Which Word Does Not Belong With the Others? (a) Shoes (B) Socks

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1. English Level 3
2. PRESIDENTE DE LA REPÚBLICA Rafael Correa Delgado MINISTRO DE EDUCACIÓN Augusto Espinosa Andrade Viceministro de Educación Pablo Cevallos Estarellas Viceministro de Gestión Educativa Darío Rodríguez Rodríguez Subsecretaria de Fundamentos Educativos Miriam Chacón Calderón Subsecretario de Administración Escolar Roberto Pazmiño Alvear Directora Nacional de Comunicación Social María Lorena Portalanza Zambrano Equipo técnico Proyecto de Fortalecimiento de Enseñanza de Inglés © Ministerio de Educación del Ecuador, 2013 Av. Amazonas N34-451 y Atahualpa Quito, Ecuador www.educacion.gob.ec DISTRIBUCIÓN GRATUITA - PROHIBIDA SU VENTA Postcards 2A, STUDENT'S BOOK - LEVEL 3 Student's book First Edition Authorized adaptation from the United Kingdom edition, entitled Snapshot, ﬁrst edition, published by Pearson Education Limited publishing under its Longman imprint. Copyright © 1998. American English adaptation, published by Pearson Education, Inc. Copyright © 2008. Copyright © 2008 by Pearson Education, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publisher. Pearson Education, 10 Bank Street, White Plains, NY 10606 ISBN-13: 978-0-13-375671-5 ISBN-10: 0-13-375671-8 Impreso por El Telégrafo La reproducción parcial o total de esta publicación, en cualquier forma y por cualquier medio mecánico o electrónico, está permitida siempre y cuando sea autorizada por los editores y se cite correctamente la fuente.
3. TO OUR STUDENTS The Ministry of Education aims at providing Ecuador's students with both the foreign language knowledge and the skills needed to succeed in today's globalized world as English is the international language that will allow them to access knowledge and information and that will become an instrument of personal and professional empowerment to build a more prosperous, equitable society. textbooks to students. This will contribute to the learning process in a positive manner, for every student will have an additional resource to aid them in their language acquisition process. These textbooks as well as the teaching-learning approach adopted are guided by the Common European Framework of Reference for Languages: Learning, Teaching, Assessment, which is an internationally recognized standard for the explicit description of educational objectives, content elaboration, and methods as well as a basis for Since the communicative language approach will shape the teaching and learning practices in Ecuadorian classrooms, both teachers and learners are enthusiastically invited to make use of the English language for meaningful communication and as a tool to open windows to the world, unlock doors to opportunities, and expand their minds to the understanding of new ideas and other cultures. Ministry of Education
4. Contents Student Book Scope and Sequence iv Characters vi Let's get started. 2 UNIT 1 Meet Alex and his friends. 6 UNIT 2 Do you have anypizza dough? 14 Progress check 21 Game 1 22 Project 1 23 UNIT 3 Are there anychips left? 24 Wide Angle 1 32 UNIT 4 How often do you go rock climbing? 34 Progress check 41 UNIT 5 Everybody's waiting for us. 42 Game 2 50 Project 2 51 UNIT 6 What are you going to wear? 52 Progress check 59 Wide Angle 2 60 Fun with songs 1–2 62 Focus on culture 1–2 64 Fun with grammar 68 Word list 70 Language Booster Workbook 72 Grammar Builder 114 Peer editing checklist 138
5. iv Scope and Sequence Unit Title Communication Grammar Scope and Sequence The present continuous The simple present contrasted with the present continuous Talk about what's going on now Everybody's waiting for us. There is / There are with some and any Questions with How much and How many Expressions of quantity: a little, a few, a lot of, not much, not many Make an offer Meet Alex and his friends. Describe someone's personality Review of the simple present Possessive pronouns: mine, yours (sing.), hers, his, ours, yours (pl.), theirs Whose? Do you have anypizza dough? Give and follow instructions Count and noncount nouns Imperatives (Commands) Are there anychips left? Adverbs of frequency Expressions of frequency How often Gerunds Express preferences: would rather Howoften do you go rock climbing? too + adjective; not + adjective + enough Present continuous for future arrangements Be going to + verb for future plans, intentions, and predictions Talk about clothes Comment and compliment What are you going to wear? Pages 2–5 Let's get started. Pages 6–13 Page 21 Page 22 Page 23 Progress check Units 1 and 2 Test-taking tip: Be prepared. Game 1: Stomp, spin, and spell Project 1: A snapshot of a great snack Pages 32–33 Page 41 Wide Angle 1: International treats Progress check Units 3 and 4 Test-taking tip: Stay positive and relaxed. Page 50 Page 51 Game 2: Sentence charades Project 2: A snapshot of a special interest Page 59 Progress check Units 5 and 6 Test-taking tip: Keep your eyes on your own paper. Pages 60–61 Wide Angle 2: What is beauty? Pages 14–20 Pages 24–31 Pages 34–40 Pages 42–49 Pages 52–58
6. vScope and Sequence Vocabulary Skills Learn to learn Pronunciation Classroom activities Reading: Read a blog for speciﬁc information Listening: Listen to discriminate information Speaking: Talk about reasons for running late Writing: Write about what usually happens at school Role-play to practice English Words beginning with s + another consonant Foods at the supermarket Reading: Read to discriminate information Listening: Listen to identify true information Speaking: Discuss your reactions to errands; Talk about a place described in a reading Writing: Write about a shopping place Learn collocations with food Would you Personality traits Reading: Identify people from descriptions Listening: Listen for speciﬁc information to complete a chart Speaking: Describe people's personalities; Talk about yourself Writing: Write about your ideal person Expand your vocabulary Linking words in connected speech Foods for various meals Reading: Read for speciﬁc information Listening: Listen to determine true and false information Speaking: Give and follow instructions Writing: Make a poster on healthful eating tips Learn words that are often used together (collocations) Using stress and intonation to express strong feelings Sports and activities Reading: Read a bar graph Listening: Listen for speciﬁc information Speaking: Talk about what you like and don't like doing when you don't have school Writing: Write about what you like and don't like doing during your free time Learn collocations in context The sound /ɑ/ in soccer Clothes Reading: Read for speciﬁc information Listening: Listen to discriminate information Speaking: Talk about the kind of clothes you like; Discuss your opinion Writing: Write a list of fashion do's and don'ts Change nouns to adjectives The pronunciation of going to ,
7. Mr. and Mrs. Evans Mr. and Mrs. PotterMr. and Mrs. Dursley Dudley Dursley Harry Potter Marjorie Dursley Vernon Dursley Petunia Evans Lily Evans James Potter only child Vocabulary 1 Personal information Read the information. Then complete the form with your own information. Last name First name Age Address Tel. no. E-mail Hudson Kathleen 13 61 Park Avenue (212) 555-3586 kat123@mail.com New York, NY 10303 U.S.A. 2 Relationships The family A. Read the family words. • grandfather and grandmother = grandparents • father and mother = parents • son and daughter = children • brother • uncle • sister • cousin • aunt • only child B. PAIRS. Write some of the words from Exercise A in Harry Potter's family tree. Friends A. Read the words and look at the pictures. B. Write names below the pictures where appropriate. classmates neighbor pet girlfriendboyfriendbest friend friends 2 Let's get started.
8. 3 Classroom commands A. Look at the pictures and read the commands. 6. leave the house5. have breakfast4. brush my teeth3. take a shower2. get up1. wake up B. PAIRS. Take turns. Student A, act out a command from Exercise A. Student B, guess the command. Act out at least three commands each. 4 Everyday activities A. Read the phrases and look at the pictures. 12. Underline. 7. Circle. 10. List.9. Draw. 6. Think. 8. Imagine. 3. Describe. 5. Discuss. 1. Cover. What do you think? I think . . . 11. Guess. Are you famous? No. Try again. 2. Take turns. Your turn. 4. Repeat. How old are you? How old are you? B. PAIRS. Ask each other questions using some of the phrases in Exercise A. 12. go to bed11. do my homework10. have dinner9. get home from school7. go to school 8. have lunch Brooke is short and pretty. 3Let's get started.
9. Grammar 5 Nouns A. Write two more examples for each category. Category Example months January, days of the week Sunday, classroom objects board, colors red, countries Spain, rooms of a house kitchen, places in a town park, occupations teacher, B. What words begin with capital letters in Exercise A? Give one more example for each. 1. places: India , 2. things: Apple computer , 3. people: Mr. Sandler , 6 Pronouns A. Fill in the missing object pronouns. Subject Object I me You He She It it We You you They B. Write the subject pronouns from Exercise A in the correct column. First person Second person Third person I 7 Adjectives Look at the adjectives. Match them with at least two nouns from the box. game girl hair house magazine mall man movie park test 1. beautiful: beautiful girl , 2. big: , 3. boring: , 4. easy: , 5. expensive: , 6. interesting: , 7. long: , 8. short: , 9. tall: , 10. young: , 8 Verbs Fill in the past form. Base form Simple past form be bring come dance do eat get up go have/has put sing take tell walk write 4 Let's get started.
10. 9 Prepositions of location A. Read the sentences and look at the pictures. Where's the balloon? It's under the table. It's behind the computer. Where are the CDs? They're in the bag. They're on the bag. Where's the balloon? It's above the table. It's in front of the TV. B. PAIRS. Take turns. Ask where four classroom objects are. Use prepositions of location in your answers. A: Where are your books? B: They're in my bag. Where's the teacher's bag? A: It's . . . 10 This/These; That/Those A. Read the sentences and look at the pictures. This is my book. These are my books. That's an apple. Those are apples. B. PAIRS. Point to two things that are near you and two things that are far from you. Ask your classmate what the objects are. Switch roles. For example: A: What's this? B: It's a ruler. A: What are those on the teacher's table? B: Those are dictionaries. Your turn. Communication 11 Ask and answer questions A. 2 Listen to the questions and the answers. A: What's today's date? B: It's February 13th. A: What time is it? B: It's twelve o'clock. A: What day is it? B: It's Wednesday. A: What year is it? B: It's 2010. A: When's your birthday? B: It's on November 8th. B. Take turns. Ask and answer the questions in Exercise A. Give true answers. 12 Say goodbye A. Read the expressions below. 1. Good luck. Thanks. 2. Goodbye. 3. Keep in touch. 4. Have a great weekend/day/trip. 5. Take care. B. Write the appropriate response below each expression in Exercise A. A response can be used to respond to several expressions in Exercise A. • Sure. • Bye./See you. • Thanks./Thank you. • You, too. 5Let's get started.
