7Ball!

BE
Have a

Let’s Celebrate

What’s the worst

party you’ve ever
been to?

Like Father, Like

Daughter

1. What is this woman doing?

2. Why do you think she’s doing this?

3. Do you have a similar celebration in your country? What is it for?

UNIT CONTENTS
Vocabulary Celebration phrases; Descriptive adjectives
Grammar Verb + -ing form (gerund) or infinitive; -ing form (gerund) as subject; by/for + -ing form
Listening Surprising celebrations
64 | Unit 7
7   Have a Ball!
Unit Contents
●● Vocabulary Celebration phrases;
Descriptive adjectives
●● Grammar Verb + -ing form (gerund)
or infinitive; -ing form (gerund) as
subject; by/for + -ing form
●● Listening Surprising celebrations
●● Reading How to Plan a Party; A
Great Family Party!; Korea: Coming
of Age
●● Conversation Making exclamations
●● Writing A description of a
celebration
Communication Objectives Unit Videos
●● Discuss times that you celebrate 7.1  Let’s Celebrate
●● Talk about a time you planned a 7.2 Real Talk: What’s the
party worst party you’ve
●● Plan an end-of-school party ever been to?
●● Discuss a celebration you would 7.3 Like Father, Like
Daughter
like to attend
●● Ask and answer questions about a
celebration you have attended
●● Plan a party or event of your choice
●● Discuss traditional coming-of-age
celebrations

About the Unit
Before students open their books, write on the board: Have
a ball! Ask students what they think this expression means.
If they need prompting, provide examples in context; for
example: We had a ball at the dance last night. / The party
was great; we had a ball! Guide students to understand that
to have a ball means to have a really fun time. It is often
used to describe events, but can also be used to describe an
ordinary activity that people are enjoying; for example: We
had a ball looking through the old costume chest.
Have students work with a partner to role-play a short
conversation which uses the expression have a ball. Tell
pairs that each student should have at least two lines in the
conversation. Invite pairs to perform their conversations
for the class. Encourage them to be actors and role-play
with feeling.
Tell students that this unit is all about things people do to
celebrate and have a good time.
Unit Opener Questions
Have students open their books and look at the picture on
page 64. Ask students to discuss what they see. Point to
different details in the picture and ask students to describe
each one or say what each one is.
Write any new vocabulary on the board that students can
use to answer the questions, such as: costume, headdress,
baton, jewelry, earrings, sequins, sparkles, show, bright,
colorful, etc. Have students explain any unfamiliar words
to their classmates.
Have a student read the unit opener questions aloud.
Ask volunteers to answer the questions. Ask follow-up
questions, such as: What are some cultural celebrations you
celebrate? Why are they important to your culture? Elicit
ideas from various students for a class discussion.
Optional After discussing any new words, have students
work with a partner to use each word written on the board
in a sentence. Circulate and help as needed. Have students
add the words into their vocabulary journals.
Answers
1. Possible answer: She is dancing and twirling a
baton as part of a performance.
2. Possible answer: Maybe this performance is part
of a holiday celebration or ritual.
3. Possible answer: In my country, people love
to watch performances of people dancing in
costumes. For some holidays, people dress up
and dance in parades.
Draw students’ attention to the pictures of the videos they
will watch throughout this unit. Have a volunteer read aloud
the title of each video and describe what he or she sees in the
picture. Ask other students to predict what the video will be
about. The following are example answers and predictions:
7.1 Let’s Celebrate I see fireworks exploding over a city.
Maybe we will learn about traditional ways that people
around the world celebrate holidays and events.
7.2 What’s the worst party you’ve ever been to? I see three
teenagers dressed in costumes. Maybe one of them
will explain that a costume party was the worst party
that he or she ever attended.
7.3 Like Father, Like Daughter I see a high cliff and water
below. Maybe we will learn about a father and daughter
who are alike and practice the same sport of cliff diving.

Unit 7  Have a Ball!  T-64

 Vocabulary: Celebration
phrases
1
Have a 3
■■ Read the directions aloud. Have a volunteer read aloud
the first three sentences and explain why the sample
answer is correct. (It is clear from the context that it is
put up decorations because they are colored black, white,
■■ Have students turn to page 65. Read aloud the
directions. Point to and say each phrase and have and silver and they are inside the home.) Point out to
students repeat. Ask: What do all of these phrases students that they should read the whole paragraph first
describe? (activities people do to celebrate or at a to understand the context for each phrase.
celebration) ■■ Have students work individually to complete the
■■ Direct students’ attention to the photos and explain that paragraph with the correct phrases and then compare
each photo matches a phrase. answers with a partner. Check answers as a class.
■■ Have students work individually to match each picture Optional Have students practice reading the completed
to the correct phrase. Point out that item 1 is already paragraph aloud with a partner.
completed and shows people having a good time.
Ask: What are they doing? (They are riding on a roller
coaster at an amusement park.)
Speaking: How do you have a
■■ Have students compare their answers with a partner. good time?
Tell them to discuss any answers that are different to try
Objective: to talk about special events or celebrations
to find the correct answer.
you attend

Vocabulary 4
dress up prepare special food YOUR TURN   Read aloud the directions. Have two
give a present put up decorations volunteers read the example speech balloons aloud to the
have a good time set off fireworks class. Point out that students should take turns choosing
hold a contest watch a parade a phrase from Exercise 1 to tell about. Partners should
play music ask follow up questions to find out details about the
celebration. Remind students to use the correct tense of
the verb in each phrase in their conversations.
2 7.01 CD2, Track 18 ■■ Circulate and help as necessary. Monitor for correct use
■■ Tell students to listen to the audio and check their of the celebration phrases.
answers. Play the audio again and have students repeat
the words. Listen for pronunciation and correct any Answers
mistakes. Play or say individual phrases again for Possible answer: Our city sets off fireworks every
students to listen and repeat, if necessary. year to celebrate Independence Day. All of my family
■■ Use the photos to explain or reinforce the meaning of and friends gather to watch them from the city
the vocabulary words. For example, ask: What do you center.
see in picture 2? (They are participating in a contest, a
three-legged race. In this contest, partners tie one of
their legs to their partner’s leg and then race against Workbook
other pairs to be the first to the finish line.) Ask: What Students complete the exercises on Workbook
other contests are sometimes held at celebrations? Elicit page 44 in class or for homework. See Teacher’s Book
responses and then ask about picture 3. For example, page T-130 for Workbook answer key.
ask: What do you see in picture 3? (A person is putting
up decorations. The decorations are streamers or
garlands.) Why do you think he is putting up decorations?
(He might be decorating a school cafeteria for a dance.)
Repeat this procedure for each photo.
Optional For additional reinforcement of these celebration
phrases, play a drawing and guessing game. Students work
with a partner. One student chooses a phrase and draws a
quick sketch to illustrate it. The other student guesses the
phrase from the picture as soon as he or she can identify it.
Encourage students to guess the phrase in full sentences;
for example: She is setting off fireworks!

T-65  Unit 7  Have a Ball!

