StartU

StartUp
Ken Beatty, Series Consultant
Teacher’s Edition
Edition

Daria Ruzicka
StartUp 1
Teacher’s Edition
Copyright © 2019 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, 221 River Street, Hoboken, NJ 07030
Staff credits: The people who made up the StartUp team representing editorial, production, and design are Pietro Alongi, Héctor
González Álvarez, Gregory Bartz, Peter Benson, Magdalena Berkowska, Stephanie Callahan, Jennifer Castro, TraceyTracey Munz Cataldo,
Dave Dickey, Gina DiLillo, Irene Frankel, Sarah Henrich, Christopher Leonowicz, Bridget McLaughlin, Kamila Michalak, Laurie
Neaman, Alison Pei, Jennifer Raspiller, Jeremy Schaar, Katherine Sullivan, Stephanie Thornton, Paula Van Ells, and Joseph Vella.
Cover credit: Front cover: Klaus Vedfelt/Getty Images. Back cover: Klaus Vedfelt/Getty Images (Level 1); Alexandre Moreau/Getty
Images (Level 2); Matteo Colombo/Getty Images (Level 3); Javier Osores/EyeEm/Getty Images (Level 4); Liyao Xie/Getty Images
(Level 5); Ezra Bailey/Getty Images (Level 6); guvendemir/Getty Images (Level 7); Yusuke Shimazu/EyeEm/Getty Images (Level 8);
tovovan/Shutterstock (icons)
xt composition: Electra Graphics
Text
Te
Photo and illustration credits: See pages 162–163.

Printed in the United States of America

ISBN-10: 0-13-518138-0
ISBN-13: 978-0-13-518138-6
1 19
CONTENTS
Acknowledgments iv
Learning Objectives vi
To the Teacher x
Using the Teacher’s Edition xii

The Global Scale of English xiv

Pearson Practice English App xv
Pearson English Portal xvi
ActiveTeach / Workbook xvii
MyEnglishLab xviii
Reproducibles xix
Assessments xx
Warm-Up Activity Bank xxii
Teaching Notes
Welcome Unit 2
Unit 1 T-5
Unit 2 T-15
Unit 3 T-25
Unit 4 T-35
Unit 5 T-45
Unit 6 T-55
Unit 7 T-65
Unit 8 T-75
Unit 9 T-85
Unit 10 T-95
Grammar Practice T-105
References 131
Audio Scripts 134
Conversation Video Scripts 152
Put It Together Video Scripts 161
Credits 162
Pronunciation Table 170

Please visit the Pearson English Portal

Portal for a wealth of teacher’s support
material including the Ready to Teach StartUp—video
StartUp—video series.

CONTENTS iii
 ACKNOWLEDGMENTS
We would like to thank the following people for their insightful and helpful comments and
suggestions.
Maria Alam, Extension Program-Escuela Plus, Ottawa, Canada; Tiffany MacDonald,
Americana, San Salvador, El Salvador; Milton East Coast School of Languages, Halifax,
Ascencio, Universidad Don Bosco,
B osco, Soyapango, Canada; Angélica Chávez Escobar Martínez,
Escobar Martínez
El Salvador; Raul Avalos, CALUSAC, Guatemala Universidad de León, León, Guanajuato,
City, Guatemala; Adrian Barnes, Instituto México; Renata Martinez, CALUSAC,
Chileno Norteericano, Santiago, Chile; Laura Guatemala City, Guatemala; Maria Alejandra
Bello, Centro de Idiomas Xalapa, Universidad Mora, Keiser International Language Institute,
Veracruzana, Xalapa, México; Jeisson San Marcos, Carazo, Nicaragua; Alexander
Alonso Rodriguez Bonces, Fort Dorchester
Rodriguez Bonces Chapetón Morales, Abraham Lincoln School,
High School, Bogotá, Colombia; Juan Pablo
Pablo Bogotá, Colombia; José Luis Castro Moreno,
Calderón Bravo, Manpower English, Santiago, Universidad de León, León, Guanajuato,
Chile; Ellen J. Campbell, RMIT, Ho Chi Minh México; Yukari Naganuma, Eikyojuku
City, Vietnam; Vinicio Cancinos
Cancinos, CALUSAC, for English Teachers, Tokyo, Japan; Erina
Guatemala City, Guatemala; Viviana Castilla
Castilla, Ogawa, Daito Bunka University, Tokyo, Japan;
Centro de Enseñanza de Lenguas Extranjeras Carolina Zepeda Ortega, Lets Speak English,
UN, México; Bernal Cespedes, ULACIT, Cancún, México; Lynn Passmore, Vancouver
Tournón, Costa Rica; Carlos Celis, Cel. International College, Vancouver, Canada;
Canada;
Paulo,, Brazil; Carlos
Lep Idiomas S.A., São Paulo Noelle Peach, EC English, Vancouver, Canada;
Eduardo Aguilar Cortes, Universidad de los Petrunic, George Brown College,
Ana-Marija Petrunic,
Andes, Bogotá, Colombia; Solange Lopes Toronto, Canada; Romina Planas, Centro
Costa, Senac-SP, São Paulo, Brazil;
Vinagre Costa Cultural Paraguayo Americano, Asunción,
Isabel Cubilla, Panama Bilingüe, Panama City, Paraguay; Sara Elizabeth Portela, Centro
Panama; Victoria Dieste
Dieste, Alianza Cultural Cultural Paraguayo Americano, Asunción,
Uruguay-Estados Unidos, Montevideo, Uruguay; Paraguay; Luz Rey, Centro Colombo Americano,
Francisco Domerque, Georgal Idiomas, México Bogotá, Colombia; Ana Carolina
Carolina González
City, México; Vern Eaton
Eaton, St. Giles International, Ramírez, Universidad de Costa Rica,
R ica, San José,
Vancouver, Canada; Maria Fajardo, Extension Costa Rica; Octavio Garduno Ruiz, AIPT Service
Program-Escuela Americana, San Salvador, S.C., Coyoacán, México; Amado Sacalxot,
El Salvador; Diana Elizabeth Leal Ffrench, Colegio Lehnsen Americas, Guatemala City,
Let’s Speak English, Cancún, México; Rosario Guatemala; Deyvis Sanchez, Instituto Cultural
Giraldez , Alianza Cultural
Unidos, Montevideo, Uruguay-Estados
Uruguay; Lourdes Patricia Dominico-Americano,
Dominican Santo
Republic; Lucy Domingo,
Slon , JFK Adult
Rodríguez Gómez, Instituto Tecnológico
Tecnológico de Centre, Montreal, Canada; Scott Stulberg,
Chihuahua, Chihuahua, México; Elva Elizabeth University of Regina, Regina, Canada; Maria
Martínez de González, Extension Program- S uarez, Colegios APCE, San Salvador, El
Teresa Suarez
Escuela Americana, San Salvador, El Salvador; Salvador; Daniel Valderrama, Centro Colombo
Gabriela Guel, Centro de Idiomas de la Normal Americano, Bogotá, Colombia; Kris Vicca,
Superior, Monterrey, México; Ana Raquel Feng Chia University, Taichung, Taiwan; Sairy
Fiorani Horta, SENAC, Ribeirão Preto, Brazil; Matos Villanueva, Centro de Actualización
Carol Hutchinson, Heartland International del Magisterio, Chetumal, Q.R., México; Edith
English School, Winnipeg, Canada; Deyanira Espino Villarreal, Universidad Tecnológica de
Solís Juárez, Centro de Idiomas de la Normal Panama, El Dorado, Panama; Isabela Villas
Superior, Monterrey, México; Miriam de Boas, Casa Thomas Jefferson, Brasília, Brazil
Käppel, Colegio Bilingüe El Prado, Guatemala
City, Guatemala; Ikuko Kashiwabara, Osaka
Electro-Communication University, Neyagawa,
Japan; Steve Kirk, Nippon Medical School,
Tokyo, Japan; Jill Landry, GEOS Languages

iv ACKNOWLEDGMENTS
 LEARNING OBJECTIVES
WELCOME UNIT
page 2 In the classroom | Learn about
about your book | Learn about
about your app
Conversation/
Unit Vocabulary Grammar Speaking Listening
• Meet and greet • Statements with • Introduce yourself • Listen to an ad
1
How’s it going?
• Say hello and be • Introduce others about things in
an office
goodbye • Articles a/an • Talk about things
page 5 • Occupations • Regular plural in an office Skill Listen for main
• Things in an office nouns ideas
Skill Ask someone
• Countries • Need and have to repeat a name
• Family • Possessive • Identify family
2 relationships adjectives members
Who are they? • Relationships • Questions with • Talk about friends
page 15 • More family who and what and family
relationships • Negative • Talk about where
statements people live and
with be work
• Yes/no questions
with be Skill Show interest
• Live and work
• Places in the • Adjective + noun • Describe your • Listen to phone
3 home placement home messages about
What a beautiful • Places in the • Prep
Prepositions
ositions of • Describe your a house
home! neighborhood location neighborhood Skill Listen for key
page 25 • Things in the • There is/There are • Talk about things words
kitchen • Questions with in the home
• Things in the where + be Skill Change the
house • Prep
Prepositions
ositions of topic
placement
• The calendar • Questions with • Ask about an • Listen to
4 when + be event directions to the
• Ways to connect
Where are you • Words for getting • Prep
Prepositions
ositions of • Make plans with restaurant
now? around town time someone Skill Listen to follow
page 35 • The imperative: • Ask for and give directions
Affirmative and directions
negative • Say and repeat
the time
• Weather items • Regular and • Ask about prices • Listen to weather
5 irregular plurals reports
• Weather and • Talk about the
Do I need an temperature weather Skill Listen for
umbrella? • Seasons • Talks about what specific information
page 45 • Things you wear people wear and
or carry carry
• Say and confirm
prices
Skill Get someone’s
attention

vi LEARNING OBJECTIVES
Pronunciation Reading Writing Media Project Learning Strategy
• Stressed words • Read contact • Write contact • Make a video Vocabulary
• Stressed syllables information information about where you • Use sticky notes
work or where
Skill Skim Skill Capitalize you do your
proper nouns homework

• The voiced th • Read about • Write about your • Describe photos Vocabulary
sound /ð/ someone’s family family of family and • Learn related
• Linking words friends words
Skill Reread Skill Form the
together possessive

• The vowel /ə/ • Read an ad for an • Write an ad for an • Make a video Pronunciation
in unstressed apartment for rent apartment for rent about a room in • Clap your hands
syllables your home
Skill Use Skill Write complete
• Stress in background sentences
compound nouns information

• The sound /ɚ/ • Read about a plan • Write about a plan • Describe photos Grammar
• Stress in numbers to meet to meet of places and how • Make translation
Skill Ask and answer Skill Use end to get there flashcards
questions of sentence
punctuation

• The letter o • Read messages • Write a message • Make a video Vocabulary

• Plural nouns about weather about weather of your favorite • Make picture
clothes flashcards
Skill Scan for details Skill Use
capitalization

LEARNING OBJECTIVES vii

 Conversation/
Unit Vocabulary Grammar Speaking Listening
• Types of music • Simple present: • Talk about music
6 Affirmative
• Interests • Talk about
What do you and negative interests
• Free-tim
Free-timee activities statements
like to do? • Talk about free-
• Simple present: time activities
page 55
Yes/no questions
and short answers Skill Ask someone
the same question
• Simple present:
Wh- questions
and answers
• Food groups • Count / Non- • Talk about food
7 count nouns
• Food and • Order in a
Are you ready beverages • Some, any restaurant
to order? • Restaurant items • Can and could for • Ask for restaurant
page 65 requests items
• Some and any Skill Use polite
as indefinite expressions
pronouns
• Personal care • There is/There are • Ask for personal • Listen to questions
8 items care items about locations
• Like, want, need +
Do you have a • Places in a hotel infinitives • Give directions in Skill Listen for
reservation? • Places in a city • Prep
Prepositions
ositions of a building location words
page 75 place: At, on, in • Talk about where
places are located
Skill Show
understanding
• Describing things • Possessive nouns • Describe things • Listen to a
9 people own podcast about
• Technology • This/that/these/
Is everything OK? those • Talk about what stress
• Daily activities
page 85 • Present you’re doing Skill Listen for
continuous: • Talk about daily numbering
Statements and activities
questions
Skill Ask about a
• Adverbs of problem
frequency
• Describing • Simple past with • Describe your • Listen to a radio
10 activities be weekend show about a
How was your • Weekend activities • Simple past: • Talk about past vacation
weekend? • Vacation activities Statements and activities Skill Make
yes/no questions • Talk about a past inferences
page 95
• Simple past: Wh- vacation
questions and
irregular verbs Skill Agree with
someone

GRAMMAR PRACTICE page 105

REFERENCES page 131

viii LEARNING OBJECTIVES

Pronunciation Reading Writing Media Project Learning Strategy
• Weak • Read a member • Write a member • Make a video Vocabulary
pronunciation profile profile of a friend or • Use action
of do family member
Skill Compare and Skill Write dates doing something
• Unstressed words contrast interesting

• The vowels /i/ • Read a restaurant • Write a restaurant • Make a video of Vocabulary
and /ɪ/ review review your favorite meal • Make word webs
• Dropped syllables Skill Use context Skill Write commas
clues in a list

• The sound /ʃ/ • Read about a • Write about a • Describe Pronunciation

• Main stress hotel hotel photos of your • Practice the
neighborhood pronunciation
Skill Take notes Skill Use
abbreviations

• Moving the main • Read about • Write about • Describe photos Grammar
stress computer computer of your friends • Write the rule
• Intonation in problem problems or family using
questions technology
Skill Make Skill Write a list
inferences

• The simple past • Read about a • Write about a • Describe photos Grammar
–ed ending vacation vacation of a past weekend • Write sentences
• Blending did you or vacation
Skill Find the main Skill Use commas
idea

Key
00-00 audio video ActiveTeach

flashcards COACH
video/coach web search

LEARNING OBJECTIVES ix
 TO THE TEACHER
Welcome to StartUp
StartUp is an innovative eight-level, general American English course for adults and young adults
who want to make their way in the world and need English to do it. The course takes students
from CEFR A1 to C1 and enables teachers and students to track their progress in detail against the
Global Scale of English (GSE) Learning Objectives.

StartUp GSE CEFR Description StartUp GSE CEFR Description

Level Range Level Range
1 22–33 A1 Beginner 5 49–58 B1+ High intermediate
2 30–37 A2 High beginner 6 56–66 B2 Upper intermediate
3 34–43 A2+ Low intermediate 7 64–75 B2+ Low advanced
4 41–51 B1 Intermediate 8 73–84 C1 Advanced

English for 21st century learners Motivating and relevant learning

StartUp helps your students develop the spoken StartUp creates an immersive learning
and written language they need to communicate experience with a rich blend of multimedia
in their personal, academic, and work lives. and interactive activities, including interactive
In each lesson,and
collaborative youcritical
help students
thinking build the
skills so flashcards
Coach andfor vocabulary practice;
Pronunciation Grammar
Coach videos;
essential for success in the 21st century. StartUp interactive grammar activities; podcasts,
allows students to learn the language in ways interviews, and other audio texts for listening
that work for them: anytime, anywhere. The practice; humorous, engaging videos with an
Pearson Practice English App allows students international cast of characters for modeling
to access their English practice on the go. conversations; high-interest video talks
Additionally, students have all the audio and beginning at Level 5; media project videos
video files at their fingertips in the app and on in Levels 1–4 and presentation skills videos in
the Pearson English Portal. Levels 5–8 for end-of-unit skills consolidation.

Personalized, flexible teaching Access at your fngertips

The unit structure and the wealth of support StartUp provides students with everything
materials give you options to personalize the they need to extend their learning to their
class to best meet your students’ needs. StartUp mobile device. The app empowers students to
gives you the freedom to focus on different take charge of their learning outside of class,
strands and skills; for example, you can spend allowing them to practice English whenever
more class time on listening and speaking. You You and wherever they want, online or
can choose to teach traditionally or flip the offline. The app provides practice
learning. You can teach sections of the lesson in of vocabulary, grammar,
grammar, listening,
the order you prefer. And you can use the ideas and conversation. Students can
in the Teacher’s Edition to help you extend and go to any lesson by scanning a QR
differentiate instruction, particularly for mixed- code on their Student Book page
ability and for large and small classes. or through the app menu. The app
also provides students with access
to all the audio and video files from
the course.

x TO THE TEACHER
Components
For the Teacher
StartUp provides everything you need to plan, teach,
monitor progress, and assess learning.
The StartUp Activ
ActiveT
eTeach
each front-of-class tool allows you to
• zoom in on the page to focus the class’s attention
• launch the vocabulary flashcard decks from the page
• use tools, like a highlighter, to emphasize specific text
• play all the audio texts and videos from the page
• pop up interactive grammar activities
• move easily to and from any cross-referenced pages
The interleaved T
Teacher’s
eacher’s Edition includes
• an access code to the Pearson Practice English App and
all digital resources
• language and culture notes
• teaching tips to help you improve your teaching practice
• Look for notes to help assess students’ performance
• answer keys to all Student Book exercises on the facing
page of the notes
• and more!
Teacher’s Digital Resources, all available on the Pearson English Portal, include
• Teacher Methodology
Meth odology • Rubrics for speaking
Handbook and writing
• A unit walkthrough • Hundreds of reproducible
• ActiveTeach
ActiveT each front-of-class
f ront-of-class worksheets
software • Answer keys for all practice
• ExamView assessment • Audio and video scripts
software • The GSE Teacher
• Teacher’s notes for every Mapping Booklet
Student Book page • The GSE Toolkit
For the Student
StartUp provides students with everything they need to extend their learning.
The optional MyEnglishLab for StartUp gives students more formal online
practice and provides immediate feedback, hints, and tips. It includes
• grammar practice with remedial activities and access to all the
Grammar Coach videos
• vocabulary practice, including games and flashcards
• speaking and pronunciation activities, including access to all the
conversation videos and Pronunciation Coach videos
• listen-and-record practice that lets students record themselves and
compare their recordings to models UNIT 1 HOW’S IT GOING?

LESSON 1 VOCABULARY

• auto-graded reading and writing practice that reinforces skills taught Complete the conversation.Use sentencesfrom the box.

Nicetomeetyou,too.

A: Hi.I’m Tom.
Hi.MynameisKate.
e. Nicetomeetyou.

in the Student Book

:
A:
:

Completetheconversations.Circlethecorrect response.

summative assessments that measure students’ mastery of listening, vocabulary,

. A: Hi. . A: Goodnight.

•
B: B:
a. Hello. a. Seeyoutomorrow.
b. Bye. b. Fine,thanks.
c. I’m fine. c. Hi.

grammar, pronunciation, and reading

2. A: Howareyou? . A: Good-bye.
B: B:
a. Seeyou tomorrow
. a. Howareyou?
b. Fine,thanks. b. Hello.
c. Hi. c. Seeyou later.

. : Seeyou later. . : Howareyou?

B: B:

• a gradebook, which records scores on practice and assessments, that both a. Goodmorning.
b. Hello.
c. Good-bye.

Completethecrosswordpuzzle.
a. Fine,thanks.And you?
b. Fine,thanks.Niceto meetyou.
c. Fine,thanks.Areyou?

students and you can use to help monitor progress and plan further practice
ACROSS
2. Bye.Good .
5. Good .
7. H i . a r e yo u ?
8. Seeyou .
OWN
. I’m .Thank you.
. F i ne , . A n d y ou ?

The optional StartUp Workbook provides practice of vocabulary, grammar,

4. Seeyou .
. -bye.

reading, and writing and includes self-assessments of grammar and vocabulary. Unit 1 1

TO THE TEACHER xi
 USING THE
TEACHER’S
TEA CHER’S EDITION
The StartUp Teacher’s Edition (TE) is a way for you to learn more about getting the best results
with StartUp and is your source for helpful teaching ideas. On the inside front cover, you’ll find
an access code, which you’ll use for the Pearson Practice English App and the portal.
At the beginning of the TE you see:
• Information about StartUp and the Global Scale of English
• Information about
The Pearson Practice
Practice English App, which accompanies the Student Book
The Pearson English Portal,
Portal, where you’ll find all your StartUp teacher resources
The ActiveTeach
ActiveTeach teacher presentation tool
The Assessment program
Optional student practice: the Workbook, MyEnglishLab, and Reproducibles
• Bank of Warm-up Activities

At the back of the TE, you’ll find the audio and video scripts for each unit.
Additional information can be found in the portal. This includes:
• How to use flipped learning
• How StartUp incorporates 21st century skills
skills
• Using mobile phones in the classroom
• And more!

For each unit of StartUp the TE includes the Student Book pages with answers annotated in
blue ink and corresponding teacher’s notes on the facing pages.
1. Each unit begins with a chart that lets you preview the unit and shows
• the Unit Title, which is a GSE Learning Objective
• the Vocabulary, Grammar, Pronunciation , and other skills in each lesson
• the contents of the Put It Together page

2. Then there is a
LEARNING GOALS

3 WHAT A BEAUTIFUL HOME!

3 WHAT A suggestion that you to
In this unit,you
describe your home

PREVIEW THE UNIT BEAUTIFUL HOME!

describe your neighborhood
talk about things in the home
read and write an adfor an
choose a Warm-Up
use at the beginning
apartment for rent

LESSON 1 Describe your home

Vocabulary
Grammar
Pronunciation
Places in the home
Adjective + noun placement
The vowel /ə/ in unstressed syllables
of the class.
LESSON 2 Describe your neighborhood

Vocabulary Places in the neighborhood

3. This is followed
Grammar
Pronunciation
Prepositions of location; There is / There are
Stress in compound nouns by teaching notes
that help you Get
Conversationskill Change the topic

LESSON 3 Talk about things in the home

Vocabulary Things in the kitchen

Grammar
Vocabulary
Questions with where + be
Things in the house
be;; Prepositions of placement Started: to establish
LESSON 4
Listening skill Listen for key words

Read an ad for an apartment for rent

the topic of the
LESSON 5
Reading skill Use background information
Write an ad for an apartment for rent
unit, set the context,
PUT IT TOGETHER
Writing skill Complete sentences
and introduce the
character who is the
Media project Video: A room in your home
Learningstrategy Clap your hands

Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.

GET STARTED
center of the unit.
• Read the unit title,stressing the word beautiful
beautiful.Elicit
.Elicit the meaning of home
home.(the
.(the place where you live)
• Then tell Ss to read the Learning Goals individually.Ask, Which topics do you feel confident about? Which topics are
new for you? If Ss have studied the topics before,reassure them that they will learn some new things.
• Ask, What do you see? Call on volunteers and write answers on the board.(For example, home,kitchen,living room,
table,TV.) GET STARTED
• Point to the photo and ask, Who’s this? (Dan Lu) Have Ss read what Dan says in Meet the People of TSWMedia on DAN LU
page 4 or play the video of Dan.Then ask, Where does Dan usually work? (in Bejing) Read the unit title and learning goals. @DanL
• Have Ss read the social media message on page 25.Ask, Where is Dan working right now? (in New York City) Ask, I’m working in New York City for three
Look at the photo of a home.What do you see?
Where is Dan staying? (at his friend Mike’s house) Is Mike at home? (no) Elicit or explain that house-sit means to weeks and house-sitting for my friend Mike.
temporarily live in and take care of someone’s home while he / she is away. Now read Dan’s message.Why is he in New York City?
T-25 25

tart p tudent ook 9 80 3 68 30.indb 5 6 09 0 8 : 8

xii USING THE TEACHER’S EDITION

1. Step-by-Step teaching notes help you give clear instructions
and explanations for each activity. The notes use the
abbreviation “Ss” for students.

2. Teaching Tips give

helpful teaching 3 VOCABULARY
• Books closed,write on the board: a chair,a coffee
table,a sofa, a dresser,a
,a rug, a bed,a lamp,a bathtub,
• Elicit the names of the three rooms pictured in 3A.
(living room,bedroom,bathroom) Ask, What other
3 VOCABULARY Things in the house
03-19 Listen.Then listen and repeat.

techniques and a shower,a toilet.Tell Ss, Look atthe words.Write the

onesyou don’tknowin yournotebook. Books open,
have Ss note the meaning of the words they didn’t
know.
roomsare there in a home? (kitchen and dining room)
Point to a chair in the first picture and ask, Can a chair
go in more than one room?(yes)
room?(yes) Which rooms? (a
living room,a bedroom, a kitchen,a dining room) Point
a chair ac offe e t ab
ab le asofa a dresser a rug abed a lamp a bathtub a shower a toilet

strategies. • Then ask Ss to listen to the new vocabulary. Have them

listen and repeat.
TEACHING TIP An effective way to increase
to a bathtub and ask, Can a bathtubgo in more than
one room? (no)
• Have Ss work individually to write other things that go
in more than one room and which rooms.

Extensions provide
vocabulary is for Ss to keep a list of newly learned

3. words.Encourage Ss to always scan the Vocabulary

for words they don’t know and write them in a section
of their notebooks or even in a notes app on their
• Circulate as Ss compare answers.Write any items
that Ss disagree about on the board and discuss. (For
example,Can a sofa go in a bedroom? Can a chair go
phones.Instruct them to always include a definition. in a bathroom?)
Possibleanswers:

more practice with

Ss can do this on their own,or you can make it part
of your class requirements.Tell Ss they can also add Write words that go in more than one room. a chair — also a bedroom, a kitchen
a rug — a dining room, a living room, a bedroom
words they learned outside of class.
a chair – a dining room, a living room a lamp — a dining room, a living room, a bedroom, a kitchen

specific skills. 4 LISTENING

• Read the directions.Review, Who isDan? (He is a • In pairs,have Ss compare answers. Play the audio
PAIRS Compare your answers in 3B.
a cabinet — a kitchen, a bathroom

4 LISTENING
Look for notes
graphic designer at TSWMedia from the Beijing again as appropriate.

4. office.) Who isMike? (Dan’s friend.He has a house in

New York.Dan is house-sitting for Mike.) Have Ss look
back at Dan’s social media message on page 30.
• Read the Listening Skill aloud.
• Have Ss look at the pictures in 4A. Write on the board:
Where are the items? Underline Where. Then ask,
03-20 Listen.Dan calls his friend Mike.Check ( ✓) all of the items Dan needs.

help you assess

(I can’t find anything in this house!) Whatare the keywordsto listen forin Mike’sanswers? ✓ ✓
• Call on volunteers to name the items in the pictures. (locations) Explain that Ss should listen for prepositions
(knives,glasses, spoons,plates,pans, cups) of placement and vocabulary for things in the house.
• Say, The firsttime you listen,focusonly on checking the
on t he
he k it ch
ch en
en t ab le o ve
ve r th
th e sink the cabinet
• Call on a volunteer to read the example with you.

your students’ itemsthat Dan needs.Don’t write in the blanks.You will

do thatin Exercise B.
• Have Ss listen and complete the exercise.
• Tell pairs to use the pictures and words in 4Ato talk
about the items in Mike’s house.
• Circulate and listen to ensure that Ss are using Where
✓ ✓ ✓

performance. 5 TRY IT YOURSELF

are and They’re with the plural items. he refrigerator
n ex t t o t he

03-20 Read the Listening Skill.

in t he
he o ve
ve n u nd he microwave
nd er t he

LISTENINGSKILL Listenforkey words

• Read the example with a volunteer.Ask individual Ss,
EXTENSION Ask a S to read Dan’s social media

Exit Tickets are Where are yourplates? and elicit answers. Listen again.Where are the items?
5. message at the beginning of the lesson. Ask, What Whenyouask aquestion,focuson the
• Tell Ss to prepare questions about five kitchen items doesDan do when he can’tfind things in Mike’s Complete the locations in 4A. keywordsin theanswer.Forexample,if
from 1Aon page 30. kitchen? (He calls Mike./ He leaves messages for thequestionis where,listenfor locations
PAIRS Talk about the items in Mike’s house. inthe answer.

activities students
• In pairs,have Ss ask and answer questions. Mike.) Then ask, Whatare some possible responses
• Tell Ss to choose one of the five questions they to Dan’spost? (For example,Ask Mike./ That’s too A: Where are the pans? B: They’re in the oven.
prepared in 5Ato ask five classmates.Model by asking b ad . )
five Ss, Where are yourplates? Write answers on the

do at the end of board.Write a check ( ✓) next to repeated answers.

Circle the most common answer.
• Read the example.Then write a sentence about your
most common answer on the board.(For example,
LOOKFOR While Ss are completing the Try It
Yourself activity,walk around the class and listen to Ss’
conversations.Listen to determine if Ss are correctly
✓ using vocabulary for things in the kitchen
5 TRY IT YOURSELF
MAKE IT PERSONAL Choose five items.Ask and answer questions

each lesson to help Four people have their plates in the cabinet.)
• Then let Ss walk around and ask their question.
• Give Ss a few minutes to analyze their findings.Then
with where + be
✓ asking questions withwhere
✓ using prepositions of placement
about where you keep your kitchen items.
A: Where are your plates? B: My plates are in the cabinet.

you know which

bring the class together and have volunteers share EXITTICKET Prepare questions about where things TAKE A POLL Choose one item.Ask five classmates: Where is /are your ?
their most common answer. are in your classroom.For example, Where ismy Share the most common answer with the class.
desk? Where are the shelves? Where are Matt’sbooks?
Three people have a microwave over the stove.
As Ss leave,pose a question to each one.Listen for

students may need T-31 UNIT 3

correct use of prepositions of placement.
I CAN TALK ABOUT THINGS IN THE HOME.

UNIT 3 31

additional practice. tar t p tudent ook 9 80 3 68 30.indb 3 6 09 0 8 : 9

1. Language and
LESSON 2 TALK ABOUT INTERESTS LESSON 2 TALK ABOUT INTERESTS
• Read the title of the lesson. Review that interests are • Read the social media message.Ask, Who is Gaby? Culture Notes offer
ESTER SILVA activities that you like doing.Point to the pictures and (Ester’s co-worker) Ask, Is she a good singer? (Yes,she

1 VOCABULARY Interests
@EsterS

Gaby, my co-worker, sings

really well.
say, These are examples of interests.
LANGUAGE NOTE Interest is a noun.(Tell me about
your interests.) Interesting is an adjective.(This is an
is.) Remind Ss of the conversation in 3Aon page 57
where Gaby sings Happy Birthday and surprises Ester
with how beautiful her voice is. insightful and helpful
information about
interestingbook.) Tointerest is a verb.(Does classical
06-06 Listen.Then listen and repeat.
music interest you?)
play aninstrument play asport
1 VOCABULARY

takepictures
• Have Ss preview the pictures and caption.Say, Make a
checkmark next to the pictures that show your interests.
• Have Ss listen.Then have them listen and repeat.
LANGUAGE NOTE Martial arts refer to any of the
Asian forms of self-defense,such as taekwondo,
karate,judo,kung fu. These are consideredan art
English.
Options give you
• Call on Ss to share the interests they checked. Write in the precision of movement and techniques that
Ss names and interests on the board. (For example,
Julie: cook; Matthew: play basketball) Don’t elicit full
are performed.However,they also require physical
skill and coordination and can be practiced as a
competitivesport.
2.
sentences.

play theguitar play thepiano write p la ys oc ce r p la yb as ke tb alal l

• Call on a S to read the three categories.Write Arts
on the board and ask, What are the arts? (creative
activities like music,art, theater,literature) Ask,
What is an example of the arts in 1A? (Forexample,
CULTURE NOTE Soccer is the term in American
English for the sport known elsewhere around the
world as football—a game in which two teams of
ways to vary an
take pictures) Explain to Ss, Music is an art,but it’s
presented as a separate category here.Write the
music-related arts in the Music diagram.
eleven players try to kick a round ball into their
opponent’sgoal. Football is the British English term
and the term used in many other countries.The word
activity and often
• Ask Ss to work individually to sort the words. Point football in American English,however,refers to a
out that answers may vary; for example,Ss may place different game played by two teams of eleven players,
dance in Music or Arts and martial arts in Sports or Arts. where the point is to carry,kick,or throw and receive
cook paint dance sing swim do martial arts an oval ball in an attempt to get into an area at the

Look at the words in 1A.Write the interests in the correct place.

• Then have Ss compare answers with a partner.
• Bring the class together and go over any questions.
Ask for a show of hands, Do you think martial arts are
a sport? or an art? (Refer to the Language Note that
end of the field and win points.

• Divide the class into groups of three or four.Have Ss

take turns miming interests from 1Afor their group to
suggest
modify anhow you can
activity
play basketball play soccer play the guitar play the piano follows.) Then ask, Do you consider cooking an art?

for students who are

guess.Model by, for example,holding up an imaginary
microphone and eliciting sing from the class.
SPORTS MUSIC
swim do martial arts dance sing 2 GRAMMAR

take pictures

ARTS
cook • Write on the board: A: Are you a student?Elicit and
write an answer: B: Yes,I am.Then
What’s this? (a yes
am.Then point to A and ask,
yes//no question) If Ss say a question,
question,
follow up with What kind of question is it? Then point
• Tell Ss to look at the short answers again. Ask, Do
you see contractions in the short answers? (yes) In the
affirmative or the negative short answers? (negative)
Say, Only use contractions in negative short answers.
performing at higher
or lower levels.
write paint
to B and ask, What’s this? and,if necessary, What Then invite volunteers to come forward and write short
kind of an answer? (a short answer) Say, In Unit 2,we answers to the questions on the board.
learned about yes/no questions and short answers with • Say, Look at the grammar chart again.I will read each
GROUPS Student A,act out one of the interests from 1A.Others, guess the interest.Continue. be.Here
be .Here we will learn to form yes/no questions with question,and you read the short answer all together .
other verbs.
• Focus on the grammar chart.Say the four questions OPTION You can mention that though contractions
2 GRAMMAR Simple present: Yes/no questions and short answers are typical in negative short answers,it is possible to
COACH and short answers and ask Ss to repeat. Then say,
Notice how Do is used with you and they and Does is use the full form.Say, No,I do not and No,she does
not. Explain that this form is more formal. Then write
Yes/no q ue
ue st
st io ns
ns S ho
ho rt
rt a ns
ns we
we rs
rs used with he and she.
No,I don’t on the board.Next to it write No,I do not.
Do / Does S ub
ub je
je ct
ct V er
er b A ffi
ffi rm
rm at
at iv
iv e N eg
eg at
at iv
iv e • Ask, Which pronouns are not in the chart? (I,we,it)
Read the first short answer and put stress on No; read
Which pronouns are I and we similar to? (you,they)
you I I the second short answer and put stress on not.
Do do..
do don’t.
don’t. Which pronouns is it similar to? (he,she) Elicit some
they they they yes/no questionswith I,we, and it and write them
cook?
cook? Yes, No, on the board.(For example,Do I cook? Do we play
he he he
Does does.
does. doesn’t..
doesn’t soccer? Does it rain a lot here?)
she she she

>> FOR PRACTICE, GO TO PAGE 117

58 UNIT 6 UNIT 6 T-58

tart p tudent ook 9 80 3 68 30.indb 58 6 09 0 8 :30

USING THE TEACHER’S EDITION xiii

 THE GLOBAL SCALE
OF ENGLISH
The Global Scale of English (GSE) is a standardized, granular scale that measures English language
proficiency. Using the GSE, learners and teachers can now answer three questions accurately:
Exactly how good is my English? What progress have I made towards
t owards my learning goal? What do I
need to do next if I want to improve?
The GSE was created to raise standards in teaching and learning English. It identifies what a learner
can do at each point on a scale from 10 to 90, across all four skills (listening, reading, speaking, and
writing), as well as the enabling skills of grammar and vocabulary. This allows learners and teachers
to understand a learner’s exact level of proficiency—what progress they have made and what they
need to learn next.
StartUp has been constructed using learning objectives from the GSE. These objectives are real-
world relevant and appropriate for your learners’ needs. This table shows the range of objectives
that are covered within each of the eight levels of StartUp.

StartUp GSE CEFR Description StartUp GSE CEFR Description

Level Range Level Range

1 22–33 A1 Beginner 5 49–58 B1+ High intermediate

2 30–37 A2 High beginner 6 56–66 B2 Upper intermediate
3 34–43 A2+ Low intermediate 7 64–75 B2+ Low advanced
4 41–51 B1 Intermediate 8 73–84 C1 Advanced

StartUp provides a wide array of materials, for example, student book, mobile app, online practice,
workbook, and reproducible worksheets. As learners work through the content, they will have
opportunities to demonstrate mastery of a variety of learning objectives used inside the learning
range. It does not mean that learners need to have mastered all of the objectives below the range
before starting the course, or that they will all be at the top of the range by the end.
Every unit opener of StartUp provides you with the GSE learning objectives for listening, speaking,
reading, and writing. The same unit objectives are then used in the Reflect and Plan self-assessment
activity at the end of the unit.

Teacher Mapping Booklet and GSE Toolkit

You will find the GSE Teacher Mapping Booklet for StartUp online on english.com/startup as well as
in the portal. This booklet provides an overview of all the learning objectives covered in each unit of
StartUp, lesson by lesson.
These GSE learning objectives are only a selection from the larger collection contained within the
GSE. To
To explore additional resources to support learners, there is an online
on line GSE Teacher Toolkit.
Toolkit.
This searchable online database gives you quick and easy access to the learning objectives and
grammar and vocabulary resources. It also gives you access to GSE job profiles: 250 job skills
mapped to GSE learning objectives, enabling you to pinpoint the specific language skills required
for professional learners.
For more information about how using the GSE can support your planning and teaching, enhance the
assessment of your learners, and supplement your core program, please go to english.com/gse.

xiv THE GLOBAL SCALE OF ENGLISH

PEARSO N PRAC
PEARSON PRACTICE
TICE
ENGLISH APP
What is the Pearson Practice English App?
The Pearson Practice
Practice English App comes with every StartUp Student Book and
is for learners
English studiestoanytime,
use on their mobilewith
anywhere, phones. The app
vocabulary, lets learners
grammar, extend
listening, their
and
conversation activities on the go. All the activities are tied directly to the material
in the Student Book. They have access to all the Student Book audio tracks and
video clips whenever and wherever they want on the app.

How do you access the app?

First, download the app from the Google Play store or the App store.
When you open the app, you’ll see a list of all the Pearson courses that are
currently available.
Select StartUp. Once you’ve selected StartUp, you’ll see a list of levels. Select
the level you want, for example StartUp 2. When you pick a level, you can see
its table ofyour
becomes contents.
defaultFrom
and this
will moment, the product
run automatically level
when youyou
runhave selected
the app again.
To start browsing content, you must download a unit or a lesson. Once it has
been downloaded, you can access it offline. When you no longer want to
practice that unit or lesson, you can remove it so it doesn’t use up space in your
phone. By default, Unit 1 of each level is available without restrictions. To open
other units, you need to unlock the content by providing an access code and signing in. The access
code for teachers is in the inside front cover of this Teacher’s Edition; if you already have an account
for Pearson digital products, such as the portal or the MyEnglishLab, you can sign in with the same
credentials. If you don’t have an account yet, you’ll need to create an account. This is just a
few steps!
Once you have downloaded the content, you can get to it in two ways: either through
the app table of contents or by scanning the QR code in the lower right corner of
Lessons 1, 2, and 3. When you scan the QR code, you go directly to practice that’s
associated with that specific lesson.

What will you fnd in the app?

As mentioned, the app has interactive activities for all the
listening and speaking lessons in StartUp. These include
vocabulary, grammar, listening, speaking, and conversation
activities.
Learners get immediate feedback on their practice and see
how well they’ve done at the end of the activity.
In addition to the interactive activities, the app has all the
audio and video files that go with each unit. The audio tracks
and video clips can be played with or without the transcript. In
addition, the audio can be played at a slower or faster speed.
Go to the portal for ideas about using mobile phones with StartUp.

PEARSON PRACTICE ENGLISH APP xv

 PEARSON ENGLISH PORTAL
What is the Pearson English Portal? • ActiveTeach
The Pearson English Portal (the portal) contains Click on the .exe file to download this
the cloud-based resources you need to teach software onto the computer you use in
StartUp. Go online to get into the portal and
your classroom.
download whatever you need. • Assessment Program (details on page xx)

ExamView Testsfile to download

Use the.exe
How do you access the portal?
the software onto your computer
Go to https://english-dashboard.pearson.com. to create tests.
Choose “Create an account” and follow the
Consult the Teacher’s
Teacher’s Guide in this
simple instructions. If you already have an
folder for more information on how to
account, you can just sign in. Use the same sign-
use the the ExamView software
in credentials for any Pearson products to which
you have access. Optionally, use the pdfs of the tests
(Forms A and B) if you don’t choose to
You will be asked to type in your access code, use the software.
found on the inside front cover of this Teacher’s Audio files for the tests
Edition. If you don’t have an access code, please Optional Speaking Tests:
Tests: all tests plus the
contact your Pearson sales rep. rubric for assessing speaking
Once you have typed in your access code, Optional
rubric for Writing Tests:
Tests:
assessing all tests plus
writing plu s the
you’ll be prompted to Go to Products to “add a
product.” Choose StartUp. • Teacher Edition Notes
These are the same notes as this Teacher
Finally, you’ll be asked to choose your school or
Edition, without the Student Book pages.
institution from a pull-down menu. If it’s not on
• Using StartUp – teacher training videos
the list, please ask your
yo ur Pearson sales rep.
Get the most out of StartUp by accessing
You’re now done! Look at your personal short and simple teacher training videos.
dashboard to see all your Pearson products. Each video is on one topic only.
See the list of topics in the portal.
What will you fnd in the portal? • Reproducibles (details on page xix)
The portal contains all the resources you need Unit review board games
to teach and supplement StartUp. Explore the Grammar worksheets
following to make teaching with StartUp easier, Inductive grammar practice
more efficient, and more effective. • Flashcards
• Student Book Audio Files • Answer keys
These include the vocabulary, listening For the Student Book (also in the Teacher
lessons, audio versions of the videos, Edition, on the Student Book pages)
articles in the reading lessons, and
For the Workbook
listening activities in the grammar
practice. For the Reproducibles
• Audio scripts for all audio
• Student Book Video Files
• Video scripts for all the conversation videos
These include the Grammar Coach
videos, the Pronunciation Coach videos,
vide os, • StartUp MyEnglishLab link
the Conversation videos, the Media • The Global Scale of English (GSE) Mapping
Project videos in Levels 1–4, the Talk and Booklet with each GSE Learning Objective in
Presentation
Presenta tion videos in Levels 5–8. the course by unit and lesson.
• The GSE Toolkit
Toolkit link, which lets you explore
the Learning Objectives in the GSE.
Note that there is also a portal for learners, with
flashcards, audio files, and video files.
xvi PEARSON ENGLISH PORTAL
ActiveTeach
The ActiveTeach presentation tool is software that allows you to project a digital representation
of the Student Book in your class.

How do you get the ActiveTeach?

As with all the resources and teacher support for StartUp, you get your ActiveT
ActiveTeach
each software from
the Pearson
to the English
computer youPortal.
will useIt is
in ayour
downloadable executable
classroom and then you(.exe) file. itDownload
can use offline. (If the
youActiveT
ActiveTeach
are on each
a Mac,
please contact your Pea
Pearson
rson sales rep.)
For more help and training with using ActiveTeach, please go to www.MyPearsonHelp.com.
www.MyPearsonHelp.com.

What equipment do you need to use ActiveTeach?

You need a computer—with the ActiveTeach software downloaded on it—and a projector. You You can
use ActiveTeach with or without an interactive whiteboard (IWB), but the user experience and
functionality will be enhanced with an IWB.

Why use ActiveTeach?

ActiveTeach makes it easy for you to use take advantage of the richness of StartUp. It lets you:
• focus your students’ attention on specific parts of a page of the book by projecting the page
and then zooming in
• play all the audio and video texts from the page, simply by clicking the play button on the page
• pop up interactive grammar activities , display them, and then show answers
• pop up and do the interactive grammar activities with the class, including showing answers
• use tools from the toolbox to make notes or marks on the digital page; for example, you can use
the highlighter tool to draw attention to certain content or you can use the pen tool to draw a
circle around something

WORKBOOK
What is the
The StartUp
StartUp Workbook?
Workbook is an optional component. It provides extra out-of-class practice for
the material presented in the Student Book. Each workbook unit includes grammar exercises,
vocabulary exercises and puzzles, and reading and writing practice. The tasks are all closed-ended
to make them easier to mark. The answer key is in your portal and is not available to learners.
Each unit of the workbook also includes a one-page Self-Quiz so learners can check their mastery of the
vocabulary and grammar in the unit. The
The answer key for the Self-Quizzes is in the back of the workbook.

How should you check the workbook assignments?

Here are two ways you can check the work your learners have done:
1. In class, pair learners and have them compare answers, walking around the class while they work
to answer questions. This approach encourages collaboration and peer-teaching.
2. Distribute the answer key ahead so learners can check their own work when they do it; in class,
learners can ask you to help with anything they didn’t understand. This approach encourages
independent learning.
Ask learners how well they did on the Self-Quiz and answer their questions.

ActiveTeach / WORKBOOK xvii

 MyEnglishLab
This optional component provides outside-of-class practice. It reinforces the concepts and skills
taught in the StartUp Student Book.

What is MyEnglishLab for StartUp?

MyEnglishLab for StartUp gives your learners online outside-of-class practice. All practice delivered
in MyEnglishLab is automatically graded, and learners get immediate feedback on wrong answers.
To assign homework in MyEnglishLab, you can either tell your learners to do the practice as you
would assign any homework assign or practice through MyEnglishLab itself. Note that although all
practice activities are always available to your learners, assessments are only available to them if
you assign them.

How do you access MyEnglishLab?

In your Pearson English Portal, you’ll find a link to MyEnglishLab. To
To sign in, use the same name and
password you used to create your portal account.

What will you fnd in MyEnglishLab?

StartUp’s MyEnglishLab provides the following online practice:
• grammar practice and access to all the Grammar Coach videos
• vocabulary practice, including flash cards and games, plus listen-and-
record practice that lets learners record themselves and compare their
recordings to models
• speaking and pronunciation activities, including access to all the
conversation videos and Pronunciation Coach videos, along with
listen-and-record practice
• reading and writing practice that reinforces the Student Book skills
• summative assessments that measure learners’ mastery of listening,
vocabulary, grammar,
grammar, pronunciation, and reading. You You need to assign
these assessments.
• a gradebook, which records scores on o n practice tasks and assessments,
that both you and your learners can use to help monitor progress and
plan further practice
The Common Error report can be accessed for assignments and tests.
It shows you the common errors your class is making so you can review
specific concepts with your class.
• Time/Student shows the time each learner has spent on tasks in the
course.
• Score/Skill shows the average score for each skill.
• Time/Sub-section shows the amount of time that has been spent.
• Score/Student shows the score of each learner.
• Attempt/Score shows the average number of attempts and scores.

xviii MyEnglishLab
REPRODUCIBLES
What are the StartUp critical thinking. At the end of the activity,
the learner will have a set of rules.
Reproducibles? How can you use these?
Reproducibles are printable worksheets. They • In class, use them with a whole class as
include grammar worksheets, ActiveTeach an alternative to having your learners
grammar activities, inductive grammar study the grammar chart on the Student
worksheets, and unit review board games. The Book page.
reproducibles are in a folder in the portal.
• In class, have the learners study the
What grammar practice is grammar chart and follow up with the
inductive grammar worksheet.
provided? • In class, use them to challenge more-able
There are three different types of extra learners who feel that they’ve already
grammar practice. learned a grammar point.
1. ActiveTeach grammar activities • In class, give them to more-able learners
What are these? The ActiveTeach includes who finish an activity ahead of others to
two interactive grammar activities for every keep them focused while they wait.
grammar point. Versions of these activities • As homework, give them to learners who
are available as handouts. enjoy grammar.
How can you use these? In class, do the
ActiveTeach
ActiveT each interactive activities with What are the Unit Review
the whole class and then hand out these Board Games?
reproducibles as a follow-up for students to
do in class or for homework. For each unit of StartUp, there is a unit review
board game. There are several variations of
2. Grammar worksheets
these games, but each one provides a way
What are these? For each grammar point, for learners to demonstrate understanding of
there is a grammar worksheet that provides the vocabulary, grammar, pronunciation, and
two or three additional grammar practice speaking/conversation skills in the unit. The
exercises. game reviews content taught only in the current
How can you use these? unit; it does not include content from other
• In class, give the worksheet to learners who units or introduce new content. The game is
finish an activity ahead of others to keep designed for in-class play. Learners are likely
them focused on English while they wait.
• In class, pair a more-able learner with to
to make mistakes
help each otherand
in ashould be encouraged
supportive and relaxed
a learner who is having problems with way. The underlying reason for the review is to
that grammar point. Have them do a help learners see where they need to improve.
worksheet together, with the more-able
learner helping his or her classmate Each game is on one page. The reproducibles
understand. folder in the portal includes an answer key for
each board game, as well as instructions on
• As homework, give a worksheet to
how to play the game.
learners who need extra practice with a
particular grammar point. Suggest they
watch the Grammar Coach video first.
How do you use the board games?
3. Inductive grammar worksheets
The board games must be done in class.
Learners will play in pairs or in small groups, so
What are these? For each grammar point,
you won’t have to make copies for each learner,
thereguides
that is an inductive grammar
the learners worksheet
to figure out the just for each pair or group.
grammar rules. Specifically, the worksheet Instructions for playing the board games are in
presents examples of the grammar point the board games folder in the portal.
and then challenges the learners to use

REPRODUCIBLES xix
 ASSESSMENTS
Different ways to assess learners Make learners more involved in their own
learning and self-assessment. Encourage them
StartUp has many assessments to help you
to do the activities on their mobile app in the
and your learners monitor progress. The
skill areas they are the weakest and to review
assessments are both formative and summative.
any of the audio tracks or video clips outside
Formative feedback—assessment for learning—
gives learners an informal idea of how well of class
skills. to improve
With their listening
the end-of-unit Reflect and
and speaking
Plan
they are doing and what they need to work on.
section, remind learners to focus on what they
Summative feedback—assessment of learning—
have learned in the unit and evaluate their
helps you measure learners’ progress for final
own progress. Learners need to make a plan
grades.
to improve those skills where they need more
progress. Before you begin a new unit, ask how
Formative assessments/ they have used the learning strategy at the end
Assessment for learning of the unit to improve their English.
What is assessment for learning?
Formative assessments provide feedback Using summative assessment
and help learners understand their progress. with StartUp
Formative assessment, or assessment for StartUp’s assessm
assessment
ent program
program provides unit
learning:
• provides effective feedback to learners
tests, tests of Units 1–5 and 6–10, and a test of
Units 1–10.
• involves learners in their own learning • Unit Tests
Tests have 33 items and take about 30
• helps you adjust your teaching based on the minutes of class time. Each item is worth 3
results of formative assessments points for a total of 99 points; all learners get
• motivates and builds learners’ self-esteem 1 bonus point, to make the total out of 100%.
• allows learners to assess themselves and • Units 1–5 and 6–10 tests have 50 items and
understand how to improve take about 60 minutes of class time
• Units 1–10 tests have 50 items and take
Using assessment for learning about 60 minutes of class time.
• Unit tests combine easy-to-grade multiple
with StartUp
choice, fill-in, matching, and unscramble
StartUp offers many opportunities for you to
sentence items.
assess learners’ • All tests assess grammar, vocabulary,
concepts of the mastery of the
course and content
provide and
support
reading, writing, conversation, listening, and
where they are having problems. Each lesson
pronunciation;
of StartUp ends with a Try It Yourself or Make It
these last two
Personal activity, where learners show they’ve
with audio files.
mastered a GSE learning objective.
The Look for notes in this Teacher
Teacher Edition tells
tel ls
you what to look for when learners are doing
Try It Yourself or Make It Personal activities. They
help you assess learners’ performance, give
learners constructive feedback, and suggest
additional practice. For example:
• in class, supply worksheets from the

reproducibles in the portal and pair them

with a more-able learner class
• for homework, suggest activities in their
app or MyEnglishLab

xx ASSESSMENTS
Speaking and pronunciation are tested MyEnglishLab
receptively. For
For example, learners will need The MyEnglishLab has different versions of the
to put lines of a dialog in the correct order. ExamView. Learners do not have access to these
To test speaking and writing productively, tests until you assign them. The MyEnglishLab
use the optional writing and speaking tests tests are automatically graded and reported to
and corresponding rubrics for grading these, the grade book, so you can see at a glance the
included in the assessment program folder. results of individual learners or whole class.
All test items are tagged with information
Finding and using the that helps you differentiate and personalize
assessment program instruction. For example, you can see learner
Find the StartUp tests in the ExamView progress on individual skills and GSE learning
Assessment Suite and on MyEnglishLab, both objectives. This information helps you assign
of which are accessible from the assessment extra work to individual learners and suggest
program folder in the portal. The tests in ways they can improve.
ExamView and in MyEnglishLab test the same
content, but they are not identical tests. In other
words, you can have learners do the tests in
MyEnglishLab as practice, if you like, and then
give them the ExamView tests in class.

ExamView Suite
All tests are on the ExamView Assessment Suite
software. Print the tests as they are or customize
them. For example, you can create tests of
grammar items only for Units 1–3. Or you can
scramble the answers on a test to create a
second version. When you customize a test, Using alternative assessment with StartUp
ExamView creates a new matching answer key. Teachers often want to use alternative
Instructions on how to use ExamView assessments instead of traditional tests; a
Assessment software are in the assessment popular alternative assessment is a portfolio:
folder on the portal. learners create a portfolio of their work over
a semester to demonstrate their mastery of
In the assessment program folder, you’ll also the skills, content, and objectives. Encourage
find Form A and Form B pdf versions of each learners to create a digital portfolio of all their
test, with answer keys. These tests have the media projects (Levels 1–4) and presentations
same questions, but the answer choices are (Levels 5–8) or to keep all the writing they’ve
scrambled. done in the course. Portfolio assessments
The folder also contains downloadable audio help you and the learners see individual
files for ExamView and pdf tests. achievements.

