Postcards One Students Book 2nd Edition PDF

Acknowledgments
The authors and publisher ".'ish to acknow le d ge with grati tude the follo w ing
re viewers,
q uestionnai re respon dents, and co n tributor who hel ped In the d e velopment o
t Postcards 7,
Sccoll d Edit iOIl:
Reviewers
Mexico: Ro cio Ala rcon Mendez, Colcai o Guada lajara • V irgin ia Blanco Fue nt e
s,
CUDEC • Espe ra n za Carri 110 Rocha, lnstit uto Teres a d e Cepeda • Consuelo
Cordoba,
Colegi o Anto n io L. Ross • Josue Cortes, In stitu te Jose Vasco ncelos • Rosario
Escalada,
niversidad Motolinia • Vanessa Galvez Leal, Chr istel Ho use de Mex ico
• S usan a Ga ytan, lnst itu to Cobre de Mexico • Gloria Jimenez, Escuela Nac iona
l
Pre paratoria #2 "Erasrno C a stel la nos Qu in to" • Luis Marin El ias , Co lcgio
Irla nde s
O 'Farr ill • Lucia Onate de la Fuente, Fra nco Espa nol • Elena Portugal Diaz,
Hermanos Rcv ueltas • Aide josefina Sanchez Vicencio, Institu to Cobre d e Mexi co
• Yolanda Torres, Ag ustin Ga rda Conde • Arturo Vergara Esteban JUiln,
ngl ish Fast Conte • Su sana Zavala Labra, Co leglo Guad a laja ra
Guatemala: Cynthia Leticia Marquez, Inst itu te Gua tcm alteco Arn e ricano • Marta
Prad o
d e Cu y u n, Shad d a i Bilingual Christia n Sc ho o l
Braz il : S ever in o Carlos da Silva, Universidade de Pe rn a mbuco and Special
Eng lis h
Course • Janette Car va lhi n ho d e Olivei ra, UFES-Cent ro de Llng uas • Ana C
ris ti na
C hag as de Oli vei ra, EBEC-..a lvad o r • Co r i ria Celia Machado Correa, Ass
oci ac ao Alumn i
• Ad r ian a de Mello Pfeifer Santa Maria, CCBEU -N iten'J i • Claudio Perin asso,
Cole gio
Doze de Outubro • Adalg isa Pinheiro Rocha, Colegio Itat ia ia • Jansen Sarmento
Ribeiro, lnstiruto Brasileiro de l.ingua s • Fa b ia nc Rodrigues Noronha de Maria,
Co lt~g io
Bial ik • Ma ri a Cl audi a Sil va Pinheiro, Un iao Cultura l Bras il-Es tados Uni
d o s-Sa o Pa ulo
Questionnaire Respondents
junko A ra k i, Bcness e Kid 's Engl ish Course > Daniel a Araujo Pu ll i, Alt ldio
rnas • M ari sa
Arras Minchillo C onde, C leg io ngl o-Lat ln o > G islaine R. Bertini Zancheta,
Gos h
Idiomas • Veroni ca Bez erra da Sil va, Ce nt ro -ult Llra l Bras il-Estados Uni
dos • Li lia ne
Calhei r os Basile, Uniao ult u ra l Brasil-Estad os Un idos • Yulia Carillo,
Centro Ele ctron ico
de ldiornas • Ro cio Gonzalez Ro zo , Co legio Alverrua • Mad son Diniz, Assoclacao
Bra sil-A me rica • Mara Elman, Colc gic Bial ik s S ueli F. Ern rne r ic k, Co
legio Sa n ta Lu zia
• Liane Fernand es d e Moraes, COlegll 1Sa0 LUl ~ • Ca rla M ar ia Forlin, Pos
itive Franquia s
Ltd a. • Doreen Maria Gaylord, Kana zaw T hrucal Coll ege • Ca rme n G e hr ke ,
Qua trurn Fnghsh Schools > Dhesjree Eller Maggioni, Centro Bati sta de Linguas
• Cori na Celi a Ma chad o Correa. A ' '-<X'lill:;-aO Alu mn i • Cyn t h ia Le t
icia Marquez,
lns tit uto C uaterna lteco Arnericano • ~ta ljory de Mo ha M a rtin, ICBNA •
Glauce Munhoz
Viadana , C os h Id ro rna • Karina ery, ACBEL -As s('d,l ~ ih Cultural Brasil
-Estados Unidos
• Alexand ra Paz de Reyna, L.E Colegio Claret .:-. Ito at illo « Betty Paz Palenzu
el a. U.f .
Cplegip Cla rct > Andrea rei 00 caffaro, Co leg io A rnc r ica no IPA/rMEC •
Rogerio S. S .
Pereira, Un iversid ad e Ca 6lica .
a ria Claudia Silva Pi nhei ro, Un iiin Cu ltural Brasil
Estados Unidos • Adalgisa Pi n heiro Rocha, Coleglo Itatia ia • M a r ta Prado d e
Cu yiin,
Sh addai Bilingua l Chri I.IJ\ _ • • line Ribeiro Pessfia, Un iversidade Carol ica
de
~ao · faria Paula Se ibel Bro ck, Ufcl-Carnpu s de
Brasilia Tatia n a dd i, C ~-,.jo
Ercch im • Maria de lourd
G
. Mackenzi T rnbo re • Seve ri no Carlos
da Silva , Univ e rs idade de
and Special English Co u rse • Helen a Silvi a de
Sou sa , Cole gio Sa nta Luzi.a •
UL1 de C ast ro, Funda cao -.scola Tecn ica
Libera to Sa I7...1 no Vieira da Co
lYqurJ a le n te, 5 1-Ce ntro de ldiornas
• Artu ro Verg a ra Esteb J
F em
Contributor
and the Foc us o n cu lture section s,
SECOND EDITION
~,1
Brian Abbs • Chris Barker. Ingrid Freeb
with JJ Wilson and Stella Reilly
.-...
.
Postcards 1, Second Edition
Authoriz ed adaptatio n from the Un ited K in gdom ed ition.
entitle d S 'lIIJ1~ IIU I , first ed ition, published by Pearso n
Education Lim ited p ublishing unde r its Lon gm a n imprint.
Cop y rig h t © 1':J98.
America n English ad ap tation, published by Pearson
Ed ucatio n, Inc. Copyrig ht © 2008.
Cop y righ t C<;) 2008 by l'e a rson Ed uca tion, Inc.
All rights rese rved . No pa rt of th is pu blication milY be
rep rod uced . stored in a retrieval system, or tra nsm itted
in any for m or by an y means, elect ro n ic, mech a nical ,
ph o toco p y ing, recording , or ot herw ise, w ith out the p rior
per m ission of the pu blishe r.
Pearson Ed ucatio n, 10 Ban k Street , VVh it e Plains, NY 10606
Sta ff cr ed its: The pe ople who m ade up the Postcards 1,

Second Ed ition team, representing ed ito rial , production,
d esig n, a nd manufactur in g, are Sarah Bupp, Actin Csi gay,
Dave D icke y, ancy Plag g man, An n Pra nce, C ha rles
G reen , Mike Kem per, Sas ha Kin tz ler, Dana Klin ck,
Ed Larnprich, Mel issa Leyv a, Michael Mona, Sherri
Pemberton, Liza Pleva, a nd Ste lla Reilly.
Cover design : An n France
Text de sig n : An n France
Text comp osition : TSTG rap h ics
Text font : 11114 pa latine
ISBN-I3: 978-0-13-815043-3
ISBN-lO: 0-13-815043-5
1 2 3 4 567 S 9 10-QWD - 13 12 11 10 09
Photo credits
All origina l photog rap hy by M icha l He ro n; cover
(Mia m i) An ge lo Cavalli / C otty Image s, (shell) Do rling
Kinder sley: borders (globe) Lar ry Williams/Co rbis,
(cloud s) Royalty-Pre c/ Corbi s: p. 4 (baby) Rubberfiall
Prod uctions, (girl) Randy Fa ris/Co rbis, (btl)') Michae l
Prince/CO INs, (teenager) Kevi n Do dge/ Corbis, (ma n)
Rcya lty-Frcc/ Co rbis, (wo man) La rr y Willi a ms / zefa /
Co rbis. (beauti fu l) Ru bberl3al1 Productions, (handsome)
Ru bberfla ll Productions, (you ng) Elliot/zefa / Co rbis, (old)
Rubberlla ll P rod uc tio ns, (sm a ll/ big) Dav id Aub rey/Co rbis,
(shor t/ tall) Patrick Bernard/Cctty Images; p. 6 (airport)
Rod rigo Va rela; p. 9 (1) Reute rs / Co rbis. (2) Este ban Bucar/
Ge tt y Images. (3) Kev in Wi.n te r/ C e tt y Im ages, (4) Mark
Mainz z'C e tty Images, (5) Clive Brunski ll/Cetty Images.
(6) Ch ina PotoP ress / Cetty Imag es, (7) RU11t' Hel1estacl/
Co rbis : p. 10 Mich ae l ew rna n / Photo lid it: p. II (top) Chri s
jackso n / Ge tty Images, (bottom) David Bergmarr/Corbis:
p. "12 (left) RubberBa 11 P rodu c t ion s, (middle) RubberBa lJ
Prod uction s, (right) jose Luis Pelaez , Inc./ Cor bis; p. 13
(a irp ort) Rodrigo Va rela; p. 14 (airp or t) Ro d rigo Varela;
p. 20 (A) Rex Features, (B) Rob Lewi nc/ Corbis, (C) Kit
Litt le/Corb is, (D) Fra ncoise Gerva is; p. 23 (1) Roya lty
Frec/ Corbis, (2) Ma rk Richards / Pho to lid it, (3) Spencer
Grant/P ho to Ed it (4) Fel ix Heydor/ epa /Corbis: p. 24
Gra p hic Maps/ World A tlas.co m; p. 29 (bottom left ) Pearson
Ed ucation / Peter Lak e, (botto m rig h t) Royalty-Free /
Co rbis: p. 30 L. C larke/Corbis: p. 32 (top) Jeff Greenberg /
PhotoEd it, (bottom) Ha ns Wolf/Getty Images ; p. 33 (top
left) Allana \Ves ley Wh ite/ Corbis, (top right) D. Donne
Bryan t Sto ck Photography, (left bottom) Reed Kaestner!
Co rbis, (right bottom ) Lebrecht Music & Arts Photo
Library; p. 38 (left) Im age 100/Fotosearch, (ri ht)
ana
La ri na/Shu tlerstock.com ; p. 46 Phot oD isc /
. arch;
p. 47 (left to rig h t) Warne r Bros.z l' ho to fest, Wa rn er