 Vocabulary: Celebration phrases
1. Match the phrases with the correct pictures.
a. dress up d. hold a contest g. put up decorations 1. c
b. give a present e. play music h. set off fireworks 2. d
✓ c. have a good time f. prepare special food i. watch a parade 3. g
4. h
4 5. f
3
1 6. a
7. i
8. b
2 9. e
7

9
5
6

2. Listen, check, and repeat.

7.01

3. Complete the paragraph with the phrases from Exercise 1.

This year, I’m going to have a New Year’s Eve party. I’m going to 1 put up decorations
in my home. They’ll be black, white, and silver. I’m also going to 2prepare special food,
like some great desserts that my parents will help me make. I’m going to ask all of
my friends to 3 dress up for the party. You know, wear fancy dresses and
suits. I’ll also 4 hold a contest – the best-dressed person gets a prize! Of course,
I’ll 5 play music at the party. I’ve already downloaded my favorite songs of this
year. At night, my older brother will 6 set off fireworks – just small ones, of course.
They’ll look great in the night sky. I’m sure everyone is going to 7 have a good time .
It will be the best party ever! My best friend is going to stay the night. It’s her birthday
the next day, so I’ll 8 give her a present . I bought her a new
case for her phone. Then we’re going to 9 watch a parade downtown. The city has
one every year on New Year’s Day.

Speaking: How do you have a good time?

4. YOUR TURN Work with a partner. When do you do the things in Exercise 1? Tell
your partner. Ask each other follow-up questions.
My school holds a talent contest every year.

Have you ever entered it?

Yes, I have. Last year, my friends and I dressed up as rock stars and sang a song.

Did you have a good time?

Workbook, p. 44

Reading How to Plan a Party; A Great Family Party!; Korea: Coming of Age
Conversation Making exclamations
Writing A description of a celebration
Unit 7 | 65
 PARTY Planning
HOW TO PLAN A PARTY
Everybody loves going to parties! But some people don’t
enjoy hosting them because it can be very stressful. Are
you planning to have a party? Read these how-to tips to
make party planning easy!
1 Choose the time, date, and place. Give
your guests advanced notice. Teens have busy
lives, and you want to make sure the most
people possible can come. Decide how many
people you are going to invite before you pick
the place. Will they all fit at your house? Do
you need to have the party at a bigger place,
like a park or a restaurant?
2 Pick a theme. Is it a party for a birthday,
holiday, or other special occasion? Are you
having a “just because” party? Consider
having a theme party. For example, ask guests
to dress up as their favorite cartoon characters
or super heroes. Maybe the theme is related
to the time of year, like “Winter Wonderland,”
“Think Spring,”
Spring, or “Summer Blast.”
3 Plan your party. Decide what food you
want to make and if you are going to put up
decorations. Are you going to hold a contest or
have games? Will you play music at the party
or have a band? If you have a theme party,
you can plan your party around the theme. For
example, for a "Winter Wonderland" party, you
might put up decorations of snowflakes and
snowmen. You might serve cold foods, like ice
cream. Don’t forget to plan a budget. Figure
out how much everything is going to cost. Are
you going to buy food, make food, or ask your
friends to bring something to share?
4 Invite your friends. Send out invitations.
You can send emails, texts, or make an
invitation to post online. Be sure to let your
friends know whether or not they can invite
guests. You don’t want to invite 20 people and
have 40 show up!
With a little planning, your party is sure to be successful,
and you’ll enjoy the party as much as your friends do!

Reading: A how-to article about

planning a party DID YOU
1. Look at the pictures and the title. What do you think you
KNOW . . .?
Some people pay
will learn from this article? party planners
to plan parties
2. Read and listen to the article. Number the steps in order. for them. Party
7.02
3 Plan the menu and activities for your party. planners are
popular for big
2 Decide what kind of party you are going to have. events like
weddings, special
4 Tell your friends about the party. birthday parties,
1 Decide when and where you are going to have the party. and graduations.

3. Read the article again. Then read the sentences. Which steps from Exercise 2 are
the people following? Write 1, 2, 3, or 4.
1. Carrie is going to have her guests play card games. 3
2. Leo decided to have his party at a skate park. 1
3. Tom is having his guests dress up in sports uniforms. 2
4. Luke is having his party on April 16. 1
5. Jing posted an invitation on her Web page. 4
6. Sylvia is going to have her brother’s band play music at the party. 3
7. Patricia is having a "Back to School" party. 2
4. YOUR TURN Work with a partner. Have you ever planned a party?
What was it like? What kinds of parties do you like to go to?