ASSESSMENTS xxi
 ASSESSMENTS

WARM-UP ACTIVITY BANK

As you’ll see in the notes for each unit, we suggest you do a warm-up activity before you start
each unit. The purpose of the warm-up games is to:
• help students transition from their first language environment to an English-speaking one
• accommodate latecomers to class (and motivate students to be on time)
• add some fun to the start of class

Warm-ups recycle language studied in one or more previous units. They don’t require any extra
materials or special equipment.
Warm-ups should take only 2–3 minutes of class time. You may want to use an egg timer or the
timer on your phone, or ask a learner to be the timekeeper.

LEVELS 1–3
1. Category circle: Write a category on the board (e.g., fruit). Ask the class to stand
in a circle. Moving clockwise around the circle, have students name an object in
that category (e.g., banana, apple, orange, pineapple). If students can’t think of
an object, they can say pass.

2. I see something: Write on the board, A: I see something [color]. B: Is it ___?

In pairs, student A completes the statement with the color of an object in the
classroom, and student B guesses which object student
stude nt A sees. For example, A:
I see something red. B: Is it Maria’s backpack? A: Yes! When student B guesses
correctly, students swap roles and repeat the activity.

3. Memory challenge: Project or write a list of 10–15 related words on the board
(e.g., mother, father, parents, sister, brother, siblings, daughter, son, children,
nephew, aunt, uncle, cousin). Give students thirty seconds
grandparents, niece, nephew,
to look at the list. Then cover up the list and ask students to write down as many
of the words as they can remember. After one minute, call time. Show the list
again. Have students check their work.

4. The big three: On the board, write Describe three ways to ___. Fill in the blank
with a verb. Read the sentence aloud. Give students thirty seconds to come up
with their answers in small groups. For example, T: T: Describe three ways to travel.
Ss: Plane, bus, car. TT:: Describe three ways to greet someone . Ss: A handshake, a
hug, a wave. Repeat 2–3 times.

xxii
WARM UP ACTIVITY BANK

5. Snowman: Think of a word. On the board, draw the number of blanks equivalent
to the number of letters in the word. For example, the word website would have
seven blanks. Have students take turns guessing the word one letter at a time.
If a student guesses a letter which is part of the word, fill in the appropriate
blank(s) with that letter. If the letter is not part of the word, draw one part of a
snowman on the board: three circles for the body, two sticks for the arms, 4–5
buttons down the front, a scarf, two eyes, a nose, a hat, and a frown. The class
wins if students guess the word before the complete snowman is drawn.

6. Surprise ending: Write the beginning of a story on the board. For example, You
hear a loud banging noise in the other room. You open the door and find… Give
students one minute to finish the story individually and then share their endings
in small groups. (e.g., You open the door and find a gorilla jumping on the bed!
You open the door and find grandma listening to rock music!)

7. Where am I? In pairs, students take turns imagining a place and describing what
they see, smell, and hear. From this information, their partner guesses
gue sses where they
are. For example, A: I see sand. I smell salt. I hear waves. B: You are at the beach!

8. Similarities: In small groups, students ask each other questions to find three
things they have in common. For example, What kind of music do you like? Time
permitting, groups share their findings
findin gs with the class. For
For example, We all like
pop music.

9. Three wishes: Tell students they have been granted three wishes but must
decide what they want in the next 60 seconds or their wishes will not come true.
Explain that they cannot wish for more wishes. Give students one minute to write
down three ideas, and then share their wishes in small groups. (e.g., I wish for a
new car. I wish for no more pollution. )

10. This is me: Write on the board, I believe…, I love…, I wish… Have students use
these sentences starters to write statements that are true for them and take turns
sharing them in small groups (e.g., I believe that success takes hard work. I love
playing guitar. fly.) Additional ideas for verbs are appreciate, dream,
guitar. I wish I could fly.
hope, don’t know, like, dislike .

xxiii
 WARM UP ACTIVITY BANK xxiii

WELCOME UNIT

1 IN THE CLASSROOM

Get to know your classmates

Play the Name Game.

This is Gina.
Gina. My
My name
name is Rick.
Hi, my name is Gina.

This is Gina.
Gina. This is
Rick. My name is Sara.

Classroom language
00-01 Listen.

WELCOME UNIT

Open your book to page 5. Look at the picture. Listen and repeat. Read the title of this page.

Write your name. Work in pairs. Work in groups.

Ask for help

00-02 Listen. How do you say
How do you say that in English? that in English?
Desk.
Can you repeat
Can you repeat that, please? that please?
Sure. Desk.
How do you spell that? How do you
spell that?
D-e-s-k.
2 WELCOME UNIT

WELCOME UNIT
Welcome the Ss to class. Introduce the course name Then ask each student,
s tudent, What’s your name? After each
and say your
y our name. Write them on the board. Allow student says his or her name, say It’s nice to meet you.
time for a greeting exchange. Say, My name is Anita.

1 IN THE CLASSROOM

TEACHING TIP Teachers can make the most of the TEACHING TIP It is important to create a community
first day of class by establishing routines. Let students in the classroom, a place where it is okay to give
know where supplies are kept and familiarize students opinions, take risks, and make mistakes. Promote an
with schedules that will be the same
sa me every day. environment where Ss feel comfortable and help each
other. One of the best ways to do this is to play the
TEACHING TIP This textbook is for A1/A1+ level name games so Ss know each other. Encourage Ss to
learners. A1 learners are beginners. They can usually always ask questions and try all the activities.
understand and use familiar everyday phrases.
• Say, There are some directions that I will say many times
They can introduce themselves and answer general
in class. Have Ss look at the pictures.
questions about themselves, such as where they live.
To best communicate with A1 learners, speak slowly, • Play the audio.
clearly, and enunciate. Use body language and facial • Make sure Ss understand by quizzing them. Give an
expressions to help communicate the content. Use instruction and make sure they follow the directions
visual aids to help when available. For example, when or can answer the questions. Model the quiz. Say,
teaching the word pencil, hold up a pencil. Open your book to page 60. Make sure Ss follow the
instruction. When all Ss have their books open to page
• Have Ss get their textbooks out. Say, This is StartUp. 60, say That’s right. Continue with more examples.
We will use this book for our English class. Have Ss Examples:
look at the cover of the book. Ask, Where do you think Read the title of this page.
the people in the picture are going? Give an example.
Write your name.
Say, I think the man is going on a trip because he has a
suitcase. Give Ss time to share their answers. How many people will work in pairs? (2)
How many people will work in groups? (more than 2)
LANGUAGE NOTE To start up means to start
something, such as a journey. Explain that the title EXTENSION Play a game of charades. Act out the
means that students will start on a journey to learn classroom language. For example, open your book
more English. Startup has other meanings as well. to page 50. Ask, What am I doing? Solicit the correct
When used as a noun, a startup is a new company response (Open
(Open your book to page 50).
50 ).
or business.
• Ask, What do you do when you don’t understand? Let
• Tell Ss to turn to page 2. Ask, Do you know everyone in Ss know it is okay to ask
a sk for help. Invite Ss to share
the class? Say, English can be more fun when we get to personal experiences.
know each other. • Draw attention to the three phrases in the book. Say,

• Draw attention to the first activity in the book. Tell

they will play the Name Game. Explain that thisTell
gameSs These are phrases you can use to ask for help.
• Explain that the example uses
use s a desk. Point at the
will help them learn everyone’s names. teacher’s desk as the audio plays. Play the audio.
• Solicit three volunteers to read the speech bubbles in • Pair Ss to practice the conversations. Extend the pair
the photo. Then tell Ss they will introduce themselves work by asking Ss to point to an object their partner
to each other. has and follow the dialogues, replacing desk with the
• Model the activity using your name or Ss’ names. object they point to.
S: Hi, my name is Margarita.
OPTION Solicit volunteers to point to other objects
T: This is Margarita. My name is Anita. around the room and say the questions. Give the
• Give Ss time to play. answers for the objects they choose.
OPTION For a larger class, divide the class into
smaller groups and then have Ss change groups
several times so they can meet everyone.
 WELCOME UNIT T2

2 LEARN ABOUT YOUR BOOK

• Read the activity title aloud. Draw attention to the OPTION For lower-level Ss, have them complete the
picture and say This is our book. It is important to know activity in pairs.
about our book.
• Give Ss time to answer the questions. LANGUAGE NOTE This book includes QR codes.
• Go over the answers. QR stands for Quick Response. QR codes were first
designed in 1994 in the automotive industry in Japan.

3 LEARN ABOUT YOUR APP

• Read the activity title aloud. Draw attention to EXTENSION Have Ss download the app onto their
the picture. Ask, What is an app? (an application phones in class. Let Ss explore and find examples of
downloaded by the user for a mobile device). Extend the items in Questions 4, 5, and 6. Give them time to
the discussion by asking, Who has apps on their register the app. If your school has one, schedule time
phone? What is your favorite app? Make a list of for IT or the computer lab assistants to be available
favorite apps on the board. for any technical issues that arise as Ss download and
• Say, Our book has an app. Let’s learn more about it. register the Pearson Practice English app.
• Give Ss time to answer the questions.
• Go over the answers. TEACHING TIP If wifi is not available at school, assign
downloading the app as a homework assignment.
LANGUAGE NOTE App is short for application
application..
Challenge Ss to download by the next class period.
An application is a software program for a computer
or phone. Tell Ss you will ask
as k how many people downloaded the
app in the next class and see who has already done
the most activities.
TEACHING TIP Familiarize yourself with the app
before class. Review the section on using the app on
OPTION Have Ss practice scanning QR codes in the
page xv of the Teacher’s Edition.
book and/or on other websites.

OPTION For lower-level Ss, have them complete the

activity in pairs.
T-3 WELCOME UNIT

2 LEARN ABOUT YOUR BOOK

1. Look at pages iv–vii. What information is on those pages?
the Learning Objectives
StartUp
Ken Beatty, S
Jennii Curr
Jenn
Se
Currie
erie
iess Consultant
ie Sa
Santa
ntam
mar
aria
ia Kathlee
Kathleen
n Th
Thom
omps
pson
on
A1 22–2
–29
9

2. How many units are in the book? 10

3. How many lessons are in each unit? 5

in the back/on
4. Where is the grammar practice? pages 105–129

5. Look at the QR code . Find the icon on page 7.

What does it mean?
there’s
there’s practice in the mobile app

6. Look at the I CAN STATEMENT at the bottom of page 7.

What does it tell you? Pract
Peaars
Pe
ctice
rson
on
iceEn
Englis
glish
h
Onlin
line
e Pra
ract
ctic
ice
e aand
nd Re
Ressou
ourrce
cess

the goal of the lesson

7. Look at this icon . Find it on page 12. What does it mean?

internet search activity

3 LEARN ABOUT YOUR APP

1. Look inside the front cover. Where
Where can you go to
download the Pearson Practice
Practice English app for
StartUp? to the Apple store, the Google Play store

2. Where are the instructions for registering for

the app?
pearsonELT.com/startup
1
3. Look at the picture of the
th e app. What do you see?
the Table of Contents, Activities for Lessons 1–3,
Unit Audio, Unit Video
2

4. Look at the picture again. Fill in the blanks with 3

the numbers 1–3.
a. Number 1 shows the practice activities.
b. Number 3 shows the video files.
c. Number 2 shows the audio files.

5. Look at the picture again. What does this

mean?
download the files

6. Look at the QR code on page 7 again. What

happens when you scan the code?
you go to the practice activities
 WELCOME UNIT 3

MEET THE PEOPLE

OF TSW MEDIA
TSW Media is a big company with big ideas. It has offices all over the world. It works with
international clients to help them market their products and services.

ESTER SILV
SILVA
A PEDRO
Social media manager CAMPOS
Photographer

Hey there. I’m Ester Silva. I work

00-03 Hey. I’m Pedro Campos. I am a
00-06

in the New York

York office. I’m the social media photographer. I work in Mexico City. I always
manager. I love to meet new people. have my camera with me.

YUSE
YU SEF
F SAYE D GABY RAMOS
Lawyer Accounts manager
manager

Hello. My name is Yusef Sayed. I’m

00-04 Hi! I’m Gaby Ramos. I live and work in
00-07

married and I have two children. I’m from Santa Cruz, Bolivia. I’m an accounts manager. I’m
Dubai. I’m a lawyer and I travel a lot for work. married and I love to hike in my free time.

TI NA AD
ADAM
AMS
S DAN LU
Illustrator Graphic designer

00-05 Hi there. I’m Tina Adams. I’m new! Hello. My name is Dan Lu. I’m a
00-08

I just started my job. I work in the New York graphic designer. I work in the
th e Beijing office.
office. I’m an illustrator. I’m married and I have
h ave a new baby.
4 WELCOME UNIT

MEET THE PEOPLE OF TSW MEDIA

TSW Media is a big company that has locations around OPTION Have Ss take notes while listening and
a nd then
the world. Ester, Pedro, Yusef, Gaby, Tina, and Dan close their books. Ask harder questions for Ss who are
all work for TSW Media. These characters will appear higher in level.
throughout the book. Each unit features one of the
Who is married? (Yusef, Gaby, Dan)
characters. Each unit includes conversations that
feature some of the language and vocabulary used in Who has children? (Yusef, Dan)
the unit, so Ss can hear the language in context. The Why does Pedro
Pedro have his camera with him all the
conversations are often fun and sometimes humorous. time? (He is a photographer.)
• Have Ss turn to page 4. Say, Our textbook includes Who works in New York City? (Ester, Tina)
conversations with these people. Let’s read more about Who travels a lot? (Yusef)
them and the company they
th ey work for.
• Read the introduction to TSW Media aloud. Ask, Do TEACHING TIP Throughout the units, Ss might
you know any other companies that have offices around need help with some of the humor or vocabulary
the world like TSW Media? used in the videos. Allow time in each unit to
• Say, Let’s meet the characters now. Play each clip. address questions.
• Ask follow-up questions such as Which job would
you want to have? Who comes from one of the places
where these people work? Does anyone like to do the
same things as these characters? Does anyone have or
want the same kind of job as these characters?

EXTENSION Test comprehension by asking

questions:

Where does Ester work? (New York City)

What is Ester’s job (a social media manager)
What does Ester like to do (meet new people)
What does Pedro do? (a photographer)
Where does Pedro work? (Mexico City)
What does he always have with him? (a camera)
How many children does Yusef have? (two)
Where is Yusef from? (Dubai)
What is Yusef’s job? (a lawyer)
Where does Gaby work? (Santa Cruz, Bolivia)
What is Gaby’s job? (an accounts manager)
What does Gaby like to do in her free time? (hike)
Where does Tina work? (New York City)
What is Tina’s job? (an illustrator)
What is Dan’s job? (a graphic designer)
Where does Dan work? (Beijing)
How many children does Dan have? (one)
 WELCOME UNIT T-4

1 HOW’S IT GOING?
PREVIEW THE UNIT

LESSON 1 Introduce yourself

Vocabulary Meet and greet

Vocabulary Say hello and good-bye
Pronunciation Stressed words
Conversation skill Ask someone to repeat a name

LESSON 2 Introduce others

Vocabulary Occupations
Grammar Statements with be
be;; Articles a / an
Pronunciation Stressed syllables

LESSON 3 Talk about things in an office

Vocabulary Things in an office

Grammar Regular plural nouns; Need and have
Listening skill Listen for main ideas

LESSON 4 Read contact information

Vocabulary Countries
Reading skill Skim

LESSON 5 Write contact information

Writing skill Capitalize proper nouns

PUT IT TOGETHER
Media project Video: A place you work or study
Learning strategy Use sticky notes

Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.

GET STARTED
• Read the unit title. Then write it on the board. Ask, How’s it going? Point out that How’s it going? means the same as
How are you? Elicit answers and write them on the board. (For example, Well. Good. I’I’m fine.) In pairs, have Ss ask,
How’s it going?
• Tell Ss to read the Learning Goals individually. Ask, Which topics do you feel confident about already? Which topics are
new for you? If Ss have studied the topics before, reassure them that they will still learn some new things.
• Ask, What do you see? Have Ss look at the photo and talk about what they see. Write words on the board. (For example,
two women and a man, a computer, a phone, coffee cups) To elicit detailed responses, focus on specific things in the
photo and ask, What’s this?
• Focus on the social media message and bring Ss’ attention to the photo and name. Have Ss read what Tina says in Meet
the People of TSW Media on page 4 or play the video of Tina. Then ask, What is Tina’s occupation? (She’s an illustrator
i llustrator.)
.)
• Have Ss turn back to page 5. Read the social media message aloud.
a loud. Ask, Why is Tina happy? (She has a new job.)
T-5

LEARNING GOALS
In this unit, you

1 HOW’S IT GOING?
introduce yourself
introduce others
talk about things in
an office
read and write contact
contact
information

GET STARTED
TI NA AD AM S
Read the unit title and learning goals.
goals. @TinaA

Look at the photo. What do you see? I’m so happy! I have a new job!

Now read Tina’s message. Why

Why is she happy?
 5

LESSON 1 INTRODUCE YOURSELF

TI NA AD AM S
@TinaA

1 VOCABULARY Meet and greet There are

are so many new people
here.
01-01 Listen. Then listen and repeat.

Hi. I’m Tom.

Hi. My name is Kate.
Nice to meet you.
Nice to meet you, too.

Handshaking
Shake hands with
people when you
first meet.
2 VOCABULARY Say hello and good-bye
01-02 Listen. Then listen and repeat. Bye.
How are you?
Hi. Hello.
Good morning. Good-bye.
See you later.
Fine, thanks.
And you?
I’m fine
I’m ne..
Thank you.
Good night.

3 LISTENING See you tomorrow.

01-03 Listen. Circle a correct response.
1. a. Nice to meet you. 4. a. See you tomorrow
tomorrow..
b. I’m fine, thank you. b. Nice to meet you, too.
2. a. Hi. 5. a. Good-bye.
b. Fine, thanks. And you? b. Hello!
3. a. Nice to meet you. 6. a. See you tomorrow!
b. See you later. b. I’m fine. Thank you.

01-03 Listen again and say a different response.

6 UNIT 1

LESSON 1 INTRODUCE YOURSELF

• Write Introduce yourself on the board. Then say, I’m • Focus on the picture and name in the social media
[your name]. Poin
Pointt to the words on the board and point message. Say, Remember Tina? Where is she? (at her
to a S to elicit another introduction. Repeat until all Ss new job) If appropriate, return to Tina’s previous post
have had a turn. on page 5 (I’m so happy! I have a new job!). Read
Tina’s new post and ask, Where are there many new
people? (at Tina’s new job)

1 VOCABULARY

• Tell Ss, Listen to two people introduce themselves. Hi, I’m [your name]. Elicit a response. Continue by
Have them listen. saying, Nice to meet you.
you. Encourage Ss to respond,
• Focus on the Vocabulary topic, Meet and greet. Say, Nice to meet you, too.
Tom and Kate introduce themselves, or meet and greet • Have Ss walk around the room and meet and a nd greet five
each other. Meet is to talk to a new person for the first classmates. Remind them to shake hands.
time. Greet is to say hello. Have Ss listen and repeat. • Ask a volunteer to read the social media message
• Read the Note aloud. Demonstrate shaking hands by again. Ask, What do you do when there are many new
approaching a S, extending your hand, and saying, people somewhere? (introduce yourself, shake hands)

2 VOCABULARY
• Give Ss a few minutes to preview the pictures and • Have Ss listen. Then have them listen and repeat.
speech balloons. Demonstrate waving and ask, Do • In groups of two or three, have Ss role-play the four
you know the word
word for this? Write wave on the board. scenes. Remind them to wave hello and good-bye.
Ask, In which pictures are people waving? (in all but the
second one) Say, People wave to say hello or good-bye
good-bye..

3 LISTENING
• Give Ss a few minutes to preview the answer choices. OPTION Have Ss listen again and read the responses
Point out that they come from both Vocabulary
Point they circled in 3A chorally.
sections above. For lower-level Ss, say, Find each
answer choice in the conversations in Exercises 1 and 2.
2. • Tell Ss that they are going to listen again. This time,
• Have Ss listen again if appropriate. they should say a different response.
• Play the audio, pausing after item 1, How are you?
TEACHING TIP Encourage Ss to use a pencil for
Ask, What is a different response? (Fine, thanks. And
listening activities. This allows them to easily erase
you?) Encourage Ss to look at the speech
sp eech balloons in
and make corrections when they listen additional
Exercise 2 for ideas.
times.
• Repeat with items 2–6.
• Have Ss compare answers with a partner. Have Ss listen
again if appropriate.
 UNIT 1 T-6

4 PRONUNCIATION
• Write stress on the board. Say, Stress is the force you • Have Ss listen and circle the stress they hear.
use when you say a word or a part of a word. • Have Ss listen again and repeat. Encourage them to
• Read Stressed words aloud. Then have Ss look at 4A. make corrections if necessary.
Say, Good morning and have Ss repeat. Explain, The • Tell pairs to take turns reading the answers
answe rs with the
dot above morning means we stress that word. stress they heard. Circulate and offer feedback.
• Have Ss listen. Then have them listen and repeat.

5 CONVERSATION
• Focus on the video still. Point to the person on the left • Have Ss listen or watch the conversation in 5A again
and ask, Who’s this? (Tina Adams) Where does she and raise their hands when they hear, I’m sorry. What’s
work? (at TSW Media, in the New York office) What is your name again?
her occupation? (She’s an illustrator
illustrator.)
.) • Focus on the exercise. Have Ss preview
p review the
• Po
Point
int to the person
p erson on the right and say, This is Ester conversation and predict ways the gaps might be filled.
Silva. Have Ss read what Ester says in Meet the People • Then have them listen and fill in the gaps with the
of TSW Media on page 4 or play the video of Ester. words they hear.
Then ask, Where does Ester work? (at TSW Media, in • Call on two Ss to read the completed conversation. Go
the New York office) What is her occupation? (She’s a over any questions.
social media manager.)
• Focus on the content of the conversation. Ask, What’s
• Ask, What are Tina and Ester doing? (shaking hands) Ester’s last name? (Silva) What’s Tina’s last name?
• Have Ss preview the sentences. Ask, What do you think (Adams)
Tina and Ester are talking about? (They are introducing
themselves.) LANGUAGE NOTE Again can be used to ask

• Have Ss listen and complete the exercise. If someone

What’s to phone
your repeat number
other information. (For your
again? What’s example,
email
appropriate, play the audio again.
address again?)
• Go over the answers as a class.
• Read the Conversation Skill aloud. Write on the board: • Play the audio and have Ss repeat chorally, line by line.
I’m sorry. What’s your name again? Tell Ss to look back • •
• Model the stress in Nice to meet you
you.. Have Ss repeat.
at item 6 in 4B and practice
p ractice the correct stress in What’s
• In pairs, have Ss practice the conversation. Time
your name again?
permitting, have Ss swap roles and practice again.
• Role-play an introduction with a S. Say, I’m [your name]
and extend your hand. When the S responds with an
introduction, say, I’m sorry. What’s your name again?

6 TRY IT YOURSELF
• Model personalizing the conversation in 5B with a LOOK FOR While Ss are completing the Try It
higher-level S. Use your own first and last name. Shake Yourself activity, walk around the class
cl ass and listen to Ss’
hands. conversations. Listen to determine if Ss are correctly
• Have pairs practice the conversation. Remind them to ✓ using vocabulary for meeting and greeting
greeting
use their first and last names and to shake hands. ✓ using vocabulary for saying hello and good-bye
good-bye
• Have Ss walk around and introduce themselves to their ✓ stressing the important words in a sentence
classmates. Write on the board: I’m sorry. What’s your ✓ asking someone to repeat a namename
last name again?

EXTENSION Ask a S to read Tina’s social media EXIT TICKET Have Ss line up at the door when ready
message on page 6. Write it on the board, There to leave. Shake hands with each S and say,
are so many new people here. Ask, What are some T: Nice to meet you.
possible responses to Tina’s post? (For example, S: [Nice to meet you, too.]
Congratulations! Good luck!)
T: Good-bye.
S: [Good-bye. / Bye. / See you later. / See you
tomorrow.]

Note which
sure of Ss speak with ease and which ones are less
themselves.
T-7 UNIT 1

4 PRONUNCIATION Stressed words

COACH

01-04 Listen. Notice the stressed words. Then listen and repeat. We stress the important
words in a sentence.
Good morning
morning.. Nice to meet you. What’s your name
name?? Stressed words are strong
Listen. Circle the sentence with the correct stress.
01-05
and clear.
Then listen again and repeat.
1. a. Thank you. 4. a. Good night.
b. Thank you
you.. b.
Good night
night..
2. a. How are you? 5. a. See you later.
later.
b. How are you
you?? b. See you later.
3. a. Fine, thanks. And you? 6. a. What’s your name again?
Fine,, thanks.
b. Fine thanks. And you
you?? b. What’s your name again
again??

PAIRS Check your answers.

5 CONVERSATION
Listen or watch. Number the
01-06

sentences in the order you hear them.

5 How are you?
3 Nice to meet you.
1 Hello.
4 I’m sorry. What’s your last name again?
2 Hi. I’m Tina Adams.
6 I’m fine.
01-07 Read the Conversation Skill. Listen or watch. Complete the conversation.

Ester: Hello . I’m Ester Silva. CONVERSATION SKILL

Ask someone to repeat a name
Tina: Hi ! I’m Tina Adams.
Nice to meet you. To ask someone to repeat a name, say,
I’m sorry. What’s your name again?
sorry
Ester: I’m
name again? . What’s your last Listen or watch the conversation in
5A. Raise your hand when you hear
Tina: Adams. someone ask to repeat a name.

Ester: Oh, OK. Adams. It’s nice to meet you, too!

I’m = I am

01-08 Listen and repeat. Then practice with a partner

partner..

6 TRY IT YOURSELF
MAKE IT PERSONAL Practic
Practice
e the conversation again. Use your own information.

WALK AROUND Greet your classmates. Remember,

Remember, you can ask your classmates
to repeat their names.

I CAN INTRODUCE MYSELF.

 UNIT 1 7

LESSON 2 INTRODUCE OTHERS

TI NA AD
ADAM
AMS
S
@TinaA

1 VOCABULARY Occupations I like my new neighbor.

01-09 Listen. Then listen and repeat.

an architect a manager a chef an engineer a dentist a flight attendant

a doctor a programmer a nurse a scientist an accountant an illustrator

Label the pictures. Use words from 1A.

1. 2. 3. 4. 5. 6. 7. 8.

a flight an
an architect a doctor a scientist attendant an illustrator a dentist a chef accountant

TAKE A POLL Which occupation is the most interesting? The most difficult?
Which occupation pays the most?

2 GRAMMAR Statements with be; Articles a / an

COACH

Statements with be Contr

Contract
action
ionss Articl
Articles
es
Subject Be A An

I am I’m a student an accountant

You are You’re a teacher an engineer
a doctor.
He He’s a programmer an illustrator
is
She She’s
We We’re Notes
You are doctors. You’re • Use a before nouns that start with
They They’re a consonant sound.
Note: Use contractions in speaking and • Use an before nouns that start
informal writing. with a vowel sound.

>> FOR PRACTICE, GO TO PAGE 105

8 UNIT 1

LESSON 2 INTRODUCE OTHERS

• Write Introduce others on the board. Model neighbor on the board. Explain that you can also
introducing several Ss in the class. Say, This is [name]. use the word neighbor for someone who is sitting
And this is [name]. Then differentiate with, I’m [your next to you. Point to two Ss sitting together and say,
name]. [Student A] and [Student B] are neighbors.
neighbors. Ask, Do you
• Read the social media message aloud. Ask, What think Tina likes her new neighbor at home or at work?
is a neighbor? (someone who lives near you) Write (at work)

1 VOCABULARY

• Read the Vocabulary topic aloud. Ask, What are • Write the twelve occupations in 1A in a vertical list
occupations? (jobs or professions) Have Ss preview the on the board (or ask a higher-level S to write them).
pictures and captions. Across the top, write the headings: most interesting,
interesting,
• Have Ss listen. Then have them listen and repeat. most difficult, and pays the most.
• Ask, Which occupation is the most interesting? Explain
OPTION Survey the class. Say, Raise your hand if you that interesting means unusual or exciting. Have Ss
are an architect. Raise your hand if you are a manager. write in their notebooks the occupation they think is
Continue with each occupation. Then ask, What are the most interesting. Say each occupation and have Ss
some other occupations? List them on the board. raise their hands to vote for the one they think is most
interesting. Write the number of votes next to each
• Have Ss preview the icons. Then have them work
occupation.
individually to write the occupations. Remind them to
include the article a or an. • Repeat for the other two headings.
• Have Ss compare answers with a partner. Circulate and • Ask the class questions about the results: Which
assist as needed. occupation is the most interesting? Which occupation
is the most difficult? Which occupation pays the most?
EXTENSION In pairs, have Ss search online for
clip-art images for the four occupations in 1A
not included in 1B. (a manager, an engineer, a
programmer, a nurse) Then combine pairs
p airs into
groups of four to share the images they found.

2 GRAMMAR
• Warm up with books closed.
cl osed. On the board, write: programmer in the chart. Then have them circle the
I am a chef. article a.
She is an engineer. • Read the second rule. Have Ss underline the first letter
• Underline am and is is.. Ask, What verb is this? Elicit or in accountant, engineer, and illustrator and circle the
explain that it is the verb be. Then circle a and an an.. Say, article an.
These are articles.
articles. • Point out that a / an are used only with singular nouns.

• Books open, read the Grammar topic. Point to We / You / They are doctors on the chart and
ask, Is there an article? (no) For lower-level Ss, write
• Have Ss look at the grammar chart. Focus on the forms
on the board: vowels: a, e, i, o, u. Write the word
of be. (am, are, is) Read the statements (I am a doctor,
consonant and explain that these are all of the other
You are a doctor, etc.) and have Ss repeat. Point out
letters in the alphabet.
that: He and She use the form is is;; We, You, and They
use the form are
are;; only I uses the form amam.. Note that • Po
Point
int to the first two sentences you wrote on the
you can be singular or plural. (You are a doctor; You You board during the warm-up: I am a chef. She is an
are doctors.) engineer. Ask, Why a chef? (because chef starts with a
consonant) Why an engineer? (because engineer starts
• Focus on contractions. Pronounce each contraction
with a vowel)
and have Ss repeat. Read the note aloud. For lower-
level Ss, demonstrate how the contractions are OPTION For lower-level Ss, offer practice with a / an
an..
formed. On the board write: I am ➝ I’m; You are ➝ Tell Ss to look back at the occupations in 1A. Have
You’re;; He is ➝ He’s; She is ➝ She’s; We are ➝ We’re;
You’re them circle the articles and notice how a is used
They are ➝ They’re. before occupations that start with a consonant and an
• Focus on articles. Read the first rule in the Notes. Have before occupations that start with a vowel.
Ss underline the first letter in student, teacher, and
 UNIT 1 T-8

3 PRONUNCIATION
• Read the Stressed syllables note aloud. Clap your • Have Ss work in pairs. Say, Student A, look at page 9.
hands as you say each syllable in tea-cher. Write Student B, look at page 8. Then read the directions
TEA-cher on the board to illustrate stress on the first aloud. Circulate and listen for correct stress.
syllable. • Have partners switch roles to practice both parts.
• Give Ss a minute to preview
p review the words and stress
marks. EXTENSION On the board list the other six
occupations in 1A. Pronounce the words or replay
• Have Ss listen. Then have them listen and repeat.
the audio. Call on volunteers to divide the words
• Invite Ss to preview the items. into syllables and mark the stress: ar-chi-tect, chef,
• Then have Ss listen and underline the stressed syllable. flight attendant, nurse, ac-count-ant, il-lus-tra-tor. Say,
Encourage them to use a pencil so they can erase Student A, say a word from the board. Student B, point
errors. to the matching picture in 1A.
1A. Then have partners
• Have Ss listen again and repeat. Encourage them to switch roles to practice both parts.
make corrections if necessary.
• Go over the answers as a class.

4 CONVERSATION
• Have Ss look at the video still. Point
Point to the two women • Ask Ss to preview the conversation and predict ways
and ask, Who are they? (Tina and Ester) If helpful, have the gaps might be filled.
Ss refer back to Meet the People of TSW Media on • Then have them listen and fill in the gaps with the
page 4. Then point to the man and say, This is Cole. He words they hear.
is another employee at TSW Media. Ask, What do you • Call on two Ss to read the completed conversation.
think Cole is doing? (introducing Tina to Ester) Ask Ss
to preview the items. • Focus on the content of the conversation. Ask, What is
Cole doing? (introducing Tina to Ester) Point back to
• Books closed, have Ss listen or watch. the Lesson title, Introduce others.
• Books open, have Ss complete the exercise
• Play the audio and have Ss repeat chorally, line by line.
individually. • • • • • • •
• Model the stress in man-a-ger and il-lus-tra-tor and
• Go over the answers as a class. Replay the audio if have Ss repeat.
appropriate.
• Have Ss listen and repeat again.
OPTION Replay the audio and have Ss focus on • Have Ss practice the conversation with two different
the last exchange between Tina and Ester. Have Ss partners. Circulate and listen for correct syllable
sylla ble stress.
look back at the social media message on page 8. Tell Ss to swap roles and practice both parts.
Ask, Who is Tina’s neighbor? (Ester) How are they
neighbors? (Her desk is near Ester’s.)

5 TRY IT YOURSELF

• Play the role of Student A and read the example. Ask EXTENSION Ask a S to read Tina’s
Tina’s social media
two male Ss to play the roles of Student B / Lee and message at the beginning of the lesson. Ask the class,
Student C / Carlos. Read the example aloud, gesturing What are some possible responses to Tina’s post? (For
toward each S as you say Lee or Carlos. Encourage the example, That’s great! What’s her name? Is she nice?)
Ss to shake hands and say, Nice to meet you. / Nice to
meet you, too.
LOOK FOR While Ss are completing the Try It
• If possible, facilitate this activity by giving Ss name
Yourself activity, walk around the class
cl ass and listen to Ss’
tags (or use notecards). Have Ss write their names
conversations. Listen to determine if Ss are correctly
and occupations on the name tags. Refer Ss to the
✓ using vocabulary for occupations
Vocabulary for occupations on page 8. List other
✓ using statements
statements with be and contractions
occupations on the board as needed, including
a student. ✓ using the
the articles
articles a / an
• Divide the class into groups of three. Say, Take turns ✓ stressing syllables in words
words
being Student A. Students B and C, shake hands, meet
and greet each other. EXIT TICKET Tell Ss to prepare to leave the class in
• Model by asking a higher-level S to introduce his or pairs. Say, Introduce your partner to me.
me. Note which Ss
her group to the class. Tell Ss, Stay in your groups. Walk make introductions with ease and which are less sure
around and talk to other groups. of themselves.
T-9 UNIT 1

3 PRONUNCIATION Stressed syllables

COACH

Listen. Notice the stressed syllable in each word.

01-11
Words are made up of
syllables: tea∙cher. One
Then listen and repeat.
syllable in a word is
stu∙dent ar∙chi∙tect ac∙coun∙tant il∙lus∙tra∙tor stressed: tea cher. The
∙

stressed syllable is strong

Listen. Underline the stressed syllable.
01-12
and clear.
Then listen and repeat.
1. doc∙tor 3. den∙tist 5. en∙gi∙neer
2. sci
sci∙∙en
en∙∙tist 4. man
man∙∙a∙ger 6. pro
pro∙∙gram
gram∙∙mer
PAIRS Student A, say a word from 3B. Student B, point to
the picture in 1A that matches the word.

4 CONVERSATION
01-13 Listen or watch. Circle the correct answer.
1. Cole greets Tina with
a. “Good morning.”
b. “Hi.”
c. “Hello.”
2. Cole shows Tina
a. the building.
b. the kitchen.
c. the office.
3. Ester says,
a. “Thank you, Tina!”
b. “Tina is a new illustrator.”
c. “Tina and I are old friends!”

01-14 Listen or watch. Complete the conversation.

Cole: Tina, this is Ester. She’s a social media manager .

And Ester, this is Tina. She’s an illustrator .

Tina: Hi, Ester. Nice to meet you.

Ester: Hi, Tina. Nice to meet you, too.

01-15 Listen and repeat. Then practice with two partners.

5 TRY IT YOURSELF
MAKE IT PERSONAL In groups of three, Student A, introduces Student B
to Student C. Use your own names and occupations.
Lee, this is Carlos. He’s an accountant. Carlos, this is Lee. He’s a programmer
pr ogrammer..

WALK AROUND Introduce your group to other classmates.

I CAN INTRODUCE OTHERS.

 UNIT 1 9

LESSON 3 TALK ABOUT THINGS IN AN OFFICE

TI NA AD
ADAM
AM S
@TinaA

1 VOCABULARY Things in an office I need a lot of office supplies.

01-16 Listen. Then listen and repeat.

a computer a phone a desk a printer

a pen a pencil a chair a notepad a cell phone an eraser

Look at the words. Circle the word that

does not belong.
1. computer cell phone eraser printer a sticky note a cabinet
2. pen chair notepad pencil
3. cell phone cabinet desk chair
4. sticky note phone notepad eraser

PAIRS Look around your classroom. Write a list of all the things in 1A that you see.
Then compare your lists.

2 GRAMMAR Regular plural nouns; Need and have

COACH

Regular plural nouns Need, have

Singul
ula
ar Plural Notes Subject Need, have Noun
a phone phones • Add -s to most regular I
an eraser erasers nouns. You need
a box boxes • Add -es to regular nouns We have a pen.
a class classes that end in ss,, x, zz,, ch
ch,, or They notepads.
sh. He needs
a dictionary dictionaries • Change the y to i and She has
a company companies add -es to nouns that end Notes
in a consonant + -y.
• Add -s to the base form of the
a shelf shelves • Change f and fe to v and verb for he, she, and it.
a life lives add or to
in -fe-es -f. nouns that end • Have is irregular. For he, she,
and it, use has.

>> FOR PRACTICE, GO TO PAGE 106

10 UNIT 1

LESSON 3 TALK ABOUT THINGS IN AN OFFICE

• Book closed. Write Things in an office on the board. and elicit the correct article by asking, A or an
an?? Leave
Ask, What is an office? (a place where people work) the words on the board.
What things are in an office? Invite Ss to come to • Read the social media message
messa ge aloud. Ask, What are
the board and write words they know. (For
(For example, office supplies?
supplies? (things in an office) Point to the items
computer, desk, pencils) Point to the singular items on the board. Ask, Why do you think Tina needs a lot of
office supplies? (because she is new)

1 VOCABULARY

• Books open. Have Ss compare the items in 1A with three words that belong similar? How is the word that
the items on the board. TellTell Ss to check (✓) the items in does not belong different?
the book that are also
al so on the board. • Bring the class together and go over the answers.
• Have Ss listen, and then listen and repeat. Invite Ss to explain
expla in their answers. (For example, 2. A
• Focus on the articles before the wordswords.. Ask, Which pen, a notepad, and a pencil are for writing. A chair
word uses an an?? (an eraser) Why? (It starts with a vowel.
vowel.) is for sitting; 3. A cabinet, a desk, and a chair are
• Call on a volunteer to read the four words in item 1.
furniture. A cell phone is not furniture; 4. A sticky note,
Ask, Which word does not belong? (eraser) How are a a notepad, and an eraser are for writing. A phone is not
computer, a cell phone, and a printer similar? (They are for writing.)
technology / electronics.) How is an eraser different? • Ask, What things in 1A (and on the board) do you see
(It is not technology.) in our classroom? Have Ss work individually to write a
• In pairs, have Ss study the groups of words and circle
list. Then have pairs compare their lists.
the item they think doesn’t belong. Encourage them to • Bring the class together. Call on each pair to point to
note the reason for their answer by asking, How are the and say five items from their list.

2 GRAMMAR
• Write on the board: singular = one; plural = more • Focus on Need, have in the chart. First elicit the
than one.
one. Hold up a pencil and ask,
a sk, Singular or plural? meaning of the words. Say, I need a pen. Do I have a
(singular) Write a pencil under singular = one.
one . Then pen? (no) Hold up your hands to show you don’t have
hold up several pencils and
a nd ask, Singular or plural? a pen. Take
Take a pen from a S. Then hold up the pen and
(plural) Write pencils under plural = more than one.
one. say, I have a pen.
pen. Do I need a pen? (no) I have one.
one.
• Have Ss look at the regular plural nouns in the • Have Ss study the charts individually. Then read the
grammar chart. Explain that the plural is spelled in Notes aloud.
different ways, depending on what letter the noun • To check understanding, write on the board:
ends in. 1. She a new phone.
• Read each pair of singular and plural nouns in the 2. They a nice computer.
grammar chart and have
ha ve Ss repeat. Then read the
• Call on a volunteer to fill in the blank with the correct
corresponding note.
form of have. (1. has; 2. have) Then erase and call on
OPTION Write the vocabulary words in 1A on the another volunteer to fill in the blanks with the correct
board. Include articles. Ask volunteers to make them form of need. (1. needs; 2. need)
plural. Review as a class. Make sure Ss cross out the
articles and add s to each word. Model the first item: a
computer ➝ computers. Afterward, ask, How did you
form these plurals? (by adding -s to each word) Point
out that none of the words need spelling changes as
outlined in the chart.
 UNIT 1 T-10

3 LISTENING
• Write main idea on the board. Ask, What is a main • Divide the class into groups. Books closed, have them
idea? (the “big” or general idea, the most important
idea? try to recall and list the items the store has.
point) • Bring the class together and askas k a volunteer to read
• Read the Listening Skill aloud. Invite Ss to look at the the example answer. Ask, Who is they they?? (the people
images. Ask, What is Everything Office? (a store that who work in the store)
sells office supplies) What do you think you are going • Tell groups, Take turns saying what they have at
to listen to? (an advertisement for the store) Do you Everything Office. Then open your books and see if
listen to ads on the radio? What kind? you forgot any items. Write on the board: They also
• Invite Ss to look at the pictures and predict the main have... In groups, have Ss add items they forgot to
idea. (For example, A store called Everything Office has
ha s mention.
everything you need for your office.) Write Ss’ ideas on
the board. LANGUAGE NOTE The pronoun they is often used
instead of it to refer to singular places where multiple
• Then have Ss listen for the main idea. (For example, A
people work. For example, You should try the new
store called Everything Office has all the technology,
Italian restaurant. They have great pasta and pizza, or I
furniture, and office supplies you need.
need.)
like Fresh Supermarket. They
They have the best prices.
• Ask Ss, Is it similar to the main idea you predicted?
• Before Ss listen again, focus on the highlighted word OPTION With books closed, have groups compete to
in each column of pictures. (Column 1: Technology; see who can come up with the most complete list first.
Column 2: Furniture; Column 3: Office Supplies) Elicit Tell groups that there are eight items.
the names of the items in each column. (Technology:
a computer, a printer, phones, a phone;
p hone; Furniture: a
EXTENSION Have Ss work in groups to write their
chair, a file cabinet, a desk; Office Supplies: a notepad,
own radio ad for office supplies. Tell
Tell them to make up
pencils, pens, sticky notes)
• Say, This time don’t listen for the main idea. Listen for a name for the store and talk about 6–8 items in the
ad. Then bring the class together for groups to share.
details. Ask, What are details? (specific information
Ss listen and write down the office supplies
supplie s they hear.
about something) Then have Ss listen and check the
items they hear.
• Finally, ask, Do you think it is more difficult to listen for
EXTENSION Have Ss return to Tina’s social media
the main idea or for details? Why? message at the beginning of the lesson. Ask a S to
read it. Then write it on the board: I need a lot of
LANGUAGE NOTE The word phone can be used for office supplies. T
Tell
ell Ss to reply to Tina’
Tina’ss post, telling
a variety of phone types. A landline is a traditional her about all the supplies that Everything Office has.
telephone that uses wires and is found in a home or Invite a volunteer to respond to the social media
office. A mobile phone or cell phone is a portable message on the board. (For example, Everything
phone. It’s small and wireless so you can carry it with Office has a lot of office supplies. They have pencils,
you and use it anywhere. A smartphone is a mobile pens, sticky notes...)
phone that can also connect to the internet, making it
like a small computer.

4 TRY IT YOURSELF
• Ask Ss to preview the chart. Model on the board EXIT TICKET On the board, write Technology /
questions Ss can ask: What do you need? What do you Furniture / Office Supplies.
Supplies. Have Ss write their
have? Tell Ss to talk to three classmates and check the names and the headings on a blank card or piece of
things they have / need. paper, and then have them write as many examples
• Call on a S to read the example
exam ple answer. To
To model as they can under each heading. Collect cards as Ss
talking about a single S, write on the board: One leave. Read the cards to identify areas for review in
person has a pencil. later lessons and to identify individual Ss who may
• Call on volunteers to report their results. need additional practice.

LOOK FOR While Ss are completing the Try It

Yourself activity, walk around the class
c lass and listen to Ss’
conversations. Listen to determine if Ss are correctly
✓ using vocabulary for things in an office
✓ using articles a / an
✓ using regular plural nouns
✓ using need and have
T-11 UNIT 1

LISTENING SKILL Listen for main ideas

3 LISTENING The first time you listen, don’t try to
understand every detail. Focus on the
Read the Listening Skill. Then listen.
01-18
main idea.
What is the main idea? Possible answer: It is an ad for
office supplies, furniture, and technology.

EVERYTHING OFFICE EVERYTHING OFFICE EVERYTHING OFFICE

Technology Furniture Office Supplies Technology Furniture O

Offic
ffice
e Sup
Suppli
plies
es Tech
echnol
nology
ogy Furni
Furnitur
ture
e Office Supplies

✓
✓

✓ ✓

01-18 Listen again. Check ( ✓) the items you hear.

GROUPS Close your books. What does Everything Office have? Make a list.
They have computers,
computers, printers …

4 TRY IT YOURSELF
TAKE A POLL Talk to three classmates. What do they have?
What do they need?

Need Have
a pencil ✓ ✓ ✓

a cell phone
a pen
a notepad
an eraser
a computer
a dictionary

CLASS Report to the class.

Three people have pencils
pencils …
I CAN TALK ABOUT THINGS IN AN OFFICE.
 UNIT 1 11

LESSON 4 READ CONTACT INFORMATION

TI NA AD
ADAM
AMS
S
@TinaA

1 VOCABULARY Countries What is Ester’s last name?

01-19 Listen. Then listen and repeat.

2 BEFORE YOU
YOU READ
France
Read the Reading Skill. Skim the United States
Japan
China
information in the office directory.
What is the purpose of the directory? Mexico
It gives . United Arab India
Brazil
Emirates
a. information about your family Bolivia
b. information about yourself
c. technology information

3 READ READING SKILL Skim

Skim means you read quickly to get
01-20
Listen. Readdo
thethey
contact information. the general or main idea. Don’t read
What information have? Check (✓) every word.
all the correct answers.
✓ name ✓ email address ✓ job title ✓ office location
age home address language ✓ phone number

ESTER TINA PEDRO

SILVA AD AM S CAMPOS
Social Media
Illustrator Photographer
Manager

email email email

[email protected] [email protected] [email protected]

office location office location office location

New York City, United States New York City, United States Mexico City, Mexico
phone phone phone
212 555-8575 212 555-8205 011 52 555-4321

01-20 Listen again. How do we say “.”

“.” and “@”
“ @” in email addresses? dot, at

Find Tina’s, Ester’s, and Pedro’s offices on the map.

Who works in the same office? Ester and Tina

Find out about job titles.

ti tles. Research
4 MAKE IT PERSONAL jobs and what they are called.
called.

Where
do you do you
have forkeep
eachyour contact information? What information
contact?

PAIRS Compare answers.

I CAN READ CONTACT INFORMATION.
12 UNIT 1

LESSON 4 READ CONTACT INFORMATION

• Read the lesson title aloud. Ask, What is contact at TSW Media. She works in the New York
York office. She
information?? (your name, phone number, address,
information address, etc.) likes to meet new people.) Do you remember her last
• Then read the social media message and ask, What do name? (Silva)
we know about Ester? (She’s a social media manager

1 VOCABULARY
• Focus on the Vocabulary topic Countries. Then ask Ss OPTION Ask, Can you name other countries on the
to look at the map. Say, The map has the names of nine map? Call on volunteers to share, pointing with a
countries..
countries pencil to locations on the world map.
• Have Ss listen. Then have them listen and repeat.

2 BEFORE YOU READ

• Read the Reading Skill aloud.
a loud. Write skim on the board. • Read the directions. Elicit or explain that purpose is
Say, Do you remember when we listened for the main the reason for something or why it exists. Instruct Ss
idea in Lesson 3 and didn’t focus on the details? When to skim the office directory in 3A. Have them read the
we skim, we do the same thing. We read quickly and question and choose the correct answer individually.
look for the main idea. • Bring the class together to check the answer. (b)

3 READ
• Tell Ss, Now read for details.
details. What specific information OPTION Have Ss walk around and exchange email
is on the contact cards in the office directory? addresses, saying dot (.) and at (@) appropriately.
a ppropriately.
• Have Ss listen and read carefully and check the items Write What’s your email address? on the board. Tell
that are on the cards.
c ards. Ss they can make up an email address if they prefer.
• Ask Ss to compare answers in pairs. Then bring the Remind Ss that they can ask someone to repeat their
class together and go over the answers. Read the email address by saying, I’m sorry. What’s your email
checked items again and have Ss point to the specific address again?
information on each card. For example, say, name and
have Ss point to Ester Silva, Tina Adams,
Adams, and Pedro • Ask Ss to focus on office location on the contact cards.
Campos..
Campos In pairs, have them complete the task. Explain that the
pins on the map represent city locations.
• Tell Ss to listen for a specific detail: how to say
sa y email
addresses. • Bring the class together to go over the answer.

• Have Ss listen.
lis ten. Then focus on the question. Write on EXTENSION Focus on the social media message at
the board:
board: . and @ Elicit how we say each symbol in an the beginning of the lesson:
less on: Ask a volunteer to read
email address. (dot, at) it aloud: What is Ester’s last name? (Silva) Then ask,
• Have pairs practice saying the three email addresses in What is Ester’s email address? (Ester dot Silva at TSW
the contact cards. Media dot com)

4 MAKE IT PERSONAL
• Give Ss a few minutes to think about the questions. EXIT TICKET Write on the board: When you skim, you
Say, Maybe you have different contact information for read quickly to get the . Have Ss write their names
personal contacts and work contacts. Think about both. on a blank card or piece of paper, copy the sentence,
• In pairs, have Ss compare where they keep contact and write their answer. (main idea) Collect cards as Ss
information and what information they have for each leave.
type of contact.
• Write Contact Information on the board. Then draw a
two-column chart with the headings Where? and What
information? Bring the class together. Have Ss come
to the board and write their ideas. (For example, for
Where?:: on my phone, on my computer,
Where? comp uter, on business
cards; for What information?: name, home address,
phone, email, job title, office location)
 UNIT 1 T-12

LESSON 5 WRITE CONTACT INFORMATION

1 FOCUS ON WRITING
• Read the Writing Skill aloud. Ask, Which words in the and assist. For the names in all caps, have Ss circle the
example sentence are proper nouns? (Tina Adams, first letter.
New York, TSW Media) Explain, Tina Adams is a person. • Call on volunteers to write proper nouns from the
New York and TSW Media are places. If a S answers directory on the board. As a class, identify types of
My, explain that My is capitalized because it is the proper nouns. (For example, first names, last names,
names ,
first word of the sentence. It does not name a specific cities, countries) Ask, Why don’t we circle the capital
person, place, or thing. letters at the beginning of the occupations? (because
• Elicit additional examples of proper nouns. (For they don’t name a specific person, place, or thing)
example, China, Eiffel
E iffel Tower,
Tower, Angelina Jolie, Main Say, On a contact card or business card, you capitalize
Street.) your occupation because it is your job title: Ester Silva /
• Have Ss work individually to find the proper nouns and Social Media Manager. But in a sentence, you use lower
circle the capital letters in 3A on page 12. Circulate case: Ester is a social media manager.

2 PLAN YOUR WRITING

• Have Ss look at Meet the People of TSW Media on • Read the directions. Tell
Tell Ss to choose a TSW Media job
page 4. Ask, What are some of the jobs at TSW media? and office location. Remind them to use the map on
(social media manager, photographer,
photographer, etc.) What are page 12 for the names of countries.
some office locations? (New York, Mexico City, etc.)

3 WRITE

• Say, Now write contact information for the job and • Read the directions aloud. Then have Ss complete
comp lete the
office location you chose. contact card individually. Tell
Tell them to make up a phone
number.

4 REVISE YOUR WRITING

• Have Ss swap books with a partner and complete the • Then have Ss swap back and make suggestions.
checklist. Say, Read your partner’s contact card and (For example, Capitalize the first letter of a city.)
complete the checklist in your partner’s book. Have Ss make corrections as needed.

TEACHING TIP When doing peer review, some Ss

may worry that a fellow S will misguide them and may
prefer a teacher’s feedback. Circulate and oversee
the feedback that Ss give each other. Identify lower-
level Ss and unobtrusively glance at the writing they
are reviewing, discreetly pointing to errors they may
have missed.

5 PROOFREAD
• Write on the board: EXIT TICKET Write on the board:
board: maria smith
spelling lives in denver, colorado. she has two children,
c hildren, eric
punctuation and rita. her husband’s name is bob. she works as
capitalization a programmer for zander technologies. Have Ss
Tell Ss to read their own contact card three times. write their names on a blank card or piece of paper
Say, The first time you read, check that your spelling and rewrite the sentences, capitalizing proper
is correct. The second time, check only for correct nouns. Collect cards as Ss leave. Read the cards to
punctuation. The third time,
time, check capitalization. identify areas for review in later lessons and to identify
individual Ss who may need additional practice.
TEACHING TIP Say, Proofread means to read and
mark any errors. Advise Ss that a good way to
proofread is to read a piece of writing several
sev eral times,
focusing each time on a specific
speci fic type of error
error.. Point
Point
out that when proofreading, you don’t focus on
content or organization, only on mistakes.
T-13 UNIT 1

LESSON 5 WRITE CONTA

CONTACT
CT INFORMATION
INFOR MATION

1 FOCUS ON WRITING WRITING SKILL Capitalize proper nouns

Read the Writing Skill. A proper noun is a specific person, place,

or thing. Capitalize the first letter of a
Read the
the directory
directory on page 12 again. proper noun.
1. Circle the capital letters at the beginnings My friend Tina Adams works in New York
of the proper nouns. see page 12 at TSW Media.