Bros./Photofcst. Steve Fin n / Gd ty Images, Warner Bros.,'
Ph otofcst, ES/ C lobe Pho tos, Warner Bros./Photofest; p . 48
(top to bottom ) Warner Bros.y l'hotofest. Warner Bros./
I'hotofesr, Alpha/Globe Photos, Wa mer Bros.z'Ph o to fes t:
p. 50 (left) George McNish/Sta r Led ge r/ Corbls, (m id d le)
Syr acuse Newsp ap er s/David Lassma I1 /T he Image Works.
(right) Reuters / Corbis: p. 51 (left) I~ e u te rs /Corbi s. (top)
Dan iel Mu noz /Reutcrs/Corbis, (bo ttom ) David Bergman/
Corbis; p. 55 David Bcrgm a n/Co rb is: p. 57 (lef t) Royalty
Free/Corbis, (r ight) Royalt y- Free/Corbis: p. 58 (top to
bottom ) Peter Kram erv'C etty Images, Evan Agostin i/
C ett y Images, Kev in Winter / Getty Im ages, Stephanc
C a rdinale/ Peopl e Avenue/Corbis, Busi ness Wire/ C e tt y
Ima ges, Chri stian Iakubaszek /Cet tylrnagcs: p. 60 (top)
Warner Bros.r l' ho rofcst. (midd le) Stcphanc Ca rd ina le /
People ave n ue / Corbis, (boltom) Toby Melvill e / Reut e rs /
Corbis: p. 61 Rune Hellcstad/Corbis: p. 65 (thea ter) Abdi cl
Thorne; p. 71 (1) John & Dall a s Heato rv/ Co rbis, (2) jim
Scourletis/PictureQuest, (3) Kathy Ferg uson-J oh nso n /
PhotoEd it, (4) Stev e Skjold/PhotoEd it; p. 74 Images; p. 76
Vicky Kasala/Cetty Images; p. 79 (to p) Photod isc/ G etty
Images, (bo ttom ) Jon ath an Nourok/Phot oEd it; P: 88 (lo p)
An ncbicq ue Bernard / Corbis Sygrn a, (m iddle) Th e Living
Ea rth, Inc., (bo tto m) Bob Krist /Corbis: p. 89 (top) Pau I A.
Sou d ers /Corbis. (bottom riight) Catherine Ka rno w/Co rbis,
(b o tto m le ft) Richard T. Now itz/ Co rbis; P: 96 Ha nd out/
Ge tt y Images; p. 107 (top to bottom) Creat ive Eye / MIRA
co rn, Petri fic Stoc k, Nature Picture Libra ry, Nature P ict ure
Library; p. llU (lop lef t) Bc t trna nn/Co rb is, (top right) Ti m
Graham /Cetty Im ages, (mi ddle left) Co rbis, (m iddle right)
Topharu /Thc Imag e Work s, (bottom left) Bcttm ann /Corbis.
(bottom righ t) Und er wood & Underwo od/Corbis: P: 113
(top left to rig h t) Mark Richards/Ph otolidit, Dcs ig n l'ics
Inc./ lnde x Stock Imagery, Image 100/Fotosca rch,
Th in kS tock LLC / lnd ex Sto ck Ima gery, (bo ttom le i! 10 right)
Jon Feingersh / Co rbis, Photofr isc/ Fotosea rch, Corbi s /
Fo tosea rch, O m n i Photo Communication s Inc / Ind ex
Sto ck Im ager y, Bill Milcs / Co rbis. Micha el Keller/ or bis:
p. 114 Royalt y-Frec/ Cor bis. (i nset) Pi!ra mo u nt / Th « Koba I
Collection; p. 116 (top) Photo Resea rche rs, Inc., (bo t tom )
Mary Kate Dc n ny/ Pho to lid it: P: 117 Tony Freeman/
PholoEd it; p. 11 9 Royalty-Fwe/Cor bis; p. 120 Ma u r iz io
Cambarin i/epa /Corbi s; P: 121 Dorli ng Kindcrsley:
p. 122 (2) Phot o Resea rchers, Inc, (I) Photolibra ry.com, (5)
Peter A mold , Inc., (m ap ) Photolibrary.co rn: P..123 (3) Jeff
Hu nter/Getty Image s, (4) Pete r Ad a ms/Ge tt y Images;
p. 124 (A) Th e Stock Con nect io n, (B) Michael S. Ya mash ita /
Co rbis, (C) D ia n na Sar to / John Lu nd /Co rbis: p. 125 (0 )
Robert Fried Pho togra phy, (E) Royal ty-Fre e / Co rbis, (F)
Keren Su/Corbis: p. 126 (1) 2004 Universal Orlando. All
rights reserved , (2) Co urtesy Pare du Futuroscope, (3)
2001 Univ ersal Orl a ndo. All righ ts reserved; p. 127 (4)
1999 Universal Stud ios Escap e. A Universal Studios/ Ra n k
Group join t ve ntu re, (5) Mau ry Ch r lstian /Corbls Syg ma.
(6) Kuk a/ D igita l Vis ion / P rod AFP-i lltu roscope; P: 12~ (I )
Digital Vis ion / Gett y Images, (2) Steve Pre zant /Corbi s:
p. 129 Image Source/ Gett y Im ages .
Illustration credits
Daniel Del valle: p. 86 (to p), 110; Ma rk Duifin : p. 63:
Tim H aggerty: p. 28; And y H arnrnond: p , 8; Mike Hortens:
pp. 75. 86 (bo ttom), 96, 97, 101 ; Brian Hughes: pp . 3 (top
and middle) , 4,16, 17 (top), 27, 28 (top) ; Hal just : pp. 80 -81,
84; Patrick Merr e ll: p. 78; Chris Reed : pp. 5,66,72; Robert
Roper: pp '1 2 (b o t tom ), 17 (bottom), 19,22,29,68,106;
And re w Sh iff: p p. :'1 (bottom) , 67. 73, 83,102; Anna Veltfor t:
p. 91; Ron Za lme: p p. 36, 54. 94

Contents
Scope and Sequence
Characters
iv
Let's yetstarted.
14
Progress check
21
Game 1
22
Project 1
23
3 Where are !IOU from?
id e Angle 1
IT 4
(an you repeat that, please?
24
32
34
gress check
41
IT S Ihal/e two sisters.
42
e2
50
j ect 2
51
6
UNIT 8
2
1 What's your name?

This is Brian.
UNIT 2
UNIT
UNIT
UNIT
(an 90U count?
62
, always get up at six-thirty.
70
vii i
I'm not crazyabout hip-hop.
ress check
e Angle 2
52
59
60
Progress check
77
Game3
78
79
Project 3
UNIT
9 Miami-A Rreat place to be~
Wide Angle 3
UN IT
10 Whats Brian doing?
Progress check
UNIT
11 Did he call her again today?
80
88
90
97
98
Game4
106
Project 4
107
UNIT
12 'reall !! had agreat time.
108
Wide Angle 4
115
116
Fun with songs 1-4
118
Focus on culture 1-4
122
Fun with qrarnrnar
130
Peer editing checklist
134
Word Jist
135
Progress check
Srope nel Se4uenre
Unit
li e
Pages 2-5
let'sget started.
What's your name?
Communication
Gra
Ask about favorites

Introduce yo urself
Simple pr esent of be: am/is/are

- Affirmative statements
- Negative statements
Subject pronouns
Questions w it h be
- Yes/No questions
- Inf ormat io n questions: What ? How old? Who ?
Introduce people
Prepositions of place: in, on, above, under, at,

behind, in fr on t of
Possessive adjectives: my, yo ur, his, h er, OUl;
yow; their
Pages 6-13
This isBrian.
Ask where peo ple an d t hin gs

are: Where is? Where are?
Pages 14- 20
Page 21
Progress check Units 1 and 2 Test-taking tip: Familiarize yoursel f w ith t he

entire test.
Page 22
Page 23
Game 1: Pack it up!

Project 1: A snapshot of me
Where are !JOU from?
Talk about w here peop le are

from
Ask for and give perso nal
i nformation
Nouns: Singular and pl ural f o rms
This/that; these/those
Articles: a and an
Pages 24- 31
Pages 32- 33
Wide Angle 1: From one coun try to another ...
Ask about birth days
(an !IOU repeat that,

please?
Ask questions: When? Wha t

ti me? Wfiat day?
Can'for requests
Question words: Whe n, What time, What day +
(am/is/are)
Prepositions of t ime : in + month , on ... day,
at + ti me
Pages 34--40
Page41
Pro gress check Units 3 and 4
, haue two sisters.
Test-t aking t ip: Budget you r time.
Talk about your f amily

Describe people
Possessive forms of no uns

Simple present of have; any
- Affirmative and negat ive sta tements
- Yes/No questions
Information que st ions wi t h How many
Pages 42--49
Page 50
Page 51
Game 2: Spell ing bee

Project 2: A snapshot of some one I like
I'm not (raz!! about

hip-hop.
Pages 52-5 8
Talk abou t li kes and d isli kes
Simple present of like

-Affirmative and negati ve statement s
- Yes/No que st ions
- Information questions
Object pro no uns: me, yo u, him, he r, it, us,
you, them
Page S9
Pro gress check Units 5 and 6 Test -t aking t i p: Ask for he lp and clarif icat
ion.
Pages 60- 6 1
W ide Angle 2: Potter teens
iv Scope and Sequence

Learn to learn
Vocabulary
Cardinal numbers:
2 1-1 00
Reading: Read info rmati on in a profi le;

Predict missing li nes
iisteninq: list en for specif ic information in an
interview
Speaking : Talk abo ut your favorites; Present
your personal profil e
Writing: Writ e a personal profile
Familiarize yo urself with

English
Number stress
~
.,.---------------------------------+---------------------
Things f or te ens
Reading: M atch paragraphs w ith pictures