66 | Unit 7
Reading: A how-to article
about planning a party
Objective: to read an article about party planning
■■ Tell students that they will read a How-to article. Ask:
What is the purpose of a How-to article? (to explain how
to do something) Have you ever read a How-to article?
What did it teach you how to do? Elicit various responses.
1 usually an education requirement.
■■ Read aloud the directions and ask the question. Have
a student read aloud the title, Party Planning, and ask:
What do the photos in the article show? (The top photo
shows a party which has the theme Superheroes and an
activity at the party is a game of tug-of war. The second
photo shows a snowman cupcake, which might be a
special food for a winter-themed party.) Ask students
to predict what they will learn from the article. Elicit
possible answers. Tell students they will read to find
the answers.
Answer
Possible answer: instructions or tips on how to plan
a party
2 7.02
CD2, Track 19
■■ Read aloud the directions. Have students read the
sentences first to see what information they will look
for in the reading. Ask them to predict the order of the
steps first.
■■ Then point out to students that the article has subtitles
in bold. Ask: What is the purpose of these subtitles?
Elicit that they are numbered and they are the steps
to follow to plan a successful party. Ask volunteers to
read aloud the four subtitles or steps in the article. Tell
students to check their sentence order by referring only
to these subtitles.
■■ Play the audio. Have students listen to check their
answers as they follow along in their books.
■■ Check answers as a class.
■■ Give students time to read the article again silently and
underline any unfamiliar vocabulary in the reading.
Have students compare their underlined words with
a partner and guess the meaning of the words from
context together. Discuss any new words as a class and,
if possible, have students explain the meaning of new
words to each other.
Optional For additional reading practice, play the audio
again. Have students read along with the reader, chorally
but quietly, paying attention to pronunciation and
intonation patterns. Then have students practice reading
the article in pairs, taking turns to read aloud each section
while the other follows along.
Did You Know . . .?
Read the information aloud. Share the following
additional information with students:
Party planners are also called party consultants. You
can ask a party planner to take care of every detail of
a party from deciding what kind of party it will be to
cleaning up after the event.
Many large hotels, resorts, and casinos employ full-
time party planners. Many planners have experience in
the hospitality or entertainment field, but there is not
3
■■ Read aloud the directions. Do the first item together as an
example. Have a student read aloud the sentence. Review
with students what the steps are. Ask: What is Step 1?
(Decide when and where you are going to have the party.)
Is this the correct answer? (no) Continue trying each step
in order until students find the correct answer. (Step 3:
Plan the menus and activities for your party.)
■■ Have students read the items silently so that they know
what information to look for in the reading.
■■ Have students complete the exercise individually and
check answers with a partner. Then check answers as
a class.
4
YOUR TURN   Read aloud the directions and the
questions. To begin the activity, share an experience
of your own with party planning or elicit one from a
volunteer. Then have students discuss the questions
with a partner. Tell them to use the celebration phrases
from page 65 if possible.
■■ Circulate and help as needed while partners take turns
asking and answering the questions. Make sure that
each student gets the chance to share his/her ideas
and experiences.
Optional To extend the activity, have students switch
partners to discuss the questions with a different partner.
Answer
Possible answer: I planned a surprise birthday party
for my best friend once. I prepared food and put up
decorations around my house. We played music and
all of the guests gave her presents. We had a ball!
Unit 7  Have a Ball!  T-66
 Grammar: Verb + -ing form
(gerund) or infinitive
Objective: to distinguish between the meaning of
infinitive and gerund forms and choose the correct form
5 focusing on the reduced stress on to.
■● Before students open their books, demonstrate the
grammar. Write pairs of sentences on the board; for
example: I enjoy sleeping late on weekends. I enjoy
to sleep late on weekends. Tell students to study the
sentences on the board. Ask: Why is it correct to say I
enjoy sleeping but not I enjoy to sleep? Elicit answers
and guide students to see that some verbs are usually
followed by infinitives (to + main verb) and some are
usually followed by gerunds (the -ing form).
■● Ask students to open their books to page 67 and look
at the grammar chart. Read the explanation at the top
of the chart aloud. Draw students’ attention to the first
column. Explain that these are examples of verbs of
each type. Tell students that there are many more verbs
of each type. If possible, show a more extensive list.
■● Draw students’ attention to the example sentences in the
chart. Explain to students that they should pay special
attention to the words in bold. Read the sentences aloud,
leaving out the word that will go in the blank.
■● Have students fill in the blanks in the grammar chart
individually. Then check answers as a class.
■● Finally, discuss the last row of the chart. For additional
practice, ask students to work with a partner to write
sentences with forget, remember, and try + infinitive
and sentences with these verbs + gerund. Ask pairs to
discuss the difference in meaning between each pair.
Circulate and help as necessary.
Grammar support
For further grammar presentation support and practice,
see Teacher’s Book page T-112. See Student’s Book
page 112 for the complete grammar chart.
6 the changing months. Some have festivals and
■● Read the directions aloud. Ask a volunteer to read the
sample answer aloud and explain why both answer choices
are correct. (The verb like can be followed by either an
infinitive or a gerund with no change in meaning.)
■● Have students complete the exercise individually. Ask
students to compare answers with a partner. Then check
answers as a class.
7 In China, the New Year celebration is at the
■● Read the directions aloud. Ask a volunteer to read the
sample answer and explain why it is correct. (The verb
learn cannot be followed by a gerund.) Have students
work individually to write the sentences, referring to
the grammar chart as necessary.
■● To check answers as a class, ask volunteers to write their
sentences on the board. Ask the class to check each
sentence and make any necessary corrections.
T-67 Unit 7 Have a Ball!
Say it Right! 7.03 CD2, TraCk 20
Draw students’ attention to the information in the box.
Have students read the information silently for general
understanding. Play the audio as students listen and
read along.
Play the audio again for students to listen and repeat,
Have students practice saying all of the sentences in
Exercise 7 with a partner. Circulate and monitor for
correct pronunciation of unstressed to.
Speaking: An end-of-school
party
Objective: to work together to design an end-of-school party
8
YOUR TURN Read the directions aloud. Have two
volunteers read the example speech balloons aloud to
the class. Before students plan their party, brainstorm as
a class a list of topics they should discuss; for example:
theme, decorations, special foods, music, activities, what
people should wear, etc.
■● Have students plan their parties with a partner
Circulate and help as needed.
9
YOUR TURN Read the directions aloud. Have pairs
stand up and tell the class about the party they have
planned. Encourage the class to ask questions to learn
more details.
■● Take a class vote to determine which party would be the
most fun to plan for the end of the school year.
Video
7.1 Let’s Celebrate The seasons give many
cultures a reason to celebrate. From China to
Russia, Japan to India, people all over the world
have their traditions and rituals that accompany
others have more unusual events, but they all
acknowledge the passage of time and the chance
for renewal each year.
Students complete the video worksheet on
Workbook page 84. See Teacher’s Book
page T-138 for Video answer key.
Answer
beginning of winter. In Japan, hanami is a celebration
of spring. In India, Diwali is a celebration of autumn
and a new year.
Workbook
Students complete the exercises on Workbook
page 45 in class or for homework. See Teacher’s
Book page T-130 for Workbook answer key.
Grammar: Verb + -ing form (gerund) or infinitive
5. Complete the chart.
Many verbs are followed by the -ing form of a verb or an infinitive.
Some verbs can be followed by either an -ing form or an infinitive with no change in meaning. Others can be
followed by either an -ing form or an infinitive, but the meaning changes.
Verb + -ing form: Consider having a theme party.
consider discuss enjoy Some people don’t enjoy hosting them.
finish keep miss
Verb + infinitive: Decide what food you want to make .
Do you need to have the party at a bigger place?
decide learn expect
need plan want
Verb + -ing form or infinitive: Everybody loves going to parties!
Everybody loves to go to parties!
begin hate like
love prefer start

Verb + -ing form or infinitive with Don’t forget to plan a budget. (= not forget to do something)
change in meaning: I’ll never forget going to my first birthday party. (= not forgetting
forget remember try that something happened)

Check your answers: Grammar reference, p. 112

6. Circle the correct answers. Sometimes both answers are possible.

1. I like going / to go to parties on the weekends.
2. Remember inviting / to invite Susan to your party.
3. I prefer watching / to watch parades on TV.
4. We plan dressing up / to dress up for the holiday party.
5. The city decided setting off / to set off fireworks on Friday night.
6. Sarah finished putting up / to put up decorations at 9:00 p.m.

7. Write sentences. Use the simple past and -ing forms (gerunds) or infinitives.
1. I / learn / play / the violin six years ago
I learned to play the violin six years ago.
2. we / discuss / prepare / special food for the party
We discussed preparing special food for the party. 7.03 Say it RIGHT!
3. Terry / start / take / photos at the graduation ceremony When a verb is followed by an
infinitive, to usually sounds like ta
Terry started taking / to take photos at the graduation ceremony. and isn’t stressed. Listen to the
4. Emily / expect / hear / from her cousin last week sentences.
I learned to play the violin six years
Emily expected to hear from her cousin last week. ago. My parents love to hear me play.
Work with a partner. Read the
5. They / hate / go / home after a school party sentences in Exercise 7. Practice
They hate going / to go home after a school party. reducing to.

Speaking: An end-of-school party

8. YOUR TURN Work in groups. Design your ideal school-leaving party.
What type of party will it be? Formal or informal? Make a list of Find out about celebrations
the activities. around the world. What
BE
holidays celebrate the change
I can't imagine having a formal party. Let's make it informal. in seasons? (Workbook, p. 84)

But dressing up would be fun!

9. YOUR TURN Present your party to the class. Which party sounds
the most fun? 7.1 LET’S CELEBRATE

Workbook, pp. 44–45 Unit 7 | 67

 Let’s
CELEBRATE!
Listening: Surprising celebrations
1. Have you ever been to an unusual celebration or festival? What was it for? What
was it like?

2. Listen to a show about some unusual celebrations. Circle the correct answers.
7.04
1. The festival in Harbin, China, has artwork / fireworks.
2. For the festival in Ivrea, Italy, people throw about 4,000 / 1,000,000 oranges.
3. The festival in Lopburi, Thailand, starts in the morning / at night.