2. What are some kinds of proper nouns?

Give examples. Possible answers: a person’s first name, a person’s last name, a city, a country,
a company, a body of water, a brand name item

2 PLAN YOUR WRITING

Imagine that you work for TSW Media. Think about
a job you want to do. Then think about a city and
country to live in.

3 WRITE
email
Write contact information for yourself. Include your
name, job title, and the city and country where you
work. Also include an email address, using this office location

format “fi[email protected].”
“fi[email protected].” Be
sure to capitalize any proper nouns. Use the contact phone
information on page 12 as models.

4 REVISE YOUR WRITING

PAIRS Read your partner’s contact information. Complete

Complete the chart.
Did your partner …? Yes No
include name, job, city, country, and email address
write the email address correctly
capitalize proper nouns

PAIRS Can you improve your partner’s contact information? Make suggestions.
Then revise your writing.

5 PROOFREAD
Read your contact information again. Check your spelling, punctuation,
and capitalization.

I CAN WRITE CONTACT INFORMATION.

 UNIT 1 13

PUT IT TOGETHER

1 MEDIA PROJECT
01-21 Listen or watch. Answer the questions.
1. What is Fumi’s job?
Fumi is an illustrator.
2. Where is her office?
Her office is in Tokyo, Japan.
3. What is on her desk?
There are notepads, pencils, a phone, a computer,
and pens on her desk.
Make your own video.
Step 1 Choose a place where you work or where you do your homework.
Step 2 Make a 30-second video. Introduce yourself. Talk
Talk about the place you work or study.
Talk about the office items you have there.
Step 3 Share your video. Answer questions and get feedback.

2 LEARNING STRATEGY

USE STICKY NOTES cabinet

On sticky notes, write new vocabulary words.

Put the notes on the items. Look at the notes
and say the words.

Review the office vocabulary words in the unit.

Make sticky notes for five things.

3 REFLECT AND PLAN

Look back through the unit. Check the things What will you do to learn
you learned. Highlight the things you need to learn. the things you highlighted?
Speaking objectives Grammar For example, use your App,
review your Student Book,
Introduce myself Statements with be
or do other practice. Make
Introduce others Articles a/an
a plan.
Talk about things in Regular plural
plural nouns
nouns
an office Need, have

Vocabulary Reading Notes Done

Meet and
and greet
greet Skim
Say hello and good-bye
good-bye In the app, watch the
Writing Grammar Coach video:
Occupations
Singular and plural nouns
Things in an office Capitalize proper
proper nouns
nouns

Countries

Pronunciation
Stressed words
Stressed syllables
14 UNIT 1

PUT IT TOGETHER

1 MEDIA PROJECT
• Have Ss look at the video still on the right. Ask, What • For Step 3, have Ss share their videos in class.
do you see? (a young woman) Say, This is Fumi. She will • Write the following questions on the board:
describe the place where she works. 1. Does the person introduce himself / herself?
• Before Ss listen or watch, ask them to read the 2. Does the person talk about the place where
where he / she
questions. Tell
Tell them to listen for this information. works or studies?
• Have Ss listen or watch. Then have them answer the 3. Does the person talk about office items?
items?
questions individually. If appropriate, let them listen or 4. Does the person speak clearly?
watch again.
5. Is the video interesting?
interesting?
• In pairs, have Ss compare answers. Then bring the
• Give Ss a few minutes to read over the questions.
class together to go over any questions.
Tell them to write each person’s name on a piece of
EXTENSION For a review of proper nouns, ask Ss paper before the person presents, and then take notes
to listen again and write the proper nouns they hear. during the presentation, referring to the questions on
(Fumi, The Art Company, Tokyo, Japan, English) the board.
• Then invite Ss to ask questions and give feedback. You
• Explain to Ss that they will create a similar project. may choose to save the feedback until the very end
• Give Ss some time in class to read the three steps. and let Ss walk around, refer to their notes, and tell
Answer any questions. Ss individually what they did well or could do better.
• Ask Ss to work individually on Step 1 and choose a Remind Ss to speak kindly and constructively.
place to film.
film . Tell
Tell them to answer the three questions OPTION To provide an opportunity for self-critique,
in 1A with their own information. Then invite them to have Ss watch their video for homework and
share in pairs. Say, Ask your partner: What is your job? complete the following checklist:
Where is your office? What is on your desk?
Did I introduce myself?
• Tell Ss, Create a script of what you want to say. Model
Did I talk about the place where I work or study?
an introduction on the board: Hello! I’m Alex. I’m a
writer. In my office I have . Did I talk about office items?
• Have Ss do Step 2 for homework. Say, Use notes or the
Did I speak clearly?
script you prepared in class. Was my video interesting?

2 LEARNING STRATEGY
• Write sticky notes on the board. Ask, What do we use • If sticky notes are available,
availa ble, distribute five to each S
sticky notes for? (For example, for reminders to do and have them write five office vocabulary words. Have
something; to mark pages in a book; to label piles of Ss put the notes on their own items or on items in the
papers) classroom. Alternatively, have Ss do this for homework
and take photos of the items with the sticky notes. In
• Then readDo
of hands, theyou
Learning Strategy
use this aloud. Ask for a show
strategy? class, have them show their photos to their classmates.

3 REFLECT AND PLAN

• Have Ss complete the checklists individually. Circulate • Then invite Ss to walk around and compare ideas for
and answer any questions. Encourage Ss to look back learning different topics.
at each lesson in the unit.
UNIT REVIEW BOARD GAME To review the
• Have Ss compare checklists in pairs and talk about the
Unit content, go to the Pearson English Portal /
things they need to study or practice more.
Reproducibles / Unit Review Board Games folder
• Have Ss work individually to think about what might and print out and make copies of the Unit 1 Board
help them learn the topics they don’t feel they know Game. You’ll
You’ll find instructions for the game in the
yet. Refer individual Ss to specific handouts, app same folder.
practice, workbook pages, etc., to help them master
any problem areas. If Ss feel confident about all
al l of the
topics in this unit, encourage them to think of other
topics they need help with or want to learn.
 UNIT 1 T-14

2 WHO ARE THEY?

PREVIEW THE UNIT

LESSON 1 Identify family members

Vocabulary Family relationships

Grammar Possessive
Possessive adjectives; Questions with who and what
Pronunciation The voiced th sound /ð/

LESSON 2 Talk about friends and family

Vocabulary Relationships
Grammar Negative statements with be; Yes/no questions with be
Conversation skill Show interest

LESSON 3 Talk about where people live and work

Vocabulary More family relationships

Grammar Live and work
Pronunciation Linking words together

LESSON 4 Read about someone’s family

Reading skill Reread

LESSON 5 Write about your family

Writing skill Form the possessive

PUT IT TOGETHER
Media project Photos: Your family or friends
Learning strategy Learn related words

Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.

GET STARTED
• Books closed, write the unit title on the board and have Ss repeat. Then say, Do you have photos of people on your
phone? I do. Show a picture of family or friends on your phone. Point to the unit title on the board and prompt the class
to call out: Who are they? Talk briefly about the people in your photo. (For example, This is my brother. His name is
Hector.) Tell Ss, For this unit, you will need photos of your family and friends.
• Tell Ss to read the Learning Goals individually. Ask, Which topics do you feel confident about? Which topics are new for
you? If Ss have studied the topics before, reassure them that they will learn some new things.
• Ask, What do you see? In pairs, have Ss look at the photo and talk about what they see.

• Bring thea class

holding phone)together
Avoid and ask pairs
eliciting to share.
too much Write words
vocabulary on the
for family; board.
this (For
will be example,
covered a camera,
in the unit. a family, hands
• Focus on the social media message. Ask, What do you know about Ester? (She’s a social media manager in the New
York office.) Say, Look back at 3A on page 12. What’s Ester’s email address? ([email protected])
• Read Ester’s social media message on page 15 aloud. Ask, What does she have on her phone? (lots of family photos)
T-15

LEARNING GOALS
In this unit, you

2 WHO ARE THEY?

identify family members
talk about friends and
talk about
about where
and work
and family
where people

read and write

people live

write about
about families

GET STARTED
ESTER SILVA
Read the unit title and learning goals.
goals. @EsterS

Look at the photo of

of a family. What do you see?
see? I have lots of family photos on
my phone!
 Now read Ester’s message. What does she have on her phone?
15

LESSON 1 IDENTIFY FAMILY MEMBERS

ESTER SILVA
@EsterS

1 VOCABULARY Family relationships My friend Pedro is here today.

02-01 Listen. Then listen and repeat.

grandparents
grandfather grandmother
parents
mother father
mom dad

grandson granddaughter

son

daughter

sister brother

Look at the words in 1A. Complete

Complete the chart. Write family words in the correct
correct column.

Male Female Male + Female

dad grandfather mother sister parents
father
son grandson mom grandmother grandparents
brother daughter granddaughter

PAIRS Show some family pictures. Say who they are.

2 GRAMMAR Possessive adjectives; Questions with who and what

COACH

Possessiv
ive
e adje
jecctive Nou
Noun Questions with who and what
My Who is = Who’s
Your
Your What is = What’s
His family is happy. A: Who’s that?
Her B: That’s my brother.
Our friends are nice. A: What’s his name?
Your
Your B: His name is Cole.
Their
Notes
• Use its for one thing.
TSW Media is a big company. Its offices are in New York.
• Use their for more than one thing. Those companies are
great. Their workers are nice.
>> FOR PRACTICE, GO TO PAGE 107
16 UNIT 2

LESSON 1 IDENTIFY FAMILY MEMBERS

• Read the title of the lesson. Write the verb identify • Bring Ss’ attention to the social media message. Ask,
on the board. Elicit the meaning. (to name someone Do we know where Ester is? (maybe at work?) Is Pedro
or something correctly) Say, Write the names of your a member of her family? (No, he’s her friend.)
family members on a piece of paper. ForFor example,
Maria, Sam, Alexandra. We will look at this later.

1 VOCABULARY
• Have Ss preview the pictures and captions. • Have Ss work individually to complete the chart. Then
• Ask Ss to listen. Then have them listen and repeat. have them compare answers with a partner.
• Read the Vocabulary topic. Ask, What are family EXTENSION Return to the photo on page 15
relationships? (the ways different family members are and have Ss to work in pairs to identify the family
connected to each other) members. (For example, grandparents, parents, son,
• Ask Ss to look at the list of names they wrote at the daughters)
beginning of the lesson. In pairs, have them share
who the people are. Write examples on the board for • Ask Ss, Do you have any family pictures on your phone?
reference: Maria is my sister. Sam is my dad. Alexandra If not, ask, Can you find any photos on social media or
is my grandmother. online? Tell Ss to focus only on the vocabulary taught
in 1A.
OPTION To reinforce the vocabulary, point to the
• In pairs, have Ss identify different family members. For
woman in the first photo and then to the little girl.
Say, Mother, daughter. Next, point to the man and the lower-level Ss, have them point to people in their
little boy and say, Father, son. Continue until you have photos and say just the vocabulary words. For higher-
reviewed the family relationships in all the pictures. level Ss, provide a model on the board: This is my

. These are my .
• Tell Ss to write all fourteen words from 1A in the chart.
For lower-level Ss, check comprehension of the terms
male (man or boy) and female (woman or girl).

2 GRAMMAR
• Poin
Pointt to your belongings and say, for example, my • Focus on the Notes. Read the first explanation and
book, my bag, my pen . Point to yourself and say, I have example. Write on the board: This book is very old.
a pen. It’s my pen. My pen is blue. pages are falling out. Call on a volunteer to fill
• Write on the board: My pen is blue. Underline pen and in the blank. (Its) Then read the second explanation
say, Pen is a noun. Circle My and say, My is a possessive and example. Write on the board : These children
adjective. are Brazilian. parents are from Brazil. Elicit the
• Write on the board: My sister is nice. Ask, What is the
answer. (Their)
noun? (sister) What is the possessive adjective? (My) • Have Ss look at the second grammar point, Questions
with who and what. Have Ss repeat after you as you
Underline sister
you point to yourself. PointMy
and circle out. Read thepossessive
that the sentence as read each line. Then call on a volunteer to role-play the
adjective comes before the noun. conversation with you. Ask, What are the possessive
• Have Ss look at the grammar chart. Focus
Focus on the adjectives in this conversation? (my in line 2; his in lines
example My / Your / His / Her family is happy. Read the 3 and 4)
sentence with each possessive adjective and point to • Po
Point
int to Ss and objects around the room and elicit
people in the room to indicate meaning. For example, Who’s that? or What’s that?
point to yourself and say, My family is happy. Point to
OPTION Write Who’s that? and What’s his / her
a S, make eye contact, and say, Your family is happy.
name? on the board. Invite volunteers to test how well
Point to a male S and say, His family is happy. Point to a
you know Ss’ names. Tell them to point to a classmate
female S and say, Her family is happy.
and ask one of the questions on the board. Answer
• Then focus on the second example in the grammar with That’s [name] or His / Her name is...
chart. Read the sentence with each possessive
adjective, Our / Your / Their friends are nice. To indicate
OPTION Ask a S, What’s your name? (My name is...)
meaning, motion to the whole group and say, Our
Then report to the class, His / Her name is...
is ... Put
friends are nice. Motion to two or three Ss on one emphasis on your and His / Her.
H er. Write the model on
side of the room, look at them directly, and say, Your
the board for Ss to practice. Have Ss walk around, pair
friends are nice. Finally, point
point to two or three Ss while
up and ask each other’s name, and then report the
looking at the rest of the class and say, Their friends
classmate’s name to someone else.
are nice.
 UNIT 2 T-16

3 PRONUNCIATION
• Write think and the on the board to differentiate • Have Ss listen and circle the word they hear.
between the unvoiced th sound in think and the voiced If appropriate, play the audio again.
th sound in the. To pronounce the th in think, put the • Go over the answers as a class.
tip of your tongue between your teeth and blow air • Tell Ss, Look at 1A. Find the words with the th sound
through your teeth. In contrast, show how you add and underline the th. (mother, father, grandfather,
your voice to this same mouth position to say the. grandmother, brother) Then say the words,
• Bring Ss’ attention to the Note and read it aloud. emphasizing the voiced th sound, and have Ss repeat.
Have Ss practice the mouth position and repeat that • Focus on the example answer. Have Ss underline the th
and they after you. Make sure they are voicing the th sounds. Read the example answer aloud, emphasizing
sound. If they have trouble making the voiced sound, the voiced th sounds in this, there, mother, and father.
have them put their hands on their throats and feel
• In pairs, have Ss talk about their photos.
the vibration.
• Circulate and listen for correct pronunciation of the
• Have Ss listen. Then ask them to listen and repeat.
voiced th sound.

4 CONVERSATION
• Have Ss look at the video still. Ask, Who are they? • Then have them listen and fill in the gaps with the
(Ester and Pedro) What are they doing? (looking at words they hear.
Pedro’s phone) • Call on two Ss to read the completed conversation. Go
• Ask, What do you know about Ester and Pedro? over any questions.
Encourage Ss to call out answers. Have Ss read what • Focus on the content of the conversation. Ask, What
Ester and Pedro say in Meet the People of TSW Media on is Ester doing? (asking about people in Pedro’s
Pedro’s family)
page 4 or play the video. Then ask again, What do you What is Ped
Pedro
ro doing? (identifying his family members)
know about Ester? (She is a social media manager, and
and • Play the audio and have Ss repeat chorally, line by line.
she works in New York.) What do you know
kn ow about Pedro?
• Point out the voiced th in that (lines 1 and 5), That’s
(He is a photographer
photographer,, and he works in Mexico City.)
(lines 2 and 6), and father (line 2). Say these words and
• Have Ss preview the items. have Ss repeat.
• Have Ss listen or watch and complete the exercise • Have Ss listen and repeat again.
individually.
• Then in pairs, have Ss practice the conversation.
• Go over the answers as a class. Circulate and listen for the voiced th sound. Time
• Ask Ss to preview the conversation and predict ways permitting, have Ss swap roles and practice again.
the gaps might be filled.

5 TRY IT YOURSELF
• Have Ss access their family photos. LOOK FOR While Ss are completing the Try It
• Call on two volunteers to read the example Yourself activity, walk around the class and listen to Ss’
conversation.
• In pairs, have Ss practice identifying family members conversations. Listen to determine if Ss are correctly
✓ using vocabulary for family relationships
relationships
in their photos. Say, Student A, point to one person ✓ using possessive adjectives
adjectives
at a time in your partner’s photos. Remind Ss to use ✓ asking questions with who and what
vocabulary in 1A. Circulate and assist as needed. ✓ pronouncing the voiced th sound
For lower-level Ss, have them underline the words
in the example conversation that change when they
EXIT TICKET As Ss leave the classroom, have them
personalize it. (sister, her, Her, Mei)
show you a picture of a family member and say two
• Divide the class into groups. Ask a volunteer to read
sentences about the person. (For example, This
This my
the example aloud. Remind Ss that the th sound in This
grandmother. Her name is Tamara.) Note which Ss
is voiced.
speak with ease and which ones are less sure of
• Tell Ss to take turns showing their photos and talking themselves.
about their family members.

EXTENSION Ask a S to read Ester’s social media

message at the
Pedro is here beginning
today. of the
Ask, Why les son:
lesson:
is Pedro My friend
at Ester’s work?
(to take pictures) Then ask, What are some possible
responses to Ester’s message? (For example, Cool!
Have fun. Say hi to Pedro for me.)
T-17 UNIT 2

3 PRONUNCIATION The voiced th sound /ð/

COACH

02-03Listen. Notice the pronunciation of th in these words. To say the th sound in

that and they, put your
Then listen and repeat.
tongue between your
that they mother father teeth. Use your voice to
Who’s that? This is my brother. That’s her grandmot
grandmother.
her. make the th sound.

Look at each pair of words. Listen and circle the word

02-04

you hear.
1. they / day 2. these / D’s 3. these / Z’s 4. they / day

PAIRS Point to a photo in 1A. Explain who the people are.

In this photo there is a mother and father.

4 CONVERSATION
02-05 Listen or watch. Check (✓) all correct answers.
1. Who are Ester and Pedro
Pedro talking about?
✓ Pedro’ss family
Pedro’ Ester’s
Ester ’s family Pedro’ss mother
Pedro’
2. What family members do they talk about?
✓ father ✓ sister mother
✓ grandfather ✓ brother daughter
02-06 Listen or watch. Complete the conversation.

Ester: Who’s that?

Pedro: That’s my father.
Ester: Oh! What’s his name?
Pedro: His name is Eddy.
Ester: And who’s that?
Pedro: That’s my sister. Her name is Amelia.

02-07 Listen and repeat. Then practice with a partner.

5 TRY IT YOURSELF
MAKE IT PERSONAL Ask and answer questions about your families.
Use your photos.
A: Who’s that?
B: That’s my sister.
sister.
A: What’s her name?
B: Her name is Mei.
GROUPS Show your photos. Tell
Tell your group about your family.

sister.His
This is my son. Hername
Her nameis isBo.
Mei.

I CAN IDENTIFY FAMILY MEMBERS.

 UNIT 2 17

LESSON 2 TALK ABOUT FRIENDS AND FAMILY

ESTER SILV
SILVA
A
@EsterS

1 VOCABULARY Relationships Pedro takes great photos, and

I do, too.
02-08 Listen. Then listen and repeat.

married divorced
single husband wife ex-husband ex-wife

boyfriend girlfriend friends co-workers

02-09 Listen. Then complete the sentences. Use words from 1A.
1. Tom is May’s boyfriend . 4. Ari is single .
2. Lena and Luis are married . 5. Ken and Katy are co-workers .
3. Bill and Amy are divorced . 6. Pia is Ben’s wife .

PAIRS Tell about five people you know or five famous people.
My sister is married. My friend David is single.

2 GRAMMAR Negative statements with be; Yes/no questions with be

COACH

Negative statements Note: Use contractions in

Subject Be N ot speaking and informal writing.
I am I’m not
You are You
ou’re
’re not / You aren’t
He He’s not / He isn’t
He’s
is Ester’s
She not She’s
She’s not / She isn’t
friend(s).
We We’re not / We aren’t
We’re
You are You
ou’re
’re not / You aren’t
They They’re
They ’re not / They aren’t

Yes/no questions Short answers

Be Subject Affirmative Negative
Are you I am
am.. I’m not.
not.
he he is. he’s not.
he’s not. / he isn’t
isn’t..
Is
she Ester’
r’ss fri
rie
end(s)? Yes, she is
is.. No, she’s
she’s not / she isn’t
isn’t..
we we are
are.. we’re not / we aren’t
we’re aren’t..
Are
they they are
are.. they’re
they’re not / they aren’t
aren’t..
Note: Don’t use contractions in affirmative short answers: Yes, he is. NOT Yes, he’s.
 >> FOR PRACTICE, GO TO PAGE 108
18 UNIT 2

LESSON 2 TALK ABOUT FRIENDS AND FAMILY

• Read the lesson title. Ask, What did we learn in • Call on a volunteer to read the social media message.
Lesson 1? (identify family members) What will we do in Ask, Who takes great photos? (Pedro and Ester) Ask for
this lesson? (talk about friends and family) a show of hands, Who here takes great photos?

1 VOCABULARY
• Have Ss preview the pictures and captions. • Have Ss preview the sentences. Point
Point out that the
• Have Ss listen. Then have them listen and repeat. sentences in 1B do not describe the photos in 1A.
• Read the Vocabulary topic. Say, These words describe • Ask Ss to listen and write a vocabulary word from 1A
relationships. Write on the board: single, married, to complete each item. Then have them listen again to
divorced. Say, These words describe a person’s marital check their answers.
status. Point to the married couple and say, Someone • Go over any questions as a class.
who is married has a husband or a wife. Focus on the • Tell Ss to talk about the relationships of five family
picture for single and say, Someone who is single members, friends, co-workers, or famous people. Read
doesn’t have a husband or a wife. Focus on the the example sentences. Instruct Ss to use words from
divorced picture and say, Someone who is divorced has 1A. Elicit a few more examples and write them on the
an ex-husband or an ex-wife. board. (For example, Patty is divorced. Mike is her
• Then focus on friends and co-workers. Ask, Can your ex-husband. Sylvia has a lot of good friends.)
co-worker also be your friend? (yes) • For lower-level Ss, give them time to write five
• Ask, What is Ester and Pedro’s
Pedro’s relationship? Is he her sentences before speaking. Then have them share in
boyfriend, friend, or co-worker? (her friend, her co- pairs.
worker) If helpful, have Ss look back at the social media • Bring the class together and call on Ss to talk about
message on page 16. people’s relationships. Write
Write the ones that are about
famous people on the board.
2 GRAMMAR
• Read the Grammar topic aloud. Say, Let’s start with • Focus on the Yes/no questions with be section of the
Negative statements with be. Write on the board: grammar chart. Have Ss repeat after you each question
Ben and Pia are married. and corresponding affirmative and negative short
Ben and Pia are not married. answer. (For example, Are you Ester’s friend? Yes,
Ask, What difference do you see? (not in the second I am. / No, I’m not; Is he Ester’s friend? Yes, he is. / No,
sentence) Then write: he’s not. / No, he isn’t.)
Ben and Pia aren’t married. • Read the Note aloud. Then ask, Are Ben and Pia
married? Write two answer choices on the board. Then
They’re not married.
elicit the correct answer and cross out the incorrect
Pointt to the contractions and ask, Do you remember
Poin
answer: Yes, they are. / Yes, they’re.
what we call this form? (a contraction)
• Focus on the Negative statements with be section of OPTION Offer practice with forming contractions.
the grammar chart. Review the forms of be. Then point Divide the class into two teams. Write full-form
out not. Ask Ss to repeat the statement after you with negative statements with be on the board. Have
each subject pronoun. (I am not Ester’s friend, You are alternating members from each team come up and
not Ester’s friend, etc.) write the contraction(s). Write an example on the
• Read the Note about contractions. Then have Ss board: He is not married. ➝ He’s not married. / He isn’t
repeat each contraction after you. For lower-level Ss, married. Tea
Teams
ms get a point for each correct answer. If
demonstrate how the contractions are formed. Write an answer is incorrect, the other team has a chance to
on the board: I am not ➝ I’m not; You are not ➝ You’re provide the right answer.
not OR You aren’t; etc. Point out that for each pronoun
other than I, there are two possible forms. Explain that EXTENSION To practice yes/no questions and short
both are correct and can be used interchangeably
interchangeably.. answers with be, tell pairs to return to 1B and take
• Say, Now let’s look at yes/no questions with be. Write turns asking and answering yes/no questions about
on the board: the people in the sentences. Write an example for
Are Ben and Pia married? item 1 on the board: Are Tom
Tom and May married? No,
they’re not. Circulate and assist as needed.
Yes, they are.
Are they divorced?
No, they’re not. / No, they aren’t.
 UNIT 2 T-18

3 CONVERSATION
• Have Ss look at the video still. Ask, Who is in the depending on tone. Here it indicates that Pedro likes
picture? (Ester and Pedro) If helpful, have Ss refer back the picture of Ester’s sister’s
sister ’s children. Ah indicates
to Meet the People of TSW Media on page 4. Then ask, understanding. Just kidding is an expression used to
What are they doing? (looking at Ester’s phone) Ask Ss indicate that you are joking or not serious about what
to preview the exercise. you said.
• Books closed, have Ss listen or watch.
• Books open, have Ss complete the exercise • Focus on the Conversation Skill on the right. Read it
individually. aloud. Model rising intonation for Really? and Is that
• Go over the answers as a class. Replay the audio if right? Pronounce Wow! with enthusiasm. Have Ss
repeat after you.
appropriate.
• Books closed, have Ss listen or watch the conversation
OPTION Play the conversation from 4A on page 17 in 3A again and raise their hands when they hear
again. Ask, Who in Pedro’s
Pedro’s family has
h as the name
na me Eddy? Really?, Is that right?, or Wow! For lower-level Ss, hint
(Pedro’s brother, father, and grandfather) Then play that they will raise their hands twice.
the conversation from 3A on page 19 again. Ask, At • Ask Ss to preview the conversation and predict ways
first, what does Ester say her boyfriend’s name is? the gaps might be filled.
(Eddy) Write on the board: Just kidding. Say, Ester isn’t
• Then have them listen and fill in the gaps with the
serious. Ask, Then what does Ester say her boyfriend’s
words they hear.
name is? (Pedro) Is she serious or is she just kidding?
(We don’t know.) • Call on two Ss to read the completed conversation. Go
over any questions.
• Focus on the content of the conversation. Ask, Does
EXTENSION Tell Ss, Change the sentences in 3A to
Ester have sisters? (yes) Is her boyfriend in the picture?
make them negative but still true. Elicit a true negative
sentence for the first item and write it on the board: (Yes, he is.)
Ester’s sisters aren’t single. Then have Ss continue in • Play the audio and have Ss repeat chorally, line by line.
pairs. Several answers may be possible. (For example, • Point out Really? to show interest and model rising
2. Ester’s brother isn’t married; 3. Ester’s brother isn’t intonation. Have Ss repeat.
a doctor; 4. Pedro is not Ester’s son.) • Also model rising intonation in Are those your sisters?
and And is he your brother?
LANGUAGE NOTE Nice! is an expression used • Have Ss listen and repeat again.
in informal speaking to comment that you like • Then in pairs, have Ss practice the conversation.
something. Aw can have various meanings, Circulate and listen for rising intonation in the
questions. Time permitting, have Ss swap roles and
practice again.

4 TRY IT YOURSELF
• If Ss don’t have a picture, they can write the name of LOOK FOR While Ss are completing the Try It
someone they know. Divide the class into pairs. Read Yourself activity, walk around the class and listen to Ss’
the directions aloud. Call on a volunteer to role-play conversations. Listen to determine if Ss are correctly
the example conversation with you. ✓ using vocabulary for relationships
relationships
• Then have Ss take turns asking yes/no questions about ✓ making negative
negative statements with be
each other’s photos. For lower-level Ss, model first
✓ asking yes/no questions with be
by showing a picture of someone you know, eliciting
✓ responding to yes/no questions with short
several yes/no questions from the class, and writing
answers
them on the board.
• Check that all Ss have another photo or name. Tell
Tell
EXIT TICKET Show Ss a picture with several family
them to walk around, pair up with other Ss, and ask
members on your phone. Have each S ask you
and answer yes/no questions.
a question about a family member. (For example,
EXTENSION Have Ss return to Ester’s social media Who’s that? What’s
What’s her name? Is he your brother? Is
message at the beginning of the lesson.
les son. Ask a S to she married?) Give or make up answers. Note which
read it. Then write it on the board. Ask the class, What Ss speak with ease and which ones are less sure of
are some possible responses to Ester’s post? (For themselves.
example, I love your photos, Ester. Show us some
photos!)
T-19 UNIT 2

3 CONVERSATION
02-11 Listen or watch. Circle the correct answer.
1. Ester’s sisters are .
a. single
b. married
c. divorced
2. Ester’s brother is .
a. single
b. married
c. divorced
3. Ester’s brother is .
a. a doctor
b. a programmer
c. a student
4. Pedro is Ester
Ester’s
’s .
a. husband
b. son
c. boyfriend

Read the Conversation Skill. Listen or watch.

02-12
CONVERSATION SKILL
Complete the conversation. Show interest

Ester: This is my family. To show interest, say:

• Really?
Pedro: Really? Are those your sisters?
• Is that right?
Ester: Yes, they are . • Wow!
Pedro: And is he your brother? Listen or watch the conversation
in 3A. Raise your hand when you
Ester: No, he isn’t . He’s my boyfri
boyfriend.
end.
hear someone show interest.

02-13 Listen and repeat. Then practice with a partner

partner..

4 TRY IT YOURSELF
MAKE IT PERSONAL Student A, show a photo of a person you know.
Don’t tell your partner who it is. Student B, ask 3–5 yes/no questions.
Student A, answer your partner’s
p artner’s questions with yes or no.
A: Is that your brother? A: Is he married?
B: No. He’s not my brother. B: No, he isn’t.
A: Is he a friend? A: Is he a student?
B: Yes,
Yes, he is. B: Yes,
Yes, he is.
WALK AROUND Choose a different photo. Talk to five classmates.
Ask and answer yes/no questions.

I CAN TALK ABOUT FRIENDS AND FAMILY.

 UNIT 2 19

LESSON 3 TALK ABOUT WHERE PEOPLE LIVE AND WORK

ESTER SILVA
@EsterS

1 VOCABULARY More family relationships I miss my family. They live

far away.
02-14 Listen. Then listen and repeat.

Will
MIA’S FAMILY TREE

aunt uncle

Karen
Ana Sam

Brad
Linda

cousin

MIA
Delia Ron
Meg Luke

niece nephew

Complete the sentences. Use words

words from 1A.
1. Luke is Mia’s nephew . 4. Ana is Mia’s aunt .
2. Sam is Mia’s uncle . 5. Ron and Delia are Mia’s cousins .
3. Meg is Mia’s niece .

PAIRS Draw a family tree and describe it.

This is my mother.
mother. Her name is Eva.
Eva.

2 GRAMMAR Live and work

COACH

Subject Live, work

I We use and to connect
You live verbs or verb phrases in
We work a sentence:
in New York City. lives and works
They She
New York City. in
He lives
She works

>> FOR PRACTICE, GO TO PAGE 109

20 UNIT 2

LESSON 3 TALK ABOUT WHERE PEOPLE LIVE AND WORK

• Books closed, write on the board: I live in . Read What does this emoji mean? (Ester is sad.) Why is Ester
the sentence aloud, filling in the blank with information sad? (She misses her family.)
f amily.) Elicit or explain that miss
about yourself. Call on volunteers to do the same. means to feel sad because someone you love is not
• Books open, read the title of the lesson. Say, We will with you. Then ask, Does your family live far away? Do
talk about where people live and work. I live in [city], you miss your family? Who do you miss? Then focus on
and I work in [city]. emojis again. Ask, Do you use emojis in social media
• Ask a volunteer to read the social media message.
posts or text messages? What emojis do you like to
Point to the emoji and ask, What is this? (an emoji) use? Invite Ss to show each other emojis they like on

their phones.
1 VOCABULARY
• Have Ss preview the pictures and captions on the • Bring the class together and go over the answers.
family tree. Read the title and have Ss find Mia. Then Make sure Ss made cousins in item 5 plural. Explain
point to Will and ask, Who’s this? (her father) Repeat that there are two people in this item.
with Karen (her mother) and Brad (her brother). • Have Ss sketch their family trees individually. Instruct
• Have Ss to listen to the new vocabulary. Then have them to use the model in 1A and not to include too
them listen and repeat. many family members (10–15 people). Tell Tell Ss to label
• Have Ss find Mia on the family tree again. Read the how the people are related to them.
name(s) at the beginning of each item and ask Ss to • In pairs, have Ss share their family
f amily trees.
find to each person on the family tree. Then have them
complete the exercise individually. EXTENSION Invite Ss to present their family trees to
the class.
• Circulate and assist as needed, pointing to the people

and eliciting the vocabulary words.

2 GRAMMAR
• Have Ss look at the verb forms in the grammar chart. If OPTION Quiz Ss by saying subject pronouns in
needed, elicit the meaning of the verbs live (to make a
home in a particular place) and work (to do a job and random
piece of order
paperandwithhaving Ss write
the correct them
verb down
form. Firston a
cover
get money for it). all forms of live. Then elicit all forms of work.
• Read the example sentence with each subject pronoun • Read the Note aloud. Point out that the ending of
and each verb. Have Ss repeat after you. Then draw a each verb has to agree with the subject She. Write
chart on the board: another sentence on the board: They live and work
live work in Ottawa. Draw arrows from They to live and They
to work to indicate agreement.
I
You
EXTENSION Review the verbs need and have taught
He in Unit 1. Add two more columns to the chart on the
She board. Invite a volunteer to write the forms for need
We (I / you / we / they need; he / she needs). Ask another
volunteer to write the forms for have (I / you / we /
You they have; he / she has). Remind Ss that have is an
They irregular verb and that he / she takes has.
Call on volunteers to write the correct verb forms.
Then have Ss look at the completed chart. Ask, Which
subject pronouns have -s? (he and she)
 UNIT 2 T-20

3 PRONUNCIATION
• Read Linking words together aloud. Write link on • Have Ss listen again and repeat. Encourage them
the board. Elicit or explain the meaning (connect or to make corrections if necessary. Then go over the
Say, When we link two words, we say them like
join). Say, answers as a class.
one word. Point
Point to the blue linking symbols in the • In pairs, have Ss practice saying the sentences in 3B,
sentences in 3A and say,
s ay, These lines link or connect linking words together. Circulate and offer feedback as
the words. Give Ss a few minutes to read the sentences needed.
individually.
• Have Ss listen. Then ask them to listen and repeat. EXTENSION For more practice with linking words

• Invite Ss to preview the items. Say, Which do you think together, have pairs mark Exercises
the consonant-to-vowel
links in Grammar Practice B and C on
are the consonant-to-vowel links? Mark them with a
page 109. Then have them read the paragraphs
pencil, so you can erase if you make a mistake.
aloud. Circulate and assist as needed.
• Then have Ss listen and mark the links.

4 CONVERSATION
• Have Ss preview the items to get an idea of the • Then have them listen and fill in the gaps with the
conversation. Ask, What do you think Pedro and Ester words they hear.
are talking about now? (where Ester’s family members • Call on two Ss to read the completed conversation.
live and work) Go over any questions.
• Books closed, have Ss listen or watch. • Focus on the content of the conversation. Ask, Where
• Books open, have Ss listen again and complete the does Ester’s uncle live and work? (He lives in Florida
exercise individually. and works for Super Cola.) Where do Ester’s cousins
• Go over the answers as a class. live and work? (They live in Florida and work for Super
Cola.)
OPTION Play the audio or video again and call on • Play the audio and have Ss repeat chorally, line by line.
volunteers to report where Ester’s immediate family
• Point
Po int out the consonant-to-vowel links in the first half
members live and work. (Her mother, father, and
of the conversation and have Ss mark them. (This is
brother live in Brazil. Ester’s sister and her sister’s
and lives in in line 1; is a in line 3) Say these and have
husband live in New York and work for Super Cola.)
Ss repeat.
• Ask Ss to preview the conversation and predict ways • Have Ss listen and repeat again.
the gaps might be filled. • Then in pairs, have Ss practice the conversation.
Circulate and listen for linking words together.

5 TRY IT YOURSELF
• Read the example conversation aloud with a volunteer. LOOK FOR While Ss are completing the Try It
In pairs, have Ss talk about where their family members Yourself activity, walk around the class and listen to Ss’
and friends live and work. Say, Talk about your
extended family—your aunts, uncles, cousins, nieces, conversations. Look to see if Ssrelationships
are correctly
✓ using vocabulary for family relationships
and nephews—or talk about other family members or
✓ using live and work
friends. Use Really? to show interest.
✓ using and to connect verbs in a sentence
• Say, Think of one family member or friend who lives in a
✓ linking words together in a sentence
different city. Write
Write some information about this person
in your notebook.
EXIT TICKET Have Ss write 3–5 sentences about a
EXTENSION Ask a S to read Ester’s social media friend or family member. Collect and read Ss’ answers
message at the beginning of the lesson. I miss my to identify areas for review in later lessons and to
family. L They live far away. Ask, Where does Ester’s identify individual Ss who may need additional
family live? (Her parents and brother live in São Paulo. practice.
Her sister lives in New York. Her uncle and cousins live
in Florida.) Ask, What are some possible responses
to Ester’s post? (For example, L I’m sorry! Well, your
sister lives in New York! That’s not far away!)
T-21 UNIT 2

3 PRONUNCIATION Linking words together

COACH

Listen. Notice the way we link a consonant to a vowel

02-16
We link words together when
we speak. We link a word
sound. Then listen and repeat.
that ends in a consonant
I have a big family. This
This is my sister. sound to a word that begins
She lives in Miami. She works in an office. with a vowel sound.

02-17Listen. Mark the consonant-to-vowel links. Then listen

and repeat.
1. These are my parents. 5. My aunt has a good job.
2. They live in New York. 6. She’s an engineer.
3. My brother lives in Canada. 7. My cousin is an architect.
4. He works at a university. 8. He works in London.

PAIRS Practic
Practice
e saying the sentences in 3B.

4 CONVERSATION
02-18 Listen or watch. Check (✓) all correct answers.
1. Who lives in Brazil? 2. Who works for Super Cola?
Ester’s uncle ✓ Ester’s sister

her sisters ✓ her sister’s husband

✓ her mother ✓ her uncle
✓ her brother her aunt
✓ her father ✓ her cousins
02-19 Listen or watch. Complete the conversation.

Ester: This is my uncle. He lives in Florida,

and he works for Super Cola.
Pedro: Really? Super Cola is a good company.
Ester: Yes, it is. My uncle is a general manager. He
has three kids, and they all work
there, too.

02-20 Listen and repeat. Then

Then practice with a partner
partner..

5 TRY IT YOURSELF
MAKE IT PERSONAL Tell a partner about your family and friends.
A: My cousin lives in San José. He has two kids. He works for ABC Company.
B: Really? My friend Tom lives in San José.
WALK AROUND Talk to five classmates. Tell your classmates about a friend
or family member who lives and works in a different city.

I CAN TALK ABOUT WHERE PEOPLE LIVE AND WORK.

 UNIT 2 21

LESSON 4 READ ABOUT SOMEONE’S FAMILY

ESTER SILV
SILVA
A
@EsterS

1 BEFORE YOU
YOU READ My family gets together every
year for a photo.
How many people are in your family?
How would you describe them?
There are five people in my family—my parents, brother,
brother, and
and sister. My …

2 READ
02-21 Listen. Read the email. What is it about? Possible answer: The email is about Ester’s family.

New email

Jane

Hi Jane,
My sister Sally sent me some new photos of her family. Remember Sally? She’s an architect
now. Sally’s husband Tony is an engineer. They live in Miami with their four children.
Here’s a photo of my mom. That’s mom’s friend Abby. They’re good friends. They work in
the same office.
Hope to see you soon.
Ester

Read the email again. Complete the sentences.

1. Sally is Tony’s wife . 4. Lina is Nate’s grandmother .
2. Lina is Sally’s mother . 5. Abby and Lina are friends
3. Kim is Lina’s granddaughter . and co-workers .

Read the Reading Skill. Then read the email again. Answer the questions.
1. What does Sally do? Sally is an architect.
READING SKILL Reread
2. What does Tony do? Tony is an engineer.
3. Where does the family live? The family lives in Miami. Rereading a text can help you
4. How many children do Tony
understand it better. Read the
Tony and Sally have? They have four
children. email once to learn what it is
5. Where does Lina work? Lina works in an office.
about in general. Then read it
again to get more information.
3 MAKE IT PERSONAL
Find out about the
family of a celebrity.
Look at your family photos. Choose one and describe it.

Who are the people in the photo? What do they do? Where do they work?
PAIRS Talk about the photo.
Taka is my brother.
Taka brother. He’s a lawyer.
lawyer.
He works in Osaka. I CAN READ ABOUT SOMEONE’S FAMILY.
22 UNIT 2

LESSON 4 READ ABOUT SOMEONE’S FAMIL

FAMILY
Y
• Read the lesson title aloud. Ask individual Ss, Does your family get together for
• Then read the social media message and ask, Where family photos? When? (For example, during holidays,
do you think Ester’s family gets together every year for in the summer) Where? (For example, at my parents’
a photo? (maybe in São Pau
Paulo
lo where her parents live) house, at the beach)

1 BEFORE YOU READ

• Read the first question. To practice, ask, How many • Read the second question. Ask, What do we know
people are in Ester’s family? Specify that the question is about Ester’s family? (Her parents and brother live in
asking about immediate family: mother, father, sisters, São Paulo. Her sister and her husband live and work in
and brothers OR husband, wife, and children. (Ester New York.)
has two parents, four sisters,
s isters, and one brother. There • In pairs, have Ss share similar information about their
are eight people in her family, including Ester.)
Ester.) immediate family members. If necessary, clarify that
• Call on Ss to share how many people are in their Ss should not describe their family members’ physical
families. appearance.

2 READ
• Ask Ss to look at the message. Ask, Do you attach Ask a volunteer to draw the family tree on the board.
photos to emails? Then point to individual people on the family tree and
• Read the directions. Ask, What do you think the email elicit 2–3 sentences about each person. (For example,
will be about? (someone’s family) Carla has two sisters and one brother. Her mother is
• Have Ss listen and read. Then ask, Were your an architect. Lina is her grandmother.)
predictions correct? Whose family is the email about?
(Ester’s sister Sally’s family) • Focus on the Reading Skill. Write Reread on the board.
Ask, What does this mean? (to read again) Read the
• Have Ss preview the items and write the answers they
Reading Skill aloud. Ask, What general information did
think they know in pencil.
you get from reading the email the first time? (Ester
• Then have them read the email again and complete is sending pictures and information about her family
the exercise. members to Jane.)
• Bring the class together to check the answers. • Tell Ss, Read the email again. Look for more specific
OPTION Say, Draw a family tree of Ester’s family. information so that you can do the exercise.
Include the family members mentioned in the email Say, Reread
• Have Ss complete the exercise individually. Say,
and photos. Ask, Which person should you not include the email to answer any questions you are not sure
in the family tree? (Abby) Why? (She is a friend, not a about.
family member
member.) .) • Have Ss compare answers with a partner.

LANGUAGE NOTE The prefix re in English means

again. To reread means to read again. Other examples
of words with the prefix re are: redo, rewrite, reheat,
replay, retype.

EXTENSION Return to the social media message at

the beginning of the lesson. Write it on the board: My
family gets together every year for a photo. Ask, What
are some possible responses to Ester’s message?
Invite Ss to write responses on the board. (For
example, That’s
That’s great! Show us a family photo, Ester!)

3 MAKE IT PERSONAL
• Say, Look for a different photo, one that you haven’t EXIT TICKET Write on the board: What does reread
talked about before. Choose a photo with two or more mean? (read again) Give two examples of when
family members or friends in it. Have Ss prepare what
they will say about the people in the photo. rereading
an email, aistextbook,
helpful for
anyou. (Forinexample,
article reading
a magazine or
• In pairs, have Ss say sentences about each person in newspaper,, or fiction) For lower-level Ss, write these
newspaper
their photo. examples on the board for them to choose. Collect
and read Ss’ answers to identify areas for review and
 additional practice.

UNIT 2 T-22

LESSON 5 WRITE ABOUT YOUR FAMILY

1 FOCUS ON WRITING
• Focus on the Writing Skill. Write possessive on the objects on Ss’ desks and say, for example, her book /
board. Say, Possess means to have or own something. Maya’s book or his pen / Chung’s pen.
Ask, Where have we seen this word before? (possessive • Tell Ss to find two examples of possessive nouns in 2A
adjectives) Elicit the possessive adjectives and write on page 22. (Sally’s husband; mom’s friend)
them on the board: my, your, his, her, our, their. Review • Then ask, What other examples of ’s do you see in the
that possessive adjectives come before nouns and also email? (She’s, Here’s, That’s) Are these possessives?
show possession or having / owning something. Write (no) What is She’s? (a contraction of She is) Point out
a few examples on the board: my phone, your sister, that Here’s and That’s are also contractions and elicit
his photos. the uncontracted forms. (Here is, That is)
• Read the Writing Skill. Write additional examples on
the board: Ester’s uncle; Her uncle’s children. EXTENSION Have Ss underline the possessive
• To further demonstrate the relationship between adjectives in the email on page 22. (My sister; her
possessive adjectives and possessive nouns, pick up family; their four children; my mom)

2 PLAN YOUR WRITING

• Look at the chart as a class. Read aloud the information TEACHING TIP Point out to Ss that an important part
Ss need to write. Clarify meaning as needed. Model an of writing is the planning stage. Explain that with
example on the board: each writing assignment the goal is to first gather
Name: Anna Schmidt information. Filling
Filling out a chart
c hart like this gives you
Relationship: sister material to work with, helps you to organize your
Occupation: teacher information, and allows the actual writing to go
Lives in: Munich, Germany quickly and smoothly.
Other: married; has 3 cats
• In pairs, have Ss talk about the three people from 2A.
• Then ask Ss to complete the chart. Encourage Ss to show photos if they have them.

3 WRITE
• Circulate to help Ss connect the three people into one Here are some pictures.
piece of writing. Point
Point out that in the email in 2A on The first photo is of my sister Anna. She’s married, and
page 22, Ester writes about her sister and her sister’s she lives in Germany. Her husband is a doctor. They
husband and kids and then mentions her mom and her have a nice apartment in Munich. They don’t have
mom’s friend Abby. kids, but they have three cats.
• Tell Ss, Another approach is to write a separate The second photo...
paragraph for each person. For lower-level Ss, model The third photo...
on the board: Hope to see you soon.
Hi Tom! Dana

4 REVISE YOUR WRITING

• Tell Ss they will peer review their partner’s writing. • Have Ss return books and discuss feedback.
Say, Read your partner’s description and complete the
checklist in your partner’s book.

5 PROOFREAD
• Have Ss proofread their emails. EXIT TICKET Write on the board: This is Sally. Tony
• Then collect Ss’ work and offer individual feedback. is her husband. Say, Combine these sentences into
If Ss write by hand, encourage them to recopy their one using the possessive. (Sally is Tony’s wife. OR
descriptions if a lot of changes are necessary. Tony is Sally’s husband.) Have Ss write their names
and a sentence using the possessive on a blank card
or piece of paper
paper.. Collect cards as Ss leave.
l eave. Read the
cards to identify areas for review in later lessons and
to identify individual Ss who may need additional
practice.
T-23 UNIT 2

LESSON 5 WRITE ABOUT YOUR FAMILY

1 FOCUS ON WRITING WRITING SKILL Form the possessive

Add an apostrophe (‘) + s to a name
Read the Writing Skill.
or a noun to show possession.
’

Read the
the email on page 22 again. Sally s family
Circle the possessives. see page 22 My sister s husband
’

2 PLAN YOUR WRITING

Choose three family members or friends. Complete the chart.
Write information about each person.
p erson.

Name: Name: Name:

Relationship: Relationship: Relationship:
Occupation: Occupation: Occupation:
Lives in: Lives in: Lives in:
Other: Other: Other:

PAIRS Talk about each person. Use photos if possible.

That’s my brother
brother.. His name is Tony
Tony.. Tony’s
Tony’s wife is a doctor.
doctor.

3 WRITE
Write about your family. Include names, relationships, jobs, and where they live.
Use the email on page 22 as a model.

4 REVISE YOUR WRITING

PAIRS Read your partner’s descriptions of his or her family. Complete the chart.
Did your partner …? Yes No
describe his or her family
use capitalization correctly
form the possessive correctly

PAIRS Can you improve your partner’s descriptions? Make suggestions.

Then revise your writing.

5 PROOFREAD

Read your descriptions again. Check your spelling, punctuation, and capitalization.

I CAN WRITE ABOUT MY FAMILY.

 I CAN WRITE ABOUT MY FAMILY.

UNIT 2 23

PUT IT TOGETHER

1 MEDIA PROJECT
02-22 Listen or watch. Complete the chart about Rafael’s friends.
Location Occupation Single / Married
Leo Bolivia doctor single
Tom New York City architect married
Lisa New York City engineer married
Frida Mexico teacher single

Show your own photos.

Step 1 Think about your family or friends. Choose or take photos of 4–6 people you know.
Step 2 Show the photos to the class. Talk about each person. Tell where they live, what they
do, and if they are married.
Step 3 Answer questions from the class about your family or friends. Get feedback on
your presentation.

2 LEARNING STRATEGY

LEARN RELATED WORDS

single / married
Some words are related. You can learn them mother / father
in pairs. Write pairs of words that go together.

Review the vocabulary words in the unit.

Write a list of words that are related.

3 REFLECT AND PLAN

Look back through the unit. Check the things What will you do to learn
you learned. Highlight the things you need to learn. the things you highlighted?
For example, use your App,
Speaking objectives Grammar
review your Student Book,
Identify family members Possessive adjectives
or do other practice. Make
Talk about friends and Questions with who and
family what
a plan.
Talk about where Negative statements
people live and work with be
Yes/no questions with Notes Done
Vocabulary be
Family relationships In the app, do the Lesson 2
Live, work
Relationships vocabulary practice:
Reading Relationships
More family
relationships Reread

Pronunciation Writing
The voiced th sound /ð/ Form the possessive
Linking words together
24 UNIT 2

PUT IT TOGETHER

1 MEDIA PROJECT
• Read the directions aloud and then have Ss preview • Write the following questions on the board:
the chart. Ask, Who are Rafael’s friends? (Leo, Tom, Lisa, 1. Does the person show 4–6
4–6 photos?
and Frida) What information do you need to listen for? 2. Does the person give information about the people
(location, occupation, and single / married) in the photos?
• Have Ss listen or watch. Then have them fill in the 3. Does the person speak clearly?
information. If appropriate, let them listen or watch
again. 4. Is the presentation interesting?
Give Ss a few minutes inter esting?
to read over the questions.
• In pairs, have Ss compare answers. Then bring the Tell them to write each person’s name on a piece of
class together and go over the answers as a class. paper before the person presents, and then take notes
EXTENSION Call on Ss to talk about Rafael’s friends during the presentation referring to the questions on
using information from the chart. (For example, Tom is the board.
married. He’s
He’s an architect. He lives and works in New • Then invite classmates to ask questions and give
York City.) feedback. You
You may choose to save the feedback
until the very end
e nd and let Ss walk around, refer to
• Explain to Ss that they will create a similar project. their notes, and tell Ss individually what they did well
• Give Ss some time in class to read the three steps. or could do better. Remind Ss to speak kindly and
Answer any questions. constructively.
• Ask Ss to work individually on Step 1 and choose OPTION To provide an opportunity for self-critique,
photos and / or people they will write about. Have record Ss presentations or have Ss record one
them replicate the chart on a piece of paper and another’s presentations with their phones. Then have
complete it with their friends’ or family members’ Ss watch and complete the following checklist:
names and information. Did I show 4–6 photos?
• Model an introduction on the board: Hello! I’m Marta. Did I give information about the people in the
These are my friends Samuel and Deb . photos?
• For Step 2, have Ss practice once with a partner. Then Did I speak clearly?
call on individual Ss to present their photos.
Was my presentation interesting?

2 LEARNING STRATEGY
• Write related words on the board. Then read the married / divorced; boyfriend / girlfriend; aunt / uncle;
Learning Strategy aloud. Ask a volunteer to read the niece / nephew) If needed, prompt Ss with the first
pairs of words. word of several pairs.
• Ask, What other pairs of words are there in this
OPTION In pairs, have Ss write words for family and
unit? Elicit related words and write them on the
board. (mom / dad; daughter / son; grandmother friends on notecards. Have them mix up the cards
and then match them. Have them make two cards for
/ grandfather; grandson / granddaughter; sister /
the word married since it has two possible matches,
brother; husband / wife; ex-husband / ex-wife;
married / single and married / divorced.

