
Leg
20
23
22
21
Unit 5 43
GRAMMAR FOCUS
Will for predictions
and decisions
Negative statements
He wont like it.
Yes/No questions
Will you be OK?
Will they be here?
Short answers
Yes, I will. / No, I wont.
Yes, they will./No, they
wont.
We wont stay long.

I wont be with you.
theyll
hell
shell
wont
they will
he will
she will
will not
Discovering grammar
correct answers.
1. Use will + the (-ing form / base form) of a
verb to talk about the future.
2. The simple future form of will is (the same /
not the same) for all subjects.
3. The contraction of will not is (willnt /
wont).
Practicing grammar
5 Practice
Complete the conversation with will or ll and
the verbs in parentheses.
Dad, can I go to Central Park with

Sandra?
Dad: Central Park? Is your ankle OK now?
You shouldnt do too much walking.
Abby: Dont worry, Dad. I (1. be) ll be
fine.
Dad: Oh, all right, but not just you and
Sandra.
Abby:
Dave:
Dad:
I (2. go)
with them, Dad.
Good, but how (3. you/get)

there?
44 Unit 5
the bus to 42nd
Street, then we (5. take)

subway to 59th Street.
Dad:
Shell be perfect for the
role.
Ill read the script tonight.
Well talk to him.
Contractions
Ill
I will
youll you will
itll
it will
well we will
Abby: We (4. take)
Dave:
Dad:
the
And how (6. you/get)
back?
We (7. take)
the bus back.
Can you pick us up at the bus station?
Fine. I (8. tell)
your mom.
Oh, what time (9. you/be)

home?
Abby: Im not sure, but we (10. call)
you when were on the bus.
6 Practice
7 Communication
Express decisions
A.
44
A: Whats the matter? Are you all right?

B: Not really. I said something rude to my
mom. I feel awful.
A: What will you do?
B: Ill talk to her and apologize.
B. PAIRS. Talk about any of the situations
below. Use the conversation in Exercise A
as a model.
You were in a bad mood, and you were

rude to someone.
You forgot your friends or family
members birthday.
Grammar Focus
7 Communication
(10 min. or less)

conversation in which one person uses will to
express a decision. Play the audio once or twice,
pausing for students to repeat. Make sure students
understand rude and apologize.
each reading.
Have students look back at the dialogue. Point

out the sentences I think youll be perfect for it and
Ill read it tonight. On the board, write will (ll),
prediction, and decision. Tell students We use will
to talk about the futurewhat youre going to do later
in the day, tomorrow, next week, or next year. We use
will to talk about decisions about the futurewhat we
decide were going to do. We also use will to talk about
predictions about the futurewhat we think might
happen. Have students identify which of the two
sentences in the dialogue is a prediction (I think
youll be perfect for it) and which is a decision (Ill
read it tonight).
Have students look at the grammar chart. Read the
heading aloud. Divide the class into two groups.
Have one group read the affirmative statements,
the other the negative statements. Lead the whole
class in a choral reading of the contractions.
B.
PAIRS. Read the directions and situations
aloud. Make sure students understand bad
mood and forgot. Model a conversation based on
the first situation with a student, then change
roles and model a conversation based on the
second situation. Encourage students to practice
conversations based on all three situations.
Have students form pairs and role-play the
conversation several times.
Focus on values
In small groups, have students discuss their
experiences about apologizing to someone or
having someone apologize to them. Have groups
come up with a list of things that were done or
said to show remorse or express apologies. Some
examples are saying Im sorry to the person;
writing and sending a note, letter, or card of
apology; sending flowers or other gifts; and
having someone intercede on ones behalf.
Have groups share their lists with the class.
During the class discussion, students may want
to vote for the most effective, most original,
funniest, or most creative way to apologize.
Answer key
1. base form
2. the same
3. wont

information about will, such as how to form
questions and contractions.
Practicing grammar
5 Practice
(10 min.)
A.
Will for predictions and decisions
(10 min.)
(15 min.)
Read the instructions and call on a student to

read Abbys first two lines (You can take the role
of Dad.). Have the student give the answer to the
second item.
complete the exercise. Walk around and help
students as necessary.
Check by having three students read the roles in
the conservation.
Cross-curricular activity: science

Ask students What new advances in science and
technology will we see in the next fifty years? Give
some examples, such as We will travel to the moon
on vacation. We will have a cure for cancer. Work
together as a class to make a list of predictions
about the future. Help students with vocabulary
as needed. You may want to write students
predictions on a poster for display in the class.
Answer key
1. ll be 2. ll go 3. will you 4. ll take 5. ll take
6. will you 7. ll take 8. ll tell 9. will you be 10. ll call
Have students practice the conversation in their

group, changing roles after each reading.
Call on a group to perform the conversation for
the class.
T44
TEACHERS NOTES
6 Practice
TEACHERS NOTES
9 Practice
Have students look at the pictures. Ask picture

questions to elicit what each person is doing. Then
read the directions and the first item aloud. Tell
students to use shouldnt in the sentences.
Have students work individually to write
sentences.
Call on students to read aloud their advice to the
class.
Grammar Focus
(10 min. or less)
Should/Shouldnt for advice

Must/Must not for rules and obligations

Put your hand to your head and say I have a cold.
Pause and ask What should I do? Students may
answer See a doctor, Drink a lot of water, or Dont stay
up late tonight. Write some of the pieces of advice
students stated on the board. Point to each and
restate it using should or shouldnt; for example, You
should see a doctor, You shouldnt stay up late tonight.
groups. Have one group read the affirmative
statements, the other the negative statements.
Then read the second heading in the grammar
chart. Explain or elicit the meaning of obligation
(something that you have to do). Call on students
to read the affirmative and negative examples.
Answer key
1.
2.
3.
4.
10 Practice
(5 min.)
Read the directions and the first item aloud.

Tell students they can use some verbs in the box
more than once. Make sure students understand
permission, certificate, and valid ID.
Have students work independently to fill in the
blanks.
Elicit answers orally; elicit both answers when two
are possible.
Answer key
information about should and must, such as the
usage of must primarily in written American
English.
Answer key
1.
2.
3.
4.
5.
6.
Practicing grammar
(5 min.)
must take
must wear
must not leave
must have
must pass/take
must show/have
To extend the activity, ask students which rules in

this exercise are true for their school. Elicit some
other school rules.
PAIRS. Read the directions aloud. Call on two

students to read the first itemthe problem and
the advicealoud. Read the second item aloud
and elicit the answer. Tell students to use each
verb or verb phrase in the box only once.
Have students work in pairs to complete the
exercise. Then have them switch roles and
practice again.
Check answers by calling on pairs to read the
problem and advice.
Answer key
1.
2.
3.
4.
5.
6.
She shouldnt ride without a helmet.

He shouldnt sleep so much.
She shouldnt watch so much TV.
He shouldnt eat so much ice cream.
To extend the activity, go back and ask students

to say one thing the person in each picture should
do; for example, for the first item, She should use a
helmet.
1. should 2. must 3. the base form
8 Practice
(10 min.)
You should put on a Band-Aid.

You should see a doctor.
You should study tonight.
You should tell your parents.
You should apologize to them.
You should practice.
T45
10 Practice
GRAMMAR FOCUS
Should / Shouldnt for advice
He/She
should get some rest.
You
Negative statements
He/She
shouldnt worry so much.
You
They
You
They
You
should talk to Paul.
shouldnt talk to me.
Must / Must not for rules and obligations

He/She
He/She
You
must be on time for school.
You
They
They
must not be late.
Complete the rules below. Use

must and must not with the
verbs in the box.
have
leave
pass
show
take
wear
1. All students must take

one foreign language class.
2. All students
a uniform on school days.
3. Students
the classroom without the
teachers permission.
Discovering grammar
1. Use (should / must) to give advice.
2. Use (should / must) to state rules or express obligations.
3. Use should and must with (the base form / the ing form).
4. Students
written permission from
parents to leave the school
during school hours.
5. A student
the oral exam to get an
English certificate.
Practicing grammar
8 Practice
6. You
ID to enter.
a valid
PAIRS. Student A, say any of the situations below. Student B,

give Student A advice. Use the advice from the box.
study tonight
put on a Band-Aid
apologize to them
tell your parents
see a doctor
practice
1. A: I cut my finger.
B: You should put on a Band-Aid.
2. My neck and back hurt all the time.
3. I have a final exam tomorrow.
4. I lost my parents car keys.
5. I was rude to my parents.
6. My team has a game this weekend.
9 Practice
What shouldnt the people in the pictures do?
1. ride a bike without a helmet:

She shouldnt ride a bike without a helmet.
2. eat so much ice cream:
3. watch so much TV:
4. sleep so much:
Unit 5 45
11 Reading
A. GROUPS. Form all-boy and all-girl groups. On a piece of paper, list five rules of proper behavior.
For example:
Say thank you when someone hands me something.
B. Read and answer the questionnaire.
Do good manners matter anymore?

Read the rules for proper behavior. Write A, O, or S next to each one.
A = agree
O = old-fashioned but OK
S = silly
On buses and trains, you should . . .

never put your feet on the seats.
offer your seat to old people.
never throw litter on the oor.
always listen to music with headphones.
At school, you should . . .

never chew gum in the classroom.
stand up when your teacher enters the classroom.
stand up when you answer your teachers questions.
call your teachers Mr., Ms., or Mrs. and the last name.
Boys, you should . . .

help a girl carry heavy things.
hold the door open for a girl.
offer your seat to a girl on a crowded bus or train.
always tell a girl that she looks nice.
Girls, you should . . .

always offer to pay your share when you go out.
never be the rst to call a boy.
never invite a boy out.
never go out with a boy alone.
C. Boys and girls, compare your answers. Do you agree on the proper etiquette? Which ones do
you disagree on?
46 Unit 5
C.
When students have finished filling out their
questionnaires, have each boy group join a girl
group to compare their answers.
Elicit which items the boy and girl groups agreed
on and which ones they didnt. You may want to
ask students whether they are surprised by the
level of agreement or disagreement between the
sexes.
(15 min.)
A.
GROUPS. Read the instructions and example
aloud. Elicit or explain the meaning of proper
behavior. Have students form all-boy or all-girl
groups of three or four. Give them a few minutes
to complete their lists.
B.
Tell students they will take a survey on good
manners. Play the audio as students read along.
Elicit or explain key unfamiliar vocabulary and
expressions such as good manners, matter,
old-fashioned, offer, litter, chew gum, crowded, pay your
share, invite, and go out.
Have students work with the same group they
worked with for Exercise A. Walk around to
monitor and help as students discuss.
T46
TEACHERS NOTES
11 Reading
TEACHERS NOTES
12 Speaking
Audioscript
(5 min.)
A.
PAIRS. Read the instructions aloud and then have

a pair read the example exchange. Have the pair
model another conversation about a different item.
13 Pronunciation
Host: Hello. Were honored to have Dr. Ed Banker

with us today. Dr. Banker is the author of Be
Cool, Be Nice, the bestselling book on teen
etiquette. Dr. Banker, why did you write a
book of etiquette for teenagers?
Dr. Banker: Lets just say I was getting worried.
Host: Worried about what?
Dr. Banker: That young people seem to be forgetting
the importance of good manners and proper
etiquette. Its not their fault really.
Host: Why do you say that its not their fault?
Dr. Banker: People are always in a hurry, and we forget
the little nice things that we should do for one
another.
Host: Like?
Dr. Banker: Saying Good morning, Excuse me, or
Thank you.
Host: Why write an etiquette book for teenagers?
Dr. Banker: Because theyll be the next role models. Theyll
soon be adults, and we dont need another
generation of rude, selfish adults.
Host: Are you saying that our generationmeaning
you and Iare rude?
Dr. Banker: Im talking in general terms. Of course, there
are many people who are very polite, and that
includes teenagers.
Host: But?
Dr. Banker: There are many young people who arent, and
we should tell these kids that good manners
are cool. Teens with good manners come out
on top; they stand out.
Host: I agree. Lets take a break there . . . Well be
back after this.
B.
Host: Welcome back, everyone. Were talking to Dr.
Ed Banker, the author of Be Cool, Be Nice. So,
Dr. Banker, what behaviors do you think are
important?
Dr. Banker: Let me answer that question with the answers
teachers gave me:
1. Saying please and thank you.
2. Asking for help in a polite manner.
3. Showing kindness and consideration toward
classmates and others.
4. Saying youre sorry and meaning it.
5. Being kind and respectful of each others
differences.
Host: And Ill end our conversation with those
beautiful thoughts. As always, thank you, Dr.
Banker.
Dr. Banker: My pleasure.
(5 min.)
A.
Read aloud the Pronunciation focus. Have students
silently read the list of words. Point out that in
some words u, ou, and oo represent the // sound.

as needed.
45
B.
Have students read the sentences silently. Answer
any vocabulary questions they may have.
46 Play the audio as students listen and

underline their answers.
C.
Play the audio again and pause after each

sentence for students to repeat. Elicit the words
with the // sound.
47
Answer key
1. should, put, foot
2. could, push, pull
3. Would, look, book
14 Listening
(15 min.)
A.
Tell students that they will be listening to an
interview with an author of a bestselling book
on teen behavior. Call on students to read the
directions and Comprehension questions aloud.
Check that students understand editor, lawyer, role
models, and politicians.

answer the Comprehension questions. Check
answers orally.
Answer key
1. c 2. a 3. c 4. c 5. b
B.
Read the directions and fill-in items. Make sure
students understand consideration, meaning it, and
each others differences.
49 Play the second part of the interview

two or more times as students answer the
Comprehension questions. Check answers orally.
Answer key
1.
2.
3.
4.
5.
please, thank you

polite
kindness
sorry
respectful
T47
12 Speaking
14 Listening
PAIRS. Each girl should pair

up with a boy. Talk about
the rules of behavior you
discussed in Exercise 11A.
Choose two and give your
opinions about them.
A.
1. Dr. Banker is
a. an editor
What do you think: A

boy should help a girl
carry heavy things.
Well, I agree. But
maybe girls should
offer to help boys, too!
Boy:
A.
45
B.
C.
Listen and repeat.
should
put
could
took
would
book
Listen to the
sentences. Underline the
words with the short /u/
sound.
46
b. a lawyer
c. an author
book.
b. a teen language c. a comic
.
3. Be Cool, Be Nice is for
a. parents
b. teenagers
c. teachers
4. Dr. Banker says we often forget to say Good morning

.
and
a. See you later.
b. Youre cool.
c. Thank you.
5. Dr. Banker says todays
are tomorrows role models.
a. parents
b. teenagers
c. politicians
13 Pronunciation
The short sound /u/ as in
should
2. Be Cool, Be Nice is
a. an etiquette
For example:
Girl:
Listen to the first part of the interview. Then circle the

correct answers.
48
B.
49 Listen to the second part of the interview. Complete

these rules of behavior.
According to Dr. Banker, teachers like these types of behavior

in their students:
1. Saying
and
.
2. Asking for help in a

manner.
1. You should put your

swollen foot in warm
water.
2. We could push this up
and pull that down.
3. Would you like to look
at my new book?
4. Saying youre
and meaning it.
47 Listen to the sentences

and repeat them. Check
your answers.
5. Being kind and

of each others differences.
3. Showing
and
consideration toward
classmates and others.
Unit 5 47
Learn to learn
GROUPS. Discuss: Do you think
teenagers, and people in general,
are not as well mannered as they
should be? Explain your answers. Give
examples.
Useful language:
I agree. Many people are . . ./Many people
forget . . .
I dont agree. We . . .
I dont think thats true./I dont think so.
For example, most people . . ./most people
dont . . .
People should . . ./shouldnt . . .
Learn from your mistakes.

When you make a mistake, stop and think how
you can learn from that mistake.
PAIRS. Look back to the activities you did in this
unit: pronunciation, grammar activities, writing,
etc. Choose one area where you made mistakes,
and identify your difculties.
For example, if there are spelling mistakes,
write the words out three times correctly.
Or if you made mistakes with grammar, check
the examples and the rules in the grammar
charts and correct your sentences. (You could
also ask your teacher to give you another
practice exercise for homework.)
15 Writing
A. CLASS. Discuss rules of etiquette for your
class to practice. Choose a classmate to
write the ideas on the board.
B. GROUPS. Choose five rules from the list
on the board that you think are important.
Write them on a piece of paper. Use should,
shouldnt, will, or must. Decorate your
etiquette list.
48 Unit 5
Spelling
etiquette
etiquette
etiquette
Grammar
Ill be ne.
Well go with you.
PAIRS. Call on students to read the strategy line

and then the directions. Then have students work
individually to review Unit 5 for a few minutes.
Write the following on the board:
I had difficulty with . . .
I made mistakes with . . .
I/You should . . .
Have students form pairs to discuss the areas
where they had difficulty. Tell them to come up
with at least one strategy for improving in that
area.
Walk around and help students identify strategies
for improvement.
Elicit common areas of difficulty and strategies for
improvement.

instructions. Then do a choral reading of the
Useful language. After students repeat each line,
give or elicit a complete sentence using the target
pattern; for example, I agree. Many people are rude.
Many people forget to say please and thank you.
Have students form groups of three or four to
discuss the question.
15 Writing
(15 min.)
(20 min.)
A.
CLASS. Read the directions and have the class
select a student to write ideas on the board.
Encourage the class to come up with as many rules
of etiquette as they can; for example, You shouldnt
speak when the teacher or a classmate is speaking. You
should come to class ready to learn. You should come to
class on time. You shouldnt forget to say please and
thank you.
Help the class, and the representative at the board,
as needed.
B.
GROUPS. Read the directions. Have students
form groups of three or four. Tell them to choose
five rules from among the ideas on the board and
make a class etiquette list. Depending on time
and resources, you may wish to have students
create their lists on paper or posterboard, or
simply complete the list in the Student Book.
Remind students to use should, shouldnt, must, and
must not as they write their lists.
When students have completed their lists, ask
groups to decide which one of the rules they feel is
the most important. Then elicit and tally responses
to arrive at a class consensus.
T48
TEACHERS NOTES
Learn to learn
(10 min.)
TEACHERS NOTES
Putting it together Joes Advice
B.
Read the directions and have students discuss the
questions in groups of four or five.
Elicit students opinions of Diane, and then lead the
class in a discussion of what makes a good friend.
(15 min.)
A.
Call on a student to read the title. Ask picture
questions to identify the characters and setting.
Then ask the class to look at frames 1 and 2. Ask
How do Lori and Diane look? (serious)
Read the directions and question aloud. Play

Elicit the answer to the question. Check that
students understand confidential.
50
Answer key
He says, Just apologize.

dialogue aloud. Then have students work in
groups of three to practice the dialogue, switching
each role once. Call on one or more pairs to
T49
Joes advice
A.
50
Read along as you listen. What advice does Joe give Lori?
Hi, Lori. Whats up?
Hi, Joe. Do you

have a minute?
Sure. Should
we go inside?
2
Its OK. You can stay. You know,
I was really jealous of Alex.
What should I do? I was

really rude to him.
Just apologize. Ill walk

with you to his house
if you want me to.
Yeah, we know.
4
I have an idea. Were meeting Alex later
at the park. Why dont you come?
Are you
sure? Will
Alex want
to see
me after
what I
said to
him?
No, its OK here.
Is this
condential?
Should I leave?
That was really cool, Diane.
Of course, he will.
Well, I just want
them to be
friends again.
6
B. Discuss these questions: Is Diane a good friend? In your opinion, what makes a good friend?
Unit 5 49
Say and do the opposite