3. Listen again. Match the places (1–3) with the correct sentences (a–f).
7.04
1. Harbin b e 2. Ivrea d f 3. Lopburi a c
a. There’s singing and dancing. d. People dress up in costumes.
b. It’s amazing at night. e. The weather is cold.
c. People feed animals. f. It celebrates a past event.

Vocabulary: Descriptive adjectives

4. Replace the underlined words with the correct words. Then listen and check.
7.05

colorful lively peaceful traditional

crowded messy scary
✓ impressive noisy stunning
impressive
1. The dancers at the festival were amazing and extremely talented.
colorful
2. Jana’s dress is blue, yellow, green, red, and pink.
crowded
3. The street was so full of people that I couldn’t find a good place to watch
the parade.
lively
4. We made the party exciting and full of energy by playing music.
messy
5. Our house was dirty after the party, and we spent the next day cleaning it up.
noisy
6. The fireworks were very loud. My little sister hated them.
7. Last year, there was a fight at our New Year’s party, but this year it
peaceful
was calm and quiet.
scary
8. My friend had a costume party, and I wore something that made people afraid –
I dressed up as a vampire.
stunning
9. The sand sculptures for the contest were very beautiful. They were so
beautiful that they made me speechless.
traditional
10. We learned some old and historic dances for a school play about our country.

5. YOUR TURN Work with a partner. Which celebration would you like to go to the
most? Why?
I’d like to go to the festival in Lopburi because it seems lively and . . .

68 | Unit 7
Listening: Surprising this, but there are more than a hundred
thousand people here right now, including
celebrations four thousand official orange throwers. The
streets are crowded, and it can be scary at
Objective: to listen
You can use to aform
the -ing showasabout unusualofcelebrations
the subject a sentence. When it’s the subject,
times . . . but it’s mostly a lot of fun!
the verb is singular. Andy: We’ll end our travels around the world
■■ Direct students’ attention to the pictures on the page
Traveling to Italy to
and ask students is always
describegreat.
what they see. Then have today by sharing one more past report. It’s
Watch
a student readthe monkeys
aloud is of
the title very
theentertaining.
listening. Ask about a different kind of food festival in
Lopburi, Thailand . . .
students
Not goingtotopredict what they
the festival would willbehear about in the
a mistake.
listening based onalso
the title and photos. Reporter 3: Today is a special day in Lopburi. It’s the
The -ing form can be used after by to show how to do something and after
last Sunday of November, when people
for to show the purpose or use of something. prepare a special meal for the three
1
Let’s returning thousand monkeys who live near here.
■■ Readstart
the questions aloud. to Harbin.
Ask students to raise their
The weather is perfect for making ice statues. It starts at 10:00 in the morning. After
hands if they have been to an unusual celebration or people sing and dance, the monkeys are
festival. Ask those students to tell the class about their invited to come down out of the trees, and
experiences. their feast begins. The monkeys eat rice,
fruit salad, and egg dessert. It’s very noisy,
Answer and it’s very messy! You really have to see
Possible answer: In England, there is a cheese this lively celebration if you get the chance.
rolling festival. People chase a wheel of cheese Watching the monkeys is very entertaining!
down a steep hill. The first contestant to reach the
bottom of the hill wins the wheel of cheese! 3 7.04
CD2, Track 21
■■ Read the directions aloud. Have students read the
sentences to see what information they will listen for.
2 7.04
CD2, Track 21
■■ Play the audio. Ask students to complete the task
■■ Explain to students that they will listen to a show about
individually.
unusual celebrations. Play the audio once through. Tell
students to listen for the gist. ■■ Check answers as a class. If necessary, play the audio
again for students to hear the correct answers.
■■ Read aloud the directions and have students read the
sentences that they will complete so they know what
information they will listen for. Vocabulary: Descriptive
■■ Play the audio again and have students circle the adjectives
correct words. Check answers as a class.
Andy: Hi, I’m Andy Ferguson. Welcome to Around Vocabulary
the World. Today we’re going to end the year colorful noisy
by going back to past reports about weird crowded peaceful
and wonderful celebrations. Let’s start impressive scary
by returning to Harbin, a city in Northern
lively stunning
China. Here’s our report from January . . .
messy traditional
Reporter 1: Hello from Harbin! It’s January 5, and the
temperature here is minus 20 degrees!
It’s cooooold! But the weather is perfect 4 7.05
CD2, Track 22
for making snow and ice statues. Today
the city is filled with hundreds of stunning
■■ Have students read aloud the words in the box. Have
statues. There are snow and ice buildings, a volunteer read aloud the sample answer. Point out to
too . . . huge cities of ice. Thousands of students that they will choose the best adjective from the
people are here to look at the impressive box to replace the underlined words in each sentence.
artwork. Seeing the statues at night is ■■ Have students work individually. Then play the audio
amazing. They are lit up with colorful lights. and have students check their answers with a partner.
Andy: Traveling to Italy is always great, especially Ask volunteers to read aloud the new sentences. Play
for the Battle of the Oranges. Here’s our the audio again for students to listen and repeat the
report from February . . . adjectives.
Reporter 2: Greetings from Ivrea! This peaceful
Italian town is not so peaceful right now. 5
Everybody here is celebrating the famous YOUR TURN
Battle of the Oranges. For 3 days, people   Explain the exercise. Have a volunteer read
dress up in traditional costumes and act the example speech balloon aloud and finish the sentence
out a battle in the streets. More than a with his/her own idea. Students should choose one of the
million oranges are going to be thrown festivals from the listening to talk about. Tell them to use
during the battle – a million, can you as many descriptive adjectives from Exercise 4 as possible.
believe that? You wouldn’t normally expect ■■ Circulate and help as needed. Invite volunteers to share
to see so many people in a small town like
their ideas with the class.
Unit 7  Have a Ball!  T-68
 Grammar: -ing form (gerund)
as subject; by/for + -ing form
Objective: to use gerund forms as subjects and to show
the purpose or use of something
6 read aloud the caption. Ask: Do you know any other
■■ Ask students to look at the grammar chart on page
69. Read the explanation at the top of the chart aloud.
Explain to students that they will now focus on other
places in a sentence where the -ing form of verbs can
go. Say: If a gerund is the subject of a sentence, where
does it usually go? (at the beginning of the sentence)
■■ Draw students’ attention to the example sentences
in the chart. Explain to students that they should
pay special attention to the words in bold. Read the
sentences aloud, leaving out the word that will go in
the blank. Elicit that the correct word for the blank is
watching; students should only add -ing to the verb.
■■ Read the explanation for the next part of the chart
aloud. Explain that it is common for gerunds to follow
by or for. Draw students’ attention to the example
sentences in the chart. Explain to students that they
should pay special attention to the words in bold. Read
the sentences aloud, leaving out the word that will go in
the blank. Elicit that the correct word for the blank is by.
■■ Have students work with a partner. Provide each pair of
students with a copy of the audio script of the Listening
on page 68. Ask students to read through the script and
underline all of the sentences with a gerund as a subject.
(Seeing the statues at night is amazing. / Traveling to Italy
is always great, especially for the Battle of the Oranges. /
Watching the monkeys is very entertaining!)
■■ Then ask students to read through the audio script
again and circle the sentences that contain by or for
followed by a gerund. Discuss the meaning of these
sentences as a class. (Today we’re going to end the year
by going back to past reports about weird and wonderful
celebrations. / Let’s start by returning to Harbin, a city in
Northern China. / But the weather is perfect for making
snow and ice statues. / We’ll end our travels around the
world today by sharing one more past report.)
Optional If possible, project the audio script so that the
class can look for the sentences with gerunds as subjects
and gerunds after by and for.
Grammar support
For further grammar presentation support and practice,
see Teacher’s Book page T-112. See Student’s Book
page 112 for the complete grammar chart.
7 partners to describe a different event that they have attended.
■■ Read the directions aloud. Have a student read aloud the
sample answer and explain why it is correct. (The verb
go is a gerund as the subject, and the verb be is changed
to is.) Tell students that they should write their sentences
in the simple present tense, as these sentences are about
activities that are generally true for one person.
T-69  Unit 7  Have a Ball!
■■ Have students complete the exercise individually, and
then compare answers with a partner. To check answers
as a class, ask volunteers to write their sentences on the
board. Have the class check each sentence and offer
corrections if necessary.
■■ Point out the photo to the right and ask a student to
information about the Sundance Film Festival? Invite
students to share any background knowledge they have.
Background information
The Sundance Film Festival is a festival where
independent filmmakers can show their films. Judges
award prizes to the best films in different categories,
and the award winners gain international fame and
publicity for their films. Although it is an American
festival, it is open to filmmakers from all over
the world.
In 2012, the Sundance Film Festival traveled to
London to be held there as well.
8
■■ Read the directions aloud. Have a student read aloud
the completed first item and explain why the sample
answer is correct. ( for + setting off is correct because it
shows the purpose)
■■ Have students work individually to complete the
sentences and then check answers with a partner. Have
them discuss any answers that are different and refer to
the grammar chart to decide on the correct answer.
■■ Check answers as a class by asking volunteers to read
their completed sentences aloud.
Speaking: A lively celebration
Objective: to ask and answer questions about a
celebration or event you’ve been to
9
YOUR TURN   Read the directions aloud. Then ask
volunteers to read the discussion questions aloud. Have
a volunteer read the example speech balloon aloud to the
class and finish the last sentence with his/her own idea.
■■ To generate ideas as a class, brainstorm some example
events that pairs might discuss; for example: a large
party, an art or music event, a food festival, etc. Ask
for examples of local festivals that students have
likely attended.
■■ Have students take turns asking and answering
questions to explain a celebration or event.
Optional To extend the activity, have students switch
Workbook
Students complete the exercises on Workbook pages
46–47 in class or for homework. See Teacher’s Book
page T-131 for Workbook answer key.
Grammar: -ing form (gerund) as subject; by/for + -ing form
6. Complete the chart.