11. Learning goals Communication Describe someone's personality Grammar Review of the simple present Possessive pronouns: mine, yours (sing.), hers, his, ours, yours (pl.), theirs Whose? Vocabulary Personality traits 1 Reading 3 Read along as you listen to Alex and his friends. I'm Lori Hudson. I'm 15. Diane, Karen, and I are friends. We're all in Teen Scene. We're also in Green Fire, a dance and music group. I'm shy, except when I'm performing. My mom tells me I'm very competitive. I always try to be the best. My name's Karen Jackson, and I'm 14. I'm from Los Angeles, but now I live in New York City. I love Broadway! I go to a lot of shows. I'm also outgoing and friendly, like Diane. That's why we click. Hi. I'm Joseph Sanders, but my nickname's Joe. I'm also 15. Diane, my sister, says I'm a bookworm because I enjoy reading. I love books. Alex and I are best friends, but we're opposites. He's easygoing, but I'm a little serious. Alex is pretty popular with girls. Hi. My name's Alex Romero. I'm 15 years old. I'm a member of Teen Scene, a drama and music group. I play the guitar. I'm easygoing, and I'm not shy! Hello. I'm Diane Sanders, and I'm 14 years old. My brother Joe and I are very different. I'm outgoing and friendly, but he's quiet and studious. He's also really smart. 6 Unit 1
12. 2 Comprehension A. Write the names of the characters. 1. He's the director of Teen Scene. Paul Chan 2. Alex is his best friend. 3. She's from Los Angeles. 4. She's Joe's sister. 5. He plays the guitar. 6. She's in Green Fire with Diane and Karen. B. 4 Read along as you listen again. Check your answers. 3 Vocabulary Personality traits A. Match each personality trait with the correct deﬁnition. 1. popular b a. makes a lot of rules to be followed 2. easygoing b. liked by a lot of people 3. quiet c. not easily upset; usually not worried 4. studious d. enjoyable or entertaining 5. smart e. spends a lot of time studying 6. serious f. intelligent 7. outgoing g. very calm; not noisy or loud 8. shy h. very sensible; usually works hard 9. competitive i. enjoys meeting new people 10. fun j. determined to be better than other people 11. strict k. uncomfortable around other people B. PAIRS. Which of the adjectives in Exercise A describe you? Talk with a classmate. For example: A: I'm pretty easygoing, but I'm also shy. What about you? B: I'm not shy at all. I'm very outgoing. C. GROUPS. Form groups of four. Choose adjectives from Exercise A that describe one of your classmates. Describe that person to the members of your group and have them guess the person's name. Expand your vocabulary. When you learn a new adjective, try to learn its opposite, too. This will double your vocabulary. Match the adjectives with their opposites. Use a dictionary if you need to. 1. studious a. shy 2. friendly b. lazy 3. fun c. strict 4. outgoing d. unpopular 5. popular e. talkative 6. quiet f. unfriendly 7. easygoing g. boring Learn to learn I'm Paul Chan, the director of Teen Scene. I'm 26. I enjoy working with teenagers. They're fun, but they're also challenging. I'm serious, but I'm not strict. I'm just a perfectionist! 7Unit 1
13. Discovering grammar Look at the grammar chart. Answer the questions. 1. What are the simple afﬁrmative present forms of the verb be? , , 2. What words do Yes/No questions with be begin with? , 3. What are some examples of question words used in information questions? , , , Practicing grammar 4 Practice A. Write afﬁrmative (+) and negative (–) statements, describing each person. Use the verb be and the adjectives you have learned. 1. Alex: (+) Alex is popular with girls. (–) He's not shy. 2. Lori: (+) (–) 3. Paul: (+) (–) 4. Karen and Diane: (+) (–) 5. Joe: (+) (–) 6. Diane: (+) (–) B. GROUPS. Imagine you are one of the characters. Describe yourself to your classmates. They will try to guess which character you are. 5 Practice PAIRS. Ask and answer Yes/No questions about people in your class. Use the cues and any of your classmates' names. 1. shy A: Is Ann shy? B: No, she's not./Yes, she is. 2. outgoing 3. talkative 4. competitive 5. serious GRAMMAR FOCUS Review of the simple present: be Afﬁrmative statements Negative statements I'm 15. I'm not in Teen Scene. Diane is outgoing. Diane's not shy. / Diane isn't shy. Lori and Diane are friends. They're not sisters. / They aren't sisters. We're in Green Fire. We're not in Green Fire. / We aren't in Green Fire. Yes/No questions Afﬁrmative answers Negative answers Are you in Teen Scene? Yes, I am. No, I'm not. Is Diane outgoing? Yes, she is. No, she's not./No, she isn't. Are Alex and Joe best friends? Yes, they are. No, they're not./No, they aren't. Information questions Short answers Long answers Who is she? My teacher. She's my teacher. How old are you? Fifteen. I'm 15. Where are they? At school. They're at school. 8 Unit 1
14. 6 Practice Play a game. Go to page 68. 7 Practice A. Write information questions about the self-introductions on pages 6–7. Use the cues. 1. (Who) Paul Q: Who's Paul? 2. (What) Teen Scene Q: 3. (How old) Paul Q: 4. (What) Green Fire Q: 5. (Who) the Green Fire members Q: 6. (What) Lori's last name Q: 7. (Who) from Los Angeles Q: B. PAIRS. Take turns asking and answering the questions in Exercise A. Don't look at the reading. 8 Communication Describe someone's personality A. 5 Listen to the conversation. A: Who's that? B: He's my classmate. A: What's his name? B: Adam. A: He looks really cool. B: He is, but he's pretty shy. B. PAIRS. Role-play the conversation with a partner. C. PAIRS. With a classmate, write your own conversation about a new person at your school. Use Exercise A as your model. Then role-play your conversation. GROUPS. Talk about yourself. Tell your classmates the following information about yourself: • your name • your nickname if you have one • your age • other interesting information about yourself and your personality Useful language: • My name's . . . • My nickname is . . . • I'm years old. • I'm friendly/shy/serious/etc. • I enjoy . . . 9Unit 1
15. 9 Dialogue 6 Cover the dialogue and listen. Mom: So, how's Teen Scene, kids? What are you up to these days? Joe: A lot. We're busy with practice. We have a show in November. Mom: That's great! What kind is it? Diane: It's a musical. It's a mixture of hip- hop, pop, and Broadway. Dad: Really? Sounds interesting. Whose idea was it? Diane: I'd like to say mine, but . . . Joe: Yours? Ours, Diane. Not just yours. Dad: That's enough, you two. So, how's your new director? Diane: Paul? He's OK. He's friendly, but I think he's a perfectionist. Joe: Yeah, he makes us practice a lot. He's really serious. Mom: That's not so bad. Diane: It is. He's not exactly easygoing. Mom: I bet he keeps you busy. 10 Comprehension A. Answer the questions. 1. When is the Teen Scene show this year? 2. What kind of show is it? 3. What adjectives does Diane use to describe Paul? B. 7 Read along as you listen again. Check your answers. 11 Useful expressions A. 8 Listen and repeat. • What are you up to these days? • That's enough. • That's not so bad. • I bet . . . • Sounds [interesting]. B. Match each expression in Exercise A with an expression below. 1. Seems nice. Sounds interesting. 2. What's new? 3. I'm sure . . . 4. Stop it. 5. That's OK. 10 Unit 1
16. Discovering grammar PAIRS. Look at the grammar chart. Complete the rules with do or does. 1. In questions with he, she, and it, use + the base form of a verb. 2. In questions with I, you, we, and they, use + the base form of a verb. Practicing grammar 12 Practice Complete the paragraphs with the simple present. 13 Practice PAIRS. Ask and answer two Yes/No questions about each article in Exercise 12. For example: Q: Does Michelle Wie play tennis? A: No, she doesn't. She plays golf. 14 Practice PAIRS. Ask and answer two information questions about each article in Exercise 12. For example: Q: Where do Angelina Jolie and Brad Pitt live? A: They live in California. 15 Writing A. In your notebook, write a magazine article about a person you admire. B. PAIRS. Read your classmate's paragraph. Circle any errors. Use the Peer editing checklist on page 138 to help you. GRAMMAR FOCUS Review of the simple present: other verbs Afﬁrmative statement Negative statement Joe practices every day. He doesn't practice on weekends. Joe and Diane have busy schedules. They don't have much free time. Yes/No questions Afﬁrmative answers Negative answers Does Joe practice on weekends? Yes, he does. No, he doesn't. Do Joe and Diane have busy schedules? Yes, they do. No, they don't. Information questions Short answers Long answers When does Joe practice? After school. He practices after school. Where do Joe and Diane practice? At school. They practice at school. 1. MichelleWie(be) onlyateenager, but she (play) world-class golf. Michelle (not/spend) all her time playing golf. She also (love) reading and drawing. 2. Brad Pitt and Angelina Jolie (be) Hollywood actors. They (live) in California. They (do) a lot of charity work. Angelina (travel) around the world to help the poor. Brad (use) his fame to help save the environment. 11Unit 1
17. 1 5 Discovering grammar Look at the grammar chart. Circle the correct answers. 1. A possessive pronoun replaces a possessive adjective and a (pronoun / noun). 2. A noun (always / never) follows a possessive pronoun. Practicing grammar 16 Practice Rewrite the sentences. Use possessive pronouns. 1. Those are their CDs. Those CDs are theirs. 2. This is her backpack. 3. That's our soccer ball. 4. That's my comic book. 5. Those are his sneakers. 6. This is your cell phone. 17 Practice GROUPS. Form groups of four. 1. Every person in your group puts three items in a bag. Don't look at the items. 2. Choose three items from the bag. Don't take yours! 3. Find out to whom each item belongs. Whoever ﬁnds the owners of all three items ﬁrst wins. For example: A: Daniel, is this yours? B: No, it's not mine. It's his/ hers. 18 Pronunciation Linking words in connected speech A. 9 Listen and repeat. A: Whose are these? B: Those are mine. A: Whose idea was it? B: It was his. A: Whose is it? B: It's ours. B. PAIRS. Practice the questions and answers. 19 Listening 10 Listen to the conversation. Put a check (✔) below the name of the person who owns each object. Object Isabel Lukas Socks Shirts Sneakers Magazines Basketball GRAMMAR FOCUS Possessive pronouns Possessive Possessive Possessive Possessive adjectives pronouns adjectives pronouns my mine It's my book. It's mine. your yours It's your book. It's yours. her hers It's her book. It's hers. his his It's his book. It's his. our ours It's our book. It's ours. your yours Those are your books. Those are yours. their theirs Those are their books. Those are theirs. Question with Whose? Short answer Long answer Whose is that? Mine. It's mine. Whose idea is it? Ours. It's ours. 12 Unit 1
18. The new director A. 11 Read along as you listen to the conversation. What activity are Diane and Karen attending today? B. GROUPS. Discuss: Which do you think is better, a strict teacher or an easygoing one? Explain your answer. 1 3 5 2 4 6 Hi, Karen. Is that car yours? Hi, Diane. Are you kidding? I wish. Whose is it then? I have no idea. Why? I need a ride after practice. Paul Chan. Is he nice? Mine. Mom said we could use our basement. Cool. Alex drives. Ask him. OK. Guess what? We have a new director. Really? What's his name? Yeah, but he's pretty strict. I wouldn't worry about him. So whose house are we going to for practice? 13Unit 1
19. Learning goals Communication Give and follow instructions Grammar Count and noncount nouns Imperatives (Commands) Vocabulary Foods for various meals 1 Vocabulary Foods for various meals A. 12 Listen and repeat. Breakfast • bacon • bread • butter • cereal • coffee • eggs • ham • jelly/jam • juice • maple syrup • milk • omelet • pancakes • sausages • tea Lunch and dinner • fruit: apples, pears, bananas, oranges • meat: chicken, steak, pork chop • pasta • pizza • rice • sandwiches • seafood: fish, shrimp • soda • soup • vegetables • water B. PAIRS. Which of the food items in Exercise A are in the pictures? Take turns identifying them. For example: A: This is rice. B: These are pancakes. C. PAIRS. What do you usually eat for breakfast? for lunch or dinner? for snacks? Snacks and desserts • cake • ice cream • chips • pie 14 Unit 2