Listening: Listen for specif ic inf o rmati on
Speaking : Introduce peo ple; Talk about whe re
people o r t h ings are; Talk abou t you r family
Writing: W rite about your fami ly
Wor k with a learn ing

partner
Linking sounds '
The voiced lh soun d in

Reading: R e a ~ an e-mail for import ant
Know some quest ions in
this and that
informat ion
English by heart
Listening: Listen fo r specif ic inf ormat io n
Speaking; Ask quest ions to get perso na l
information
Writing: Write persona l inform at ion;
Write an e-mail
..L--------------------------------~---------------_
Count ries and
nat io nalit ies
Ordinal numbers
Reading: Read a schedule

Listening: listen fo r informat ion abo ut events
Speaking: Ask for personal informat ion; Ask
about bi rt hdays; Talk abou t favorit e TV shows
Writing : Fill ou t a personal informat io n form ;
Write a schedule
Ask fo r help
Intonat io n patterns in
info rmat io n q uestion s
Family memb ers

Adj ect ives for physical
d escript ion
Reading: Read a family tree

Lirtening: Ident ify peo ple based on
description
Speaking: Ask and answe r qu estions about
family and p hysical descript io n
Writing: Write abo ut a favor ite per so n
Group new vocabulary

into catego ries
Rising int o nat ion in

Yes/No q uest ions
Ways of expressing lik es

and dislikes
Reading: Recognize t rue and false state ments

Listening: Listen for d et ails in an interv iew
Speaking: Talk about li kes and dislikes; Ask
and answer int ervi ew qu est io ns
Writing: Write Yes/No questions w ith like
Skim f o r th e main idea
Thesound/zI
Scope and Sequence
v
Scope
elSe, ence
Title
Communication
Gram
(an you count?
Ask for permiss io n

Talk about ab ilities
Can to ta lk abo ut a bilities
ar
Imperatives
(Can I?)
Pages 62-69
, alwaysget up at
Talk about daily rout ines
Sequence words: first, then, after that, next,

finally
six-thirty.
Adverbs of frequency: always, usually, o ftef},

sometimes, rarely/sel dom, never
How often?
Pages 70-76
Positions of frequency adverbs
Page 77
Progress check Unit s 7 and 8
Pag e 78
Page 79
Game 3: Racetrack
Project 3: A snapshot of a classmat e
Miami-JI great place

to be!
Test-t aking ti p: Do easier te st it ems firs t.
Make suggestions
Ask and say wh ere places a re
Talk about leisure activities
Prepos itions of location: across from , in fro nt

of, behind, between, next to, on th e corner
of, In, on
There islThere are
Some and any
Pages 8D-87
Pages 88-89
Wide Angle 3: Teens in Iceland : Hot pots and midnight sun
What's Brian doiny?
Ask what someo ne's doing

now
Describe what's happening
right now
Talk a bout a house
Present continuous: be (am/is/are) + verb -ing

- Affirmative an d negat ive statements
- Yes/No quest io ns
- Informat ion questions
Pa ges 90-96
Page 97
Progress check Units 9 and 10
Did he caU her again
today?
Test-taking tip: Work caref ully.
Ta III. about past events

Express approval a nd
disapproval
Simple past of regular verbs

- Affirmativ e a nd neqatlve st at ements
- Yes/No questions
- Information questio ns
Pages 98-105
Page 106
Page 107
Game 4: Add up the questions

Project 4: A snapshot of a field trip
I really had ayreat time.
Talk about th e past

Greet people and say go od-bye
Talk about occupat ions
Pages 108-114
Simple past of be (was/were)

- Affirmative an d neg at ive stateme nts
- Yes/No questions
- Info rmat ion questions
Simple past of irregular verbs
- Aff irmat ive and negative statements
- Yes/No qu est io ns
- Informat ion questions
Page 115
Progress check Units 11 and 12 Test-taking tip: Review your answers
Pages 116-117
W ide Angle 4: Workin g teens
vi Scope and Sequence

Vocabulary
Skills
Learn to learn
Clock tim es
Reading: Predict m issing lines

Listening: Listen f o r speci f ic in f or mati on
Speaking: Talk abo ut ab ili t ies and talents; Ask
permiss ion to b orrow somet hing
Writing: Write commands
Have a can-do attitude
The lael sound in can and

can't
Daily ro ut ines
Readin g: Read fo r specif ic in f or ma t io n; Study

a graph
Listening: Listen f or specific in formation an d
com plete a chart
Speaking: Talk abo ut routines and activ it ies
Writin g: W r it e about your typical day or we ek
Plan yo ur w eekly and

dall y activities
The pro nunciation o f -s

and -es (simp le pre sent ,
t hird person)
Places in a town or city

Leisure act ivities
Reading: Read for specif ic information; Reada map

Listening: LIsten for specific info rmati o n
Speaking: Talk about favorite places; M ake
suggestions
Writing: Org anize inf ormat ion in a chart
Prepare before a
presen t at io n
Intonati o n in Yes/No
questio ns and short
answ ers
Rooms and parts of a

house
,Reading: Preview and predict an article

Listening: Listen to an int erview for specific
information
Speaking : Talk abo ut favorite pl aces in a ho use:
Ask Yes/No questions about a picture: Ask
wh at some one's doing now
Writing: Writ e messages about w eek end plans
Know how to scan an

article
Stress on impo rtant

wo rds
Past t im e expressions
Em ot ico ns and
acronyms
Reading : Int erpret emot ico ns and acro nyms

Listening: Listen for specif ic inf o rmati on
Speaking : Talk about j ealo usy; Ask and answer
Yes/No quest ions; Talk about past events
Writing: W r it e a summary using t he sim ple
past ; Write inf o r mat ion qu estions
Take no tes in class
The pronunciat io n o f -d
and -ed (simple past)
Some occupat ions
Reading: Look up th e mean ing of w ord s in an

article
Listening: Listen for specif ic information
Speaking: Talk abo ut past activ iti es; Talk
about favori t e occup at ions
Writing: W rit e a story using t he simple past
Keep a list of w o rds and

expressions
The pro nunc iat ion o f

was and we re
Scope and Sequenc e
vii
a
B. Write the month of each holiday or event.
1 umbers 1-20
1. Halloween
A. ~l Listen and repeat the numbers.
1 one
2
3
5
6
eight
9 nine
10 ten
11 eleven
twelve
13 thirteen
14 fourteen .
tvvo
three
four
five
six
seven
.
16
17
18
19
20
fifteen
sixteen
seventeen
eighteen
nineteen
twenty
2. Valentine's Day
3. Christmas
4. New Year's Day

_
5. Your birthday
4 Days of the week

A.
AS
Listen and repeat the days of the week.
Sunday Mn av
Thur day fri ay
B. PAIRS. Close your book. Take turns

count ing up to 20.
A: One.
B: Two.
A: Three.
October
T e da
aturd y
ed sday
B. A week has five weekdays and a two-day

weekend. Look at the calendar and circle
the days that make up a weekend.
~!HJII!
JAnUARY ":.:;'
~lWla ~
2 The English alphabet

A.
A3
Listen and repeat the alphabet.
Aa Bb Cc Dd
Jj
Ee Ff Gg Hh Ii
Mm Nn 00 Pp Qq Rr
Kk U
55 Tt Uu
Vv
Ww Xx Yy Zz
B. PAIRS. The English alphabet has five

vowels. Write the vowels in the blanks.
Monda ~
Wea .,.CIa ~
Tl\l/i-scra~
TU01d"ll
'rla"ll
Salurda~
10
11
IZ
13
111
15
16
17
18
Iq
ZO
21
2Z
23
Zli
25
26
27
28
Zq
30
31
5 Colors
A. Look at the colors.
C. How many consonants are there? _ _
3 Months of the year

A. A4 Listen and repeat the twelve months
that make up a year.
January
February
March
April
May
June
July
August
September
October
November
December
yellow
B. PAIRS. What colors do you like? Tell your

classmate.
A: I like yellow and blue.

2
Let's get started.
B: I like red .
6
A dassroom
A. Look at the picture and read the labels.

B. PAIRS. Take turns. Ask for the colors of these things in
your classroom.
boa rd
door
wall
desk
For example:
A: What color is the board?
B: Black.
7 Classroom objects
A.
"
.A6
Look at the pictures as you listen and repeat the words.

i
fj
jj
o book
....... "......
o eraser
Ii
Ii
o crayons
o m ark ers
O pen
o notepad o pair of scissors
o penci l
o notebook
o ruler
o po ster board
B. Look at the words in Exercise A. Check (v) the items you have.
8 Classroom commands
A. Look at the pictures and read the commands.
-""::;;;.-"\', 9
Excha nge wor k
with a classmat e.
B. PAIRS. St udent A, give a command. Student B, do Student A's command. Switch

roles.
Let's get started. 3

9 Words for people
A.
A7 Look at the pictures as

you listen and repeat the
words.
B. Write the name of a

member from your family
next to each word.
1. baby
2. b oy
3. girl
4. teenage r
5. m an
_
_
6. wom an
10 Common adjectives
r
A . fIo8 Look at the pictures as you listen and repeat the words.
Ibeautiful I
Ihandsome I
B, Think of a famous person . Write three adjectives that describe that person .
Name:
Adjectives :
11 U.S. money
A.
A9
<J
Listen and repeat the words.

penny or one cen t = 1¢
• a nickel or five cen ts
• fifty cen ts
• a d ollar or one dollar: = $1.00
= 5~ -
• a dime or ten cents = lOc:•
<I
= 50lt
• fi ve dollars
quarter or twenty-five cents = 25<t
= $5.00
• twenty dollars
= $20.00
B. Write the answers.
1. five pennies
5~
4. two nickels -
2. tw o d imes and a n ickel =

3. two qua rte rs =
Let's get started.
5. fou r quarters =
6. two ten do llars
_
=
_
Grammar
12 Some parts of speech
A. Look at the examples of the parts of speech in the chart.
Nouns
boy, girl,
Australia, book
Prono uns
I, he , i , w e,
they
Adjectives
beautiful,
small, tall
Verbs
w rite, listen,
.read
Prepositions
from, at
Articles
a, an, the
B. PAI RS. Add two more examples in each column, except under "Articles."
(Note: There are
only three articles in English.)
.
13 Punctuation
A. look at the punctuation.
• . (period )
• ! (exclamation point)
• ? (question mark) • T (comma)
B. Add the correct punctuation .
A: What's your name

B: My name's Lucia
A: That's funny My name's Lucia too
Communication
14 Greetings
A10 Listen and repeat the greetings. Write the
correct greeting in each balloon.
• Cood mornin g .
• Good afternoon .
• Good evening.
Let's get started.
5
t
Dialogue
Communication
Introduce yourself
Ask about f avo rit es
Cove r the d ialogue and list e n.
Andy :
Brian:
And y:
Liza:
Excuse m e. Are you Br ian William s?