3 REFLECT AND PLAN

• Have Ss complete the checklists individually. Circulate • Then invite Ss to walk around and compare ideas for
and answer any questions. Encourage Ss to look l ook back learning different topics.
at each lesson in the unit.
UNIT REVIEW BOARD GAME To review the
• Have Ss compare checklists in pairs and talk about the
Unit content, go to the Pearson English Portal /
things they need to study or practice more.
Reproducibles / Unit Review Board Games folder
• Have Ss work individually to think about what might and print out and make copies of the Unit 2 Board
help them learn the topics they don’t feel they know Game. You’ll
You’ll find instructions for the game in the
yet. Refer individual Ss to specific
s pecific handouts, app same folder.
practice, workbook pages, etc., to help them master
any problem areas. IfIf Ss feel confident about all of the
topics in this unit, encourage them to think of other
topics they need help with or want to learn.
 UNIT 2 T-24

3 WHA
WHAT
T A BEAUTIFUL
BEAUTIF UL HOME!
PREVIEW THE UNIT

LESSON 1 Describe your home

Vocabulary Places in the home
Grammar Adjective + noun placement
Pronunciation The vowel /ə/ in unstressed syllables

LESSON 2 Describe your neighborhood

Vocabulary Places in the neighborhood

Grammar Prepositions
Prepositions of location; There is / There are
Pronunciation Stress in compound nouns
Conversation skill Change the topic

LESSON 3 Talk about things in the home

Vocabulary Things in the kitchen
Grammar Questions with where + be; Pre
Prepositions
positions of placement
Vocabulary Things in the house
Listening skill Listen for key words

LESSON 4 Read an ad for an apartment for rent

Reading skill Use background information

LESSON 5 Write an ad for an apartment for rent

Writing skill Complete sentences

PUT IT TOGETHER
Media project Video: A room in your home
Learning strategy Clap your hands

Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.

GET STARTED
• Read the unit title, stressing the word beautiful. Elicit the meaning of home. (the place where you live)
• Then tell Ss to read the Learning Goals individually. Ask, Which topics do you feel confident about? Which topics are
new for you? If Ss have studied the topics before, reassure them that they will learn some new things.
• Ask, What do you see? Call on volunteers and write answers on the board. (For
(For example, home, kitchen, living room,
table, TV.)
• Point to the photo and ask, Who’s this? (Dan Lu) Have Ss read what Dan says in Meet the People of TSW Media on
page 4 or play the video of Dan. Then ask, Where does Dan usually work? (in Bejing)
• Have Ss read the social media message on page 25. Ask, Where is Dan working right now? (in New York City) Ask,
Where is Dan staying? (at his friend Mike’s house) Is Mike at home? (no) Elicit or explain that house-sit means to
 Where is Dan staying? (at his friend Mike s house) Is Mike at home? (no) Elicit or explain that house sit means to
temporarily live in and take care of someone’s home while he / she is away.
T-25

LEARNING GOALS
In this unit, you

3 WHAT A
BEAUTIFUL HOME!
describe your home
describe your neighborhood
talk about
about things in the home
read and write an ad for an
apartment for rent

GET STARTED
DAN LU
Read the
the unit title and learning goals.
goals. @DanL

Look at the photo of a home. What do you see? I’m working in New York City for three
 weeks and house-sitting for my friend Mike.
Now read Dan’s message. Why is he in New York City?
25

LESSON 1 DESCRIBE YOUR HOME

DAN LU
@DanL

1 VOCABULARY Places in the home The house is great. I start

working in New York City today.
03-01 Listen. Then listen and repeat.
a bathroom
an apartment a closet

a kitchen
a bedroom

a house
a garage

a dining room

a living room a garden

a balcony

03-02 Where are the people? Listen and circle the room.
1. a. dining room b. bathroom 4. a. bathroom b. living room
2. a. bathroom b. garage 5. a. kitchen b. balcony
3. a. kitchen b. bedroom 6. a. garden b. closet

PAIRS Talk about your home.

A: I live in an apartment.
apartment . It has a kitchen, a living room, two bedrooms,
one bathroom, three closets, and a balcony.
B: I live in a house. It has a kitchen, a living room, three bedrooms,
two bathrooms, four closets, and a garage.

2 GRAMMAR Adjective + noun placement

COACH

Subje
Subject
ct Ver
erb
b Ar
Arti
ticl
cle
e Ad
Adje
ject
ctive
ive No
Noun
un Note: Adjectives do We use but to connect
is a small apartment. not change for plural ideas that show contrast:
nouns: The house has a new
nice street.
kitchen, but it has old
It pretty garden. The house
rooms. NOThas big
The bathrooms.
has a new kitchen.
house has bigs
large living room. rooms.
 >> FOR PRACTICE, GO TO PAGE 110

26 UNIT 3

LESSON 1 DESCRIBE YOUR HOME

• On the board, draw and label a simple house and • Focus on the social media message. Ask, Who is this?
apartment building. Then read the title of the lesson. (Dan) Do we know where Dan is? (in New York City)
Ask, Can an apartment be a home? (yes) Can a house Then ask, For how many weeks? (three) If helpful, refer
be a home? (yes) Review that home is the place where Ss back to Dan’s first message on page 25. Then read
you live. Dan’s new post and ask, Is today Dan’s first day at work
in New York? (yes)

1 VOCABULARY
• Write a room on the board and ask, What is a room? • Have Ss listen and circle the correct room. Let them
Elicit or explain that a room is one of the parts of a listen again if appropria
appropriate.
te.
house or an apartment that has walls and doors. Point • Ask Ss to check answers in pairs. Then go over any
to the classroom walls and door as you explain. Write
Write questions as a class.
classroom on the board and underline room. Have Ss
preview the pictures and captions. EXTENSION In pairs, have Ss take turns acting out
• Ask Ss to listen. Then have them listen and repeat. and guessing activities that occur in different places
in the home. Have pairs choose one scene to present
• Ask, Which places in the home have the word room
and have the class guess.
in them? (bathroom, bedroom, living room, dining
room) Then ask, Is a kitchen a room? (yes) Is a balcony • To warm up, poll the class. Ask for a show of hands,
a room? (no) Point to the Vocabulary topic and then
Who lives in an apartment? Who lives in a house? Then
point to the pictures and say, All of these are places say, Check the places in 1A that you have in your home.
in a home. Point to the garage and say, A garage is
• Call on a volunteer to read the example conversation
a place in the home where you keep your car. Focus
with you. Then ask, How many bedrooms does A’s A’s
on thewhere
home garden and say,
people A garden
grow flowersisand
a place outside a
plants. apartment have? (two) How many bedrooms does B’s
house have? (three) How many bedrooms does your
OPTION If Ss have phones or computers and internet home have? Tell Ss, Look at the places you checked in
access, they can find images of homes and identify 1A. Write numbers next to them.
different rooms, in pairs. • Then, in pairs, have Ss talk about their homes, referring
to their notes in 1A and to the example.
• Tell Ss to preview the items and find the rooms in the
For lower-level Ss, write on the board: I live in
images in 1A. a / an . It has .
• Read the directions aloud. Model the exercise by
acting out brushing your teeth and then asking, Where
am I? (the bathroom)

2 GRAMMAR
• Write on the board: We have a pretty garden. Ask, • Read the Note in the grammar chart. Write
Write on the
Which word describes the garden? (pretty) Underline board: The bedrooms have smalls closets. Ask, Is this
pretty and say, This is an adjective. Then circle garden sentence correct? (no) Invite a volunteer to come to
and say, This is a noun.
noun . An adjective describes a noun. the board and correct it. (by erasing -s at the end of
• Focus on the grammar chart. Point to and read the smalls) Reiterate, In English, adjectives do not change
columns headings: Subject, Verb, Article, Adjective, for plural nouns. Ask, Do you live in an apartment
Noun. Ask, Which comes first, the adjective or the building? Or do you know someone who lives in an
noun? (the adjective) apartment building? Describe the apartments. Elicit
• Read the first example sentence: It is a small
sentences and write them on the board. (For(For example,
apartment. Ask, What is the adjective? (small) Repeat The Plaza Apartments have big kitchens and large
for the remaining sentences. Define meanings of closets.)
adjectives as needed. • Focus on the yellow note and read the rule aloud. Ask,
• Elicit additional sentences using the adjectives in the
What does contrast mean? (a difference) Then read
chart and the vocabulary from 1A. (For example, The the example and write it on the board. Underline new
house has a small garage; My bedroom has a pretty and old. Say, The sentence shows contrast between
balcony.) Write each sentence on the board and ask, something new and something old in the house. Circle

What is the adjective? Underline the adjectives. but . Say,isBut

comma connects
placed thebut
before two. ideas. Point out that a
• Write on the board: The house has a garage small. Ask,
Is this correct? (no) Correct the sentence on the board
and explain, The adjective comes before the noun.
 UNIT 3 T-26

3 PRONUNCIATION
• Write doctor on the board. Underline the second o unstressed syllable / the uh sound) Have Ss listen. Then
and say, This has a very short, quiet uh sound. Write the ask them to listen and repeat.
symbol /ə/. Say doctor and have Ss repeat. • Have Ss listen and underline the vowel that has the
• Read the Note aloud. On the board, divide doctor into short, quiet uh sound. Encourage them to use a pencil
two syllables: doc-tor. Point to the second syllable and so they can erase if necessary.
say, This is the unstressed syllable. Pronounce it ter and • Have Ss listen again and repeat.
have Ss repeat. Then point to the first syllable and say, • Have Ss listen and complete the exercise individually. If
This is the stressed syllable. The vowel sound is long appropriate,
appropria te, play the audio again.
and clear. Pronounce doc and have Ss repeat. Rewrite • Have Ss look back at the stress marks for apartment in
doc-tor as DOCter and have Ss repeat.
3A and closet and garage in 3B. Say each word and
• Focus on the exercise. Ask, What does the large dot
have Ss repeat. In pairs, have Ss take turns reading the
indicate? (the stressed syllable) The small dot? (the sentences in 3C.

4 CONVERSATION
• Have Ss look at the video still. Point to the person on • Call on two Ss to read the completed conversation. Go
the right and ask, Who is this? (Dan) over any questions.
• Ask, What do we know about Dan? (For example, He’s a • Play the audio and have Ss repeat chorally, line by line.
graphic designer. He works in the Beijing office.) Ask, Is • Read Dan’s second line aloud, emphasizing but. Ask,
he in Beijing now? (No. He’s in New York City.) Where is What does Dan contrast? (a great dining room, a small
he staying? (at his friend Mike’s house) bedroom) Which one does Dan like? (the great dining
• Have Ss listen or watch. If appropriate, play
play the audio room) Not like? (the small bedroom)
or video again.
• Have Ss complete the exercise individually. • Then in pairs,
Ss swap havepractice
roles and Ss practice the conversation. Have
again.
• Go over the answers as a class • Ask a volunteer to read the highlighted words on the
• Read completed items 2 and 3 aloud and ask, Is Mike’s right. Say, You can use these words in place of same-
house large or small? (large) So, why does Dan say the color words in the conversation, or use can use your
house is really small? (to be funny) own words.
• Ask Ss to preview the conversation and predict ways • Model making a new conversation with a higher-level
the gaps might be filled. S. Read Dan’s part, substituting each highlighted
highlig hted word
• Then have them listen and fill in the blanks with the in the conversation with a same-color word in 4D.
words they hear. • Then, in pairs, have Ss make their own conversations.
Time permitting, have Ss swap roles and practice
again.

5 TRY IT YOURSELF
•
Call on two volunteers
conversation. Ask, Whattodoes
readStudent
the example
A like about EXTENSION Ask a S to read Dan’s social media
message at the beginning of the lesson. Ask, What
his / her house? (It has a big living
liv ing room.) What does are some possible responses to Dan’s post? (For
Student A not like? (It has a small kitchen.) What does example, Good luck! Have fun.)
Student B like about his / her apartment? (It has a nice
balcony.) What does Student B not like? (It only has one
bathroom.) LOOK FOR While Ss are completing the Try It
Yourself activity, walk around the class and listen to Ss’
• Give Ss a few minutes to prepare.
conversations. Listen to determine if Ss are correctly
• In pairs, have Ss share. ✓ using vocabulary for places in the home
home
• Ask a volunteer to read the example answeranswer.. ✓ using adjective + noun placement
placement
• Invite Ss to walk around and tell three classmates ✓ using but to connect ideas that show contrast
about their home. Encourage them to look back at ✓ pronouncing the vowel /ə/ in unstressed syllables
the words in Exercise 3 and practice pronouncing the
short, quiet uh sound as appropria
appropriate.te.
EXIT TICKET Say, Describe your home. Write 2–3
sentences with but. Collect and read Ss’ answers to
identify areas for review in later lessons and to identify
individual Ss who may need additional practice.
T-27 UNIT 3

3 PRONUNCIATION
COACH

Listen. Notice the short, quiet sound /ə/ in

03-04
The vowel /ə/ in unstressed syllables
the unstressed syllables. Then listen and repeat.
The vowel in a stressed syllable is long
kitche
kitchen today apartm
partme
ent beauti
beautiful and clear. Vowels in unstressed syllables
often have the very short, quiet sound /ə/.
03-05Listen. Underline the vowel that has the
short, quiet sound /ə/. Then listen and repeat.
1. garage 2. closet 3. parent 4. office 5. balcony 6. tomorrow

03-06 PAIRS Listen. Complete the sentences. Then compare answers.

It’s a beautiful apartment . It has a great kitchen, but no closets .
It has a balcony, but no garage .

PAIRS Practice saying the sentences.

4 CONVERSATION
03-07 Listen or watch. Write the missing number.
1. Dan is in New York for three weeks.
2. The house has five bedrooms.
3. It has three bathrooms.

03-08 Listen or watch. Complete the conversation.

Cole: Is the house nice?

Dan: Yes, it is. It has a big living
room.
Cole: Oh yeah?
Dan: Yeah, and a great dining
room, but the bedroom is
small.
Cole: Oh, that’s too bad.

garden garage
Listen and repeat. Then practice with a partner.
03-09
balcony bathroom
PAIRS Make new conversations. Use these words or your own ideas. kitchen closet

5 TRY IT YOURSELF
MAKE IT PERSONAL Talk more about your home.
Describe something you like and something you don’t like.
A: I live in a house. It has a big living room, but it has a small kitchen.
B: My apartment has a nice balcony, but it only has one bathroom.
WALK AROUND Tell three classmates about your home.
My house has two big bedrooms, but it has a small dining room.
 I CAN DESCRIBE MY HOME.

UNIT 3 27

LESSON 2 DESCRIBE YOUR NEIGHBORHOOD

DAN LU
@DanL

1 VOCABULARY Places in the neighborhood This is a beautiful

neighborhood!
03-10 Listen. Then listen and repeat.

a gas station a bus stop a park a shopping center

a hospital a coffee shop a bank a library

a school a restaurant a drugstore a supermarket

Where do you find these things? Use words from 1A.

1. 2. 3. 4. 5. 6.

a shopping
a hospital center a supermarket a gas station a park a library
7. 8. 9. 10. 11. 12.

a bank a bus stop a school a drugstore a restaurant a coffee shop

PAIRS Which places from 1A are near your home? Make a list. Compare your lists.

2 GRAMMAR Pr
Prepositions
epositions of location; There is / There are
COACH

Look at the bank in the picture in 1A.

Prepositions of location There is / There are

Preposition Noun There Be Noun
across from the park. is a park
There near here.
next to the library. are stores
between the library and the coffee shop. Notes
It’s
around the corner from the supermarket. • There is = There’s
there are.
down the street from the hospital. • Don’t contract
near the bus stop.

>> FOR PRACTICE, GO TO PAGE 111

28 UNIT 3

LESSON 2 DESCRIBE YOUR NEIGHBORHOOD

• Books closed, write neighborhood on the board. Ask, What will we learn in this lesson? (how to describe
What is a neighborhood? (a small area of a town or a neighborhood)
city) Ask, What word do you see in neighborhood? • Call on a volunteer to read the social media message.
(neighbor) Circle it and ask, What is a neighbor? Ask, What neighborhood do you think Dan is
(someone who lives near you) talking about? (his friend Mike’s neighborhood /
• Books open, read the lesson title. Ask, What did the neighborhood where he is house-sitting) Is it a
we learn in Lesson 1? (how to describe a home) nice neighborhood? (yes)

1 VOCABULARY
• Have Ss preview the map. On the board, write the OPTION For higher-level Ss, write the names of the
Vocabulary topic: Places in the neighborhood. Point to items pictured in 1B on the board in random order:
the labels on the map and say, These are places in the a hospital bed, a shopping bag, a shopping cart, a
neighborhood. gas pump, a picnic table, a book shelf, money,
money, a bus,
• Ask Ss to listen. Then have them listen and repeat. a student at a desk, medicine, a waiter, coffee. Have
• Have Ss preview the icons. Explain that they represent pairs match the pictures and the words.
different places in the neighborhood. Have Ss work
individually to write the places. Remind Ss to write the • Write on the board: These places are in my
article a or an. neighborhood. Invite Ss to make lists. Then have them
compare lists with a partner.
• Have Ss compare answers with a partner. Circulate
Circulate and
assist as needed. • Bring the class together and call on Ss to share places
in their neighborhoods.

EXTENSION Ask, Which places in 1A are near our

school? List the vocabulary words on the board.
As a class, brainstorm the names of places in the
neighborhood near your school and write them next
to the vocabulary words on the board.

2 GRAMMAR
• Write on the board: Prepositions of location. Say,
Prepositions you say There is. On the board, write: There is a park
These words tell where places are. Use prepositions in my neighborhood. Continue, When you talk about
of location to describe where places are in a more than one thing or place, you say There are.
neighborhood. Write on the board: There are two coffee shops in my
• Write on the board, Where is the bank? Have Ss find neighborhood.
and point to the bank in the map in 1A. • Read the Notes about contractions. Underline There is
• Focus on the grammar chart. Explain that the sentences and There are in the sentences on the board and elicit

in the chart answer the question, Where is the bank? the contraction.
• Read the first sentence of the grammar chart. Have Ss EXTENSION For higher-level Ss, offer a challenge
find and point to the park. to create a short true / false quiz about the places on
• Repeat the process with each sentence. the map in 1A. Write on the board: The drugstore is
• To review, ask Where is the school? (possible answers: next to the hospital. Say, Is this true or false? (false)
It’s down the street from the gas station. It’s across from Make the statement true. (The drugstore is next to the
the hospital.) Where is the bus stop? (possible answers: restaurant.)) After pairs create their quizzes, combine
restaurant.
It’s next to the park. It’s across from the coffee shop.) pairs into groups of four and have them complete
Where is the library? (possible answers: It’s near the each other’s quizzes. Tell
Tell Ss to change the places
shopping center. It’s next to the bank.) to make false statements true. Circulate
Circulate and assist
• In pairs, have Ss take turns asking and answering as needed.
questions about places in the map.
• Have Ss look at There is / There are in the grammar
chart. Explain, When you talk about one thing or place,
 UNIT 3 T-28

3 PRONUNCIATION
• Focus on Stress in compound nouns . Read the first • Ask Ss to listen. Then ask them to listen and repeat.
sentence aloud. Turn
Turn to the map in 1A on page 28 • Invite Ss to preview the items in pairs. Ask, Which
and ask, What are some other compound nouns? are compound nouns? Which are adjective + noun
Write them on the board: gas station, shopping phrases?
center, coffee shop, drugstore, supermarket. Point out • Then have Ss listen. Remind them, With a compound
that compound nouns can be two separate words or noun, the first word is stressed. With an adjective +
connected (like drugstore and supermarket.) noun phrase, both words are stressed.
• Read the second sentence of the Note. Pronounce
Pronounce • Have Ss listen again and repeat.
each compound noun on the board with stress on the • Say, Look at the places . Are these all compound nouns?
first word and have Ss repeat.
(yes) Tell
Tell Ss to practice reading the items, putting stress
• Read the third sentence of the Note and write some
on the first word. Then say the items with the correct
examples on the board: beautiful house, old kitchen. stress and have Ss repeat.
Pronounce
Pro nounce each adjective + noun phrase, stressing
• Have Ss complete the exercise in pairs.
both words, and have Ss repeat.
• Circulate and listen for stress on the first word of the
• Have Ss look at the words in 3A. Ask, Are these
compound nouns.
compound nouns? (yes) Is the dot for stress over the
first or the second word? (the first word)

4 CONVERSATION
• Have Ss look at the video still. Ask, Who are they? (Dan • Then have them listen and fill in the gaps with the
and Tina) What do you remember about Tina? (She is words they hear.
an illustrator in the New York office. She’s new.) Where • Call on two Ss to read the completed conversation. Go
are they? (at work) over any questions.
• Books closed, have Ss listen or watch. • Play the audio and have Ss repeat chorally, line by line.
• Books open, have Ss complete the exercise • Point out big house, great house, nice neighborhood,
individually. big park, and coffee shop. Ask, Which is a compound
• Go over the answers as a class. Replay the audio if noun? (coffee shop) Model the stress on the first word.
appropriate. Contrast the stress on both words in the other two
• Read the Conversation Skill aloud. examples.
• Books closed, have Ss listen or watch the conversation • Have Ss listen and repeat again.
in Excercise 4A again and raise their hands when they • Then, in pairs, have Ss practice the conversation.
hear So used to change the topic. Circulate and listen for correct stress. Time
Time permitting,
• Ask, What are they talking about before Tina says, have Ss swap roles and practice again.
So, ... ? (work) What do they talk about after Tina • Ask a volunteer to read the highlighted words. Say,
Say,
changes the topic? (the house and neighborhood You can use these words in place of same-color words
where Dan is house-sitting) in the conversation, or you can use
us e your own words.
• Ask Ss to preview the conversation and predict ways • In pairs, have Ss make their own conversations. Have
the gaps might be filled. them swap roles and practice again.

5 TRY IT YOURSELF
• Read the example aloud. Explain that pharmacy is LOOK FOR While Ss are completing the Try It
another way to say drugstore. Then say, Write notes Yourself activity, walk around the class and listen to Ss’
about locations of places in your neighborhood, in conversations. Listen to determine if Ss are correctly
relation to your home. ✓ using vocabulary for places in the neighborhood
neighborhood
• In pairs, have Ss talk about their neighborhoods. ✓ using prepositions
prepositions of of location
• Say, Walk around the class and tell five Ss about your ✓ using There is / There are
neighborhood. ✓ stressing the first word in compound nouns
nouns
EXTENSION Ask a S to read Dan’s
Dan’s social media
message at the beginning of the lesson. Ask, What is EXIT TICKET Write on the board: In my
neighborhood, there is / are ... . Have Ss write three
another
page 25way
andto say this?
elicit: WhatRefer Ss to the
a beautiful Unit title on
neighborhood! sentences about places in their neighborhood.
Collect and read Ss’ answers to identify areas for
review in later lessons and to identify individual Ss
who may need additional practice.
T-29 UNIT 3

Stress in compound nouns

3 PRONUNCIATION A compound noun is a noun
COACH

made up of two words, like bus

03-12 Listen. Notice the stress. Then listen and repeat.
stop.. We usually stress the first
stop
bus stop shopping center drug
drugstore
store supermarket
supermarket word in a compound noun. We
stress both words in an adjective
03-13Listen. Circle the compound nouns. Then listen
+ noun phrase, like small house.
house.
and repeat the compound nouns.
1. a coffee shop 3. a big room 5. a gas station
2. a great restaurant 4. a living room 6. a new house

PAIRS Check (✓) the places near your school. Then talk about them.
coffee shop bus stop drugstore gas station supermarket
There’s a bus stop and
and a gas station near
near my school.

4 CONVERSATION
03-14 Listen or watch. Circle the correct answer.
1. Tina is happy to be .
a. house-sitting b. working c. in the neighborhood
2. Tina likes .
a. libraries b. big houses c. parks
3. There are no in the neighborhood.
a. supermarkets b. restaurants c. parks
4. The bus stop is the house.
a. next to b. across from c. down the street from

03-15 Read the Conversation Skill. Listen or watch. Complete the conversation.

Tina: So, I hear you’re house-sitting in a big house? CONVERSATION SKILL

Dan: Yes, it’s a great house and it’s in a Change the topic
nice neighborhood. Say So to change the way the
Tina: Yeah? What’s it like? conversation is going.
Listen or watch the
Dan: There’ss a big park
There’ near the house.
conversation in 4A. Raise
Tina: Sounds great. your hand when you hear
across from someone change the topic.
Dan: And there’s a coffee shop
the park.

03-16 Listen and repeat. Then practice with a partner

partner..
shopping center
PAIRS Make new conversations. Use these words or your own ideas. restaurant

5 TRY IT YOURSELF
MAKE IT PERSONAL Talk about your neighborhood .

There’s a restaurant near

near my apartment. There’s a pharmacy down the street.
WALK AROUND Talk to five classmates. Tell them about your neighborhood.
 I CAN DESCRIBE MY NEIGHBORHOOD.

UNIT 3 29

LESSON 3 TALK ABOUT THINGS IN THE HOME

DAN LU
@DanL

1 VOCABULARY Things in the kitchen I can’t find anything in this

house!
03-17 Listen. Then listen and repeat.

a microwave a cabinet

a pan
a pot

a cup a glass

a fork a knife a bowl a spoon

a stove / an oven a sink

a refrigerator a dishwasher silverware a plate

Look at the words. Circle the word that does not belong.
1. stove refrigerator cabinet microwave
2. microwave fork knife spoon
3. cup sink bowl glass
4. plate pan pot dishwasher

PAIRS Compare answers in 1B. Explain your choices.

2 GRAMMAR Questions with where + be; Pr

Prepositions
epositions of placement
COACH

Questions with where + be Answers Notes

is the cup? It’s in the sink. • Where is = Where’s
Where • Don’t contract where are.
are the plates? They’re on the table.

Prepositions
Prepositions of placement
The spoon is The spoon is The spoon is
in the bowl. under the bowl. in front of the bowl.

The spoon is The spoon is The spoon is

on the bowl. over the bowl. behind the bowl.

>> FOR PRACTICE, GO TO PAGE 112

30 UNIT 3

LESSON 3 TALK ABOUT THINGS IN THE HOME

• Books closed, say, In this unit, we’ve learned about • Ask a S to read the social media message. Ask, Which
places in the neighborhood (Lesson 2) and places in house is Dan talking about? (the house where he is
the home (Lesson 1). Now we will focus on things in house-sitting; his friend Mike’s house) Why can’t he
the home. Ask, What words do you know that name find anything in this house? (It’s not his house.) Ask,
things in a home? Write the words Ss say on the board. What type of things do you think he is looking for?
(For example, table, chair, bed, refrigerator) Leave the (maybe things in the kitchen)
words on the board to refer to later.

1 VOCABULARY
• Read the Vocabulary topic, Things in the kitchen. Have EXTENSION For homework, have have Ss find images of
Ss preview the pictures and captions. Ask, Are any of kitchens online and label them with words in 1A.
these words on the board?
• Then ask Ss to listen to the new vocabulary and point • Call on a volunteer to read the four words in item 1.
to each item they hear. Then have them listen and Ask, Which word does not belong? (cabinet) How are a
repeat. refrigerator, and a microwave the same? (They
stove, a refrigerator,
• Write silverware on the board. Write fork, knife, are appliances / machines. They use electricity.) How is
spoon and ask volunteers to write the plural forms a cabinet different? (It’s not an appliance. It doesn’t use
on the board. (forks, knives, spoons) Refer Ss back electricity.)
to Exercise 2 on page 10 as needed. Then say, Forks, • Have Ss study the groups of words and circle the one
knives, and spoons are all silverware . they think doesn’t belong. Encourage them to note the
• Write refrigerator on the board. Ask, Do you know the reason for their answer.
short form of refrigerator? Write fridge. Say, People • In pairs, have Ss check their answers and explain their

usually say fridge. choices. (For example, 2. A fork, a knife, and a spoon
are silverware, but a microwave is not; 3. A cup, a bowl,
OPTION For spelling practice of new vocabulary,
and a glass are for eating, but a sink is not; 4. A plate, a
say a word in 1A and call on a volunteer to come
pan, and a pot hold food, but a dishwasher does not.)
to the board and write it. Ask the class,
cl ass, Is the word
spelled correctly? If not, invite a volunteer to suggest
a correction. Continue with each kitchen item.

2 GRAMMAR
• To see what Ss already know, have them look at OPTION To check comprehension, write vocabulary
Dan’s social media message at the beginning of the items from 1A on the board. Leave some in the
lesson. Ask a S to read it. Then say, If you can’t find singular and make some plural. Elicit a question with
the microwave, what do you ask? Write on the board: Where is / are for each one.
Where is the microwave? Continue, If you can’t find any
plates, what do you say? Write on the board: Where are • Now focus on prepositions of placement. Write
the plates? prepositions on the board. Say, Where have we seen
• Focus on the top half of the grammar chart. Read the prepositions? (in Lesson 2) We used prepositions of
first question and answer. Say, When you ask about one location to describe where places are. We can use
thing, the answer begins with It. Write It’s on the board. prepositions of placement to describe where things
Read the second question and answer. Say, When you are. Read the pairs of sentences in the chart as you
ask about more than one thing, the answer begins point to the pictures. Demonstrate
Demonstrate the prepositions of
with They. Write They’re on the board. Point to It’s and placement using items in the classroom. For example,
They’re and elicit the uncontracted forms: It is; They use a pencil and your
y our bag to demonstrate: The pencil
are. is in my bag. The pencil is on my bag. Repeat with
• Then focus on the Note about contractions with under / over and in front of / behind. Point out that
where + be. Read the rule aloud. under / over and in front of / behind are opposites.

EXTENSION In pairs, have Ss talk about where things

in the classroom are, using prepositions of location
and placement.
 UNIT 3 T-30

3 VOCABULARY
• Books closed, write on the board: a chair, a coffee • Elicit the names of the three rooms pictured in 3A.
table, a sofa, a dresser, a rug, a bed, a lamp, a bathtub, (living room, bedroom, bathroom) Ask, What other
a shower, a toilet. Tell Ss, Look at the words. Write the rooms are there in a home? (kitchen and dining room)
ones you don’t know in your notebook. Books open, Point to a chair in the first picture and ask, Can a chair
have Ss note the meaning of the words they didn’t go in more than one room? (yes) Which rooms? (a
know. living room, a bedroom, a kitchen, a dining room) Point
• Then ask Ss to listen to the new vocabulary. Have them to a bathtub and ask, Can a bathtub go in more than
listen and repeat. one room? (no)

TEACHING TIP An effective way to increase • Have Ss work individually to write other things that go
vocabulary is for Ss to keep a list of newly learned in more than one room and which rooms.
words. Encourage Ss to always scan the Vocabulary • Circulate as Ss compare answers. Write any items
for words they don’t know and write them in a section that Ss disagree about on the board and discuss. (For
of their notebooks or even in a notes app on their example, Can a sofa go in a bedroom? Can a chair go
phones. Instruct them to always include a definition. in a bathroom?)
Ss can do this on their own, or you can make it part
of your class requirements. Tell
Tell Ss they can also add
words they learned outside of class.

4 LISTENING
• Read the directions. Review, Who is Dan? (He is a • In pairs, have Ss compare answers. Play the audio
graphic designer at TSW Media from the Beijing again as appropria
appropriate.
te.
office.) Who is Mike? (Dan’s friend. He has a house in
New York. Dan is house-sitting for Mike.) Have Ss look • Read the Listening Skill aloud.
• Have Ss look at the pictures in 4A. Write on the board:
back at Dan’s social media message on page 30. Where are the items? Underline Where. Then ask,
(I can’t find anything in this house!) What are the key words to listen for in Mike’s answers?
• Call on volunteers to name the items in the pictures. (locations) Explain that Ss should listen
li sten for prepositions
(knives, glasses, spoons, plates, pans, cups) of placement and vocabulary for things in the house.
• Say, The first time you listen, focus only on checking the • Call on a volunteer to read the example with you.
items that Dan needs. Don’t write in the blanks. You
You will • Tell pairs to use the pictures and words in 4A to talk
do that in Exercise B. about the items in Mike’s house.
• Have Ss listen and complete the exercise.
• Circulate and listen to ensure that Ss are using Where
are and They’re with the plural items.

5 TRY IT YOURSELF
• Read the example with a volunteer. Ask individual Ss, EXTENSION Ask a S to read Dan’s social media
Where are your plates? and elicit answers. message at the beginning of the lesson. Ask, What
• Tell Ss to prepare questions about five kitchen items does Dan do when he can’t find things in Mike’s
from 1A on page 30. kitchen? (He calls Mike. / He leaves messages for
• In pairs, have Ss ask and answer questions. Mike.) Then ask, What are some possible responses
• Tell Ss to choose
c hoose one of the five questions they to Dan’s post? (For example, Ask Mike. / That’s too
prepared in 5A to ask five classmates. Model by asking bad. )
five Ss, Where are your plates? Write answers on the
board. Write a check (✓) next to repeated answers. LOOK FOR While Ss are completing the Try It
Circle the most common answer. Yourself activity, walk around the class and listen to Ss’
• Read the example. Then write a sentence about your conversations. Listen to determine if Ss are correctly
most common answer on the board. (For example, ✓ using vocabulary for things in the kitchen
Four people have their plates in the cabinet.) ✓ asking questions with where + be
• Then let Ss walk around and ask their question. ✓ using prepositions
prepositions of of placement
• Give Ss a few minutes to analyze their findings. Then
bring the class together and have volunteers share EXIT TICKET Prep
Prepare
are questions about where things
their most common answer. are in your classroom. For example, Where is my
desk? Where are the shelves? Where are Matt’s books?
As Ss leave, pose a question to each one. Listen for
 correct use of prepositions of placement.

T-31 UNIT 3

3 VOCABULARY Things in the house

03-19 Listen. Then listen and repeat.

a chair a co
cofffee tabl
blee a sofa a dresser a rug a bed a lamp a bathtub a shower a toilet

Possible answers:
Write words that go in more than one room.
room. a chair — also a bedroom, a kitchen
a rug — a dining room, a living room, a bedroom
a chair – a dining room, a living room a lamp — a dining room, a living room, a bedroom, a kitchen
a cabinet — a kitchen, a bathroom
PAIRS Compare your answers in 3B.

4 LISTENING
03-20 Listen. Dan calls his friend Mike. Check (✓) all of the items Dan needs.

✓ ✓

on the kitchen table over the sink the cabinet

✓ ✓ ✓

next to the refrigerator in the oven under the microwave

03-20 Read the Listening Skill. LISTENING SKILL Listen for key words

Listen again. When you ask a question, focus on the

Complete theWhere are in
locations the items?
4A. key words in the answer. For example, if
the question is where, listen for locations
PAIRS Talk about the items in Mike’s house. in the answer.
A: Where are the pans? B: They’re in the oven.
oven.

5 TRY IT YOURSELF
MAKE IT PERSONAL Choose five items. Ask and answer questions
about where you keep your kitchen items.
A: Where are your plates? B: My plates are in the cabinet.
cabinet.

TAKE A POLL Choose one item. Ask five classmates: Where is / are your ?
Share the most common answer with the class.
Three people have a microwave over the stove.
stove.
 I CAN TALK ABOUT THINGS IN THE HOME.

UNIT 3 31

LESSON 4 READ AN AD FOR AN APARTMENT FOR RENT

DAN LU
@DanL

1 BEFORE YOU
YOU READ Visiting Chicago for a week.
week.
Looking for a place to stay.
Read the Reading Skill. Imagine you want to stay
in an apartment. You
You look at ads online for READING SKILL Use background information
vacation rentals. What questions do you
Before reading a text, think about what you
want the ads to answer? Check the boxes. already know about the topic.
How many bedrooms
bedrooms does it have?
What is the kitchen like?
What is the neighborhood like?
like?
How much does it cost?
Other?

2 READ
03-21 Listen. Read the ad. Does it have the information you want?

Beautiful Downtown Apartment – Chicago, Illinois

Do you need a great place to stay in 15 reviews
Chicago? It has one bedroom and
one bathroom. The living room is large
and sunny with a lot of windows and
a balcony. You can see the whole city!
It has a small kitchen, but the stove
is new.
The apartment is close to stores and
and
restaurants, and there’s a bus stop
across the street. There’s a beautiful
park around the corner. Stay here for
a great time in Chicago!
No smoking Check-in time: 3 p.m.
No pets Check-out time: 11 a.m.

Match the things on the left with their descriptions on the right.
1. kitchen a. close to stores
2. living room b. around the corner
3. stove c. small
4. apartment d. new
5. park e. sunny

3 MAKE IT PERSONAL Find a house-sharing

website in the U.S.

Would you like to stay in the apartment in the ad? Why or why not?

PAIRS Compare your answers.

The apartment is small.
small. I need two bedrooms.
 I CAN READ AN AD FOR AN APARTMENT FOR RENT.

32 UNIT 3

LESSON 4 READ AN AD FOR AN APARTMENT FOR RENT

• Read the lesson title aloud. Write for rent on the board. LANGUAGE NOTE The verb rent can also be used
Ask, What does rent mean? (to pay money to live in with other items. You
You can pay money forf or the use of a
an apartment, house, or room that belongs to another car, a bike, tables and chairs for a party, etc. The noun
person) Ask, What do you think for rent means? rent refers to the money you pay to live somewhere or
(available for someone to rent) use something. (My rent is $800 per month.)
• Then read the social media message and ask, Where
is Dan planning to visit? (Chicago) For how long? TEACHING TIP Social media messages often use
(a week) What does he need? (a place to stay) Why incomplete sentences. Instead of I am visiting Chicago
do you think he posts this? Discuss as a class. (For for a week, Dan says, Visiting Chicago for a week.
example, Maybe he has friends in Chicago. Maybe Explain that shortened forms like this are appropriate
they know good places or neighborhoods. Maybe for texts or posts but not for more formal writing for
someone is looking for a house-sitter
house-sitter.)
.) work or school.

1 BEFORE YOU READ

• Focus on the Reading Skill. Write background apartment ads? (number of bedrooms, number of
information on the board. Then read the Reading Skill bathrooms, neighborhood, price, etc.)
aloud and write on the board: = what you already know • Read the directions. Tell Ss, Check what information
about the topic. Say, Background knowledge helps is important to you in an apartment ad. If you have
you to read a text, understand it, and remember
remember the another idea, check Other and write it on the line. (For
information. example, How big is the garden?)
• Ask for a show of hands, Have you looked at apartment • Have Ss compare answers with a partner. Then
ads before? For a place to live? For a vacation rental? say, Look at the questions you checked. This is your
Then ask, What type of information is usually in background information.

2 READ
• Invite Ss to preview the ad and pictures. Ask, Does the complete sentences using the matched information.
apartment look nice? Model the first item on the board: The kitchen is small.
• Say, Now listen and read. Think about the questions you OR The apartment has a small kitchen. (For example,
checked in Exercise 1. 2. The living room is sunny; 3. The stove is new; 4. The
• Have Ss listen and read. Then let them listen and read
apartment is close to stores; 5. The park is around
again if appropria
appropriate.
te. the corner.)
• Focus on the question in the directions: Does the ad EXTENSION Return to the social media message at
have the information you want? Have Ss look back at the beginning of the lesson. Ask a S to read it. Ask,
the questions they checked in Exercise 1 and see if Would you send Dan a linklin k to the ad in 2A? Why? Why
they can answer them. Ask, What information does the not? Then ask, What are some possible responses to
ad not have? Dan’s post? Invite Ss to write responses on the board.
• Have Ss work individually to match the details about (For example, Check out this ad, Dan! You can stay
the apartment. with us! Have fun in Chicago!)
• Tell them to compare answers with a partner. Then
bring the class together and call on volunteers to say

3 MAKE IT PERSONAL
• Have Ss take notes individually. Say, Imagine you are EXIT TICKET Write on the board: What background
visiting Chicago for a week. Think about what you need information is helpful before you look at apartment
in a place to stay. Read the ad again. Is the apartment a ads? Have Ss write their names on a blank card or
good match for you? piece of paper and answer the question. (For example,
• Circulate and help Ss explain why or why not. For knowing what is important to you—like number of
example, ask, Will you travel alone or with your family? bedrooms, description of the neighborhood, the price
Do you need a large kitchen to cook and eat? Do you of rent). Collect cards as Ss leave. Read the cards to
like to stay close to stores and
an d restaurants or do you identify areas for review in later lessons.
prefer quiet?
• Read the example answer. Then in pairs, have Ss
compare answers.
 • Bring the class together and call on volunteers to
share. Poll the class, Who would like to stay in the
apartment in the ad? Who wouldn’t like to stay there?
UNIT 3 T-32

LESSON 5 WRITE AN AD FOR AN APARTMENT FOR RENT

1 FOCUS ON WRITING
• Books closed, write sentence on the board. Ask, What • Write on the board: The apartment. Ask, Is this a
is a sentence? Have Ss write their answer in their sentence? (no) Why not? (A sentence needs a subject
notebooks. and a verb.) Then write: the apartment is old. Then ask,
• Then books open, read the Writing Skill aloud. Let Ss Is this a sentence? (Yes, but it needs a capital letter at
compare the explanation in the Writing Skill to what the beginning.)
they wrote in their notebooks. • Invite Ss to read the ad on page 32 again, paying
attention to the complete thought in each sentence.

2 PLAN YOUR WRITING

• Focus on the pictures. Point to each one and elicit to Vocabulary in Lessons 1–3 to get ideas. If Ss focus
vocabulary for places in the home. (a garden, a living too much on the placement of items in the rooms,
room, a bedroom, a kitchen) encourage them to write general descriptions like they
• Have Ss work individually to write details about the might find in an ad.
house and the rooms. Tell Ss to write notes, not • Read the examples. Then, in pairs, have Ss use their
complete sentences, so that the information fits in the notes to make statements about the house and the
boxes. (For example, beautiful garden for Picture 1; rooms. Circulate
Circulate and make sure Ss are saying full
sunny for Picture 2) For lower-level Ss, refer them sentences.

3 WRITE
• Focus Ss’ attention on the ad in 2A on page 32. Read it • Circulate and assist as needed.
aloud, pausing between sentences. Say, These sentences TEACHING TIP A way to offer feedback without
can be models for the sentences you write. Refer Ss to the
singling out individual Ss is to quietly observe while
Writing Skill to reinforce how to form a sentence. Ss work. Circulate, glancing at Ss’ writing and taking
• If Ss choose to write about the photos in 2A, tell them to notes on problem areas. Later, take a few minutes to
start writing their ad. If they choose to write about their go over common errors on the board with the whole
own home, say, Repeat the Plan Your Writing step in 2A. class. Don’t identify who made which mistake. This
Write notes about your house or apartment and about way individual Ss get the help they need. Also, it offers
three rooms in your home. Then start writing your ad. a good review for everyone in class.

4 REVISE YOUR WRITING

• Tell Ss they will peer review their partner’s writing. TEACHING TIP In order for peer review to be
Say, Read your partner’s description and complete the effective, actively circulate as pairs read each other’s
checklist in your partner’s book. work. Listen to the feedback Ss are giving each other.
• Then have Ss return books and give and receive advice Don’t hesitate to step in if a S is making suggestions
about how to improve their ads. Circulate as pairs work that are incorrect. If you hear that Ss are disagreeing
and monitor that feedback is correct and constructive. or if a weaker S appears to be unsure about what to
Help steer Ss in the right direction if they are not giving say to his / her partner, discreetly
discreetly step in and guide
appropriate
appropria te feedback. Ss, modeling appropriate feedback.

5 PROOFREAD
• Tell Ss to proofread their own work. Remind them that EXIT TICKET Write on the board: Need a new
a good technique for proofreading is to read a piece apartment. Ask, Is this a sentence? Why or why not?
of writing several times, each time focusing on one Have Ss write their names on a blank card or piece of
issue. For example, say, First read to check for spelling. paper and write their answers. (No, because it is not a
Then read to check for capitalization. Then read to complete thought. It doesn’t have a subject.) Collect
check for punctuation. cards as Ss leave. Read the cards to identify areas for
• If Ss have made a lot of changes, encourage them to review and to identify individual Ss who may need
recopy their ads or print them again with corrections. additional practice.
EXTENSION Return to the social media message on
page 32. Ask, Are the two statements Dan makes full
sentences? (No, they aren’t.) Point out that in social
 media posts and texts, writing tends to be informal
and sentence fragments are common.
T-33 UNIT 3

LESSON 5 WRITE AN AD FOR AN APARTMENT

APARTMENT FOR RENT
R ENT

1 FOCUS ON WRITING WRITING SKILL Complete sentences

A sentence is a complete thought. It
Read the Writing Skill.
has a subject and a verb. Capitalize the

Read the ad on page 32 again. Circle the capital first letter of the first word in a sentence.
letters in the beginning of each sentence. see page 32

2 PLAN YOUR WRITING

Label the pictures. Write details about the house and the rooms. Possible answers:

the garden is in front the living room is nice the window in the the kitchen is new
of the house bedroom is big

PAIRS Talk about the home in the pictures.

The living room has big windows. It has a nice kitchen.

3 WRITE
Write an ad for an apartment for rent, using the photos in 2A or your own home. Describe
Describe

the rooms and tell what the home is like. Use the ad on page 32 as a model.

4 REVISE YOUR WRITING

PAIRS Read your partner’s ad. Complete the chart.
Did your partner …? Yes No
describe the home
capitalize the first word in a sentence
capitalize proper nouns

PAIRS Can you improve your partner’s ad? Make suggestions. Then revise your writing.

5 PROOFREAD
Read your ad again. Check your spelling, punctuation, and capitalization.
 I CAN WRITE AN AD FOR AN APARTMENT FOR RENT.

UNIT 3 33

PUT IT TOGETHER

1 MEDIA PROJECT
03-22 Listen or watch. Answer the questions.
1. What place does Pilar talk about? Pilar talks about her bedroom.
2. Why does she like it? It has everything she needs.

3. What is in it? There’s a desk, lamp, computer, bed, dresser,

closet, and rug.
Make your own video.
Step 1 Choose a room in your home.
Step 2 Make a 30-second video. Talk about the room.
Describe what is in it.
Step 3 Share your video. Answer questions shopping
and get feedback. center

2 LEARNING STRATEGY

CLAP YOUR HANDS

To practice pronunciation, say a word and

clap your hands on the stressed syllable.

Listen to the audio of compound nouns

in the unit. When you hear the stressed
syllable, clap your hands.

3 REFLECT AND PLAN

Look back through the unit. Check the things What will you do to learn
you learned. Highlight the things you need to learn. the things you highlighted?
For example, use your App,
Speaking objectives Grammar
review your Student Book,
Describe my home Adjective + noun
Describe my placement or do other practice. Make
neighborhood Prepositions
Prepositions of location
location a plan.
Talk about things in There is / There are
the home Questions with where
+ be
Notes Done
Vocabulary
Prepositions of
Places in the home In the app, watch the
placement
Places in the Lesson 1 conversation:
neighborhood Reading Describe your home

Things in the kitchen Use background

Things in the house information

Pronunciation Writing

vowel /ə/ in
The vowel Complete sentences
unstressed syllables
Stress in compound
nouns
34 UNIT 3

PUT IT TOGETHER

1 MEDIA PROJECT
• Have Ss look at the video still on the right. Ask, What 1. Does the person describe a room?
room?
do you see? (a room) 2. Does the person name items in the room?
• Before Ss listen or watch, have them preview the 3. Does the person speak clearly?
questions. Say, Listen for this information. 4. Is the video interesting?
interesting?
• Have Ss listen or watch. Then have them answer the Give Ss a few minutes to read over the questions.
questions.
again. If appropriate, let them listen or watch Tell them to write each person’s name on a piece of
paper before the person presents, and then take notes
• In pairs, have Ss compare answers. Then bring the during the presentation referring to the questions on
class together. Focus on Question 2. Say, Pilar doesn’t the board.
say directly that she likes her room, but how do we • Then invite classmates to ask questions and give
know that she likes it? (She says it has everything she feedback. You
You may choose to save the feedback
needs.) until the very end
e nd and let Ss walk around, refer to
• Explain to Ss that they will create a similar project. their notes, and tell Ss individually what they did well
• Give Ss some time in class to read the three steps. or could do better. Remind Ss to speak kindly and
Answer any questions. constructively.
• Ask Ss to work individually on Step 1 and choose a OPTION To provide an opportunity for self-critique,
room they plan to film. Tell them to answer items 2 and have Ss watch their video for homework and fill out
3 in 1A with their own information. Invite them to share the following checklist:
in pairs. Say, Ask your partner: What room? Why do you
Did I describe a room?
like it? What is in it?
• Tell Ss, Create a script of what you want to say. Model Did I name items in the room?
Did I speak clearly?
an introduction on the board: Hi, I’m Angela. This is my
living room. It’s ... Was my video interesting?
• Have Ss do Step 2 for homework. Say, Use notes or a Encourage Ss to be honest with themselves and to
script you prepared in class. keep notes of their observations for the next time they
• For Step 3, have Ss share their videos in class. prepare a similar presentation
presentation..
Write the following questions on the board:

2 LEARNING STRATEGY
• Clap your hands and ask, What am I doing? (clapping • Read the directions and ask, Where is the stress in
your hands) Say, Clapping your hands is a way to compound nouns? (on the first word) Have Ss refer
practice stress. Read the Learning Strategy aloud. back to Stress in compound nouns on page 29 as
• Point to the picture and say, shopping center. Then say needed. Play the audio and have Ss clap their hands
on the first word they hear.
it again and clap while saying shopping.
3 REFLECT AND PLAN
• Have Ss complete the checklists individually. Circulate • Then invite Ss to walk around and compare ideas for
and answer any questions. Encourage Ss to look back learning different topics.
at each lesson in the unit.
UNIT REVIEW BOARD GAME To review the
• Have Ss compare checklists in pairs and talk about the
Unit content, go to the Pearson English Portal /
things they need to study or practice more.
Reproducibles / Unit Review Board Games folder
• Have Ss work individually to think about what might and print out and make copies of the Unit 3 Board
help them learn the topics they don’t feel they know Game. You’ll
You’ll find instructions for the game in the
yet. Refer individual Ss to specific handouts, app same folder.
practice, workbook pages, etc., to help them master
any problem areas. If Ss feel confident about all of the
topics in this unit, encourage them to think of other
topics they need help with or want to learn.
 UNIT 3 T-34

4 WHERE ARE YOU NOW?

PREVIEW THE UNIT

LESSON 1 Ask about an event

Vocabulary The calendar
Grammar Questions with when + be
be;; Prepositions of time
Pronunciation The sound /ɚ/

LESSON 2 Make plans with someone

Vocabulary Ways to connect

Speaking Ask someone to repeat the time
Pronunciation Stress in numbers

LESSON 3 Ask for and give directions

Vocabulary Words for getting around town

Grammar The imperative: Affirmative and negative
Listening skill Listen to follow directions

LESSON 4 Read about a plan to meet

Reading skill Ask and answer questions

LESSON 5 Write about a plan to meet

Writing skill End of sentence punctuation

PUT IT TOGETHER
Media project Photos: How to get somewhere
Learning strategy Make translation flashcards

Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.

GET STARTED
• Write the title of the unit on the board and read it aloud, Where are you now? Then pose the question to the class. Elicit
answers. (For example, in school, in English class, in [name of city, country])
• Tell Ss to read the Learning Goals individually.
i ndividually. Ask, Which topics do you feel confident about already? Which topics are
new for you? If Ss have studied the topics before, reassure them that they will still learn new things.
• Ask, What do you see? In pairs, have Ss look at the photo and
a nd talk about what they see.
• Bring the class together and ask pairs to share. Write the words on the board. (For example, train, train station, a clock,
a puddle, a man) To elicit detailed responses, focus on specific things in the photo and ask, What’s this?
• Focus on the social media message and bring Ss’ attention to the photo and name. Have Ss read what Yusef says in
Meet the People of TSW Media on page 4 or play the video of Yusef. Then ask, Where is Yusef from? (Dubai) What is his
occupation? (He’s a lawyer.) Is he married? (Yes, he is.)
• Have Ss turn back to page 35. Read the social media message aloud. Ask, Why does Yusef travel a lot? (for work)
T-35

LEARNING GOALS
In this unit, you

4 WHERE ARE
NOW?
A RE YOU ask about an event
make plans with
ask for and
with someone
someone
and give directions
read and write about a
plan to meet

GET STARTED
YU SE F SAY
SAYED
ED
Read the unit title and learning goals.
goals. @YusefS
 Look at the photo of
of a train station. What do you see?
see? I travel a lot for work. I’m always
on a plane or a train!
Now read Yusef’s message. Why do you think he travels a lot?
lot?
35

LESSON 1 ASK ABOUT AN EVENT

YU SE F SAYE D
@YusefS

1 VOCABULARY The calendar I’m back in New York for work.

Complete the words for the days of the week.

Sun day Mon day Tues day Wednesday Th ursday Fri day Sat urday
04-01 Listen and check your answers. Then
Then listen and repeat.

04-02 04-03 Listen to the ordinal numbers and months on page 132.

04-04 Listen to the October dates. Then listen and repeat.

Write October 17.

October Say October seventeenth
Sun Mon Tue Wed Thu Fri Sat
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31

04-05 Listen. Write the dates.

1. June 3 4. May 1 7. February 29
2. August 5 5. January 28 8. July 7
3. April 12 6. December 30 9. October 22

COACH 2 GRAMMAR Questions with when + be; Prepositions of time

Questions with when + be
is the party? It’s at eight o’
o’clock.
clock.
When
are the tests? They’re in the morning.
Note: In speaking and informal writing, use the contraction When’s.

Prepositions
Prepositions of time
At In On From … to …

at night in 2019 on Sunday from 8:00 to 9:00 󰁐.󰁍.

at noon in May on May 10 from March to April
at 9:30 󰁐.󰁍. in the morning / afternoon / on Tuesday, May 12
evening
>> FOR PRACTICE, GO TO PAGE 113
36 UNIT 4

LESSON 1 ASK ABOUT AN EVENT

• Read the lesson title aloud. Ask, What is an event?
event? • Read the social media message aloud and ask, Why
(something interesting or important that happens).
happens) . is Yusef in New York? (for work) Ask, Why does Yusef
What are some events? (For example, a conference, a say, I’m back in New York
York? (It’s not his first time in New
wedding, a party) York. He probably goes to New York often for work.)