20. Discovering grammar Look at the grammar chart. Circle the correct answers. 1. Use a or an before singular (count / noncount) nouns. 2. Add -s or -es to (count / noncount) nouns to make them plural. 3. With noncount nouns, use a (singular / plural) verb. Practicing grammar 3 Practice A. Connect the three parts to make sentences. Write the sentences in your notebook. Subject Verb Complement Rice a lot of salt. Chips rich in vitamins and minerals. Ice cream a lot of sugar. Cookies good for you. Vegetables not that good for you. Fish sweet. Pasta my favorite food. B. PAIRS. Compare your sentences. Correct any errors. GROUPS. Talk about your eating habits. Useful language: • Do you always eat breakfast/lunch/ dinner? • What's your favorite snack? • Of course./Not always. • I (don't) always eat . . . • I don't have time to eat . . . GRAMMAR FOCUS Count and noncount nouns Count nouns (can be counted) Singular Plural an apple two apples a tomato a few tomatoes a sandwich several sandwiches many An apple a day is good for you. Apples are my favorite snack. Apples have a lot of vitamins. Noncount nouns (cannot be counted) milk juice cereal rice coffee cheese Ice cream is my favorite dessert. is are has have 2 Listening 13 Listen to the report. Then write True or False. Circle the wrong information in the false statements. According to the report, . . . 1. Fifty-one percent of teenagers try to eat something healthful every day. True 2. Eighteen percent of teenagers eat lunch at school. 3. Judy skips lunch at school because she has no time for it. 4. Carlos always has something for lunch at school. 5. Carlos eats a nutritious lunch at school. 15Unit 2
21. 16 Unit 2
22. rcise A with ng? o express ubt] making? itement] assuring] ons. Use tion. money. chip pizza. ? you making? 17Unit 2
23. Practicing grammar 8 Practice Look at the pictures and the commands. Write each command below the correct picture. GRAMMAR FOCUS Imperatives (Commands) Afﬁrmative Turn left. (Give directions.) Sprinkle some walnuts. (Give instructions.) Stop! (Give orders.) Please turn on the oven. (Make polite requests.) Negative Don't worry. Discovering grammar Look at the grammar chart. Circle the correct answers. 1. Use (the base form / the past form) of the verb in imperatives. 2. Use (don't / doesn't) before the base form in negative imperatives. • Sprinkle. • Turn right. • Don't turn it off. • Stop complaining. • Open your mouth. • Don't erase the board. 9 Practice Play a game. Go to page 68. 1. Don't erase the board. 2. 3. 4. 5. 6. 18 Unit 2
24. 10 Practice A. Look at the underlined nouns in the recipe below. Write C above each count noun and NC above each noncount noun. B. Complete the procedure for the recipe. Use the verbs in the box. You will use put twice. spread sprinkle put cut 11 Communication Give and follow instructions A. 18 Listen to the instructions. 1. First, draw a big circle. 2. Next, draw a triangle below the circle. Make sure the tip touches the circle. 3. Then draw two straight lines starting from the bottom of the triangle. 4. Finally, draw two straight lines from each side of the triangle. B. PAIRS. Student A, read the instructions out loud. Don't look at Student B's paper. Student B, listen to and follow the instructions. Learn words that are often used together (collocations). Learning some words that go together helps you avoid mistakes. "Turn on" + "the oven" are examples of words that go together. Write each noun next to the verb it goes with. Some nouns can be used more than once. bread cake butter salt oven eggs 1. Turn on the oven . 5. Sprinkle some on the meat. 2. Toast the . 6. Fry the in a pan. 3. Spread the . 7. Melt the in a pan. 4. Bake the . 8. Preheat the . Learn to learn 1 slice of bread raisins 2 tablespoons peanut butter brown sugar 1/8 banana, sliced Some round chocolate candy, such as M&Ms 1. Cut the slice of bread into the shape of a circle. 2. the peanut butter on the bread. 3. some sugar on the peanut butter. 4. two banana slices on top to make the eyes and a raisin in the middle for the nose. 5. the pieces of chocolate at the bottom of the sandwich to make the mouth. Eat and enjoy your happy face sandwich! ☺ C. PAIRS. Switch roles. Student A, listen to Student B's instructions and follow them. D. Compare your drawings. Are your results the same? 19Unit 2
25. 12 Reading A. Look at the title and the pictures. What do you think the reading is about? Put a check (✔) before the sentence that expresses the main idea. 1. Food in the United States is delicious. 2. There are too many people in the United States. 3. People in the United States are getting fatter. B. 19 Read along as you listen. 13 Comprehension Discuss and answer these questions. 1. What health problem do people in the U.S. have? 2. Why is the U.S. government worried about it? 3. Who do some people blame for America's weight problem? 4. Why do advertisers say that America's problem is not their fault? 5. What are some schools in the U.S. doing to help the country's weight problem? 6. What do experts say is the best solution to the problem? 14 Writing GROUPS. Make a poster on healthful eating and maintaining good health habits for teenagers. Include a list of do's and don'ts. According to surveys, 61 percent of Americans, or 127 million people, are obese. The U.S. government is worried because too much weight contributes to diabetes, heart disease, and other illnesses. Some people blame the food industry and advertisers for the nation's weight problem. They say food makers want people to eat when they're not hungry and keep eating when they're full. But food manufacturers say it's not their fault that many Americans are overweight. People can choose what they want to eat. They point out that supermarkets in the United States offer a lot of choices, including low-calorie, fat- free, and sugar-free foods. Advertisers say it's not their fault either. More money is spent on marketing low-calorie and fat-free foods than any other foods. No matter who's right, it is true: People in the United States are getting fatter. They simply eat too much. As a result, health departments in the United States are taking action. For example, New York's health department has asked restaurants to use healthful ingredients in foods. Many schools in the United States no longer have soda or candy vending machines, and school cafeterias are offering more healthful menus. Health experts agree that being a healthy nation is everybody's responsibility, that the best way to solve the problem is through education. A public education campaign on food and health would help educate people about what they eat, forcing food manufacturers to offer more wholesome and healthful food choices. 1. Eat at least three healthful meals a day. 2. 3. 4. 5. 6. 20 Unit 2
26. Units 1 and 2 Grammar A. Write questions for the underlined answers. (3 points each) 1. Matt is 13 years old. (How) How old is Matt? 2. He goes to Kennedy Middle School. (What school) 3. His sister's name is Tracy. (What) 4. They live in Arizona. (Where) 5. Matt isn't sporty. He likes reading. (What) 6. He plays video games on weekends. (When) B. Answer the questions using the information in Exercise A. If the answer is no, correct the information. (3 points each) 1. Q: Is Matt 12 years old? A: No, he's not. He's 13 years old. 2. Q: Does Matt go to high school? A: 3. Q: Is his sister's name Tracy? A: 4. Q: Do they live in Texas? A: 5. Q: Does Matt like sports? A: C. Replace the underlined words with possessive pronouns. (2 points each) 1. A: Whose book is this? mine B: It's my book. 2. A: Whose house is that? B: That's our house. 3. A: Is this your pen? B: No, it's not. It's his pen. Test-taking tip: Be prepared. Bring at least two pens or pencils with good erasers and any other resources that your teacher allows you to have at the test. Bring a watch so that you can pace yourself. 4. A: Are these your sneakers? B: No, they're not. They're her sneakers. 5. A: Whose project is this? B: It's their project. Vocabulary D. Write a or an before the count nouns. Write an X before the noncount nouns. (1 point each) 1. X peanut butter 6. cheese 2. apple 7. avocado 3. banana 8. tomato 4. orange 9. bread 5. juice 10. mango Communication E. Read the instructions. Number them 1–5 to show the correct sequence. (1 point each) Then sprinkle the oranges with 1½ tablespoons of cereal. 1 First, put 2 tablespoons of yogurt in a glass. After that, add 2 more tablespoons of yogurt to the glass. Next, put 4 orange slices on the yogurt. Finally, top with the pineapple. Now I can . . . ❏ describe people's personalities. ❏ talk about food and eating habits. ❏ give and follow instructions. 21Unit 2
27. Steps: 1. Play this game standing in small groups. 2. One student is the "spellmaster" and can keep his or her book open. The other students close their books. 3. The spellmaster says a word from the list and then asks a student to spell it. The student spells the word aloud, but uses actions instead of letters for s, t, e, and i. If the student spells and "acts" the word correctly, he or she gets a point. 4. If the student does not spell it and act it out correctly, the spellmaster spells it and acts it out. The spellmaster then gives the next student a word. 5. The student with the most points at the end of the game wins. Useful language • You got it! • You didn't quite get it. • Was that one stomp or two stomps? STOMP SPIN CLAP HOP S= T= I=E= ingredients interesting perfectionist competitive desserts teenagers different vegetables opposites sandwiches easygoing serious cheese friends omelet smart juice butter 22 Stomp, spin, and spell Game 1
28. 1. Write the ingredients you need. 2. Write the steps in the recipe. 3. Demonstrate how to make the snack. To make a Chicago hot dog, you need a hot dog, a hot dog bun, an onion, a tomato, a hot pepper, and a dill pickle. You also need some mustard, relish, and celery salt. First, boil the hot dog for about three minutes, until it's nice and fat. Next, chop the onion and slice the tomato. Then slice the hot pepper and pickle. When the hot dog is ready, put it in the bun. Then add the other ingredients in this order: First, put some mustard on the hot dog. I like to use a lot of mustard. Then put some relish on. After that, put about a teaspoon of chopped onion on top. Finally, add a slice of pickle, three slices of tomato, the hot pepper, and sprinkle the whole thing with celery salt. Mmm, it tastes good! Think of a great snack that you can make. Write instructions on how to make it. Use the recipe below as a guide. Then pretend you're on a cooking show. Explain and demonstrate to your group or class how to make the snack. A snapshot of a great snack 23Project 1
29. Learning goals Communication Make an offer Grammar There is/There are with some and any Questions with How much and How many Expressions of quantity: a little, a few, a lot of, not much, not many Vocabulary Foods at the supermarket 1 Dialogue 20 Cover the dialogue and listen. Mom: Joe, could you go to the supermarket for me? Joe: Why me? Ask Diane, Mom. Alex: Let's do it, Joe, so we can get some ice cream. Are there any chips left, by the way? Joe: No. You ate them all. Alex: Then we should get chips, too, and some soda. Mom: Oh no, Alex. You can't have any junk food at my house. Joe: OK, Mom. I'll go. Is there a shopping list? Mom: No, but I'll tell you what we need. We need bread, eggs, milk, juice, cheese . . . Joe: Whoa, Mom! Please, slow down. How much bread do you want, and how many eggs? Mom: One loaf of wheat bread, two dozen eggs, one gallon of milk, . . . what else? Joe: Juice and cheese. How much juice and cheese? Mom: Two quarts of juice and a pound and a half of cheese. Joe: And how much money are you giving me? Mom: Here's $100. Joe: Cool. Let's go, Alex. Equivalents 1 pound = about 1/2 kilogram 1 quart = about 1 liter 1 gallon = about 4 liters 24 Unit 3