Yes, Tam. Are you the Gibsons?
Yup. I'm Andy . . . An dy Gibson.
Hello. My name's Liza. Welcome to
Miami, Brian .
Brian: Tha nks! It's g rea t to be here.
Andy: And this.is.m j litt le brother.
· -------.:I ri ~l:I i. Wh at's your name?
Robbie: Robb ie.And I'm not litt le. I'm six.
Brian: Nice to meet yo u, Robb ie.
Robbie: How old are yOLl, Bria n?
Brian: I'm fifteen.
Robbie: _ Fifty!
.And-y: No. No t fifty, Robbie. Fifteen .
2 Co p ehension
A. look at the picture. Write the name of
each person.
B. Write the information in the blanks.
1. The name of th e visitor Brian Williams
2. The names of the two bro the rs
3. The sister's name
4. Brian's age
5. Robbie's age
_
_
_
C.
A12 Read along as you listen again. Check

your answers.
Unit 1
Grammar
The simple present of
b e : am /is /ar e
Subj ect pronouns
Questions w ith be
Vocabu lary
Cardinal num bers: 21- 100
...
3
Useful expressions
A.
A13
Listen and repeat.
• Excuse me.
• Thanks .z'Thank you.
• Welcome to [Miami].
• Hello. My name's [Liza].

• Are you [Brian Williams]?
. • It's great to be here.
B. Complete the conversation with

expressions from Exercise A . Use your own
inf o rm ati o n.
A:
B:
A:
Excus e me
. Are you
Yes, I am.
. My name's
B: _ _ _ __ _. It's great to be here.

C. PAIRS. Role-play the conversation in
Exercise B.
?
GRAMMAR Focus
The simple present of be
Affirmative statements
l am
You are
He is
She is
11 years old.
It is
We are
You are
They are
Negative statements
l am
You are
He is
She is
not 15years old.
I i
t
We are
Youare
They are
Short forms (Contractions)
I'm
You're
He's
She's
It's
We're
You're
They 're
Long forms
lam
You are
Heis
She is
It is
Weare
You are
They are
Discovering grammar
Look at the grammar chart. Complete the grammar rules .
1. The present tense of be has three forms:
B.
22
10
7
"
1, 1 ,
_ _ __ , and
;'15 Listen and circle the

numbers you hear.
56
89
20
55
60
30
95
8
77
15
99
5 Pronundation
A. A16' Listen to the numbers
and repeat them.
13
14
17
30
B.
15
18
40
70
16
19
50
80
2. Use the verb
with I.
3. Use the verb
with he, she, and it.

4. Use the verb
with we, you, and they.
6 Practice
Write the contractions (short forms).
1. (1 am)
2. (You are)
60
90
I'm
a student.
my teacher.
3. (She is)
my friend.
4. (He is)
10 years old.
Listen and circle the

number you hear in each
pair.
6. (They are)
1. 13 30
4. 16 60
7. (We are)
2. 11 40
S. 17 70
3. 15 50
6. 18 80
8 Unit 1
Practicing grammar
Number stress
am
5. (It is)
my English homework.
my friend s.
classmates.
7 Practice
A. Label the pictures with the people's
occupations. An occupation can be used
more than once.
actor
atIt·hGr-
movie director
singer
talk s how host

tennis player
B. Write two sentences saying who the person

in each picture is and his or her occupation.
1.
She's J .K. RowlinCl.
She's an author.
2.
3.
4.
5.
6.
7.
C. PAIRS. Student A, say the names of three

people in the pictures. Student B, say the
person's occupation.
For ex am ple:
A: She's J.K. Rawling.

B: She's an author.
D. Switch roles. Talk about three more people
in the pictures.
14 Reading
~
Read the profiles of teenagers looking for e-friends. Then listen to their
messages.
Connecticut
:~~
0,
II
,.
Message:
My name's Mia. I'm 14. I speak
Hi. My name's Jiang Li.I'm 13

years old,and I'm in sixth grade.
I likemovies and music. My
favorite actress is Zhang Ziyi.
English, Spanish, and lIalian. I love

all the Harry Potter books and
movies.
15 Comprehension
16 Writing
Complete the chart.
A. Creat e your own profile.
..
'1' ,
ra
Age
- 1- -t.
CityJ
St ale l
Country
-t-- T
._L __ L
t Favorites
12
Unit 1
T
I
Favorites:
B. CLASS. Present your profile to the class.

For example:
._ - -
Hello. My na me's Anton io. I'm 11 years old.

I'm from Mad rid, Spain . My favorite sp ort
is volleyball.
At the airport
A. Before you listen, read the conversation. Fill in the missing questions.
EI'VW! As hlee S im psonI

Yuc k! S he ca n't sing.
B. ~~ Now listen as you read along . Check your answers.
Unit 1
13
1 Di logue
23
Cover the d ialogue and listen .
Robbie:
Brian:
Liza:
Robbie:
Andy:
The re's my m om.

Whcre's your dad?
He's at work.
No, he' s not. He' s at home today.
Yeah , Dad's at home. Mom, this is
Brian.
Mom: Hello, Brian . N ice to meet you. How
are you ?
Brian: I'm OK, th anks. Just a littl e t ired .
Mo m: Where are your bags ?
Brian: They're on th e car t over th er e.
Mom: And y, please put Brian's bag s in
the car.
Robbie: Le t' s go, Mom .
Communication
Introduce people
Ask where people a nd t hing s a re :
Wh er e is?/ Wher e are?
Grammar
Prepositions of pla ce: in, on, above,
under, at, behind, in front of
Possessive ad jectives
Voca bulary
Things for teens
(Later, ai home.)
Robbie:
Liza:
Come on, Brian . I'll show you m y

room and m y new vid e o games.
Rob bie, Brian 's tired. Lea ve hi m
alone. OK ?
2 Compr hension
A. Match the two parts to make sentences.
1. Mom is
2. Dad is
3. Brian is
4. Th e bags are
5. A ndy pu ts th e bags
B.
a. on th e cart.
b. tired .
c. at th e airport.
d. in the car.
e. at home.
Read along as you listen again.

Che ck your answers.
i
I
t.
l;1
I
\
3 Useful expressions
4 Communication
A .
Int roduce people
A25
•
•
•
•
Listen and repeat.
Come on .
I'm OK, than ks ./Fine, thanks.
Nice to me et you.
How arc you?
B. Write the appropriate responses . Use the

expressions from Exercise A .
1. A: Ho w are you?
B:
2. A:
A.
A: Mrs. Salas, this is Monica.

B: ice to meet you, Mo nica. How are yo u?
C: Fine, thanks.
B. GROUPS. W rit e a conversation introducing
a friend to your mom or dad . Use Exercise A
as a model.
A:
B:
B: Nice to meet you, too.
C:
3. A:
B: OK. Let's go.
Listen to the conversation.

------;-
_
C. GROUPS. Role-p lay the conservation.
_
5 Pronunciation
linking sounds
A.
t,
27
List en. Then list e n again and repeat .
• Wh ere's your dad?

\..:)
• He'ut work.
• He 's<:»at ho me.
8 . PAIRS. Practice the conversat ions w ith a
class mat e .
• This is Brian.
'-'
• Nice to mec! you .
• How<:»arc yOll1
1. A: Whcn~ 's your dad?

B: He's at home.
2. A: This is Sara.
B: N ice to meet you.
6 Vocabulary
Things for teens
A.
Look at the pictures as you listen and repeat.
1. cell phone _ _
2. ska teboa rd _ _
3. MP3 player _ _
4. compu ter _ _
5. DVDs _ _
6. DVD player _ _
7. video games _ _
8. telev ision _ _
9. magazines _ _
10. backpack _ _
11. bicycle _ _
12. Rollerblades" _ _
B. Look at the words in Exercise A. Put a check (v') next to the things you have.
GRAMMAR
Focus
Prepositions of p lace : tn, on, above, under, at, behmd, tn front of

Whe re are th e CDs?
Whe re's t he balloon?
They're in the bag.

They're on the bag .
It's above the tabl e.

It's in front of the TV.
Whe re's th e balloon ?
Where's your siste r?
It's under t he table .

It's behind t he comp uter.
She's at work.
She's at ho me.
She's at school.
16 Un it 2
Discovering grammar
Look at the grammar chart. Circle the
correct answers.
10 Listening
A.
1. Where's th e fa m ily?
a. at the park
at home
2. Where's Liza?
b. on the phone
a. at the computer
3. Where arc Andy and Brian?
a. in the bedroom
b. at sc hool
4. Where's Robbie?
b. in the kitchen
a. in th e bedroom
5. Wherc's di riner?
a. in the bag
b. on the table
1. What are sorne examples of preposit io ns?

a. the
c. under
e. in fr ont of
b. at
d. an
f. in
2. What usually comes after a prepos ition?
a. a verb
b. a noun
c. an ad ject ive
Practicing grammar
ecorrect
List en to the conversation. Circle the
answers.
Practice
B.
PAIRS. Take turns asking and answering the

ques t ions.
Listen again and check your work.
1. Where's out: teacher?

She's in fron t of the cteee.
2. Where's your English book?
3. Wherc's your backpack?
4. Where are your p ens and pencils?
5. Where are your notebooks?
8 Practice
A . PAIRS . Compete with another pair. Look
at the picture. In three minutes, write
sentences that say where the objects are .
Use prepositions.
For example:
fhe video camera is above the bed .
B. Count your sentences. Who has the most

sentences?
9 Practice
ave a competition! Go to
page 130.
Unit 2
.r
17
___tor-- - - - - - - - - - - - - - - - - -
GRAMMAR
Focus
Possessive adject ives
Subject prono uns
Possessive adjectives
my
you
he
she
your
his
her
our
your
their
we
you
they
Discovering grammar
1. What are som e examp les of possess ive
Paste your photo in the space provided. Then

complete the sentences with possessive
adjectives.
L
adjectives?
d. th eir
name is Liza.
n ame is A ndy.
3. _ _ __ name is Robb ie.
f. our
b. a no u n
Her
2 . _ _ __
e. h is
2. What comes after a po ssessive adjective?

a. a ve rb
My name is Brian.
Your name is Robbie.
His name is Andy.
Her name is Liza.
Our last name is Gibson.
Your names are Robbie, Andy, and Liza.
Their last name is Cordova.
12 Practice

correct answers.
a. we
b. your
c. t hey
Se nte nces
c. a pronoun
4 . _ _ _ _
lost name is Gibson.
5. _ _ _ _ name is Caroline .
6. _ _ _ _ boyfriend is A ndy.
_
7. _ _ __ na me is
Practicing grammar
8. _ _ _ _ last name is
11 Practice
My En g lis h book is fu n . (l)
2. V.,Tc love _ _ teachers. (we)
3. _ _ cell phon e looks really cool. (You )

4 . _
_ paren ts are n ice. (Th.ey)
5. _ _ na m e is Brad . (He)
6. I like _ _ new hairstyle. (she)
Pa s te Ijollr ph oto here.
18
Unit 2
(W ri te your last name.)