Steps:
1. Look at the pictures of the girl and learn
the new words.
2. Divide into two teams. A person from
one team stands and challenges a person
from the other team, who also stands. The
challenger rubs, points at, touches, or pats
a part of his body, but says he is doing
something different. The person from the
other team must do and say the opposite.
For example, if the challenger rubs his
stomach and says I am patting my head,
the other player pats her head and says I
am rubbing my stomach.
RUB
TOUCH
50 Game 2
POINT AT
PAT
3. The challenger gets three tries to get the

other player to make a mistake. If the player
makes a mistake, the challengers team gets
one point. If not, the other team gets one
point.
4. Teams switch roles and challengers after
each play. Your teacher will keep score on
the board.
Useful language
I challenge (name)!
Lets try another one.
A-ha! My team gets a point!
That was good. Your team
gets a point.
Tell students you want to practice with someone

before starting the game. Choose an able student
to model the game with and say I challenge (name)!
As you stand facing each other, tell the student
Lets practice the example in the instructions. Rub
your stomach and say I am patting my head. The
student should pat his or her head and say I am
rubbing my stomach. Continue by rubbing, pointing
at, touching, or patting a part of your body, but
saying something different. The student tries to
do and say the opposite. You have three tries to
get the student to make a mistake. If the student
makes a mistake, you score a point; if not, the
student scores a point.
Start the game, telling the teams The winner is the
first team to score (ten) points.
Keep score on the board, making sure the teams
switch roles and challengers after each play. End
the game when one team wins.
Tell students that they will play a game that

involves actions and parts of the body.
Read or have a student read aloud each of the four
numbered steps.
Direct students attention to the four illustrations.
Chorus the words and have the students perform
the actions.
Review the parts of the body by telling the
students to practice doing actions as you say them;
for example, Point at your nose. Rub your elbow. Pat
your head. Touch your ear. Rub your neck, etc.
Divide the class into two teams, ask each team to
decide on a name, and write them on the board.
Point out the Useful language and explain that
students should try to use these expressions
during the game. Read the expressions aloud and
have the class say them after you.
T50
TEACHERS NOTES
Game 2 Say and do the opposite
TEACHERS NOTES
Project 2 A snapshot of a trip
Tell students to make notes about a trip they took. If

necessary, model how to do this on the board, using
a memorable trip youve taken. As students are
making notes, circulate and help with vocabulary.
Have students write a first draft of their e-mail.
Go around the class helping, monitoring, and
Have students form pairs and exchange their draft
e-mails for corrections and feedback.
Tell students that they will now pick someone
to send their e-mail to. Ask students to pick an
address from the bag.
In class or as homework, ask students to write a
final draft of their e-mail using the comments and
suggestions of their partners. Remind students
to attach pictures if they have any and to type
carefully when entering their classmates e-mail
address. Also tell students to enter My Trip in the
subject line of the e-mail and to make sure that
they add their name in the closing.
You may want to give students your e-mail
address and ask that they enter your address
in the Cc: line before sending their reply. This
way you will receive a final version of their
correspondence.
In situations where Internet access is not available,
ask students to give their e-mail to the person
whose name appears in the e-mail address.
Students can then write a reply and hand it back to
the writer.
Tell students a date by which they should reply to
the e-mail.
In order to send an actual e-mail, all students

need to have an e-mail account and access to a
computer and the Internet at school or at home.
If Internet access is unavailable, create a blank
e-mail form with To: From: Subject: Message: and
Reply: sections. Make up a list of fictitious student
e-mail addresses containing the students names
(for example, mariasanchez@email.com). Students
then complete their e-mails on paper and give
them to the right person.
Before class, print out a list of students e-mail
addresses (real or fictitious), cut them up, and put
them in a bag. Students will later reach in and pick
an e-mail address to send their message to.
Introduce the activity by telling students that today
they will write about a trip they have taken. Read
or have a student read the introduction aloud.
Point to the pictures and ask Where do you think
these pictures were taken? Would you like to visit this
place? Why or why not?
Ask students to look at steps one and two. Have
a student read the instructions and example text.
Tell the class they have one minute to study the
first part of the e-mail and remember the details.
When time is up, tell students to cover the e-mail.
Ask the following questions and elicit answers
from individual students: Where did the writer go?
When did she go there? Who did she go with? Where
is Kings Canyon? How did they get there? How long
did they stay?
Tell students to look at step three. Have a student
read the paragraph aloud. Ask the students to
silently read the sentences again and underline all
the be verbs used for describing. Elicit all of the
examples of be usage. Explain that students should
use be and the simple present to describe what a
place is like.
Ask students to look at step four. Have a student
read the instructions. Ask a different student to
read each paragraph aloud. Ask the students to
silently read the paragraphs again and circle all
the simple past verbs. Elicit these. Explain that
students should use the simple past to describe
what they did or what happened on their trip.
T51
A snapshot of a trip
Write an e-mail about a trip you took: a day trip, a weekend trip, or a vacation.
Then send or give your e-mail to a classmate. Comment on your classmates trip.
1. Write a greeting.
2. Introduce the trip. Say:
where and when you went
who you went with
where the place is
how you got there
how long you stayed there
3. Describe the place.

4. Say what you did there.
5. Write a closing. Attach pictures.
1 Hey! Whats up?

2 I went to Kings Canyon last weekend with my
grandparents. Its about four hours from L.A. We
drove there on Saturday morning, and we stayed until
Sunday evening.
3 Kings Canyon is really amazing. Its one of the oldest
national parks in America. Its not as famous as
Yellowstone or Yosemite, but its just as nice and
its not as crowded. There are a lot of beautiful
mountains, valleys, lakes, and rivers.
4 The first day we drove around the park. We saw a
forest of giant redwood trees. Theyre a lot bigger
than I thought. We also saw Mount Whitney, one of
the tallest mountains in the United States. It was
huge. In the late afternoon, we parked, hiked up a
mountain, and set up our tent. It was fun cooking,
eating, and sleeping outdoors.
We woke up early on Sunday morning and made
breakfast. After breakfast, a group of deer walked by
our tent. Im attaching the picture I took! At about
10:30, we packed up our tent and hiked back to the
car. We took a scenic route and stopped a lot along
the way to take short hikes and see the views. We
finally started to head back home around 6:00. It
was a great weekend. You should go to Kings Canyon
sometime!
5 Hope to hear from you soon.
Chris
6. Exchange e-mail with a classmate.
7. Comment on your classmates trip.
Project 2 51
1 Dialogue
51
Lori:
Alex:
Lori:
Alex:
Joe:
Alex:
Diane:
Lori:
Alex:
Lori:
Alex:
Lori:
52 Unit 6
Alex, you do have Rollerblades!

Theyre my cousins. I thought I
should give Rollerblading a try. If I
like it, I might buy my own pair.
Ill teach you if you want to learn.
OK. Thanks.
So, whats up with Star Performers?
Any news?
Well . . . I got accepted. Im in!
Congratulations! We knew you could
do it!
Im really happy for you, Alex. Sorry
about how I acted earlier.
Dont worry about it, Lori. Im happy
for you, too. Paul told me about
Talented Teens.
I know. I cant believe it. I might not
get past the audition stage. But if I
dont give it a try, Ill never know!
Well, good luck, Lori.
Thanks. You, too.
Learning goals
Communication
Grammar
May / Might for possibility
First conditional: If clause +
will or may / might
Vocabulary
Summer activities
Learning strategy
Skills
Use the publishers website for

additional information and practice
Read a website for specific information

Listen to a radio show to determine
true and false information
Pronunciation
Talk about your summer plans

Write an e-mail about your summer
plans
Stress in verb + noun combinations
Background notes
A live audition is usually required in order to be accepted

into a performance school or group. In most cases, students
who want to get into an arts program are interviewed
by a panel of teachers and/or administrative staff during
the audition period. They usually must also show their
talent in person. At The Juilliard School, one of the many
requirements for a drama audition is that the applicant
must memorize and present a monologue in verse, such as
a monologue from a play by Shakespeare.
Have students open their books and read the unit

title. Ask students to identify the people in the
picture. (Diane, Lori, Karen, Alex, Joe) Ask How do
they look? (happy and excited) Where are they? (in a
park) Whats Alex holding? (Rollerblades)
Warm-up
(5 min. or less)
(15 min.)

(Suggested procedures are continued on the next
page.)
(5 min. or less)
Ask students to summarize the storyline up

to now. Be sure to elicit the fact that Alex was
recommended to Star Performers, that Lori was
recommended to Talented Teens, and that Lori had
been rude to Alex and wanted to apologize. Tell
students that in this dialogue they will find out
how Alexs audition went, and Lori will apologize
to Alex.
T52
TEACHERS NOTES
Learning goals
TEACHERS NOTES
(continued)
(10 min.)
A.
congratulate and accept.
A.
expressions. Quickly elicit the meanings of new
expressions.

work individually to answer the questions.

B.
Read the directions aloud. Elicit the answers to the
first two items and then have students complete
the activity individually or in pairs.
B.
Have students uncover the dialogue and read

52
Answer key
1.
2.
3.
4.
Answer key
Alex has Rollerblades.

He wants to give Rollerblading a try.
Alex got accepted by Star Performers.
Yes. He says, Dont worry about it, Lori.
1.
2.
3.
4.
5.
6.

vocabulary, structures, and communicative phrases
to discuss more fully, such as you do have (The
do/did form of a verb is often used to emphasize
something. Lori thought Alex didnt have
Rollerblades. When she sees him, she says, You
do have Rollerblades!), Whats up with (Tell us
about), I got accepted/Im in (Im part of the group/
program.), acted, the audition stage (the part where
people show what they can do), and give it a try.
Have students practice the dialogue in groups of
four. Play the audio or read the dialogue aloud,
pausing for students to repeat the lines. Work
on pronunciation, intonation, and expression as
needed. Then have students work in groups to
read the dialogue aloud, switching roles after each
reading. When students have finished, select one
or more groups to perform for the class.
Nothing much.
Actually, there is.
Congratulations!
Neither can I.
Dont worry about it.
Maybe I will.
Have students practice each short exchange. When

students have finished, select pairs to perform
exchanges for the class.

focuses on interpersonal and linguistic
intelligences.
Have pairs create, practice, and present
their own short dialogues using the Useful
expressions. You may want to have some or all
pairs perform their dialogues for the class. Then
have the class vote on which is the most creative,
funniest, or best dialogue.
T53
2 Comprehension
A.
B.
53
Listen and repeat.
1. Why is Lori surprised when she sees

Alex?
2. What does Alex want to try?
3. Why does Diane congratulate Alex?
4. Does Alex accept Loris apology? Explain
your answer.
1. Whats up with Star Performers?

Nothing much.
2. Any news?
Read along as you listen again. Check

your answers.
4. I cant believe it.
52
3. Im in!
5. Sorry about how I acted.

6. Give it a try!
B. Write these responses below the
appropriate expressions in Exercise A.
a. Nothing much.
d. Maybe I will.
b. Neither can I.
e. Congratulations!
c. Actually, there is. f. Dont worry
about it.
Unit 6 53
5 Practice
GRAMMAR FOCUS
Rewrite the sentences. Use

may /might.
May or might for possibility

I may / might get an audition.
It may / might rain tomorrow.
We may / might go to the
movies tonight.
Negative statements
I may not / might not get past the
audition stage.
It may / might not snow.
We may / might not be home tonight.
Discovering grammar
1. Perhaps well see each

other later.
We might see each
other later.
2. Theres a 5050 chance that
it will snow tomorrow.

1. May and might (have / dont have) the same meaning.
2. May and might are followed by the (past / base) form
of a main verb.
3. I dont think Ill be able to

go out this evening.
4. Theres a chance Ill get an

A in English.
Practicing grammar
4 Practice
Complete the conversations with may /might + the verbs in
parentheses.
1. A: What are you going to do this weekend?

B: Im not sure. I (stay) might stay home.
2. A: Are you going to be in tomorrow?
B: I dont know. I (be)
in around 7:00.
5. Its possible were going to

travel to the United States
this summer.
6. Well think about coming to

your party on Friday.
3. A: Whats the weather going to be like tomorrow?

warm and sunny.
B: Im not really sure. It (be)

4. A: What are you going to do tonight?
B: I dont know. We (hang out)
Boulevard Caf.
at the
Summer activities
5. A: Are they coming over tonight?

B: They (stop by)
54 Unit 6
6 Vocabulary
for an hour, but Im not sure.
A.
54
1.
Listen and repeat.

f babysit
2.
hang out with

friends
3.
go on vacation
4.
go to the beach
5.
have a picnic
6.
stay home
7.
take a music class/

take a dance class
8.
volunteer
Read the directions aloud, then call on students to

read items 16. Point out that perhaps we will, theres
a 5050 chance that it will, I dont think Ill, theres a
chance Ill, its possible were going to, and Well think
about are all ways to talk about possibility. Point
out that these phrases can be replaced with may or
might (not).
Call on a student to read the first item aloud.
Then read the second item aloud and ask How can
we rewrite this sentence using may or might? Elicit
answers with both may and might.
exercise. Check answers orally.
Grammar Focus
(10 min.)
May or might for possibility

Brainstorm a short list of activities for the
weekend. Then select an activity and ask how
many students want to do this activity but arent
sure they will. For example, a student might want
to visit his uncle in New York but isnt sure he
can. Supply the appropriate sentences with may
and might; for example, Carlos might visit his uncle
in New York. He isnt sure yet. Andrea may get a job
in a store. She isnt sure yet. On the board, write
possibility. Explain that you are discussing future
events that are not definite but are possible.
groups. Have one group read the affirmative
statements (one sentence with may and another
with might), the other the negative statements.
Answer key
1.
2.
3.
4.
5.
6.
A.
1. have
2. base

information about may and might, such as the fact
that contractions with not are rarely or never used.
Practicing grammar
(5 min.)
Read the directions aloud and elicit the answer

to the first item. Tell students they can use either
may or might in any of the sentences in this
exercise. Elicit an answer to the first item with
may. Encourage students to alternate between may
and might when filling in the blanks. Check that
students understand hang out and stop by.
exercise. Check answers orally.
Answer key
1.
2.
3.
4.
5.
We may/might see each other later.

It may/might snow tomorrow.
I may/might not be able to go out this evening.
I may/might get an A in English.
We may/might travel to the United States this summer.
We may/might come to your party on Friday.
6 Vocabulary
Answer key
4 Practice
(10 min.)
may/might stay
may/might be
may/might be
may/might hang out
may/might stop by
To extend this activity, have students form pairs

and practice each of the exchanges.
T54
(15 min.)
54 Play the audio, pausing for students to

repeat. Do extra pronunciation work on any words
that students find difficult.
TEACHERS NOTES
5 Practice
TEACHERS NOTES
8 Communication
B.
Read the directions aloud and elicit the answers
to the first two items. Then have students work
individually or in pairs to complete the exercise.
Check answers by pointing to each picture and
eliciting what the person or people are doing.
A.
conversation about summer plans. Play the audio
once or twice, pausing for students to repeat.
each reading.
Answer key
1.
2.
3.
4.
5.
6.
7.
8.
f
e
c
h
g
a
b
d
7 Pronunciation
B.
PAIRS. Read the directions aloud. Tell students
they may want to use vocabulary they learned
in Exercise 6. Call on a pair to model the
conversation and demonstrate switching roles.
Walk around to monitor, help, and encourage
students as they practice.
Call on several pairs to role-play their
conversations for the class.
(10 min.)
A.
Read the Pronunciation focus aloud.

students listen and repeat. Work on stress as
needed.
55
B.
56 Play the audio twice and have students circle
the strong words.
Have students compare their answers with a partner.
C.
57 Play the audio again, pausing to elicit

answers.
Answer key
1.
2.
3.
4.
5.
(15 min.)
home
dancing
sister
fun
beach
T55
B. Match the activities in Exercise A to the pictures.
7 Pronunciation
8 Communication
Stress in verb + noun combinations
A.
55
Listen and repeat. Notice the strong

word in each phrase.
take classes
stay home
B.
56
go on vacation
have a picnic
Listen. Circle the strong words.
1. Ill just stay home.

2. Shell take dancing.
3. Hell babysit his sister.
4. Well have fun tomorrow.
5. Theyll go to the beach.
C.
57
A.
58
A: What are you going to do this summer?

B: Im not sure. I might visit my
grandparents. What about you?
A: I have a new guitar, so I may take guitar
classes.
B: That sounds like fun!
B. PAIRS. Role-play the conversation. Ask
and answer questions about your summer
plans. Replace the underlined parts with
your own plans.
Listen again and check your answers.
Unit 6 55
GRAMMAR FOCUS
First conditional:
If clause + will or may/might
If clause
Result clause
If you want to learn, Ill teach you. (sure)
If the weathers nice, well go to the beach.
If I like it,
I may / might buy my
own Rollerblades.
(not sure)
If the weathers nice, I may / might go to the
beach.
Negative statements
If I dont try, I wont know. (sure)
If it rains this weekend, we wont go to the beach.
If it rains this weekend, we may not / might not go
to the beach. (not sure)
Look!
You can reverse the if clause and the result

clause.
Result clause
If clause
Ill go to the beach
if the weathers nice.
Discovering grammar
Look at the grammar chart. Write True or
False.
1. Use the first conditional to express an
activity that will happen under certain
conditions.
True
2. Use will in the if clause.

3. Use will or may /might in the result clause.
Practicing grammar
9 Practice
Complete the sentences with either the
simple present or will / wont + the verbs in
parentheses.
1. If she (e-mail)
me the
pictures, I (forward)
them.
2. You (meet)
my cousin from
New York if you (come)

house tonight.
to my
3. If he (win)
the spelling bee,
he (have)
a party afterwards.
4. If I (not see)
you tomorrow,
I (call)
you.
5. If you (not hurry)

(not catch)
, you
the bus.
10 Practice
Complete the sentences with may / might or
may not / might not + one of the phrases in
the box.
catch the bus
enjoy skiing
be at school today
get a table
be able to lend you some
want to take an English class this summer
1. If we leave now, we
might catch the bus.
2. If you dont have money, I

.
4. Use will for unsure statements.
3. If we dont make a reservation, we

5. Use may or might for sure statements.
6. Use a comma between the clauses when
the if clause comes first.
.
4. If you dont like cold weather, you
.
5. If you want to improve your English, you
.
6. If shes sick, she
.
11 Practice
Have a competition. Go to page 69.
56 Unit 6
Grammar Focus
9 Practice
Read the directions aloud and elicit the answer to

the first item. Remind students that the verb in the
if clause is in the simple present tense and the verb
in the result clause is in the future tense.
the exercise.
Elicit the answers by calling on students to read
the complete sentence.
(10 min. or less)
First conditional: If clause + will or may/might

Write on the board First Conditional. Underneath,
write If you study, you will pass the test. Elicit the
form of the verb in the if clause (simple present:
study) and the result clause (future: will pass). Ask
students if this result is certain. (It is.) Explain that
the first conditional is used to express an activity
that will happen under certain conditions.
Next, write on the board If you study, you might pass
the test. Elicit the form of the verb in the if clause
(simple present: study) and the result clause (might
to express possibility: might pass). Ask students if
this result is certain. (It is not.) Explain that the first
conditional is also used to express an activity that
might happen under certain conditions.
groups. Call on one group to read the affirmative
sentences aloud and the other group to read the
negative statements. Call on a student to read.
Look! Explain that you can start with the result
clause. Revisit the affirmative and negative
statements above and elicit how these would read.
Read the Discovering grammar directions aloud.
complete the exercise. Elicit answers orally.
Answer key
1.
2.
3.
4.
5.
e-mails . . . will forward

will meet . . . come
wins . . . will have
dont see . . . will call
dont hurry . . . wont catch
10 Practice
(10 min.)
Read the directions aloud. Call on students to

read the phrases in the box and the sentences to
be completed. Make sure they understand lend
and sick. Elicit the answer to the first item. Remind
students to use may or might in their answers.
Check by calling on students to read the
complete sentences.
Answer key
1.
2.
3.
4.
5.
6.
Answer key
1.
2.
3.
4.
5.
6.
(5 min.)
True
False
True
False
False
True
might catch the bus.

might be able to lend you some.
might not get a table.
might not enjoy skiing.
might want to go take an English class this summer.
might not be at school today.
11 Practice
Turn to page 69 and let students have a
competition.

information about the first conditional, such as the
usage of a negative in either or both of the clauses.
T56
TEACHERS NOTES
Practicing grammar
TEACHERS NOTES
12 Reading
13 Comprehension
(15 min.)
Have students work individually to answer the

questions.
Elicit answers orally. You may want to have
A.
Read the focus question aloud. Explain or elicit the
meaning of go with the flow. Take an informal class
poll: How many students plan their vacation? How
many go with the flow?
B.
(10 min.)
Answer key
Play the audio as students read along silently

to get a general idea of the article. Then answer
vocabulary questions students may have. Make
sure they understand key words and expressions,
such as full time, supervise, entire, get into trouble,
leave him alone, argument, issue, exact words, control
freak, useless, frustrated, realize, and plus.
Have students read the article again.
59
1.
2.
3.
4.
5.
T57
He plans to just hang out.

She worries that hell get into trouble.
He tells her to leave him alone.
He has a yearly argument with his daughter.
Parents can get summer activity ideas for their children.
12 Reading
13 Comprehension
A. Before you read, think about this question:

Do you plan your summer vacation, or do
you go with the flow (just wait and see
what happens)?
B.
59
1. What does Worried Moms son want to do

this summer?
2. Why is Worried Mom worried?
3. What does Worried Moms son say when she
makes plans for summer?
4. What problem does Frustrated Dad have
with his daughter every summer?
5. What are the advantages of talking with
other parents about summer activities?
All of us parents face the same issues every summer. Our children
dont realize that just hanging out is fun only for a short time.
My fourteen-year-old plans to just hang out this summer. I work
full-time, so I cant supervise my son during the day. If he has
nothing to do for the entire summer, I worry that hell get into trouble.
If I leave him alone, hell do nothing but watch TV, listen to music all
day, or hang out with his friends. My son has several interests. He
loves sports and music. But if I talk to him about making plans for
the summer, hell tell me to leave him alone. What should I do?
Worried Mom
Worried Mom, if your son has a close friend, you might
suggest to the friends parents that your children do an
activity together. This strategy always works with my
children. Try it.
Summers almost here time for the yearly argument with my
daughter. The issue: What should she do during the long summer
vacation? My daughter likes to go with the ow, her exact words.
If I make plans for her, shell say Im a control freak. But if I wait for
her to make the decisions, she might end up facing a long, useless
summer, and shell get terribly bored. Help!
Frustrated Dad
Frustrated Dad, you might want to try talking to other
parents. That might give you ideas for summer activities.
Your daughter might decide to do some of those activities
with her friends. Plus, if she realizes that her friends wont
be at home during the vacation, she will want to plan
things with you. Good luck!
Unit 6 57
14 Listening
A.
60
Listen to the radio show. Write True or

False after each statement.
True
1. Summertime is stressful for
2.
3.
4.
5.
6.
7.
B.
Irene and her husband.