You can use the -ing form as the subject of a sentence. When it’s the subject,
the verb is singular.
Traveling to Italy is always great.
Watch ing the monkeys is very entertaining.
Not going to the festival would be a mistake.
The -ing form can also be used after by to show how to do something and after
for to show the purpose or use of something.
Let’s start by returning to Harbin.
The weather is perfect for making ice statues.

Check your answers: Grammar reference, p. 112

7. Write sentences using gerunds as subjects.

1. go / to the Sundance Film Festival / be / my favorite thing to do
Going to the Sundance Film Festival is my favorite thing to do.
2. show / independent films at Sundance / support / talented
directors, writers, and actors
Showing independent films at Sundance supports talented directors, writers, and actors.
3. have / a movie / at Sundance / be / a great honor
Having a movie at Sundance is a great honor.
4. not arrive late / to a Sundance movie / help / you get a better seat
Not arriving late to a Sundance movie helps you get a better seat.
5. watch / Sundance movies / make / me happy
Watching Sundance movies makes me happy.
The Sundance Film Festival
8. Complete the sentences with the -ing form of the verbs and by or for. takes place in Sundance,
1. The city used an open field for setting off (set off) fireworks. Colorado, every year. The movies
shown at the festival do not
2. I mostly use my new smartphone for taking (take) photos. have big budgets like Hollywood
movies.
3. We’ll start the party by playing (play) music.
4. We’ll celebrate the New Year by watching (watch) a parade.
5. Let’s make the room look special by putting up (put up) decorations.
6. The community park is a great place for having (have) a family reunion.

Speaking: A lively celebration

9. YOUR TURN Work with a partner. Ask and answer questions about a festival,
celebration, or other event you’ve been to.
1. What was the event? What was it like?
2. What was your reason for going?
3. How did going to the event make you feel?
4. What would others experience and learn by going to the event?
I went to the Garlic Festival in the park last summer. Going to the event
made me want to eat garlic! It was crowded and . . .

Workbook, pp. 46–47 Unit 7 | 69

 Party
7.2 WHAT’S THE

Time!
WORST PARTY
REAL TALK
YOU’VE EVER
BEEN TO?

Conversation: Planning a party is difficult.

Party Plan
ner 7.06
1. REAL TALK Watch or listen to the teenagers talk about the worst parties they’ve
THEME: been to. Match the parties (1–6) with the reasons the parties were
DATE: bad (a–f).

BUDGET: 1. c A party last month a. Parents staying for the movie

GUESTS: 2. e A spring dance b. A chocolate fountain not working correctly
3. f Someone’s own party c. Getting the day wrong
4. b A wedding reception d. Dressing up for the wrong theme
5. d A costume party e. Not being able to play music
6. a A best friend’s birthday f. Having to cancel the party

2. YOUR TURN What’s the worst party you’ve ever been to? Tell your partner.

3. Listen to Drew helping Ellen plan her birthday party. Complete the conversation.
7.07

USEFUL LANGUAGE: Exclamations

Great idea! How ✓ is so That’d be That’s such a What a

Ellen: It’s my birthday next week, and I haven’t done anything for the party yet. I don’t
want it to be the worst party ever. Planning a party 1 is so difficult!
Drew: Don’t worry. I’ll help you. What needs to be done?
Ellen: Well, I haven’t decided what music to play.
Drew: I have tons of music. I can organize a playlist at home and bring it.
Ellen: 2 That'd be great! Thanks.
Drew: What about food? Do you know what you’re going to have?
Ellen: Well, I decided to have a rainbow theme. Maybe the food could have something
to do with that.
Drew: 3 What a cool theme! You could have food the color of the rainbow.
Red cake, yellow and orange vegetables, things like that.
Ellen: 4 That's such a good idea! Let’s make a list. And we can make a list
of decorations, too.
Drew: 5 Great idea! I’ll help you put up the decorations the day before the party.
Ellen: 6 How nice of you! Thanks.
Drew: No problem. I love planning parties.
Ellen: I’m feeling better about it, thanks to you. Let’s start working on those lists.

4.Practice the conversation with a partner.