Complete the sentences with the correct
possessive adjectives .
1.
(Write your name.)

13 Practice
A. Circle the correct answers.
Robbie :
Brian:
Robbie:
Brian, can I show y O ll (1 9 / her)

room?
Sure. Where is (2. my / your) room?
Here it is. And here's (3. his / my)
favorite ba seball. It's from my best
f riend.
Brian:
Robbie:
Brian:
Robbie:
Brian:
Cool. Let's play baseball later. So,

where are the other rooms?
This is Liza's room. Sec those posters
in her room? That poster is (4. their /
her) favorite.
Yeah, that's a ni ce poste r! How about
Andy's room?
It's that one. (5. H is / Her) room
is big. r can't go in to (6. his / her)
room. He always says, " Knock first."
(7. My /His) computer 's in there. I
can ' t us e it. I think that's (8. YOll r /
my) room, too, Brian.
Work w ith a learning partner.

It is easier to learn a new language with a
partner.
A . PAIRS. Look at the picture of Brian and

Robbie above. In your language, list
names of objects you see in the picture.
1.
2.
3.
4.
5.
6.
[beiebol1
=
=
=
=
=
=
ba5ebal/
B. PAIRS. Work together to find out the

English word for each word on your list .
And where's (9. my / your) parents '

room?
obbie:
Brian:
B.
See that big doo r? Th a t's (10. her /

their) room. We can' t go in there.
That's OK. Come on . Let's bring
(11. their / my) bags up .
Listen and check your answers.
Unit 2
19
14 Reading
A.
32
Read along silently as you listen.
1. This is my mother. Her name's Lucille.

And that's my father. His name's George.
They're at home in Canberra. ~
• Give your questions to a classmate.

• Write the answers to your classmate's
questions.
• Check your classmate's answers. Who
answered all the questions correctly?
PAIRS. Talk about your family.

2. This is my little sister. Her name's Sandra,
Sandy f or short. She'e; 13. Here e;he is at
echoot. _ _
3. This is my big sister, Louis e. She's

eighteen years old. She's a ballet student.
Here she is in her ballet clas s. _ _
.'
4. This i6 my d og, Tigger. He's in the

backyard. _ _
• How old is/are _ _ ?

• Really?
• Where's _ _ ?
• He's/She's _ _.
15 Writing
Complete the paragraph with is, am, or are
and your information. Try to add two more
sentences.
B. Look at Brian's pictures from home. Match

each paragraph with a picture. Write the
letter next to each paragraph.
is
. She
My mom's name
_ __ _ _ _ _ _. My dad's name
C. PAIRS. Write a quiz.
They
• Write three information questions about

Brian's family.
20
Useful language:
• What's your dad's/morn's name?
Unit 2
_ __ _ . He
_
_
Units 1 and 2
/" Test-taking tip : Familiarize yourse lf with the t est.
Wh e n you rece ive your test, q uickly read the directions an d a few items. Make
sure you know
what to do.
Grammar
Vocabulary
A. Write the contractions. (1 point each)
E. Write the numbers in words. (1 point each)
1. (l
(111)
I'm
1. 20
great!
2. (You are) _ _ _ .__ cool.

3. (They lIre) _ _ ___ nice.
t went y
2. 86
3. 90
4. (He is) _ _ _ OK.

5. (She is) _ _ ___ good .
4. 62
5. 47
6. 35
~----
F. Fill in the missing letters to complete the

words for things for teens. (1 point each)
6. (We are) _ _ _ _ fine.

7. (l t is) _ ___ _ fun.
Things for teens

a -t e -b -oa
s k- r d
B. Give true answers. (2 points each)
2. Ar e you in fifth grade?
_
3. Is your mother a teacher?
p h - -
c e
- -
b i
- - - 1
1. Arc yo u nine yea rs old ? No. ['m not. ['m 10.
a -- k p - - - k
c _ _ p_ t e
t
- - - v -
5. Is English eas y?
6. Are you and your friends 15?
G. Complete the conversations. Use your own

information. (2 points each sentence)
?
1. A:
What 's your name
B: My name's
2. A:
C. Complete the sentences with possessive
dad. I love him.

name's Kim.
3. These are my dogs.
n ames a re
4. He's my brother.
years old.
3. A:
?
B: I'm fine, th anks.
4. A:
B: My favorite actor is
Puff and Magic.

5. She's
B: I'm
adjectives. (1 po int each)

2. She's my mom .
i - -
Communication
_
my
4. Are you r cla ssmates all g irls?
1. That's
5. A: Where are you right now ?
name is Tim .
B:
teach er. We like her.
D. Circle the correct answers. (1 point each)

1. My book s ar e (at
I@ my back pack.
2. The compu ter is (on I in) th e table.

3. Th e boa rd is (behind I at) the desk.
4. My bac kpack is (in I under) my chair.
5. The clock is tabooe I in) the boa rd .

6. I am (at I on) school right 11m\'.
Now I can •..

~
introduce myself an d othe rs.
o t a lk about pers o na l information.
[] sa y where pe o p le a nd t hing s are.
---.J
Progress check 21
Pack I up.
Work in teams of five or six.
2. Look at the picture. Try to memorize the
location of each it em.
3. Your teacher will draw a "box" on the
board for each team .
correct, the teacher writes t he name of

the item in t he team's box. If th e answ er is
incorrect , the t eacher gives the other teams
another chance . Then the game begi ns
again with Player B on each team.
6. The team with the most items wins!
4. Close your books . Player A from each team

stands up.
5. The teacher asks a Where question
about one of the items on the page -for
example : Where are the books? The first
standing player who raises his or her hand
can answer the question . If the answer is
Useful language
• Way to go !
• Excellent !
• Ah, to o bad ...
A
apsh t ifme
M ake a scrapbook. Wr ite a paragraph a out yourself and your interests 0 each page
. Find a
photograph or illustration fo r each paragraph. Use Madison's scrapbook below as a
guide.
Show and read your scrapbook to your group or class.
Hi! My name ie Madieon Jones. I'm 12 year!5

old. This is a picture of me and my cat. My
eat's name is Henry.
I live in Ali50 Viejo, California. It's near Los

Angeles. It'!5 a beautiful city and there's a
lot to do. I really like it.
Project 1 23
1 Vocabulary
Countries and nationalities
A. Look at the map . Label your country and Australia.
B. Fill in the missing countries and nationalities in the
chart below.
C.
'5
Listen and check your answers.
2 Communication
Talk about where people are from
;
A. ~ Listen to the conversation.
A:
B:
A:
B:
A:
B:
Is 1.K. Ro wling American?

No, she's not.
Where's sh e fr om ?
She's from Great Br itai n .
What's her nationality?
She's British.
B. PAIRS. Role-play the conversation. Replace

"J.K. Rawling" with another famous person.
Nationalities
Countries
Au stra lia
Australian
Brazil
Brazilia n
Cnnad a
Colombian
Colombia
Cost a Rican
Kor ea
Mexico
Mexican
Moroccan
United States
Venezu elan
Fin land
Fin nish
Grea t Britain
British
Poland
_China
.._ -_
..
Ch inese
Jap an
Lebanese
Unit 3
Communication
Talk about where people are
from
Ask for and give personal
information
Grammar
Nouns : Singu lar and plura l
forms
This/that; these/those
Articles : a and an
Vocabulary
Countries and nationalities
PAIRS. Ask where these famous
people are from and what their
nationalities are:
• Daniel Radcliffe
• Anna Kourn ikova
• lchiro Suzuki
• Charli zo Theron
Useful language:
• Where's _ _ from?
• He's/She's from _ _.
hat's his/her nationality?
• He's/She's _ _ .
• Really?
• She is?
• What abou t _ _ ?
learn some questions in English

by heart.
It is helpful to learn a few quest ions in English
to ask when you meet peo ple.
PAIRS/GROUPS . Go over Units 1-3. List

four more useful questions you should
know by heart,
What's your name?
How are you?
AFRICA
NTARCTICA
Unit 3
'---
3 Dialogue
35
Cover the dialogue and listen.
Andy:
Eric:
Andy:
Eric:
Andy:
Eric:
Liza:
Eric:
Liza:
Eric :
Brian:
Eric:
Brian:
Hey, look out!

Oops. I'm sorry!
It's OK.
Are you all right?
Yeah, I'm fine . Eric! It's you !
Hi, gu ys.
Hi , Eric. Those skates are really cool .
Thanks. They're great for tricks. Want
to see a cool trick?
Nah, not right now, maybe later. Uh,
Eric, thi s is Brian. He 's an CXCh311ge
student. Brian, Eric.
Nice to meet you, Brian. vVhere are
y Oll from '?
I'm from Australia, from Canberra.
So y ou ' re Austr alian. Awesome! . . .
Excuse me ... I have to go . See you in
school, Brian.
Bye.
4 Comprehension
A. Answer True or False. Circle the wrong
information in the false statements.
True
1. Andy and Eric are friends.