Irenes son is busy during the
summer break.
The radio host advises Irene to
plan fun morning activities for
her son.
Sherris daughter is always on
the Internet.
Sherri finds it difficult to talk
to her daughter.
The radio host says that
Sherris daughter should not
have a cell phone.
The radio host says its OK to
listen to an iPod when youre
with people.
15 Writing
Write an e-mail to a friend about your plans
for the summer. Use may / might, going to,
and will.
What are you going to do? Where might

you go?
What activities are you going to do? What
activities might you do?
What about the weather? What if it rains?
What are some of your friends doing this
summer?
Hi.
Summers almost here. I cant wait. Dad
says we might go to . . .
61
Listen again. Check () the pieces of

advice you hear.
Plan different things to do in the
morning.
Invite your son to go biking or jogging.
Have an instant picnic.
Set the alarm clock to wake up your son.
Tell your children not to use the house
phone too much.
Be firm and consistent with your rules.
Leave your teenagers alone.
Keep your teenagers active and busy.
GROUPS. Talk about your plans

for the summer.
Useful language:
What are you going to do in the
summer?
It depends.
Im not sure.
I might just hang out.
Nothing much.
If the weather is
,I
might . . .
That sounds like fun.
58 Unit 6
Learn to learn
Use the publishers website for
additional information and practice.
Did you know that your books publisher has a
website that includes additional activities and
games?
If youre looking for additional activities, youll nd
them at www.longman.com/postcards.
(10 min.)
ears plugged into their iPods when theyre with

other people. Be firm with your rules. If youre
firm and consistent, odds are, your teenager will
probably listen to you. Remember, parents, keep
your teenagers active and busy during the summer.
Be creative. Be involved in your childrens lives.
A.
Tell students they will be listening to a radio show.
Call on students to read the directions and each
of the True/False statements aloud. Answer any
vocabulary questions students may have.

complete the exercise. Elicit the answers orally.
(10 min.)
Answer key

instructions. Then do a choral reading of the Useful
language. Model a conversation with a student.
Have students form groups of three or four to
discuss the question.
several students to share their plans.
1. True 2. False 3. True 4. False

5. True 6. False 7. False
B.
Call on students to read the directions and each of
the items. Answer vocabulary questions.
61 Play the audio two or more times. Elicit the

answers orally.
15 Writing
(15 min.)
Call on a student to read the directions aloud,

then read the question prompts. Remind students
to use will, may, might, and the first conditional in
their e-mail.
When students have finished, have them exchange
their e-mail with a partner to check each others
work. You may want to collect the papers for
grading when students have finished any
rewriting. Alternately, call on a few students to
read their e-mails to the class.
Answer key
Plan different things to do in the morning.
Invite your son to go biking or jogging.
Have an instant picnic.
Be firm and consistent with your rules.
Keep your teenagers active and busy during the
summer break.
Audioscript
Host: Hello. Thanks for tuning in to my show, Parents
and Teens. This is your host, Charles Brown. Today
were going to talk about summer activities for
teenagers. Whos our first caller?
Irene: Hi. My names Irene. Summertime is always stressful
for me and my husband. During the summer break,
my fifteen-year-old son seems to sleep all day. He
says hes bored and has nothing to do.
Host: Do you work?
Irene: Im a stay-at-home mom.
Host: Good. Try this because it worked with my kids.
If you can manage it, you might try different
activities with your son. If you do different fun
activities, with rewards . . . you know, things like
eating out, a fun outing, then your son might
start getting up earlier. For example, invite him to
go biking or jogging with you at a specific time
in the morning. On the way back, stop at a diner
or a caf and have breakfast togetherthats the
reward! Or take your breakfast to a local park and
have an instant picnic with your son and his friend
or cousin. Good luck. And our next caller is Sherri.
Sherri: Hi. Im Sherri. My daughter is permanently attached
to her cell phone and her iPod. If I take away her
phone, shell say she needs one especially when
she goes out. Its very difficult to have a decent
conversation with her. Shes either talking on her
phone or shes listening to music on her iPod.
Host: How old is your daughter?
Sherri: Shes almost fourteen.
Host: Yes, teens should carry cell phones whenever they
leave the house. But you could set ground rules
once theyre home. Limit the use of cell phones.
Tell them to use the house phone when theyre
home. This way, you can monitor their calls.
Remind your teenager that it is rude to have their
Extension
Ask students to think further into the future and
write about what they will, may, and might do
when they finish school. Supply dictionaries
for students to look up English terms for
various kinds of higher education, careers, and
adventurous activities.
Learn to learn
(5 min.)
Call on a student to read the learning strategy and

explanation. Explain the meaning of additional.
If possible, demonstrate the strategy by logging on
to www.longman.com/postcards.
T58
TEACHERS NOTES
14 Listening
TEACHERS NOTES

Test-taking tip
Vocabulary

along. Say Why shouldnt you worry if others finish
before you? (You should take your time to answer
the questions carefully at your own pace.)
E.
1.
2.
3.
4.
5.
6.
Grammar
A.
1.
2.
3.
4.
5.
6.
Communication
should
shouldnt
should
shouldnt
should
shouldnt
F.
Answers will vary.
Now I can . . .
B.

perform.
1. Students must wear black shoes to school.

2. Students must not go out during school hours.
3. Students must ask permission to go to the bathroom
during class.
4. You must submit book reports on time.
5. You must not be late for school.
Have students complete Workbook Skills

Development 2 Exercises (14) in the Workbook.
Have students complete the Unit 6 test, page 85, and
C.
1. A:
B:
A:
2. A:
A:
face
teeth
ankle
thumb
finger
nose
the Test for Units 46, pages 9093.
you be
wont be
ll call
will you come
wont be
D.
1. s . . . wont buy
2. go . . . will you be
3. wont finish . . . dont start
T59
Units 5 and 6
Test-taking tip: Stay focused on your work.
Dont worry if others finish before you do. Keep working until youre finished.
Grammar
A. Complete the sentences with should or
shouldnt. (1 point each)
1. You should look both ways before you
cross the street.

2. You
full.
speak when your mouth is
greet our teacher when we

3. We
enter the classroom.
go out without asking my
4. I
parents permission.
D. Complete the sentences with the simple

present or will/wont + verb.
(2 points each answer)
s
expensive, I
1. If it (be)
(not/buy)
wont buy
it.
2. If I (go)
out with Tom,

upset?
(you/be)
our project
3. We (not/finish)
in time if we (not/start)
now.
5. You
answering.
read the directions before
Vocabulary
6. She
telling you.
take your things without
E. Circle the part of the body that doesnt

belong in each group. (2 points each)
B. Rewrite the rules using must or must not.

(2 points each)
must
1. Students are required to wear black shoes
to school.
2. Students cant go out during school hours.

3. Students are required to ask permission
to go to the bathroom during class.
4. You are required to submit book reports
on time.
5. You cant be late for school.
C. Complete the conversations with will, ll,
or wont and the verbs in parentheses.
(2 points each answer)
1. A: Will (you/be) you be home tonight?
B: Yup. But I (not/be)

before 5:30.
A: OK. I (call)
2. A: What time (you/come)
house tomorrow?
B: 9:30.
A: Promise you (not/be)
home
you around 6:00.
to my
late.
1. waist
back
face
shoulders
2. wrist
teeth
elbow
hand
3. shoulders
ankle
chest
stomach
4. thumb
knee
ankle
toe
5. eyes
mouth
nose
finger
6. hand
finger
thumb nose
Communication
F. Complete the conversation. Use may /might.
(3 points each line)
A: What are you going to do during the

term break?
B: Im not sure.
How about you?
A: If
,
.
B: Youre so lucky.
Now I can . . .
talk about decisions.
give my opinion on manners.
talk about summer plans.
Unit 6 59
1 Reading
Reading skill: Working with a learning partner
After reading a text, work with a learning partner to ask
and answer comprehension questions.
A. Read the article. Then write four comprehension questions.
1.
2.
3.
4.
B. PAIRS. Take turns asking and answering your questions with
a learning partner.
2 Listening
62
Listen to a radio advertisement. Complete the chart.
3UMMER2OCK#AMP
Ages:
to
Programs:
to
weeks
Lessons: guitar, bass,
, and vocals
Form your own rock band
Write an original
Perform live in a
Make your own CD and
Design a poster, T-shirt, and
3 Speaking
1.
2.
3.
4.
Which one of these camps would you most like to attend? Why?
Which of these camps are you not interested in? Why?
Are there summer camps in your country? If yes, what kinds?
You own a summer camp. What kind of program do you offer?
4 Writing
You own a summer camp. Write about your program.
60 Wide Angle 2
Pictures
Ages:
(5 min.)
Tell the class that they are going to read about

interesting summer camps that teens can go to.
Ask Can you guess what kind of summer camps you
are going to read about?
Have students discuss their ideas about the photos
in small groups. Then elicit their ideas.
Tell students to find the names of the camps. Elicit
these. (Survival Camp, Private Pilot Camp, Where
There Be Dragons Summer Youth Programs, and
Hollywood Stunt Camp) Ask individual students
to identify which photo goes with which camp.
1 Reading
to
1
15
to
Lessons: guitar, bass,
weeks
drums
, and vocals
Form your own rock band

song
Write an original
Perform live in a
concert
Make your own CD and rock video

Design a poster, t-shirt, and CD cover
Audioscript
Have you always wanted to be a rock star? Spend some
time at Rock Camp this summer. Rock Camp is a summer
rock music camp for ages nine to fifteen. Our camp is
for both beginning and experienced musicians. And our
programs last from one week to four weeks.
(15 min.)
A.
Call on a student to read aloud the Reading skill.
Tell students that this skill is helpful not only in
English class but also in other classes. Explain
that by asking and answering comprehension
questions with other learners, students can
confirm what they understand and better
comprehend sections they are having difficulty
with.
Read or have a student read the directions aloud.
Ask students to silently read the article.
While students read, write the following
on the board: What kinds of outdoor activities
did American camps have in the past? When
students have finished, tell them you have
written a comprehension question about the
introduction. Elicit the answer. (hiking, swimming,
boating, camping) Tell students to write one
comprehension question about each camp.
Walk around, monitoring and helping students
as needed.
At Rock Camp, youll have lessons in guitar, bass, drums, or

vocals with a professional musician. And best of all, youll
form your own rock band. Youll help write an original
song for your bandand your band will perform your song
live in a concert! Youll record your own CDand make a
rock music video! Youll also design a poster for your band,
a t-shirt, and a CD cover! So youll have something to take
home to show your family and friends and, who knows,
maybe to a music producer! There are twenty-five Rock
Camp locations all over the United States! Sign up for a
summer program at Rock Camp today!
3 Speaking
(10 min.)

the first question aloud and elicit one or two
answers from students. Then call on students to
read the other questions aloud. Point out that for
the last question they will need to imagine they
own a summer camp.
Walk around, monitoring and helping as
students discuss.
To check, elicit answers from individual groups.
B.
PAIRS. Read the instructions aloud. Have
students form pairs to take turns asking and
answering their comprehension questions. Call on
a pair to model first if helpful.
Check by eliciting questions and answers from
individual students.
2 Listening
Programs:
4 Writing
(20 min.)
Tell students to use their imagination and write a

paragraph about the kind of summer camp they
would like to create. Tell them they can use the
speaking questions and the paragraphs about the
summer camps as a guide. Circulate to help as
students write.
Call on several students to read their paragraphs.
(5 min.)
Tell students they are going to listen to an

advertisement for Rock Camp. Have them read
through the chart first to help them listen for
specific information.

listen and fill in the blanks.
T60
TEACHERS NOTES
Answer key
TEACHERS NOTES
Extension
Have students form groups of three to four
students. Tell students that each member of the
group will read his or her paragraph aloud. As he
or she reads, the other group members will take
notes about the main details of the paragraphs.
Then they will take turns asking and answering
comprehension questions about what they have
heard. Model this with one group.
After students have finished the activity, have
them vote on the best summer camp paragraph
in their group. Have the winners in each
group come to the front to read their paragraphs
for the class. Then have the class vote on the best
summer camp idea.
T61
Summer camps are an American tradition. In the past, going to a

summer camp meant hiking, swimming, boating, and camping.
Today, there is a large variety of camps for teens to choose from.
Here are some of them.
What should you do if an earthquake or tsunami strikes? How can you
survive if you get lost in a forest? How can you tell a strong storm is coming?
What should you do if a volcano erupts? Survival Camp will give you the
answers to all these questions and more. Youll learn survival skills, map
reading, and how to be ready for emergencies.
Would you like to learn how to fly a plane? Private Pilot Camp provides an
introduction to the basics of flying. Youll learn about instruments, turns, climbs,
takeoffs, and landings. With two other campers, youll spend time in the air with
a flight instructor in your own Cessna airplane. The week-long course ends with
a cross-country flight.
Are you interested in adventure and cultural travel? Where There Be Dragons
Summer Youth Programs offer group tours for teens to Tibet, India, Africa,
Mongolia, and many other exciting destinations around the world. Youll spend
four to six weeks in one country learning about the
culture, language, and lifestyles there. Youll travel
with the locals on trains, boats, bikes, and buses to
really get to know the country and the people. Youll
hike through jungles and over mountains, and stay
in small village guest houses and camps. Its an
experience youll never forget.
Would you like to be in the movies? At Hollywood
Stunt Camp professional stunt men teach you how
to perform some of the exciting action stunts
you see in the movies. Learn how to do a high
fallfall head first or back first from 40 feet
up! Learn how to perform realisticlooking hand-to-hand combat and
amazing swordplay techniques. In
addition, youll learn how to create
your own movie fight scene!
Wide Angle 2 61
Fun with songs 1

Rewriting a favorite song
Materials:
Recording and lyrics of one or two verses
of a song
A thesaurus and/or a dictionary
A. GROUPS. Your teacher will give you a copy
of one or two verses from a song. Read
the lyrics as the teacher plays the song.
Then discuss what the song is about. Use a
dictionary if helpful.
B. GROUPS. Your teacher will tell you to
replace either (1) all the verbs, or (2) all the
adjectives in the verse(s). Underline the
words to be replaced.
C. GROUPS. Work together to find new words

to replace the underlined words. Choose
words that will change the meaning or tone
of the song. Use a dictionary or a thesaurus
if helpful. Use the Useful language in your
discussion.
D. GROUPS. Review your work to make sure
your replacements make sense. Practice
your new song.
E. GROUPS. Perform your song for the class.
Ask your classmates for their comments.
F. CLASS. Vote on the following:
The most creative version

The funniest version
The best performance
Useful language:
What can we replace this word with?
No, thats a noun. We have to use an
adjective / a verb.
Lets choose a word with the same number
of syllables.
That word really changes the meaning!
I think it makes the song sound funny!
Does it still make sense?
I think this works.
62 Fun with songs 1
E.
GROUPS. When all groups are ready, play the
recording of the verse(s) again a few times. Have
the class practice keeping the beat by clapping
their hands or tapping on their desks. Then have
groups take turns performing their songs in front
of the class while their classmates keep the beat.
Encourage students to make comments after each
groups performance.
Beforehand, choose a popular English song. Make

enlarged, double-spaced copies of one or two of
the verses and bring a recording of the song to
class.
A.
GROUPS. Ask a student to read the instructions
aloud. Play the recording and have students listen
and read along. Give groups a few minutes to
discuss the meaning of the verse(s). Then go over
the meaning with the class, explaining unfamiliar
words as necessary.
F.
CLASS. Ask the class to vote on the most creative
version, the funniest version, and the best
performance. Have students vote by raising their
hands or by writing their choices on slips of paper.
B.
GROUPS. Ask a student to read the instructions
aloud. Tell students to look for and underline all of
the main verbs or adjectives. As students work on
this, write the verse(s) on the board. Then elicit the
main verbs or adjectives and underline them on
the board.
Extension
Depending on the interests of your class, you may
want to do one or more of the following activities:
1. Sing-along. Make copies of the song lyrics
and distribute them to the class. Ask for
volunteers or appoint several outgoing
students to lead their classmates in singing
the song.
2. Listening comprehension. On the board write
three or four guide questions for the song.
Have students answer the questions while
listening to the song.
C.
GROUPS. Tell students they will now change
the verse(s) you gave them. Elicit some possible
changes to the first few lines. Remind students
to use their dictionary or thesaurus as needed.
Chorus the expressions from the Useful language
box and encourage students to use them as they
make changes to the verse. Go around the class,
monitoring, helping, and answering any questions
that arise.
D.
GROUPS. Ask groups to make sure that their
replacements make sense. Suggest that they show
you their final product before they start practicing it.
T62
TEACHERS NOTES
Fun with songs 1 Rewriting a favorite song
TEACHERS NOTES
Fun with songs 2
D.
GROUPS. Have each group display their
completed comic strip and read aloud the lines
in the speech bubbles. Encourage questions or
comments from the class.
A comic strip of a favorite song

Beforehand, transcribe or copy the lyrics of a short
and relatively easy English song that tells a story.
Also prepare a recording of the song to bring to
class.
E.
CLASS. Ask the class to vote on which group had
the most creative comic strip, the funniest comic
strip, and finally, which comic strip was the class
favorite. Have students vote by raising their hands
or by writing their choices on slips of paper.
A.
CLASS. Ask a student to read the instructions
aloud. Play the recording and have students listen
and read along.
B.
GROUPS. Have students get in groups of three
or four. Ask a student to read the instructions and
questions aloud. Tell the groups to use the questions
to discuss the meaning of the song and the story
it tells. Then chorus the Useful language and
encourage students to use it as they discuss. Give
guidelines as to how long their comic strip should
be and how much time they have to create it. Go
around the class, monitoring and helping as needed.
Extension
Depending on the interests of your class, you may
want to do one or more of the following activities:
1. Sing-along. Ask for volunteers or appoint
several outgoing students to lead their
classmates in singing the song.
2. Find the part of speech. Have students look for
and circle specific parts of speech in the lyrics of
the song; for example, pronouns or adjectives.
3. Words and pictures. Have the groups put their
comic strips on the wall so others can look at
them at their leisure.
C.
GROUPS. Read the directions aloud. Have
students create their comic strips, using ideas they
came up with during their discussions. Again,
remind students to use the Useful language as
they discuss their comic strips. Go around the
room, answering any questions that arise.
T63
Fun with songs 2

A comic strip of a favorite song
>bcZkZg
Xdb^c\WVX`#
NdjlZgZ
i]ZWZhi#
Materials:
Recording and lyrics of a song
Paper or poster board for each group
Markers or colored pencils
A. CLASS. Your teacher will hand out the
lyrics to a short song that tells a story. Read
the lyrics as you listen to the song.
B. GROUPS. Discuss the song and the story it
tells. Use a dictionary if helpful. Talk about
how to illustrate the song in a comic strip.
Use the Useful language as you discuss.
Answer these questions:
Whats the song about?
Who are the characters?
Whats happening in the story?
What pictures and lines can you use to
illustrate your comic strip?
C. GROUPS. Draw your comic strip. Write lines
in speech bubbles for each frame.
D. GROUPS. Show your comic strip to the

class. Role-play your comic strip by reading
the lines in the speech bubbles. Ask
your classmates for their comments and
questions.
E. CLASS. Vote on the following:
The most creative comic strip
The funniest comic strip
Your favorite comic strip
Useful language:
Lets read the whole song again first.
Do you want to work on the whole song
or give each person a few lines?
What kind of pictures can we draw?
For the first two lines, lets draw a . . .
Next, we can show . . .
Finally, the last frame can show . . .
Thats so funny/awesome/cool.
Fun with songs 2
63
Focus on culture 1
Traditional Style
Traditional clothing can be very stylish. In fact, if you look

at todays high fashion, youll see many ideas borrowed from
traditional styles. Here are some beautiful traditional items of
clothing from around the world.
kokoshnik
yukata
sarong
kilt
64 Focus on culture 1
TEACHERS NOTES
Focus on culture 1 Traditional Style