30. 2 Comprehension A. Write True or False after each sentence. 1. Mom asks Joe to go with her to the supermarket. 2. Alex wants to go to the supermarket. 3. Mom says Alex can buy chips and soda. 4. Joe eats a lot of junk food at home. 5. Joe goes to the supermarket with Alex. B. 21 Read along as you listen again. Check your answers. 3 Useful expressions A. 22 Listen and repeat. • Why me? • . . . by the way. • Whoa! • What else? • Let's go. B. Complete the conversation. Use the expressions from Exercise A. Dad: John, could you get some eggs for me? John: Why me? Ask Ethan. He never does anything. He's always . . . Dad: , John! Slow down! Ethan's at practice. You can go with Tim. John: Oh, OK. Why do we need eggs? Dad: I'm making some omelets. John: So, a dozen eggs. Dad: That's it. What would you like in your omelet, ? John: Just some cheese. Come on, Tim. . 4 Pronunciation Would you /wudjə/ A. 23 Listen and repeat. Would you like some soda? What would you like to eat? Would you like an omelet? What would you like to do? B. PAIRS. Practice the conversation. A: I'm starving. B: What would you like to eat? A: How about a sandwich? B: OK. Would you like a ham sandwich? A: Sure. Thanks. GROUP. Joe doesn't want to go to the store for his mom. Talk about the things your mom or dad asks you to do and what your reactions are. Useful language: • Does your mom or dad ask you to do a lot of errands? • Do you always obey your mom or dad? • Oh yeah./Of course. • Sometimes./Always./Not always. • What kinds of things do your parents ask you to do? • Go to the store./Throw out the garbage./Babysit. 25Unit 3
31. 5 Vocabulary Foods at the supermarket A. 24 Listen and repeat. • beans 9 • carrots • cheese • cookie • cucumber • doughnut • lemon • lettuce • melon • mufﬁn • mushroom • nuts • olive oil • onion • peach • peas • potato • tomato • yogurt B. Match the words in Exercise A with the food items in the picture. C. PAIRS. Work together to identify the other food items in the picture. Learn collocations with food Learning expressions that usually go with certain food items is useful. Write the food items that go with the expressions. Use a dictionary if necessary. Some food items can go with more than one expression. eggs milk juice cheese bread beef ice cream onions rice lettuce 1. a gallon of milk/ice cream 5. a quart of 2. a head of 6. a bag of 3. a pound of 7. a pint of 4. a loaf of 8. a dozen Learn to learn 1 2 10 3 4 5 6 7 8 9 11 12 13 14 15 16 17 18 19 26 Unit 3
32. Food Bakery products Dairy Pasta and Rice Fruit Vegetables Meat/Seafood cookie D. Write some food items from Exercise A in the word web. 6 Practice GROUP. Play the shopping game with ﬁve classmates. Decide who'll start ﬁrst. Student 1 says one food item he or she wants to buy. Each student who follows adds a new food item, repeating all of the items previously mentioned. For example: S1: I'm going to the supermarket to buy some apples. S2: I'm going to the supermarket to buy some apples and a pound of cheese. S3: I'm going to the supermarket to buy some apples, a pound of cheese, and a melon. 7 Listening 25 Listen to the conversation. Put a check (✔) before all the true statements. According to the conversation, . . . ✔ 1. Many teenagers do the food shopping for their families. 2. They do this because their parents hate food shopping. 3. Most teenagers use shopping lists when they shop. 4. Ryan shops for brand-name products. 5. Nicholas thinks about his dad's health when he does the shopping. 6. Olivia always looks for the best quality when she does the shopping. 27Unit 3
33. Discovering grammar Look at the grammar chart. Circle the correct answers. 1. Use (there is / there are) with singular count nouns and noncount nouns. 2. Use (some / any) in afﬁrmative statements. 3. Use (some / any) in negative statements. Practicing Grammar 8 Practice Complete the sentences with some or any. 1. A: I'm hungry. Is there any food? B: I'm sorry. There isn't. But there's milk. 2. A: There are sandwiches left from the party. Would you like one? B: No, thanks. 3. A: Are there cookies left? B: Yes, there are cookies in the kitchen. 4. A: Would you like snacks? B: Sure. I'll have chips. 5. A: Would you like to go to the movies? B: No. I don't have money. 9 Practice Play a game. Go to page 68. 10 Practice GRAMMAR FOCUS There is/There are with some and any Afﬁrmative statements Negative statements There's a sandwich in the refrigerator. There isn't any cheese. There's some soda, too. There isn't any juice. There are several sandwiches on the table. There aren't any cookies. Yes/No questions Short answers Is there any milk in the refrigerator? Yes, there is./No, there isn't. Are there any sandwiches in the refrigerator? Yes, there are./No, there aren't. Some to make an offer Would you like some coffee? Yes, please./No thanks. Would you like some apples? Sure. I'd love some. A. Look at the picture. Memorize what's in the box. Then cover the picture. B. PAIRS. Take turns. Ask if there are any apples, rice, mufﬁns, butter, cookies, and sugar in the box. For example: A: Are there any apples in the box? B: Yes, there is. There's one apple. 11 Communication Make an offer A. 26 Listen to the conversation. A: I'm in the mood for ice cream. Is there any ice cream in the freezer? B: No, sorry. There isn't. Would you like some yogurt? A: No, thanks. B. PAIRS. Student A, ask for something to eat. Student B, say there isn't any and offer something else. Student A, accept or refuse Student B's offer. 28 Unit 3
34. Discovering grammar Look at the grammar chart. Circle the correct answers. 1. Use (How much / How many) for questions using count nouns. 2. Use (How much / How many) for questions using noncount nouns. 3. Use (a few / a little) to talk about quantities of count nouns. 4. Use (a few / a little) to talk about quantities of noncount nouns. Practicing Grammar 12 Practice Complete the questions with How much and How many. 1. How much money do you spend on a school day? 2. text messages do you get per day? 3. hours of sleep do you get each day? 4. time do you spend on homework per day? 5. ice cream can you eat at one time? 13 Practice Read the dialogue. Circle the correct answers. A: How much money do you have? B: Just (1. a few / a little). But I think it's enough. We don't need (2. many / much) money to go camping. A: Yeah, I'm sure we're OK. I have (3. a few / a little) dollars, too. What about food? How much food is there? B: Food's not a problem. We have (4. many / a lot). A: Good. And water? How many bottles do we have? B: (5. A lot / A little). We have ﬁfteen bottles. 14 Practice A. PAIRS. First, complete the questions with How much or How many. Then ask a classmate the questions. Circle your classmate's answers. GRAMMAR FOCUS Questions with How much and How many Questions Possible answers How much milk do we need? A lot. How much money do you have? Just a little. Not much. How many tomatoes do we need? A lot. How many glasses of milk do you drink every day? Just a few. Not many. Expressions of quantity a lot of [tomatoes] a lot of [milk] a few [tomatoes] a little [milk] 1. water do you drink each day? a. ﬁve glasses or more b. three to four glasses c. two glasses 2. servings of vegetables do you eat each day? a. two servings or more b. one serving c. none 3. candy and chocolate do you eat each day? a. a lot b. a little c. none 4. kinds of fruit do you eat each day? a. three or more b. one or two c. none 5. soda do you drink each day? a. three cans or more b. one to two cans c. none B. PAIRS. Compare your results. Talk about foods you eat and don't eat. Who has healthier eating habits? 29Unit 3
35. 5 15 Reading 27 Read along as you listen to the article. As you read and listen, think about this question: What are ﬂoating markets? 16 Comprehension Answer the questions. 1. What are ﬂoating markets? 2. Who are the sellers in these markets? 3. What do the sellers sell in these markets? 4. What time do the markets open? 5. Why do the women sell from their boats? 6. What can you do at a ﬂoating market? 17 Speaking GROUPS. Describe Thailand's ﬂoating markets with information from the article. For example: A: Thailand's ﬂoating markets are really interesting. There are a lot of . . . B: And there are . . . 18 Writing A. PAIRS. Talk about an interesting shopping place you know. Discuss the questions with a classmate. • What kind of a place is it? • Where is this place? • What can you buy there? • Why is it interesting? • Why do you like to shop there? B. In your notebook, write a paragraph about the place you talked about in Exercise A. Use your answers to the questions in Exercise A for ideas. C. PAIRS. Read your classmate's paragraph. Circle any errors. Use the Peer editing checklist on page 138. Floating markets are popular tourist destinations in Thailand. At the ﬂoating markets, there are a lot of small boats overﬂowing with fresh fruit and vegetables. Imagine the colors of fresh fruit and vegetables on hundreds of boats sailing quietly along the river. Then imagine Thai women in their colorful traditional clothes on these boats. The effect is magical. The ﬂoating markets open at 6:30 A.M. Early in the morning, before the markets open, farmers pick fruit and vegetables from their farms. Later, their wives sell the fruit and vegetables on their boats. Why do the women sell their products on boats, instead of in regular stores? Central Thailand has bodies of water throughout. In some places, there are canals instead of streets. Farmers have their farms near these canals, and selling their products on boats is convenient. At a ﬂoating market, you can use cash to shop or you can exchange your product with other sellers' products. If you get hungry, just call one of the women and she will come over to you. You can watch her cook your food right on the boat! 30 Unit 3
36. Planning for the show A. 28 Read along as you listen to the conversation. What strategy does Alex suggest for balancing practice and schoolwork? B. Discuss: Do you think students should have extracurricular activities in school? Why or why not? What kinds of activities do you suggest for your school? Hi, Alex. I heard about your famous chocolate chip pizza. Is there any left? No, sorry. It was really good! Yuck. A sweet pizza? Hey, wait up. By the way, how many songs do we need to learn for our show? Not many. Maybe ten. Ten! That's a lot! We don't have that much time! I know. I have a lot of homework every day, too. Are there any songs we already know? Thanks. So how many hours per day can you practice? An hour after school. Two hours at the most. Fine with me. So see you at Joe's on Friday? Maybe three or four. Why? Let's learn the new songs ﬁrst and do the old songs later. That's a good strategy, Alex. You're so smart. 1 3 5 2 4 6 31Unit 3
37. Every country has its own special treats. Here are four famous foods from around the world that you may want to try. Vegemite is one of the best-loved foods in Australia, but it's not very popular in other countries. It's a dark brown spread that tastes salty—a bit like beef bouillon. Australians usually eat it on bread with butter, or on toast with melted cheese. It has a lot of vitamins and minerals, and most Australian kids grow up eating it. When Australians go abroad, many take a jar of Vegemite. It's hard to ﬁnd in other countries. Escargots, or snails, are a popular French dish. The snails are usually cooked in liquid, then put back into their shells with butter, garlic, and herbs. Because snails eat things that can be poisonous, the snails are ﬁrst fed lettuce and ﬂour for about two weeks. Then they are not fed anything for several days. This cleans out their stomachs so they are safe to eat. If you like hot, spicy foods, you'll like Korean kimchi. There are many different kinds of kimchi, but the most popular kind is made from Chinese cabbage, garlic, onions, and hot peppers. To make kimchi in the traditional way, Koreans combine the ingredients in a big jar. Then the jar is put outside during the winter months. This lets the kimchi ferment and gives it a hot, sour taste. Kimchi is served at meals as a side dish, and it's used in many recipes. It has lots of vitamins and minerals. On a hot day in Singapore, try ice kachang, or red bean ice. It's a big ball of shaved ice with sweet, fruity syrup and red beans. The beans are sweet, not salty, and taste good with the fruit-ﬂavored ice. It's usually served with milk and jelly. Variations of ice kachang are found all over Asia. m O b f ss uu i.. ee iigbibi .s. . nin utter, orr has , nd not ns out w V u o a a up go abro Vegemi countri 32 Wide Angle 1