2. Liza likes Eric's skates.
3. Eric is an exchange student.
_
4. Brian is from Canberra.
5. Brian is American.
B.
'e,
_
_
Read along as you list en again. Check

your answers.
A. ~ Listen and repeat.
• Look out!
• Are you all right?
• I'm sorry!
• I'm fine.
B. PAIRS. Use the expressions in Exercise A to

complete the conversation.
A: Hey, __:.look
.:. . ::.. "---'-out!
--:.:. . :. . ;. _
B: Oops.
A: Yeah,
C. PAIRS. Role-play t he conversation.
26
Unit 3
_
GRAMMAR
Focus
NOUN S: Sm gula r and pl ural forms

Singular noun (one)
Plural noun (m ore than one)
boo k
Plurals of regular nouns

Group 1: Most nouns
student ~ student s
books
appl e ~ appl es
Australian
Australians
Group 2 : No uns ending in -x, AS, -z, -ch, and Ash

box ~ boxes
dress ~ dresses
lunch ~ lunches
Group 3: Nouns ending in a consonant + -y

city ~ cities
country ~ count ries
bam
Group 4: Nou ns ending in a vowel + -y

bgy ~ boy s
k~ ~ keys
dQY ~ days
Plurals of irregular nouns

man ~ men
person ~ people
child ~ children
tooth ~ teeth
foot
babies
feet
mice
mous e~
Discovering grammar
Look at the grammar chart. Circle the correct answers .
To form the plura ls of . . .
1. .. , most sing u lar nouns, add (-d I -s).
2.. . . nouns ending in -x, -5, -Z, . ch, and -sh, odd (-es /5).
3. . . . nouns endi ng ina consona nt + -y, chanqo y to j and add (-5/ .. es).
Practicing grammar
6 Practice
8 Practice
PAIRS. Take turns saying and spelling the

p lu ral forms of these nouns.
For example:
For example :
The d ictionary is on the teach er's desk.

Th e dictionaries are on the teacher's desk.
PAIRS. Take turns. Change these sentences.

Use p lu ral nouns and plural verbs.
A: I'll start. Coun try-coun tries.

C-o- u-n-t-r-i-e-s . Your tu rn .
1. city
2. fax
3. add ress
4. wo man
5. party
6. boy
7. sandwich
8. tree
9. actor
1.
2.
3.
4.
5.
6.
The s tor y is very exci ting .

The ne w ~ is so cool.
Th e child is really smart.
My d ass is easy_
H is foot is big.
The wom an is very pretty.
7 Practice
ave a competition! Go to page 130.
Unit 3
27
Discovering grammar
correct answers.
Sing ula r
Plural
This is a book.
These are books.
That's an apple .
Those are apples .
1. Use (this! that) to talk about an object or

person that's near you.
2. Usc (these! those) to talk about two or
more objects or people that are far from
you.
3. Use (a! an) before a word that begins with
(l vowel sound .
4. Use (a I an) before a word that begins with
a consonant sound .
Articles: a and an
Singular
He's a ~t u d e n t.
It's an grase r.
She's an ~xcha n g e
student.
Plural
They're students.
They're erase rs.
They're exchange
students.
Practicing grammar
9 Practice
Look at the pictures. Complete the sentences

with this, that, these, or those.
Thos e
1.
,
red shoes are beautiful!
2. I like
blue backpack.
3.
jacket is expensive!
4.
pink cell phone is so cool.

your wa llet?
5. Is
umbrellas are really nice.
6.
10 Practice
PAIRS. Compete with a classmate. Write a or an before each noun as fast as you can.
1.
woman
5. _ _ child
9. _ _ orange
13. _ _ eas y test
10. _ _ person
14. _ _ Amer ican
2. _ _ boy
6. .._ _ computer
3. _ _ apple
7. _
_ old man
11. _ _ student
1&. __ skateboard
4. _
8. _
_ cool trick
12 . _ _ teacher
16. _
28
_ answer
Unit 3
_ television
11 Practice
Complete the responses with a or an.
1. A: What's that?
5. A: ls th at a cell phone?
3. A: What's tha t?
B: It's 2!2- aud ioca sse tte.

2. A: What's this?
4. A: Is that a DVD player?
B: It 's _ _ DVO player.
B: No, it's no t. It's _ _ iPad®.
B: It's _ _ electro n ic pen.

B:
6. A: Is this _ _ ca mera ?
it's not. It's _ _ CD

player.
I 0,
B: N o, it's not. It 's _

player.
_ MP3
12 Practice
PAI RS . Co m pet e with another pair. Ask for the names of five
objects in your classroom. Use this, that, these, or those, The
first pair to finish wins.
For example:
A: What's that on the w all?
B: It's a map .
13 Pronunciation
The voiced th sound in this and that
A.
Listen and repeat.
th is
th ese
A:
A:
A:
A:
that
those
they
there
What's this? A cam era phone?

What's that?
Whose d ogs are th ose?
1110se s ka tes a re cool.
B:
B:
B:
B:
N o, th a t's an M.P3 player.

111a tis an Indian dress.
Those a re thei rs.
They're great fa r tricks, too.
39 PAIRS . Listen again to the conservations in Exercise A.
Pract ice them w ith a classmate.
Listening
list e n to the conversation. Then circle the correct answers.
Who is the v isit or?

a. Britney
(B A na
Whose bed roo m is it?
a. Brit ney s
b. Ana 's
here d ocs Britney watch TV?
a. in h er bedroom
b. in the livin g ro om
Vhos e bed is comfortable?
. Britney's
b. An a's
ho is Tiffany ?
a. Brit ncy's sister
b. Britney's dog
c. Mom
c. the dog's
c. in th e den
c. Tiffany 'S
c. Britney's m o m
Un it 3
29
15 Reading
A. List your favorite activities.
B. ~) Read along silently as you listen. Underline the students' favorite forms of
entertainment.
Hi.
My name is Joy Walsh. I'm 12 years old. I'm in sixth grade
here in Alberta. Do you know where Alberta is? It's in Canada.
My class would like to e-mail students from other countries.
We're 11 to 12 years old. We all like sports. Our favorite spo rts
are hockey, skiing, and snowboarding. We also like movies
and music .
You can write to my class and other students from around the
world at www.e als.com. In your e-mail, please tell us where
you're from, your age, and your favorite things to do.
I hope to ge1 your e-mail soon!
Joy
C. Answer these questions.
1. What's the e-mail writer's name?

J oy Walsh
2. Where's she from?
3. What's her nationality?
4. How old are the students in her class?

7
5. What ar e their favorite sports?

6. What website can you visit to e-ma il
students from around the world?
16 Your tum
GROUPS. Talk about what you would like
to tell Joy and her classmates. Use these
questions to guide you. Make notes in your
notebook.
1. 'What ar e your names?

2. Howald are you ?
3. Wh ere are you from?
4. Wh at arc your favori te acti vities?
5. What's your favor ite book or movie?
17 Writing
A. GROUPS . Write your group e-mail using
your answers to the questions in Exercise
16, Read yo ur e-mail aloud to the class
or post it on th e bo ard and have your
classmates read it .
B. If your class is int erest ed, check out
http://www.epals.com w it h your teacher
and choose a class t o writ e to.
30
Unit 3
At chool
A. Before you listen, read the conversation . Complete Annie's questions.
Hi, Liza . Is that a happy

sm ile? What 's going on?
Well, he's here! He's

at my house.
~l'mI_
Now listen and check your answ ers. Discuss: Do you think Liza wants Annie to meet
Brian?
derline the part in the conversat ion th at support s your answer.
Unit 3
31
1 Reading
Reading skill : Reading f o r specific inf orm at ion

W hen you read. lo ok for answers t o quest ions.
I I I
A. Quickly read about Yaching and Daniel. Where are they from?
Where are they now? Circle the answers in the reading.
B. Read the article and fill in the chart for Daniel and Yaching .
Daniel
Nationality
Yaching
Mike
Brazilian
Co u n try
First la ng u age
Second language
TO W
lives in
Stu d ent at
Thinks new city is
The people are
2 Listening
~ Listen to a program on
International Teen Web Radio. OJ

Ellen Sandoval. 13. is interviewing an exchange student, Mike
Smith. Complete the chart above for Mike.
3 Speaking
PAIRS. Imagine your partner lives in another country.
Interview him or her using the questions below.
Take notes. Then change roles.
1. What's your first language?

2. Where are you from?
3. What's your secon d language?
4. Where are you now?
5 . How is it?
6. How are the people?
4 Writing
Write a paragraph about your partner. Use the notes
from your interview.
32
Wide Angle 1
"Hi, I'm Daniel Santos and I'm from Brasilia. Brazi l. My first
language is Portuguese. My second language is English. I'm an
exchange student at a high sc hool in Santa Fe. Ne~ Aexico. A ll
my classes are in English. I really like Santa Fe. It 's cool. The
people here are very relaxed and friendly. The weather is great .
And t he adobe bUildings are awes ome."
" Hello. My name's Yaching Chen. Taiwanese is my firs t

language, and Englis h is my second language. I'm fro m Ta ipei,
Taiwan. But now I live in Geneva, Switzerland. My father
wor ks here. Geneva is very int ernationa l, and Lake Geneva is
beaut iful. The people here are really interest ing. They speak
a lot of different languages-French, German, Italian-and
most people als o speak English. I'm in an int ernat ional
sc hool, and all our classes are in English."
I
GRAMMAR
Focus
Can for request s
Questions
Can I ask you a question?
Can you spell that, please?
Can you please help me?
Can he/ she apply for a guest pass?
Negative answers
Affirmative answers
~~:~~f course.
No. sorry.
Sorry, I can't . I'm busy right now.
( Sorry, I'm bu sy.
OK.
No problem.
Discovering grammar
look at the grammar chart. Complete the
grammar rules.
Ask for help.

Don't be afraid to ask your teacher or your
classmates for help.
1. Use _ _ to make a request.

2. Use _
_ to make a request more polite .
A . Look at Exercise 6. Ask yourself: Is there

anything that I don't understand? Which
part?
Practicing grammar
5 Practice
B. Ask your teacher or a classmate to help

you with that part of the lesson.
For example:
Write requests an d responses. Use can, please,
and a question mark in the requests.

[Note: X means no ; V means yes]
1. pick up the eraser on the floor

A:
Can you pick up the eraser, please?
B:
B: X
3.
PAIRS. Take turns, Follow the instructions.
_
_
Ca n you come t o my
house on Frid ay?
carry my books
A:
B: X
4, close the window

A:
B: tI'
5. turn off the computer
A:
B: V
36
6 Practice
Sure.
2. give this note to the principal

A:
You: Can you help me with Exercise 6,

please? OR Can you explain Exercise
6 to me, plea se?
Unit 4
_
_
_
_
_
_
1. A: (Ask your classmate if you can ask him/

her a qu estion.)
B: (Respond.)
2. A: (Ask your classmate to help you with

your ho m ework.)
B: (Respond.)
3. A: (Ask your classmate to w ait for you.)
B: (Respond.)
4. A: (Ask your classmate to spell his/her narne.)
B: (Resp ond .)
l \1"- \ ~I II \111.1
\i In
r-t Il ll ~ ,
Dialogue
9 Vocabulary
Cover the dialogue and listen. As you

en, write down the events, their dates, and
es.
Ordinal numbers
a n: Andy, look. A volleyball game. Can
we go?
dy: Sure. When is it?
"an : It's on September 28th. Wh at's this?