Call on a student to read the title and
introduction aloud.
Point to and chorus the clothing name on
each photo.
T64
TEACHERS NOTES
1 Comprehension
2 Comparing cultures
A.
Read the instructions aloud, then call on a student
to read the first paragraph aloud.
Have students work by themselves to complete
the exercise before comparing answers with a
partner.
Walk around, helping and monitoring students as
they work.
Check answers by calling on individual students
to read a paragraph aloud.
PAIRS. Read the first question aloud and elicit

one or two answers from students. Then call on
students to read the other questions aloud.
Circulate as pairs discuss, helping as needed.
To check, elicit answers from individual students.
Write the names of the traditional clothing items
on the board. Help students with vocabulary for
specific materials and patterns, using the board
as needed.
3 Your turn
A.
Tell students they will now write about a
traditional clothing item people wear in their
country. Suggest that they use the questions in
Exercise 2 and the paragraphs on page 65 to guide
them in their writing.
Have students complete their paragraphs in class
if there is time or assign this as homework. If you
assign it as homework, ask students to try to find
pictures of the clothing item to bring to class.
Answer key
1.
2.
3.
4.
5.
kilt
kokoshnik
kente
yukata
sarong
B.
PAIRS. Read the instructions and quickly model
taking turns asking picture questions. You might
want to put the following on the board:
A: Where do you see a skirt?
B: (pointing) Here and here.
Check answers by asking which photos the items
can be found in.
B.
Assign groups of four to six. Ask students to read
their paragraphs to their group. Group members
will listen and then try to guess what it is. After
the group finishes guessing, students can show
any pictures of the clothing item they may have
brought.
Answer key
1.
2.
3.
4.
5.
skirt: in the kilt and sarong photos

beads: in the kokoshnik photo
sash: in the yukata and sarong photos
robe: in the yukata photo
shirt: in the kilt and sarong photos
Extend work with the reading by asking further

comprehension questions such as Which clothing
items are worn by men? (kilt, kente, yukata,
sarong) Which clothing item is only worn by women?
(kokoshnik) Which clothing items keep people cool?
(yukata, sarong) Which item keeps people warm? (kilt)
C.
Check that students know where these countries are
located. Then have students work by themselves
before comparing answers with a partner.
Check answers by calling on individual students.
Answer key
kilt Scotland
yukata Japan
sarong Indonesia
kokoshnik Russia
kente Ghana
T65
1 Comprehension
A. Look at the pictures. Read the descriptions
and fill in the names of the clothing items.
kilt
1. Men in this country wear a
on special occasions. Its a short wool

skirt, usually plaid. You wear it with a
wide black belt. Men say its warm and
comfortable.
on special
2. Women wear a
occasions in this country. This headdress
is made of cloth and can be round or
pointed. It sits on top of the head, and
is decorated with embroidered designs.
Beads often hang down to cover the
womans hair and forehead.
3. Men and women in this country
on special
sometimes wear a
occasions. Its a beautiful multi-colored
piece of cloth. You wear it over the
shoulder. Women also tie it under their
arms to make a dress.
4. In the summer, men and women in this
country sometimes wear a
to festivals. Its a light cotton robe with
a sash. Womens robes are usually in
colorful prints, while mens robes are
usually blue and white.
kente
5. Men and women in this tropical country

usually wear a
to keep them
cool and comfortable. Its a piece of cotton
cloth that comes in beautiful prints or
solid colors. People usually tie the cloth
around their waist, sometimes with a
sash, and wear it with a shirt or blouse.
B. PAIRS. Take turns pointing to the following
in the pictures:
1. skirt
2. beads
3. sash
4. robe
5. shirt
C. Write the name of each clothing item next

to the country where you think people
wear it.
Scotland
Russia
Japan
Ghana
Indonesia
PAIRS. Discuss these questions.
1. Which of these traditional clothing items

would you like to wear? Why?
2. Which of the items would you not like to
wear? Why not?
3. What are some traditional clothing items in
your country? Describe them:
Who wears them?

When and where do people wear them?
What are they made of?
What colors or patterns do they come in?
3 Your turn
A. Write a description of a traditional clothing
item from your country.
B. GROUPS. Take turns describing the clothing
item you wrote about. See if others in the
group can guess what it is.
Focus on culture 1
65
Focus on culture 2
The Best of Dubai
Dubai is one of the seven emirates in the
United Arab Emirates, a small country
between Saudi Arabia and Oman. Its one of
the most popular tourist destinations in the
Middle East.
Dubai is on the Persian Gulf, and its famous for

its beaches. The most beautiful beach in Dubai
is Jumeirah Beach, with its white sand and clear
blue water. There are a lot of luxury hotels
around the beach, including the Burj Al Arab,
one of the largest hotels in the world. Its on a
man-made island, and it looks like the sail of a
boat. Its one of the best hotels in the world,
and its also one of the most expensive. It costs
over $1,000 a night to stay in the least expensive
room, while the most expensive room is $28,000
a night.
Nearby are the Palm Islands. These are the
three largest artificial islands in the world. The
biggest of the three is the Palm Dieraits 8.4
miles long and 5.1 miles wide. Each island is in
the shape of a palm tree. They were made from
sand and rock from the Persian Gulf. The islands
have beach-front hotels, villas, malls, and water
parks.
The most exciting water park in Dubai is the Wild
Wadi Water Park. It features thirty rides and
attractions, including a huge wave pool with an
artificial beach. The most exciting ride is the
Jumeirah Sceirah, one of the tallest and fastest
speed slides in the world. You drop an incredible
89 feet and reach a speed of 50 miles per hour!
One of the newest and largest shopping malls
in Dubai is the Mall of the Emirates. There
are over 400 shops and restaurants and a
fourteen-screen movie theater. Best of all, the
mall features the Middle Easts first indoor ski
resortSki Dubai. Its a 25-story ski resort with
chair lifts and five ski runs. When you enter Ski
Dubai, be sure to put on a coat. Although it may
be over 100 degrees Fahrenheit outside, its
always at least 30 degrees in Ski Dubai.
8.4 miles = 14 km 5.1 miles = 8.5 km 89 feet = 27 m
50 miles = 80 km 100F = 40 C
30F = 1C
66 Focus on culture 2
TEACHERS NOTES
Focus on culture 2 The Best of Dubai

Call on a student to read the title and
introduction aloud.
Point out and read the distance and temperature
vocabulary at the bottom of the text.
Tell students to look at the photos and the world
map. Ask Where is Dubai? (in the Middle East) Ask
students what they see in each picture.
Have students silently read the passage.
T66
TEACHERS NOTES
1 Comprehension
A.
PAIRS. Assign pairs and read the instructions
aloud. Point to the photo of Palm Diera; elicit the
name of the island and its special features. Then
ask students to discuss the attractions and features
in the other photos.
Check answers by holding up your book and
pointing to each photo. Elicit the attractions and
features.

the first question aloud and elicit one or two
answers from students. Call on students to read
the other questions aloud.
Have students discuss the questions in their
groups. Circulate among the groups, helping and
To check, elicit answers from individual groups or
the class as a whole.
Answer key
3 Your turn
(Page 128 top) Palm Diera: artificial island, in shape of

palm tree, made from sand and rock, in the Persian Gulf,
beaches, hotels, villas, malls
GROUPS. Read or have a student read the

instructions. Tell students they should decide on
five interesting attractions in their city or country
to write about. Suggest that they use the questions
in Exercise 2 and the paragraphs on page 66 to
guide them in their writing.
Have students complete their paragraphs in class
if there is time or assign this as homework. If
you assign it as homework, ask students to find
pictures of the attraction to share.
Ask students to share their paragraphs and any
pictures with other group members.
You may want to have groups create a tourist
brochure or poster about their town or city. They
should incorporate pictures along with their
paragraphs. The group can present their work
to the class, or you might post it on the wall for
others to read and look at.
(Page 128 bottom) Jumeirah Beach: beautiful beach, white

sand, clear blue water; Burj Al Arab: on man-made island,
looks like the sail of a boat, one of the largest and most
expensive hotels in the world
(Page 129 top) Wadi Wadi Water Park: many rides and
attractions; the Jumeirah Sceirah: one of the tallest and
fastest speed slides in the world, drop of 89 feet
(Page 129 bottom) Mall of the Emirates: one of the newest
and largest shopping malls in Dubai; Ski Dubai: indoor ski
resort, 25 stories, chairs lifts and ski runs, snow
B.
Ask a student to read the instructions. Elicit
answers for the first two items.
Walk around, helping and monitoring as students
work. Elicit answers from the class.
Answer key
Dubai: one of the most popular tourist destinations in the
Middle East
Jumeirah Beach: the most beautiful tourist beach in Dubai
Burj Al Arab: one of the largest hotels in the world, one of
the most expensive
The Palm Islands: the three largest artificial islands in the
world
Wild Wadi Water Park: the most exciting water park in
Dubai
Jumeirah Sceirah: one of the tallest and fastest speed slides
in the world
The Mall of the Emirates: one of the newest and largest
shopping malls in Dubai
Extend work with the reading by asking further

comprehension questions such as What costs over
$1,000 a night? (the least expensive room at the Burj
Al Arab hotel) How much is the most expensive room?
($28,000) How big is the Palm Diera? (8.4 miles long
and 5.1 miles wide)
T67
1 Comprehension
A. PAIRS. Identify which attraction each
photo shows. Discuss what features of the
attraction you can see in the photo.
B. What superlatives are used to describe
Dubais attractions? Complete the chart.
Dubai one of the most popular tourist

destinations in the Middle East
Jumeirah Beach
Burj Al Arab
The Palm Islands
Wild Wadi Water Park
Jumeirah Sceirah
The Mall of the Emirates
Dubai
1. Which of the attractions in Dubai would you

most like to visit? Why?
2. What are the ve best places to visit and
things to do in your country? Why?
3. What are the ve best places to visit and
things to do in your town? Why?
3 Your turn
GROUPS. With your group, decide whether
to write about your town or your country.
Choose which attractions to write about.
Each group member should write a
paragraph about one of the ve best
places to visit or things to do.
Fun with culture 2
67
Fun with grammar

Unit 1, 11 Practice, page 11
For the teacher: Cut up slips of paper and write a different word or short phrase on each. Give
one to each student. Tell students they will use their word or phrase in a simple past sentence.
Explain that they each will contribute a sentence to a chain story.
On a sheet of paper, write a sentence in the simple past. (If the class has been divided into
groups, write the same sentence on separate sheets of paper, one for each group.) Pass the
piece of paper with the sentence on it to Student A. Student A writes his or her sentence on the
sheet, folds the paper, so that only his or her sentence can be seen, not the original sentence,
and passes it on to the next student. The process continues until all students have contributed a
sentence.
Call on a student or a representative from each group to read the entire story. Vote on the best
stories by category: the funniest, the most ridiculous, the scariest, etc.
For the teacher: Think of five places and five

people your students know. On separate
sheets of paper, write a description of what
each of these places and people used to be
and what they are now. You may display
pictures of these places and people on the
board. Option: You may also ask students to
work in groups and assign them a place or
person. Each group writes a description of
their place or person. Tell them not to write
the name of the place or person they are
describing.
For the teacher: Make paper money or use

Monopoly money.
For example:
This person used to be very famous as an
action star. He didnt use to be bald. He
used to be married to Demi Moore. He is
still a movie star, but he is not as famous as
before. He has three daughters.
Fold the pieces of paper with the
descriptions and put them in a box.
Divide the class into two teams. Have a
representative from each team draw a
description from the box and read it out
loud. The representatives group has the
first chance to guess. If the team guesses
incorrectly, the other team gets the chance
to steal the point.
68 Fun with grammar
Write ten past continuous sentences on

the boardsome with mistakes. Divide the
class into small groups. Give each group
$1,500$2,000. Explain that in an auction,
people compete to buy an item by offering
an amount of money. The highest bidder
gets the item. In this game, you will auction
off each sentence on the board, and each
group should make a bid for it. If someone
in the group is sure that a sentence is
grammatically correct or not, the group
should make a good bid. If the group is not
sure, it should not bid or should bid low.
Start the bidding at $100. Students can
only increase the bids in increments of $50.
After a sentence is sold, ask the group that
bought it if it is correct. If it is incorrect, they
have fifteen seconds to correct it.
Continue until all the sentences are
corrected. Have the groups total their points.
1 point for every $100 left over
2 points for every correct sentence
5 points for every incorrect sentence
students correct
3 points for every incorrect sentence
students cant correct
Focus on multiple intelligences: this activity focuses

on linguistic intelligence.
Explain the game to the class, using the board to

list the steps if helpful. Then call on three students
to come to the front of the class to model each step.
Give each of these students a slip of paper with
a word on it. Then give one student a page upon
which the story is to be written (the beginning
sentence should be different from the one students
will actually use in the game). Have each student
demonstrate writing a sentence, folding the paper,
and then passing it to the next student. At the end of
the model, read the sentences to the class.
Distribute word slips and story pages and begin the
game. Walk around to monitor as students work.
At the end of the game, have the student or
representative stand to read the story.
To make sure the exercise proceeds smoothly and

easily, create a list of ten sentences before class.
Some of the sentences should be grammatically
correct and some should have grammatical errors;
for example: She was eating apple pie for lunch. It was
snowing tomorrow morning. They were painted the
house when I saw them.
Introduce the game by asking students what
they know about auctions. Elicit or explain how
bidding at an auction proceeds.
Explain the game to the class, using the board to
list the steps if helpful. When explaining scoring,
write the scoring guide on the board.
Divide the class into teams and do a trial run
before beginning the game. Use your watch or
a classroom clock to be consistent with the time
limit for corrections.

Make sure that you have a box or a bag for the
description slips.
Explain the game to students. Then model the
game. Think of a person or a place that students
will know (you may want to use the example
listed). Give a description and then have the class
guess the person or place.
If you decide to have groups write descriptions,
set a time limit of three or four minutes for
students to complete them. Emphasize that the
person or place must be one that other students
will know and that students should use used to
as well as simple present in their descriptions.
As students are completing their descriptions,
walk around to check, answer questions, and help
students with their sentences.
Write team names on the board and keep score as
the class plays.
T68
TEACHERS NOTES
Fun with grammar
TEACHERS NOTES

on linguistic intelligence.
Draw a large tic-tac-toe grid on the board. Fill

in two of the squares with conditional sentence
clauses, such as If it snows and I might go swimming.
Elicit a clause to complete each sentence and write
it into the grid; for example, If it snows, Ill go skiing
and if I have time, I might go swimming.
Divide the class into groups and pass out the
tic-tac-toe grids. Set a time limit for groups
to complete the sentences on their grid. Have
students begin and end on your signal.
When students have finished, have them exchange
their grids with another group. Explain the scoring
system, using the board if helpful.
Walk around to monitor and help as groups check
sentences.
Have students add up the total number of Xs on
each groups grid. Then elicit scores and declare a
winner.
Write a noun pair on the board and then explain

the game to the class. Elicit five or six comparative
sentences that students could make using the
noun pair. Encourage students to be creative in
their sentences.
Assign teams and have students stand in line. Do
a trial run to make sure students understand how
to play the game.
Play the game until each student has had a chance
to write a sentence on the board. Give teams time
to check and correct their sentences before you go
over them and tabulate scores.

on interpersonal and linguistic intelligence.
To make sure the exercise proceeds smoothly and
easily, create a topic list before class. You can use
this to create the fortune-telling cards yourself,
or you can write the list on the board and have
students prepare them.
Introduce the game by asking students what they
know about fortune tellers. Ask students what
grammatical structure a fortune teller would use
to predict the future. (will sentences)
Explain the game to the class, using the board if
helpful. Then call on a pair of students to model
the activity for the class.
After students have completed the activity, call on
volunteers to report some of the best, funniest, or
most creative predictions.
T69

For the teacher: Prepare sets of cards with different pairs of nouns on each card. You should
have roughly one card for each student. Each pair should be from the same category, for
example, soccer / baseball, guitar / piano, apples / oranges, New York / London, train / plane,
sofa / armchair, Tom Cruise / George Clooney.
Divide the class into Teams A and B. Ask the teams to stand in two lines. Give the first student
from each team one card from each set. Explain the game: The two students from Team A and
Team B read out loud the pair of nouns on their card to the rest of their team. The next pair
of students in line then rush to the board, and each student writes one comparative sentence
using the pairs of nouns on their teams card. Students may write, for example, Soccer is more
popular than baseball. If students need more support, elicit some familiar adjectives and write
them on the board. For example, boring, interesting, popular, healthful, etc. Dont correct
the sentences at this stage. The two students who just wrote sentences now take a card,
and the same process is repeated until everybody has had a chance to write a sentence. Give
students a few minutes to check their sentences for mistakes and then go over the sentences
with the whole class. Award a point for each correct sentence. (Some teachers may prefer to
award 2 points for each sentence1 point for a correct comparative, 2 points if the sentence is
completely correct in all other respects.) The group with the most points wins.
For the teacher: Cut pieces of cardboard or

paper the size of playing cards, enough for
all the students in your class. Draw a symbol
on each card to illustrate various topics, for
example, travel (an airplane), relationships
(a heart and a broken heart), and so on.
For the teacher: Prepare several tic-tac-toe

sheets with parts of conditional sentences.
For example:
Explain what the symbols mean and the

predictions they might prompt. For example,
the card for travel might elicit You will
catch a plane tomorrow to another country.
/You will travel to many countries this year.
/You will become an airline pilot. Make a
pile of all the cards. Tell students they will all
be fortune tellers as well as clients. Call on a
student to draw a card from the pile, choose
a fortune teller, and give that fortune teller
the card the student picked. The fortune
teller will then read that students fortune
out loud. For example, if a student picks a
card with the drawing of ten children, the
fortune teller will say, Youll have a big
family. Youll have ten children!
Do the activity until everybody has had
a chance to be both a fortune teller and
client. You can divide the class into groups
so that more people can do the activity at
the same time.
#IH>CNCIH;F4C=4;=4I?
If it rains,
We might go
snowboarding
If he doesnt
practice,
You may decide

to leave early
If our teacher
says yes,
They will lose

the game
If you dont
call me,
If I dont pass
the test,
She wont be
happy
Have the students form groups of three or

four. Distribute a tic-tac-toe sheet to each
group. Each group should get the same
sheet for each round of the game. Explain to
the students that they should complete each
conditional sentence directly in the grid.
Have the groups exchange sheets and
check each others sentences. Check that
the sentences are grammatically correct.
Students mark an X for each sentence that is
grammatically correct and makes sense and
an O for each incorrect sentence. The group
that has the most correct sentences wins.
Fun with grammar 69
Word list
Lets get started.
aunt, 2
best friend, 2
boyfriend, 2
brother, 2
brush teeth, 3
children, 2
circle, 3
classmates, 2
cousin, 2
cover (v), 3
daughter, 2
describe, 3
discuss, 3
do homework, 3
draw, 3
eat or have breakfast/
lunch/dinner, 3
father, 2
friend, 2
get home from school, 3
get up, 3
girlfriend, 2
go to bed, 3
go to school, 3
grandfather, 2
grandmother, 2
grandparents, 2
guess, 3
imagine, 3
leave the house, 3
list, 3
mother, 2
neighbor, 2
only child, 2
parents, 2
pet, 2
repeat, 3
sister, 2
son, 2
take a shower, 3
uncle, 2
underline, 3
wake up, 3
Unit 1
amazing, 7
awesome, 7
awful, 7
compose, 12
composer, 12
disgusting, 7
download, 12
fantastic, 7
horrible, 7
incredible, 7
70 Word list
lousy, 7
professional, 10
symphony, 12
talent, 11
terrible, 7
terric, 7
wonderful, 7
Unit 2
angry, 14
bored, 14
chubby, 18
embarrassed, 14
excited, 14
happy, 14
nervous, 14
sad, 14
scared, 14
short, 18
surprised, 14
tall, 18
thin, 18
tired, 14
upset, 14
worried, 14
Unit 3
cloudy, 24
cold, 24
fairy tale, 29
foggy, 24
hot, 24
raining, 24
snowing, 24
sunny, 24
warm, 24
windy, 24
Unit 4
attractive, 38
beautiful, 38
best, 34
better, 34
better-looking, 37
famous, 38
far, 36
farther, 36
farthest, 36
fashionable, 38
faster, 34
good-looking, 38
gorgeous, 38
handsome, 38
heavy, 37
successful, 38
talented, 38
Unit 5
Irregular verbs
ankle, 43
apologize, 44
arm, 43
audition, 42
back, 43
consideration, 47
ear, 43
elbow, 43
etiquette, 46
eye, 43
face, 43
feet, 43
nger, 43
foot, 43
hand, 43
head, 43
hip, 43
knee, 43
leg, 43
manners, 46
mouth, 43
musical, 42
neck, 43
nose, 43
polite, 48
recommend, 42
rude, 44
shoulder, 43
upset, 42
Base form
Simple past
become
break
cost
cut
do
draw
drive
eat
fall
feel
nd
t
forget
get
give
grow
hear
hold
hurt
keep
know
leave
lose
meet
read
ride
run
say
see
send
shake
sing
sit
sleep
spend
stand
swim
teach
tell
think
throw
understand
wake up
wear
win
write
became
broke
cost
cut
did
drew
drove
ate
fell
felt
found
t
forgot
got
gave
grew
heard /hrd/
held
hurt
kept
knew
left
lost
met
read /rd/
rode
ran
said
saw
sent
shook
sang
sat
slept
spent
stood
swam
taught
told
thought
threw
understood
woke up
wore
won
wrote
Unit 6
babysit, 54
go on vacation, 54
go to the beach, 54
hang out with
friends, 54
have a picnic, 54
issue, 57
stay home, 54
stressful, 58
summer, 54
take a (music or dance)
class, 54
volunteer, 54
worried, 57
Workbook
Lets get started.
Unit 1
1
W A F
O W E
N F A
D U J
E L E
R G Z
F R U
U G C
L R F
Y E L
I N C
E A M
1
Last name
First name
Age
Snapp
Robb
14
Rodin
Brent
14
2
2.
3.
4.
5.
brother
uncle
grandmother
cousin
6. grandparents
7. grandfather
8. aunt
5. pet
6. friends
4
2. imagine
3. take turns
4. circle
5. cover
6. draw
5
2. brush
3. wake/get
4. do
5. have
6. take
Positive
Negative
amazing
awful
awesome
dreadful
fantastic
horrible
incredible
lame
terrific
lousy
wonderful
terrible
Subject
pronoun
Object
pronoun
teacher
She
us
France
He
it
10
2. d
3. a
4. c
R
R
L
E
E
R
I
B
U
D
book
9
2. e
3. f
4. a
country
8
2. That
3. These
F
A
Z
H
O
R
R
I
B
L
E
S
6
A circle: interesting, boring
two lines: is, said, was, read
B
7
2. under
3. in front of
4. behind
L
U
F
D
A
E
R
D
C
S
C
J
3
2. neighbor
3. girlfriend
4. classmate
Noun
Y S U O L H T
A U E X T E A
L N O M R A P
W B T R A A G
X E I A D L D
G F S F S W B
I M S O F T S
V O Q J M E I
P N E D A E Y
B I R R E T H
R E D I B L E
A Z I N G N N
Which word doesnt fit? fantastic