38. 1 Reading Reading skill: Reading ﬂuently Don't stop in the middle of a sentence if you don't understand a particular word. Carry on to the end, paying attention to the content words (nouns, adjectives, and main verbs). A. Read the text without stopping. Pay attention to content words. B. Complete the chart with information from the reading. Name of food Vegemite Country of origin What is it? How is it served? C. Answer these comprehension questions. 1. Why is Vegemite healthy? 2. Why do many Australians take Vegemite abroad? 3. Why are snails fed lettuce and ﬂour, and then nothing? 4. Why is a jar of kimchi placed outside in winter? 2 Listening 29 Listen to a description of a popular dish. Write True or False. False 1. It's called "spicy 4. It's made with good" in English. raw ﬁsh. 2. It tastes a 5. Lemon juice makes little sour. it safe to eat. 3. It has only two 6. It's not popular in ingredients. Latin America. 3 Speaking GROUPS. Talk about some famous or interesting dishes in your country. Use the points below as a guide. • Can you translate the • How do you make it? name into English? • How is it served? • What is it? • How does it taste? 4 Writing Write a paragraph about an interesting dish in your country. 33Wide Angle 1
39. Learning goals Communication Express preferences: Would rather Grammar Adverbs of frequency Expressions of frequency How often Gerunds Vocabulary Sports and activities 1 Dialogue 30 Cover the dialogue and listen. Alex: Hi, guys. What's up? Lori: Nothing much. Where are your Rollerblades® ? Alex: I don't have Rollerblades. I hate Rollerblading. Lori: You do? So why are you here? Alex: Well, I enjoy watching you guys. Lori: Sure you do. What sport are you into? Alex: Rock climbing. Karen: Seriously? How often do you go rock climbing? Alex: Once a week—at the Sports Club. Diane: That's just wall climbing, Alex. Alex: At least I'm not a couch potato. By the way, where's Joe? Diane: Guess. Alex: At home, of course. Let's call him and see if he wants to join us. Diane: Don't even try, Alex. Joe would rather read than play sports. Alex: Brr. It's cold. I think I'd rather watch TV in this cold weather. See you. 2 Comprehension A. Answer the questions. 1. Who doesn't have Rollerblades? Why not? 2. What sport does Alex like? 3. Where does Alex go climbing? 4. Where's Joe? 5. What does Alex decide to do in the end? B. What do you think a "couch potato" is? C. 31 Read along as you listen again. Check your answers. 34 Unit 4
40. 3 Useful expressions A. 32 Listen and repeat. • Nothing much. • Sure you do. • At least . . . • Guess. • See you. B. Match the questions or statements on the left with the responses on the right. 1. A: What's up? B: See you. 2. A: Who's at the door? B: Guess. 3. A: I'm not good at skating. B: Nothing much. 4. A: Bye! Talk to you later. B: Sure you do. 5. A: Sometimes I see Johnny B: At least you try. Depp at the supermarket. 35Unit 4
41. Learn collocations in context. Sports and activities go with certain verbs. Learn the following collocations: • play tennis • go biking • do track and ﬁeld (but run track) Combine play, go, and do with the sports and activities in Exercise 4A. Learn to learn4 Vocabulary Sports and activities A. 33 Listen and repeat. B. Number the pictures. Use some of the sports and activities in Exercise A. 1. baseball 2. basketball 3. biking 4. bowling 5. camping 6. ﬁgure skating 7. football 8. golf 9. gymnastics 10. hockey 11. rock climbing 12. Rollerblading 13. skateboarding 14. soccer 15. swimming 16. table tennis 17. tennis 18. track and ﬁeld 19. volleyball 20. wall climbing 5 Pronunciation The sound /ɑ/ in soccer A. 34 Listen and repeat. • soccer • volleyball • hockey • golf • rock climbing B. 35 Listen to the conversations. 1. A: Do you like soccer? B: I love it. Soccer is my favorite. 2. A: Do you watch women's volleyball? B: Not very often. 3. A: Do you go rock climbing? B: No way. It's too scary. C. PAIRS. Practice the conversations. 3 36 Unit 4
42. Discovering grammar Look at the grammar chart. Write True or False. 1. Expressions of frequency always go at the beginning of a sentence. 2. We cannot use expressions of frequency as short answers. 3. How often and How many times a week/ month/year have the same meaning. Practicing grammar 6 Practice A. Write questions that begin with How often. 1. you/go out with your family How often do you go out with your family? 2. our teacher/arrive late for class 3. you/play video games 4. your best friend/call you 5. your parents/go to the supermarket 6. you/go to parties B. PAIRS. Ask your classmate the questions in Exercise A. Use adverbs and expressions of frequency in your answers. For example: A: How often do you go out with your family? B: Once a week. We usually go out on weekends. 7 Practice Find one classmate for each activity in the chart. Ask How often . . . ? For example: A: How often do you take a shower? B: Once a day. A: How about you, Sandy? C: Twice a day. Find someone who . . . Name takes a shower twice a day. goes to the movies once a week. never cleans his/her room. goes biking every day. listens to music all the time. GRAMMAR FOCUS Adverbs of frequency 100% 0% always usually often sometimes never I always clean my room. She sometimes goes dancing./Sometimes she goes dancing. I'm never home on weekends. Expressions of frequency once a day/week/month/year all the time twice a day/week/month/year every day/week/month/year three times a day/week/month/year How often Short answers Long answers How often do you clean your room? Every day. I clean my room every day. How often does she go dancing? Once a week. She goes dancing once a week. How often do they eat out? Never. They never eat out. 37Unit 4
43. Discovering grammar Look at the grammar chart. Answer the questions. 1. What do you add to the base form of a verb to change it into a gerund? 2. Can you give two examples of how the base form changes spelling when it is changed into a gerund? Practicing grammar 8 Practice A. Complete the sentences with gerunds. 1. Sue likes (go) to the park. 2. Josh doesn't mind (do) his math homework. 3. Why do you hate (swim) ? 4. They prefer (play) soccer. B. Complete the sentences with activities you like or don't like doing. Use gerunds. 1. I like on a rainy day. 2. I love in the summer. 3. I don't mind on the weekend. 4. I prefer after school. 9 Practice A. First, replace the verbs in parentheses with gerunds. Then ﬁll out the questionnaire for yourself. B. PAIRS. Ask your classmate the questions in the survey. Then add up his or her score and compare your results. GRAMMAR FOCUS Gerunds after verbs like, love, hate, (don't) mind, prefer I like playing basketball. I love dancing. I hate doing track and ﬁeld. I don't mind getting up early. I prefer staying home on weekends. Yes/No questions Short answers Do you like exercising? Yes, I do./No, I don't. Information questions Why do you hate watching soccer? Because it's boring. You Your classmate Do you like . . . Yes No Yes No 1. (sunbathe)? ❏ ❏ ❏ ❏ 2. (go) to the beach? ❏ ❏ ❏ ❏ 3. (be) outside? ❏ ❏ ❏ ❏ Do you mind . . . Yes No Yes No 4. (be) on a crowded beach? ❏ ❏ ❏ ❏ 5. (get) sand all over you? ❏ ❏ ❏ ❏ 6. (feel) hot? ❏ ❏ ❏ ❏ Do you prefer . . . Yes No Yes No 7. a. (relax) by the pool? ❏ ❏ ❏ ❏ b. (lie) on the beach? ❏ ❏ ❏ ❏ 8. a. (lie) in the sun? ❏ ❏ ❏ ❏ b. (sit) in the shade? ❏ ❏ ❏ ❏ 9. a. (have) a quick dip? ❏ ❏ ❏ ❏ b. (swim) long distances?❏ ❏ ❏ ❏ Scoring 1) Yes 1 No 0 4) Yes 0 No 1 7a) Yes 1 No 0 7b) Yes 1 No 0 2) Yes 1 No 0 5) Yes 0 No 1 8a) Yes 1 No 0 8b) Yes 0 No 1 3) Yes 1 No 0 6) Yes 0 No 1 9a) Yes 1 No 0 9b) Yes 0 No 1 See page 70 for your Sun Worshipper rating. 10 Practice Have a competition. Go to page 69. 38 Unit 4
44. 11 Listening 36 Listen to the conversation. Circle the correct answers. 1. Bill is . a. a teacher c. a sports coach b. a manager 2. Daniel prefers watching . a. skateboarding c. volleyball b. baseball 3. Daniel thinks baseball is . a. exciting c. boring b. fun 4. are becoming more popular because of advertising. a. Team sports c. Water sports b. Action sports 5. According to the class, is their favorite sport. a. baseball c. soccer b. basketball 12 Communication Express preferences: Would rather A. 37 Listen to conversation. A: Would you rather watch team sports or action sports? B: Team sports. I like watching soccer. What about you? A: I'd rather watch action sports. B: Which action sport do you like? A: Skateboarding. B. PAIRS. Now practice the conversation with a classmate. C. PAIRS. Ask your classmate his or her preferences. Use the model in Exercise A. Replace the underlined parts with your preferred activities. 13 Writing A. Write a paragraph about the things you like and hate doing in your free time. Use the information in Teen Talk for ideas. B. PAIRS. Read your classmate's paragraph. Circle any errors. Use the Peer editing checklist on page 138. GROUPS. Talk about the things you like and don't like doing when you don't have school. Useful language: • What do you like doing when there's no school? • What do you hate doing? • I like/love/don't like/hate. . . • I prefer . . . • I don't mind . . . • Me, too./Yeah, I hate doing that, too. • Really?/Seriously? In my free time, I like . . . In my free time, I hate . . . 39Unit 4
45. 0 20 40 60 "Exercise" walking Soccer Biking Basketball Camping Bowling Golf Gymnastics Figure skating PARTICIPATION IN SOME POPULAR SPORTS ACTIVITIES Women Men Percent of the population 7 years old and over Boxing is for boys; dancing is for girls. 14 Reading A. GROUPS. List three sports you think are for boys and three you think are for girls. Sports for boys: , , Sports for girls: , , B. 38 Read along as you listen to the article. Some people think of certain sports as only for men or only for women. For example, when a girl wants to take up boxing, people say, "You're so pretty. Why do you want to be a boxer? Boxing is for men." And some parents don't like it when their sons show interest in dancing or ﬁgure skating. It is generally true that boys tend to do sports that require strength and size, such as soccer and biking, and that girls go for sports that require ﬂexibility and grace, such as ﬁgure skating and gymnastics. But is there a difference in the types of sports boys and girls play? C. Look at the graph. Does the information in the chart support the ideas in the reading? 15 Comprehension A. Answer the questions. 1. What kinds of sports do boys tend to like? 2. What kinds of sports do girls tend to like? 3. Are the activities you listed in Exercise 14A the same as the ones in the graph? B. Look at the graph again. Who does more of each activity? Boys 1. 2. 3. 4. 5. Girls 1. 2. 3. 4. 5. 16 Your turn A. GROUPS. Form all-girl and all-boy groups. Each group: List ﬁve sports or activities your group likes. Put them in order, with number 1 being the most popular. B. Compare your list with another group's list. Is there any difference between the girls' and the boys' lists? 40 Unit 4
46. Grammar A. Complete the questions with How much and How many. (2 points each) 1. How much money do you need? 2. books do you buy each school year? 3. juice do you drink each day? 4. cups of coffee does your dad drink in the morning? 5. chocolate can I eat? B. Complete the sentences with some and any. (1 point each) 1. There's some food on the table. 2. There aren't vegetables. 3. But there's fruit. 4. Sorry. There isn't milk left. 5. Is there bread in the kitchen? 6. No, there isn't bread, but there are cookies. C. Answer the questions with expressions of frequency. Give true answers for you. (3 points each) 1. Q: How often do you visit your grandparents? A: Once a week. 2. Q: How often do you watch TV? A: 3. Q: How often does your dad play sports? A: 4. Q: How often do you go to the movies? A: 5. Q: How often do you walk to school? A: Units 3 and 4 Now I can . . . ❏ talk about my reaction to doing errands. ❏ make, accept, or refuse an offer. ❏ express preferences. D. Complete the sentences with gerunds. (1 point each) 1. I love (go) going biking. 2. She enjoys (play) tennis. 3. I don't mind (watch) DVDs. 4. He doesn't like (study) . 5. What do you prefer (do) after school? 6. I love (dance) with you. Vocabulary E. Circle the word that doesn't belong in each group. (1 point) 1. a. doughnut b. cookie c. butter 2. a. juice b. cucumber c. carrot 3. a. lettuce b. orange c. mushroom 4. a. milk b. apple c. yogurt 5. a. baseball b. biking c. volleyball 6. a. tennis b. volleyball c. camping Communication F. Complete the conversation with a form of there is or there are. (3 points each) A: I'm hungry. Is there any cheese? B: No, . But some eggs. You can make an omelet. A: No, thanks. any fruit? B: Yes. some apples. A: Good. I'll have an apple then. Test-taking tip: Stay positive and relaxed. Keep a positive attitude throughout the test and try to stay relaxed. 41Unit 4