5. YOUR TURN Work with a partner. Take turns helping each

other plan a party or event. Use one of the items below
or your own ideas.
a class trip a holiday party
a pool party a school dance

70 | Unit 7
Conversation: Planning a
party is difficult.
Objective: to use exclamations
Video
7.2 Real Talk: What’s the worst party you’ve
ever been to? Six speakers answer the question:
What’s the worst party you’ve ever been to?
1 7.05
CD2, TraCk 23
REAL TALK Explain to students that they will watch
a video (or listen to the audio version) about teenagers
talking about the worst parties they have ever been to.
Allow students to look at the exercise before they listen so
they know what information they are listening for.
■● To check understanding about the types of parties and
the reasons they are bad, ask questions to elicit students’
background knowledge and personal experiences, such
as: Who has ever been to a party with a chocolate fountain?
Who has ever gotten the day wrong for a party? Has
anyone ever gone to a costume party wearing a costume
that did not fit in?
■● Play the video or audio and have students complete the
task individually. Check answers as a class.
Interviewer: What’s the worst party you’ve ever been to?
Chris: Well, that’s easy. It was a party last
month. Only two other people showed up
and me! We thought it was Saturday night
instead of Friday night. I don’t know how
that happened.
Ben: Our spring dance at school. The sound
system broke right at the beginning of
the evening. That stopped the dancing!
After that, we all just stood around
hoping someone would fix it. But it never
happened, and we all just went home.
Emily: My own party last month. Usually, I love
getting ready for parties – making the food,
selecting the music, telling my friends
about it. But this time, it all went wrong.
In the end, I had to cancel the party.
Allie: My cousin’s wedding reception after her
wedding. It was horrible and funny at the
same time. They had this huge chocolate
fountain. They wanted to let it flow all
night. And it did . . . but then it didn’t stop!
There was chocolate everywhere for days.
Freddie: Hmm . . . probably this costume party I
went to recently. Normally, I like dressing
up, but someone told me the wrong
theme. I thought it was an “ocean” theme
instead of a “wild west” theme so I
showed up in a lobster outfit. So there I
was with all of the cowboys.
Nishta: Probably my best friend’s birthday. We
planned to spend the evening at her
house with a bunch of our friends watching
movies and eating pizza. But then her
parents showed up and decided to stay
and watch a movie with us. It just wasn’t
the same after that.
Interviewer: What’s the worst party you’ve ever been to?
2
YOUR TURN Read the directions aloud. Have students
work in pairs to tell about the worst party they have ever
been to. Circulate and help as needed. If appropriate, invite
volunteers to share their stories with the class.
3 7.07
CD2, TraCk 24
■● Explain to students that they will hear a dialogue
between two friends who are planning a birthday party.
Draw students’ attention to the Useful language box
and read the words and phrases aloud. Explain that
these phrases are used in exclamations. Ask: What are
exclamations? Elicit that they are sentences which show
strong emotion or excitement. They will add the words
and phrases in the box to complete exclamations.
■● Play the audio once all the way through so students can
listen for general understanding.
■● Play the audio a second time and have students complete
the conversation with the phrases from the box.
■● Play the audio a third time for students to confirm their
answers. Then check answers as a class.
4
■● Have students practice the conversation from Exercise 3
with a partner, taking turns with each part. Challenge
students to try to say as much as they can from
memory, rather than just reading their lines. Encourage
them to act out the conversation, using appropriate
facial expressions and gestures.
5
YOUR TURN Read the directions aloud and have a
student read aloud the possible events in the box.
■● Tell each student to think of a type of party or event
that they want to plan. Then, with a partner, they take
turns helping each other plan the event. Point out the
Party Planner list at the top of the page. Tell students
to think about these topics (theme, date, budget, and
guests) as they plan their own events.
■● Tell pairs to use the conversation from Exercise 3
as a guide and the Useful language phrases to make
exclamations. Point out that students can change words
in the exclamations to express different feelings; for
example, write the exclamations from the conversation
on the board. Have students change them to express
something different; for example: Planning a party is so
fun! That’d be so sad! That’s such an awesome song! What
a dumb idea! Fantastic idea! How kind of you!
■● Circulate and help as needed. Ask a few pairs to role-
play their conversations for the class.
Unit 7 Have a Ball! T-70
 Reading to write:
A description of a celebration
Objective: to read a description of a celebration
6 ■■
■■ Have students look at the photo and the text. Ask: What
kind of text is this? (an online post) What do you see in
the photo? (an older couple with birthday party hats on)
■■ Read aloud the directions and elicit possible answers
to the question based on the title and photo. Have
students read the paragraph silently to check their
answers. Discuss the answers as a class.
Answer
Possible answer: They celebrated her grandparents’
birthdays.
Focus on Content
Have a student read the information aloud. To check
comprehension, write on the board: What, Where, Why,
How. Ask students to match the question words with
the information to include in their descriptions. (Why =
the reason for the celebration; Where = the place; How
= how you prepared for it; What = what happened)
Too: The party was in my grandparents’ yard because
their house is too small for a big party. / I wanted to
dance all night, but I was too tired.
9
Have a student read the directions aloud. Have students
work individually to complete each sentence with too or
so and a word from the box. Tell students to refer to the
Focus on Language box to check their answers.
■■ Before checking answers as a class, present the
information in the Get it right! box.
Get it Right!
Have students read the information in the box silently.
Explain that so is similar in meaning to very, but too is
a negative word that implies something is more than it
should be.
Have students review Exercise 9 with a partner to
make sure they have used so and too correctly.
Workbook
Students can complete the exercises on Workbook
pages 48–49 before beginning the Plan, Write, and
Check writing activities. See Teacher’s Book page
T-131 for Workbook answer key.

7
■■ Read the directions
Ellen:aloud.It’sHave
my students
birthdaycomplete Writing: Your celebration
the and I haven’t done anything for the party yet. I don’t
next week,
task individually by locating each piece of information
want it to be the worst party in ever. Planning a party 1 is so difficult!
Amy’s description and underlining it. Then have students Objective: to describe a celebration
Drew: Don’t worry. I’ll help you. What needs to be done?
compare answers with a partner. Check answers as a class.
Ellen: Well, I haven’t decided what music Plan to play.
■■ Read the directions aloud. Tell students they will each
Answers Drew: I have tons of music. I can organize a playlist at home and bring it.
choose a celebration they attended to describe.
Reason: her grandparents’
Ellen: 2 birthdays, which are on Thanks.
great!
the same day ■■ Direct students’ attention to the graphic organizer

Drew: What
Place: her grandparents’ yard about food? Do you know whatandyou’re going
tell them thatto have?
using it to organize their ideas and
How she/they Ellen:
prepared: Well,
Her Imom
decided information will
to have a rainbow theme. Maybe the food could
and dad help them to planhave
their something
writing and
prepared special food. Sheto doandwith
herthat.
cousins set up organize the important information. If necessary, fill out
decorations. an example chart on the board using ideas from the class.
Drew: 3 cool theme! You could have food the color of the rainbow.
What happened: They had lunch. They watched a film ■ ■ Have students work individually to choose a celebration
Red cake, yellow and orange vegetables, things like that.
about her grandparents. Her brother played “Happy and complete the chart with their own details.
Ellen:
Birthday” on his guitar. 4They sang. Everyone gave goodheridea! Let’s make a list. And we can make a list
grandparents gifts. Theyof decorations,
danced. too. Write
■■ Have students write their descriptions using Amy’s
Drew: 5
I’ll help you put up the decorations the day before the party.
Focus on Language 6 post as a guide. Remind them to include all of the
Ellen: nice of you! Thanks.
information from the chart they completed, to use so
Review the information in the box with students. To
Drew: elicit
check understanding, No example
problem. I love planning
sentences using parties.and too from the Focus on Language box, and to follow
Ellen:
so and too. Give students I’ma topic
feeling better
they are allabout it, thanks to
familiar theyou.
organizational
Let’s starttips in the Focus
working on Content box.
on those lists.
with, such as a school event, and ask volunteers to When they are finished writing, have them count the
say sentences about it using so and too. number of words they wrote and include it on the paper.