5. on
6. above
4. This
5. Those
5. g
6. d
7. b
4
2.
3.
4.
5.
6.
was
Were
was
werent
Was
7.
8.
9.
10.
5
2.
3.
4.
5.
6.
was
were
was
were
was
7.
8.
9.
10.
wasnt
was
were
werent
was
were
was
was
6
2. Were you tired when you woke up
this morning?; I wasnt.
3. Was your teacher angry
yesterday?; he/she wasnt.
71
4. Were your friends at the mall last

Saturday?; they were.
5. Was the weather cold last week?; it
wasnt.
6. Were you at a party on Friday
night?; I was.
7. Was the library open at six oclock
this morning?; it wasnt.
8. Were you and your friends at
school yesterday afternoon?; we
were.
7
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20
21.
22.
23.
24.
began; I
brought; I
cleaned; R
came; I
did; I
enjoyed; R
got; I
went; I
hated; R
had; I
learned; R
let; I
made; I
played; R
put; I
rode; I
took; I
taught; I
thought; I
spoke; I
studied; R
wrote; I
8
2.
3.
4.
5.
6.
drove
got
gave
waited
bought
7.
8.
9.
10.
11.
loved
played
ended
felt
slept
9
2. write
3. pay
4. hide
5. wear
6. fight
10
2.
3.
4.
5.
6. a
7. c
8. b
c
b
c
a
11
3. We didnt play soccer in the park
yesterday.
4. He spoke to me yesterday.
5. You didnt like that movie.
6. I thought about school all day.
LANGUAGE BOOSTER ANSWER KEY
Language Booster answer key
7. Rachel didnt cry at the end of the

movie.
8. They let me into the restaurant.
12
2.
3.
4.
5.
6.
7.
8.
wasnt
broke
bought
had
went
gave
got up
13
2. Who did Karen call?
3. Why did Jesse like that movie?
4. When did Paula and Kenesha go
to the concert?
5. What did you make for dinner?
6. Where did you put the keys last
night?
14
2. Karen called her best friend.
3. Jesse liked that movie because it
was / is funny.
4. Paula and Kenesha went to the
concert last weekend.
5. I made pasta for dinner.
6. I put the keys on the table.
15
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
I did
did it start
Did you have
I did
met
did it take
took
did you sleep
slept
rode
did you get
16
Cora:
Teri:
Cora:
Teri:
Cora:
Teri:
Cora:
Teri:
Cora:
5, 9, 1, 3, 7
4, 8, 6, 2
What did you think of it?
I thought it was awesome. I
loved it.
Not me. I thought it was awful.
Really? Why did you think
that?
Because the weather was really
bad.
Youre right, the weather was
dreadful, but the band was
incredible.
Thats true. The band was
amazing.
17
2. A: How was the trip?
B: It was boring.
A: Did you take a bus?
B: No. My dad drove all the way.
3. A: How was the meal?

B: It was fantastic.
A: What did you eat?
B: I ate a steak.
18
Answers will vary.
Unit 2
1
Picture answers may vary.
2. tired; h
3. worried; i
4. happy; a
5. upset; d
6. embarrassed; l
7. scared; j
8. sad; b
9. nervous; g
10. bored; k
11. surprised; e
12. excited; f
2
Answers may vary.
2. happy
3. tired
4. excited
5. nervous
6. embarrassed
7. angry
8. surprised
9. bored
10. worried
11. scared
12. upset
3
2.
3.
4.
5.
6.
so
and
but
so
so
7.
8.
9.
10.
but
so
and
but
4
2. Lorna studied all day, so she was
ready for the test.
3. Mario felt sick, so he went home
from school early.
4. I ran all the way to the theater,
but I missed the beginning of the
movie.
5. They got in the car, and I drove
them to the concert.
6. The door was open, so I walked
right in.
7. I bought that book, but I didnt
read it.
8. She remembered his face, but she
didnt remember his name.
5
Answers will vary.
72
6
3.
4.
5.
6.
used to
didnt use to
didnt use to
used to
7
3. Did he use to wear jeans to work?
Yes, he did.
4. Did he use to drive to work?
No, he didnt.
5. Did he use to study for a degree?
No, he didnt.
8
1.
2.
3.
4.
5.
I used to go to
Where did you use to live?
Where did you use to eat?
what did you use to wear to work?
How did you use to go/get to
work?
6. Did you use to have a car?
9
2.
3.
4.
5.
6.
7.
It used to be brown.
you used to wear glasses.
You didnt use to be so thin.
I didnt use to play any!
You didnt use to wear that.
I didnt use to be married.
10
3. Diane and I used to be great
friends.
4. Mrs. Jones used to teach us math.
5. The fall didnt use to be this cold.
6. Did you use to work for your dad?
7. I didnt use to know how to ride a
bike.
8. We used to bake cookies on the
weekend.
9. My brother didnt use to watch a
lot of TV.
10. Did Mark use to play soccer in
college?
11
Answers will vary. Possible answers:
3. I didnt use to go swimming
4. They used to be good
5. He didnt use to be busy
6. I used to hate it
7. He used to be rich
8. They used to be young
9. They used to fight a lot
10. She didnt use to play the guitar
12
Answers will vary.
13
1, 4, 6, 8, 3, 2, 7, 5
14
Answers will vary.
very good
preferences
worried
afraid
Unit 3
1
C
L
O
U
D
Y
W
S
M
W
E
F
A
P
U
I
A
O
R M H
A N O
I Y T
N D Y
Y N O
G G Y
S
N
O
W
Y
A
Missing word: cold

2
2.
3.
4.
5.
6.
Its rainy.
Its cloudy.
Its hot/sunny.
Its snowy.
Its windy.
3
2. Whats the weather like in Paris?
Its rainy/raining.
3. Whats the weather like in
Sydney?
Its cloudy.
4. Whats the weather like in Rio de
Janeiro?
Its sunny.
4
3. She was carrying a bag.
4. She wasnt going to the bank.
5. She wasnt talking on her cell
phone.
6. She was going to a party.
7. She was wearing a dress.
8. She wasnt drinking a soda.
5
Answers will vary.
6
2.
3.
4.
5.
6.
7.
8.
was cooking
were sleeping
broke
was lying
was working
stopped
was wearing
7
2. d
3. c
4. a
5. e
6. b
8
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
heard
started
heard
was following
decided
was searching
remembered
wasnt carrying
started
was running
fell down
hurt
was sitting
felt
said
was trying
succeeded
9
3. Somebody was following him.
4. He remembered that he wasnt
carrying his cell phone.
5. Mario was running when he fell
down.
6. Mario was sitting in the middle of
the road when he felt a hand on
his shoulder.
7. Melissa was trying to scare him.
10
2. Was Greg wearing his new jeans
last night?; he was.
3. Were your parents working while
you were studying?; they were.
4. Was it raining at this time
yesterday?; it wasnt.
5. Were you taking a shower when
the phone rang?; I was.
6. Was the man carrying a bag when
you saw him?; he wasnt.
7. Was she talking on her cell phone
while she was shopping?; she was.
8. Was he playing his guitar when
the ball hit him?; he was.
11
3. We were going out when it began
to snow.
4. While she was swimming in the
ocean, she lost her necklace.
5. I was doing my homework when
all the lights went out.
6. While they were having dinner,
the cat ate the goldfish.
7. My brother was running very fast
when he fell.
8. While I was shopping, someone
stole a sweater.
73
12
2. She was listening to music when
the phone rang.
3. She was reading a book when he
came home.
4. The students were reading when
the bell rang.
5. He was walking when he slipped.
13
2.
3
4.
5.
6.
Yes, I did.
What happened?
Did the car driver stop?
No, he wasnt.
What did you do?
14
2, 7, 9, 6, 4, 1, 5, 3, 8
Coach: What happened?
You: While I was running, it
started to rain.
Coach: Did you slip on the wet
grass?
You: Yes, I fell on the wet grass.
Coach: Did you break your finger
when you fell?
You: No, I broke my finger when
my friend fell on top of me.
Coach: How did your friend fall on
top of you?
You: He was running toward me
to take the ball away when he
also slipped on the wet grass.
He landed on my finger!
Skills Development 1
1
2.
3.
4.
5.
g
h
f
a
6. d
7. c
8. b
2
3, 9, 5, 2, 8, 7, 4, 1, 6
3
2.
First part of trip: From Ireland
to Liverpool
Travel time: thirty-six hours
Number of days in Liverpool: five
Accommodations in Liverpool:
none (slept by the dock)
3.
Second part of trip: From Liverpool
to America/New York
Travel time: fourteen weeks
Plans for the future: take son back to
Ireland
15
2.
3.
4.
5.
4
Answers will vary.
Unit 4
1
3.
4.
5.
6.
7.
8.
9.
10.
worse; the worst

hotter; the hottest
happier; the happiest
more exciting; the most exciting
younger; the youngest
farther; the farthest
better; the best
bigger; the biggest
2
2.
3.
4.
5.
6.
7.
8.
9.
10.
heavier
more beautiful
farther
better
bigger
more interesting
worse
more famous
more difficult
3
2.
3.
4.
5.
6.
7.
8.
9.
10.
4
1.
older
higher
fastest
faster
highest
longer
largest
oldest
more famous
b. taller
c. the tallest
2. a. looser
b. looser
c. the loosest
3. a. bigger
b. bigger
c. the biggest
5
2. Baseball is the most popular sport
in the U.S.
3. Brad Pitt is the handsomest actor.
4. My dad is the strongest person I
know.
5. Math is the hardest subject.
6. Shakira is the best singer.
7. Ronaldo is the fastest runner.
8. Hawaii is the most beautiful place.
9. My aunt is the nicest person I
know.
10. My grandfather is the oldest
person in my family.
6
2.
3.
4.
5.
6.
12
2.
3.
4.
5.
6.
as hard as
as talented as
as tall as
as fast as
as important as
7
2. Our house isnt as big as yours.
3. He doesnt play the guitar as well
as she does.
4. That bike isnt as fast as this one.
5. The station isnt as far as the
bookstore.
6. January wasnt as bad as February.
7. You arent as old as I am.
8. That movie isnt as scary as this
movie.
9. Your job isnt as interesting as
mine.
10. These boots arent as narrow as
those boots.
8
3. Golf isnt as easy as tennis.
4. Jenn is as smart as Robin.
5. Your steak isnt as delicious as my
chicken.
6. Soccer isnt as popular as baseball.
7. Argentina isnt as big as Brazil.
8. Reading a book is as fun as
watching a movie.
9. Bill isnt as fast as Mateo.
10. My brother is as outgoing as my
sister.
9
3. Rosa isnt as tall as Kenji.
4. Rosa is as old as Kenji.
5. Kenji doesnt live as close to
school as Rosa.
6. Kenjis family isnt as big as
Rosas.
13
2. Which do you like betterthe
black jacket or the white one?
3. Which pair of shoes is more
fashionablethe high heels or the
low heels?
4. But I like the high heels better.
5. I think you look cool!
14
Answers will vary.
Unit 5
1
1
2
5
6
9
11
3
12
10
2.
3.
4.
5.
6.
7.
hand
mouth
waist
shoulder
eye
stomach
8.
9.
10.
11.
12.
ankle
elbow
foot
back
leg
10
A
S
T
I
B
C
F
B
U
F
S
N
handsome
successful
fashionable
beautiful
talented
L V D
E F N
A A B
T M O
T O T
R U S
A S H
C S U
T B A
I E A
V T L
E L B
H M B
I U N
E A U
A N E
N L A
E T I
I O N
O E G
L U H
U H E
U E U
I D E
11
2. d
3. b
4. f
F
E
T
S
A
T
A
R
I
N
F
R
C
A
I
O
E
U
B
O
S
N
S
C
E
S
F
D
B
O
L
G
U
E
L
N
head
ear
nose
neck
O E
L I
U L
F E
S M
S O
E S
C D
C N
U A
S H
I I
face
arm
hip
wrist
thumb
knee
toe
5. c
6. a
74
2.
3.
4.
5.
6.
neck
arm
ear
nose
thumb
7.
8.
9.
10.
11.
head
face
knee
hip
toe
K
N
E
Y
N
O
10
H
O
S
E
16
Itll
Theyll
It wont
Well
He wont
I wont
Ill
5
3.
4.
5.
6.
7.
8.
ll eat
ll get
ll leave
ll meet
ll go
ll practice
I
S
6
2. Will he take a shower?
Yes, he will.
3. Will he get dressed before
breakfast?
No, he wont.
4. Will he meet his friend?
Yes, he will.
5. Will they go to school by bus?
Yes, they will.
6. Will they practice football after
school?
No, they wont.
7
3.
4.
5.
6.
7.
8.
ll feel
ll see
wont take
ll answer
will get; wont
will; get; ll walk
8
2.
3.
4.
5.
6.
7.
shouldnt
should
should; should
shouldnt
should; shouldnt
shouldnt
4
3.
4.
5.
6.
7.
8.
9.
12
A
14
D
11
M
15
U
8
S
H
13
9
2. should put
3. shouldnt feed
4. Should; keep; shouldnt; should
try
5. should write
10
2. You should see a doctor. / You
shouldnt run down the stairs.
3. You should buy bigger shoes. /
You shouldnt wear them.
4. She should practice more often.
5. You shouldnt eat there.
11
2.
3.
4.
5.
6.
must not
must not
must
must not
must
12
2.
3.
4.
5.
6.
7.
You must be polite.

You must not eat in class.
You must work hard.
You must arrive on time.
You must not smoke.
You must not forget your
homework.
8. You must not copy another
students work.
9. You must practice every day.
10. You must take four math classes to
graduate.
13
3, 2, 6, 5, 1, 4
14
Answers will vary.
15
2.
3.
4.
5.
6.
upset
matter
Mark; laptop; gave; back; broken
terrible; do
ask; fix; buy; new
Unit 6
1
2.
3.
4.
5.
6.
7.
8.
9.
10.
may/might not like

may/might find
may/might start
may/might not rain
may/might break
may/might not finish
may/might wear
may/might not come
may/might bring
75
2
2.
3.
4.
5.
I may/might take a trip.

I may/might go to Miami.
I may/might ask Nancy.
I may/might just stay home and
watch TV.
6. I may/might just order a pizza.
3
2. We may/might go on vacation
with you.
3. The weather may/might be nice.
4. You may/might like this movie.
/ You may/might not like this
movie.
5. John may/might be sleeping in the
garden.
4
2. f; If it is rainy, Ill stay in the hotel.
3. a; If I dont like the hotel, Ill find a
better one.
4. d; If theres a bike rental store, Ill
get a bike.
5. b; If I get a bike, Ill go for a ride in
the mountains.
6. c; If the hotel has a computer, Ill
e-mail my friends.
5
2.
3.
4.
5.
6.
7.
8.
are
ll be
dont get
will be
ll eat
wont be
ll fail
6
2.
3.
4.
5.
6.
7.
will get; are

will miss; dont hurry
will go; is
help; will be
do; will buy
will come; promise
7
2. e; If the movie is too scary, he
wont watch it.
3. g; If you dont wear a sweater,
youll be cold.
4. d; If its sunny, well go to the
park.
5. f; If I start work late, I wont finish
everything.
6. c; If she doesnt feel well
tomorrow, she wont go to school.
7. h; If it snows, well go skiing.
8. a; If the phone rings, Ill answer it.
8
2. If Fran doesnt feel better, she
wont play in the game.
3. If Ed gets home late, he may/
might not come to the next lesson.
4. If they hang out this weekend,
they may/might go bowling.
5. If it snows, Ill build a snowman.
6. If we dont go on vacation, we
may/might volunteer at the camp.
9
Answers will vary.
10
2. e
3. d
4. c
5. a
11
2.
3.
4.
5.
6.
7.
hang out with friends

take dance classes
have a picnic
go on vacation
stay home
go to the beach
12
2.
3.
4.
5.
6.
7.
babysit
hang out with friends
have a picnic
stay home
take dance classes
go on vacation
13
Tony: 3, 5, 1, 7
Chuck: 2, 6, 8, 4
Chuck: Im well, thanks. What about
you?
Tony: Im fine. What are you going
to do this summer?
Chuck: Well, the whole family is
going to Mexico. Then Im not
sure. I might take some guitar
lessons.
Tony: Mexico? That sounds like fun!
Chuck: What are you going to do?
Tony: Were not going on vacation,
so I might just hang out with
friends all summer.
Chuck: Thats cool.
14
Answers will vary.
15
Answers will vary.
Skills Development 2
1
2.
3.
4.
5.
6.
7.
f
a
c
g
b
e
2
2. Kathy Bethell gets the highest
allowance each week.
3. He always hangs out with his
friends at the movies.
4. She pays for her gym membership
every month.
5. Kathy babysits.
6. Shes saving money for her
summer vacation.
7. He spends his money on music,
computer games, and movie
tickets.
8. He will buy new computer games.
9. She wants the new iPod because
its better than the one she has
now.
10. She will go to Florida.
3
2.
3.
4.
5.
6.
7.
8.
Alana
Jose
Alana and Kathy
Alana
Jose, Alana, and Kathy
Kathy
Kathy
4
Answers will vary.
Grammar Builder
were
was
wasnt
was
were
was
2
2. Was the hotel terrible?; No, it
wasnt.
3. Were the children happy?; Yes,
they were.
4. Was the food expensive?; No, it
wasnt.
5. Was Disney World fantastic?; Yes,
it was.
6. Were the people friendly?; Yes,
they were.
3
2.
3.
4.
5.
6.
7.
8.
9.
10.
She wasnt very hungry.