47. Learning goals Communication Talk about what's going on now Grammar The present continuous The simple present contrasted with the present continuous Vocabulary Classroom activities 1 Dialogue 39 Cover the dialogue and listen. Karen: Hi, Diane. Are you waiting for me? Diane: Of course I am. You never show up on time! Karen: I'm sorry. I couldn't decide what to wear. Diane: For practice? What's wrong with jeans? Karen: Nothing, but I always wear jeans. And guess what? I'm wearing them today! I'm tired of my clothes. Anyhow, what are the others doing? Are they here yet? Diane: Everybody except Lori. She's running late. Karen: Are Alex and Joe around? Diane: They're waiting for us in the auditorium. Alex is practicing, and Joe's hanging out backstage. He's probably reading. Karen: Joe reads all the time. Let's go. Diane: Hey, wait up! Why do you always walk so fast? Karen: Well, everybody's waiting for us, remember? 2 Comprehension A. Write T for true, F for false, and NI if there is no information in the dialogue. F 1. Karen is waiting for Diane. 2. Karen is always late. 3. Lori is practicing with Paul. 4. Alex is reading. 5. Joe is working on an assignment. 6. Alex likes Diane. B. 40 Read along as you listen again. Check your answers. Unit 542
48. 3 Useful expressions A. 41 Listen and repeat. • Of course I am. • What's wrong with . . . ? • I'm tired of . . . • She's running late. • Is he around? • Wait up! B. Circle the correct responses. 1. A: Are you sure about that? B: Of course I am. / OK. 2. A: What's wrong with you? B: No. / Nothing. 3. A: Hey, wait up! B: I can't. I'm running late. / I can't. I'm reading. 4. A: Hey, is Patrick around? B: He's at practice. / He likes to practice. PAIRS. Talk about reasons for running late. Useful language: • Are you usually on time? • Most of the time./Not always./I'm always late! • Why are you sometimes late? • I can't decide what to wear. • I get up late. • I need to ﬁnish something. • It takes me a long time to get ready. • I spend hours in the bathroom. Unit 5 43
49. Andy Mark Elena Kevin Alice Ken Megan Jim Michael Discovering grammar Look at the grammar chart. Circle the correct answers. 1. The present continuous form is (is, am, are / do, does) + verb + -ing. 2. The present continuous refers to an action that is or is not happening (every day / right now). Practicing grammar 4 Practice What are the people in the picture doing? Write sentences using the present continuous. 1. Jim/play volleyball Jim is playing volleyball. 2. Megan and Ken/play Monopoly 3. Alice/relax at the park 4. Mark and Elena/jog together 5. Kevin/take pictures 5 Practice PAIRS. Student A, cover the picture. Guess what three people in the picture are doing by asking Yes/No questions. Student B, look at the picture and check if Student A is correct. For example: A: Is Jim playing volleyball with Kevin? B: No, he's not. Try again. A: Is he playing volleyball with Michael? B: Yes, he is! 6 Practice Have a competition. Go to page 69. GRAMMAR FOCUS The present continuous Afﬁrmative statements Negative statements I'm waiting for you. I'm not waiting for him. He's/She's waiting He's/She's not for you. waiting for him. We're/They're waiting We're/They're not for you. waiting for him. Yes/No questions Short answers Are you waiting for me? Yes, I am./No, I'm not. Is he/she waiting for me? Yes, he/she is./ No, he's/she's not./ No, he/she isn't. Information questions Long answers What are you doing? I'm/We're waiting for our friends. Where is he/she waiting? He's/She's waiting in front of the theater. Why are they practicing? They're practicing because they have a show next month. 44 Unit 5
50. Discovering grammar Look at the grammar chart. Complete the grammar rules with present continuous or simple present. 1. Use the to talk about routines and habits. 2. Use the to talk about actions that are happening right now or for temporary situations. Practicing grammar 7 Practice Complete the sentences with the simple present or the present continuous forms of the verbs in parentheses. 1. I usually (ride) ride my bike to school, but right now I (walk) 'm walking to school. 2. We (take) a test right now. We often (have) a test on Fridays. 3. My teacher (sit) at her desk. She (not/usually/walk) around during exams. 4. Michael (not/pay) attention to our teacher today. He (never/pay) attention. 5. My friends (wait) for me at the mall. We (meet) there every Friday night. GRAMMAR FOCUS The simple present contrasted with the present continuous Simple present statements Present continuous statements I always wear jeans. I'm wearing jeans today. He/She usually wears jeans. He's/She's wearing jeans right now. We/They wear jeans every day. We're/They're wearing jeans today. I live in New York. I'm living in New York this year. He/She studies French. He's/She's studying French this semester. Information questions Answers What do you usually wear? I usually wear jeans. What are you wearing today? I'm wearing jeans. 8 Practice A. Look at the picture again on page 44. Write conversations about it using the cues. 1. Jim / play volleyball (on Fridays) 2. Megan and Ken / jog (play Monopoly/on weekends) 3. Kevin / relax in the park (take pictures / on Saturdays) 4. Mark and Elena / play Monopoly (jog in the afternoons) 1. A: Where's Jim? Is he playing volleyball with Michael? B: Yes, he is. He usually plays volleyball with Michael on Fridays. 2. A: B: 3. A: B: 4. A: B: B. PAIRS. Choose two conversations and role-play them. 45Unit 5
51. 10 9 Vocabulary Classroom activities A. 42 Look at the picture as you listen and repeat. 1. paying attention 7. daydreaming in class 2. sleeping in class 8. getting into trouble 3. taking notes 9. arguing 4. discussing something 10. doing research on the Internet 5. writing on the board 11. explaining something 6. erasing the board 12. spelling a word B. Write the correct number next to each activity in the picture. 46 Unit 5
52. 10 Pronunciation Words beginning with s + another consonant A. 43 Listen and repeat. • sleep • student • Stacy • spell • school B. PAIRS. Take turns saying the sentences. 1. Nicholas is sleeping in class. 2. Stacy is writing on the board. 3. Kayla and Zach are in school. 4. Abby is a good student. 5. Nicole is spelling a word. 11 Writing A. PAIRS. What do you and your classmates do in English class? List the things you do. Use some of the vocabulary in Exercise 9. , , , , , B. Now write what usually happens in your English class. Use the simple present and the present continuous whenever appropriate. 12 Communication Talk about what's going on now A. 44 Listen to the conversation. A: Hello? B: Hi, Nikki. What's up? A: Nothing much. B: What are you doing? A: Reading. B: What are you reading? A: The new Harry Potter book. A: Do you always read in your free time? B: Usually. A: What else do you do? B: I sometimes watch DVDs or play video games. B. Role-play the conversation, replacing the underlined parts. Role-play to practice English. In class, take the opportunity to do role-plays. Role-playing gives you the opportunity to practice pronunciation, intonation, and new vocabulary. PAIRS. Go to Exercise 12. Make sure you participate in the role-play. Learn to learn C. PAIRS. Read your classmate's paragraph. Correct any errors. Use the Peer editing checklist on page 138. We do different things in English class. At the beginning of the lesson, we often listen to a dialogue. 47Unit 5
53. 1 5 13 Reading A. GROUPS. Discuss this question: What are the good things about school? Make a list with the members of your group. B. 45 Read along as you listen. 14 Comprehension Answer these questions. 1. How many teenagers in the United States are homeschooled? 2. Who teaches homeschooled children? 3. How does Dylan feel about his education? 4. What activities does Dylan do as part of his home- schooling? 15 Listening 46 Listen to the question- and-answer session on home- schooling. Cross out the phrase that is not correct. 1. Jasmine . a. is Mr. Russell's student b. is a college student c. was homeschooled 2. Homeschooled kids can meet other people through . a. ﬁeld trips b. birthday parties c. sports activities 3. Homeschooling is . a. easy b. not for everybody c. a big decision 4. Michael likes his regular school because he . a. has different teachers b. likes his classmates c. likes recess HomeschoolingHomeschoolingHomeschooling I'm Dylan and I'm 14 years old. This is my third year of being homeschooled by my mom, a former professor. A lot of people ask me how I feel about it. They ask, "Do you miss being in school with other kids?" Well, my daily life is different from the daily lives of millions of children who go to regular schools, but I'm enjoying my time with my mom. I'm learning things at my own pace. We can go fast or slow, depending on the subject. These days, I'm reading books that most kids only read when they get to college. I'm studying French, German, art, and the histories of the world—things I'm very interested in. A lot of kids think I never get to interact with other kids, but that's not true. I get together with the other homeschooled kids during our weekly sports games and at social events. I don't just study at home. My mom takes me to all kinds of ﬁeld trips—to museums, theaters, libraries, and lots of other cool places. We even go hiking and explore the woods when I'm studying biology. And college? I'm not worried about it. I know I'm preparing myself well for it. What do most people remember about their school days? Playing with classmates during lunch breaks and recess, eating cafeteria food, or going to the principal's office, perhaps. But 850,000 teenagers in the United States don't experience these things, because they are homeschooled. They don't go to a regular school. Their parents teach them. Their education takes place at home and in the community. What is it like to be homeschooled? Read Dylan's blog about his homeschooling experience. 48 Unit 5
54. The problem with Alex A. 47 Read along as you listen to the conversation. What is Diane's problem with Alex? B. Discuss: Do you think Diane should be mad at Lori? Should she be mad at Alex? Explain your answer. Hello. Diane? Is Joe there? Hi, Alex. He is, but he's working on a project with Lori. Oh. Lori's there? Yeah. What are you doing right now? Would you like to watch a movie later? Sure. Can Lori come? I guess. Nothing much. I'm just walking around Times Square. Why? Hi, Lori. We're planning to go to the movies tonight. Would you like to come? Well, I usually help my mom with dinner on Thursdays, but sure. What time? Great. Can I talk to her? All right. Lori, Alex wants to talk to you. 1 3 5 2 4 6 49Unit 5
55. Sentence charades Steps: 1. Divide the class into A teams and B teams. There should be between three and ﬁve players in each team. 2. Your teacher will give the A teams and the B teams some slips of paper. On each slip there is a sentence. (Teacher: See Teacher's Edition.) 3. One player from each A team picks a slip of paper from the B team's pile. The player has ten seconds to think about the sentence. Then the player acts out the sentence for his or her team. Useful language • It's your turn. • Our team gets a point! • It's our turn because you spoke/pointed at something. 4. To act out each word, the player can use hand gestures or body movements, and the special gestures illustrated below. But the player cannot speak and cannot point to objects in the room. 5. If the player's team guesses the sentence within 30 seconds, the team gets a point. 6. A player from each B team then chooses a slip of paper from the A team's pile. The game continues as each player on each team acts out a sentence. 7. The team with the most points at the end of the game wins. There are (three) words in this sentence. First word . . . Second word . . . Keep guessing! Wrong! Right! 50 Game 2