1 VOCABULARY
• Focus on the calendar and ask, What is this? (a • Then ask Ss to look at the months of the year.
y ear. Point
Point out

calendar) Focus on
What are these? theofdays
(days the of the week and ask,
week) the the r in February is usually silent.
silent .
• Have Ss listen to and repeat the months of the year.
• Focus on Sun
Sun.. Ask, What is the name of this day? • Have Ss listen to the October dates. Pause the audio
(Sunday) Write Sunday on the board. Have Ss after October seventh.
seventh. Ask, What do you think comes
complete the words for the other days of the week in next? (October eighth) Repeat 2–3 times, pausing the
pencil. audio and asking, What comes next?
• Have Ss listen and check their answers. • Then have Ss listen again and repeat.
• Ask volunteers to write the days of the week on the
LANGUAGE NOTE In American English, the date is
board. Check spelling. Then have them listen again
usually said and written month then day then year,
and repeat.
for example, October 17, 2020. The date can also be
OPTION Write Monday on the board and read it written numerically, for example, 10/17/2020.
aloud. Ask, Where is the stress? (Monday) Repeat with
the other days of the week. Point out that the stress • Have Ss read the yellow note.
is always on the first syllable in the days of the week. • Model item 1. Play the audio and ask, What date do
you hear? (June 3rd) Then point to the sample answer.
Ask
d in Ss to read the
Wednesday is days of the week. so
not pronounced, Point out thatlike
it sounds the Say, Listen for the month and ordinal number. Write
Wensday. the month or cardinal number. For lower-level Ss,
write the months of the year on the board for them to
• Have Ss turn to the ordinal number chart on page 132. refer to.
Point out that first, second, third have special forms. • Have Ss listen and complete the dates. Play the audio
The rest of the numbers end in -th. again as appropriate.
• Have Ss listen to and repeat the ordinal numbers. • Go over the answers as a class.

2 GRAMMAR
• To introduce the grammar,
gramma r, write on the board: • Focus on the On column. Read the examples. Ask,
A: When is the meeting? When do we use onon?? (with days and dates)
B: It’s on May 10. • Focus on the From... to... column. Read the examples
• Focus on the top chart. Read the questions and aloud. Say, We use from... to... to talk about a period of
answers aloud. Ask, Why do we use is in the first time. Ask, What does from indicate? (when something
question? (one party) Why are in the second question? starts) What does to indicate? (when something ends)
(many tests) Then focus on the answers and ask, What OPTION Write on the board, When _____ English
is it
it?? (the party) What are They
They?? (the tests) class? Ask for a volunteer to complete the question.
• Read the Note at the bottom of the first chart. Point out (When is English class?)
cla ss?) Then ask, When is English
that we usually say When’s but write When is. is.
• Focus on the At column in the bottom chart. Read the class? Callanswers
Ss to give on volunteers for possible
with different answers. (For
prepositions. Prompt
examples aloud.
al oud. Say, We use at with times.
times. example, It’s on Tuesday. It’s in the morning. It’s at
• Focus on the In column. Read the examples.
examples . Say, We 8:00. It’s from 8:00 to 10:00 󰁡󰁭.)
 use in with years, months, and parts of the day.

UNIT 4 T-36

3 PRONUNCIATION
• Write /ɚ/ on the board. Explain that it represents the • Go over the answers as a class.
sound -er as in girl and third
third.. Write on the board: = -er. • Play the audio to the end. Have Ss listen
lis ten and repeat the
• Read the Note aloud. words with /ɚ/.
• Focus on the words in the exercise. Point
Point out that each • Have Ss look at the sentences and identify the words
has the same sound, even though they have different they think have the / ɚ/ sound.
spellings. • Play the audio. Have Ss listen to the sentences. Go
• Play the audio. Have Ss listen. Then have them listen over as a class which words have the /ɚ/ sound.
and repeat.
Have Ss preview the lists of words and underline the (girlfriend, works,Have
thirty, Thursday) nurse,
Ss Her,
listenbirthday,
again andthirty-first,
a nd repeat the turns,
•
one they think does not belong in the set. sentences.
• Play the audio. Have Ss listen and complete the first • In pairs, have Ss practice saying the sentences.
task. Pause after item 4. If appropriate, play again. Circulate and help as needed.

4 CONVERSATION
• Have Ss look at the video still in 4B. Ask, Who are they? • Call on two Ss to read the completed conversation. Go
(Yusef and Dan) Where are they? (at the New York over any questions.
office) • Play the audio and have Ss repeat chorally, line by line.
• Ask, What do you remember about Dan? (For example, • Ask Ss to identify words in the conversation that
He is a graphic designer. He works in Beijing. He has a have the /ɚ/ sound. (conference,
( conference, October, Thursday)
Thursday)
new baby.) Pronounce
Pronounce the words and havehav e Ss repeat.
• Have Ss preview the questions to get an idea of the • Have Ss listen to and repeat the conversation again.
conversation. Ask, What do you think Yusef and Dan are
• Then, in pairs, have Ss practice the conversation.
talking about? (For example, work travel plans)
• Circulate and listen for correct pronuncation
pronuncation of the /ɚ/
• Have Ss listen
lis ten or watch. Ask, Were your predictions
sound.
correct?
• Time permitting, have Ss swap roles and practice
• Have Ss listen again and complete the exercise
again.
individually.
• Ask a volunteer to read the highlighted words. Say,
• Go over the answers as a class.
You can use these words in place of same-color words
• Ask Ss to preview the conversation and predict ways
in the conversation, or you can use
us e your own words.
the gaps might be filled.
• Then in pairs, have Ss make their own conversations.
• Then have them listen and fill in the gaps with the
Time permitting, have Ss swap roles and practice
words they hear.
again.

5 TRY IT YOURSELF
• Read the directions aloud. Tell
Tell Ss to plan their own LOOK FOR While Ss are completing the Try It
meeting and write notes. Encourage Ss to also note Yourself activity, walk around the class
cl ass and listen to Ss’
times and locations. conversations. Listen to determine if Ss are correctly
• Call on two volunteers to read the example ✓ using vocabulary for the calendar
conversation. ✓ saying dates with ordinal
ordinal numbers
• In pairs, have Ss ask about each other’s meetings. Tell
Tell ✓ asking questions with when + be
Student A to write down the information about
a bout Student
✓ using prepositions
prepositions of time
B’s meeting and then switch roles. Model this with a
✓ pronouncing words with /ɚ/ sound
higher-level S. Play the role of Student A.
• Have Ss walk around and ask five classmates about
EXIT TICKET Have Ss write their names on a blank
their meetings. card or piece of paper. Write on the board: When
• Circulate and help as needed.
is the next class? Encourage Ss to use in, on, at, and
from... to.
to. Collect answers as Ss leave. Read the cards
to identify areas for review and extra practice in later
 lessons and to identify individual Ss who may need
additional practice.

T-37 UNIT 4

3 PRONUNCIATION The sound /ɚ/

COACH

We pronounce the sound /ɚ/ as

04-07Listen. Notice that the underlined letters all have
one sound. This sound has several
the same sound: /ɚ/. Then listen and repeat.
spellings. The most common
first Thursday work thirty-first spellings for /ɚ/ are er (her), ir (first),
and ur (Thursday).
Listen. Circle the word that does not have the
04-08

sound /ɚ/. Then listen and repeat the words with the
sound /ɚ/.
1. third fourth nurse thirtieth 3. world birthday turn fork
2. circle thirteenth morning word 4. March learn her girl

04-09 PAIRS Listen. Then practice saying these sentences.

His girlfriend works as a nurse. Her birthday is March 31st. She turns 30 on Thursday.

4 CONVERSATION
04-10 Listen or watch. Circle the correct answer.
1. Dan says to Yusef, .
a. “What’s your name?” b. “Great to see you!” c. “How are you?”
2. Dan is in New York for .
a. a conference b. a meeting c. a new project
3. After New York, Yusef is going to .
a. London b. San Francisco c. Paris
4. Yusef is coming back to New York .
a. next week b. in two weeks c. in three weeks

04-11 Listen or watch. Complete the conversation.

Dan: When is the conference?

Yusef:
Yusef: It’s from October 15th to the 17th.
Dan: That’s really soon.
Yusef:
Yusef: Yeah, it’s
it ’s from Tuesday to Thursday.

Dan: Oh, that’s in two weeks.

04-12 Listen and repeat. Then practice with a partner

partner..

PAIRS Make new conversations. Use these words.

meeting Wednesday to Friday two days

5 TRY IT YOURSELF
Sept. 1–3,
Imagine that there is a two-day meeting. Write notes.
TTues–Th
ues–Th
ROLE PLAY Talk about the dates of the meeting.
A: When is the meeting?
B: It’s from September 1st to 3rd, Tuesday
Tuesday to Thursday.
 WALK AROUND Continue the role play. Talk to five
classmates. Use different events. I CAN ASK ABOUT AN EVENT.

UNIT 4 37

LESSON 2 MAKE PLANS WITH SOMEONE

YU SE F SAY
SAYED
ED
@YusefS

1 VOCABULARY Ways to connect It’s 12 o’clock, is anyone free

for lunch?
04-13 Listen. Then listen and repeat.

make a call leave a voicemail message send a text send an email

have a video call meet for lunch talk on a break have a meeting

What’s happening?
happening? Label the captions. Use words from
from 1A.
Hi Dan. It’s me
See you at Hi. This is Bob. Please call
the restaurant Fumi. Can I Everyone sit On my way me back at
at 12:00. speak to Taiki? down please. home! 768-555-0987.
leave a
1. meet for lunch 2. make a call 3. have a meeting 4. send a text 5. voicemail message

PAIRS Talk about the ways to connect in 1A. Tell a partner which ones you do.
I text my friends everyday.

2 SPEAKING
Listen. Notice how we ask someone to repeat the time.
04-14

Then listen and repeat.

Let’s meet at
12:00 12:30
4:00. I’m sorry. twelve o’clock twelve thirty
What time?
4:00 o’clock. 12:15 12:45
Thanks. twelve fifteen twelve forty-five

Listen to people making arrangements.

04-15

Write the number of the conversation in the correct column.

Meeting Lunch Voicemail Call Video call Break
conversation # 2 4 5 6 1 3

time 3:30 12:15 7:30 9:00 4:15 10:30

 04-15 Listen again and write the time of each meeting in the correct column.

38 UNIT 4

LESSON 2 MAKE PLANS WITH SOMEONE

• Read the lesson title aloud. Then focus on the social Read the message on page 38 and ask, What does
media message. Ask, Where is Yusef? (in New York) Yusef want? (to make plans for lunch) Ask, Do you use
Refer Ss back to Yusef’s post on page 36 as needed. social media to make plans with people?

1 VOCABULARY
• Book closed. Write connect on the board. Elicit or • In pairs, have Ss discuss ways they connect with other
explain the meaning of connect by making two dots people.

on theask,
Then board,
Whatand
arethen
somedrawing a line between
ways people them.
connect with • Bring the class together and call on Ss to share. Take a
poll to find out which way Ss in the class connect the
each other? (For example, send a text, instant message, most.
meet for coffee) Write Ss’ responses on the board.
• Books open. Have Ss scan the pictures and captions. EXTENSION On the board, draw three columns with
Tell them to check (✓) phrases in the book that are also the headings: Co-workers
Co-workers,, Friends
Friends,, Family. In small
on the board. groups, have Ss discuss which ways to connect are
more common among different categories of people.
• Have Ss listen. Then have them listen and repeat.
(For example, I text with my sister, I email with my
• In pairs, have Ss look at the pictures in 1A and
parents.) Then bring the class together and have
take turns reading the text in 1B aloud. Have them groups share.
complete the exercise.
• Bring the class together and go over the answers.

2 SPEAKING
• Draw a clock showing 9:00 on the board. Ask, What • Now focus on the bottom row of the chart. Tell
Tell Ss to

time isthem
write it? Call
on on
theaboard:
volunteer.
It’s 9Elicit both
o’clock andanswers 9. and
It’s 9. listen for
correct the time of each meeting and write it in the
column.
• Invite Ss to look at the conversation and notice how we • Have Ss listen and fill in the chart. Play the audio again
ask someone to repeat the time. Play the audio. Say, if appropriate.
Notice how the first time the man says four four.. And the • In pairs, have Ss compare answers. Replay the audio
a udio if
second time for clarification he says four o’clock.
o’clock. Ss have any questions.
• Have Ss listen and repeat. Model how o’ is pronounced
uh, and the words flow together: four-uh-clock
four-uh-clock.. EXTENSION In pairs, have Ss use the information
in the chart to make up short conversations in their
• Say each time in the box on the right and have Ss
own words. Model a conversation for item 1 with a
repeat. Clarify that o’clock is only used for time on the
volunteer
hour.
A: When is the video call?
• Have Ss preview the column headings and review the
vocabulary presented in 1A. B: At 4:15.
• Read the directions aloud. Explain that arrangements
A: I'm sorry. What time?
are the same as plans
plans.. Say, The first time you listen only B: At 4:15.
write the conversation number in the
th e correct column. A: Thanks.
Don't write the time.
• Have Ss listen and write the conversation numbers.
 • In pairs, have Ss compare answers. Replay audio if
appropriate. Go over answers as a class.

UNIT 4 T-38

3 PRONUNCIATION
• Focus Ss’ attention on Stress in numbers. Give them • Then elicit the ordinal numbers and write them on
time to read it silently. Then read
read it aloud. the board: TWENtieth
TWENtieth;; THIRtieth
THIRtieth;; FORtieth
FORtieth;; FIFtieth
FIFtieth;;
• Tell Ss they will listen to stress in pairs of numbers. SIXtieth;; SEVentieth
SIXtieth SEVentieth;; EIGHtieth
EIGHtieth;; NINEtieth
NINEtieth..
Have them listen
lis ten and notice the differences. Point
Point • Have Ss preview the exercise items and read the
out that the pairs of words are similar. Stress
Stress helps choices silently.
differentiate them. • Then have Ss listen and circle the number they hear.
• Then have Ss listen and repeat. Play the audio again if appropriate.

• T
too ninety
reinforce, invite Ssthe
to illustrate to count
stressby
on tens fromsyllable.
the first twenty
sylla ble. • Go over the answers as a class. Then listen and repeat.
• Read the directions aloud. Remind Ss to change roles.
(twenty; thirty; forty; fifty; sixty; seventy;
sev enty; eighty, • Circulate and listen to determine that Ss are
ninety) pronouncing the stress in numbers correctly.

4 CONVERSATION
• Have Ss look at the video still. Ask, Who are they? • Call on two Ss to read the completed conversation.
(Yusef and Dan) Then ask, What are Yusef and Dan Go over any questions.
doing? (looking at their phones) Ask Ss to preview the • Play the audio and have Ss repeat chorally, line by line.
exercise to get an idea of the conversation. • Write the times from the conversation on the board:
• Books closed, have Ss listen or watch. 1 o'clock, 1:30, 4:30.
4:30. Review pronunciation of one-uh-
• Books open, have Ss complete the exercise clock and the stress in thirty. Say each time and have Ss
individually. repeat.
• Go over the answers as a class. Replay the audio • Have Ss listen and repeat again.

if appropriate. • Then in pairs, have Ss practice the conversation.

• Ask Ss to preview the conversation and predict ways Circulate and listen for correct pronunciation and
the gaps might be filled. stress. Time permitting, have Ss swap roles and
• Then have them listen and fill in the gaps with the practice again.
words they hear. For lower-level Ss, provide a word
bank on the board: 1:30, 1:00, 4:30, lunch.
lunch.

5 TRY IT YOURSELF
• Read the directions aloud. Call on a volunteer to read LOOK FOR While Ss are completing the Try It
the example notes. Yourself activity, walk around the class
cl ass and listen to Ss’
• Tell Ss to choose what to arrange.
a rrange. Have them circle conversations to determine if Ss are:
meeting,, lunch
meeting lunch,, or video call.
call. Then have them take ✓ using vocabulary for ways to connect
notes. Say, Write the three wh- questions from 5A and ✓ saying the
the time
time
your own answers. Circulate and assist as Ss work.
✓ using word stress in numbers
numbers
• Read the directions aloud. Call on two volunteers to
use the information from the notes in 5A to complete
EXIT TICKET Have Ss work in pairs. Have them
and role-play the conversation.
write both names on a blank card or piece of paper.
• Then have pairs use their notes from 5A to role-play
Write on the board: Write a text message suggesting
conversations.
a day and time to meet for coffee. Have your partner
EXTENSION Have Ss return to Yusef’s social media respond to the text on your card / paper. Collect cards
message at the beginning of the lesson. Ask a S to as Ss leave. Read the cards to identify areas for review
read it. Then write it on the board: Is anyone free for and extra practice in later lessons.
lunch? Then ask, What are some possible responses
to Yusef’s post? Invite Ss to write responses on the
board. (For example, I’m free at 12:30. I’m free from
 1:00 to 2:00. I’m busy.)

T-39 UNIT 4

3 PRONUNCIATION Stress in numbers

COACH

04-16 Listen. Notice the different stress. Then listen and repeat. We stress the first syllable
of numbers ending in -ty (or
thirty thirteen forty fourteen sixtieth sixteenth ordinal -tieth). We usually
04-17 Listen. Circle the number you hear. Then listen and repeat. stress the last syllable of
numbers ending in -teen
1. She’s 80 / 18. 4. Is that on 40th / 14th Street? (or -teenth).
2. He’s 60 / 16 today. 5. It’s at 2:50 / 2:15.

3. It’s in room 70 / 17. 6. It’s on June 30 / June 13.

PAIRS Student A, say a number from 3A or 3B. Student B, write the number.

4 CONVERSATION
04-18 Listen or watch. Circle the correct answer.
1. Yusef is leaving on .
a. Tuesday b. Wednesday c. Thursday
2. Yusef and Dan are going to .
a. an office b. a restaurant c. a park
3. Yusef leaves because he needs to .
a. go to a meeting b. go to lunch c. make a call
4. Dan doesn’t know .
a. Yusef’s phone number
b. the name of the restaurant
c. the time of the meeting

04-19 Listen or watch. Complete the conversation.

Dan: Are you free for lunch tomorrow?

usef: Sure! What time?
Yusef:
Y
Dan: How about 1:00 ?
usef: Oh, I’m sorry. I have a meeting from
Yusef:
Y 1:30 to 4:30 .
Dan: How about dinner?
usef: Perfect.
Yusef:
Y

04-20 Listen and repeat. Then practice with a partner

partner..

5 TRY IT YOURSELF
What? lunch
MAKE IT PERSONAL Y You
ou want to arrange a
What day? Wednesday
meeting, lunch, or a video call with a co-worker.
What time? 1:00
Take notes.

ROLE PLAY Imagine you and your partner are co-workers.

Arrange a day and time to meet.
A: Are you free for on ?
B: What time?
 A: How about … ?
I CAN MAKE PLANS WITH SOMEONE.

UNIT 4 39

LESSON 3 ASK FOR AND GIVE DIRECTIONS

YUSE
YU SEF
F SAY
SAYED
ED
@YusefS

1 VOCABULARY Words for getting around town How do I get to

Putnam’s?
04-21 Listen. Then listen and repeat.

avenue street a traffic light a bridge a corner

north

west
east

a block south turn right turn left go straight

04-22 Listen to the conversations. Circle the correct answer.

1. a. b. 4. a. b. 7. a. b.
Grant St. Grant Ave.

2. a. N b. 5. a. b. 8. a. 3rd St.
b. 3rd Ave.

3. a. b. 6. a. b. 9. a. b.

PAIRS Talk about places in your neighborhood.

A: There’s a bridge on Third Street.
B: There’s a bus stop on Oak Avenue. It’s
It’s on the corner.
corner. Places
shopping center
2 GRAMMAR The imperative: Affirmative and negative park
COACH
restaurant
Affirmative Negative drugstore
library
Turn right. turn left. supermarket
coffee shop
Walk..
Walk take a cab.
Don’t
Go north. go south.

Cross the street. go straight.

 >> FOR PRACTICE, GO TO PAGE 114

40 UNIT 4

LESSON 3 ASK FOR AND GIVE DIRECTIONS

• Read the Lesson title aloud.
a loud. Ask, What do you do when • Then focus on Yusef’s
Yusef’s social media message. Read it
you need directions? (For example, ask someone, use aloud and ask, What is another way to say
sa y this? (Where
GPS, ask my phone, look at a map) is Putnam’s?) Then ask, What do you think Putnam’s is?
Allow Ss to guess. (It’s the name of the restaurant Dan
suggests in Lesson 2, 4A.)

1 VOCABULARY

• Read the Vocabulary

the pictures topic aloud.
and captions. aloud . Then ask Ss to scan • Bring the class together and go over the answers.
• Focus Ss on the list of places
place s on the yellow note.
• Have Ss listen. Then have them listen and repeat. Review meanings as needed.
• Call on two Ss to read the example conversation. Point
Point
LANGUAGE NOTE A street is a public road that
out that we use the preposition on with the name
has buildings on it. In the past, an avenue was
of the street where a place is located. Draw a street
usually bigger and wider than a street, but today the
on the board. Label it Cherry St. Then draw a house
distinction is not as clear. Avenue is used in street
alongside it. Say, The house is on Cherry Street. Give
names; for example, Springfield Avenue. Other
a few more examples and write them on the board.
common endings for street names are Road, Lane,
(For example, The library is on Main Street. There
There is
Terrace, and Way.
a broken traffic light on Sandford Avenue.)
• Have Ss preview each pair
pa ir of images. Focus on item 4 • Circulate as Ss talk about places in their
and make sure they understand that 4A represents two neighborhoods. Then bring the class together and
blocks and 4B represents three blocks. Then have Ss invite volunteers to share.
listen and complete the exercise.

2 GRAMMAR
• Warm up with books closed.
cl osed. Write on the board: I take • Focus on the Negative
Negative.. Point out that we use Don’t +
a cab to work.
work. / Take a cab to work.
work. Elicit or explain the the base form of a verb. Explain that in spoken
difference. (In the first statement, a person describes English, we usually use the contraction. Using the full
how he / she gets to work; in the second statement, a form makes the command sound stronger and more
person is telling someone else to take a cab.) serious; for example, Do not turn left. Do not go to that
• Have Ss look at the grammar chart. Explain that the restaurant.
imperative can be used to give directions, instructions, • In pairs, have Ss practice reading the items in the chart
commands, etc. with and without please
please,, noticing how please softens
• Focus on the Affirmative
Affirmative.. Point
Point out that we use the base the tone of the imperative.
form of a verb
v erb in the affirmative. Read the affirmative
 examples.

UNIT 4 T-40

3 LISTENING
• Direct Ss’ attention to the map.
ma p. Read the directions - turn right
aloud. Ask, What kind of conversation will we hear? - keep walking up Washington
(a phone conversation) What do you think it will be - It’s about halfway up the block on
on the right
about? (directions)
• Have Ss listen. If appropriate,
app ropriate, play the audio again. OPTION For additional listening practice for higher-
• Then call on a volunteer to answer the question. (Dan level Ss, challenge them to write down the direction
is telling Yusef to walk to the restaurant because of words and street names they hear.
traffic.) Follow up by asking, What does Yusef ask Dan?
(how to get to Putnam’s)
Putnam’s) EXTENSION Have Ss role-play the phone
• Read the Listening Skill aloud. Ask, What are some conversation between Yusef and Dan, referring to the
examples of direction words? Write them on the board. directions on their map. Explain that the role play will
(For example, Turn right, Go straight) What are some be an interpretation, and not exactly what is on the
examples of street names? (For example, Livingston recording.
Avenue, High Street)
• Focus Ss’ attention on the map. Point out that in 3A and
• Explain that knowing what to listen for helps a listener
3B, the starting point was TSW Media. In this exercise,
focus on the most important information.
there are two different starting points: the park and the
• Play the audio and have Ss listen for direction words library. Explain that Ss will work in pairs. One partner
and street names and draw the route on the map. will give directions to Putnam’
Putnam’ss Grill from the park, and
Encourage Ss to use a pencil. Then play the audio the other partner will give directions from the library.
again for Ss to check the route they drew.
• Refer Ss to the example conversation to get started.
• Have Ss compare routes in pairs. Play the audio again Instruct them to look at the Vocabulary in 1A on
if helpful. page 40 if they need help.
• For lower-level Ss, take notes on the board as the
audio is playing:
- go north on Cooper Plaza to 3rd Street
- turn left and walk three blocks to Washington Street
Street

4 TRY IT YOURSELF
• Read the directions aloud. Have Ss work individually LOOK FOR While Ss are completing the Try It
to create a simple map. Ask, What three things do you Yourself activity, walk around the class
cl ass and listen to Ss’
need to label
direction on the map? (the school, streets, and the
north) conversations. Listen to determine if Ss are correctly
✓ using vocabulary for getting around town
• Then have Ss write directions from the school to
✓ using the
the imperative
another place nearby. Tell Ss, Don’t draw the route or
label the place on your map.
map .
TEACHING TIP Walk around and listen to Ss’
• Read the directions aloud. Then have Ss practice
p ractice
conversations. Take
Take notes on errors, but don’t
giving and following directions. Remind them to swap
interrupt. This allows Ss to focus on fluency. After
roles.
completing the activity, go over common problems
EXTENSION Have Ss return to Yusef’s social media as a class. If appropriate, have Ss repeat the exercise,
message at the beginning of the lesson. Ask a S using different places on their maps and talking
tal king to
to read it. Write it on the board: How do I get to different people.
Putnam’s? Then have a volunteer come to the board
and write a reply to the post. (For example, Go north EXIT TICKET Write on the board: How do I get to
on Cooper Plaza. Turn left on Third St. Turn right on ? [name a location that is walking distance from
Washington St.) the school] Have Ss write their name and the answer
to the question on a blank card or piece of paper.
Collect cards as Ss leave. Read the cards to identify
areas for review and extra practice in later lessons
 and to identify individual Ss who may need additional
practice.

T-41 UNIT 4

3 LISTENING
Possible answer: Dan is giving Yusef
04-24 Listen. Why is Dan calling Yusef? directions to the restaurant.
Four
th St
reet N

W E
Putnam’s Grill
S
park

Third
Stree
t t
e e
u re
n St
ve d
A n
en ra
re G
G
t
ee
tr za
S la
n P
to r
g e
p
in o
o
h
Seco
as C
TSW Media
nd S W
treet

eet
tr
S
s t
m e
a re
A
d St
n
o
is
ad
M
First
Stre et

Fron
t Ave
nue library

04-24 Read the Listening Skill. Listen again. LISTENING SKILL

Start at TSW Media. Draw the route on the map.
Label Putnam’s Grill. Listen to follow directions
When listening for directions,
PAIRS Take turns asking for and giving directions focus on the direction words
to Putnam’s Grill. Student A starts at the park. and street names.
Student B starts at the library.
A: How do I get to Putnam’s Grill? B: Walk …

Turn left .
4 TRY IT YOURSELF Walk three blocks s
outh.
MAKE IT PERSONAL Think of a place nearn ear your school. Draw or Cross the street .
find a map. Label your school, the streets, and show the direction
north. Write directions from your school to the place.
PAIRS Student A, read the directions to the place. Student B,
 follow the directions on your partner
pa rtner s map.
Point to the place. Guess where you are. I CAN ASK FOR AND GIVE DIRECTIONS.

UNIT 4 41

LESSON 4 READ ABOUT A PLAN TO MEET

YUSE
YU SEF
F SAYE D
@YusefS

1 BEFORE YOU
YOU READ I’m in New York this week. I
can’t wait to see my friend Nick.
Who do you make plans with? What do you do?

2 READ
Possible answer: The emails are
04-25 Listen. Read the following emails. What is each email about? about a plan to meet for lunch.

New email New email

Yuseff Sayed
Yuse Nick Johnson

Hi, Nick.
Hi, Yusef.
How are you and Sara? I’m in New York. Let’s get
I’m free on Saturday. Sounds great!
together! Are you free for lunch on Saturday or Sunday?
I know that place. The food is great,
How about meeting at City Coffee at 1:30? It’s on the but the coffee is not so good. See you
corner of 8th Avenue and 13th Street. It’s across from at 1:30.
the supermarket. Just let me know.
I hope to see you! All the best,
Nick
Yusef
Yu sef

Read the emails again. Write T for true and F for false.
T 1. Yusef wants to meet for lunch. F 4. Nick needs
needs directions
directions to the
T 2. Yusef and Nick are
are friends. coffee shop.
F 3. Nick can’t meet on
on Saturday.
Saturday. F 5. The coffee shop has great
coffee.

Read the Reading Skill. Write questions about the emails. Use what, who,
where, how, and when. Then find the answers in the emails.
READING SKILL
Who does Yusef want to meet? Nick Possible answers: Ask and answer questions
What does Yusef want to meet for? lunch
What days does Yusef want to meet? Saturday or Sunday Ask yourself questions about
When does Yusef want to meet? at 1:30 the text. Then answer them
to check your understanding.
Where is City Coffee? corner of 8th Avenue and 13th Street
How does Nick feel about the food? It’s great.
Find out what year
3 MAKE IT PERSONAL email started.

Do you use email to make plans with friends? with family? If not, how do you make plans?
 PAIRS Talk about how you make plans.
I CAN READ ABOUT A PLAN TO MEET.

42 UNIT 4

LESSON 4 READ ABOUT A PLAN TO MEET

• Read the Lesson title aloud. Then read the social media
message, and ask, Where is Yusef? (in New York) What
plans does he have? (to see his friend Nick)

1 BEFORE YOU READ

• Write the questions on the board. Point
Point to each one • Bring the class together and ask each group for one
and give an example answer. (I make plans with my response to each question.

friends. We meet for dinner.) Then have Ss discuss in

small groups.

2 READ
• Have Ss listen and read. If appropriate, have them read that asking and answering information questions helps
and listen again. Then, in pairs, have them discuss what pull important details from a text.
each email is about. (a plan to meet for lunch) • Read the directions and example question and answer
• Bring the class together and call on pairs to share aloud. Before Ss complete the exercise, have them
answers. copy the wh- question words into their noteooks.
• Give Ss a few minutes to complete the exercise Then have them write possible answers for each. (For
individually. Then have them compare answers in pairs. example, What? lunch; Who? Yusef, Nick; Where? City
• Bring the class together and call on volunteers to Coffee, on the corner of 8th Ave. and 13th St.; How?
correct the false answers and support the true answers great, not so good; When? on Sat., at 1:30)
with information from the emails: • Then have Ss work in pairs to write complete
1. T (Yusef writes, Are you free for lunch on Saturday or questions. Circulate and assist.
Sunday?) OPTION For lower-level Ss, compose the questions
2. T (In his social media post, Yusef refers to Nick as his together as a class and write them on the board.
friend.) Encourage Ss to form questions using the wh-
3. F (Nick says, I’m free on Saturday.) words + be
be.. (For example, What is the name of the
4. F (Nick says, I know that place.)
place.) restaurant? Who is Yusef’s friend? Where is City
5. F (Nick says, The food is great, but the coffee is not Coffee? How is the food / coffee? When is lunch?)
so good.)
good.)
• Focus Ss’ attention on the Reading Skill. Write What, OPTION Have Ss stand and mingle. TellTell them to
Who, Where, How,
How, and When on the board. Explain practice asking and answering questions about
a bout the
emails with several different classmates.

3 MAKE IT PERSONAL

• Poll the class.

to make plansAsk
withfor a showwith
friends? of hands,
family?Who
Thenuses
giveemail
Ss a EXTENSION Ask a S to read Yusef’s social media
message at the beginning of the lesson. Ask for
few minutes to brainstorm other ways they make plans. possible responses to Yusef’s post and write them
• In pairs, have Ss compare different ways they make
 on the board. (For example, Have fun! Say hi to Nick.
plans. Then ask each pair to write one idea on the I want to see you, too!)
board. Make spelling corrections as appropriate.
app ropriate.

UNIT 4 T-42

LESSON 5 WRITE ABOUT A PLAN TO MEET

1 FOCUS ON WRITING
• Give Ss a few minutes to read the Writing Skill. Write • Give Ss a few minutes
m inutes to reread the emails in 2A on
statement and question on the board. page 42 and circle all of the question marks.
• After Ss read, ask, What punctuation can we use at • Have Ss check answers in pairs. Then ask three
the end of a statement? (a period or an exclamation volunteers to write the questions on the board. Make
point) Elicit additional examples of statements ending sure they include the question mark.

with each type

the board of preposition.
and write sentences.Invite Ss to come
(For example, to in
I live EXTENSION Ask Ss to read the emails on page 42
Canada. I love chocolate!) again and underline the exclamation points. Have Ss
check answers in pairs. Then ask three volunteers to
• Then ask, What punctuation do we use at the end of a
write the exclamations on the board. Make sure they
question? (a question mark) Invite a S to write another
include the exclamation point. Read each exclamation
exclam ation
example on the board. (For
(For example, Is the restaurant
with excitement and have Ss repeat.
on Bridge St.?)

2 PLAN YOUR WRITING

• Have Ss work individually to outline their writing. • Have Ss share their plans in pairs. (For example, I want
For lower-level Ss, copy the chart on the board and to have breakfast with Deanna on Sunday. I want to go
model answers: Who: Deanna; What: breakfast; When: to Rosa’s Diner on Main Street.)
on Sunday, October 9; Where: at Rosa’s Diner on Main
Street. Leave the information on the board to refer to
when modeling the writing section.
• Invite Ss to plan their writing.

3 WRITE
• For lower-level Ss, use the information in 2A on the Call on another S for the following line. (For example,
board to elicit an example message. Write Hi, Deanna, How about Rosa’s Diner? We both love it there.)
on the board. Then call on Ss to continue the email, • Have Ss write their emails. For lower-level Ss, write
referring to the chart on the board. (For example, Let’s prompts on the board to help them: Let’s... / Are you
have breakfast soon.
soon.) Call on another S for the next free on...? / How about...?
line. (For example, Are you free Sunday, October 9?)

4 REVISE YOUR WRITING

• Tell Ss they will peer review their partner’s writing. Say, • Then have Ss return books and give and receive
Read your partner’s email and complete the checklist in advice about how to improve their emails. Circulate as
your partner’s book.
book. pairs work and monitor that feedback is correct and
constructive. Help steer Ss in the right direction if they
are not giving appropriate feedback.

5 PROOFREAD
• Have Ss proofread their email one last time. If Ss have EXIT TICKET Tell Ss to write their names, followed
made a lot of changes, encourage them to recopy their by a statement, an exclamation, and a question on
emails or print them again
aga in with corrections. a blank card or piece of paper. Remind them to use
• Then collect Ss’ work and offer individual feedback. correct end punctuation. Collect cards as Ss leave.
Read the cards to identify areas for review and extra
 practice in later lessons and to identify individual Ss
who may need additional practice.

T-43 UNIT 4

LESSON 5 WRITE ABOUT A PLAN

P LAN TO MEET

1 FOCUS ON WRITING WRITING SKILL

End of sentence punctuation
punctuation
Read the Writing Skill.
A sentence can be a statement or a
Read the emails on page 42 again. Circle the question.
question mark at the end of each question. see page 42 End a statement with a period or an
exclamation point.
Use an exclamation point to express
2 PLAN YOUR WRITING emotion.
It’s great to see you again !
Choose a friend to make plans with. Imagine what
End a question with a question mark.
you want to do. Decide where and when to do
d o it.
Are you
you free
free for lunch
lunch on
on Saturday
Saturday?
Complete the chart.

WHAT?
WHO?
WHEN?

WHERE?

PAIRS Talk about your plans.

I want to have lunch with … I want to go to …

3 WRITE
Write to your friend. Invite your friend to meet you someplace. Suggest a day, a time,
and a place. Use the email from Yusef
Yusef on page 42 as a model.

4 REVISE YOUR WRITING

PAIRS Read your partner’s email. Complete the chart.
Did your partner …? Yes No
invite a friend to meet
suggest a day, time, and place
use correct punctuation at the end of each sentence

PAIRS Can you improve your partner’s email? Make suggestions. Then revise your writing.

5 PROOFREAD
Read your email again. Check your spelling, punctuation, and capitalization.
 I CAN WRITE ABOUT A PLAN TO MEET.

UNIT 4 43

PUT IT TOGETHER

1 MEDIA PROJECT
04-26 Listen or watch. Answer the questions.
1. How does Lena go to school?
Lena takes the bus to school.

2. When does she have English classes?

She has English classes on Monday and Wednesday.
3. Where does she go after school?
She works in an office after school.

Show your own photos.

Step 1 Think about what you do. Take
Take 4–6 photos of the
th e places and how to get there.
Step 2 Show the photos to the class. Tell what you are doing. Describe the places.
Describe how to get there.
Step 3 Answer questions from the class about your daily activities. Get feedback on
your presentation.

2 LEARNING STRATEGY
ir a l
MAKE TRANSLATION FLASHCARDS
norte
On a card, write a new word or phrase.
ph rase. On the
back of the card, write a translation.

Review the grammar in Lesson 3. Make at least

go north
five translation flashcards for the imperative.

3 REFLECT AND PLAN

Look back through the unit. Check the things What will you do to learn
you learned. Highlight the things you need to learn. the things you highlighted?
For example, use your App,
Speaking objectives Grammar
review your Student Book,
Ask about an event Questions with when
+ be or do other practice. Make
Make plans with
someone Prepositions
Prepositions of time a plan.
Ask for and
and give The imperative:
directions Affirmative and negative

Notes Done
Vocabulary Reading
The calendar Ask and answer In the app, listen to
Ways to connect questions Listening 4A: Ask for and
give directions.
Words for getting
Writing
around town
End of
of sentence
punctuation
Pronunciation
The sound /ɚ/
Stress in numbers
numbers
44 UNIT 4

PUT IT TOGETHER

1 MEDIA PROJECT
• Books closed, Say, Listen to Lena talk about what she • Write the following questions on the board:
does. Listen for places.
does. places. Play the audio or video and 1. Does the person show 4–6 photos of places?
then ask, What places does Lena mention? (her school, 2. Does the person say what he / she does at the
her classroom, an office) places and how to get there?
• Books open, have Ss look at the photograph on the 3. Does the person speak clearly?
right.
WhichAsk, What
place do you
do you see?
think this(buildings , a fountain)
is? (her school / 4. Is this presentation interesting?
Give Ss a few minutes toto read over the questions.
university) Tell Ss to read the questions. Tell them to
Tell them to write each person’s name on a piece of
listen again for this information.
paper before the person presents, and then take notes
• Have Ss listen or watch. Then have them answer the during the presentation referring to the questions on
questions individually. the board.
• In pairs, have Ss compare answers. Then bring the
• Then invite classmates to ask questions and give
class together to go over any questions.
feedback. You
You may choose to save the feedback
• Explain to Ss that they will create a similar project. until the very end and let Ss walk around, refer to
• Give Ss some time in class to read the three steps. their notes, and tell Ss individually what they did well
Answer any questions. To prepare for the project, have or could do better. Remind Ss to speak kindly and
pairs ask each other questions similar to the ones in constructively.
1A. Write on the board: How do you go to school /
work? When do you have English class? Where do you OPTION To provide an opportunity for self-critique,
go after school / work? record presentations or have Ss record one another’s
• For homework, tell Ss to take and organize the presentations with their phones. Then have Ss watch
photos. Clarify that they don’t have to print copies of their own presentation and complete the following
their pictures, but that they should have them easily checklist:
accessible and in the correct order on their phone or Did I show 4–6 photos of places?
other device. Did I say what I do at the places and how to get
• Back in class, have Ss practice Step 2 once with a there?
partner. Then call on individual Ss to present their Did I speak clearly?
photos. Was my presentation interesting?
Encourage Ss to be honest with themselves and to
keep notes of their observations for the next time they
prepare a similar presentation.

2 LEARNING STRATEGY

• Have Ss look at the flashcards on the right. Ask, What • Tell Ss to work in pairs. Tell them to refer to the
language is this? If Ss don’t know, explain that this is Grammar in Exercise 2 on page 40 and create
Spanish. The words mean go north.
north. translation flashcards. Have Ss use small pieces of
• Ask Ss to read the Learning Strategy. Ask, Do you use paper, or provide notecards if possible.
flashcards to learn English vocabulary? other subjects • Finally, if appropriate, have Ss from the same language
in school? background use the flashcards to quiz each other on
how to say imperative expressions in English.
Engl ish.

3 REFLECT AND PLAN

• Have Ss complete the checklists individually. Circulate • Then invite Ss to walk around and compare ideas for
and answer any questions. Encourage Ss to look back learning different topics.
at each lesson in the unit.
UNIT REVIEW BOARD GAME To review the
• Have Ss compare checklists in pairs and talk about the
Unit content, go to the Pearson English Portal /
things they need to study or practice more.
Reproducibles / Unit Review Board Games folder
• Have Ss work individually to think about what might
help them learn the topics they don’t feel they know and print out and make copies of the Unit 4 Board
Game. You’ll
You’ll find instructions for the game in the
yet. Refer individual Ss to specific handouts, app same folder.
practice, workbook pages, etc., to help them master
 any problem areas. If Ss feel confident about all
al l of the
topics in this unit, encourage them to think of other
topics they need help with or want to learn.

UNIT 4 T-44

5 DO I NEED AN UMBRELLA?
PREVIEW THE UNIT

LESSON 1 Ask about prices

Vocabulary Weather items
Speaking Ask someone to confirm or repeat information
Conversation skill Get someone’s attention

LESSON 2 Talk about the weather

Vocabulary Weather and temperature

Pronunciation The letter o
Listening skill Listen for specific information
Vocabulary Seasons

LESSON 3 Talk about what people wear and carry

Vocabulary Things you wear or carry

Grammar Regular and irregular plurals
Pronunciation Plural nouns

LESSON 4 Read messages about weather

Reading skill Scan for details

LESSON 5 Write a message about weather

Writing skill Capitalization

PUT IT TOGETHER
Media project Video: Your favorite clothes
Learning strategy Make picture flashcards

Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.

GET STARTED
• Write the title of the unit on the board. Point
Point to an umbrella in the photo and ask, Do I need an umbrella today?
• Then tell Ss to read the Learning Goals individually. Ask, Which topics do you feel confident about? Which topics are
new for you? If Ss have studied the topics before, reassure them that they will learn some new things.
• Ask, What do you see?
see? In pairs, have Ss look at the photo and talk about things they see.
• Bring the class together and ask pairs to share. Write the words on the board. (For example, a taxi, umbrellas, rain, a

street, a city, people, wet) To

To elicit detailed responses, focus on specific things in the photo and ask, What’s this?
• Ask, Have we met Gaby before? (no) Have Ss read what Gaby says in Meet the People of TSW Media on page 4 or play
the video of Gaby. Then ask, Where does Gaby live and work? (in Bolivia) What is her occupation? (She’s an accounts
 manager.)
• Read the social media message aloud. Ask, Where is Gaby? (in New York City) For how long? (two days) What are
Gaby’s plans? (She has a meeting.)

T-45

LEARNING GOALS
In this unit, you

5 DO I NEED AN
UMBRELLA?
ask about prices
talk about the weather
talk about
about what
and carry
weather
what people wear

read and write messages

messages
about weather

GET STARTED
GABY RAMOS
Read the unit title and learning goals.
goals. @GabyR
 Look at the photo. What do you see? I’m in New York for two days for
a meeting.
Now read Gaby’s message. What are her plans?
45

LESSON 1 ASK ABOUT PRICES

GABY RAMOS
@GabyR

1 VOCABULARY Weather items Looks like rain. Where can I

get an umbrella?
05-01 Listen. Then listen and repeat.

an umbrella a cap gloves a scarf sunglasses

boots a sweater a coat sandals a raincoat

TAKE A POLL How many classmates have the items in 1A?

Four people have umbrellas. One person has a scarf. No one has sandals.

2 SPEAKING
Listen. Notice how you can ask someone to confirm or repeat
05-02

information. Then listen and repeat.

How much is

this, please? It’s 79 cents. Unde

derr $1
$1.0
.00
0 $1.0
.00
0–$1
$1..99 Over $2
Ove $2.0
.00
0
Write 6¢ or $.06 $1.06 $2.06
79 cents? Say six cents a dollar six two oh-six
Yes. That’s
right.
Thanks.

Listen to people asking for prices. Write the number of the

05-03

conversation in the correct box.

2 6 7 1 8 4 5 3

$11.99 $4 $26.60 $6.75 $12.89 $13.99 $65.99 $80

 05-03 Listen again. Write the prices.

46 UNIT 5

LESSON 1 ASK ABOUT PRICES

• Books closed, ask, What do you need when it is possible or probable. Then ask, What does Gaby need?
raining? (an umbrella, boots, a raincoat) To elicit these (an umbrella)
words, act out holding an umbrella, putting on a • Read the Lesson title, Ask about prices. Ask, What is the
raincoat with a hood, and putting on boots. Write the price of an umbrella?
words on the board and leave them there for reference
in 1A. LANGUAGE NOTE Looks like is an expression that
• Books open, focus on the social media message. Point
means it is likely that something is going to happen.
to Gaby and review, Why is Gaby in New York?
York? (for a Looks like rain is a short way of saying It looks like it’s
it ’s
meeting) Read the social media message and on the going to rain.
board write: Looks like rain. Say, This means rain is

1 VOCABULARY
• Point out the Vocabulary topic, Weather items.
items. Ask, • Say, Check each item in 1A that you have with you
Which weather items have we already talked about? today.
Point to the words on the board: an umbrella, boots, • List the ten weather items on the board. Ask, Which
a raincoat. Ask, What weather do you need these items words are plural? (gloves, sunglasses, boots, sandals)
for? (rain) Then call on volunteers to write the plural forms of the
• Have Ss listen. Then have them listen and repeat. singular words. Focus on the plural of scarf. (scarves)
• Ask, Which items are for cold weather? (gloves, a scarf, Refer Ss to the spelling rules in Exercise 2 on page 10
boots, a sweater, a coat) Which items are for warm for review as needed.
weather? (a cap, sunglasses, sandals) • Ask for a show of hands, Who has [an umbrella]?
Repeat with each weather item. Keep a tally next to the
OPTION To review, ask, Which item has the article words on the board.
an before it? (umbrella) Why? (It starts with a
• Invite a S to read the example answer. Ask,
Ask, Which
vowel.) Which words don’t have an article? (gloves,
weather items in the example answer are singular?
sunglasses, boots, sandals) Why? (They are plural.)
(scarf) Which are plural? (umbrellas and sandals) Then
Then elicit a few sentences about Ss’ weather items
say, Use singular nouns for items that one person has
and write them on the board. (For example, Anna has
or no one has. Use plural nouns to talk about the items
a red scarf. Nate has black boots.)
many people have. Always use the plural form with
gloves, sunglasses, boots, and sandals. Call on Ss to
EXTENSION Books closed, act out putting on several count the tally marks and make summary statements.
weather items. Say, Guess the vocabulary. Listen to determine that Ss use the correct form of
have and the correct singular and plural forms of the
weather items.

2 SPEAKING

• Give Ss a few minutes to preview the exchange in the • Play the audio and pause after the first conversation.
speech balloons. Ask, How does the speaker on the Ask, Which item is this conversation about? (the
left check that he or she heard a price correctly? (by umbrella) Point to the example answer.
repeating the information) • Have Ss listen to the remaining conversations and write
• Ask, What do you think the upward arrow means? the number of each conversation in the correct box. If
(rising intonation) Model rising intonation for 79 cents? appropriate,
appropria te, have them listen again.
Have Ss repeat. • Ask Ss to compare answers in pairs.
• Have Ss listen. Then have them listen and repeat. • Have Ss listen again and write the prices. Tell
Tell Ss to
• Write $ and 󰂢 on the board. Point to each symbol and listen carefully to the entire conversation. Play the
ask, What does this mean? (dollars; cents) Write $5 audio and pause after the first conversation. Ask, What
and ask, How do we say this? (five dollars) Write 10¢ does the shopper think the price is? ($6.79) What is the
and ask, How do we say this? (ten cents) Focus on the actual price? ($6.75)
column headings in the chart on the right and say, • Have Ss listen and write the prices. Replay the audio if
Depending on the dollar amount, we say the cents appropriate.
differently. Have Ss look at the Write row. Say each
amount and have Ss repeat. • Go over the answers as a class. Replay the audio as
needed.
• Say, Cover 1A with a piece of paper. With a partner,
identify the items in 2B.
 identify the items in 2B.
• Say, Now listen and match the conversation with the
picture. Don’t write the prices.

UNIT 5 T-46

3 CONVERSATION
• Have Ss look at the video still. Ask, Who are these (How much are...?) How does the clerk answer?
people? (Gaby and a clerk) What is Gaby doing? (They’re...)
(buying an umbrella) • Then have them listen and fill in the gaps with the
• Ask, What do you know about Gaby? (For example, words they hear.
She’s in New York for two days for a meeting. She’s • Call on two Ss to read the completed conversation. Go
from Bolivia. She’s an accounts manager.) over any questions.
• Have Ss read the questions to get an idea of the
LANGUAGE NOTE Point out that we say Excuse me
conversation. If Ss don’t know the word clerk
clerk,, point to with neutral intonation to apologize—for example,
the clerk and say, A clerk is a person who works in a
store.. Explain that total refers to the final price when all
store if you bump into someone or need to walk past
of the numbers are added together. someone. Excuse me with rising intonation is a way
to get someone’s attention. Model the difference and
• Have Ss listen or watch. If appropriate, play
play the audio
have Ss practice.
or video again.
• Have Ss complete the exercise individually. • Play the audio and have Ss repeat chorally, line by line.
• Go over the answers as a class. If appropriate, play the • Have Ss listen and repeat again.
audio or video again. • Then, in pairs, have Ss practice the conversation.
• Focus on the Conversation Skill. Read it aloud. On the Circulate and listen for rising intonation in Excuse me
board, write Excuse me. Say, Excuse me, me, modeling the and that Ss are saying the prices correctly. (two fifty,
rising intonation. Have Ss repeat. twelve ninety-nine) Time permitting, have Ss swap
• Ask Ss to listen to or watch the conversation in 3A roles and practice again.
again and raise their hands when they hear, Excuse • Ask a volunteer to read the highlighted words on the

me
me.
(the. Then ask,
clerk’s) Whose
Why? attention
(to ask does
the price of Gaby want to get?
the water) right. Say, You
color words canconversation,
in the use these words in place
or you of same-
can use your
• Ask Ss to preview the conversation and predict ways own words.
the gaps might be filled.
fill ed. Then ask, Which highlighted • Say Which of these two words is singular? (cap) Plural?
word is singular? (water) How does Gaby ask the price (boots) If helpful, review How much is / are...? and
of the water? (How much is...?) How does the clerk It’s... / They’re...
answer? (It’s...) Which highlighted word is plural? • Then, in pairs, have Ss make new conversations. Time
(gloves) How does Gaby ask the price of the gloves? permitting, have Ss swap roles and practice again.

4 TRY IT YOURSELF
• Read the example conversation with a higher-leve
higher-levell S. LOOK FOR While Ss are completing the Try It
Play the role of Student A, emphasizing rising Yourself activity, walk around the class and listen to Ss’
intonation in Excuse me and holding up a pen. Then conversations. Listen to determine if Ss are correctly
elicit an answer from the S playing the clerk. Repeat ✓ using vocabulary for weather items
with the same S and a different item from your desk.
• In pairs, have Ss ask about the prices of items around ✓ asking someone to repeat information
✓ saying prices
them. Have Ss review 2A on page 46 for how to
✓ saying Excuse me to get someone’s attention
say prices correctly and ask someone to repeat
information.
EXIT TICKET Prepare a mock shop. Display various
• Tell Ss to choose
c hoose one item and ask five classmates the
price. Refer Ss to the example. Point to the notes on items with some, but not all, of the prices labeled. Say,
the right. Say, Write each classmate’s name and the I’m the clerk. You are customers. These are things you
can buy. Walk around. Talk about items in the store
price they say.
and the prices. Get my attention if you have a question
• After Ss walk around and collect information, bring the
about price. Remember to check that you heard the
class together. Call on volunteers to report the best price correctly. Make sure to interact with every S.
price for the item they chose. Listen for correct How much is / are... construction
EXTENSION Have Ss return to Gaby’s social media and use of singular / plural nouns and pronouns. Note
message at the beginning of the lesson. Ask a S which Ss speak with ease and which ones are less sure
of themselves.
to read
rain. it. Then
Where canwrite it on
I get an the board:
umbrella? AskLooks like
for possible
responses to Gaby’s post and write them on the
 board. (For example, At the supermarket; At the
drugstore)

T-47 UNIT 5

3 CONVERSATION
05-04 Listen or watch. Circle the correct answer.
1. What does Gaby buy?
a. water, gloves, and an umbrella
b. water, a cap, and gloves
c. gloves, an umbrella, and a scarf
2. What do Gaby and the clerk talk about?
a. where things are
b. the prices of things
c. directions to a place
3. What’s the total?
a. $19.99
b. $12.88
c. $20.80
4. What do you think Gaby forgets?
a. the bag
b. the umbrella
c. the water

05-05
Read the Conversation Skill. Listen or watch. Complete the conversation.
Gaby: Excuse me. CONVERSATION SKILL
Get someone’s attention
Clerk: Yes?
Say Excuse me to get someone’s
Gaby: How much is this, please?
attention in a store or restaurant.
Clerk: The water? It’s $2.50 . Listen or watch the conversation
Gaby: Oh! And how much are the gloves? in 3A. Raise your hand when you
hear this expression.
Clerk: They’re $12.99 .

05-06 Listen and repeat. Then practice with a partner

partner..