We werent late for class.
Were they from France?
Where were the children?
It was a very funny movie.
They werent at home.
Were you angry?
What time was it?
Was it your birthday?
76
wanted
went
had
played
heard
thought
left
stayed
5
2. He didnt get home from school at
three oclock.
3. I didnt do my homework after
dinner.
4. We didnt enjoy our meal.
5. You didnt eat three chicken
sandwiches!
6. My brother didnt take a taxi home
from the party.
7. I didnt enjoy that movie.
8. She didnt put the teapot on the
stove.
9. We didnt meet Antonio and Elena
at the theater.
10. She didnt clean the house all day.
11. You didnt sleep well last night.
12. The new student didnt say hello
to me.
13. I didnt call you at seven oclock.
14. She didnt teach me how to dance.
6
2.
3.
4.
5.
6.
7.
8.
9.
Unit 1
1
2.
3.
4.
5.
6.
7.
4
2.
3.
4.
5.
6.
7.
8.
9.
he did
I didnt; took
you did
it didnt; rained
she didnt; said
we didnt; bought
he did
I didnt; made
7
2. Who did James choose?
3. What did Tina and Ed do after
school?
4. Where did Kelly and Jack meet
yesterday afternoon?
5. Why did you watch Everybody
Loves Raymond?
6. When did you and your family
celebrate your birthday?
8
2. Why did James choose Carmen?
3. Who studied after school?
4. When did Kelly and Jack meet at
the amusement park?
9
2. He chose Carmen because she is
smart.
3. They studied after school.
4. They met at the amusement park
yesterday afternoon.
1
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
and/so
so
and
but
but
so
so
but
but
so
but
and
but
2
2. Han-su caught five fish, and his
mother cooked them for dinner.
3. It started to rain, so we left the
park.
4. I got an invitation to the dance last
night, but I stayed home.
5. He wants to go to the movies, but
he doesnt have any money.
6. She wants to get an A on her test,
so she is studying tonight.
7. She finished the dance, and then
the audience applauded.
3
2.
3.
4.
5.
6.
7.
8.
used to be
didnt use to make
used to take
used to eat
used to dream
used to get up
didnt use to go out
4
2. She didnt use to live in a big
apartment. She used to live in a
tiny apartment.
3. She didnt use to live in Chicago.
She used to live in Buffalo.
4. She didnt use to take the bus to
work. She used to take the train.
5. She didnt use to cook dinner at
home. She used to eat dinner at
the restaurant.
6. She didnt use to go home at five
oclock. She used to go home at
one oclock in the morning.
7. She didnt use to dream about
living in Los Angeles. She used to
dream about living in New York.
8. She didnt use to get up at seven
every morning. She used to get up
at six.
5
2. use to study
3. use to play
4. used to live
5.
6.
7.
8.
did; use to work

used to wear
used to ride
used to run
Unit 3
1
2.
3.
4.
5.
6.
7.
8.
was making
was using
were listening
was raining
was fixing
were having
were trying
2
2. Mom wasnt making dinner.
3. Carlos wasnt using the computer.
4. Kate and Abby werent listening to
music.
5. It wasnt raining.
6. Dan wasnt fixing the camera.
7. The neighbors werent having a
party.
8. You werent trying to study.
3
2. Were we swimming in the river?;
No, we werent.
3. Was Mom making breakfast?; No,
she wasnt.
4. Were the children playing in
class?; Yes, they were.
5. Were you cleaning your room?;
Yes, I was.
6. Was Daniel sleeping at three
oclock?; No, he wasnt.
7. Was she wearing boots?; Yes, she
was.
8. Were they studying for the test?;
No, they werent.
4
2.
3.
4.
5.
6.
while
while
When
While
When
5
2.
3.
4.
5.
6.
7.
8.
9.
10.
was reading; fell

was wearing; saw
were dancing; stepped
were using; started
were talking; came by
jumped; was sleeping
was thinking; called
was swimming; saw
flew; were sitting
6
2. was walking; lost
3. turned; were doing
4. were discussing; walked
77
5.
6.
7.
8.
9.
10.
met; was working

was jogging; found
was using; crashed
were having; arrived
was watching; called
was talking; came over
7
2.
3.
4.
5.
6.
7.
8.
9.
when
when
while
when
While
When
while
when
8
2.
3.
4.
5.
6.
8.
9.
10.
11.
Isabella was drinking a soda.

Dave and Maria were dancing.
Lily and Oscar were laughing.
Dan was eating a sandwich.
a few students were sitting on the
floor.
Martina and Lucy went into the
kitchen.
Yumiko took a photograph.
the lights went out in the room.
everybody started to sing.
Unit 4
1
2.
3.
4.
5.
6.
7.
8.
9.
10.
easier than
bigger than
lazier than
older than
taller than
more popular than
more exciting than
more expensive than
shorter than
2
3. A runner is faster than a jogger.
4. That suitcase is larger than my
backpack.
5. Su-Mi is shorter than Elena.
6. Studying for my test is more
important than going to the
movies.
7. A Chevrolet is cheaper than a
Ferrari.
8. The cheese slices are thinner than
the turkey slices.
9. These oranges are sweeter than
those apples.
10. The ruler is longer than the pen.
11. Todays homework is more
difficult than yesterdays
homework.
12. Orlando, Florida, is hotter than
New York City.
Unit 2
3
Answers will vary.
4
2.
3.
4.
5.
6.
7.
8.
the most relaxing

the heaviest
the slowest
the healthiest
the most exciting
the most comfortable
the softest
5
Answers will vary.
6
2.
3.
5.
6.
8.
9.
bigger than
the biggest
cheaper than
the cheapest
luckier than
the luckiest
7
2.
3.
4.
5.
6.
7.
8.
farther than
the farthest
worse than
the worst
the largest
better than
the best
8
3. The movie is not as scary as the
book.
4. Picasso is as famous as Monet.
5. Tom Cruise is not as handsome as
Johnny Depp.
9
Answers will vary.
Unit 5
1
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
will
wont
will
ll
ll
ll
ll
ll
ll
will
wont
ll
ll
ll
wont
2
2. Will Maria take a year off after
high school?; she will.
3. Will they get jobs?; they will.
4. Will Josh travel to Mexico?; he
will.
5. Will Maria travel with Josh?; she

wont.
6. Will Josh have enough time to visit
everything?; he wont.
7. Will Josh and Maria get married
before they get jobs?; they wont.
3
2.
3.
4.
5.
6.
7.
8.
will get
will visit
will meet
will win
will become
will keep
will start
4
Answers may vary. Possible answers:
3. Will your friends visit you after
you move to London?; they will.
4. Will Sarah meet a great guy?; she
will.
5. Will Yumiko win the lottery?; she
will.
6. Will Carl become a famous artist?;
he wont.
7. Will Elena tell her friends secret?;
she wont.
8. Will the math test start at ten
oclock?; it wont.
5
2.
3.
4.
5.
6.
7.
8.
9.
10.
should
should
shouldnt
should
shouldnt
shouldnt
shouldnt
shouldnt
should
6
2.
3.
4.
5.
6.
7.
8.
9.
10.
shouldnt stay up
shouldnt go out
should exercise
should take
should see
should sleep
shouldnt eat
should send
shouldnt wear
7
2.
3.
4.
5.
6.
7.
8.
9.
10.
must
must
must not
must not
must not
must not
must
must
must
Unit 6
1
2.
3.
4.
5.
6.
may/might hang out

may/might snow
may/might not like it
may/might not be
may/might get
2
2. They may/might arrive tomorrow.
3. I may/might not be able to help
you.
4. You may/might be the winner.
5. I may/might buy a new car.
6. You may/might not want to go to
college.
7. I may/might see him tomorrow. / I
may/might not see him tomorrow.
8. She may/might ask him on a date.
3
2.
3.
4.
5.
6.
will
may
might
will
may, may not
4
4.
5.
6.
7.
8.
9.
10.
11.
12.
Will
ll
Will
may/might
ll
may/might
Will
ll
ll
5
Answers will vary.
6
2. will be
3. has
4. feel
7
2. If you eat healthful food, you
wont get sick very often.
3. If you eat cheese before bedtime,
you may/might have bad dreams.
4. If you are not over eighteen years
old, they wont let you in.
5. If I am not home before 10 p.m.,
my parents will worry.
6. If she drinks another soda, she
may/might not sleep very well
tonight.
7. If you break a mirror, youll have
bad luck for seven years.
8. If she gets home soon, she may/
might watch the baseball game on
TV.
8
Answers will vary.
78
5. works
6. might bake
Name ___________________________________________________________________________
Date __________________________
LETS GET STARTED TEST
Lets get started test

A. Circle the word that does not belong in each group. (1 point each)
Ex: one
she
five
ten
3. above
behind
teeth
under
1. beautiful
long
easy
walk
4. went
took
had
eat
2. aunt
cousin
bring
son
5. them
her
him
we
B. Fill in the blanks with the correct word. (2 points each)

Ex: I have no brothers or sisters. I am an only child .
1. My mothers sister is my
3. My mothers father is my
2. My mother and father are my
4. My mothers mother is my
.
5. My uncles son and daughter are my
C. Circle the letters of the correct answers. (1 point each)

Ex: After I wake up in the morning, I
a. go to bed
1. I
3. I usually
b. take a shower
at about 10:00 at night.
a. go to bed
at school.
b. get up
4. I usually
a. eat lunch
b. have dinner
2. When I get home from school, I

a. have breakfast
at 7:30 in the morning.
a. leave the house

.
5. I
b. do my homework
b. get home from school
after breakfast, lunch, and dinner.
a. take a shower
b. brush my teeth
D. Write the missing object pronoun next to each subject pronoun. (1 point each)
Ex: she
her
1. I
2. we
4. they
3. he
5. you
E. Circle the letters of the correct answers. (2 points each)

Ex: I
in Tokyo last summer.
a. be
c. am
a. got up
are my cats over there.
1.
a. This
2. We
a. take
F.
b. was
3. I
b. That
a. Those
a test yesterday.
5. My brother
c. taked
b. get up
c. gets up
CD is my favorite.
4.
c. Those
b. took
early last Saturday.
a. eats
b. These
c. This
a whole pizza last night.
b. eated
c. ate
Unscramble the words to make questions and statements. (3 points each)

Ex: birthday / your / Whens / ?
3. Where / books / your / are / ?
Whens your birthday?

1. is / time / What / it / ?
4. TV / front / is / of / the / It / in / .
2. great / a / Have / weekend / .
5. bag / teachers / is / the / Where / ?

Permission granted to reproduce for classroom use.
79
Name ___________________________________________________________________________
Date __________________________
UNIT 1 TEST
Unit 1 test
3. (What)
Vocabulary
4. (Where)
5. (What)
A. Circle the correct adjectives. (1 point each)

Ex: He needs to take some dance lessons. His dancing
was (fantastic / awful ).
D. Make the sentences negative. (2 points each)

Ex: He studied music with a famous musician.
1. Your mother is an (awful / amazing) musician! Shes

fantastic!
He didnt study music with a famous musician.

1. She practiced the piano all weekend.
2. I had a (terrific / lousy) day. Everything went

wrong.
3. Thats a (terrible / terrific) excuse. I dont believe
you.
2. I made a chocolate chip pizza.
4. Last nights performance was (dreadful / incredible).

They were awesome.
3. Dad was home at 8:00 last night.
5. The party was great and the food was (wonderful /

horrible).
4. John brought his computer to school.
Grammar
5. She always wrote her own music.
B. Write the verbs in the simple past. (1 point each)

Then write Yes/No questions. (2 points each)
Ex: She (miss)
missed
the bus this morning.
Communication
Did she miss the bus this morning?

1. They (walk)
2. He (be)
3. They (play)
E. Complete the conversation with expressions from

the box. (2 points each)
home from the party.
I thought the music was terrific.

Youre right about the food.
How was the party?
What was wrong with it?
I dont agree with you.
The DJ was awful.
excited about his performance.
the piano together.
Mom: Youre home early, kids.

4. They (be)
5. She (teach)
(Ex:) How was the party?

Kim: It was fantastic, Mom!
in the audience.
Luke: (1)
that great.
music at our school.
The party wasnt
Kim: (2)
Luke: Well, the music was terrible.
C. Write information questions about the sentences

in Exercise B using the cues. (2 points each)
Kim: (3)
awesome.
Ex: (When) When did she miss the bus?

1. (Who)
Luke: (4)
lousy, too.
2. (Why)
Kim: Hmm. (5)

think it was a wonderful party.
80
The DJ was
and the food was
But I still

Name ___________________________________________________________________________
Date __________________________
5. to / She / band / in / play / use / didnt / the/ .
Vocabulary
6. used / We / to / belong / a / club / laughter/ .
A. Write the missing vowels to complete the emotion

adjectives. (1 point each)
Ex. h a pp y
ps
3.
1. n
rv
4. sc
2. w
rr
5. s
rpr
D. Write the sentences as Yes/No questions or

negative statements. (2 points each)
d
s
Ex: They used to live in Ecuador. (question)
Did they use to live in Ecuador?
Grammar
1. He used to like to eat carrots. (negative)
B. Fill in the blanks with and, but, or so. (1 point each)

Ex: It was raining yesterday,
to the beach.
1. Hes a great singer,
on the guitar.
so
2. She used to read me stories at night. (question)
we didnt go
he isnt very good
3. My uncle used to play in a rock band. (question)
2. Dad is happy that I passed the test,

Mom is happy, too.
4. My sister used to get good grades. (negative)
3. We were tired after the performance,

we went to bed.
5. I used to want to live in Hollywood. (negative)
4. I needed to talk to a friend,

Alexandra.
5. Shes talented,
into Star Performers.
I called
shes not going to get
Communication
6. They were excited when they heard the news,

I was, too.
7. She wanted to go to the movies,
stayed home and cleaned her room.
she
Maybe hes nervous.

Im serious.
Thats awesome!
C. Unscramble the words to make sentences.

(3 points each)
Im worried about Pete.

Keep dreaming.
But not anymore.
Mark: (Ex:) Im worried about Pete.

used to come to rehearsals.
Ex: didnt / She / to / use / shy / be / .
She didnt use to be shy.
He always
(1)
He wasnt at rehearsal today, or last week either.
1. used / play / He / to / piano / the/ .
Pam: He has a really big part.

(2)
Mark: Maybe. But if he doesnt come to the next rehearsal,
the directors going to give his part to me.
2. didnt / I / like / use / rap / to/ .
3. My / used / actor / be / dad / to / an / .
Pam: No way. (3)

Mark: (4)
4. mother / to / My / used / English / teach/ .

Pam: (5)
81
He really is.
You can do it.
UNIT 2 TEST
Unit 2 test
Name ___________________________________________________________________________
Date __________________________
UNIT 3 TEST
Unit 3 test
1. When she (see)
Vocabulary
to his math teacher.
A. Fill in the blanks with the correct weather

vocabulary. (1 point each)
cold
hot
Ex: Its
him, he (talk)
cloudy
hot
foggy
windy
2. My father (ski)
sunny
his leg.
in Florida. Im wearing shorts.
1. Its pretty
. I think its going to rain.
2. Its really
. I cant see anything.
3. Its
3. We (watch)
5. Its so
TV when the police
officer (knock)
outside! I need to get my coat.
4. Im going to get my sunglasses. Its so
when he (break)
on the door.
4. They (sit)
by the fire when the
fairy (appear)
. I almost lost my cap.
5. While I (jog)
Grammar
, I (find)
a cell phone.
B. Unscramble the sentences. Put a comma (,) after a

when or while clause that begins a sentence.
(3 points each)
Communication
Ex: home / I / walked / the / party / from / .
I walked home from the party.
D. Complete the conversations with expressions from

1. wasnt / when / raining / It / arrived / we / .
heard cries for help

hearing cries for help
played tennis
2. thinking / I / of / you / you / when / called /

was / .
was playing tennis

is starting to rain
started to rain
Ex: A: Im hearing cries for help . Are you?

B: Yes! Lets call 911.
3. dreamed / my / friends / While / sleeping / was /

I / about / I / .
1. A: Why did you come back so soon?

B: We were having fun when it
4. reading / was / She / when / came / in / he / .
2. A: Do you want to play tennis?

B: I dont think so. I think it
5. to / snow / While / it / waiting / were / we /

started / .
3. A: What were you doing yesterday at two?

B: At two? I
C. Fill in the blanks with the past continuous or the

simple past form of the verbs in parentheses. (2
points each) Then rewrite each sentence with the
clauses reversed. (2 points each)
with Tom.
4. A: What did you do last weekend?

B: I
with Tom, Sue, and Jane.
5. A: How did you find the man?

B: We were walking down the street when we
Ex: The sun (shine) was shining when they (arrive)
arrived
When they arrived, the sun was shining.

82

Name ___________________________________________________________________________
Date __________________________
C. Unscramble the words to make sentences.

(3 points each)
Vocabulary
Ex: not / Im / tall / as / as / you / .
A. Complete the table. (1 point each)

Adjective
Comparative
bigger than
Ex: big
small
1.
funny
2.
famous
3.
good
4.
interesting
5.
smart
6.
important
7.
bad
8.
Im not as tall as you.
Superlative
1. as / as / brother / My / brother / big / is / your / .
the biggest
2. isnt / Gary / funny / I / as / as / am / .
3. difficult / as / as / not / Skateboarding / surfing /

is / .
4. as / as / Josh Hartnett / famous / not / You /

are / .
Grammar
Communication
B. Fill in the blanks with the comparative or

superlative form of the adjectives in parentheses.
(2 points each)
D. Complete the conversation with expressions from

Ex: February is (short) the shortest month of the

year.
1. Tom Cruise is (short)
Kidman.
2. Which is (big)
or the Indian elephant?
Really? Why?
Which do you prefer
Who do you like better
than Nicole
John: Paula, lets see how similar we are.
, the African elephant
(Ex:)
Which do you prefer
3. Juan tells a lot of jokes. Hes (funny)

person I know.
Paula: I prefer juice. Its (1)

than soda.
4. Susan is (tall)
John: (2)
or Angelina Jolie?
girl in the class.
5. Marco is two years (young)

Helena.
6. What was (bad)
year?
than
, Nicole Kidman
John: (3)
Paula: Because I think shes a
to school than
(4)
, Leonardo DiCaprio

actor.
(5)
John: Definitely Angelina. I think shes more interesting.
than Phil.
9. Do you think Ash Rai is (beautiful)

woman in the world?
10. Who is (old)
or Antonio Banderas?
, juice or soda?
Paula: Hmm. I like Nicole Kidman.

film you saw last
7. Your house is (close)

my house.
8. John is (heavy)
How about you?

better for you
more talented
83
UNIT 4 TEST
Unit 4 test
Name ___________________________________________________________________________
Date __________________________
UNIT 5 TEST
Unit 5 test
3. You look sick. You
Vocabulary
4. You look tired. You

5. To drive, you
A. Fill in the blanks with the correct parts of the body.

(1 point each)
waist
toes
fingers
foot
Ex: There are five
ankle
ears
fingers
1. There are five
mouth
wrist
You shouldnt be late for school.

1. polite / everyone / be / You / to / should / .
.
2. will / fun / in / have / She / Miami / .
is between your foot and your leg.
5. Your teeth are in your
3. famous / He / one / day / will / very / be / .
6. You kick a ball with your

7. Your
arm.
be sixteen.
Ex: You / be / for / shouldnt / late / school / .
on each foot.
3. You wear a belt around your

4. Your
stay out so late.
D. Unscramble the words to make sentences.

(3 points each)
on each hand.
2. You hear with your
see a doctor.
.
4. should / lead / get / She / the / part / .
is between your hand and your
5. wont /long / stay / Saturday / We / on / .
Grammar
6. shouldnt / You / rude / your / be / to / parents / .
B. Rewrite the sentences as negative or affirmative

statements or as questions. (2 points each)
Ex: Ill be on time for my audition tomorrow. (negative)
Communication
I wont be on time for my audition tomorrow.

1. Shell be a star someday. (question)

2. He wont get accepted at Juilliard. (affirmative)
You dont think I should see a doctor?

Actually, there is something.
Whats the matter?
Ill take your advice.
Is that all?
Its nothing.
3. They should try out for the smaller parts. (negative)
Tommy: You look upset. (Ex:)

4. Shell do very well on the test tomorrow. (negative)
Whats the matter?
Grace: (1)
Tommy: You can tell me. Are you all right?
5. Hell be a successful actor in the future. (question)
Grace: (2)
I have an audition, but my neck hurts.
Tommy: (3)
Youre just nervous. Go home and relax.
C. Fill in the blanks with should, shouldnt or must.

(1 point each)
Ex: You shouldnt drive too fast.
1. You
2. Students
Grace: (4)
Tommy: Only if you feel worse this afternoon.
be eighteen years old to vote.
Grace: Thanks, Tommy. (5)
cheat on their exams.

84

Name ___________________________________________________________________________
Date __________________________
3. She
a. shouldnt
Vocabulary
4. If its sunny, we
a. might
b. may not
A. Fill in the blanks with activities from the box.

(1 point each)
take language classes
go to the beach
Ex: Ill
volunteer
volunteer
have a picnic
5. I
a. am
babysit
stay home
2. I might
take lessons if I get a guitar.

b. may
c. shouldnt
Ex: cold / might / it / If / I / go / too / not / is / .
to swim.
If it is too cold, I might not go.
and watch TV.
3. Im going to
to make money.
4. Im going to
to learn French.
5. Lets
go swimming.
c. will not
D. Unscramble the words to make sentences.

(3 points each)
to help others.
1. I may
like this CD. She hates rap.

b. will
c. wont
1. may / We / home / this / be / weekend / not / .
2. learn / Ill / if / teach / want / you / to / you / .
in the park.
Grammar
3. you / study / dont / If / wont / pass / you / .
B. Combine the sentences to make first conditional

sentences. (3 points each)
4. audition / might / get / an / She / not / .
Ex: It rains tomorrow. We cancel the picnic.

5. we / If / rains / may / it / go / not / .
If it rains tomorrow, well cancel the picnic.

1. The weather is nice. We go to the beach.
Communication
2. We leave now. We arent late.

3. Its too expensive. We go somewhere else.
Neither can I.
Maybe I will.
Not much.
If we dont hurry, we wont catch it.
I might take dance classes.
4. He doesnt get first prize. I am very surprised.
Andy: Hey, Linda. Whats up?
5. You want to pass. You need to study harder.
Linda: (Ex:) Not much.
Andy: (1)
I was pretty busy.
Linda: So what are you going to do this summer?
C. Circle the letters of the correct answers.