8 Check
■■ Read the directions aloud. Have students complete the
■■ Read the questions aloud. Have students check their
task individually. Check answers as a class. own writing individually and then exchange their
writing with a partner. Have partners check each other’s
writing and offer suggestions.
Answers
So: First we had lunch at the party, and the food was so
■■ Encourage several students to share their descriptions
delicious! / He was so nervous, but my grandparents of a celebration with the class.
loved listening to it. / The party was so amazing!

T-71  Unit 7  Have a Ball!

 A Great Family Party!
posted by Amy Jackson I January 15
My grandparents were born on the same day. Last July, they were 70 years old, so we had a
party with family, friends, and neighbors. The party was in my grandparents’ yard because
their house is too small for a big party. We did everything ourselves. My mom and dad
prepared special food, and my cousins and I put up decorations.
First we had lunch at the party, and the food was so delicious! After eating, we watched a film
my aunt had made with photos and videos of my grandparents. Then my little brother played
"Happy Birthday" on his guitar. He was so nervous, but my grandparents loved listening to it.
He played it again, and everyone sang. Finally, everyone gave my grandparents presents.
At night, we danced to my grandparents’ favorite music. The party was so amazing! I wanted
to dance all night, but I was too tired.

Reading to write: A description of a celebration

6. Look at the title and the photo. What do you think Amy
and her family celebrated? Read her description to check. Writing: Your celebration
Focus on CONTENT PLAN
When you write a description of a celebration, Choose a celebration to describe and
include this information: take notes.
- the reason for the celebration
- the place of the celebration Celebration
- how you prepared for it
The reason
- what happened at the celebration
The place
How you prepared
7. Read Amy’s description again. What information does she for it
include for each category in the Focus on Content box? What happened

Focus on LANGUAGE WRITE

Use so + adjective to emphasize an adjective.
Write a description of a celebration. Use
The party was so lively!
your notes to help you. Use so and too.
Use too + adjective to say there was more than needed Write at least 150 words.
or wanted.
We didn’t set off fireworks at the party because it was CHECK
too dangerous. Check your writing. Can you answer
“yes” to these questions?

8. Find the sentences in Amy’s description with so and too. • Is information from the Focus on
Content box in your description?
9. Complete the sentences with too when possible. When it’s
• Do you use so and too correctly?
not possible, use so.
crowded delicious exciting noisy scary slow

1. The dance was so exciting ! We had a great time dancing

and talking with friends.
2. The festival was too crowded . You couldn’t walk down the streets. Get it RIGHT!
3. We couldn’t dance because the music was too slow . Be careful not to confuse so and too.
Sometimes a sentence works with
4. My aunt and uncle prepared special food for the party.
both words, but they have different
It tasted so delicious . meanings.
too noisy She is so happy. = She is very happy.
5. We couldn’t talk to each other because the party was .
She is too happy. = She should be
6. I screamed when I saw Connor. His costume was so scary ! sadder.