PAIRS Make new conversations. Use these words or your own ideas.
cap boots

4 TRY IT YOURSELF
ROLE PLAY Imagine that you are in a store. Student A is a customer.
Student B is a clerk. Student A, ask for prices. Use the things around you.
A: Excuse me. How much is this pen?
B: It’s …
WALK AROUND Continue the role play. Talk to five classmates.
1. Choose one thing around you.
Pete — $1.99
2. Ask each classmate: How much is this? Sue — $2.50
3. Take n
notes.
otes.
4. Report back. $1.99 is the best price!
 4. Report back. $1.99 is the best price!

I CAN ASK ABOUT PRICES.

UNIT 5 47

LESSON 2 TALK ABOUT THE WEATHER

GABY RAMOS
@GabyR

1 VOCABULARY Weather and temperature More traveling for work. I need

to check the weather.
05-07 Listen. Then listen and repeat.

sunny partly cloudy cloudy windy rainy snowy

Look at the thermometer. Write cold, cool, warm, or hot.

1. It’s 90° F or 32° C. It’s hot .
2. It’s 30° F or 1° C. It’s cold .
3. It’s 75° F or 24° C. It’s warm . hot
4. It’s 60° F or 16° C. It’s cool . warm
05-08 Listen and check your answers. Then
Then listen and repeat. cool

2 PRONUNCIATION
COACH
cold
Listen. Notice the different vowel sounds.
05-09

Then listen and repeat.

/oʊ/ /ɑ/

cold hot
snowy dollar
coat not
don’t
home The letter o
/ʌ/ /aʊ/
The letter o usually has the sound /oʊ/ ((no
no)) or
come cloudy not), but it can also have the sound /ʌ/ ((come
/ɑ/ ((not come).
).
gloves brown The spellings ow and ou usually have the sound
one how cloudy), but ow can also have the sound
/aʊ/ ((cloudy
/oʊ/ (know).

Listen. Notice the vowel sound. Complete the chart in 2A.

05-10

Write the words in the correct column. Then

Then listen and check your answers.
snowy brown gloves coat dollar one don’t not how home

PAIRS Practice the conversation. Then make a new conversation.

Use words from 2A and 2B or your own ideas.

A: How’s
B: It’s coldthe
andweather
snowy. at home?
You need a coat and gloves.
A: Oh. It’s hot and cloudy here. You don’t need a coat.
48 UNIT 5

LESSON 2 TALK ABOUT THE WEATHER

• Have Ss preview the pictures and captions. Say, Where • Read the social media message. Tell Ss, Gaby says,
do you see icons like these? (on weather websites and More traveling for work. Where is she now? (New York)
apps) Point to the images that are true for today. Read Did she check the weather before she came to New
the Lesson title, Talk about the weather. York? (probably not) Why do you think that? (because
she doesn’t have an umbrella)

1 VOCABULARY

• Read the Vocabulary topic, Weather and temperature. OPTION On the board write: It is today. Call
Point to the icons and say, These words describe on Ss to say the adjective that describes the current
weather. They are adjectives. weather. Then circle It is and elicit the contraction It’s.
• Then point to the thermometer and ask, What is this?
Write a thermometer on the board. Ask, What does a • Have Ss preview the exercise items and compare the
thermometer show? (the temperatur
temperature)e) What do the F Fahrenheit to Celsius conversions. Then tell them to fill
Fahrenheit
and the C on the thermometer stand for? (Fahrenheit in the blanks individually.
and Celsius) Which one do we use in this country? • Play the audio so Ss can check their answers. Then
• Have Ss look at the thermometer on page 48. Ask, have them listen again and repeat.
What is the temperature
temperature?? Elicit and write on the • Ask, Which temperature do you like best? Model a
board: 77° F / 25° C.
C. Explain that we say, 77 degrees sentence on the board: I like weather.
Fahrenheit / 25 degrees Celsius.
EXTENSION Tell Ss to match weather items from
• Point to hot, warm, cool, and cold next to the
1A on page 46 to the weather and temperature
thermometer. Ask, Are these words adjectives, too?
vocabulary. Model on the board: rainy: an umbrella, a
(yes)
• Have Ss listen. Then have them listen and repeat. raincoat; sunny: sunglasses, a cap.

2 PRONUNCIATION
• Have Ss preview the words in the chart individually. Tell
Tell • Say, Prev
Preview
iew the sample conversation. Circle words
them that each of these words has a different vowel from 2A and 2B. (How’s, home, cold, snowy, coat,
sound. gloves, hot, cloudy, don’t, coat) Have Ss find the circled
• Have Ss listen. Then have them listen and repeat. Say
Say words in the chart in 2A and practice pronouncing
the words one more time. Say each word slowly and them. Then say the circled words and have Ss repeat.
exaggerate the mouth position for each o sound. • Model the conversation with a higher-leve
higher-levell S. Play
• Read the Note aloud. Then write the words from the role A and ask the S to play role B. Ask, What are these
Note on the board: no, not, come, cloudy, know. Once two people talking about? (the weather) Are they in the
again, say each word slowly and exaggerate the mouth same place? (No, they aren’t.)
position for each o sound. Have Ss repeat. Focus on no • In pairs, have Ss alternate playing each role. Then have
and know. Ask, Is there a difference in pronunciation? them make a new conversation between two people in
(no) Where on the chart do no and know belong? (/oʊ/ different locations. For lower-level Ss, model on the
category) Where on the chart does not belong? (/ɑ/ board: How’s the weather? It’s . You need .
category) You don’t need . Remind them to refer to the
• Invite Ss to preview the items. vocabulary in 1A, as well as the weather items in 1A on
• Then have Ss listen and complete the chart. page 46.
• Have Ss listen again to check their answers.
• Go over the answers as a class. Elicit examples of
different letters that produce the same o sound. (For
example, for /oʊ/: snowy, coat, don’t / home)
 UNIT 5 T-48

3 LISTENING
• Have Ss listen and repeat. Point to the chart and ask, line. Refer them to the vocabulary in 1A on page 48
What is It’s short for? (It is) Say, We use It’s + adjective as needed.
to describe the weather. Review that sunny, cloudy, • Have Ss listen to the weather reports a second time
cold,, and rainy are adjectives describing weather
cold weather.. Then and write the temperatures on the first line.
write 85° and 45° on the board and ask, How do you • Have Ss compare answers in pairs.
say these temperatures?
temperatures? (85 degrees, 45 degrees) Are
these temperatures Fahrenheit or Celsius? (Fahrenheit) OPTION For higher-level Ss, have them listen to the
Is 85° F hot or cold? (hot) Is 45° F warm or cool? (cool) first four weather reports again and write down the
• Read the Note. Write It’s raining. and It’s snowing. on weather items mentioned. (1. sunglasses, sweater; 2.
the board. Underline ‘s raining and ‘s snowing. Say, umbrellas; 3. gloves and boots; 4. hats) Play the rest
These are verbs. Then write It’s rainy. and It’s snowy. on of the audio and ask, What item is mentioned in the
the board for comparison. Tell Ss that rainy and snowy last weather report? (sunscreen) What is sunscreen?
are adjectives. (cream or lotion to protect your skin from the sun)
• Read the Listening Skill aloud. Invite Ss to look at the
• Write on the board: How’s the weather in ? Have
map and the city names. Then focus on the example
pairs take turns asking each other about the weather in
answer. Ask, What specific information did the student
the cities on the map in 3B. Tell
Tell them to use the chart in
listen for? (city name, weather words, and temperature)
3A as a model when responding.
To demonstrate the activity, play the audio and pause
after the first weather report. EXTENSION If Ss have internet access, have them
• Say, In 3B, only listen for and write weather words. look up and report the actual weather for the cities on
Don’t write the temperatures. Play the weather reports the map or other cities.
and have Ss write the weather words on the second

4 VOCABULARY
• Invite Ss to preview the pictures and captions. Ask, LANGUAGE NOTE The question What’s it like? is
Where is Seoul? (South Korea) Where is Lima? (Peru) another way to ask someone to describe something.
Have Ss listen to the audio. Then have them listen and For example, What is your neighborhood like? What
repeat. is your new coat like? You can also use it to ask for a
OPTION Have Ss look at the pictures and describe description of someone. For example, What’s your
the weather they see. (For example, winter: snowy and sister like?
cold; spring: sunny and warm; summer: sunny and
• After Ss have shared their opinions with a partner, have
hot; fall: cloudy and cool; the dry season: sunny and
them walk around and talk with three other people.
warm; the wet season: rainy and cool)
OPTION Poll the class, Who thinks is the best
• Write seasons on the board. Ask, How many seasons time of year to visit [city where your class is located]?
do we have here? What are they? What season is it Keep a tally on the board and elicit summary
now? Then ask, What city are you from? How many statements. (For example, Five people like summer.
seasons does your city have? Write city names and Two people like fall. No one likes winter.)
their seasons on the board.
OPTION Ask, Which season is your favorite? If helpful, EXTENSION Have Ss return to Gaby’s social media
write a prompt on the board:
board: I like . message at the beginning of the lesson. Ask a S to
read it. Brainstorm ways to check the weather. (For
• Before Ss discuss, write time of year on the board. example, look online, check a weather app, watch
Point to the four seasons in Seoul in 4A and say, the news on TV, ask a friend) Call on volunteers to
Winter, spring, summer, and fall are different times of come to the board to write responses to Gaby’s
year. Point to the two seasons in Lima and say, The dry post. (For
(For example, Where are you going? Check the
season and the wet season are different
different times of year.
year. weather app.)
• Read the sample answer. Encourage Ss to use it as a
model. Focus on It’s about degrees. Ask, What EXIT TICKET Have Ss write their names on a blank
does about mean? (around, approximately) card or piece of paper. On the board, write: How’s the
• Have pairs ask and answer the two questions. Point
Point out
that Ss from the same city may have different opinions weather today?
responses Tellcan.
as they Ss to write cards
Collect as many
as appropriate
Ss leave.
about the best time of year to visit. Encourage Ss to Read the cards to identify areas for review in later
 support their opinions. lessons and to identify individual Ss who may need
additional practice.

T-49 UNIT 5

3 LISTENING
05-11 Notice how we use It’s to talk about the weather
weather.. Listen and repeat.

sunny and nice. Note: We also LISTENING SKILL

It’s partly cloudy and 85º. say It’s raining Listen for specific information
cold and rainy and 45º. and It’s snowing. You don’t need to understand
every word. Focus on the
05-12
Read the Listening Skill. Then listen to weather information you need. For
reports in six cities. For each city, write the weather words. example, for weather reports,
listen for the weather words and
Denver 28° temperatures.
cold, snowy
San Francisco 53°
cloudy, cool Boston 60°
cool, rainy
Chicago 55°
windy, cool

Houston 78° Miami 89°

partly cloudy, warm sunny, hot

05-12
Listen again and
an d write the temperatures.
PAIRS Talk about the weather in each city.

4 VOCABULARY Seasons
05-13 Listen. Then listen and repeat.

FOUR SEASONS IN SEOUL TWO SEASONS IN LIMA

winter spring the dry season

summer fall the wet season

How many seasons does your city have?

have? What are they?

PAIRS When is the best time of year to visit your city? What is the weather like?
The best time to visit is in the … . It’s and . It isn’t . It’s about degrees.
WALK AROUND Tell three classmates your ideas.
 Do you agree?
I CAN TALK ABOUT THE WEATHER.

UNIT 5 49

LESSON 3 TALK ABOUT WHAT PEOPLE WEAR AND CARRY

GABY RAMOS
@GabyR

1 VOCABULARY Things you wear or carry I’m meeting a new client for
dinner.. I think
dinner t hink it stopped raining.
05-14 Listen. Then listen and repeat.

Clothes Shoes Men Women Kids Home New

a backpack a shirt
glasses
a dress a jacket
a T-shirt

a top a tie

jeans
shorts a purse pants
a watch socks

a skirt
shoes sneakers

Look at the words. Circle the word that does not belong.
1. socks shoes glasses sneakers 3. shirt watch top T-shirt
2. skirt pants sweater tie 4. purse dress umbrella backpack

PAIRS Compare answers in 1B. Explain your choices.

GROUPS Answer the questions. Then report to the class.

Who wears jeans? Who wears a watch? Who wears ties?
In our group,
gr oup, five people
peopl e wear jeans
je ans … One person
per son wears a watch … No one
on e wears ties
t ies …

2 GRAMMAR Regular and irregular plurals

COACH

Regular plurals: Add -s or -es Irregular plurals

Singular Plural Singular Plural
a shirt shirts a woman women
a dress dresses a man men
a lady ladies a child children
a scarf scarves a person people
Remember Note: Jeans, pants, shorts,
• To form the plural of nouns that end in a and glasses don’t have a
consonant + -y, change the y to i and add -es. singular form: I wear a short
• To form the plural of nouns that end in -fe or shorts in the summer.
-f, change f and fe to v and add -es
-es..
 >> FOR PRACTICE, GO TO PAGE 115

50 UNIT 5

LESSON 3 TALK ABOUT WHAT PEOPLE WEAR AND CARRY

• Books closed. Draw a two-column chart with the gloves, a scarf, a coat; carry: an umbrella) Leave the
headings wear and carry on the board. Review the words on the board.
difference. Say, You wear clothes on your body. You • Call on a volunteer to read the social media message.
carry items in your hand. Invite Ss to come to the board Ask, Who is Gaby meeting for dinner? (a new client) Is
and write words in each column. (For example, wear: it still raining? (no)

1 VOCABULARY

• Books open. Have Ss preview the photos and captions note the reason for their answer by asking, How are the
on the website. Ask, Which items do you carry? three words that belong similar? How is the word that
(a backpack and a purse) Which items do you wear? does not belong different?
(all of the other items) • Bring the class together and go over the answers.
• Ask Ss to listen. Then have them listen and repeat. Invite Ss to explain their answers. (For example, 2. A
skirt, pants, and a sweater are clothes, but a tie is an
EXTENSION Have Ss return to Gaby’s social media accessory; 3. A shirt, a top, and a T-shirt are clothes, but
message at the beginning of the lesson. Ask, What a watch isn’t; 4. You carry a purse, an umbrella, and a
do you think she will wear to the dinner meeting with backpack. You wear a dress.)
a new client? (For example, a dressdress or a nice top with
• Divide the class into groups
g roups of five. Read the questions
a skirt or pants) If her client is a man, do you think
and the example answers. WriteWrite the example answers
he’ll wear jeans and a T-shirt? (probably not) What do
on the board as models. Instruct Ss to fill in the blanks
you think he’ll wear? (pants, a shirt, maybe a tie and
in the models on the board to report to the class.
jacket)
In our group, people wear .
One person wears .
• Call on a volunteer to read the four words in item 1.
Ask, Which word does not belong? (glasses) How are No one wears .
socks, shoes,
shoes, and sneakers
sneakers similar? (They are things
OPTION Once Ss finish talking about jeans, sneakers,
you wear on your feet.) How are glasses different?
and T-shirts,
T-shirts, invite them to talk about other items
(You
(You wear them on your face.)
group members wear.
• In pairs, have Ss study the groups of words and circle
the one they think doesn’t belong. Encourage them to

2 GRAMMAR
• To review ask, What is singular? (one) What is plural? OPTION Write shoes
shoes,, socks
socks,, and sneakers on the
(more than one) Focus on the grammar chart. Ask Ss to board. Ask, Do these words have a singular form?
look at the regular plurals and recall the forms taught (yes: shoe, sock, sneaker) Explain, These words are
in Exercise 2 on page 10. Read each pair of words and usually plural because they come in a pair, but they
have Ss repeat. Then read the Remember note. can be separated. Jeans, pants, shorts, and glasses

• Write on the
volunteers toboard: baby,
write the family,
plural dictionary,
forms. (babies,library . Ask
families, can’t be separated and don’t have a singular form.
form.
dictionaries, libraries) Then write: wife, life, shelf, knife.
knife. OPTION Say, Look at the singular words in 1A and
Ask volunteers to write the plural forms. (wives, lives, make them plural. Model on the board: a top ➝ tops tops..
shelves, knives) Remind Ss that there is no a / an article in the plural.
• Have Ss look at the irregular plurals in the grammar In pairs, have Ss write the singular words and make
chart. Explain that irregular means not regular. Say, For them plural. Combine pairs into groups of four and
these nouns, you don’t make them plural by adding have them check their answers. Then
Then bring the class
-s, -es, or -es with spelling changes. These words have together and review, Which words did you add -s to?
special plural forms. Read each pair of words in the (tops, skirts, backpacks, purses, shirts, ties, jackets,
chart and have Ss repeat. T-shirts) Which words did you add -es to? (watches,
• Finally, read
read the Note
N ote and the correct sentence. Elicit dresses) Did any words end in -y or -f? (no) Were any
additional correct sentences with jeans, pants,
pants, and words irregular in the plural? (no)
glasses. (For example, How much are those jeans?
Your glasses are very nice.) Write Ss’ examples on the
board and point out plural treatment. (For example, in
the above sentences,... are those jeans? Your glasses
are...)
 UNIT 5 T-50

3 PRONUNCIATION
• Write on the board: addresses, pieces, boxes, quizzes, • Then have Ss listen and repeat.
wishes, watches, garages.
garages. Read Plural nouns aloud. • For lower-level Ss, say the words in 3B and ask
Then say each word on the board emphasizing the volunteers to write the singular forms on the board.
extra syllable /ɪz/. (purse, jacket, phone, price, scarf, bridge)
bridge) If helpful,
• Focus on the exercise. Have Ss listen. Then have them return to the rules for nouns ending in -f in the
listen and repeat. grammar chart on page 50.
• Have Ss preview the items. Tell
Tell them to underline • Tell pairs, Take turns playing the roles of Student A and

the letter(s) that come before the plural ending and Student B.
predict which plurals have an extra syllable. • Circulate and check for correct pronunciation of the
• Then have Ss listen and complete the exercise. extra syllable /ɪz/. Make sure Ss aren’t adding an extra
• Have Ss listen again to check their answers. Ask, Were syllable for words like jackets, phones,
phones, scarves.
scarves.
your predictions correct?
correct?

4 CONVERSATION
• Have Ss look at the video still. Ask, Who are these • Focus on the content of the conversation. Ask, How is
people? (Gaby on the left) Point to the man on the their clothing similar? (They are both wearing pants, a
right and say, This is Bill, Gaby's new client. Refer Ss shirt, and a jacket.) Are their clothes the same
same color?
back to the social media message on page 50. (no)
• Return to the video still and ask, What do you think • Play the audio and have Ss repeat chorally, line by line.
they are talking about? (Maybe they are making dinner • Po
Point
int out the commas in the series of clothes. Tell
Tell Ss to
plans.) listen for and practice the pauses after each comma.
• Have Ss listen or watch. Ask, Were your predictions • Have Ss listen again and repeat.
correct? • Then, in pairs, have Ss practice the conversation. Time
• Have Ss listen again and complete the exercise permitting, have Ss swap roles and practice again.
individually. • Ask a volunteer to read the highlighted words on the
• Go over the answers as a class. If appropriate, play the right. Say, You can use these words in place of same-
audio or video again. color words in the conversation, or you can use your
• Ask Ss to preview the conversation and predict ways own words.
the gaps might be filled. • Then, in pairs, have Ss make their own conversations.
• Then have them listen and fill in the gaps with the Time permitting, have Ss swap roles and practice
words they hear. again.
• Call on two Ss to read the completed conversation. Go
over any questions.

5 TRY IT YOURSELF
• Have Ss write in their notebooks: I’m wearing , LOOK FOR While Ss are completing the Try It
, and . Tell Ss, Choose three items you are Yourself activity, walk around the class and listen to Ss’
wearing and complete the sentence. Then Then share with a conversations. Listen to determine if Ss are correctly
partner. ✓ using vocabulary for things you wear or or carry
• Describe what a S in your class is wearing. Don’t say ✓ using regular and irregular plurals
plurals
the S’s name. Then ask, Who is it?
✓ pronouncing the extra syllable in some plural
• Have two volunteers read the example conversation. nouns
Tell Ss to underline jeans, a red sweater, and sneakers
in Student A’s line and Robert in Student B’s line. Say,
EXIT TICKET On the board, write: The man needs a
This is the information you need to change.
new shirt, a tie, pants, and a watch. Say, Change all
EXTENSION Have Ss return to Gaby’s social media of the nouns in this sentence to the plural. (The men
message on page 50. Ask, In Exercise 4A on page 51 need new shirts, ties, pants, and watches.) Have Ss
is Gaby right? Did it stop raining? (no) Write the write their names on a blank card or piece of paper
following events on the board and ask Ss to put them and write their answers. Collect written answers as
in the correct order: Ss leave. Read them to identify areas for review and
individual Ss who may need additional practice.
Gaby buys new clothes. (2)
 Gaby goes to dinner. (4)
Bill doesn’t recognize her. (3)
Gaby gets wet. (1)

T-51 UNIT 5

3 PRONUNCIATION Plural nouns

COACH

05-16Listen. Notice the pronunciation of the plural - s and We add an extra syllable
/ɪz/ for the plural -s- s or -es
-es after
-es. Then listen and repeat.
the sounds /s/, /z/, /ʃ/, /ʒ/, /ʧ/ʧ//,
no extra syllable: sock ➙ socks shirt ➙ shirts and /ʤ/ (after the letters -s,
shoe ➙ shoes glove ➙ gloves -ge).
-ce, -x, -z, -sh, -ch, -ge).
extra syllable /ɪz/: dress ➙ dresses watch ➙ watches We do not add an extra
syllable after other sounds.
05-17
Listen. Circle the plurals that have an extra syllable.
Then listen and repeat.
1. purses 2. jackets 3. phones 4. prices 5. scarves 6. bridges

PAIRS Student A, say the singular form of a noun in 3A or 3B. Student B, say the plural.
A: jacket B: jackets

4 CONVERSATION
05-18 Listen or watch. Circle the correct answer.
1. Bill and Gaby are meeting at 7:00 at .
a. a hotel b. an office c. a restaurant
2. Bill and Gaby talk about .
a. work b. clothes c. jokes
3. What is Gaby’s problem?
a. It’s hot. b. It’s raining. c. It’s cold.
4. What does Gaby buy?
a. a skirt b. glasses c. pants
5. What else does Gaby buy?
a. a purse b. a jacket c. a hat

05-19 Listen or watch. Complete the conversation.

Gaby: I’m wearing black pants, a white shirt,

and a purple jacket.
Bill: And I’m wearing blue pants, a pink shirt,
and a gray jacket.

05-20 Listen and repeat. Then practice with a partner

partner.. jeans shorts
cap T-shirt
PAIRS Make new conversations. Use these words or your own ideas.
sweater coat

5 TRY IT YOURSELF!

MAKE IT PERSONAL Practice the conversation in 4B. Talk about what

you are wearing.

PAIRS Student A, describe what someone in your

y our class is wearing.
Student B, guess who the person is.
 A: This person is wearing
wearing jeans, a red sweater
sweater,, and sneakers.
sneakers.
B: Is it Robert?
I CAN TALK ABOUT WHAT PEOPLE WEAR AND CARRY.

UNIT 5 51

LESSON 4 READ MESSAGES ABOUT WEATHER

GABY RAMOS
@GabyR

1 BEFORE YOU
YOU READ Traveling
Traveling to Tokyo,
Tokyo, São Paulo,
and Lima in March. What
clothes do I need?
Do you travel to other cities?

How do you find out about the weather there?

READING SKILL Scan for details

2 READ
Sometimes you need to find details
Read the Reading Skill. Then read the questions. or specific information. Read the
Scan the messages to answer the questions. text quickly. Don’t read every word.
1. Which city is cool in March? Lima Look for the details you need.
2. Which city is about 3°C in March? Tokyo
3. Which city is rainy in March? São Paulo
4. Which city is snowy in March? Tokyo
5. Which city is not windy in March? Lima

10:01 10:11 10:41

Inbox Kenji Details Inbox Monica Details Inbox Elias Details

Hi, Gaby. I’m excited about your Gaby! I can’t wait to see you! Gaby! I am so happy you are
visit, too! Tokyo
Tokyo is cold in March! São Paulo is warm but wet coming to Lima! In March, Lima
The temperature is about in March! The temperature is is cool. The temperature is
3°Celsius. It’s snowy and windy. about 24°Celsius. It’s rainy and about 20°Celsius. It’s cloudy.
YYou
ou need a warm jacket, a hat, windy. You need a coat and YYou
ou need a sweater.
sweater.
gloves, and boots. an umbrella.
Elias – Tue, 10:41 A.M.
Kenji – Tue, 10:01 A.M. Monica – Tue, 10:11 A.M.

Listen. Read the messages. Write the city names

05-21

next to what Gaby needs to take there.

Pack for Lima Pack for Tokyo Pack for São Paulo
a sweater a jacket a coat
a hat an umbrella
gloves
boots
Find out about the
weather in another city.
3 MAKE IT PERSONAL
Choose a city you want to visit. Choose a month. List the things you need.
City: Month:
Things I need:

PAIRS Talk about your lists. Do you need the same things?
A: You
You need gloves
gloves in Toronto.
Toronto.
 B: It’s not cold in Mexico City. I don’t need gloves …

I CAN READ MESSAGES ABOUT WEATHER.

52 UNIT 5

LESSON 4 READ MESSAGES ABOUT WEATHER

• Read the Lesson title aloud. Ask, When do people • Then read the social media message, and ask, Where
exchange messages about the weather? (For example, is Tokyo? (Japan) Where is São Paulo? (Brazil) Where
before going to a party or when packing for a trip) is Lima? (Peru)

1 BEFORE YOU READ

• Read the first question and ask for a show of hands. and call on volunteers to share answers. (For example,
Then ask individual Ss, Where do you travel? Write I check the weather online. I text a friend. I post a
names of cities on the board. Ask the second question message on a social media site.)
2 READ
• Read the Reading Skill aloud. Write scan on the board. EXTENSION Return to the social media message.
Say, Scanning is different from skimming. What do Ask, How do these three messages connect to Gaby’s
you look for when you skim? (the main idea) What do post? They are responses from Gaby’s friends in
you look for when you scan? (specific information or Tokyo, São Paulo, and Lima. Ask, Do you have friends
details) Refer Ss back to the Reading Skill on page 12 who live in other countries?
as needed.
• Tell Ss to turn back to page 49 and look at the • Tell Ss, Listen and read the messages. This time focus
Listening Skill. Say, We listened for specific information on what weather items and clothes Gaby needs for
in Exercise 3: specific cities, weather words, and each city.
temperatures.. Scanning is similar. We read looking for
temperatures • Give Ss a few minutes to read the lists. Then have them
specific information. listen and read to match the city names and packing

Have Ss
• same in preview the items.
every question?
questio Ask, Which
n? (Which city is...words are the
in March?) lists.
• Bring the class together and call on volunteers to
Which words are different? (cool, about 3º C, rainy, summarize what Gaby needs for each city. (For
snowy, not windy) Tell Ss, These are the specific details example, Gaby needs a sweater to go to Lima in
we need to scan the messages for. March.
• Have Ss complete the exercise individually.
OPTION Ask, Which city would you like to visit in
• In pairs, have Ss compare answers.
March? Poll the class and determine the most popular
• Bring the class together and ask, What other words destination.
did you notice while scanning for cool
cool?? (cold, cloudy)
Why do you think you noticed these words? (They have
EXTENSION Focus on the social media message
similar letters to the word cool.
cool.)) How did you find the
again. Ask, What are some possible responses to
answer for item 5? (The first and second messages
Gaby’s post? (For example, Tokyo is cold in March!
both have the word windy, but the third message
You need a jacket.)
doesn’t.)

3 MAKE IT PERSONAL
• Tell Ss to choose a city they know well or can research LANGUAGE NOTE The pronoun you is often used in
easily. an impersonal way to refer to an unspecified person
• Give Ss a few minutes to fill in the blanks. For the or to make statements about people in general. In
months of the year, refer Ss to page 132. For Things I the example conversation, when Speaker A says, You
need,, refer Ss to 1A on pages 46 and 50.
need need gloves in Toronto, he’s referring to anyone
• Have two volunteers read the example conversation. traveling to Toronto.
Tell Ss to underline gloves and Toronto in Student A’s
line and cold, Mexico City, and gloves in Student B’s EXIT TICKET Write on the board: What is scanning?
line. Say, This is the information you need to change. Have Ss write their names and answers on a blank
• Then say, Imagine Student B is going to Tokyo, not card or piece of paper. (to
(to look for details / specific
Mexico City. Elicit an appropriate response for information you need in a text) Collect and read the
Student B and write it on the board. For example, cards to identify areas for review in later lessons.
I need gloves for Tokyo, too.
• In pairs, have Ss compare what they need for their
destinations.
 UNIT 5 T-52

LESSON 5 WRITE A MESSAGE ABOUT WEATHER

1 FOCUS ON WRITING
• Read the Writing Skill aloud. Review by asking, What • Tell Ss to scan the messages on page 52 for months.
do we call a noun that names a specific person, place, They will likely remember that each message talks
or thing? (a proper noun) What is the rule about writing about March. Have them underline the capital M in
proper nouns? (Capitalize the first letter.) Refer Ss back March in each message.
to the Writing Skill on page 13 as needed. Say, Months

are properspring
capitalize nouns, but seasons
, summer , fall, are generic
or winter. nouns. Don’t
winter.

2 PLAN YOUR WRITING

• Have Ss write a month and their city name. Then OPTION Bring the class together. Ask, Who chose
have them fill in notes describing the weather, the January? February?
February? March? etc. Have Ss raise their
temperature,
temperatur e, and clothes needed for that month. hands and group Ss who chose the same month. Have
• In pairs, have Ss talk about the month they chose. Tell them compare information. Then ask, Why did you
them to use the model. For lower-level Ss, write an choose this month? Have groups share. Then call on
additional prompt on the board: You need...
need... each group to report the weather, temperature, and
clothes needed for their month and why they chose it.

3 WRITE
• Have Ss work individually to write a message. Say, • Circulate and help as needed. Remind Ss to capitalize
For ideas about how to start your message, look at the the month they chose. Encourage them to mention
messages on page 52. For information to write in your seasons. (For example, It’s rainy in the spring here.)
message, use your word webs on page 53. For lower- For higher-level Ss, have them also write the message
level Ss, write these lines from the messages on page from the friend who is planning to visit their city. Have
52 on the board: I’m excited about your visit! I can’t them use Gaby’s message on page 52 as a model.
wait to see you! I am so happy you are coming to .

4 REVISE YOUR WRITING

• Tell Ss they will peer review their partner’s writing. • Then have Ss return books and discuss topics in the
Say, Read your partner’s message and complete the chart in 4A. Give Ss time to make any corrections or
checklist in your partner’s book. improvements.

5 PROOFREAD
• Have Ss proofread their messages. Remind them EXIT TICKET Write on the board: boston is beautiful in
to read their message three times, checking once the spring. come visit in may. it’s warm and sunny. you
for spelling, once for punctuation, and once for only need a sweater. Have Ss write their names on a
capitalization. blank card or piece of paper and rewrite the sentences,
• Circulate and look over Ss’ messages. Suggest making capitalization corrections. Collect cards as Ss
 any remaining corrections. If Ss have made a lot of leave. Read the cards to identify areas for review and
changes, encourage them to recopy their messages extra practice in later lessons and to identify individual
or print them again with corrections. Ss who may need additional practice.

T-53 UNIT 5

LESSON 5 WRITE A MESSAGE

M ESSAGE ABOUT WEATHER

1 FOCUS ON WRITING WRITING SKILL Capitalization

Read the Writing Skill. Start months of the year with a capital
letter. Don’t capitalize the names of
Read the
the messages on page 52 again. seasons. Look at these examples:
Circle the months of the year. see page 52 I like summer. July is my favorite
month.

2 PLAN YOUR WRITING

Complete the chart. Write a month and your city. Describe the weather and temperature.
Suggest clothes to wear
wear..
Month:
City:

the weather the clothes

temperature

PAIRS Talk about the month you chose. In June, the weather is …

3 WRITE
Write a message to someone visiting your city. Describe the weather and temperature.
Suggest clothes to match the weather. Use the messages on page 52 as models.

4 REVISE YOUR WRITING

PAIRS Read your partner’s message. Complete the chart.
Did your partner …? Yes No
describe the weather and temperature
suggest clothes
capitalize months of the year

PAIRS Can you improve your partner’s message? Make suggestions. Then revise your writing.

5 PROOFREAD
 Read your message again. Check your spelling, punctuation, and capitalization.

I CAN WRITE A MESSAGE ABOUT WEATHER.

UNIT 5 53

PUT IT TOGETHER

1 MEDIA PROJECT
05-22 Listen or watch. Answer the questions.
1. What are Martin’s favorite clothes?
His favorite clothes are a T-shirt, jeans, sneakers, and a jacket.
2. What color is his jacket?
His jacket is black.
3. When does he wear his jacket?
He wears his jacket when it’s cold and rainy.

Make your own video.

Step 1 Choose some of your favorite clothes.
Step 2 Make a 30-second video. Describe the clothes.
Step 3 Share your video. Answer questions and get feedback.

2 LEARNING STRATEGY

MAKE PICTURE FLASHCARDS

On a card, draw a picture of a new word. On the
back of the card, write a short sentence using the
vocabulary word. Make 3–5 new cards every day.
Review the cards twice a week.
` It’t’ss a cloudy
Review the weather words in the unit. Make at least dayy..
five picture flashcards.

3 REFLECT AND PLAN

Look back through the unit. Check the things What will you do to learn
you learned. Highlight the things you need to learn. the things you highlighted?
Speaking objectives Grammar
For example, use your App,
review your Student Book,
Ask about
about prices Regular and irregular
irregular
plurals or do other practice. Make
Talk about the weather
a plan.
Talk about what people Reading
wear and carry
Scan for details
details
Vocabulary
Writing Notes Done
Weather items
Capitalization
Weather and Review the Writing Skill:
temperature Capitalization, page 53.
Seasons
Things you wear or carry

Pronunciation
The letter o
 Plural nouns

54 UNIT 5

PUT IT TOGETHER

1 MEDIA PROJECT
• Have Ss look at the video still on the right. Ask, What 1. Does the person talktalk about his / her favorite clothes?
clothes?
do you see? (clothes / things you wear) 2. Does the person
person describe the clothes?
• Before Ss listen or watch, ask them to read the 3. Does the person speak
speak clearly?
questions. Tell
Tell them to listen for this information. 4. Is the video interesting?
interesting?
• Have Ss listen or watch. Ask, What does favorite mean? Give Ss a few minutes to read over the questions.
(It describes something you like the most.) Tell them to write each person’s name on a piece of
• Then have Ss answer the questions individually. If paper before the person presents, and then take notes
appropriate, let them listen or watch again. Note that
appropriate, during the presentation, referring to the questions on
Ss who listen rather than watch the video may need an the board.
additional listen. • Then invite classmates to ask questions and give
• In pairs, have Ss compare answers. Then bring the feedback. You
You may choose to save the feedback
class together to go over any questions. until the very end
e nd and let Ss walk around, refer to
• Explain to Ss that they will create a similar project. their notes, and tell Ss individually what they did well
• Give Ss some time in class to read the three steps. or could do better. Remind Ss to speak kindly and
Answer any questions. constructively.
• Ask Ss to work individually on Step 1 and think of OPTION To provide an opportunity for self-critique,
clothes they want to talk about. Tell
Tell them to answer the have Ss watch their video for homework and
questions in 1A with their own information. Invite Ss complete the following checklist:
to share in pairs. Say, ask your partner: What are your Did I talk about my favorite clothes?
favorite clothes? What color is your ? When do Did I describe my clothes?
you wear your ?
Did I speak clearly?
• Tell Ss, Create a script of what you want to say. Model
an introduction on the board: Hi, I’m . These are Was my video interesting?
some of my favorite clothes. This is... / These are...
are... Encourage Ss to be honest with themselves and to
• Have Ss do Step 2 for homework.
keep notes of their observations for the next time they
prepare a similar presentation
presentation..
• For Step 3, have Ss share their videos in class. Write the
following questions on the board.

2 LEARNING STRATEGY
• Write picture flashcards on the board. Have Ss look • Distribute five notecards or slips of paper to each S.
at the example of a picture flashcard. Ask, What do Have Ss review the weather words in 1A on page 48 or
you think picture flashcards
flashcards are good for? (learning other vocabulary from the unit. For each card, tell Ss
vocabulary words) to write a short sentence about weather on one side
• Then read the Learning Strategy aloud. Ask for a show and draw a picture on the other. Alternatively, assign
of hands, Do you use this strategy? the flashcards for homework. Tell Ss to have fun with
the task and not worry about making their drawings
perfect.

3 REFLECT AND PLAN

• Have Ss complete the checklists individually. Circulate • Then invite Ss to walk around and compare ideas for
and answer any questions. Encourage Ss to look back learning different topics.
at each lesson in the unit.
UNIT REVIEW BOARD GAME To review the
• Have Ss compare checklists in pairs and talk about the
Unit content, go to the Pearson English Portal /
things they need to study or practice more.
Reproducibles / Unit Review Board Games folder
• Have Ss work individually to think about what might and print out and make copies of the Unit 5 Board
help them learn the topics they don’t feel they know Game. You’ll
You’ll find instructions for the game in the
yet. Refer individual Ss to specific handouts, app same folder.
practice, workbook
any problem areas. Ifpages,
Ss feeletc., to helpabout
confident them all
master
of the
topics in this unit, encourage them to think of topics
 they need help with or want to learn.

UNIT 5 T-54

6 WHA
WHAT
T DO YOU LIKE TO DO?
PREVIEW THE UNIT

LESSON 1 Talk about music

Vocabulary Types of music

Grammar Simple present: Affirmative and negative statements
Conversation skill Ask someone the same question

LESSON 2 Talk about interests

Vocabulary Interests
Grammar Simple present: Yes/no questions and short answers
Pronunciation Weak pronunciation of do

LESSON 3 Talk about free-time activities

Vocabulary Free-time
Free-time activities
Grammar Simple present: Wh- questions and answers
Pronunciation Unstressed words

LESSON 4 Read a member profile

Reading skill Compare and contrast

LESSON 5 Write a member profile

Writing skill Dates

PUT IT TOGETHER

Media project Video: Someone’s free-time activity

Learning strategy Use action

Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.

GET STARTED
• Say, In my free time, I [cook] and I [play soccer]. Write the words [cook] and [soccer] on the board. Then point to and
read the unit title, What do you like to do? Have volunteers come to the board and write words that reflect what they
like to do. (For example, run, read, play hockey)
• Then tell Ss to read the Learning Goals individually.
individually . Ask, Which topics do you feel confident about already? Which
topics are new for you? Define words as needed. Interests are activities that you like doing. If Ss have
hav e studied the topics
before, reassure
reassure them that they will learn some new things.
• Ask, What do you see?see ? In pairs, have Ss look at the photo and talk about what they see.
• Bring the class together and ask pairs to share. Write words on the board. (For example, music concert, singer, guitar,
guitar,
people, fans) To
To elicit detailed responses, focus on specific things in the photo and ask, What’s this? Then ask for a
 show of hands, Do you go to concerts?
• Focus on the social media message and bring Ss’ attention to the photo and name. Ask, When did we first meet Ester?
(in Unit 1) What do you remember about her? (For example, She’s a social media manager in the New York York office. She
loves to meet new people. She’s Tina’s neighbor at work.) If helpful, have Ss reread what Ester says in Meet the People
of TSW Media on page 4 or playpl ay the video of Ester. Read
Read the social media message aloud. Ask, Which day of the week
T-55 do you think it is? (Friday) How do you know? (Ester says, Then I’m free for the weekend.)
weekend.)

LEARNING GOALS
In this unit, you

6 WHAT DO YOU
LIKE TO DO?
talk about music
talk about interests
talk about free-time activities
read and write a member
profile

GET STARTED
ESTER SILV
SILVA
A
 Read the unit title and learning goals.
goals. @EsterS

Look at the photo. What do you see? Today we’re having a party at
Today at work.
Then I’m free for the weekend!
weekend!
Now read Ester’s message. What are her plans?
55

LESSON 1 TALK ABOUT MUSIC

ESTER SILVA
@EsterS

1 VOCABULARY Types of music I hear music; time for the

birthday party.
06-01 Listen. Then listen and repeat.

hip-hop rock pop R&B (Rhythm and Blues)

dance music classical music jazz country

Think about artists and groups you know.

know. Add more
more names to the chart.
chart.
Hip-hop Rock Pop R&B
Eminem U2 Jane Zhang Beyoncé
Drake Coldplay Shakira Bruno Mars

PAIRS Compare your charts. Work

Work together to add one more artist or group to each type of
music. Name an artist for the other types of music in 1A.
A: I have Rihanna in R&B. B: Really? I have
have her in pop.

2 GRAMMAR Simple present: Affirmative and negative statements

COACH

Affirmative statements
statements Negative statements Note: Use
Subject Verb Subject Do / Does No
Not Verb contractions in
speaking and
I I
informal writing.
You You
like do do not = don’t
We We
jazz. not like rock. does not = doesn’t
They They
He likes He does
She She
 >> FOR PRACTICE, GO TO PAGE 116

56 UNIT 6

LESSON 1 TALK ABOUT MUSIC

• Books closed, write music on the board. Tell Ss, Let’s TEACHING TIP Brainstorming is an effective way to
brainstorm around the word music
music.. Say any words that generate ideas and engage the whole class.
clas s. Write a
come to mind. Write, or invite Ss to write, ideas on the word or sentence on the board and ask Ss to think
board. Leave the words on the board. of things related to that concept. Ss can say anything
• Ask a S to read the social media message aloud. Ask, that comes to mind and build on each other’s ideas.
Where is the birthday party? (at work) If helpful, refer Ss Brainstorming provides valuable information about
to Ester’s post on the previous page. Then ask, Do you what Ss may or may not already know. If Ss are

have
in theparties at work?
social media Is there and
message music?
ask,Point
Whattoisthe emoji
this? hesitant to participate in brainstorming, encourage
them by saying that there are no wrong answers.
(a balloon) Why is there a balloon? (because balloons
are party decorations)

1 VOCABULARY
• Poin
Pointt out the Vocabulary topic, Types of music
music.. Have the chart. Point to the underlined pronoun and say, Use
Ss preview the pictures and captions. Ask, Are any of her for female artists, him for male artists, and them for
these words in our brainstorm? Call on Ss to find types groups.
of music on the board. • Tell Ss, Yo
You
u can say Really? when you are surprised by
• Have Ss listen. Then have them listen and repeat. your partner’s answer. If you agree with your partner,
• Say, Look at the example answers. Do you know any of you can say Me, too. Write on the board: A: I have
these artists? Do you like any of these artists? Call on Rihanna in R&B. B: Me, too!
volunteers to share. • In pairs, have Ss compare the names they wrote in the

• Then have Ss work individually to fill in the chart. Say, chart andEncourage
margins. sort any artists
Ss toorget
groups
ideasthey
fromwrote
each in the
other
Include any artists or groups you know. YouYou don’t have
to like them. If you are not sure which type of music a and to add one more artist or group to each category.
particular artist belongs to, write the name to the side in • Have Ss name at least one artist or group for each of
pencil. Point out that some artists may belong in more the other types of music
musi c in 1A.
than one category.
OPTION Have Ss draw a chart like the one in 1B but
• Read the example conversation with a volunteer.
v olunteer.
with the headings Dance music, Classical music, Jazz,
Ask, Do A and B have Rihanna in the same category?
and Country. TTell
ell Ss to write the names of artists and
(no) What category does A have Rihanna in? (R&B)
groups they know for each type of music. If the class
What category does B have Rihanna in? (pop) Elicit or
has internet access or if Ss have phones, allow them to
explain that B says Really? to express surprise at A’s
A’s
search for ideas online. Alternatively, have Ss do this
answer. Write on the board: I have her in pop. Say, This
for homework.
means that I have her (Rihanna) in the pop category on

2 GRAMMAR
• Books closed, say, In Units 1 and
an d 2, we studied simple- • Have Ss study the chart. Focus on Affirmative
present affirmative statements with the regular verbs statements. Read the sentence with each pronoun and
statements.
need, live, and work
work.. Draw a chart on the board: have Ss repeat.
need live work • Then focus on Negative statements.
statements. Underline do not
like in the sentence on the board. Tell
Tell Ss, To make a
I
negative statement, add do not or does not before
You
the base form of the verb.
verb. Read the negative sentence
We
in the chart with each pronoun and have Ss repeat.
They
Then elicit more examples of negative statements. (For
He example, I do not want lunch.)
She • Read the Note. Then call on volunteers
v olunteers to read the
• Have volunteers come to the board and write the negative statement in the chart with each pronoun, but
simple present forms. (I, You,
You, We, They need / live
li ve / this time using contractions. (For example, I don’t like
work; He, She needs / lives / works.) rock. He doesn’t like rock.)
• Books open, say, In this unit, we will look at affirmative OPTION Write need, live, work, like on the board
and negative statements. Write on the board: I like
and elicit negative statements. Encourage Ss to
 pop. I do not like hip hop. Ask, Which statement is
use contractions. (For example, I don’t need a new
affirmative? (the first one) Which statement is negative?
computer. I don’t live in an apartment. I don’t work in
(the second one)
New York. I don’t like snow.)

UNIT 6 T-56

3 CONVERSATION
• Have Ss look at the video still. Ask, Who are these • Ask Ss to listen to or watch the conversation in 3B and
people? (Ester and Gaby) Where are they? (in the raise their hands when they hear, How about you?
kitchen, at a party) Then ask, What does Ester want to know when she asks
• Ask, What do you remember about Gaby? (For Gaby, How about you? (She wants to know who Gaby’s
example, She’s in New York for a few days for a favorite artist is.) Who is Gaby’s favorite artist? (She
meeting. She’s from Bolivia. She’s an accounts doesn’t know.)
manager.) • Say, Remember in Unit 2 we learned about linking

• Have Ss preview the questions to get an idea of the words together? When we speak, we link a word that
conversation. Then ask Ss to listen or watch. ends in a consonant sound to a word that begins
• Have Ss complete the exercise individually.
with a vowel sound.
sound. Circle the w in How and the a in
about and then link the two letters on the board. Say,
• Go over the answers as a class. If appropriate, play the
How about, and have Ss repeat.
repeat . Then underline you.
audio or video
vi deo again. To check comprehension, ask,
Say, How about you?, modeling the stress on you and
Whose birthday is it? (Cole’s)
have Ss repeat.
• Then say, Make statements about the chart. Write an
• Have Ss look at the conversation and underline Who’s
example on the board: Ester and Gaby like cake and
your favorite artist? and How about you?
pop music. Have Ss continue in pairs. (For example,
Ester loves music, but she doesn’t sing well. Gaby sings • Then have them listen and fill in the gaps with the
well, but she doesn’t listen to music.) words they hear.
• Call on two Ss to read the completed conversation. Go
OPTION Tell Ss to check the items in the chart that over any questions.
are true for them. They can write checkmarks to
• Play the audio and have Ss repeat chorally, line by line.
the left of the numbers. Then poll the class. Keep a
tally on the board and then ask volunteers to write • Focus on How about you? Remind Ss to link How about
and put emphasis on you
you..
summary statements. (For example,
exampl e, Twelve
Twelve people
like cake.) • Then in pairs, have Ss practice the conversation.
Circulate and listen for correct pronunciation of How
• Read the Conversation Skill aloud. Write on the board: about you? Time permitting, have Ss swap roles and
How about you? practice again.

4 TRY IT YOURSELF
• Tell Ss they can use the conversation in 3B as a model EXTENSION Ask a S to read Ester’s social media
to talk about the music they like and
a nd don’t like. Point message at the beginning of the lesson. Ask, What
to line 3 and say, If you and your partner don’t like the type of music is good for a party? Then ask, What are
same music, you can say, Really? I don’t like . some possible responses to Ester’s post? Invite Ss to
Write this alternate response on the board. Remind Ss write responses on the board. (For example, Whose
to personalize the conversation and talk about
a bout their birthday is it? What type of music?)
own musical preferences.
• Model the conversation with a higher-leve
higher-levell S. Start
LOOK FOR While Ss are completing the Try It
the conversation by asking, What kind of music do you
Yourself activity, walk around the class
cl ass and listen to Ss’
listen to?
conversations. Listen to determine if Ss are correctly
• Have Ss use the vocabulary in 1B on page 56 to
✓ using vocabulary for types of music
discuss what music they like and don’t like.
✓ making affirmative and negative statements in the
• Model questions Ss can ask classmates on the board: simple present
What (kind of) music do you like? Who’s your favorite
✓ using How about you? to ask someone the same
artist? What music don’t you like? Remind Ss that
question
instead of repeating the same question back to a
classmate, they can ask, How about you?
EXIT TICKET Say, Recall what types of music,
• Have Ss walk around and collect information.
artists, and groups you and your classmates
class mates like and
• Then bring the class together. Read
Read the example don’t like. You have three minutes to write as much
answers aloud. Call on volunteers to report back to the information as you can remember. Write complete
class. sentences. Have Ss write their names and answers
on a blank card or piece of paper. Collect cards as
Ss leave. Read the cards to identify areas for review
 in later lessons and to identify individual Ss who may
need additional practice.

T-57 UNIT 6

3 CONVERSATION
06-03 Listen or watch. Check (✓) the correct answers.
Ester Gaby Ester and
Gaby
1. Who likes cake? ✓

2. Who likes pop music? ✓

3. Who loves music? ✓

4. Who sings well? ✓

Read the Conversation Skill. Listen or watch.

06-04

Complete the conversation.

Ester: What kind of music do you listen to? CONVERSATION SKILL

Ask someone the same question
Gaby: I like R&B.
Use How about you? to ask
Ester: Me, too. I love R&B!
someone the same question the
Gaby: Who’s your favorite artist? person asked you.
Ester: I like Beyoncé! How about you? Listen or watch the conversation

Gaby: I don’t know. There are so many. in 3B. Raise your hand when the
speaker asks the same question.

06-05 Listen and repeat. Then practice with a partner

partner..

4 TRY IT YOURSELF
MAKE IT PERSONAL Practice the conversation again. Talk about the
music you like and don’t like.

WALK AROUND Ask four classmates about the music they like and
don’t like. Write their opinions in the chart.
Name Likes (type of music + favorite Doesn’t like (type of music)
artist or band)

CLASS Report to the class.

Kara likes pop. Her favorite band is Exo. She doesn’t like jazz.
 I CAN TALK ABOUT MUSIC.

UNIT 6 57

LESSON 2 TALK ABOUT INTERESTS

ESTER SILV
SILVA
A
@EsterS

1 VOCABULARY Interests Gaby, my co-worker, sings

really well.
06-06 Listen. Then listen and repeat.

play an instrument play a sport

take pictures

play the guitar play the piano write play soccer play basketball

cook paint dance sing swim do martial arts

Look at the words

words in 1A. Write the interests
interests in the correct
correct place.

play basketball play soccer play the guitar play the piano

SPORTS MUSIC
swim do martial arts dance sing

take pictures cook

ARTS
write paint

GROUPS Student A, act out one of the interests from 1A. Others, guess the interest. Continue.

2 GRAMMAR Simple present: Yes/no questions and short answers

COACH

Yes/no questions Short answers

Do / Does Subject Verb Affirmative Negative

Do you I do. I don’t.

they they they
cook? Yes, No,
 he he he
Does does. doesn’t.
she she she

>> FOR PRACTICE, GO TO PAGE 117

58 UNIT 6

LESSON 2 TALK ABOUT INTERESTS

• Read the title of the lesson. Review that interests are • Read the social media message.
messa ge. Ask, Who is Gaby?
activities that you like doing. Point
Point to the pictures
p ictures and (Ester’s co-worker) Ask, Is she a good singer? (Yes, she
say, These are examples of interests. is.) Remind Ss of the conversation in 3A on page 57
where Gaby sings Happy Birthday and surprises Ester
LANGUAGE NOTE Interest is a noun. (Tell me about with how beautiful her voice is.
your interests.) Interesting is an adjective. (This is an
interesting book.) To interest is a verb. (Does classical
music interest you?)

1 VOCABULARY
• Have Ss preview
p review the pictures and caption.
ca ption. Say, Make a LANGUAGE NOTE Martial arts refer to any of the
checkmark next to the pictures that show your interests. Asian forms of self-defense,
sel f-defense, such as taekwondo,
• Have Ss listen. Then have them listen and repeat. karate, judo, kung fu. These are considered an art
• Call on Ss to share the interests they checked. Write in the precision of movement anda nd techniques that
Ss names anda nd interests on the board. (For example, are performed. However, they also require physical
Julie: cook; Matthew: play basketball) Don’t elicit full skill and coordination and can be practiced as a
sentences. competitive sport.
• Call on a S to read the three categories. Write Arts
on the board and ask,as k, What are the arts? (creative CULTURE NOTE Soccer is the term in American
activities like music, art, theater, literature)
literature) Ask, English for the sport known elsewhere around the
What is an example of the arts in 1A? (For example, world as football—a game in which two teams of
eleven players try to kick a round ball into their
take pictures)
presented as aExplain to category
separate Ss, Musichere.
is an art,
Writebutthe
it’s opponent’s goal. Football is the British English term
music-related arts in the Music diagram. and the term used in many other countries.
c ountries. The word
• Ask Ss to work individually to sort the words. Point
Point football in American English,
E nglish, however, refers
refers to a
out that answers may vary; for example, Ss may place different game played by two teams of eleven players,
dance in Music or Arts and martial arts in Sports or Arts. where the point is to carry, kick, or throw and receive
an oval ball in an attempt to get into an area at the
• Then have Ss compare answers with a partner.
end of the field and win points.
• Bring the class together and go over any questions.
Ask for a show of hands, Do you think martial arts are • Divide the class into groups of three or four. Have Ss
a sport? or an art? (Refer to the Language Note that take turns miming interests from 1A for their group to
follows.) Then ask, Do you consider cooking an art? guess. Model by, for example, holding up an imaginary
microphone and eliciting sing from the class.