Peewee baseball . . . Is this baseball for
little kids?
y: Yup. 111M's always fun to watch. When.
is it?
It's also on the 28th.
y: What time?
In the morning, at 10. The volleyball
gam e starts at 71'.M.
Wait a minute. Is today the 21st?
Yeah. Why?
Oh no! Yesterday was Caroline's
birth d ay!
Wh o's Caroline?
She's my girlfriend . Oh, man! I'm in
big trouble.
prehension
r the questions. Use your notes.
t even ts are on Septem ber 28th?
eyball game and peewee baseba ll
t even t is in the morning?
even t is at seven o'clock at night?

game is at ten o'clock?
birthd ay is on Sep tem ber 20th?
A.
48 '
List en and repeat.
1st
2
first
seCQ
4 th
5th
fourth
fifth
th
6th
sixth
9th
ninth
th
10th
tenth
1
h
11th
eleventh
14th
fourteenth
ft
15th
fif eenth
16th
sixteenth
19th
nineteenth
01
20th
tw n ieth
21st
twenty-first
B. PA IRS. Take turns. One student says three

cardinal numbers at random. The other says
the corresponding ordinal numbers.
for example:
A: Three, nine, one
B: Third, ninth, first
10 Practice
Have a competition! Go to page 131.
I
Uni t 4
37
I
Discovering grammar
When /What time/What day +
pre posit ions of time
Questions
When's th e volleyball
game ?
When's he r birthday?
When's he r birthday?
What time's the game?
What day's the ga me?
Answers
On Se pte mbe r 28th.
In Septem be r.
On Saturday.
At 10:00 in th e morning.
On Saturday.
Contractions
When 's = When is What time's = What time is
What day's = What day is
Practicing grammar
Look at the grammar chart. Complete the

grammar rules.
1. Use
event.
to ask about the date of an
2. Use
to ask about the exact time
of an event.
3. Use
of an event.
to ask about the exact day
4. Use the preposition

specific dates .
with

specific time.
with a

specific day of the week .
with a
11 Practice
PAIRS. Ask and answer the quest io ns.
12 Practice
Look at the sentences. Write questions for the
underlined part s.
1. Q: When's Halloween?
1. What day is it tod ay?
A: Hallow een is on October 31st.

2. Q:
2. When's our next English test?
3. What day is [name (~f T V show] on?

4. What time is [name afTV show] on?
5. Wh en's your dad's bir th day?
A: Our drama practice is at 3:30 today.

3. Q:
_
A: Th e sk a teboard competition is on
Sund ay.
4. Q:
_
A: N ew Year's day is in lanuary.

5. Q :
A: Lost is at 9:00 tonight on Channel 5.
38
Unit 4
an
me
13 Practice
15 Communication
A. Write the names of the months in order in the first

column of the notebook below.
Ask about dates and times
B. PAI RS. Go around the room in pairs. Student 1 talks

while Student 2 writes. Student 1 asks as many classmates
as possible:
A: When's your birthday?
ay
B: It's on
Student 2 writes the responses in the chart. Which pair

collected the most responses?
MONTH
AME&
BI THDAY
K.a.-thenize {"Jar/W)..r!j
3\
1OtI'1e::tS ("J'anuo..ry {8\
the
A. ~ Listen to the
conversation .
A: When's our history test?

B: It's on November 8th.
A: What day is tha t?
B: It' s Friday.
B. PAIRS. Take turns.
Ask each other about
important dates and times.
Use When's, What day is.
and What time is.
GROUPS . Talk
abo ut your
favorite TV shows.
Ask and answer
questions.
Useful language:
• What's your favorite TV
show?
• What channel is it on?
• What time and day is it on?
• (Ask your own questions.)
I
~
Pronunciation
tonation patterns in information questions
~. Listen. Notice how the voice falls on the last
content word in information questions.
--.....
1. When's the party?
--......
---.....
3. What tim e's the ga me?
--......
2. When's her birthday?
4. What day's the ga me?
Listen again and repeat.
Unit 4
I
. -._ - - - - - .- -- ._-
- - - - -
'-- '-
- -- - _
.- _
._ - - --
- -
16 Reading
A. Scan the summer dance class schedule. Write the types of dance offered this
summer.
salsa
- -- -. - - - -. - - - -. -
Salsa for
Beginners
Swing Dance for

Teens
Ballet
Rm.27
-,
- - - - - -- - - . - - - -
Hip-hop and Funk

(Intermediate)
Rm.12
Rm.30
Instructor: Elissa
Instructor: Isadora Instructor: Mario
First session:
June 3rd
First session:
Ju ne 30th
5:00-7:00
---
Jazz and Tap

Age 14+
NEW! Belly
Dance for Teens
Rm.37
Rm.25
Rm.15
Instructor: Gino
Instructor: Barry
Instructor: Sofia
P .M.
B. PAIRS. Read the summer schedule carefully.

Then take turns asking and answering the
questions.
1. When's the first se ssion for the salsa class'?

It 's on Monday, June 3rd, at 5 P.M.
2. What class is new for this summer?
3. What day and tim e is ballet class?
4. For what age is tap class?
S. What class is on Tuesdays from 5:00 to
7:00 r.M.?
6. Can beginners enroll in hip-hop class
this summer? Why or why not?
7. When are hip-hop and funk classes?
18 Speaking
PAIRS. Take turns. Ask and answer the
following :
•
•
•
•
Annie's last name

her age
her phone number
her birthday
For example:
A: What/s Annie's last name?
B: It's Akiyama.
19 Writing
17 Listening
A.
e
A. GROUPS. You own a dance school. Create a
poster ad for your dance school. Include the
following information:
listen and fill in the form for Annie.

~
.-r-.......
OOLO
Lastname: Akiyama
Firstname:
Date of birth:_ _--="--_ Tel. No:
Check your age: _ _10-12 _ _ 13-14
Class:
Day:
_
_
_ _15-16
_
B. Exchange work with a classmate. Check the

answers.
40
Unit 4
•
•
•
•
•
the types of dance you're offering

the instructor for each class
the days and times for each class
the phone number to cat!
the address of the school
B. GROUPS. Present your poster to the class.

Answer any questions your classmates have
Units 3 and 4
--.-------
I Test-taking tip:
t..
Budget your tim e.

Est imat e how much t ime you w ill need. A llow a few mi nut es t o review your
answers.
--- -- -- - - - - - - - - - - - - - - - - - - - - - - )
Grammar
Vocabulary
A. Rewrite the sentences. Use plural nouns,

(2 points each)
D. Write the nationality fo r each country.

(1 point each)
1. France
1. That fa x is for ,VO LI.

Those faxes are for 'you.
_;....;
Fr--=e..:..;.ch'-'--
n.=..;
2. Poland
2. Is thi s our dictionary?
3. Japan
4. Crcat Britain
5. Costa Rica
3. That man is from Chile.
6. Finland
4. The box is on the tabl e.
E. Unscramble the letters to find the months.

Then write sentences. (3 points each)
1. ipa rl
April i6 the fourth month ,
5. Th e key is under the desk.
B, Write sentences using the cues. Use

(2 points each)
a or an.
2. beeemprst
3. uu gats
_
_
4. rebcoot
5. hcarn r
1. Brian / exchange student
Brian ;6 an exchange student.
Communication
2. Eric / st udent
F. Complete the conversation. (3 points each)
3. Liza / teen ager
A:
What 's your name?
B: Justin.
A:
4. This / ensy test
B: J-U-S-T-I-N.
te a
!t he
5. Australi a / big coun try
C. Complete the sentences with
A:
B: 55 Isab el Stree t, Cora l Gables, Flor ida.
A:
_
in, on, or at.
(1 point each)
B: (305) 555-4177.
A:
1. My birthday is ~ August.
2. It's _ _ Aug ust 23rd.

3. O ur tap class is _
B: M y bir thday? It's on March 17th .
_ Sa turday,
,55.
4. Let's mee t _ _ 11:00 in the morn ing.
nave.
5. Th e ga me starts _ _ 2:00 P.M.
6. The class starts _ _ June 5th .
Now I can ..•
Io
talk abo ut wh ere people are f rom .

0 ask for personal information .
make requests ,
-----
Progress check 41
1 Vocabulary
Communication
Talk about your family
Describe people
Family members
A. look at the names in Andy Gibson's family
tree. Find each person in the picture. Write
the pe rson's name in the tree.
B.
.€ :.;
listen to the family words and repeat.
Possessive forms of nouns

The simple present of have ; any
Information questions with How many
Vocabulary
Family members
Adjectives for physical description
2 Practice
Guess the family words. Fill in the missing
letters to complete them.
1, gra ndfather and grand mother
g -L. ..l!
Grammar
~ _~.1L _ s
2. father and mother = P

3. son and da ughter
=c
4. grandson and granddaugh ter ==

g
n
n
Practicing grammar
Possessive forms of nouns
3 Practice
Singular nouns
Add's or ' to the nouns in parentheses.
Andy is Liza's brother.

This is my siste r's skateb oard.
1.
Plural nouns ending in -s

Liza is th e boys' sister.
These are my sisters' skateboards.
Irreg ular plural nouns

children's books
Andy'6
last name is Gibson. (Andy)
2. His
names are Joe and Glor ia.
(parents)
3. The
names are Robbie and Andy.
(brothers)
w omen's clo t hes
Discovering grammar
grammar rules with's or '.
4. Joey is
5. Connie is
6. The
cousin . (Liza)
mother. (Joey)
names are M artha and Bruno.
(grandparents)
1. For most singular nouns (for example,
4 Practice
sister), add _ _.
2. For plural nouns ending in s (for example,
boys), add _ _ .
3. For irregular plural nouns (for example,

children), add _
_.
GROUPS. Take turns. Ask a Who question

about three members of Andy's family. The
other members compete to give the correct
answer.
For example :
Jose:
Linda:
Dan:
Jose:
I'll go first. W ho's Martha?