Unit 7 | 71
Workbook, pp. 48–49
 Korea:
COMING OF AGE
Many cultures celebrate “coming of age.” This
expression means that you go from being
a child to becoming an adult. In Latino
cultures, this happens for girls at 15 with
quinceañera parties. Many teens in the
United States have “sweet sixteen” parties.
In Jewish cultures, boys and girls have bar
mitzvahs and bat mitzvahs when they turn
13. In Korea, on the third Monday of May,
19-year-olds celebrate their Coming of Age
Day in the year they turn 20.
In some ways, it is a very serious and
symbolic day. The soon-to-be ex-teenagers
are acknowledged as adult members
of society. They are reminded of the
responsibility and pride involved in leading the future
of Korea. Coming of age also means teens can do things
that adults do, like voting, driving, and getting married.
Participants wear traditional Korean clothing, known
as hanbok. The clothes are bright and colorful. Men often
tie their hair into knots on top of their heads and wear
traditional hats made of bamboo and horsehair, called
gat. Women roll their braided hair into a bun, which is
held in place with a binyeo, a long, decorative hairpin.
Culture: An article about coming of age
in Korea
1. Look at the photos. How old do you think the people are?
What are they wearing?
2. Read and listen to the article. What is the Korean
7.08
celebration? Why is it important?
3. Read the article again. Circle the correct answers.
1. People around the world celebrate becoming an adult
at the same / different ages.
2. In Korea, people are considered adults at age 19 / 20.
3. The boys and girls wear traditional / modern hairstyles.
4. The children bow to their parents out of
responsibility / respect.
5. The ceremony was started again in the 1300s / 1970s.
4. YOUR TURN Work with a partner. Discuss the questions.
1. At what age are people in your country considered
adults? Are there any coming-of-age celebrations
or traditions?
2. At what age can you do these things in your country:
vote, drive, get married?
72 | Unit 7
0
During the ceremony, the young people often
sit in the center of a stadium, boys on one
side and girls on the other. The children
bow to their parents out of respect. In turn,
the parents also bow to their children to
recognize their children’s promise to be
responsible adult citizens. And then there’s
the fun part – people give the "new adults"
presents. For girls, the most popular presents
are jewelry, bags, flowers, and makeup. Boys
often get watches or electric shavers.
The ceremony is hundreds of years old,
and it was popular between the 1300s and
1900s. The ceremony became popular again
in the 1970s. Parents fear that the traditional
coming-of-age day festival is being lost in Korea. Many
young Koreans think 20 is too old to become an adult.
They feel like they are adults already and don’t take part
in the ceremony. Other young people decide to have
more modern versions of the ceremony. For those who
do participate, it is an extremely important and exciting
day.
DID YOU
KNOW . . .?
In some cultures
in Australia, boys
are sent on a
"walkabout" as
a coming-of-age
tradition. They
must survive
outdoors for
6 months.
Find out about cliff divers
in Acapulco, Mexico. How is
BE Iris changing the cliff diving
tradition? (Workbook, p. 84)
7.3 LIKE FATHER, LIKE DAUGHTER
Culture: An article about
coming of age in Korea
Objective: to read about and then discuss a coming-of-
age tradition
1 YOUR TURN Read the directions aloud. Have pairs
■● Read aloud the directions and ask the questions. Ask
students to describe what the people in the photos are
doing. Have a student read aloud the title. Ask: What
does coming of age mean? (to go from being a child
to becoming an adult) Ask: At what age do you think
children become adults? Elicit several responses and ask
students to explain why they chose that age.
Answers
Possible answers:
They’re older teenagers. / They’re young adults. /
They’re about 20.
They’re wearing traditional clothing.
2 7.08
CD2, TraCk 25
■● Tell students to read the article silently for overall
comprehension.
■● Ask a student to read the directions aloud and ask the
questions. Then play the audio. Tell students to listen
to the article and follow along in their books to find
the answers.
■● Check answers as a class. Ask students to explain their
answers and point to the place in the article where they
found them.
Answers
The celebration is Coming of Age Day.
It’s important because teenagers become adults.
DiD YOU KNOw . . .?
Have a student read the information aloud. Share the
following additional information with students:
Although, fewer people continue to follow this tradition,
in some Australian aboriginal cultures, boys are sent
on their coming-of-age walkabout when they turn
13 years old. The purpose of the walkabout is to help
the boys mature and give them the opportunity to use
their experience and skills to survive alone in the wild.
The boys must find food, create shelter, and defend
themselves against possible animal attacks.
3
■● Read the directions aloud. Have students complete the
task individually. Tell them to refer to the article as
needed to find the information.
■● Check answers as a class by having students read aloud
the completed sentences and explain where they found
the answer in the article.
Optional For additional reading practice, play the audio
again and have students read aloud quietly with the reader,
mimicking the correct pronunciation and intonation
patterns to improve reading fluency.
4
discuss the questions. Encourage pairs to share their
ideas with the class. To extend the class discussion, ask
the following questions: What birthdays are considered
important in your/our culture? Why? Are any of your/our
traditions similar to the ones in Korea that you read about?
Answer
Possible answer: Quinceañera is an important
celebration for girls who are turning 15 in my culture.
Optional Have pairs research and prepare a report on a
coming-of-age tradition or ceremony in another culture.
Students may choose a ceremony or tradition they know
about, or they may be assigned. Some coming-of-age
ceremonies include the following: the Jewish Bar and Bat
Mitzvah, the Sateré-Mawé Bullet Ant Initiation, the Amish
Rumspringa, the Hispanic Quinceañera, the American
Sweet 16, the Japanese Seijin-no-Hi, and the Malaysian
Khatam Al Koran. Some other cultures that have
ceremonies include the Inuits of North Baffin Island, the
Maasai of Kenya and Tanzania, and the Vanuatu.
■● Make sure that each pair chooses a different ceremony
or tradition to report on. Tell them to prepare a written
report of at least 150 words and a visual, such as a
poster or collage. Tell pairs to each memorize a part of
the report to present to the class.
■● Give students time in class to give their oral
presentations to the class or to a small group. Have
their classmates take notes and ask questions about
the presentations.
Video
7.3 Like Father, Like Daughter Scaling the cliffs
of Acapulco is Mexico’s own young female cliff
diver, Iris. Cliff diving has traditionally been a male
sport, but Iris is changing that and starting her
own tradition. Like her father before her, she is
committed to her diving and practices hard. So far,
she has been very successful and embraces her
identity as a recognized cliff diver.
Students complete the video worksheet on
Workbook page 85. See Teacher’s Book
page T-138 for Video answer key.
Answer
In the past, cliff divers have been male. Iris is one of
the first female cliff divers.
Unit 7 Have a Ball! T-72
 Unit 7 Review
Vocabulary Useful language
■■ Explain that Exercise 1 will review the vocabulary that ■■ Explain that Exercise 4 will review the useful language
students have learned in this unit. Before students that students have learned in this unit. Allow students
look at the exercise, allow them time to review the time to review the Useful language exercises in the unit.
vocabulary exercises in the unit. Remind them that
they have learned celebration phrases. They have also 4
learned some descriptive adjectives. Review and explain ■■ Explain to students that they will read each
any vocabulary as necessary. conversation and circle the correct word or words
to complete it. Have students complete the exercise
1 individually. Check answers as a class. Ask pairs to read
■■ Explain to students that they will look at the pictures the completed conversations aloud.
and write the phrases that the objects are used for. Have
Optional Have students work in pairs to write and role-
students complete the exercise individually and check
play a conversation that practices the useful language they
answers as a class.
have learned in this unit for making exclamations. Then
Optional For additional practice with the descriptive have them practice and present their conversations to
adjectives that students learned in this unit, ask each the class.
student to write a descriptive paragraph using the words.
Ask them to describe an event they have attended or any Progress Check
celebration that they have learned about in this unit. ■■ Review the Progress Check items with students.
■■ In pairs, students take turns giving examples or
Grammar explanations for each of the Progress Check items.
■■ Explain that Exercises 2 and 3 will review the grammar ■■ Students complete the Progress Check by checking the
that students have learned in this unit. Before students
items they know and leaving blank those they are not
look at the exercises, allow them time to review the
confident about.
grammar exercises in the unit. Remind them that they
have learned about using the verb + -ing form (gerund) ■■ Identify the class’s problem areas and review or reteach
and the infinitive. They also learned how to use -ing them as needed. Help individual students as required.
form (gerund) as subject and by/for + -ing form. Review
and explain any grammar as necessary. ■■ To review Vocabulary, refer students to Student’s
Book pages 65 and 68 and Workbook pages 44
2 and 46.
■■ Explain to students that they will complete each ■■ To review Grammar, refer students to Student’s
sentence with either the gerund or the infinitive form Book pages 67, and 69 and Workbook pages 45
of the verb in parentheses. Have students complete the and 47.
exercise individually and check answers as a class. ■■ To review Useful language, refer students to
Student’s Book page 70 and Workbook page 48.
3
■■ Explain to students that all of the sentences have one
mistake. They will find the mistake in each sentence
and correct it. Have students complete the exercise
individually and check answers as a class.
Optional For additional practice with gerunds and
infinitives, have students work in pairs. Provide each pair
with a list of sentence prompts, such as the following:
I consider . . . ; I enjoy . . . ; I finish . . . ; I hate . . . ;
I keep . . . ; I like . . . ; I love . . . ; I miss . . . ; I need . . . ;
I plan . . . ; I prefer . . . ; I want . . . Ask pairs to take turns
completing each sentence with their own ideas and
opinions. Tell them to follow each verb with the correct
form—either gerund or infinitive. If desired, have students
write their sentences on a sheet of paper and hand them in
for checking.

T-73  Unit 7  Have a Ball!

UNIT 7 REVIEW
Vocabulary 3. Correct the mistakes.
was
1. Seeing the Battle of the Oranges were
1. What are the objects used for? Label the pictures
impressive.
with the correct phrases. by
2. We raised money for our school for holding
dress up give a present
a talent contest.
play music prepare special food Not
put up decorations set off fireworks 3. No spending money on decorations was a
great way to save money.
by
4. We got around the crowded festival for
walking on side streets.
1. give a present Giving
5. Give presents is my favorite part of
celebrating the holiday season.
for
2. prepare special food 6. My sister gets paid by singing at birthday
parties.

Useful language
3. play music 4. Circle the correct exclamations.
1. A: Let’s go watch the parade tomorrow.
B: idea!
a. Great b. How
4. dress up
2. A: Are you done planning your party?
B: No. Budgeting !
a. that’d be difficult b. is so difficult
5. set off fireworks
3. A: Look at my costume for the festival.
B: a colorful dress!
a. What b. It’s so

6. put up decorations 4. A: Let’s have a party for Father’s Day.

B: nice.
a. What b. That’d be
Grammar 5. A: I want to set off fireworks tonight.
2. Complete the sentences with -ing forms (gerunds) B: bad idea! It’s so dangerous.
or infinitives.
a. That’s such a b. Great
1. Will you consider coming (come) to my party?
6. A: I just won a dance contest.
2. Gina forgot to lock (lock) the door.
B: impressive!
3. We thought the festival would be peaceful, but
a. How b. What an
it began getting / (get) so noisy.
to get
4. I miss going (go) to school dances now
that I’ve graduated.

PROGRESS CHECK: Now I can . . .

■ talk about party preparations and activities. ■ comment using exclamations.
■ plan an end-of-school party. ■ write a description of a celebration.
■ describe events and festivals. ■ talk about coming-of-age celebrations.

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Unit 7