(1 point each)
Ex: We have plenty of time. We
a. wont
b. should
c. might
Andy: Im not sure. (2)

Linda: Really? I cant dance at all.
miss it.
1. Kate isnt at school. She

a. will
b. may
be sick.
c. may not
2. I didnt study. I
a. must
b. may
pass the test!

c. may not

Im sorry I forgot to call.
Andy: (3)
Thats why I
need to take classes! You should take them with me.
Linda: (4)
Andy: Lets run. (5)
85
Heres the bus!
UNIT 6 TEST
Unit 6 test
Name ___________________________________________________________________________
Date __________________________
UNIT FOR
TEST
TESTS
UNITS
ANSWER
13 KEY
Test for Units 13

Grammar
Vocabulary
A. Circle the word that does not belong in each
group. (1 point each)
Ex: swimming
biking
raining
running
1. tomorrow
yesterday
last month
a year ago
2. ambulance
police
foggy
emergency
3. sad
upset
worried
happy
4. awesome
dreadful
amazing
terrific
5. rainy
cloudy
scary
sunny
D. Fill in the blanks with the simple past of the verbs

in parentheses. (1 point each) Then rewrite the
statements as Yes/No questions. (2 points each)
Ex: The singer Selena (die)
happy
surprised
nervous
Ex: Shes always smiling. Shes a very

1. I feel
sad
happy
1. They (thank)
2. Susan (call)
3. He (think)
show.
tired
2. Please dont be
to hurt you.
with me. I didnt mean
3. She always feels

exam.
before an important
4. The clock (stop)

yesterday.
5. Ted (go)
so I think Ill go to bed now.
C. Fill in the blanks with weather words. (1 point each)
sunny
1. Bring an umbrella. Its

2. It was so
my cap off.
at ten oclock last night.
you were the best in the
at two oclock
to Rome last summer.
6. Her sister (bring)

party.
5. We were
to see him because we
thought he was in Europe.
Ex: The sun is out. Its a
us for the present.
girl.
because my dog died.
4. Im
in 1995.
Did the singer Selena die in 1995?
B. Fill in the blanks with words from the box.

(1 point each)
angry
died
the music for the
7. They (arrive)
too late to eat.
8. They (enjoy)
the movie last weekend.
day today.
outside.
in Chicago. The wind blew
3. I think its going to rain. The sky is very gray and
9. You (see)
Sara at school today.
.
4. Its often really
in London. You cant
see very far in front of you.
5. Its
friends.
10. Mrs. Lane (be)

Saturday.
at work all day
! I can make snowmen with my
T86
86

Name ___________________________________________________________________________
G. Unscramble the words to make sentences and

questions. Add periods or question marks.
(3 points each)
Ex: We used to visit our grandmother every

Sunday afternoon.
1. Did you
2. He didnt
3. I think Alex
F.
We did not finish our homework early.
sing in the school chorus?

get good grades.
1. an / girls / hour / were / The / auditorium / in /

ago / the
practice with Lori.
4. Didnt she
be an actress?
5. We didnt
ask for help.
6. My brother
Ex: our / finish / did / early / not / homework / We
2. stay / Where / during / they / vacation / their /

did
let us play his CDs.
Read the questions. Then write answers in

complete sentences. Use the cues. (2 points each)
3. make / They / good / wishes / didnt
Ex: What did you study last night? (history and science)
I studied history and science.
4. from / absent / class / She / was / again
1. Where did the kids have the party? (at Simons

house)
5. taught / Who / her / dance / those / moves
2. Why did she go home? (sick)

H. Fill in the blanks with and, but, or so. (1 point each)
Ex: I got up very early,
bus!
3. When did he leave for California? (a month ago)
I still missed the
1. She didnt feel very well,

party before it ended.
4. What time did you go to bed? (at eleven oclock)
she left the
2. I stayed at school after classes,

played sports for an hour.
3. Darren really likes Tina,

like him.
5. Who helped Tina with her luggage? (Michael)
4. You loved that film,

boring.
6. What did you buy at the store? (a new jacket)
she doesnt
I thought it was
5. He wanted to pass his exams,

studied really hard.
7. Where did she go last summer? (Mexico City)

I.
8. What did you read on Friday night? (a Harry Potter
book)
he
Fill in the blanks with the past continuous form of

the verbs in parentheses. (1 point each)
When our grandparents arrived . . .
Ex: Paula (listen)
1. Dad (watch)
game on TV.
2. Mom (do)
3. James (write)
his room.
4. Jenny (talk)
5. the dog (run)

but
87
was listening
to the radio.
a baseball
the dishes.
a report in
on the phone.
after the cat.
TEST FOR UNITS 13
E. Complete the responses with used to or use to.

(1 point each)
Date __________________________
Name ___________________________________________________________________________
TEST FOR UNITS 13
J.
Date __________________________
Match each clause in column A with the correct clause in column B. Write the letter. (1 point) Then write
sentences using the past continuous and simple past forms of the verbs in parentheses. (2 points each)
A
Ex: I (break) my arm when
a. he (jog) in the park.
1. She (have) a car accident while

2. My car (stop) while
3. He (hurt) his foot while
c. she (see) a shark.

.
d. I (play) football.
4. She (swim) in the sea when

5. They (ski) when
b. it (start) to snow.
e. she (drive) home from work.
6. I (talk) on the phone when
f. I (drive) on the highway last night.

.
g. I (see) a spider on the wall.
Ex: I broke my arm when I was playing football.
4.
1.
5.
2.
6.
3.
Communication
K. Circle the letters of the correct answers. (1 point each)
6. I passed the test!
a. Awful!
b. Take your time!
c. Congratulations!
7. Why didnt you call me?
a. I didnt have time.
b. Of course I didnt.
c. Im calling 911.
8. Ill never get into Juilliard.
a. Keep dreaming.
b. Never say never.
c. I wish.
9. Did you enjoy the show?
a. Yes, it was fantastic.
b. Yes, it was terrible.
c. Yes, it was dreadful.
10. Why are you so nervous?
a. Because I love watching TV.
b. Because I have a big test today.
c. Because I love dancing.
Ex: You were awesome!

a. Thanks.
b. I can believe that.
c. Congratulations.
1. Im sure Ill get into Juilliard.
a. Nothing much.
b. Keep dreaming.
c. Im bored.
2. Did you clean your room?
a. Yes, I was.
b. Yes, it is.
c. Yes, I did.
3. What did you think of the movie?
a. It was really boring.
b. Fine, thanks.
c. Im keeping my fingers crossed.
4. Hey, are you all right?
a. Never say never.
b. Yes, Im horrible.
c. No, Im not. Im upset.
5. Can you wait for me?
a. No problem.
b. Way to go!
c. There you are.
88

Name ___________________________________________________________________________
Date __________________________
L. Read the conversation. Then put a check () if a problem below is mentioned in the conversation and an if the
problem is not mentioned. (1 point each)
Betty:
Annie:
Betty:
Annie:
Betty:
Annie:
Betty:
Annie:
Betty:
Annie:
Betty:
Annie:
Hi, Annie. How was the trip to Silver Beach?

It was terrible.
Why? What happened?
Well, first the bus was two hours late. We left at eleven oclock on
Saturday morning.
Thats late.
Along the way, we stopped at a caf for lunch. But the food there was
awful. And guess what! It was raining when we arrived at the beach!
Thats too bad. Did you spend the night at Silver Beach?
Yes, we did. We stayed at Sunny Bay Hotel. The beds were really
uncomfortable.
Was there anything to do there?
Well, they had a disco. They were playing boring 90s music when I got
there. While I was dancing, I fell and hurt my ankle. So I left the club and
went to bed early.
Was there anything good about the weekend?
Oh, yeah. It was good to get home!
Ex: The bus station was dirty.
6. The food at the hotel was bad.
1. The bus was uncomfortable.
7. The beds were not comfortable.
2. The bus was early.
8. The disco music was too loud.
3. The bus didnt leave on time.
9. The disco music was boring.
4. Annie didnt like lunch.
10. Annie hurt herself.
5. The shops at the beach were closed.
Writing
M. Write about a trip or a vacation that you didnt enjoy. Write about the trip, the food, the place you stayed, and
what you did. (20 points)

89
TEST FOR UNITS 13
Reading
Name ___________________________________________________________________________
Date __________________________
TEST FOR UNITS 46
Test for Units 46

Grammar
Vocabulary
A. Circle the word that does not belong in each
group. (1 point each)
Ex: hot
D. Circle the letters of the correct answers.

(1 point each)
tall
heavy
nose
Ex: I am shorter
1. hand
elbow
farther
ankle
a. that
2. gorgeous
attractive
audition
beautiful
3. thumb
fault
wrist
knee
4. like
prefer
love
rude
5. shorter
funnier
bigger
sneaker
eye
7. e o t
2. k e n a l
8. w o e b l
3. t o o f
9. e f c a
4. c a b k
10. h t m b u
5. h p i
11. f n i r g
b. are
c. have
2. I dont think it
a. must
rain tomorrow.
b. will
c. shouldnt
3. To get a permit you

a. will
b. must
4. He is
b. more
5. What was
a. good
be at least fifteen.
c. might
important player on his team.
a. the most
c. much
movie you saw last year?
b. better
c. the best
E. Each sentence below is missing a word. Write the

corrected sentences. (2 points each)
Ex: Daves a better singer you.
C. Write the parts of the body from Exercise B above

in the correct category below. (1 point each)
The head
c. as
drink more water.
a. should
6. s t w i a
1. e n o s
b. than
1. You
B. Unscramble the letters and write the words for the

parts of the body. (1 point each)
Ex: y e e
my brother.
Daves a better singer than you.
The leg
1. That was worst joke in the show!
2. This book is interesting than that one.

The arm
The body
3. Im not talented as my sister.
4. Who is the famous person in the world?
5. The first one is bigger the second one.
90

Name ___________________________________________________________________________
TEST FOR UNITS 46
F.
Date __________________________
2. It starts to rain. We go inside to eat.
Rewrite the sentences using the comparative or

superlative form of the adjectives in parentheses.
(2 points each)
Ex: Her shoes were (expensive) than her dress.
Her shoes were more expensive than her dress.
3. I win the money. I give some to you.
1. Rock climbing is (dangerous) than windsurfing.
4. He wants to learn to drive. He needs to take

driving lessons.
2. No, hes not (good) student in the class.
5. She doesnt come to the party. I am very

disappointed.
3. I think her car is (fast) than his.
4. She thinks this dress is (pretty) than that one.
6. You want to get into Juilliard. You need to

practice more.
5. This is the (exciting) ride in the amusement park.

I.
will
Ex: I
definitely get a good grade on this
English test.
G. Fill in the blanks with should, shouldnt, or must.

(1 point each)
Ex: You
should
1. I
break it, I promise. I
really careful.
always be polite.
1. You
eat too much candy.
2. You
pass your tests to graduate.
3. You
run when its hot outside.
4. You
show an ID to get on a plane.
5. You
go to bed early when youre tired.
6. You
be late for your auditions.
be
2. If you dont leave now, you

your next class.
3. It
umbrella.
be late for
rain on Saturday, so bring your
4. If you dont hurry, you

your audition.
5. A: Sonia
B: No, she
H. Combine the two sentences to make first

conditional sentences. (2 points each)
6. If you do that, you

trouble. Everyone
Ex: The train doesnt come. We take the bus.
If the train doesnt come, well take the bus.

1. We dont leave now. We are late.

Fill in the blanks with will or wont. (1 point for

each blank)
91
be on time for
be there, right?
, but Amy
be in a lot of
be upset.
be.
Name ___________________________________________________________________________
TEST FOR UNITS 46
J.
Circle the correct answers. (1 point each)
Date __________________________
Communication
Ex: I will / might come to the game. Im not sure yet.

1. Dont worry. I promise I wont / may forget your
birthday.
L. Circle the letters of the correct answers.

(1 point each)
Ex: Is it snowing?
a. Yes, it is.
b. Yes, it was.
c. Yes, I am.
1. Are you mad at me?
a. Im in.
b. Should I be?
c. Congratulations!
2. Which do you prefer, cheese or ham?
a. In a sandwich.
b. No, I dont.
c. Ham.
3. You got the best grade.
a. Youre kidding!
b. Maybe I will.
c. Actually, theres something.
4. Whats the matter?
a. Its mine.
b. Its nothing.
c. Im sorry to hear that.
5. Any news?
a. I know that.
b. Its not your fault.
c. Yes, I got into Star Performers.
6. I think Nicole is the most talented actress.
a. I agree.
b. Its nothing.
c. Whats up?
7. Are you going to go to the movie?
a. If I will, I mustnt go.
b. If I have time, Ill go.
c. If I go to the movie, I may.
8. What are you going to do this summer?
a. Give it a try!
b. I must not litter.
c. I might take music lessons.
9. I feel really sick.
a. If youll see a doctor.
b. You should see a doctor.
c. You must not see a doctor.
10. I got accepted into the program!
a. Neither can I!
b. Nothing much!
c. Congratulations!
2. Dont buy her flowers yet! She wont / may not get
the part!
3. Do you promise you will / might be careful out
there?
4. Sallys not sure, but she said she will / might be a bit
late.
5. My mom doesnt know if she will / may be able to
come.
K. Unscramble the statements and questions. Be
sure to add commas and periods where they are
needed. (3 points each)
Ex: you / If / hurt / wont / able / wrist / play / on /
your / Saturday / you / be / to
If you hurt your wrist, you wont be able to play on Saturday.

1. thinks / she / He / in / is / the / best / group /
the / singer
2. might / My / dad / take / camping / us / time /

he / if / has
3. He / talented / Tom / as / as / just / is
4. most / intelligent / class / in / student / Who /

the / the / is /
5. most / star / Bollywood / beautiful / She / in / is /

the
92

Name ___________________________________________________________________________
Date __________________________
M. Read the e-mail. Then answer the questions below. Give short answers. (2 points each)
Sandra,
Im very excited about your visit to New York! I think youll have a lot of fun here. Theres a lot to do, and a lot
of fun things to see.
What kinds of things do you want to do here? I know youll just be here for three days. So we should choose a
few things you really want to do. If you like museums, well go to the Metropolitan or the Museum of Modern
Art. If you want to get a good view of the city, well visit the Empire State Building. Its the tallest building in
New York and the views are awesome. If you want to buy designer clothes, we can go to Madison Avenue. The
best (and most expensive) stores are there. Or if youre interested in trendy, casual clothes, well go shopping in
Soho. And if you want to just hang out and relax, well go to Central Park. Its the biggest park in the city and
there are walking trails, a lake, and a zoo.
New York is often hot in the summer, so you should bring some shorts and t-shirts. You should bring a few
dressy things, too. But the most important thing to bring is comfortable shoes. Well be walking a lot!
Looking forward to your visit. See you soon!
Chris
Ex: Whos going to visit New York?
Sandra
1. How long will she be there?

2. Where can she see a good view of the city?
3. Where are the most expensive shops?
4. Where can she buy casual, trendy clothes?
5. Whats the biggest park in the city?
6. Whats the weather like in the summer?
7. Whats the most important thing to bring?
Writing
N. Imagine a pen friend is going to stay with you for a few days this summer. Write a letter giving him or her
information and advice. (20 points)

93
TEST FOR UNITS 46
Reading
UNIT TESTS ANSWER

ANSWERKEY
KEY
Tests answer key

Unit tests answer key
Unit 3
D
1. She didnt practice the piano all
weekend.
2. I didnt make a chocolate chip pizza.
3. Dad wasnt at home at 8:00 last
night.
4. John didnt bring his computer.
5. She didnt always write her own
music.
Lets get started.

A
1. walk
2. bring
3. teeth
4. eat
5. we
1. aunt
2. parents
3. grandfather
4. grandmother
5. cousins
1. a
2. b
3. a
4. a
5. b
Communication
1.
2.
3.
4.
5.
4. them
5. you
1. c
2. b
3. a
4. c
5. c
B
1. It wasnt raining when we arrived.
2. I was thinking of you when you
called.
3. While I was sleeping, I dreamed
about my friends.
4. She was reading when he came in.
5. While we were waiting, it started to
snow.
1. saw, was talking; He was talking to

his math teacher when she saw him.
2. was skiing, broke; When he broke
his leg, my father was skiing.
3. were watching, knocked; When the
police officer knocked on the door,
we were watching TV.
4. were sitting, appeared; When the
fairy appeared, they were sitting by
the fire.
5. was jogging, found; I found a cell
phone while I was jogging.
1. nervous
2. worried
3. upset
4. scared
5. surprised
Grammar
B
What time is it?

Have a great weekend.
Where are your books?
It is in front of the TV.
Where is the teachers bag?
Vocabulary
A
4. incredible
5. wonderful
1. Who walked home from the party?

2. Why was he excited about his
performance?
3. What did they play/do together?
4. Where were they?
5. What did she teach at our school?
5. but
6. and
7. but
1.
2.
3.
4.
5.
6.
He used to play the piano.

I didnt use to like rap.
My dad used to be an actor.
My mother used to teach English.
She didnt use to play in the band.
We used to belong to a laughter club.
Communication
D
1.
2.
3.
4.
5.
started to rain
is starting to rain
was playing tennis
played tennis
heard cries for help
Unit 4
1. He didnt use to like to eat carrots.
2. Did she use to read you stories at
night?
3. Did your uncle use to play in a rock
band?
4. My sister didnt use to get good
grades.
5. I didnt use to want to live in
Hollywood.
but
and
so/and
so/and
Grammar
1. walked; Did they walk home from
the party?
2. was; Was he excited about his
performance?
3. played; Did they play the piano
together?
4. were; Were they in the audience?
5. taught; Did she teach music at our
school?
1.
2.
3.
4.
Unit 1
1. amazing
2. lousy
3. terrible
Grammar
4. sunny
5. windy
Vocabulary
1.
2.
3.
4.
5.
1. cloudy
2. foggy
3. cold
I dont agree with you.

What was wrong with it?
I thought the music was terrific.
The DJ was awful.
Youre right about the food.
Unit 2
1. me
2. us
3. him
Vocabulary
Vocabulary
A
smaller than, the smallest
funnier than, the funniest
more famous than, the most famous
better than, the best
more interesting than, the most
interesting
6. smarter than, the smartest
7. more important than, the most
important
8. worse than, the worst
1.
2.
3.
4.
5.
Communication
E
1.
2.
3.
4.
5.
But not anymore.

Maybe hes nervous.
Keep dreaming.
Im serious.
Thats awesome.
T94
94
Grammar
B
1.
2.
3.
4.
5.
shorter
bigger
the funniest
the tallest
younger
Unit 6
the worst
closer
heavier
the most beautiful
older
1. My brother is as big as your brother.

2. Gary isnt as funny as I am.
3. Skateboarding is not as difficult as
surfing.
4. You are not as famous as Josh Hartnett.
1.
2.
3.
4.
5.
B
1. If the weather is nice, well go to the
beach.
2. If we leave now, we wont be late.
3. If its too expensive, well go
somewhere else.
4. If he doesnt get first prize, Ill be
very surprised.
5. If you want to pass, youll need to
study harder.
D
better for you
Who do you like better
Really? Why?
more talented
How about you?
Unit 5
Vocabulary
1. b
2. c
3. c
A
toes
ears
waist
ankle
5. mouth
6. foot
7. wrist
1.
2.
3.
4.
5.
B
1. Will she be a star someday?
2. Hell get accepted at Juilliard.
3. They shouldnt try out for the
smaller parts.
4. She wont do very well on the test
tomorrow.
5. Will he be a successful actor in the
future?
E
1. use to
2. use to
3. used to
We may not be home this weekend.

Ill teach you if you want to learn.
If you dont study, you wont pass.
She might not get an audition.
If it rains, we may not go.
1. The kids had the party at Simons

house.
2. (She went home) Because she was
sick.
3. He left (for California) a month ago.
4. I went to bed at eleven oclock.
5. Michael helped Tina with her
luggage.
6. I bought a new jacket (at the store).
7. She went to Mexico City (last
summer).
8. I read a Harry Potter book (on
Friday night).
E
1.
2.
3.
4.
5.

I might take dance classes.
Neither can I.
Maybe I will.
If we dont hurry, we wont catch it.
Quarterly tests answer key
G
1. The girls were in the auditorium an
hour ago.
2. Where did they stay during their
vacation?
3. They didnt make good wishes.
4. She was absent from class again.
5. Who taught her those dance moves?
Units 13
Vocabulary
1.
2.
3.
4.
5.
6.
You should be polite to everyone.