56. Iguanas are difﬁcult animals to take care of, but that also makes them interesting pets. I feed Iggy every morning. He gets a special diet of fruit and vegetables. And I make sure his heat lamp is turned on. Most of the day he sits on a rock and warms himself. At least once a day I take him out of his terrarium and let him walk around the house. And once a week I give him a bath. He loves to swim in the bathtub! A snapshot of a special interest Write a speech about something you ﬁnd interesting and enjoy spending time on: a craft or hobby, a collection, a pet, a sport, or a free-time activity. Then present your speech to your classmates. 1. Write about your special interest, why you like it, and how often you spend time on it. 2. Give more information about it. 3. Share your interest with your classmates. Bring things related to your interest to show the class. I'm really into lizards. They're fascinating animals and they're very friendly. I know because I have a pet iguana named Iggy. He's great. I feed him and play with him every day. Project 2 51
57. Learning goals Communication Talk about clothes Comment and compliment Grammar too + adjective/not + adjective + enough Present continuous for future arrangements Be going to + verb for future plans, intentions, and predictions Vocabulary Clothes and accessories 1 Vocabulary Clothes and accessories A. 48 Listen and repeat. • belt • boots • bracelet • dress • earring(s) • jacket • necklace • pants/jeans • ring • shoes/ sneakers • skirt • socks • tights • top • T-shirt B. Label the clothes and accessories with words from Exercise A. 2 Practice Have a competition. Go to page 69. 1. earring 2. 12. 11. 10. 9. 8. 7. 3. 4. 5. 6. 52 Unit 6
58. 3 Reading A. GROUPS. Discuss: Does anyone inﬂuence you in your fashion style? Explain your answer. B. 49 Read along as you listen. 4 Comprehension Answer the questions. 1. Why do American teenagers have a big inﬂuence on the U.S. fashion industry? 2. Who are the major inﬂuences on fashion? 3. What fashion trends are these celebrities responsible for? a. Britney Spears b. Sienna Miller 4. What's a Livestrong band? GROUPS. Talk about the kinds of clothes you like. Useful language: • What kinds of clothes do you like to wear? • I'm the jeans-and-T-shirt type. • I'm the opposite. I love dressing up. • I'd rather be comfortable. • I prefer shorts and T-shirts. A merican teenagers have a big inﬂuence on the U.S. fashion industry. Many of them have a part-time job or get money from their parents, so teens buy a lot of clothes. Without teenagers, many clothing companies wouldn't exist. Celebrities who are popular with teens have the biggest inﬂuence on fashion trends. Think of performers such as Britney Spears, sports personalities such as Anna Kournikova, and rap/hip-hop artists such as Jay-Z. Low-rise jeans with a very short top (a "belly shirt") are popular, thanks to Britney Spears and Anna Kournikova. The gangsta look—big, baggy pants; over-sized T-shirts or sweatshirts; and baseball caps—is popular, because of rappers. Punk fashion, which became a trend again in 1996, features combat boots, old Converse® shoes, tight leather pants, ripped T-shirts, and spiked jewelry. Boho-chic (boho for bohemian and chic meaning fashionable) is mainly from the mid- 2000s. A boho-chic outﬁt may include long ﬂowing skirts, wide belts, sheepskin boots or cowboy boots, baggy sweaters, and hobo bags. Sienna Miller and the Olsen twins, Mary Kate and Ashley, popularized the boho-chic trend. There are also celebrities who create their own look—Gwen Stefani, for example, mixes fashion from past decades with modern styles. Another trend is the preppy look, which is a classic, neat look: collared, button-down shirts and loafers. Then, of course, there are trendy accessories, such as the Livestrong band, a yellow wristband developed by cyclist and cancer survivor Lance Armstrong. So that's the ﬁrst decade of the century. What's going to happen in the second decade? For sure, trend spotters from clothing companies are watching Hollywood and the MTV crowd to ﬁnd out. Change nouns to adjectives. Many nouns can be made into adjectives by adding endings, or sufﬁxes. For example: beauty—beautiful PAIRS. Add these sufﬁxes to the nouns to change them into adjectives. -y -ish -ous -able -ful -less 1. style 4. taste 2. trend 5. dress 3. fashion 6. glamor Learn to learn 53Unit 6
59. Discovering grammar Look in the grammar chart. Circle the correct answers. 1. Too comes (before / after) the adjective. 2. Enough comes (before / after) the adjective. Practicing grammar 5 Practice Complete the sentences. Use too or enough and the cues. 1. These shoes are (not comfortable) for hiking. 2. I don't like rock climbing. It's (scary) . 3. This tea needs more sugar. It's (not sweet) . 4. My mom doesn't like sports cars. She thinks they're ( fast) . 5. The pizza (not hot) . Put it back in the oven. 6 Communication Comment and compliment A. 50 Listen to the conversation. A: What do you think of this skirt? B: Actually, it looks too big. A: Really? Well, what about these pants? B: They're great! You look good in them! A: Thanks! GRAMMAR FOCUS Too + adjective This sweater is too short. It doesn't ﬁt me. These shoes are too tight. I can't wear them. Not + adjective + enough This jacket isn't warm enough. I need a different one. These pants aren't big enough. They're not very comfortable. low tight high loose big long short B. PAIRS. Imagine you are celebrities. Student A, ask Student B's opinion about clothes you are trying on for an event. Student B, respond to Student A. For example: A: Jen, what do you think of this blue dress? B: Uh. It's not fashionable enough. A: What about this black one? B: Black looks great on you, Angie. You look very glamorous. A: Thanks. small 54 Unit 6
60. 7 Dialogue 51 Cover the dialogue and listen. Diane: OK. How do I look? Be honest. Karen: Hmm . . . you look too dressed up. How about this purple top and these jeans? Diane: That top is too tight, and those jeans aren't dressy enough. What are you going to wear? Karen: My red skirt, a black top, and black boots. Diane: Wow! You're going to look great! But what about me? Karen: Deﬁnitely wear the jeans. Alex is going to notice you for sure. Diane: I wish! Alex doesn't even know I exist. He's going to notice Lori, not me. Karen: Sounds like you're jealous! Diane: Get out of here! I am not! Karen: Yeah, right. Diane: Anyway, what time are we leaving? Karen: Oh, Lori's coming by at seven. 8 Comprehension A. Read the false statements. Cross out the false information and correct it. 1. Karen suggests a red top and jeans to Diane. 2. Diane says the top is too big. 3. Diane is going to wear a red skirt. 4. Karen wishes Alex would notice her. 5. Karen thinks Lori is jealous of Diane. B. 52 Read along as you listen again. Check your answers. 9 Useful expressions A. 53 Listen and repeat. • How do I look? • I wish! • Deﬁnitely. • Sounds like . . . • Get out of here! B. Complete the conversations with expressions from Exercise A. 1. A: you're busy. B: I am. I'll call you later. 2. A: Ooh. You're jealous! B: 3. A: B: You look awesome! 4. A: Are you going to the Black Eyed Peas concert? B: I can't wait! 5. A: Wow! You look like Jennifer Aniston! B: . purple 55Unit 6
61. [ your own idea ] have a party visit my grandparents clean my room phone a classmate study stay over at my friend's house go to a movie Discovering grammar Look at the grammar chart. Circle the correct answers. 1. In this sentence, "We're studying at home tonight," the present continuous expresses (present / future) meaning. 2. In this sentence, "We're studying at home right now," the present continuous expresses (present / future) meaning. Practicing grammar 10 Practice Complete each conversation with the present continuous. 1. A: (Marta/come) Is Marta coming to the party? B: Yes, (she/bring) the CDs. 2. A: What time (you/leave) tomorrow? B: (I/take) the ﬁve o'clock train. 3. A: (Jon/drive) us to practice tonight? B: No, he can't. (he/do) his homework. 4. A: (you/do) anything special this weekend? B: Well, (I/not go out) on Friday evening, but (my cousins/come) over on Saturday and (we/ play) volleyball. GRAMMAR FOCUS Present continuous for future arrangements Afﬁrmative statements Negative statements He's leaving early tomorrow. He's not coming to the party tonight. We're practicing this weekend. We're not doing anything on Friday. Yes/No questions Short answers Are you coming over later? Yes, I am./No, I'm not. Information questions Answers When are they leaving? They're leaving tomorrow morning. 11 Practice A. Look at the list of activities below. Put a check (✔) before activities you are doing this weekend. Put an (X) before those you are not doing. B. PAIRS. Ask and answer questions about what you're doing this weekend. Use ideas from Exercise A. For example: A: Are you studying this weekend? B: No, I'm not. I'm visiting my grandparents on Saturday. A: What about Sunday? 56 Unit 6
62. GRAMMAR FOCUS Be going to + verb for future plans, intentions, and predictions Statements I'm He's/She's (not) going to watch TV tonight. You're We're/They're Yes/No questions Short answers Are you Yes, I am./No, I'm not. Is he/she going to watch TV tonight? Yes, he/she is./No, he's/ Are they she's not. Yes, they are./No, they're not. Information questions Answers Who's going to watch TV tonight? I am. What is she/he going to do tonight? He's/She's going to watch TV. When are they going to watch TV? Tonight. Discovering grammar Look at the grammar chart. Circle the correct answers. 1. Be going to is followed by the (past / base) form of a verb. 2. Use be going to + verb to talk about (plans / promises). Practicing grammar 12 Practice Complete the conversations with be going to and the verbs in parentheses. 1. A: Is Jason coming to your party on Saturday? B: I don't know. I (call) him in a minute. 2. A: (you/have) a party for your birthday this year? B: Yeah. I (have) it in a club. A: What (you/wear) ? B: Just jeans and a nice top. The party (not/be) formal. 13 Practice PAIRS. Look at the pictures. Ask and answer what each person is going to do. Choose phrases from the box. make a phone call play music wash his car take a bath For example: A: What's Angelina Jolie going to do? B: She's. . . . What about Cameron Diaz? What's she going to do? Angelina Jolie1 Cameron Diaz2 Jennifer Lopez3 Russell Crowe4 57Unit 6
63. 1. Wear styles you're going to be comfortable in. 2. Don't wear clothes that are too fashionable or too trendy. 3. 4. 5. 6. 7. 8. 14 Pronunciation The pronunciation of going to /gɑnə/ A. 54 Listen and repeat. 1. I'm going to see you tonight. 2. She's going to call you at 5:00. 3. He's going to arrive at 7:00. 4. They're going to play volleyball. B. PAIRS. Take turns saying each sentence out loud. 15 Listening 55 Listen to the talk show. Circle the letter of the phrase that correctly completes each statement. 1. Olivia says the girls in her new school . a. are not fashionable c. hate fashion b. are into fashion 2. Lauren advises Olivia not to wear anything that's . a. too comfortable c. too short b. too trendy 3. Noah tells Olivia to . a. be conﬁdent c. be nice b. look pretty 4. Lauren says a person can't be conﬁdent if the clothes are . a. too trendy c. not comfortable b. too expensive 5. Ella advises Olivia to . a. follow fashion trends c. look young b. be herself 6. When choosing clothes, Anna advises teenagers to consider their . a. parents c. friends b. personal style 16 Speaking GROUPS. Discuss this question. Do you agree with the advice that the teens and the editor of Teen Magazine give? Explain your answer. 17 Writing GROUPS. Write some fashion do's and don'ts for teenagers like you. Include the advice you heard in Exercise 15. 58 Unit 6