2 GRAMMAR

• Write on the board: A: Are you a student? Elicit and • Tell Ss to look at the short
write an answer: B: Yes, I am.
am. Then point to A and ask, you see contractionssin hort
theanswers again. Ask,
short answers? (yes)Do
In the
What’s this? (a yes
yes//no question) If Ss say a question,
question, affirmative or the negative short answers? (negative)
follow up with What kind of question is it? Then point Say, Only use contractions in negative short answers.
to B and ask, What’s this? and, if necessary, What Then invite volunteers to come forward and write short
kind of an answer? (a short answer) Say, In Unit 2, we answers to the questions on the board.
learned about yes/no questions and short answers with • Say, Look at the grammar chart again. I will read each
be.. Here we will learn to form yes/no questions with
be question, and you read the short answer all together .
other verbs.
• Focus on the grammar chart. Say the four questions
OPTION You can mention that though contractions
and short answers and ask Ss to repeat. Then say, are typical in negative short answers, it is possible
pos sible to
Notice how Do is used with you and they and Does is use the full form. Say, No, I do not and No, she does
used with he and she. not. Explain that this form is more formal. Then write
No, I don’t on the board. Next to it write No, I do not.
• Ask, Which pronouns are not in the chart? (I, we, it)
Read the first short answer and put stress on No; read
Which pronouns are I and we similar to? (you, they)
the second short answer and put stress on not.
Which pronouns is it similar to? (he, she) Elicit some
yes/no questions with I, we, and it and write them
 on the board. (For example, Do I cook? Do we play
soccer? Does it rain a lot here?)

UNIT 6 T-58

3 PRONUNCIATION
• Read the Note aloud. Have Ss look back at the • Invite Ss to preview the items and predict
p redict which
grammar chart on page
pa ge 58. Read, Do you cook? to sentences have the weak pronunciation of do. Tell
demonstrate the short, weak pronunciation of dodo.. Then them to circle these items in pencil.
read Yes, I do to show that do is pronounced fully at • Then have Ss listen
lis ten and check their answers. Tell
Tell Ss to
the end of a sentence. make any necessary corrections.
• Have Ss listen.
lis ten. Then have them listen and repeat. Ask, • Have Ss listen again and repeat.
Which sentences have the weak pronunciation of do do?? • Model a question and short answer on the board:
(the questions Do you play...? and What do you play?)
play?) Do you play the guitar? Yes, I do. Have Ss repeat after
Which sentence has a strong pronunciation of do
do?? (the you. Circle Do you in the question and label it /dəyə/.
short answer Yes, I do.)
do.) Say, Be careful to use weak pronunciation of do in the
• Ask pairs to read the three sentences as a question and strong pronunciation of do in the short
conversation: A: Do you play a sport? B: Yes,
Yes, I do. answer.
A: What do you play? TTell
ell Student B to make up an • Circulate as Ss ask and answer questions. Listen for
answer to the last question. correct pronunciation of do
do..

4 CONVERSATION
• Have Ss look at the video still. Ask, What are Gaby and • Play the audio and have Ss repeat chorally, line by line.
Ester doing now? (dancing) Where are they? (at the • Point out the weak pronunciation of do in Do you play
office birthday party) an instrument? and Do you dance?
• Tell Ss to preview the items. Then have them listen or • Have Ss listen and repeat again.
watch. If appropriate, play the audio or video again. • Then, in pairs, have Ss practice
p ractice the conversation.
• Have Ss complete the exercise individually. Circulate and listen for weak pronunciation of do
do.. Time
• Go over the answers as a class. permitting, have Ss swap roles and practice again.
• Ask Ss to preview the conversation and predict ways • Ask a volunteer to read the highlighted words. Say, You
the gaps might be filled. can use these words in place of same-color words in
• Then have them listen and fill in the gaps with the the conversation, or use can use your own words.
words they hear. • In pairs, have Ss make their own conversations. Time
• Call on two Ss to read the completed conversation. permitting, have Ss swap roles and practice again.
Go over any questions.
EXTENSION Write on the board: List of all the things
• Focus on the content of the conversation. Ask, Does I want to learn.
learn. Ask, Do you have a list like this? Call
Ester play the guitar? (Yes, she plays a little.) Does Gaby on volunteers to share things they want to learn. Then
dance? (No, she doesn’t.) What kind of list is Gaby have Ss write a list
lis t in their notebooks. Finally, have Ss
talking about? (a list of things she wants to learn) compare lists with a partner
pa rtner..

5 TRY IT YOURSELF
• Divide the class into pairs. Say, Use the structure of LOOK FOR While Ss are completing the Try It
the conversation in 4B to talk about your own interests. Yourself activity, walk around the class
cl ass and listen to Ss’
Give Ss a few minutes to prepare. conversations. Listen to determine if Ss are correctly
• Then have pairs practice the conversation twice, with a ✓ using vocabulary for interests
interests
different person starting each time. ✓ forming yes/no questions and short answers in the
• Have Ss preview the chart. Ask, What question do simple present
you ask to gather information about your classmates’ ✓ using the weak pronunciation of do in questions
interests? Write on the board:
A: Do you ? EXIT TICKET As Ss prepare to leave the classroom,
B: Yes, I do. / No, I don’t. engage them in short one-on-one conversations.
• Ask two volunteers to model an exchange. Ask each S, Do you ? Use interests from 1A on
page 58. Note which Ss speak with ease and which
EXTENSION Ask a S to read Ester’s social media ones are less sure of themselves.
themselv es.
message at the beginning of the lesson. Ask, What
are some possible responses to Ester’s post? (For
 example, Cool! What type of music does she sing?)

T-59 UNIT 6

3 PRONUNCIATION Weak pronunciation of do

COACH

Listen. Notice the two pronunciations of do.

06-08
In questions, do often
has the short, weak
Then listen and repeat.
pronunciation /də/. Do you
/dəyə/ /dəyə/ often sounds like “d’ya”
Do you play a sport? Yes, I do. What do you play? /dəyə/. Do does not have a
weak pronunciation at the
06-09 Listen. Circle the sentences where do has the weak end of a sentence.
pronunciation /də/. Then listen and repeat.
1. Do you like pop music? 3. Do you swim? 5. Do you?
2. Who do you like? 4. Yes, I do. 6. I do martial arts.
PAIRS Ask and answer questions using do and the words in 1A.

4 CONVERSATION
06-10 Listen or watch. Circle the correct answer.
1. The party / lunch / cake is very good.
2. Gaby sings in the kitchen / in the car / on the street.
3. Ester loves to dance / paint / sing.
4. Gaby doesn’t dance / sing / cook very well.

06-11 Listen or watch. Complete the conversation.

Ester: Do you play an instrument?

Gaby: No, I don’t. Do you?
Ester: I play the guitar a little. I love to dance
though. Do you dance?
Gaby: No, I don’t . But it’s on my list.
Ester: Your list?
Gaby: You know, my list of all the things I want
to learn!

06-12
Listen and repeat. Then practice with a partner
partner..
PAIRS Make a new conversation. Use these words or your own idea. a sport baseball paint

5 TRY IT YOURSELF
MAKE IT PERSONAL Practice the conversation again. Talk about
your interests.

WALK AROUND Find someone with each interest. Write the names in the chart.
cook swim do martial arts play an instrument

play a sport paint dance sing

 CLASS Report to the class. I CAN TALK ABOUT INTERESTS.

UNIT 6 59

LESSON 3 TALK ABOUT FREE-

FREE-TIME
TIME ACTIVITIES
ESTER SILV
SILVA
A
@EsterS

1 VOCABULARY Free-tim
Free-time
e activities Making new friends at the
birthday party.
06-13 Listen. Then listen and repeat.

play board games bike hike r un exercise

watch TV read go to the movies listen to music play video games

Write words from 1A in the correct place.

Indoors Both Outdoors

play board games run hike

watch TV exercise bike
go to the movies read
play video games listen to music

PAIRS Imagine you are spending your free time together. Find two indoor activities
and two outdoor activities that you both like. Underline the activities in 1B.
A: Do you play board games?
B: No, I don’t. I play video games.
A: OK. Let’s do that.

2 GRAMMAR Simple present: Wh- questions and answers

COACH

Questions Answers
Wh- word Do / Does Subject
What do you do ffo
or fun? I go to the movies.
 Where does he swim? In the city pool.
When do they watch T
TV
V? In the evening.

>> FOR PRACTICE, GO TO PAGE 118

60 UNIT 6

LESSON 3 TALK ABOUT FR EE-TIME ACTIVITIES

ACTIVITIES
• Books closed, write free-time activities on the board. • Call on a volunteer to read the social media message.
Ask Ss, What do you do in your free time? Write Ask, Where is Ester? (at the birthday party) Is she
responses on the board. (For example, read, play video meeting new people? (yes)
games) Don’t write full sentences. Leave the terms on
the board.

1 VOCABULARY

• Books open. Have Ss preview the pictures and TEACHING TIP The Venn diagram and other graphic
captions. Say, Compare these free-time activities with organizers are useful tools in English language
the ones on the board. For each vocabulary item not instruction. They help Ss visually organize information
on the board, ask for a show of hands,
ha nds, Do you [play in order to classify ideas and communicate, examine
board games] in your free time? relationships, summarize a reading, analyze a text, or
• Ask Ss to listen. Then have them listen and repeat. structure a writing project. Other graphic organizers
help generate ideas and encourage creativity.
EXTENSION Invite Ss to look back at 1A on page 58.
Ask, Can these interests also be things you do in your • Say, Focus on the Indoors and Outdoors sections of the
free time? (yes) Which of these things do you do in diagram. Ask yes/no questions about these activities
your free time? (For example, I play soccer. I swim.) until you find two indoor activities and two outdoor
activities that you both like. Underline the activities you
• Tell Ss, This is a Venn diagram. It can help you organize both like in your diagram.
information visually and identify similarities and
• Read the example conversation with a volunteer.
differences. Point to each section and say, Here you list
Then ask, Which activity do they both like? (playing
activities you usually do indoors. Here you list activities video games) Focus on the last line of the example
you usually do outdoors. Here you list activities you do
conversation. Say, Use Let’s to make suggestions. Tell
both indoors and outdoors.
Ss to follow the model and makes suggestions with
• Focus on the example answers. Ask, Do you usually Let’s.
play board games indoors or outdoors? Do you usually
• Then, in pairs, have Ss do the activity.
run indoors or outdoors? Call on Ss to share their
opinions. Say, You may have different answers. • Bring the class together and ask pairs, Which indoor /
outdoor activities do you both like? Write answers on
• Have Ss fill in the diagram individually. Then have
the board to see which free-time activities are most
them compare answers with a partner. Bring the class
popular in the class.
together and ask, Which activities do you have in the
Both section? Call on Ss to write activities on the board. LANGUAGE NOTE Let’s is the contraction for Let us
Ask, Does anyone disagree? Encourage Ss to discuss and is a way to suggest an activity or to ask someone
and debate.
debate. (For example, A: You
You don’t usually play to do something with you. For example, Let’s go to the
board games outside. B: You can play board gamesga mes movies. Let’s not play a board game.
outside! On a picnic table. Or on your patio.)

2 GRAMMAR
• Write on the board: Do you dance? Ask, What type of • Have Ss look at the grammar chart.
cha rt. Point
Point to the
question is this? (a yes/no question) Review that the wh- words. Say, These words indicate what type of
response is yes or no. Write the short answers to the information we want to find out. Read each question
right of the yes/no question: Yes, I do. / No, I don’t. and answer aloud and have Ss repeat. Then write the
• Then write Where do you dance? under Do you dance? following questions on the board:
on the board. Say, This is a wh- question
question.. You respond 1. What do you read?
read?
with information.
information. Write I dance at parties to the right of 2. Where do you read?
the wh- question. 3. When do you read?
• Point to Do you dance? and Where do you dance? on Ask Ss, Let’s think about what type of information each
the board. Ask, How are the two questions different? question is asking for. Which question asks about
(The second question starts with Where
Where.. The rest of the a place? (2. Where... ?) Which question asks about
sentence is the same.) a time? (3. When... ?) Which question asks about a
thing? (1. What... ?) Then have Ss ask and answer the
questions with a partner.
 UNIT 6 T-60

3 PRONUNCIATION
• Write Stressed words and Unstressed words on the • Then have Ss listen and complete the exercise.
board. Point to Stressed words and say, In Unit 1, we • Have Ss listen again to check their answers.
learned to stress the important words in a sentence; for • Tell Ss to refer to Exercise 1A on page
p age 60 for free-time
f ree-time
example, Good morning. Nice to meet you. Stressed activities to talk about.
words are strong and clear. Unstressed words are the
• Read the example conversation with a volunteer. Ask,
opposite. Read the Unstressed words box aloud.
Which are the unstressed words in this exchange? (the
• Tell Ss, Read the sentences quietly and notice the
first do
do,, the
the,, to
to,, the
the,, to
to))
unstressed words. • Write a model for Ss on the board: board : A: What do you do
• Have Ss listen. Then ask them to listen and repeat.
on the weekend? B: I . I like to . Point to like
• Have Ss preview the items. Write to, for, the on the and say, After like, use to and the base form of a verb.
board. Ask, Are these words usually stressed in a This is called the infinitive
infi nitive form. For example, I like to
sentence? (no) Say, Use these words to complete the swim. I like to watch TV. TV.
sentences you hear. • Remind Ss to practice weak pronunciation of
unstressed words to, for, and the
the..

4 CONVERSATION
• Have Ss look at the video still. Ask, Are Ester and Gaby • Call on two Ss to read the completed conversation. Go
still at the party? (Yes, they are.) over any questions.
• Have Ss listen or watch and complete the exercise • Focus on the content of the conversation. Ask, What
individually. If appropriate, play the audio or video does Gaby do for fun? (She hikes in the mountains.)
again. What does Ester do for fun? (She swims.)
• Go over the answers as a class. If appropriate, play the • Play the audio and have Ss repeat chorally, line by line.
audio or video again.
ag ain. Then ask, Do Ester and Gaby • Have Ss look for and shade lightly over to, for, the and
have much in common? (No, they don’t.) What do they also the weak pronunciation of do in the conversation.
have in common? (They both like cake.) (line 1, do, for; line 2, to; line 3, do; line 4, first do, to;
line 5, to)
LANGUAGE NOTE Pret Pretty
ty much is an informal way of
saying almost. The expression to be into something • Have Ss listen and repeat again.
means to like and spend time doing something.
s omething. You
You • Then, in pairs, have Ss practice
p ractice the conversation.
can say, I’m (really) into + noun;
noun; for example, the Circulate and listen for weak pronunciation of
outdoors, country music, biking). To not have much in unstressed words. Time permitting, have Ss swap roles
common means to have different interests; to have a and practice again.
lot in common means to have many similar interests. • Ask a volunteer to read the highlighted words. Say, Say ,
You can use these words in place of same-color words
• Ask Ss to preview the conversation. Ask, What words in the conversation, or you can use us e your own words.
appear to be missing? (wh- words) Tell
Tell them to try to
• Then, in pairs, have Ss make
m ake their own conversations.
figure out the missing words and write them in pencil. Time permitting, have Ss swap roles and practice
• Then have Ss listen and fill in the gaps with the words again.
they hear.

5 TRY IT YOURSELF
• Model the example conversation with a S. Read part A. LOOK FOR While Ss are completing the Try It
Encourage the S to make up an answer to the second Yourself activity, walk around the class
cl ass and listen to Ss’
question. Continue the conversation by asking, Where conversations. Listen to determine if Ss are correctly
do you run? ✓ using vocabulary for free-time activities
• In pairs, have Ss take turns asking and answering ✓ forming simple-present wh- questions and answers
questions. Tell
Tell them to take notes.
✓ using weak pronunciation with unstressed words words
• Give Ss a few minutes to organize their notes. Then call
on volunteers to report what their partner does for fun.
EXIT TICKET Write on the board: What do you do for
Listen for -s at the end of third-person singular verbs.
fun? Have each S ask you the question. Respond and
EXTENSION Ask a S to read Ester’s social media then have the S ask one follow-up question with when
message at the beginning of the lesson. Ask, Do you or where
where.. Note which Ss speak with ease and which
 think people with different interests can be friends? ones are less sure of themselves.
themselv es.
Discuss and then ask, What are some possible
responses to Ester’s post? (For example, Nice! Have
fun! Stop posting and enjoy the party! )

T-61 UNIT 6

3 PRONUNCIATION Unstressed words

COACH

Listen. Notice the weak pronunciation of to, for,

06-15
Important words in a sentence
are stressed. Words like to, for,
and the. Then listen and repeat.
and the are usually unstressed
I like to swim. I read for fun. I like to go to the movies. and have a weak pronunciation.
We say them quickly and quietly.
Listen. Complete the sentences. Use to, for, and the.
06-16

Then listen and repeat.

1. I love to dance. 3. I’m free for lunch.
2. I like to listen to jazz. 4. I like to sing in the car.

PAIRS Talk about what you do on the weekend.

A: What do you do on the weekend? B: I go to the gym. I like to exercise.

4 CONVERSATION
06-17 Listen or watch. Circle the correct answer.
1. Ester goes dancing every .
a. month b. day c. weekend
2. Gaby likes to around the city.
a. run b. bike c. hike
3. Ester swims on Tuesday and .
a. Wednesday b. Thursday c. Friday
4. The swimming pool is .
a. closed b. new c. open all night

06-18 Listen or watch. Complete the conversation.

Ester: What do you do for fun?

Gaby: I like to hike.
Ester: Where do you go?
Gaby: The mountains. How about you?
What do you like to do?
Ester: I like to swim.

06-19 Listen and repeat. Then practice with a partner

partner..

PAIRS Make new conversations. Use these words or your own ideas. run park read

5 TRY IT YOURSELF
MAKE IT PERSONAL What does your partner do for fun? Ask what, where,
and who questions.
A: What do you do for fun?
B: I like to run.
A: When do you run?
 CLASS Report to the class.

I CAN TALK ABOUT FREE-TIME ACTIVITIES.

UNIT 6 61

LESSON 4 READ A MEMBER PROFILE

ESTER SILVA
@EsterS

1 BEFORE YOU
YOU READ I found an online club.

Imagine you want to join an online group.

What kind of information does a member profile have?

2 READ
Possible answer: To meet people with the
06-20 Listen. Read the member profiles. What are they for? same interests.

HAPPY HIKERS CLUB Members profiles Hiking groups FAQ Conta

tacct

Name: Evan Name: Cara

Member since: July 12, 2018 Member since: April 18, 2017
Lives: Seattle, WA Lives: Portland, OR

About me I’m very friendly and I love people. About me I like to have time alone, but I have a lot
Hiking I hike on the weekends with friends. I hike of friends, too.
rain or shine! Hiking I like to think and listen to the birds. I
Work I work at a clothing store. take lots of pictures on my hikes.
Interests I sing and play the guitar in a rock band. Work I’m an art student.
I listen to music all the time. My favorite Interests I like to read and listen to jazz or
music is rock, but I like jazz, too. classical music. I don’t like rock.

My question for you, “What’s your favorite music My question for you, “Where do you like to hike?”
to listen to when you hike?”

Read the Reading

Reading Skill. How are Evan and Cara alike? Different?
Different?
Complete the chart with information from their profiles.
READING SKILL
Compare and contrast
Evan Both Cara Read about two people
likes rock music like to hike likes to listen to birds or things. How are
loves people like jazz likes to think and take they alike? How are
likes to sing and pictures they different? Use a
play the guitar likes to read chart. This will help
doesn’t like rock music you understand and
remember information.

PAIRS Do you think Evan and Cara would like to hike together? Why or why not?

Find a good place

3 MAKE IT PERSONAL near you to hike.

Think about different kinds of groups. What kind of group do you want to join?
 PAIRS Discuss the groups you want to join. What do you want to see in a member’s profile?
Talk about what you would like to know about the other members.
I want to join a cooking group …
I CAN READ A MEMBER PROFILE.

62 UNIT 6

LESSON 4 READ A MEMBER PROFILE

• Read the Lesson title. Ask, What is a member profile?
profile? • Then have a S read the social media
m edia message and ask,
(a visual display of information about a member of an What do you think an online club is? (a place where
online site) Ask, What are some sites where you have people chat and share experiences) Ask for a show
member profiles? of hands, Do you belong to an online club? What are
Ester’s interests? (music, dancing, swimming) What
type of club do you think she found?

1 BEFORE YOU READ

• Books closed, write member profile on the board. Ask, interests, hobbies) Leave the words on the board to
What type of information does a member profile have? use in Exercise 2.
Invite Ss to write answers on the board. (For
(For example, • Ask, Do you share this type of information online?
name, birthday, location, occupation or job title,

2 READ
• Ask Ss to preview the member profiles. Ask, What • Bring the class together and ask, Are Evan and Cara
information about members does the site display? more alike or different? (different)
(Name, Member since, Lives, About me, Hiking, • In pairs, have Ss discuss the questions. Have them
Work, Interests) Invite Ss to check the information on support their opinion with information from the
the board that is included in the Happy Hikers
Hi kers Club member profiles in 2A and the chart in 2B.
member profiles. Focus on My question for you at the • Then bring the class together and take a poll. Say,
bottom of each profile and ask, What’s this? (a question Raise your hand if you think they would like to hike
the member wants to ask other group members)
mem bers)
• Ask Ss to listen to and read the member profiles. Then together. Raise your hand if you don’t think they would
like to hike together. Call on volunteers to explain why
ask the focus question in the directions, What kind of or why not.
club is it? (an online hiking club)
• Read the Reading Skill. Then focus on the diagram.
OPTION Ask, Which person would you like to hike
Say, In this exercise, the Venn diagram helps us with, Evan or Cara? Why?
compare and contrast Evan and Cara. Focus on the
example answers. Ask, How are Evan and Cara similar? EXTENSION Discussion. Write on the board: What
(They both like to hike.) How are they different? (Evan do you think is the purpose of this online club? (For
likes rock music. Cara likes to listen to birds.) example, to connect hikers with similar interests; to
• Have Ss complete the chart individually. ThenThen have share hiking experiences; to find new places to hike)
them compare answers with a partner and add Have Ss discuss in small groups and then share ideas
anything they missed. with the class.

3 MAKE IT PERSONAL
• As a class, brainstorm types of online groups. Invite EXTENSION Return to the social media message
Ss to write them on the board. For ideas, have Ss look at the beginning of the lesson. Say, Imagine that the
back at the vocabulary for interests on page 58 and online club Ester found is the Happy Hikers Club and
for free-time activities on page 60. (For example, a that she is completing her
h er member profile. What do
photography group, a movie club) you think she would write for Hiking? (For example,
• Tell Ss to write down a type of online group they would I am not a hiker. I don’t even like to wear sneakers!
like to join. It could be from the brainstorm on the However, my new friend is a hiker
hiker,, and I want to learn
board or another group. more about this activity.) What would she write for My
question for you?
you? (For example, What advice do you
EXTENSION Have Ss who are interested in the same
have for a beginning hiker?)
type of online group complete a Venn diagram
comparing their interests.
EXIT TICKET Write on the board: Can you think of
• In pairs, have Ss share the group they chose. another use for a Venn diagram? What two people
or things could you compare and contrast? Have Ss
• Read the example answer. Write
Write on the board: I want write their names and answers on a blank card or
to join . Say, It’s not necessary to answer the
 question in complete sentences. Just say your ideas. piece of paper.
pape r. (For
(For example, two types of smart
(For example, name, location, interests) phones, two teachers, two occupations) Collect and
read the cards to identify areas for review in later
lessons and to identify individual Ss who may need
additional practice.

UNIT 6 T-62

LESSON 5 WRITE A MEMBER PROFILE

1 FOCUS ON WRITING
• Books closed, write today’s date on the board. Use this EXTENSION For practice with saying years, write
format: May 20, 2018. Point to each part of the date these years on the board and elicit how to say them:
and ask, What comes first? (the month) What comes
2015 (twenty fifteen; two thousand fifteen; two
next? (the day) What comes last? (the year)
thousand and fifteen)
• Books open, read the Writing Skill aloud. Read the
example date and ask Ss to repeat. Say, January 2006 (two thousand six; two thousand and six)
fifth, twenty eighteen / two thousand eighteen / 1973 (nineteen seventy-three)
two thousand and eighteen.
eighteen. Point out that there are
• Tell Ss to scan the member profiles in Lesson 4, 2A for
multiple ways to say the year.
the dates. Circulate and make sure that Ss circle the
• Then write a few dates on the board using numbers
date after Member since in each profile.
only. Have Ss write out the dates. For example, write
06-01-18; 5/10/12; 12-11-02.
12-11-02. (June 1, 2018; May 10, EXTENSION Call on volunteers to read the circled
2012, December 11, 2002) dates. Make sure they read the days as ordinal
numbers. Elicit the different ways to say the years.

2 PLAN YOUR WRITING

• Ask individual Ss, Which group did you choose in (adjectives) Call on Ss to give examples of adjectives
3A on page 62? Write Ss’ answers on the board to that describe them. (For
( For example, friendly, funny, tall,
generate ideas. Elicit more examples. Tell Ss they can hard-working, fun) Say, Plan your writing. Write notes.
write about the group they chose in 3A or another You don’t have to write complete sentences.
group. • Circulate as Ss work and assist as needed.
• Tell Ss to look at the member profiles in 2A on page 62 • Read the example answer. WriteWrite on the board: I want
to help them complete the chart. ForFor ideas for About to join...
you, tell Ss to look at what Evan and Cara wrote for • Then tell Ss to share their ideas for their member
About me in their profiles.
p rofiles. For Words that describe profiles with a partner.
p artner. Encourage
Encourage them to add
a dd
you, ask, What kind of words are describing words? information to the chart if they get new ideas.

3 WRITE
• Have Ss work individually to write their profiles. Tell
Tell About me section. If Ss are writing their profiles on
them they can look at the profiles
p rofiles in 2A on page 62 for a computer, encourage them to use different colors,
ideas about how to organize a profile. Tell
Tell Ss to include fonts, etc., to design their profile.
an About me and an Interests section. Point to What • Circulate and help as needed. Remind Ss to write the
about you and Words that describe you in the chart in
2A on this page. Tell Ss to use this information for the date correctly.

4 REVISE YOUR WRITING

• Tell Ss they will peer-review their partner’s writing. • Say, Read your partner’s profile and complete the
Read the three Did your partner…? questions from the checklist in your partner’s book.
chart. Pause
Pause after the second question and ask,
a sk, What • Then have Ss return books and discuss items on the
does it mean to describe what he or she is like?
like ? (to checklist. Give Ss time to make any corrections or
describe his or her personality) improvements.

5 PROOFREAD
• Have Ss proofread their profiles. EXIT TICKET Bring a calendar to class. Choose one
• Then circulate, preview Ss’ profiles, and offer any month and circle several dates. Make sure the year
remaining feedback or corrections. Check that Ss have is clear. Say, Write the circled dates. Have Ss write

capitalized the month. their

paper.names and
Collect answers
cards as Sson a blank
leave. Readcard
theor piece
cards to of
 identify areas for review in later lessons and to identify
individual Ss who may need additional practice.

T-63 UNIT 6

LESSON 5 WRITE A MEMBER PROFILE

1 FOCUS ON WRITING WRITING SKILL Dates

Read the Writing Skill. For dates, we write the

month first and then
Read the member
member profiles
profiles on page 62 again. Circle
Circle the dates.
dates. the day and year; for
see page 62 example:
January 5, 2018.
2 PLAN YOUR WRITING
Imagine a kind of group to join. Create your member profile.
Complete the chart with your ideas.

Kind of group:
Date you join:

What about you Words that describe you Interests

PAIRS Talk about your profile.

I want to join a running club. I run …

3 WRITE
Write your profile. Include the date you will join. Tell
Tell about yourself. Describe what you like and
your interests. Use the profiles on page 62 as a model.

4 REVISE YOUR WRITING

PAIRS Read your partner’s profile. Complete the chart.
Did your partner …? Yes No
write the date correctly
describe what he or she is like
include his or her interests

PAIRS Can you improve your partner’s profile? Make suggestions. Then
Then revise your writing.

5 PROOFREAD
 Read your profile again. Check your spelling, punctuation, and capitalization.

I CAN WRITE A MEMBER PROFILE.

UNIT 6 63

PUT IT TOGETHER

1 MEDIA PROJECT
06-21 Listen or watch. Answer the questions.
1. When does Lucas take classes?
He takes classes every Tuesday and Thursday.
2. What does Silvia do in her free time?
Silvia likes to swim.
3. When does she do it?
She does it every Saturday morning.

Make your own video.

Step 1 Think about the people you know. Who does something interesting
in his or her free time?
Step 2 Make a 30-second video of the person doing that activity. Tell
Tell about it.
Step 3 Share your video. Answer questions and get feedback.

2 LEARNING STRATEGY
play the guitar

USE ACTION
Use actions to remember words. When
you study, say the word and do an action.
Review the words twice a week.

Review the activity words in the unit. Think of an

action for each one. Say the word and do the action.
Study three new words each day.

3 REFLECT AND PLAN

Look back through the unit. Check the things What will you do to learn
you learned. Highlight the things you need to learn. the things you highlighted?
For example, use your App,
Speaking objectives Grammar
review your Student Book,
Talk about music Simple present:
Affirmative and negative or do other practice. Make
Talk about interests
statements a plan.
Talk about free-time
activities Simple present: Yes/no
questions and short
Vocabulary answers
Notes Done
Types of music Simple present:
Wh- questions and
Interests In the app, watch the
answers Pronunciation Coach
Free-time
Free-time activities
video: Unstressed words
Reading
Pronunciation
Weak pronunciation Compare and contrast
 of do Writing
Unstressed words Dates

64 UNIT 6

PUT IT TOGETHER

1 MEDIA PROJECT
• Have Ss look at the video still on the right. Ask, What • For homework, tell Ss to create the video.
do you see? (a man) What is he doing? (martial arts) • Back in class, write the following questions on the
• Before Ss listen or watch, ask them to read the board:
questions. Tell
Tell them to listen for this information. 1. Does the narrator
narrator introduce the person?
• Have Ss listen or watch. Then have them answer the 2. Does the narrator
narrator talk about the person’s interest?
interest?
questions individually. Refer Ss back to the days of the 3. Does the narrator speak clearly?
week in 1A on page 36 if helpful. 4. Is the video interesting?
interesting?
• In pairs, have Ss compare answers. Then bring the Give Ss a few minutes to to read over the questions.
class together and ask, Who is good at martial arts? Tell them to write each person’s name on a piece of
(Lucas) Who is not good at it? (Silvia) paper before the person presents, and then take notes
• Explain to Ss that they will create a similar video during the presentation, referring to the questions on
project. For classes that watched the video, ask, Who the board.
filmed the video? (Silvia) Who is the video about? • Then invite classmates to ask questions and give
(her friend Lucas) feedback. You
You may choose to save the feedback
• Give Ss some time in class to read the three steps. until the very end and let Ss walk around, refer to
Answer any questions. their notes, and tell Ss individually what they did well
• Ask Ss to work individually on Step 1 and think of or could do better. Remind Ss to speak kindly and
someone they know who does something interesting. constructively.
• Tell Ss, Make notes or create a script of what you want
OPTION To provide an opportunity for self-critique,
to say. Write on the board: Who? What? When? Where? have Ss watch their own video for homework and
Encourage Ss to answer these questions as they plan complete the following checklist:
what to say. Model an introduction on the board: Hi!
Did I introduce the person?
I’m , and this is .
Did I talk about the
th e person’s interest?
• Then provide additional language for Ss to model:
Did I speak clearly?
He / She likes to .
Was my video interesting?
He / She does it every...
Encourage Ss to be honest with themselves and to
He / She is very good.
keep notes of their observations for the next time they
He / She doesn’t do it very well. prepare a similar presentation.
• Ask Ss to compare notes in pairs.

2 LEARNING STRATEGY
• Mime taking a picture. Ask, What vocabulary word is play the guitar. Have Ss practice saying play the guitar
this? (take pictures) Repeat the action and say, Take while acting out playing the guitar.
pictures. • Have pairs think of an action for each activity in 1A
• Read the Learning Strategy aloud. Ask for a show of on pages 58 and 60. Remind them to say the activity
hands, Do you use this strategy to remember words? as they act it out. Have pairs choose three words /
Tell Ss to look at the picture. Call on a S to read the phrases and actions to share with the class.
speech balloon. Then say, Use an action to remember

3 REFLECT AND PLAN

• Have Ss complete the checklists individually. Circulate • Then invite Ss to walk around and compare ideas for
and answer any questions. Encourage Ss to look back learning different topics.
at each lesson in the unit.
UNIT REVIEW BOARD GAME To review the
• Have Ss compare checklists in pairs and talk about the
Unit content, go to the Pearson English Portal /
things they need to study or practice more.
Reproducibles / Unit Review Board Games folder
• Have Ss work individually to think about what might and print out and make copies of the Unit 6 Board
help themindividual
yet. Refer learn the topics they don’t
Ss to specific feel they
handouts, know
app Game. You’ll
You’ll find instructions for the game in the
same folder.
 practice, workbook pages, etc., to help them master
any problem areas. If Ss feel confident about all
al l of the
topics in this unit, encourage them to think of other
topics they need help with or want to learn.

UNIT 6 T-64

7 ARE YOU READY TO ORDER?

PREVIEW THE UNIT

LESSON 1 Talk about food

Vocabulary Food groups

Grammar Count / non-count nouns; Some and any
Pronunciation The vowels /i/ and /ɪ/

LESSON 2 Order in a restaurant

Vocabulary Food and beverages

Speaking Order in a restaurant
Pronunciation Dropped syllables

LESSON 3 Ask for restaurant

restaurant items

Vocabulary Restaurant items

Can and could for requests; Some and any as indefinite
Grammar
pronouns
Conversation skill Use polite expressions

LESSON 4 Read a restaurant review

Reading skill Context clues

LESSON 5 Write a restaurant review

Writing skill Commas in a list

PUT IT TOGETHER
Media project Video: A favorite restaurant or meal
Learning strategy Make word webs

Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.

GET STARTED
• Books closed, write Are you ready to order?
order? on the board. Ask, Where do you hear this question? (in a restaurant) Who
asks this question? (a server)
• Books open, read the unit title again. Ask, What type of question is this? (a yes
yes//no question) Ask a higher-level S,
S, Are
you ready to order? Elicit Yes, I am, or No, I’m not.
• Then tell Ss to read the Learning Goals individually. Ask, Which topics do you feel confident about? Which topics are

new for you? If Ss have studied the topics before, reassure them that they will learn some new things.
• Ask, What do you see?
see ? Call on volunteers
v olunteers and write answers on the board. (For example, a restaurant, a waitress,
 customers, tables, chairs, flowers)
• Focus on the social media message. Ask, Who’s this? (Pedr
(Pedro
o Campos) What do you remember about Ped
Pedro?
ro? (For
example, He’s a photographer at TSW Media. He is Ester’s friend. He works in Mexico City.)
• Have a S read Pedro’s
Pedro’s post on page 65. Ask, Who is Lily? (the New York photographer) Where are Pedro and Lily
meeting? (at a restaurant) For lunch or dinner? (lunch) When? (today)
T-65

LEARNING GOALS
In this unit, you

7 ARE YOU READY

TO ORDER?
ORDER ?
talk about food
order in a restaurant
ask for restaurant
restaurant items
read and write a
restaurant review

GET STARTED
 PEDRO CAMPOS
Read the unit title and learning goals.
goals. @PedroC

Look at the photo of a restaurant. What

What do you see? I’m meeting the New York photographer Lily
for lunch today. She knows a great restaurant.
Now read Pedro’s message. What is he doing?
65

LESSON 1 TALK ABOUT FOOD

PEDRO CAMPOS
@PedroC

1 VOCABULARY Food groups At Sam’s

Sam’s Diner.
Diner. I hope they
have food I like!
07-01 Listen. Then listen and repeat.
MEA
EAT
T
FRUIT

pork
a banana an apple an orange beef
POULTRY
TR
VE
V EGETABLES

a carrot a tomato chicken

a potato an onion turkey

DAIRY SEAFOOD

cheese milk butter fish shrimp

What is your favorite:

vegetable? fruit? meat / poultry / seafood?

PAIRS Compare answers.

A: Oranges are my favorite fruit,
fruit , but I love apples and bananas, too.
B: I like oranges and apples, but I don’t like bananas.

2 GRAMMAR Count / non-count nouns; Some and any

COACH

Count / non-count nouns

Count nouns Non-count nouns Note: Non-count nouns take
= things you can count = things you cannot count singular verbs.
one tomato soup Cheese is my favorite food.
two onions butter The beef isn’t good.
five bananas milk
Some and any Statements
Yess/no questions
Ye Affirmative Yes, I have some

Do you have any milk? milk.

 some oranges? Negative No, I don t have
Note: We usually use any in yes/no questions. We can also use any oranges.
some in yes/no questions when we offer or ask for something.

>> FOR PRACTICE, GO TO PAGE 119

66 UNIT 7

LESSON 1 TALK ABOUT FOOD

• Books closed, write Food on the board. Invite Ss to • Focus on the social media message. Ask, What do we
brainstorm food items and quickly write the words they know from Pedro’s last post? (He’s meeting the New
say on the board. Then point to individual items on the York photographer Lily for lunch.) If helpful, refer Ss to
board and poll the class, Who likes ? And who the social media message
messa ge on page 65. Then turn back
likes ? Leave the words on the board to refer to to page 66 and ask, Where are Pedro and Lily having
later. lunch? (at Sam’s Diner) Do they have food Pedro
Pedro likes?
• Books open, point to the Lesson title. Say, In this lesson (He doesn’t know yet.)

we will talk about food.

1 VOCABULARY
• Read the Vocabulary topic and write the food groups • To review, ask, What does favorite mean? (the thing
in a vertical list on the board: fruit, vegetables, dairy, you like the most)
meat, poultry, seafood. Ask, Can you think of another • Have Ss fill in the blanks. Say, Use words from 1A or
food group? (bread / grains) Add it to the list. your own words. Assist Ss with spelling as needed.
• Have Ss preview the pictures and captions.
ca ptions. • Read the example conversation with a higher-level S. S.
• Ask Ss to listen. Then have them listen and repeat. Point out but in B’s line. To review, ask, What does but
Ask individual Ss, Which food group do you eat the do in a sentence? (connects ideas that show contrast)
most from? What are the contrasting ideas in B’s comment? (B likes
oranges and apples; B doesn’t like bananas.)
OPTION Match the words on the board from the
• Encourage Ss to use but to contrast their preferences
brainstorm with the food groups. If there are junk
with their partner’s.
pa rtner’s.
food items on the board, introduce
introduce sweets / junk food
as another food group.

2 GRAMMAR
• Write banana on the board. Ask, Can you count • Next, write some / any on the board. Say, We use these
bananas? (yes) On the board, draw three bananas and words when the speaker doesn’t want to specify the
count them. Say, Banana is a count noun. There are exact amount of something and with non-count nouns.
three bananas. You can count them.
them. Write We have some apples and We have three apples
• Then write milk on the board. Ask, Can you count milk? on the board. Point out that for count nouns the plural
(no) Draw a glass of milk on the board and ask,
as k, Can form is always used with some or any. Explain that
you count the milk in the glass? (no) Say, Milk is a with non-count nouns, there is no plural form. Write
non-count noun. There is some milk. YouYou can’t count it. examples on the board: I’d like some cheese. We don’t
• Focus on the Count / non-count nouns section of the
need any cheese.
grammar chart. Point to and read the column headings • Focus on the Some and any section of the grammar
and examples. Then say,
sa y, Look at the pictures in 1A. chart. Read each yes/no question and answer
Which items can you count? (a banana, an apple, an statement and have Ss repeat. To To summarize, write
orange, a potato, an onion, a carrot, a tomato) Which on the board: In affirmative statements, use some. In
items can you not count? (cheese, milk, butter, beef, negative statements, use any. In questions, some or any
pork, chicken, turkey, fish, shrimp) Say, Look at these is possible. Read this rule aloud.
words again. What is different about the count and the • Read the Note at the bottom of the grammar chart.
non-count nouns? (The count nouns have the article Ask, Do we usually use some or any in questions? (any)
a / an.
an.)) Then write on the board: Do you want some ice cream?
Do you want any ice cream? Say, Here both forms are
EXTENSION Point out that it is possible to use correct since the speaker is offering something.
a quantity expression to make non-count nouns
• In pairs, have Ss ask and answer yes/no questions
countable. For example, a cup of (soup), a glass of
using some / any and vocabulary from 1A. Write on the
(milk), a piece of (cheese), or a pound of (butter).
(butter).
board: Do we have ? Do we need ? Do you
want ? (For example, A: Do we have any cheese?
• Read the Note on the right aloud. Have Ss repeat the
B: Yes, there’s
there’s some cheese in the refrigerator. A: Do
example sentences. Then say,
s ay, Look at the non-count
nouns in 1A and make up sentences. Remember that we need
A: Do youany milk?
want someB: No,
fis h?we
fish? B: don’t need like
No, I don’t any fish.)
milk.
milk.
 these words take singular verbs. (For example, The
pork is delicious. There is butter in the fridge. The fish
smells bad.)

UNIT 7 T-66

3 PRONUNCIATION
• Read The vowels /i/ and /ɪ/ aloud. Write meat and • Have Ss listen and circle the word they hear.
fish on the board. Stretch your mouth into a smile as • Have Ss listen again and repeat.
you pronounce meat. Contrast with a neutral face to • Then have Ss practice saying the pairs of words with a
pronounce fish. Have Ss repeat and practice the mouth partner.
positions.
• Model the conversation with a volunteer. Read
Read role A
• Give Ss a minute to preview
p review the two lists of words. and fill in the blanks with one of the foods from 3A.
Have Ss look at the different spellings that can
ca n make
the /i/ sound. • Have Ss practice
and listen for the the conversation
correct in pairs.
pronunciation Circulate
of /i/ and /ɪ/.
• Have Ss listen. Then have them listen and repeat.
Tell Ss to swap roles and practice both parts.

4 CONVERSATION
• Have Ss look at the video still. Ask, Who are they? doesn’t eat dairy.) What is the problem with the chicken
(Pedro and a server) Who is Pedro meeting at the
(Pedro soup? (Pedr
(Pedroo doesn’t eat meat.) What is the problem
restaurant? (Lily, the New York photographer) If helpful, with the vegetable soup? (It has onions. Pedro Pedro doesn’t
have Ss turn back to page 65 and reread Pedro’s
Pedro’s social eat onions.)
media message. • Play the audio and have Ss repeat chorally, line by line.
• Have Ss listen or watch. If appropriate, play the audio • Have Ss scan the conversation for words with the /i/
or video again. and /ɪ/ sounds (/i/: meat, eat; /ɪ/: in, it, milk, chicken)
• Have Ss complete the exercise individually. • Have Ss listen and repeat again.
• Go over the answers as a class. • Then in pairs, have Ss practice the conversation.
• Ask Ss to preview the conversation and predict ways Circulate and listen for correct pronunciation of the
the gaps might be filled. vowels /i/ and /ɪ/. Time permitting, have Ss swap roles
• Then have them listen and fill in the blanks with the and practice again.
words they hear. • Ask a volunteer to read the highlighted words. Say, You
• Call on two Ss to read the completed conversation. can use these words in place of same-color words in
Go over any questions. the conversation, or you can use your own words.
• Focus on the content of the conversation. Ask, What is • Then, in pairs, have Ss make
m ake their own conversations.
the problem with the tomato soup? (It has milk. Pedro Time permitting, have Ss swap roles and practice
again.

5 TRY IT YOURSELF
• Read the example conversation with a volunteer. LOOK FOR While Ss are completing the Try It
• Have pairs talk and plan their dish. Provide prompts on Yourself activity, walk around the class
cl ass and listen to Ss’
the board: conversations. Listen to determine if Ss are correctly
Let’s make … . ✓ using vocabulary to talk about food

We need some … . ✓ using count and non-count nouns

nouns
We don’t need any … . ✓ using some and any

Do we need any … ? ✓ pronouncing the vowels /i/ and /ɪ/

• Read the example answer. Write

Write on the board: Our
dish is called … Tell pairs, Give your dish a name. EXIT TICKET Write on the board: I’m at the
• Call on pairs to describe their dish to the class. Write supermarket, but I forgot my list. Do we have any
the prompt It has… on the board. Have each pair write potatoes? Milk? Do we need anything else? Say, This is
the name of their dish on the board when they present. a text from your roommate. Write
Write a response. Answer
Have the class vote on the most interesting dish. the questions. Say what you have or don’t have at
home and what you need from the supermarket. Use
EXTENSION Ask a S to read Pedro’s
Pedro’s social media some and any. Have Ss write their names and answers
message at the beginning of the lesson. Ask, What on a blank card or piece of paper. Collect and
are some possible responses to Pedro’s
Pedro’s post? (For read Ss’ answers to identify areas for review in later
example, I’m sure they do! Sam’s Diner is great!) Ask, lessons and to identify individual Ss who may need
 Do they have food that Pedro likes at Sam s Diner? additional practice.
(Not really. He doesn’t eat meat, and there are a lot of
meat dishes.)

T-67 UNIT 7

3 PRONUNCIATION The vowels /i/ and /ɪ/

COACH

Listen. Notice the different vowel sounds.

07-03
Notice the different vowel
sounds in meat /i/ and fish
Then listen and repeat.
/ɪ/. The sound /i/ (meat)
/i/ cheese meat beef turkey usually has a spelling
/ɪ/ chicken fish shrimp a little bit with e. The sound /ɪ/ (fish)
usually has a spelling
07-04 Look at each pair of words. Listen and circle the word with i.
you hear. Then listen and repeat.
1. eat / it 4. seat / sit
2. he’s / his 5. these / this
3. leave / live

PAIRS Pract
Practice
ice the conversation. Use the foods in 3A.
A: Does the dish have in it? B: A little bit. A: Oh. I don’t eat .

4 CONVERSATION
07-05 Listen or watch. Check (✓) all correct answers.
Pedro doesn’t eat .
✓ beef carrots ✓ pork ✓ milk
✓ chicken ✓ cheese apples ✓ onions
07-06 Listen or watch. Complete the conversation.

Pedro: Does the tomato soup have any dairy in it?

Server: Yes, it does. There’s milk in it. We have chicken soup.
Pedro: Oh … I don’t eat meat.
Server: Oh. Well, how about some vegetable soup?
Pedro: Does it have any onions in it?
Server: Yes, it does.

07-07 Listen and repeat. Then practice with a partner

partner..

PAIRS Make new conversations. Use these words or your own ideas.
carrot beef tomatoes

5 TRY IT YOURSELF
MAKE IT PERSONAL Plan an interesting dish. Use words in 1A.
Give it a name. What do you need to make the dish?
A: Let’s make a chicken dish.
B: OK. We need chicken, an onion …

CLASS Report to the class. Then vote on the most interesting dish.
 Our dish is called Grandma s Chicken. It has onions, a tomato, …

I CAN TALK ABOUT FOOD.

UNIT 7 67

LESSON 2 ORDER IN A RESTAURANT

PEDRO CAMPOS
@PedroC

1 VOCABULARY Food and beverages Time to order.

order. The servers
here are very nice.
07-08 Listen. Then listen and repeat.

~ FOOD ~ ~ BEVERAGES ~

a hamburger / a burger a sandwich pizza

coffee tea

salad French fries bread

pasta rice soda juice

07-09 Listen to the descriptions. Write the food or beverage from 1A.
1. pizza 3. sandwich 5. rice 7. salad
2. French fries 4. tea 6. juice 8. pasta

PAIRS Find one food you both eat a lot of. Find one beverage you both drink a lot of.
A: I drink a lot of coffee.
B: Me, too!

2 SPEAKING
07-10 Notice how we order in a restaurant. Listen. Then listen and repeat.

Can I take I’d like = I’ll have =

your order? I’ll have the I would like I will have
chicken sandwich. Use the to talk about items on
Anything the menu:
to drink? Yes, I’d like some I’ll have the small salad.
coffee, please.

07-11 Listen. Match the picture with the conversation. Write the number in the correct box.
 6 2 5 4 1 3
I’d like I’ll have I’ll have I’d like I’ll have I’d like

07-11 Listen again. Write I’d like or I’ll have in the correct box in 2B.

68 UNIT 7

LESSON 2 ORDER IN A RESTAURANT

• Books closed, write restaurant on the board. Ask, Do • Call on a volunteer to read the social media message.
you eat in restaurants often? Ask, What is a server
server?? (the person who brings your
• Books open, read the Lesson title. Ask, What does food in a restaurant) What is another word for server
server??
order mean? (to ask a server to bring you specific food (waiter / waitress) How are the servers at Sam’s Diner
or drinks) like? (They are nice.)

1 VOCABULARY
• Have Ss preview the food and beverage items. On • Have Ss listen and write the food or beverage. Then let
the board, write the Vocabulary topic: Food and them listen again to check their answers.
beverages. Ask, What is another word for beverages
beverages?? • Go over any questions. Play the audio again if
(drinks) appropriate.
• Ask Ss to listen. Then have them listen and repeat.
EXTENSION Ask, Which items from 1A were not in
• Ask, Which of the food items and beverages are count
1B? (a hamburger, bread, coffee,
coffee, soda) Have pairs
nouns? (a hamburger, a sandwich, French fries) Which
write their own description for one of these items.
are non-count nouns? (the rest of the vocabulary items)
Then have pairs read their description for the class cla ss to
EXTENSION Say, Pizza and salad are non-count guess. For example,
when referring to a type of food. (For example, I like Pair: It’s a hot or cold drink. People
People drink it in
i n the
pizza. I eat a lot of salad.) However, they can be count morning to wake up.
nouns when talking about an entire round pizza or a Class: Is it coffee?
portion of salad. (For example, Let’s order two pizzas
for dinner. I buy a salad for lunch every day.) Point • Say, Look at the food and beverages in 1A. Check the
out that beverages can also become countable by items that you eat or drink a lot of.
adding a / an before them. (For example,
examp le, Two
Two coffees • Read the example conversation with a volunteer. Read
and a tea, please. The kids’ meal comes with a juice. part B and model the intonation of Me, too! Have the
Do you want a soda with the burger?) volunteer read A’s
A’s line again and model a negative
response. Say, Oh, not me or Oh, I don’t. Write these
• Play the audio and pause after the first item. Have a responses on the board.
S read the example answer. Say, For each item, the • Say, Student A, say items you eat a lot of. Student B,
answer will be a food or beverage from 1A. respond Me, too or Oh, I don’t until you find one food
you both eat a lot of. Repeat with beverages.

2 SPEAKING
• Give Ss a few minutes to preview the exchange in • Say, In 2B, only match the conversation to the picture.
speech balloons. Read the blue speech balloons aloud Don’t write I’d like or I’ll have.
have. You
You will do this in 2C.
and ask, Who says this? (a server) Say, Anything to • Play the audio, pausing after the first conversation. Ask,
drink? is short for Would you like anything to drink? What is the person ordering? (the chicken) Point to the
Read the green speech balloons aloud and ask, Who example answer.
says this? (a customer in a restaurant) • Have Ss listen to the remaining conversations and write
• Focus on the chart on the right. Read each contraction the numbers in the correct boxes. If appropriate, have
and full form and have Ss repeat. Say, These them listen again.
two expressions for ordering in a restaurant are
a re • Ask Ss to compare answers in pairs.
interchangeable. They mean the same thing.
• Have Ss listen again and write I’d like and I’ll have.
have.
• Next, read the explanation about using the
the.. Say, Look Replay the audio if appropriate.
at the conversation. Find the. Read the first green
• Go over the answers as a class.
speech balloon aloud.
al oud. Ask, What item is the customer
ordering from the menu? (the chicken sandwich) Read • Remind Ss that even though they listened for a specific
the second green speech balloon aloud. Point out that way to order, either way, I’d like or I’ll have,
have, is correct.
for beverages, you don’t usually use the
the.. OPTION Have pairs use the completed chart in 2B to
• Have Ss listen. Then have them listen and repeat. practice ordering. ToTo model, point to the first picture
• Call on volunteers to identify the food items in the and say, I’d like some apple juice. Point to the second
exercise. (juice, a hamburger
hamburger,, fish, salad, chicken, picture and elicit, I’ll have the burger / hamburger.
ha mburger.
 pasta) Then have pairs continue.

UNIT 7 T-68

3 PRONUNCIATION
• Write syllable on the board. Say, A syllable is a part of a • Give Ss a few minutes
m inutes to preview the words.
word that has one vowel sound. Say, tea-cher and clap • Then have Ss listen and cross out the vowel they don’t
two syllables. Then clap for each syllable in Ss’ names, hear in each word.
for example, Ma-ri-a
Ma-ri-a;; To-ny; Jack. • Have Ss listen again and repeat. Write the words on
• Read Dropped syllables.
syllables. Have Ss look at the three the board and invite volunteers to cross out the vowel
words in 3A. Ask, Which vowels are not pronounced? that is not pronounced in each word.
(o in favorite; e in vegetable
vegetable;; au in restaurant) • To model, say fa-vorite. Ask, How many syllables do you
• Ask Ss to listen. Then ask them to listen and repeat. hear? (two) Say the word again and clap two syllables.
• Then bring the class together and have Ss clap • In pairs, have Ss take turns pronouncing words and
for each syllable: fa-vorite
fa -vorite (2); vege-ta-ble (3); counting syllables. Encourage Ss to clap to help them
res-taurant (2)
(2).. count syllables.