She will have fun in Miami.
He will be very famous one day.
She should get the lead part.
We wont stay long on Saturday.
You shouldnt be rude to your
parents.
Communication
Its nothing.
Actually, there is something.
Is that all?
You dont think I should see a
doctor?
5. Ill take your advice.
4. dreadful
5. scary
1. sad
2. angry
3. nervous
4. tired
5. surprised
1. raining
2. windy
3. cloudy
4. foggy
5. snowing
E
1.
2.
3.
4.
1. tomorrow
2. foggy
3. happy
4. use to
5. use to
6. used to
Communication
C
4. shouldnt
5. must
4. a
5. b
Grammar
1. must
2. shouldnt
3. should
1. thanked; Did they thank us for the

present?
2. called; Did Susan call at ten oclock
last night?
3. thought; Did he think you were the
best in the show?
4. stopped; Did the clock stop at two
oclock yesterday?
5. went; Did Ted go to Rome last
summer?
6. brought; Did her sister bring the
music for the party?
7. arrived; Did they arrive too late to
eat?
8. enjoy; Did they enjoy the movie last
weekend?
9. saw; Did you see Sara at school
today?
10. was; Was Mrs. Lane at work all day
Saturday?
go to the beach
stay home
babysit
take language classes
have a picnic
Grammar
Communication
1.
2.
3.
4.
1.
2.
3.
4.
5.
Grammar
Vocabulary
1. so/and
2. and
3. but
95
1.
2.
3.
4.
5.
was watching
was doing
was writing
was talking
was running
4. but
5. so/and
UNIT TESTS ANSWER KEY
6.
7.
8.
9.
10.
UNIT TESTS ANSWER KEY
C
1. e; She had a car accident while she
was driving home from work.
2. f; My car stopped while I was
driving on the highway last night.
3. a; He hurt his foot while he was
jogging in the park.
4. c; She was swimming in the sea
when she saw a shark.
5. b; They were skiing when it started
to snow.
6. g; I was talking on the phone when I
saw a spider on the wall.
The head
eye
nose
face
The arm
elbow
thumb
finger
1.
2.
3.
4.
5.
b
c
a
c
a
6.
7.
8.
9.
10.
c
a
b
a
b
D
1. a
2. b
3. b
6.
7.
8.
9.
10.
1. Rock climbing is more dangerous

than windsurfing.
2. No, hes not the best student in the
class.
3. I think her car is faster than his.
4. She thinks this dress is prettier than
that one.
5. This is the most exciting ride in the
amusement park.
M
Answers will vary.
Units 46
1. farther
2. audition
3. fault
nose
ankle
foot
back
hip
waist
4. must
5. should
6. shouldnt
B
1.
2.
3.
4.
5.
6.
1. shouldnt
2. must
3. shouldnt
4. rude
5. sneaker
7.
8.
9.
10.
11.
toe
elbow
face
thumb
finger
1. If we dont leave now, well be late.

2. If it starts to rain, well go inside to
eat.
3. If I win the money, Ill give some to
you.
4. If he wants to learn to drive, hell
need to take driving lessons.
5. If she doesnt come to the party, Ill
be very disappointed.
6. If you want to get into Juilliard,
youll need to practice more.
96
4. wont
5. will, wont, will
6. will, will
1. wont
2. may not
3. will
4. might
5. will
K
1. He thinks she is the best singer in
the group.
2. My dad might take us camping if he
has time.
3. He is just as talented as Tom.
4. Who is the most intelligent student
in the class?
5. She is the most beautiful star in
Bollywood.
Communication
L
1.
2.
3.
4.
5.
b
c
a
b
c
6.
7.
8.
9.
10.
a
b
c
b
c
Reading
M
1.
2.
3.
4.
5.
6.
7.
1. wont, will
2. will
3. will
Writing
Vocabulary
4. a
5. c
1. That was the worst joke in the show.

2. This book is more interesting than
that one.
3. Im not as talented as my sister.
4. Who is the most famous person in
the world?
5. The first one is bigger than the
second one.
Reading
L
1.
2.
3.
4.
5.
Communication
Grammar
Communication
K
The leg
ankle
foot
toe
The body
back
hip
waist
three days
the Empire State Building
Madison Avenue
Soho
Central Park
often hot
comfortable shoes
Writing
N
Answers will vary.
The Grammar reference section presents in-depth information for each of the grammar charts in the
Student Book. It can serve as a quick refresher on grammar, give you ideas for further exploiting the
grammar charts, and help prepare you for student questions. Each Grammar reference item consists
of two parts: an explanation and an example.
When preparing for class, review the information in the relevant Grammar reference section. Make
note of any helpful information in the chart that you think your students need to know. Write
down any examples you might want to put on the board. Be careful, however, not to overload your
students with informationchoose additional points carefully and sparingly.
After students have read the grammar chart and completed Discovering grammar, introduce the
grammar point you want to share with your students by writing the example on the board. Then
ask questions about the example to help students figure out the rule for themselves. For example,
for the first Grammar reference point from Unit 1, page 8:
(Explanation)
(Example)
The simple past of be has two forms: was and were.
I, he, she, it was

you, we, they were
Say The simple past of be has two forms.

On the board, write the pronouns found in the example:
I, he, she, it
you, we, they
Ask Whats the simple past of be for I, he, she, and it? (was) Whats the simple past of be for you, we,
and they? (were) Write was and were on the board next to the appropriate pronouns.
Elicit one or two example sentences for each form. Ask Who can give me a sentence using was? Who
can give me a sentence using were?
97
GRAMMAR REFERENCE
Grammar reference
GRAMMAR REFERENCE
Unit 1, page 8: The simple past of be (was, were)

The simple past of be has two forms: was and were.
I, he, she, it was

you, we, they were
Use the simple past of be to talk about events that

started and finished in the past.
We were there in 1995.

It was a great show.
To form affirmative statements with the simple past

of be, begin with a subject followed by was/were and
a complement.
Subject + was/were + complement

They were there last year.
She was my teacher.
To form negative statements, begin with a subject

followed by was/were, not, and a complement.
Subject + was/were + not + complement

You werent at school yesterday.
My father wasnt away on business.
To form Yes/No questions, begin with Were/Was followed

by a subject and a complement.
Was/Were + subject + complement

Were you in the band last year?
Was the party fun?
To answer Yes/No questions, begin with Yes/No followed

by a subject and was/were (plus not for negative answers).
Yes/No + subject + was/were (+ not)

Yes, it was. / No, it wasnt.
To ask most information questions, begin with a

Wh- word followed by was/were and a subject (plus a
complement if needed).
Wh- + was/were + subject (+ complement)

Where was he?
How were they last night?
Unit 1, page 10: The simple past of regular and irregular verbs
To form the simple past tense of most regular verbs, add
-ed. Add -d to verbs ending in -e.
seem seemed
care cared
To form the simple past tense of regular verbs that end

in a stressed consonant-vowel-consonant combination,
double the final consonant and add -ed.
stop stopped
prefer preferred
To form the simple past tense of regular verbs that end

in a consonant plus -y, add -ied.
fry fried
try tried
The past tense of irregular verbs is not formed by

adding -ed.
eat ate
think thought
To form affirmative statements in the simple past tense,

begin with a subject followed by a verb in past form
(plus a complement if needed).
Subject + past form of verb (+ complement)

They walked.
She practiced for hours.

followed by did not (didnt) and the base form of a verb.
Remember that the past is only marked once in English.
Subject + did not + base form of verb

They didnt try.
She didnt care about him.
To form Yes/No questions, begin with Did followed by a

subject and the base form of a verb.
Did + subject + base form of verb

Did they play for you?
Did you practice last weekend?
To answer Yes/No questions, begin with Yes/No followed

by a subject and did or didnt.
Yes/No + subject + did/didnt

Yes, I did. / No, I didnt.
To ask most information questions, begin with a

Wh- word followed by did, a subject, and the base form
of a verb.
Wh- + did + subject + base form of verb

Where did you practice?
Who did she hear yesterday?
98
fight fought
sing sang
sit sat
lose lost
Conjunctions are used to connect two sentences or two

independent clauses. Commas are usually used before
conjunctions. Use and to add information to a sentence.
This song is beautiful. Its easy to sing.

This song is beautiful, and its easy to sing.
Use but to add information that contrasts with the first

part of the sentence. The information may be unexpected.
He wanted to attend Juilliard. He wasnt good enough.

He wanted to attend Juilliard, but he wasnt good enough.
Use so to add information that shows a result.
She wanted to go hiking. She bought some hiking boots.

She wanted to go hiking, so she bought some hiking boots.
Unit 2, page 18: Used to

Use used to to talk about a habitual action or situation
that was true in the past, but is not true now. Be careful
to note when to use used to and when to use use to.
I used to go to high school, but now I go to college.

She used to play in a band. (She doesnt anymore.)
To form affirmative statements with used to, begin with a

subject followed by used to and a verb in the base form
(plus a complement if needed).
Subject + used to + base form of verb (+ complement)

We used to do our homework at school.
I used to live in Japan.
Use didnt use to to talk about something that wasnt true

in the past, but is true now.
I didnt use to like cheese, but now I do.

They didnt use to be popular. (But now they are popular.)

followed by didnt use to and a verb in the base form. Be
sure to use use, not used, in negative statements.
Subject + didnt + use to + base form of verb

She didnt use to walk to school.
I didnt use to have to study so hard.
To ask Yes/No questions, start with Did followed by a

subject, use to, and a verb in the base form.
Did + subject + use to + base form of verb

Did you use to play the guitar?
To answer Yes/No questions with used to, start with

Yes/No followed by a subject and did or didnt.
Yes/No + subject + did/didnt

Yes, I did. / No, they didnt.
Ask most information questions, start with a Wh- word

followed by did, a subject, use to, and the base form of
a verb.
Wh- + did + subject + use to + base form of verb

When did you use to play the piano?
Who did you use to play with?
Where did you use to play?
99
GRAMMAR REFERENCE
Unit 2, page 17: Conjunctions: and, but, so
GRAMMAR REFERENCE
Unit 3, page 25: The past continuous

Use the past continuous to talk about an event in the
past that was in the process of happening at a certain
time.
It was snowing early this morning.

I was eating dinner at 5:00.
Dont use the past continuous with non-action verbs.
I was loving skiing last year.

She wasnt understanding it.
To form affirmative statements in the past continuous,

begin with a subject followed by was/were and a verb
ending in -ing (plus a complement if needed).
Subject + was/were + verb -ing (+ complement)

We were listening to a fairy tale.
I was watching the rain.

followed by wasnt/werent and a verb ending in -ing.
Subject + wasnt/werent + verb -ing

We werent watching TV.
It wasnt raining at 10:00.
To ask most information questions, begin with a Wh- word

followed by was/were, a subject, and a verb ending in -ing.
Wh- + was/were + subject + verb -ing

Where were you going yesterday?
What was she wearing last night?
Unit 3, page 28: The past continuous with when and while
The past continuous and the simple past are often used
with when or while to describe an event that was in the
process of happening at the same time that something
else happened. One clause is in past continuous and
states the action that was in progress. The other clause
is in simple past and tells the event that occurred at the
same time.
I was eating dinner.

At the same time, my friend called.
I was eating dinner when my friend called.
The simple past usually follows when.
Past continuous + when + simple past

I was leaving school when you arrived.
The past progressive usually follows while.
Simple past + while + past continuous

She fell while she was walking home.
The when or while clause can begin the sentence. In this

case, a comma must follow the when or while clause.
When he came home, they were eating.

While we were dancing, she slept.
They were hiking.

At that time, they got lost.
They got lost while they were hiking.
100
To compare two things or point out the difference

between them, use the comparative form of an adjective
and the word than.
Tom Cruise is older than Jude Law.

Your voice is better than mine.
Form the comparative of most one-syllable adjectives by

adding -er. Add -r to one-syllable words that end in -e.
long longer
nice nicer
Bollywood movies are longer than Hollywood movies.
Alex is a lot nicer than Joe.
Form the comparative of one-syllable words that end in

the pattern consonant-vowel-consonant by doubling
the last consonant and adding -er.
big bigger
hot hotter
Its bigger than I thought.
Your soup is hotter than mine.
Form the comparative of two syllable adjectives that end

in -y by replacing the -y with -ier.
silly sillier
easy easier
Beccas song is sillier than Katies.
The math test was easier than the Spanish test.
To form the comparative of most adjectives that have

two syllables or more, use more in front of the word.
talented more talented

Alex is more talented than Lori.
expensive more expensive
Meat is more expensive than bread.
The correct way of comparing two people is to use the

subject pronoun after than. In informal speech, however,
the object pronoun is often used.
Formal
John is smarter than he (is).
Shes older than I (am).
Informal
Everyone knows she is smarter than me.
My boyfriend is cuter than him.
To compare three or more things, use the plus the

superlative form of an adjective.
Shes the fastest woman in Japan.

Thats the funniest joke in the book.
Form the superlative of one-syllable adjectives by

adding -est.
high highest
short shortest
Chimborazo is the highest mountain in Ecuador.
Theo gave the shortest speech.
Form the superlative of longer adjectives by using the

word most in front of them.
honest most honest

Abraham Lincoln was the most honest president.
Some adjectives are irregular.
good better the best

bad worse the worst
Unit 4, page 38: Making comparisons with as . . . as / not as . . . as

To say two things are equal, use as . . . as with the adjective.
Lori is as talented as Alex.
Use not as . . . as to compare two things that are not equal.
Joe is not as talented as Alex.
Comparatives can often be used instead of not as . . . as.

However, not as . . . as emphasizes the lesser of the
two subjects.
Alex is more talented than Joe.

Joe is not as talented as Alex.
101
GRAMMAR REFERENCE
Unit 4, page 36: The comparative and superlative forms of adjectives
GRAMMAR REFERENCE
Unit 5, page 44: Will for predictions and decisions

Use will to talk about things you believe will happen in
the future.
Ecuador will win the next World Cup.

Cristina Aguilera will win an Emmy Award.
Use will to tell about something you suddenly decide to

do in the future.
A: How can you improve your score?

B: I think Ill practice harder next time.
To form affirmative statements with will, begin with a

subject followed by will and the base form of a verb
(plus a complement if needed). The contracted form of
will is ll.
Subject + will + base form of verb (+ complement)

Well have world peace someday.

followed by wont and the base form of a verb.
Subject + wont + base form of verb

It wont rain on Thursday.
To ask Yes/No questions, begin with Will followed by a

subject and the base form of a verb.
Will + subject + base form of verb

Will she be on time?
To answer Yes/No questions, use Yes/No, a subject, and

will/wont.
Yes/No + subject + will/wont

Yes, she will. / No, she wont.
Use probably to make a prediction less definite.
Hell probably be late again.

It probably wont snow until December.
Unit 5, page 45: Should/Shouldnt for advice; Must/Must not for rules and obligations
Use should to give advice or talk about the correct thing
to do.
I think you should talk to him about it.

You should be nice to everyone.
Use should not to recommend that someone not do

something or to say that something is not the correct
thing to do. The contraction of should not is shouldnt.
Actors should not go out the night before a performance.

He shouldnt be so nervous.
Use must in formal situations and in writing to talk about

a rule that has to be followed. In casual spoken American
English, must can sound very strong or even rude; its
best to use have to instead of must in casual spoken
English.
You must show an ID to get on the plane.

(You have to show an ID to get on the plane.)
Use must not in formal situations and in writing to talk

about something that is prohibited. In casual spoken
American English, its best to use shouldnt instead of
must not.
You must not eat in class.

(You shouldnt eat in class.)
102
Use may or might to talk about a possibility or

expectation at the present time or in the future.
I may not get the part.

My mom might get mad.
To form an affirmative sentence with may or might, start

with a subject followed by may/might and the base form
of a verb (plus a complement if needed).
Subject + may/might + base form of verb (+ complement)

She may take French next semester.
We might go to Mexico this summer.
To form negative sentences, start with a subject followed

by may/might not and the base form of a verb.
Subject + may/might not + base form of verb

We may not have time after class.
She might not want to see them.
The contraction for might not is considered old-fashioned

and is rarely used. There isnt a contraction for may not.
Rare: mightnt
maynt
May is used to ask permission in Yes/No questions. Dont

use may to ask a Yes/No question about possibility.
May I go with you?

May you go to the auditions in Los Angeles?
Unit 6, page 56: First conditional: If clause + will or may/might

Use a first conditional sentence to talk about something
that can only happen if a specific condition occurs.
If its sunny tomorrow, we will have a picnic.

If it rains tomorrow, we will go to the movies.
A first conditional sentence has two clauses: a condition

clause with if and a result clause.
Condition clause Result clause

If I pass the audition, I will be in the play.
To form an affirmative first conditional, begin with If

in the condition clause and follow with the subject
and a verb in the simple present (plus a complement if
needed). In the result clause, use a subject followed by
will and the base form of the verb (plus complement if
needed). Use a comma after the if clause.
Condition clause
If + subject + present verb (+ complement)
If I pass the test
Result clause
subject + will + base form of verb (+ complement)
Ill get an A in the class.
If I pass the test, Ill get an A in the class.
The order of these clauses may be switched. No comma

is needed when the if clause comes last.
Ill get an A in the class if I pass the test.
Use may or might in the result clause to show you are

not certain.
Certain: If Im tired, Ill stay home.

Not certain: If Im tired, I may/might stay home.
Negative conditional sentences can have the negative

word in either or both of the two clauses.
If it snows, we wont have school.

If it doesnt snow, well have school.
If it doesnt snow, we wont get to stay home.
103
GRAMMAR REFERENCE
Unit 6, page 54: May or might for possibility
Peer editing checklist

Is the first letter of each sentence capitalized? Are proper nouns capitalized?
she is a student.
She is a student.
Our directors name is paul.
Our directors name is Paul.
He lives in new york.
He lives in New York.
Is there a period (.) or exclamation mark (!) at the end of each sentence?
I like Michele Wie
I like Michele Wie.
Shes awesome
Shes awesome!
Is there a question mark (?) at the end of each question?
What is your name
Whats your name?
Is the vocabulary correct?
Nicole Kidman is very high.
Nicole Kidman is very tall.
Is the spelling correct?
Thats a beautiful necklece.
Thats a beautiful necklace.
Do sentences and questions have the correct word order?
You are a student?
Are you a student?
Are the verbs and their tenses correct?
I be fine.
I am fine.
He like rock climbing.
He likes rock climbing.
Did you went out yesterday?
Did you go out yesterday?
Are sequence words such as first, next, or after that used if needed?
Toast the bread. Spread the butter.
First, toast the bread. Next, spread the butter.
Are the paragraphs clear and easy-to-understand?
I like school. I meet my friends there.

I dont sometimes like school. I get up
early. We have a lot of fun.
104 Peer editing checklist
I like school because I meet my friends

there. We have a lot of fun. But sometimes,
I dont like school because I have to get up
early.
Name
Unit:
Date
STUDENT SELF-EVALUATION
Student self-evaluation
Look back over the last unit. Think about what you learned. Answer these questions:
1. For me, everything in this unit was:
easy
OK
difficult.
[If you checked difficult, answer this question:]

How can I learn the material in this unit?
2. The grammar was:
easy
OK
difficult.

How can I learn the grammar in this unit?
3. The vocabulary was:
easy
OK
difficult.

How can I learn the vocabulary in this unit?
4. My favorite words in this unit are:
,
, and
5. My favorite useful expression in this unit is:
6. Lately, I think I am improving my:

speaking
listening
pronunciation.
7. Lately, I think I need more practice with:

speaking
listening
pronunciation.
8. Lately, I am
always
attending class regularly.
speaking English only in class.
studying at home.
completing all assignments.
asking the teacher or other students for help.

105
sometimes
not so often
Copyright 2008 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
This certificate is hereby awarded this _ day of _, in the year _.
demonstrated satisfactory proficiency in the English language.
has successfully completed Postcards Level 2B and has
Certificate of Achievement

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Level 4

TEACHER'S BOOK - LEVEL 4

Isabel Ramos Castaeda

Ministerio de Educacin del Ecuador, 2014

Primera edicin: julio 2014

Lets get started.

You were awesome, Alex!

Ill teach you if you want

Fun with songs 1 2

Fun with grammar

Language Booster answer keys

Tests answer key

We were walking home . . .

You shouldnt be upset.

Peer editing checklist

Student self-evaluation checklist

Scope and Sequence

Lets get started.

You were awesome,

The simple past of be

Conjunctions: and, but, so

Progress check Units 1 and 2 Test-taking tip: Write neatly.

Game 1: Q & A baseball

Talk about the weather

The past continuous

Wide Angle 1: A traditional story

Youre the best in the

Talk about preferences

The comparative and superlative forms of

You shouldnt be upset.

Will for predictions and decisions

Game 2: Say and do the opposite

Ill teach you if you

Talk about summer plans

May/Might for possibility

Wide Angle 2: Summer camps

iv Scope and Sequence

Positive and negative

Reading: Read for specic information

Learn irregular past

Intonation in Yes/No and

Reading: Read for specic information

Personalize what you

Adjectives for describing

Reading: Read for specic information

Reading: Read for specic information

Listen carefully to the

Parts of the body

Reading: Read a questionnaire

Learn from your mistakes

The short sound of /u/ as

Reading: Read a website for specic

Use the publishers

Stress in verb + noun

Scope and Sequence v

Offering extensive pair and group work with a

Welcome to the second edition of Postcards, a

Each Student Book consists of six units divided

1. Postcards immediately captures students

Each Student Book also contains optional materials

2. Postcards holds teenagers attention by:

The Language Booster is divided into two parts:

3. Postcards gives all students the opportunity to