64. Grammar A. Complete the conversations with either the simple present or the present continuous. (3 points each) 1. A: What (you/do) are you doing ? B: I (check) my messages. A: But why (you/use) my computer? You always (use) my things without permission. B: I'm sorry. But Mom (use) the other one. Just ﬁve more minutes. 2. A: Can I borrow one of your Harry Potter books—the ﬁnal book? B: I'm sorry, but I (read) it. A: You (not/read) it right now. You only (read) on weekends. B: You're wrong. I (just/rest) for ﬁve minutes. A: All right. But can I borrow it later? B: Sure. B. Complete the conversation with the present continuous form to express future meaning. (2 points each) A: Can I come to your house tonight? B: No, sorry. My cousins from Canada (visit) us. A: When (they/come) ? B: They (arrive) at 7:00 tonight. A: (you/take) them anywhere? B: Of course. We (take) them all over town. Units 5 and 6 Test-taking tip: Keep your eyes on your own paper. You don't want to appear to be cheating and cause unnecessary trouble for yourself. Vocabulary C. Put a check (✔) next to proper behavior in the classroom and an X next to the ones that are not proper. (2 points each) ✔ 1. paying attention to the teacher 2. daydreaming during class 3. checking your messages on your cell phone 4. arguing with your classmates 5. taking notes during a lesson 6. sending instant messages during class 7. helping to erase the board Communication D. Complete the conversation. Use too and enough in your responses. (3 points each) A: What do you think of these jeans? B: (low and tight) A: What about this pair? B: Um. No, (not fashionable) . A: You're difﬁcult. How about these? Are they, (fashionable) ? B: Yes! They look great. Now I can . . . ❏ talk about reasons for running late. ❏ explain what's going on now. ❏ compliment and respond to a compliment. 59Unit 6
65. 1 Reading Reading skill: Using pictures Look at the photos and illustrations in an article or story before you read, as you read, and after you read. A. PAIRS. Look at the title and pictures before you read. Talk to a partner about what you see in the pictures. B. As you read, look at the pictures that illustrate information. C. After you read, use pictures to help you remember. Write the letters of pictures that illustrate the following. 1. d Ancient Egypt 6. neck rings 2. thin women 7. tattoos 3. plump women 8. Maori culture 4. Renaissance Europe 9. long hair on men 5. Padaung culture 10. piercings 2 Listening 56 Listen to a fashion expert. On the chart, check (✔) what she says is stylish and attractive for men and women today. Hairstyle Makeup Tattoos Piercings Men Women ❑ short ❑ medium length ❑ long ❑ none ❑ a little ❑ a lot ❑ none ❑ one or two ❑ a lot ❑ none ❑ one or two ❑ a lot ❑ short ❑ medium length ❑ long ❑ none ❑ a little ❑ a lot ❑ none ❑ one or two ❑ a lot ❑ none ❑ one or two ❑ a lot 3 Speaking GROUPS. Talk about what makes men and women stylish and attractive. Comment on hairstyle, makeup, tattoos, and piercings. A: Do you think long hair is attractive on a man? B: Well, I think short hair on a man is attractive. C: Interesting. I think long hair is attractive. 4 Writing Write two paragraphs about what you think makes men and women attractive and stylish. Wide Angle 260
66. Imagesofbeautyandstyleareallaroundus:inmovies,ontelevision, inmagazines,andontheInternet.However,what'sattractivechanges over time and varies from culture to culture. What is the ideal body shape? In ancient Egypt, beautiful women were thin and had small waists. In Renaissance Europe (1300–1500), people thought plump women were very beautiful. And in many traditional Pacific Island cultures, men find extremely heavy women very attractive. In sixteenth-century England, the ideal woman had snow-white skin, red cheeks, and red lips. To make themselves attractive, women wore very white makeup and painted their lips and cheeks bright red. In the nineteenth century, makeup went out of fashion. Queen Victoria said it was "impolite" to wear makeup. By the 1940s, makeup was back in fashion—but snow-white skin was out. Suntans were glamorous. Some cultures have very special ideas of beauty. For the Padaung of Burma, a very long neck is beautiful on a woman. Girls from the age of five or six wear metal rings around their necks. As their necks grow, more rings are added. In the traditional Maori culture of New Zealand, tattoos made a man attractive. Men tattooed their faces and much of their bodies. The tattoos were "body art" and gave information about the man's family and position in society. Long, healthy hair on a man also made him handsome. In western countries today, some people think tattoos and body piercings are attractive. While some men and women get small tattoos, others get tattoos all over their bodies. Piercing is also stylish, and not just on the ears. Some people have piercings on their eyebrows, noses, lips, or tongues. What do you think makes a person attractive? e l . , r d t o o d n made him handsome. In western countries tattoos and body pier While some men and tattoos, others get tatt bodies. Piercing is also the ears. Some people eyebrows, no What d person re e d n e c m e o o n a ut the mans man also ople think ctive. mall eir ot just on on their ngues. akes a Wide Angle 2 61
67. A list of our favorite songs Fun with songs 162 Fun with songs 1 A. GROUPS. On a piece of paper, make two columns with the heads Favorite English songs and Favorite local songs. B. GROUPS. Talk about your favorite songs. Choose two or three songs for each column. List their titles and the names of the singers. Use the Useful language in your discussion. C. GROUPS. Present your list to the class. Write the song titles and the singers' names on the board. D. CLASS. Look at the titles on the board. Vote on your top three favorite songs in each category. Copy the titles of the top songs into your notebook. Useful language: • What's your favorite English song? • That's mine, too! • I don't know that one. Can you sing a few lines? • Who sings it? • It's not that popular, right? • What about local songs? • Yeah, that's a really cool song. E. Homework: Listen to as many of the songs on the class list as you can. Which songs do you like best? Why? F. CLASS. Share your reactions to the songs with your classmates.
68. Fun with songs 2 63 Fun with songs 2 A booklet of favorite songs A. GROUPS. Look at the list of songs you made in Fun with songs 1. Each group member should choose one favorite song from the list. B. Homework: Each group member should look for: • the lyrics to the song • biographical information about the singer or group • pictures to illustrate the song and booklet C. GROUPS. Put your booklet together. Use the Useful language in your discussion. Discuss: • how to organize the songs and biographies • the title for the collection • the decorations for the pages and cover of the booklet D. GROUPS. Present your song book to the class. If time allows, play one song Materials: • Paper for each group's booklet • Markers or colored pencils • Lyrics to favorite songs • Pictures to illustrate the booklet Useful language: • Do we have the lyrics to all the songs? • How should we organize the songs? • How about (by genre/alphabetically/ by singer's name)? • Should we include the singer's biography before or after each song? • What about the title for the collection? • That's a really cool title! • Let's talk about the cover. from the collection and share some information about the singer or group. Ask your classmates for their comments and questions. E. CLASS. Vote on the following: • The best presentation • The most creative song collection • Your favorite song collection
69. 64 Focus on culture 1 1 "Marco Polo" from the United States You play this game in a swimming pool. One player closes his or her eyes and counts to ten. The other players swim to different parts of the pool. With eyes closed, the player tries to ﬁnd the others. He or she calls out "Marco," and the others say "Polo." The game ends when the player catches someone. Then it's that person's turn to ﬁnd the others in the next game. 2 "Take from the End" from Japan You play this game in pairs or groups. One person says a word that does not end with the "n" sound, for example, "baseball." The next person says a word that begins with the last sound in that word, for example, "love." Then the next person says a word beginning with the last sound in that word, for example, "very." If someone says a word ending with an "n" sound, or if they can't think of a word, they lose. 3 "The Hunter" from Saudi Arabia One person is "the hunter." The hunter closes his or her eyes while the other players run and hide. Then the hunter starts looking for them. When the hunter ﬁnds someone, the person starts running and the hunter has to catch him or her. The game ends when the hunter catches everyone. 4 "Caught You!" from China A group of people sits in a circle. One person sits outside the circle, eyes closed, with his or her back to the group. The group quietly passes a small ball from person to person. The person outside the circle says "Stop!" The person holding the ball stands up and sings a song or tells a story. International Games All over the world, people love to play games. Here are four fun games from different parts of the world. the n's he t en the If und, s his hide. en her. n r sses on or Focus on culture 1
70. 65Focus on culture 1 1 Comprehension A. Complete each statement with the name of the correct game. 1. You play in water. 2. You need a ball for . 3. You answer a call in . 4. is a word game. 5. In , people run. 6. In , someone sings or tells a story. B. GROUPS. Play "Take from the End" or "Caught You!" If you lose or have the ball, you can either: • sing a song in English OR • say four funny sentences about yourself (for example, "I like to eat shoes.") 2 Comparing cultures PAIRS. Discuss these questions. 1. Do you play any games similar to these in your country? 2. What other games do people play in your country? 3. Describe a fun game people play in your country: • How many people play? • What are the rules? • What do people do? • How does someone win or lose? 3 Your turn Write a paragraph about a game people play in your country.
71. Focus on culture 2 Focus on culture 266 AWORLDOFSPORTSDo you like fast sports? Here are three sports from around the world with speeds of over 60 miles per hour. Sepak takraw is a Malaysian game that people play all over Southeast Asia. It's similar to volleyball, but players can't touch the ball with their hands or arms. Instead, they must use their feet, legs, and lower body to hit the ball and keep it from touching the ground.There are three players on each team and they get three chances to try to send the ball over the net, which is 5 feet high.To do this, players often do a 360-degree turn in the air.The opposing team tries to block the ball with their legs and feet.The game is fast, fun, and exciting—in fact, the rattan ball can reach speeds of over 60 miles per hour! In the frozen Arctic North, reindeer racing is a sport of skill and speed.We think of reindeer as the cute animals that pull Santa's sled. In fact, they are very strong animals that can survive extremely low temperatures and can reach running speeds of 60 miles per hour. In Siberia, the reindeer pull a sled in which the driver sits. In Finland, the reindeer driver is on skis and holds on to the reins with both hands. Speeding behind the reindeer over frozen ground or ice is very exciting. Sandboarding is especially popular in South America, Australia, and the United States—but you can do it wherever there are sand dunes. Like snowboards, sandboards are waxed and there are straps on the board for boots (or bare feet). Sandboarders usually walk up or ride a dune buggy to the top of a dune, then hop on their boards for the awesome ride down.You can reach speeds of 60 miles per hour and when you jump up into the air, you feel like you're ﬂying. Unlike snowboarding, you can sandboard all year round. Sand doesn't melt! 5 feet = 1.5 meters 60 miles = 97 kilometers

Which Word Does Not Belong With the Others? (a) Shoes (B) Socks

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Which Word Does Not Belong With the Others? (a) Shoes (B) Socks

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