4 CONVERSATION
• Have Ss look at the video still. Say, This is Lily. She’s at • Then have them listen and fill in the gaps with the
Sam’s Diner. What do we know about the restaurant words they hear.
from the last lesson? (It doesn’t have a lot of food that • Call on two Ss to read the completed conversation.
Pedro likes.) Go over any questions.
• Tell Ss to read the headings above the check boxes. • Play the audio and have Ss repeat chorally, line by line.
Write a side on the board. Elicit or explain that a side is • Point out that Pedro and Lily use I’d like and I’ll have to
a small portion of food that you can order to add to the order and the to talk about food items on the menu.
main dish. Call on a volunteer to read the list of sides. • Have Ss listen and repeat again.
Then call on two volunteers to read the list of main
dishes and the list of beverages. • Then, in groups of three, have Ss practice the
conversation. Time permitting, have Ss swap roles and
• Have Ss listen or watch.
practice again.
• Then have them complete the exercise individually.
• Ask a volunteer to read the highlighted words. Say, You
Say, Listen carefully. Lily names food from the menu
can use these words in place of same-color words in
that she does not order.
the conversation, or you can use your own words.
• Go over the answers as a class. Replay the audio if
• Then, in groups of three, have Ss make their own
appropriate.
conversations. Time permitting, have Ss swap roles
• Ask Ss to preview the conversation and predict ways and practice again.
the gaps might be filled.

5 TRY IT YOURSELF
• Read the directions. Focus on the pronunciation of LOOK FOR While Ss are completing the Try It
restaurant. Then write A: Are you ready to order?
order? on Yourself activity, walk around the class
cl ass and listen to Ss’
the board. Say, Student A, start with this line. Have conversations. Listen to determine if Ss are correctly
paper and a pencil ready to write Student B’s order.
order. ✓ using vocabulary for food and beverages
beverages
• Have pairs role play. Circulate and listen. Remind ✓ using I’ll have and I’d like to order
servers to read the order back to the customer. Have
✓ using the to talk about menu items
Ss swap roles and practice both parts.
✓ pronouncing wordswords with dropped
dropped syllables
OPTION Bring the class together and have servers
report their partner’s order. (For example, My EXIT TICKET Say, I am a waiter, and you all are a large
customer Anna wants…) group of guests at a restaurant. I will come around and
take your order. Order items from 1A on page 68 or

EXTENSION Ask a S to read Pedro’s

Pedro’s social media 4A on page 69. Use I’d like or I’ll have. Follow up with
questions like Do you want French fries or potatoes
 message at the beginning of the lesson. Ask, Is Lily questions like Do you want French fries or potatoes
and Pedro’s
Pedro’s server nice? (Yes, he is.) What are some with that? Note which Ss speak with ease and which
possible responses to Pedro’s
Pedro’s post? Invite Ss to write ones are less sure of themselves.
themselv es.
responses on the board. (For example, Enjoy your
meal! )

T-69 UNIT 7

3 PRONUNCIATION Dropped syllables

COACH

Listen. Notice the dropped syllable.

07-12
Some words have a vowel that is not
usually pronounced. When we don’t
Then listen and repeat.
pronounce the vowel, the word
favorite vegetable restaurant loses, or drops, a syllable.
Listen. Draw a line (/) through the vowel letter
07-13

that is not pronounced. Then

Then listen and repeat.
1. chocolate 2. every 3. different 4. family 5. business

PAIRS Student A, say a word from 3A or 3B.

Student B, say how many syllables you hear
hear..

4 CONVERSATION

Listen or watch. Check (✓) all of the

07-14

items that Lily orders.

Main dishes Sides Beverages
✓ hamburger ✓ French fries coffee
chicken sandwich fruit salad hot tea

fried fish ✓ tomato soup ✓ iced tea

pizza baked potato soda
garden salad cooked carrots juice

07-15 Listen or watch. Complete the conversation.

Server: Are you ready to order?

Pedro: Yes, I am. I’d like the garden salad, please.
Server: And would you like something to drink?
Pedro: I’ll have some tea.
Server: Thank you. And for you?
Lily: I’d like the hamburger
h amburger..

07-15 Listen and repeat. Then practice with two partners.

PAIRS Make new conversations. Use these words or your own ideas.
pizza coffee chicken sandwich

5 TRY IT YOURSELF
ROLE PLAY Imagine that you are in a restaurant.
restaurant. Student A, you are
the server. Student B, you are the customer. Order food from 4A. Student A,
write the order. Read it back to check that it is correct.
 I CAN ORDER IN A RESTAURANT.

UNIT 7 69

LESSON 3 ASK FOR REST

RESTAURANT
AURANT ITEMS
PEDRO CAMPOS
@PedroC

1 VOCABULARY Restaurant items Lily’s right. The food here is

Lily’s
good!
07-17 Listen. Then listen and repeat.

Menu
a napkin a check a tip

a menu ice sugar salt pepper ketchup

Write words
words that the
the sentences describe.
describe. Use words from
from 1A.
1. You put these on meat. salt and pepper
2. You put this in coffee. sugar
3. You put this on French fries. ketchup
4. You put this in soda. ice
5. You use this to order food. a menu
6. You get this at the end of a meal. a check
7. You leave this for the server. a tip
8. You put this on your lap. a napkin

GROUPS One person acts out using a word from 1A. The first person to guess
correctly chooses a different word to act out.

2 GRAMMAR Can and could for requests; Some and any as indefinite pronouns
COACH

Can and could for requests Answers

Can / Could Subject Verb
you bring some
some wa
wate
terr, pl
plea
ease
se?? Yes
es,, of
of cour
course
se..
Can
I see the menu? Sure.
Could
we have the check? No problem.
Note: Could is more polite than can.

Some and any as indefinite pronouns

 There’s cake. Do you want some
some??
I’d like pasta, but they don’t have any
any..
Note: Use some and any without a noun when it is clear what we are talking about.

>> FOR PRACTICE, GO TO PAGE 120

70 UNIT 7

LESSON 3 ASK FOR RESTAURANT ITEMS

• Books closed, say, Can I have a piece of paper? Can I What problem does PedroPedro have at first (in Lesson 1)?
use your pen? Could I see your dictionary? Then ask, (He doesn’t eat a lot of the food on the menu.) Does he
What am I doing? (asking for things) find something on the menu he can eat (in Lesson 2)?
• Books open, read the lesson title aloud (Yes,
(Yes, a salad.) Then ask a S to read the social media
• Focus on the social media message. Review, Pedro and
message. Ask, So, do you think (in( in Lesson 3) that Pedro
Lily are at Sam’s Diner. It’s a restaurant that Lily likes. will like the salad he ordered? (yes)

1 VOCABULARY
• Have Ss preview the pictures and captions.
ca ptions. • Call on a volunteer to read item 1 and the example
• Have Ss listen and repeat. answer. Ask, Is there anything else you can put on
meat? (ketchup) Tell
Tell Ss that more than one answer may
OPTION Ask, Which restaurant items are count be possible.
nouns? (a menu, a napkin, a check, a tip) As needed, • Tell Ss to complete the exercise individually. Then have
hint to Ss that words with the article a / an are count. them compare answers in pairs.
Then ask, Which restaurant items are non-count? Write
• Sit at your desk and pretend to look at a menu. Act out
them on the board: ice, sugar, salt, pepper, ketchup.
opening the menu anda nd pointing to items. Then say,
Then, to help Ss understand the concept of non-count
Guess the restaurant item from 1A. (a menu)
nouns, circle the first three and ask,
a sk, Can you count
tiny grains of salt,
s alt, pepper, and sugar? (no) Underline • Then have groups continue acting out using the
ketchup and say, Ketchup is a liquid. Can you count restaurant items. Remind Ss that the person who
a liquid? (no) Finally ask, Can you count ice? If Ss guesses correctly takes the next turn acting out a word.
respond affirmatively, explain, You can count cubes of Ss, say, Keep your books closed while
• For higher-level Ss,
ice, but you don’t say: I’d like five ices in my soda. guessing.
• Tell Ss they can act out words that another S already
• Have Ss preview the exercise items. Elicit the meaning
m eaning used, as long as they present them differently.
of lap in item 8 (the upper part of a person’s legs when
sitting).

2 GRAMMAR
• Ask a S, Can I use your phone? Elicit an answer. (For emphasize please
please.. Point out that when writing please
example, Yes.
Yes. Sure.) Write the question and the answer at the end of a request, it’s necessary to put a comma
on the board. Point to the question and say, This is a before please.
request. I am asking for something. I am asking
as king to use a
phone. What word doesdoes the request start with? (Can) OPTION In pairs, have Ss take turns making simple
simpl e
requests with Can / Could
Could.. Say, Use affirmative
• Focus on the first section of the grammar chart. Read
answers from the grammar chart, or say no politely.
the heading, Can and could for requests. Ask, What
Brainstorm negative answers as a class. (For example,
other word can requests start with?
with ? (Could)
Sorry, I can’t. No, maybe later.)
• Write on the board: Can / Could + subject + verb.
verb.
Focus on the question format in the chart. Read each • Review some and any as taught in Exercise 2
request, first with Can, then with Could, and have Ss on page 66. Say, Remember that you use some
repeat. with affirmative statements and any with negative
• Focus on the Answers section of the grammar chart. statements. Write on the board:
Read the three answers and
a nd have Ss repeat. Say, These I’d like some cake.
are different ways of saying yes. In pairs, have Ss take There isn’t any pasta.
turns asking and answering questions from the chart.
Then ask several Ss, Can I use your phone? and elicit Say, It is also possible to use some and any as indefinite
 pronouns. Read the Note at the bottom of the chart.
c hart.
answers from the chart.
Then read the first example in the bottom section of
• Read the Note aloud. Point out that saying please the chart. Ask, Is it clear what some refers to? (yes,
at the end of a request makes it even more polite. cake) Read the second example and ask, Is it clear
Read the first sentence with Can and emphasize what any refers to? (yes, pasta)
please.. Then read the sentence again with Could and
please

UNIT 7 T-70

3 CONVERSATION
• Have Ss look at the video still. Ask, Are Pedro
Pedro and Lily • Then have them listen and fill in the gaps with the
still at the restaurant? (Y
(Yes,
es, they are.) Point to the lesson words they hear.
title on page 70 and ask,
as k, What do you think Pedro is • Point out some in line 5. Ask, What is some referring
doing? (maybe asking for a restaurant item) to? (ketchup in the previous
p revious sentence) Say, Find an
• Have Ss preview the items. To
To review requests with can example of some + noun. (some pepper in line 2)
and could, invite volunteers to ask for the items in the • Call on two Ss to read the completed conversation.
answer choices. (For example, Could I have water with Go over any questions.
no ice, please?) • Play the audio and have Ss repeat chorally, line by line.
• Then have Ss listen or watch and check the items Pedro
• Ask, What are the server’s responses to Pe
Pedro’s
dro’s
and Lily actually ask for. requests? (Yes, of course. Sure.)
• Go over the answers as a class. Replay the audio if Write Anything else? on the board. Explain, It’s short for
•
appropriate. Would you like anything else?
else?
• Ask, Why does Lily say she feels bad for the server? Have Ss listen and repeat again.
•
(because they ask her for many things) Do you agree
• Then, in pairs, have Ss practice
p ractice the conversation. Time
with Pedro when he says, We need to leave a big tip?
tip ?
permitting, have Ss swap roles and practice again.
• Read the Conversation Skill aloud. Play the
• Ask a volunteer to read the highlighted words. Say, You
conversation in 3A again. Have Ss listen and raise
can use these words in place of same-color words in
their hands when they hear a polite expression.
the conversation, or you can use your own words.
If appropriate, hint to Ss that there are four instances.
• Then, in pairs, have Ss make
m ake their own conversations.
• Ask Ss to preview the conversation in 3B and predict
Time permitting, have Ss swap roles and practice
ways the gaps might be filled.
again.

4 TRY IT YOURSELF
• Read the directions aloud.
a loud. Ask, How is this situation LOOK FOR While Ss are completing the Try It
funny? (There’s nothing on the table. The customers Yourself activity, walk around the class
cl ass and listen to Ss’
need to ask for everything.) Say, Remember to be kind conversations. Listen to determine if Ss are correctly
to the server. Use polite expressions. ✓ using vocabulary for restaurant
restaurant items
• Divide the class into groups of three. Have them ✓ making requests
requests with can and could
choose roles and plan their lines. Encourage them
✓ using some and any as indefinite pronouns
to be lively in their actions and interactions as they
✓ using polite expressions
practice their skit. For lower-level Ss,
Ss, write the
following lines on the board to start them off: Excuse
me. Can I have…? Could we get…? Can you bring…? EXIT TICKET Say, I am a waiter, and you are guests
in a restaurant. Think of something you need at your
• Have each group present their skit to the class. Then
table. Call me over and make a request. Note which
have Ss vote on which skit they think is the funniest.
Ss speak with ease and which ones are less sure of
EXTENSION Ask a S to read Pedro’s
Pedro’s social media themselves.
message at the beginning of the lesson. Ask the class,
 What are some possible
possibl e responses to Pedro’s
Pedro’s post?
(For example, Enjoy. Where is Sam’s Diner? Can
you tell me the address?)

T-71 UNIT 7

3 CONVERSATION
07-19 Listen or watch. Check (✓) all correct answers.
1. What does Pedro ask for?
✓ water with no ice
a burger
a salad
✓some pepper
✓the check
2. What does Lily ask for?
water with ice
✓ a napkin
✓ ketchup
salt
✓ a spoon

Read the Conversation Skill.

07-20

Listen or watch. Complete the

conversation.

Pedro: Excuse me. Could I have CONVERSATION SKILL

some pepper, please? Use polite expressions
Server: Yes, of course. When you ask for something, say
Please and then Thank you.
Pedro: Also, there’s no ketchup.
Can you bring some , too? Listen or watch the conversation in
3A. Raise your hand when you hear
Server: Sure. Anything else? someone use polite expressions.
expressions.
Pedro: No, I think that’s
that ’s it. Thanks.

07-21 Listen and repeat. Then practice with a partner

partner..

PAIRS Make new conversations. Use these words or your own ideas.
salt sugar

4 TRY IT YOURSELF
ROLE PLAY Prepare a funny skit.
Student A, you are a new server.
Students B and C, you are customers.
There’s nothing on the table.
Customers, ask politely for the things
you need.

CLASS Pr
Present
esent your skit to the class.
 I CAN ASK FOR RESTAURANT ITEMS.

UNIT 7 71

LESSON 4 READ A RESTAURANT REVIEW

PEDRO CAMPOS
@PedroC

1 BEFORE YOU
YOU READ Read my review of Sam’s
Diner—great food and service.
What kind of restaurant do you
y ou like?
What’s your favorite lunch?

2 READ
Possible answer: Pedro
07-22 Listen. Read the review. How does Pedro feel about Sam’s Diner? likes Sam’s Diner.

Pedro Campos checks in to

t o Sam’s
Sam’s Diner

May 12 at 12:30 P.M.

This is a great place to eat. It’s in a convenient location
on a quiet street and close to the office.

Sam’s Diner
restaurant website
They have a huge menu. There are many kinds of
sandwiches, soups, salads, and pastas. They also have
about twenty different kinds of pizza. The pizzas come
map view
with lots of toppings like onions, chicken, and olives. My
nearby favorite is pizza with salad on top! The service is excellent.
The servers are really friendly.
save

Read the Reading Skill. Match the words with the meanings. READING SKILL Context clues
c 1. convenient a. a place
To guess the meaning of an
a 2. location b. the help people give unfamiliar word, look at other
d 3. huge c. near or easy
easy to get to words in the text around it.
e 4. topping d. very large
b 5. service e. something you put on top of food

Read the review again. Choose the best answer.

1. Sam’s Diner is .
a. far from the office b. near the office c. next to a park
2. Pedro likes a place to eat.
a. noisy b. quiet c. interesting
3. Pedro’
Pedro’ss favorit
favoritee pizza has on it.
a. olives b. onions c. salad
4. The service at Sam’s Diner is .
a. very good b. very bad c. just OK

Find out about the

history of pizza.
 3 MAKE IT PERSONAL
Describe a restaurant you really like.

PAIRS Discuss what you like about your favorite restaurant..

I CAN READ A RESTAURANT REVIEW.

72 UNIT 7

LESSON 4 READ A RESTAURANT REVIEW

• Ask, What is a restaurant review? (an evaluation of • Then read the social media message and ask, Does
a restaurant) What other kinds of reviews are there? Pedro give Sam’s Diner a good or a bad review? (a
Pedro
(movie reviews, book reviews, hotel reviews) Ask, good review) Do you read restaurant reviews? Do you
Where can you find reviews? (online, in magazines and ever write restaurant reviews?
newspapers)

1 BEFORE YOU READ

• Read the first question aloud. Elicit Ss’ ideas and list • Say, Let’s study the list of favorite lunches on the
them on the board. They can be types of restaurants board. Then point to the restaurant list and ask, Which
or specific restaurant names. (For
( For example, Japanese restaurant would be a good place for all of us to have
restaurants, burger places, diners, Kate’s Café) lunch together? (For example, If a lot of Ss like pizza,
• Then read the second question aloud and call on Ss to maybe an Italian restaurant or pizzeria. If Ss like lots
share their favorite lunch. Create a second list on the of different things for lunch, then a diner would be a
board. good choice.)

2 READ
• Invite Ss to preview Pedro’s review. • Say, Do the rest of the exercise in the same way.
• Poin
Pointt to the dark green bar and read, Pedro Campos Find and circle the word, underline the context clue,
checks in to Sam’s Diner . Ask, What does check in and then choose the best meaning. Have Ss work
mean? (It means that he is there right now.) Elicit or individually. Then have them compare answers in pairs.
explain that checking in is a way for users of a social • Bring the class together and call on Ss to share the
networking site to share their location with people they context clues they underlined. (2. on a quiet street; 3.
are connected to. many kinds of / twenty different kinds of; 4. like onions,
• Have Ss listen and read. Then read the question in the chicken, and olives / on top; 5. servers are really
directions. Call on volunteers to answer. (For example, friendly)
He loves it. He likes it a lot. He thinks it’s great.) Ask, • Have Ss read the review again. Then have them
How many stars
sta rs does Pedro give Sam’s Diner? (four) complete the exercise individually. Encourage Ss to
• Read the Reading Skill aloud.
a loud. Then say, Find the word refer back to the text to find answers.
convenient in the review in 2A and circle it. (second • Have Ss go over the answers in pairs.
sentence) Ask a S to read the sentence. Then ask,
What other words in the sentence give you a hint to EXTENSION Return to the social media message at
the meaning of convenient
convenient?? (close to the office) Have the beginning of the lesson.
less on. Ask a S to read it. Ask,
Ss underline the context clue. Then say, Look at the Would you eat at Sam’s Diner after reading Pedro’s
Pedro’s
answer choices. Which one best describes the meaning review? Why? Why not? Then ask, What are some
of convenient
convenient?? (c. near or easy to get to) possible responses to Pedro’s
Pedro’s review?
review? Invite Ss to
write responses on the board. (For example, Nice
review! I’ll check it out. Pizza with salad on top? That’s
interesting!)

3 MAKE IT PERSONAL
• Say, Think of a restaurant you really like. Write the name EXIT TICKET Write on the board, Gilligan’s Garden
of the restaurant in your notebook. Write a few notes is a posh new restaurant in upper Manhattan. It’s
describing why you like it. expensive, but the food is amazing. Don’t forget to
• Write on the board: I like Joe’s restaurant because it dress nicely! Say, These lines are from a restaurant
has the best pasta in town and it’s really inexpensive. review. Use context clues to figure out what posh
Ask a S to read the statement. Then in pairs, have Ss means. Have Ss write their names on a blank card or
talk about their favorite restaurants. piece of paper and write the meaning of poshposh.. (For
• Circulate as Ss discuss and write down restaurant example, fancy, elegant) Collect cards as Ss leave.
names Ss mention
me ntion on the board. Then bring the Read the cards to identify areas for review in later
class together and ask, Do any students like the lessons.
 same restaurant? Does everyone know all of these
restaurants? If not, encourage Ss to ask each
other questions. (For example, Where is [name of
restaurant]? What kind of food do they have? Is the
service good?)

UNIT 7 T-72

LESSON 5 WRITE A RESTAURANT REVIEW

1 FOCUS ON WRITING
• To assess Ss’ background knowledge, write on the LANGUAGE NOTE If Ss ask if it’s OK to omit the
board: I love bread cheese and apples. Ask, What’s comma before and at the end of a list, explain, There
missing in this sentence? (commas) Insert the missing are different style guides, and some do not require a
commas or call on a volunteer to add them. (I love comma before and at the end of a list . For example,
bread, cheese, and apples.) I’d like pasta, salad and tea. The key is to be consistent
• Read the Writing Skill aloud. In their notebooks, have in a piece of writing. Also, it’s a good idea to check if
Ss write a sentence listing their three favorite foods. there is a preferred style and to follow it, for example,
Circulate and check that Ss use commas correctly. when writing an essay for school
sc hool or a report for work.

• Ask, How many items do you need for a list? (three or

more) Say, Read the review again. Find the lists and
circle the commas.
• Bring the class together and go over the answers. Ask,
How many items are in the first list? (four) How many
items are in the second list? (three)

2 PLAN YOUR WRITING

• Have Ss look at the word webs. Say, As you plan word webs with notes about the location, the food, and
your restaurant review, think about three categories: the service. Remind Ss not to write complete sentences
location, food, and service. Invite Ss to look back at yet. If they need more space, tell Ss to copy the word
Pedro’s review in 2A on page 72. Ask, Where does webs into their notebook. Circulate and assist as
the review talk about the location? (at the beginning) needed.
About the food? (in the middle) About the service? (at • In pairs, have Ss talk about the restaurant they chose,
the end) Say, Using word webs helps you organize your using the example prompts.
ideas and write a better review.
• Have Ss write the name of a restaurant. Say, It can be
OPTION If any Ss chose the same restaurant, pair
the same restaurant you discussed in 3B on page 72 them together so they can compare their ideas.
or a different restaurant. Then have them complete the

3 WRITE
• Have Ss look at the review in 2A on page 72. Point to • Say, Use your word webs to write your review.
the sentence My favorite is pizza with salad on top. Remember to include commas for lists. Have Ss look
Say, Pedro includes what he personally likes in the back at the Writing Skill in 1A if helpful.
restaurant. Include a line about your favorite
f avorite dish, too.
• Circulate and assist as needed.
4 REVISE YOUR WRITING
• Tell Ss they will peer review their partner’s writing. • Then have Ss return books and give and receive
Say, Read your partner’s description and complete the advice about how to improve their reviews. Circulate
checklist in your partner’s book. as pairs work and monitor that feedback is correct and
constructive. Help steer Ss in the right direction if they
are not giving appropriate feedback.

5 PROOFREAD
• Have Ss proofread their reviews. EXIT TICKET Write on the board:
board: Nona’s is an
• Then collect Ss’ work and offer individual feedback. excellent Italian restaurant and bakery. They have
If Ss write by hand, encourage them to recopy their homemade pasta amazing salads and fresh bread.
descriptions if a lot of changes are necessary. Ask, Are there any lists in this review? (yes, one) Have

Ss write their names on a blank card or piece of

 paper and copy the sentences, adding any necessary
commas. (They have homemade pasta, amazing
salads, and fresh bread.) Collect cards as Ss leave.
Read the cards to identify areas for review and to
identify individual Ss who may need additional
practice.

T-73 UNIT 7

LESSON 5 WRITE A REST

R ESTAURANT
AURANT REVIEW

1 FOCUS ON WRITING WRITING SKILL Commas in a list

Read the Writing Skill. A list contains three things

(or more).things
separate We use commas
in a toat
list. Look
Read the
the review
review on page 72 again.
Circle the commas in the lists. see page 72 this example:
My favorite foods are pasta pizza
, ,

and hamburgers.
2 PLAN YOUR WRITING
Think about a restaurant you like. Write the name. Then complete the chart.
Describe the location, food, and service. Complete the word webs.

Name:

Location Service

Food

PAIRS Talk about the restaurant.

The restaurant is … They have …

3 WRITE
Write a restaurant review. Talk about the location, food, and service.
Use the review on page 72 as a model.

4 REVISE YOUR WRITING

PAIRS Read your partner’s review. Complete the chart.
Did your partner …? Yes No
describe the location

describe the food and service

use commas in a list

PAIRS Can you improve your partner’s restaurant review? Make suggestions.
 Then revise your writing.

5 PROOFREAD
Read your review again. Check your spelling,
punctuation, and capitalization. I CAN WRITE A RESTAURANT REVIEW.

UNIT 7 73

PUT IT TOGETHER

1 MEDIA PROJECT
07-23 Listen or watch. Answer the questions.
1. What is Ji-Ho’s favorite food?
Ji-Ho’s favorite food is Chinese food.
2. Why does he like the restaurant?
The food is really good.
3. What is his favorite dish?
His favorite dish is chicken, vegetables, and rice.

Make your own video.

Step 1 Choose a favorite restaurant or meal.
Step 2 Make a 30-second video. Talk about the meal. Describe what you eat and drink.
Explain why you like it.
Step 3 Share your video. Answer questions and get feedback.

2 LEARNING STRATEGY
butter
MAKE WORD WEBS
Word webs show how words are related. Put the DAIRY
main idea word in the center of a circle. Write
related words around it. cheese milk

Look at the food and

a nd restaurant vocabulary.
Make at least three word webs.

3 REFLECT AND PLAN

Look back through the unit. Check the things What will you do to learn

you learned. Highlight the things you need to learn. the

For things youuse
example, highlighted?
your App,
Speaking objectives Grammar
review your Student Book,
Talk about food Count/non-count
Count /non-count nouns
or do other practice. Make
Order in a restaurant
restaurant Some and any
a plan.
Ask for restaurant
restaurant items Can/could for requests
Some and any as
Vocabulary indefinite pronoun
pronounss
Food groups
Notes Done

Food and beverages Reading

Context clues In the app, listen to
Restaurant items
Pronunciation 3A:
Writing Dropped syllables
Pronunciation
The vowels /i/ and /ɪ/ Commas in a list

Dropped syllables
74 UNIT 7

PUT IT TOGETHER

1 MEDIA PROJECT
• Have Ss look at the video still on the right. Ask, What • For Step 3, have Ss share their videos in class. Write the
do you see? (a man with a menu) following questions on the board:
• Before Ss listen or watch, have them preview the 1. Does the person describe a favorite restaurant or
questions. Focus on items 1 and 3. Ask, What is the meal and why he / she likes it?
difference between food and dish? (Food
(Food refers to a 2. Does the person talk about what he / she eats and
general type of food, like seafood. A dish refers to a drinks?
specific recipe; for example, smoked salmon.) 3. Does the person speak clearly?
• Have Ss listen or watch. Then have them answer the 4. Is the video interesting?
questions. If appropriate, let them listen or watch Give Ss a few minutes to
to read over the questions.
again. Tell them to write each person’s name on a piece of
• In pairs, have Ss compare answers. Then bring the paper before the person presents, and then take notes
class together and go over any questions. during the presentation referring to the questions on
the board.
LANGUAGE NOTE Ji-Ho says It’s my favorite! when
referring to Chinese food. It’s possible to use this • Then invite Ss to ask questions and give feedback. You
shortened sentence to talk about
a bout food, other things, may choose to save the feedback until the very end
or even people. For example, when talking about an and let Ss walk around, refer to their notes, and tell
actor on a TV show, you could say,
sa y, He’s my favorite! Ss individually what they did well or could do better.
Remind Ss to speak kindly and constructively.
• Ask Ss to work individually on Step 1 and choose a
favorite restaurant or meal. Tell them to answer the OPTION To provide
have Ss watch an opportunity
their own for self-critique,
video for homework and
questions in 1A with their own information. Invite Ss
complete the following checklist:
to share in pairs.
pa irs. Say, Ask your partner: What is your
favorite food? What is your favorite restaurant? Why do Did I describe my favorite restaurant or meal and
you like the restaurant? What is your favorite dish? why I like it?
• Tell Ss, Create a script of what you want to say. Model Did I talk about what I eat and drink?
an introduction on the board: Hello! I’m . Do you Did I speak clearly?
like ? I do! It’s my favorite! Was my video interesting?
• Have Ss do Step 2 for homework. Say, Use notes or the Encourage Ss to be honest with themselves and to
script you prepared in class. keep notes of their observations for the next time they
prepare a similar presentation.

2 LEARNING STRATEGY
• Tell Ss to look at the word webs on pages 53 and 73. • Refer Ss to the Vocabulary on pages
p ages 66, 68, and 70
Ask, What did these word webs help you do? (gather and have them create several word webs. Ss can work
ideas about specific topics) individually or in groups. Circulate and observe what
• Read the Learning Strategy aloud. Then have Ss look types of connections Ss are finding.
at the example word web. Ask, What is dairy
dairy?? (a food • Bring the class together and have volunteers share
group) What are butter, milk, and cheese? (examples of their word webs and talk about how the words are
dairy products) related. Write prompts on the board: The main idea
word is… The related words are…

3 REFLECT AND PLAN

• Have Ss complete the checklists individually. Circulate topics in this unit, encourage them to think of other
and answer any questions. Encourage Ss to look back topics they need help with or want to learn.
at each lesson in the unit. • Then invite Ss to walk around and compare ideas for
• Have Ss compare checklists in pairs and talk about the learning different topics.
things they need to study or practice more.
 • Have Ss work individually to think about what might UNIT REVIEW BOARD GAME To review the
Unit content, go to the Pearson English Portal /
help them learn the topics they don’t feel they know
Reproducibles / Unit Review Board Games folder
yet. Refer individual Ss to specific handouts, app
and print out and make copies of the Unit 7 Board
practice, workbook pages, etc., to help them master
Game. You’ll
You’ll find instructions for the game in the
any problem areas. If Ss feel confident about all
al l of the
same folder.

UNIT 7 T-74

8 DO YOU HAVE A RESERVATION?

PREVIEW THE UNIT

LESSON 1 Ask for personal care items

Vocabulary Personal care items

Grammar There is / There are
Pronunciation The sound /ʃ/

LESSON 2 Give directions in a building

Vocabulary Places in a hotel

Grammar Like, want, need + infinitives
Pronunciation Main stress
Conversation skill Show understanding

LESSON 3 Talk about where places are located

Vocabulary Places in a city

Grammar Prepositions of place: At, on, in
Prepositions
Listening skill Listen for location words

LESSON 4 Read about a hotel

Reading skill Take notes

not es

LESSON 5 Write about a hotel

Writing skill Abbreviations

PUT IT TOGETHER
Media project Photos: A neighborhood
Learning strategy Practice the pronunciation

Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.

GET STARTED
• Books closed, write reservation on the board. Ask, What do you think of when you see this word? (restaurant, hotel,
car, airline) Write make a reservation. Ask, What happens when you make a reservation? (A place is held for you for a
specific time in the future; for example,
exam ple, Let’s make a reservation at the restaurant for 7:00 p.m. tonight.)
• Books open, read the unit title. Say, After you make a reservation,
reservation, you can say I have a reservation.
reservation. Write have a
reservation and ask a higher-level S,S, Do you have a restaurant reservation for this weekend? (Yes, I do. / No, I don’t.)
 • Then tell Ss to read the Learning Goals individually. Ask, Which topics do you feel confident about? Which topics are
new for you? If Ss have studied the topics before, reassure them that they will learn some new things.
• Ask, What do you see? (For example, a hotel lobby, guests, a clerk, suitcases, luggage)
• Focus on the social media message. Ask, Who’s this? (Yusef Sayed) What do you remember about Yusef?Yusef? (For example,
He’s a lawyer. He’s from Dubai. He travels a lot
l ot for work.)
• Have Ss read the social media message on page 75. Ask, Where is Yusef? (at the hotel, in San Francisco) Why is he in
San Francisco? (for a conference)
T-75

LEARNING GOALS
In this unit, you

8 DO YOU HAVE A
RESERVATION?
ask for personal care items
give directions
directions in a building
talk about where places
are located
read and write about
about

a hotel
 GET STARTED
YU SE F SAY
SAYED
ED
Read the unit title and learning goals.
goals. @YusefS

Look at the photo of a hotel. What do you see? Finally at the hotel. I’m in San Francisco
for a conference
conference..
Now read Yusef’s message. Where is he?
75

LESSON 1 ASK FOR PERSONAL CARE ITEMS

YUSE
YU SEF
F SAYE D
@YusefS

1 VOCABULARY Personal care items Bad luck—the airline lost my

bag.
08-01 Listen. Then listen and repeat.

body lotion a toothbrush shampoo soap conditioner toothpaste

a comb a brush tissues shaving cream a razor deodorant

Look at the words in 1A. Write the items in the chart.

Hair Skin Teeth Shaving Other
shampoo body lotion a toothbrush shaving cream deodorant
conditioner soap toothpaste a razor tissues
a comb
a brush

PAIRS Compare answers.

COACH
2 GRAMMAR There is / There are

Statements
Affirmative Negative
There Be Subject There Be + not Subject
’s some toothpaste is not any toothpaste.
is a toothbrush isn’t a toothbrush.
There in the room. There
are not
are toothbrushes any toothbrushes.
aren’t
Remember: Non-count nouns take singular verbs: There is soap. There isn’t any sunscreen.

Yes/no q
quuestions Short answers
 Be There Subject Affirmative Negative
Is (any) toothpaste? Yes, there is. No, there isn’t.
there
Are (any) toothbrushes? Yes, there are. No, there aren’t.

>> FOR PRACTICE, GO TO PAGE 121

76 UNIT 8

LESSON 1 ASK FOR PERSONAL CARE ITEMS

• Books closed, write personal care items on the board. • Books open, focus on the social media message.
Underline person and care. Say, Personal care items Ask, How did Yusef get to San Francisco? (by plane)
are things you use to take care of your person. Then Point to the sad face emoji and ask, What happened?
ask, What are some personal care items? (For example, (The airline lost his bag.) What is bad luck? (when
toothbrush, toothpaste, comb, brush, soap) something bad happens to someone by chance)
Do you believe in bad / good luck? What will Yusef
probably need? (clothes, personal care items)

1 VOCABULARY
• Have Ss preview the pictures and captions.
ca ptions. • Po
Point
int to the chart.
cha rt. Ask Ss to point to their hair, skin, and
• Ask Ss to listen to the new vocabulary. Then
Then have them teeth. Ask whether someone can act out shaving.
listen and repeat. • Po int to the example. Ask, What do you do with
Point
shampoo? (wash your hair) Then ask, What is
EXTENSION In pairs, have Ss take turns acting out something from 1A that you use to take
take care of your
and guessing personal care items. Model opening skin? (body lotion, soap)
toothpaste, putting toothpaste on a toothbrush,
• Then have Ss sort the remaining words.
and brushing your teeth to elicit toothpaste and
• After Ss compare answers, bring the class together.
toothbrush.
For each column of the chart, ask, How are these words
related? (For example, You
You use a toothbrush and
toothpaste to take care of your teeth.)

2 GRAMMAR
• Books closed, write on the board: There is a hotel near • Say, Now look at the contractions in the top two
the airport. There hotels near the airport. Call sections of the grammar chart.
chart. Ask volunteers to
on a S to fill in the blank. (are) Underline a hotel and read the sentences with contractions. (There’s
(There’s some
hotels. Say, In Unit 3, we learned There is + singular toothpaste; There isn’t a toothbrush; There aren’t any
noun and There are + plural noun. Then circle There is toothbrushes.) Point out that There are cannot be
and elicit the contraction. (There’s). contracted. Explain that in spoken language,
la nguage, however,
• Books open, focus on the Affirmative statements There are often sounds like There’re.
section of the grammar chart. Say, This is a review of • Focus on the Yes/no questions and Short answers
what we learned in Unit 3. Read each sentence and sections of the grammar chart. Say, Notice how There
have Ss repeat. Then point to the Subject column and Be switch positions in a question. Read each
and ask, Which of these nouns is a count noun? question and corresponding affirmative and negative
(toothbrush / toothbrushes) Which is a non-count short answer and have Ss repeat. Point
Point out that it is
noun? (toothpaste) Read the Remember note and first not possible to use contractions in affirmative short
example sentence. answers.

OPTION Have Ss look at the vocabulary words in OPTION Point out that if some and any appear in
1A and ask, Which words are non-count nouns and the question, they can appear in short answers as
take singular verbs? (body lotion, shampoo, soap, indefinite pronouns. Write on the board: A: Is there
conditioner, toothpaste, shaving cream, deodorant) any toothpaste? B: Yes, there is some. / No, there isn’t
Elicit sentences with There is. Say, You can include any. A: Are there any toothbrushes? B: Yes, there are
some, but it’s not necessary
necessary. Write on the board: There some. / No,
No, there aren’t
aren’t any.
is (some) body lotion.
OPTION In pairs, have Ss practice asking and
a nd
• Say, In this unit, we will also learn negative statements,
answering the questions and short answers in
yes/no questions, and short answers with There is /
the chart.
There are.
• Focus on the Negative statements section of the
grammar chart. Read each sentence and have Ss EXTENSION In pairs, have Ss ask each other
repeat. Read the Remember note again and focus on questions with Is there / Are there and vocabulary
the second example sentence. Write it on the board: words from 1A. (For example, Are there any tissues?)
 There isn’t any sunscreen. Say, We usually include any Tell Ss to respond with short answers. If possible,
in negative statements with non-count nouns . have Ss look at an ad for personal care items and ask
and answer questions about the ad.

UNIT 8 T-76

3 PRONUNCIATION
• Write /ʃ/ on the board. Say, This symbol is the sh Say, Another /ʃ/ sound is spelled ch. Elicit the word chef
sound. Read The sound /ʃ/ note aloud. Write on the and write it on the board. Then write another example:
board: shoe, gas station,
station, social. Pronounce each word machine.
and ask, Where is the /ʃ/ sound? Invite Ss to underline • Tell Ss to study the sentences and circle the /ʃ/ sound.
shoe, gas station,
station, social. Say the words again and have (shampoo, conditioner, shower, sure, toothbrush,
Ss repeat. shaving cream) Then pronounce each word containing
• Have Ss listen. Then have them listen and repeat. the /ʃ/ sound and have Ss repeat.
• Have Ss read the The sound /ʃ/ again. • In pairs, have Ss read the example sentences aloud.
• Ask Ss to listen carefully and complete
com plete the exercise. Then have them write one more sentence using
• Then have them listen again and repeat. different words from 3A and 3B. Circulate and listen for
f or
• Say, Notice there is another /ʃ/ sound spelled s. Elicit
correct pronunciation of the /ʃ/ sound.
the words sure and sugar and write them on the board.

4 CONVERSATION
• Have Ss look at the video still. Ask, Who are they? LANGUAGE NOTE Here you go! is an expression
(Yusef and a clerk) used when you give something to someone. It means,
• revi ew, say, We know several things about Yusef
To review, This is for you. / Here are the things you want or need.
from his social media messages. Where is he now?
(in San Francisco) Why is he there? (for a conference) • Play the audio and have Ss repeat chorally, line by line.
Where is he staying? (at a hotel) What happened to his • Say, Scan the conversation for the / ʃ/ sound.
bag? (The airline lost it.) Remember that /ʃ/ has different spellings. (toothbrush,
( toothbrush,
• Have Ss preview the exercise items. Then have them sure, shampoo)
listen or watch. • Have Ss listen and repeat again.
• Tell Ss to complete the exercise individually. Go over • Then, in pairs, have Ss practice
p ractice the conversation. Time
the answers as a class permitting, have Ss swap roles and practice again.
• Then ask, Does Yusef have a reservation? (Yes, he Circulate and listen for correct pronunciation of the /ʃ/
does.) sound.
• Ask Ss to preview the conversation and predict ways • Ask a volunteer to read the highlighted words. Say, You
the gaps might be filled. can use these words in place of same-color words in
• Then have them listen and fill in the blanks with the the conversation, or you can use your own words.
words they hear. • In pairs, have Ss make their own conversations. Time
• Call on two Ss to read the completed conversation. Go permitting, have Ss swap roles and practice again.
over any questions.

5 TRY IT YOURSELF
• Give Ss a few minutes to prepare two lists. Tell
Tell Ss to LOOK FOR While Ss are completing the Try It
label their lists Need and Don’t need. Yourself activity, walk around the class
cl ass and listen to Ss’
• Say, Student A, ask about items from your Need list. conversations. Listen to determine if Ss are correctly
Write on the board: A: Is there any shampoo? Then say, ✓ using vocabulary for personal care
care items
Student B, check to see if the item is on your Need list, ✓ using There is / There are
too. If it is, respond: No, there isn’t any shampoo. We
✓ pronouncing the sound /ʃ/
need shampoo. If the item is on your Don’t need list,
respond: Yes, there is. We don’t need shampoo.
EXIT TICKET Write on the board: shampoo,
• Tell Ss to ask questions with Is there / Are there for
toothbrushes, toothpaste, comb, razor. Say, Recall
each item on their Need list. Then have Ss switch roles.
Yusef’s
Yus ef’s conversation with the clerk. Which personal
EXTENSION Ask a S to read Yusef’s social media care items are in the hotel room? Which items does
message at the beginning of the lesson. Ask, How the clerk give Yus
Yusef?
ef? Write affirmative statements for
does the clerk solve Yusef’s
Yusef’s problem? (He provides the items that are in the room and negative statements
c are items.) Ask, What
him with various personal care for the items that are not in the room. (There’s
 are some possible responses to Yusef s post? (For shampoo in the room. There
There aren t any toothbrushes.
example, That’s too bad! I’m so sorry. ) There isn’t any toothpaste / a comb / a razor.) Collect
and read Ss’ answers to identify areas for review in
later lessons and to identify individual Ss who may
need additional practice.

T-77 UNIT 8

3 PRONUNCIATION The sound /ʃ/

COACH

Listen. Notice that the underlined letters have the

08-03
The sound /ʃ/ is usually
spelled sh, but it has a few
sound /ʃ/. Then listen and repeat.
other common spellings
shampoo shaving cream conditioner lotion (for example, ti and ci).
Listen. Circle the word that does not have the sound /ʃ/.
08-04

Then listen and repeat the words with the /ʃ/ sound.
1. toothbrush English check chef 3. musician delicious center social
2. sure shower sugar sunscreen 4. scientist directions reservation pronunciation

PAIRS Say these sentences. Write one more sentence using words from 3A and 3B.
There’s shampoo and conditioner in the shower.
shower.
I’m sure I have a toothbrush and shaving cream.

4 CONVERSATION
08-05 Listen or watch. Circle the correct answer.
1. Yusef is staying at the hotel for two / three / four nights.
2. He doesn’t have his room key / a reservation / his bag.
bag.

3. He asks for a razor / a brush / tissues

tissues..
4. Yusef walks away because he has everything /
the clerk is busy / he is late.
late.
08-06 Listen or watch. Complete the conversation.

usef: I don’t have a toothbrush or toothpaste.

Yusef:
Y
Clerk: There’s some toothpaste in the back.
Yusef:
Yusef: Are there any combs back there?
Clerk: I’m sure there are. Let me check.
usef: Thank you.
Yusef:
Y
Clerk: Here you go! I think we have everything you need.
And of course there’s shampoo in the room.

08-07 Listen and repeat. Then practice with a partner

partner..

PAIRS Make a new conversation. Use these words or your own ideas.
shaving cream razors soap

5 TRY IT YOURSELF
MAKE IT PERSONAL Look at the personal care items in 1A. Make
one list of six items you need and one list of six items you don’t
need. Don’t show your lists to your partner.
 ROLE PLAY Imagine you are in the same family. Student A, you are
going to the drugstore. Ask Student B which items to buy.
A: Is there any shampoo?
B: No, there isn’t. We need shampoo.
I CAN ASK FOR PERSONAL CARE ITEMS.

UNIT 8 77

LESSON 2 GIVE DIRECTIONS IN A BUILDING

YUSE
YU SEF
F SAY
SAYED
ED
@YusefS

1 VOCABULARY Places in a hotel This hotel is so big!

I can’t find anything.
08-08 Listen. Then listen and repeat.

a parking lot a café a restroom a fitness center

a pool a gift shop a business center a sauna

a lobby an escalator an elevator

Write the place next to the activity. Use words from 1A.
on the
1. eat lunch a café second floor
in the back
2. go swimming a pool
3. buy a T-shirt a gift shop
on the right
4. leave your car a parking lot
5. use the internet a business center
6. exercise a fitness center
7. go up to your room an el elevator / an es
escalator

PAIRS Compare your answers.

on the left
in the front
2 GRAMMAR Like, want, need + infinitives
COACH

Affirmative statements
statements Negative statements Notes
Subject Verb Infinitive Subject Do not Verb Infinitive • Infinitive = to +
I I base form of the
like like verb.
You You
want do not want • Use contractions
We We
 They need to travel. They need to travel. in speaking and
informal writing.
likes like
He He
wants does not want
She She
needs need

>> FOR PRACTICE, GO TO PAGE 122

78 UNIT 8

LESSON 2 GIVE DIRECTIONS IN A BUILDING

• To review, write on the board: How do I get to the • Call on a volunteer to read the social media message.
Grand Hotel? Elicit a made-up response. (For example, Ask, What do you think Yusef is looking for in the hotel?
Walk two blocks and turn left.) Say, In Unit 4, we (For example, the restaurant, the pool, the fitness
learned to ask for and give directions in a city or town. center) Write Ss’ answers on the board and leave
Poin l esson and say, In this lesson we
Pointt to the title of the lesson them there.
will learn how to give directions in a building.

1 VOCABULARY
ca ptions. Ask, Are
• Have Ss preview the pictures and captions. • Have Ss preview the exercise items. Read item 1, eat
any of these words on the board? lunch. Ask, Where do you eat lunch? (in the café)
• Then ask Ss to listen to the new vocabulary and point • Have Ss work individually to complete
comp lete the exercise.
to each item they hear. Then have them listen and • Have Ss compare answers with a partner. Circulate
Circulate and
repeat. assist as needed.
• Focus on the phrases on the left, on the right, in the
front, and in the back. Turn your back toward the class. OPTION Have Ss ask and answer questions using
Pointt to and make
Poin m ake true statements about things in the the prompts in the exercise. Write on the board: A:
classroom. For example, The door is on the left. The Where do you eat lunch? B: You eat lunch in the café.
windows are on the right. The whiteboard is in the front. For item 7, hint that the question starts with How. (A:
The closet is in the back. How do you go up to your room? B: B : You
You take the
escalator / elevator.)
• Have Ss look at the vocabulary and ask, Which of these
places and services are
are important to you when you
you

choose a hotel?

2 GRAMMAR
• Focus on the Affirmative statements
statements section of the • Ask Ss to turn to page 55 and call on a volunteer to
grammar chart. Point to the verb column and say, read the question, What do you like to do?
This is simple present. Read the first Note in the chart. • Ask a S, What do you like to do? and write the answer
Then say, The infinitive form does not change. Read a on the board. (For example, I like to read.) Then ask
statement with each subject—varying the verbs among another S, What do you want to do? and write the
like(s), want(s), and need(s)—and have Ss repeat. answer on the board. (For example, I want to go out.)
• Then point to the Negative Statements section of Then ask a third S, What do you need to do? and
the grammar chart. Point to the Do not column. Ask, write the answer on the board. (For example, I need
How else can we say do not and does not? (don’t / to study.) Ask a fourth S to come to the board and
 c hart. Say, You
doesn’t) Read the second Note in the chart. underline the infinitives. (For example, to read, to go
can also use the full form for emphasis. Say, I do not out, to study)
like to travel, and have Ss repeat. Then read a negative
statement with each subject in the grammar chart and
have Ss repeat.

UNIT 8 T-78

3 PRONUNCIATION
• Say, In Unit 1, we learned to stress the important words • Invite Ss to preview the items. Then have them listen
in a sentence. Now we will learn that one important and complete the exercise.
word has the strongest stress. Read Main stress aloud. • Have Ss listen again and repeat.
Ask, Which important word often has the strongest • Go over the answers as a class. Focus on gift shop and
stress? (the last one) to review again, ask, What did we learn about stress in
• Have Ss listen.
lis ten. Then have them listen and repeat. Focus compound nouns? (that the stress is always on the first
on fitness center and ask, What did we learn about word of a compound noun)
compound nouns? (that the stress is always on
stress in compound • Instruct Ss to practice the conversations once and then
the first word of a compound noun) swap roles and practice again.

4 CONVERSATION
• Have Ss look at the video still. Ask, Who are they? • Ask Ss to preview the conversation and predict ways
cl erk) Ask, How did the clerk
(Yusef and a hotel clerk) the gaps might be filled.
help Yusef in the last lesson? (He provided him with • Then have them listen and fill in the gaps with the
personal care items.) Why? (because the airline lost his words they hear.
bag) What do you think the clerk might help him with • Call on two Ss to read the completed conversation. Go
today? (maybe directions to places in the hotel) Point over any questions.
to the unit title if Ss need a hint.
• Play the audio and have Ss repeat chorally, line by line.
• Books closed, have Ss listen or watch.
• Point out the three questions. (lines 1, 3, and 6)
• Books open, have Ss complete the exercise Ask, What is the main stress in these? (café, fitness,
individually. business)
• Go over the answers as a class. Replay the audio if • Focus on I see and ask, What does this show?
appropriate. (understanding)
LANGUAGE NOTE Top floor refers to the highest • Have Ss listen and repeat again.
floor of a building. • Then, in pairs, have Ss practice
p ractice the conversation.
Circulate and listen for correct stress. Time permitting,
• Focus on the Conversation Skill on the right. Read it have Ss swap roles and practice again.
aloud. • Ask a volunteer to read the highlighted words on the
• Books closed, have Ss listen or watch the conversation right. Say, You can use these words in place of same-
in 4A again and raise their hands when they hear color words in the conversation, or you can use your
a person show understanding. If appropriate, hint own words.
to Ss that there are two instances. • In pairs, have Ss make their own conversations. Time
permitting, have Ss swap roles and practice again.

5 TRY IT YOURSELF
• Read the example conversation with a higher-level LOOK FOR While Ss are completing the Try It
S. Have Ss look back at 1A on page 78 . Review the Yourself activity, walk around the class
cl ass and listen to Ss’
vocabulary for directions: in the front, in the back, conversations. Listen to determine if Ss are correctly
etc. Write A’s line on the board: Excuse me. Is there a ✓ using vocabulary for places in a hotel
business center here? I want to use a computer. Say,
✓ using like, want, need + infinitives
Give a reason why you are looking for f or a particular
✓ putting main stress on one word in a sentence
place. Use like, want, or need + infinitive.
• In pairs, have Ss role-play hotel guest and clerk.
Remind clerks to use the imperative when giving EXIT TICKET Say, You are a hotel guest and I am a
directions. (For example, Take
Take the elevator;
el evator; Exit the clerk at the front desk. Ask me a question about a
elevator; It’s on the left.) place in the hotel. Use
Use Is there / Are there and like,
want, or need + infinitive. I will answer. Note which
EXTENSION Ask a S to read Yusef’s social media Ss speak with ease and which ones are less sure of
message at the beginning of the lesson. Then play themselves.
aga in. Ask, What is Yusef looking
the audio from 4A again.
 for? (a café, a fitness center, a sauna, and a business
center) How does he find out where these places
pl aces
are? (He asks the clerk.) What else could he do? (get
a map of the hotel, use the hotel app) Ask, What are
some possible responses
responses to Yusef’s
Yusef’s message? (For
example, Don’t get lost! Get a map!)

T-79 UNIT 8

Main stress
3 PRONUNCIATION
COACH
We stress the important
08-10 Listen. Notice the main stress. Then
Then listen and repeat. words in a sentence. One
Where’s the fitness center
center?? Take the elevator
elevator.. It’s on the left
left.. word has the main (strongest)
stress. The main stress is often
Listen. Underline the word that has the main stress.
08-11 on the last important word.
Then listen and repeat.
1. A: How can I help you? 2. A: Where’
Where’ss the gift shop?
B: Where’
Where’ss the sauna? B: It’s right over
over there.
there.
A: It’s next
next to the pool. A: Right, I see it.

PAIRS Pract
Practice
ice the conversations in 3B.

4 CONVERSATION
08-12 Listen or watch. Circle the correct answer.
1. Yusef thanks the clerk for his help / time / call
call..
2. Yusef wants to eat / sleep / watch TV.
3. The business center is next to the pool / café / gift shop
shop..
4. The elevators are on the right / on the left / in front of Yusef.

08-13 Read the Conversation Skill. Listen or watch. Complete the conversation.

usef: Where is the café?

Yusef:
Y CONVERSATION SKILL
Show understanding
Clerk: It’s on the third floor .
To show that you understand
usef: I see. Do you have a fitness center?
Yusef:
Y
what someone is saying, say:
I want to exercise before dinner, tonight.
• I see.
Clerk: Yes, we do. It’s on the top floor. • Uh-huh.
usef: Thanks. And I
Yusef:
Y need to print something. • Right.
Where’ss the business center?
Where’ Listen or watch the conversation
in 4A. Raise your hand when the
Clerk: It’s over there, on the right.
speaker shows understanding.

08-14
Listen and repeat. Then practice with a partner
partner.. gift shop
PAIRS Make a new conversation. Use these words or your own ideas. pool
on the left

5 TRY IT YOURSELF fitness

pool sauna café
center

ROLE PLAY Look at the floor plans.

Ask for and give directions. r
o
r
o
t
t
a a

A: Excuse me. Is there a business v

e
l
e
v
e
l
e

center here? I want to use a

computer. business
 B: Yes, there is. Take
Yes, Take the elevator gift shop center

to the second floor. The business

center is on the right. First floor Second floor

I CAN GIVE DIRECTIONS IN A BUILDING.

UNIT 8 79

LESSON 3 TALK ABOUT WHERE PLACES ARE LOCATED

YU SE F SAYE D
@YusefS

1 VOCABULARY Places in a city I have the afternoon free.

Time to see San Francisco!
Francisco!

08-15 Listen. Then listen and repeat.

a stadium an art gallery a subway station a museum

a theater an ATM / a bank a convenience store a post office

a department store an airport a hair salon a club

Look at the words in 1A. Complete the chart.

Transportation Shopping Entertainment / Culture Services

a convenience store a stadium a theater an ATM / a bank
a subway station
a department store an art gallery a club a post office
an airport
a museum a hair salon

PAIRS Compare answers.

2 GRAMMAR Pr
Prepositions
epositions of place: At, on, in
COACH

At On In

at work on the street in Japan

at home on the corner in New York