She's Andy's aunt!
She's Andy's gra n dm othe r!
Dan's right. Who 's Stev e?
5 Your turn
A . Draw your family tree on a piece of paper.
B. Present your family tree to the class.

Use the possessive form to explain
relationships.
For example:
These are my g ra nd p arents. Th is is my
gra nd mother, and this is my grand fathe r.
T hey are my father's paren ts.
6 Dialogue
7 Comprehension
~ Cover the dialogue and listen.
A. Cross out the wrong information in each

sentence. Correct the sentences.
two
1. Brian has ~ sisters.
2. His sisters' names are Louise and Carla.
3. Louise has black hai r.
4. Liza and Joey are sisters.
5. Andy's girlfriend is Sandy.
Dad:
Brian:
Liza:
Brian:
Mom:
Brian:
Robbie:
Joey;
Robbie:
Brian:
Robbie:
Liza:
Brian, are you an only child, or do
you have any brothers or sisters?
I don't have any brothers, but 1 have
two sisters.
Howald are they? Do you have any
pictures?
Yeah, I do. Here . .. look . That's
Sandy. She's 14. She has blond hair.
And this one's Louise. She's 18.
Louise has brown hair, like my mom.
They're very pretty. How about
cousins?
I have eleven cou sins.
That's a lot! We have only one

cousin .
And that's fie!
Brian, do you have a girlfriend ?
No, I don't, Robbie .
Seriously? Andy has a girlfriend.
Her name's Caroline. Liza doesn't
have a . ..
Robbie! Be quiet!
B. I~ Check your answers. Read along as you

listen again.
e ;Listen and repeat.

, "'
A.
• Yeah.
• Seriousl y?
• And that's me!
• Be quiet! • That's a lot.
B. Reorder the lines to make a conversation.
_ _ Seriously?
_
Yeah, I do. I have maybe a hundred

DVD s.
_ 1_ Do vall have anv DVDs?
.'
.'
_ _ That's nothing. My uncle has more than 300!

_
A hundred? That's a lot!

10 Practice
Write sentences using has,
have, doesn't have, or don't
The simple present of have
Affirmat ive statements

IIYou/We/They have tw o
Negative statements
I/You/ We/They don't have any
sisters .
He/ She has a sister.
It has fo ur bedrooms .
sister s.
He/She doesn't have any siste rs.
It doesn't have any bed roo ms.
Contractions
doesn't have = does not have
do n't have = do nor hove
have and the cues.
1. Brian / two sis ters

Brian has two sisters.
2. He / any bro thers

3. An dy, Liza, and Rob bie / a
lot of cousins
Discovering grammar
Look at the gramma r chart. Circle the correct answe rs.
ie !
oo:
4. Joey / an y brothers or sisters
1. Use (has I have) with I, You, We, a nd They.

2 . Use (has I have) with He, She, and It.
3. Use (doesn't have I don't have) with l, You, We, and They.
4. Use (doesn 't have I don't have) with He, She, and It.
5. Use any in (affirmative I negative) statements.
5. Liza / a boy fr ien d
6. Sa ndy and Louise / one
,.
broth er
Practicing grammar
9 Practice
11 Practice
Fill in the blanks with has, have, doesn't have, or don 't have.
Then answer the question.
Have a competition! Go to
page 131.
..
nave
is Rufus?
Unit 5
45
GRAMMAR Focus
The simple present of have, any

YeslNo questions
Do you/they have any sisters?

Does he /she have any siste rs?
Does it have any bed rooms?
Affirma tive answers

Yes, we/the y do.
Yes, he/she does.
Yes, it does.
Negative answers
No,we/t hey don't.
No, he/she doesn't.
No, it doesn't.
Questions with How many

How many cousins does he have?
How many cousins do they have?
He has eleven cousins.

They have fifteen cous ins.
Discovering grammar
13 Practice

correct answers.
Test your memory about Rufus. Take turns. Ask

how many .. .
1. Use How many to ask about things you

(can I cannot) count.
2. Which question is correct? Circle it.
Does + he + has ten cousins?
Does + he + have ten cousins?
3. W h ich question is correct? Circle it.
Ho w many cousins + does + he + have?
How many cousins + he + does + has?
•
•
•
•
brothers and sisters Ru fus h as

cats Mr. and Mrs. Garcia have
cats have brow n eyes
bedrooms the house has
14 Pronunciation
Rising intonation in Yes /No questions
A.
Practicing grammar
12 Practice
2. Does he have a girlfriend?

---.A
3. Does she ha ve a big family?
Complete the questions

and answers.
B.
Does
1. Q:
Rufus
15 Communication
_
Talk about your family
2. Q:
Mr. and Mrs. Garcia

_
any children?
_
A: No, they
a bedroom?
3. Q: _ ___ Rufus
A: No, he
4. Q:
A: Yes, he
~58, listen again and repeat the questions

in Exercise A.
brothers and
sisters?
A: Yes, he
list en to the questions. Notice how the

voice rises on the last syllable of the last
word in YeslNo questions.
---.A
1. Do you have any cousins?
---.A
rASJi
.
Rufus
_
a good life?
A. ~ Listen to the conversation.
A: Rose, do yo u have a big family?

B: or, yeah.
A: How many brothers and sisters do you
have?
B: I have four brot hers and five sisters.
A: Serious ly? That's a big family!
B: What abou t cousin s? Do yo u ha ve an y?
B. PAIRS. Take turns askin g and answering
questions about each ot her's family.
46
Unit 5
A. Look at the adject ives a nd the picture s. Write a
Harry Potte r charact e r next to each adject ive .
Hair color
black
Hairstyle
long Hermione Granger

medium length
short
_
_
straight
wavy
curly
_
_
_
brown
light brown
red
blond
white
_
_
_
_
_
B. PAIRS. Ask Yes/No questions about three of the characters.

For example:
A: Does Draco have curly, blond hair?

B: No, he doesn't. He has straight, blond hair,
Group new vocabulary into categories.

Putting words into categories can help you learn words faster.
A . GROUPS. One way of learning words by categories is to make a word web.

Complete the word
webs with words from this unit.
B. Make word w ebs for th ese: family words for men and family words for both men
and women.
Then complete you r word webs .
Unit 5 47
17 Listening
~ Listen to each description. Guess who the person is. Choose
your answers from the characters in the box.
IDobby
Hagrid
Mi nerva McGonagall
Description 1
Ron Weasley ]
Description 2
Description 3
Description 4
GROUPS. Talk about the Harry Potter characters.

Useful language:
• Who's your favorite Harry Potter character?
• My favorite is _ _ .
• Can you describe him/her?
• He/She has _ _ hair (eyes).
18 Writing
A. Think of a favorite person. This person can be a family
member, a friend, a teacher, a book or movie character. or
an entertainer. Write a description of this person.
B. PAIRS. Read your classmate's paragraph . Circle any errors .

Use the Peer editing checklist on page 134 to help you with
your comments.
48
Unit 5
At Caroline's
A.
A61)' Cover
the dialogue. Listen to the conversation . What are the ways Andy can communicate
with Caroline?
_
I know. but you have a cell phone. And. oh
yeah. you ' p one ha s text messagi ng.
too. And you also have e-mail.
,---
-.-----'
®
1
Ooh. An Australian with
blue eyes! I like t hat.
SO'~
he n
Well. yeah.
can I meet Brian?
B. ~ Check your answers. Read along as you listen again. Then discuss the
questions.
• Is Caroline a good g irlfriend ? Wh y or why no t?

• Is Andy a good boyfriend ? Why o r w hy no t?
Unit 5
49
Spelling bee
1. Work in teams . Your teach er w ill w rit e t he team numbers

on the board .
2. Team 1 Player A stands. The teacher reads a word. If asked,
the teacher can repeat the word once more. The player has
5 seconds to begin spelling the word.
I '
Useful langu age

• Congratulations!
• Great job !
• Oh well, that was a hard one.
3. If Team 1 Player A can spell the word correctly, he or she

can write the word under his or her team number on the board. The teacher then
reads a new
word to Team 2 Player A. If Team 1 Player A cannot spell the word correctly, the t
eachen eads the
word to the other teams, in order, until it is spelled correctly.
4. The game continues until all the words have been written on the board . The
team with the most
words wins!
50
bedroom
house
tired
computer
backyard
school
phone
practice
exc an ge
classmat e
backpack
favorite
uncle
wavy
straight
grandson
fiftee nth
Chinese
volleyball
boxes
cousin
countries
wallet
skateboard
awesome
Australian
favorite
dicti onary
bicycle
information
characters
twelfth
addresses
February
principal
daughter
Game 2
,i
A snapshot oj orne ne I like
Wr ite a magazine ar ticle abou t a person you like. The person can be someone
famous-a n actor,
a singer, or an athlete. Or it can be a family member or a friend. Choose photos to
go with your
article. Then share your article with your classmates. Use the article and steps
below as a guide.
Shakira is fro m Colombia. Her parent s live in Barranquilla,

but now Shakira lives in Miami. She has a boyf riend. His
name is ,A nt onio de ia Rua. He's f rom Argent ina.
. -.
~
Shakira is very pr·et t y. She has long blonde wavy
hair and brown eyes. She likes fash ion, and she
has a lot of cool clot hes.
S hakira s peaks Spanish and English. She ha s

many music awards . S he's very popular all over
th e world . And she's a fabulous dancer.
Project 2
51
1 Dialogue
Brian:
Andy:
Brian:
Andy:
So, how are things w ith Carol ine ?

N ot go od .
When can r meet her?
r ha ve no idea. Soon, J guess. Let's 'n ot
talk about her, OK? Do you have an
iPad, Brian?
Nope. I can 't afford one.
Me neither. So, what kind of mu sic do
you lik ?
It d ep end s. I listen to all kinds of
music, but I'm not crazy abou t hip-hop
mus ic.
Why n ot? I love hip-hop, especially
rap .
I do n ' t kn ow, I' m just not in to it. What
about Liza an d Robbie? Do they like
rap, too?
Lizadoesn't [ike rap.She can' t stand
it. She prefers p op music, and Robbie
likes any thing loud an d noi sy. He
hates slow music.
I d on't blame him.
2 Comprehe sion
A . Write the kind of music each person likes
and doesn't like.
Likes
Doesn't like
~ Check your answers. Read along as you

listen again.
Communication
Talk about likes and dislikes
Grammar
The simple present of like
Obje ct pronouns
Vocabulary
Ways of expressing li kes and
dislikes
Useful expressions
A6 5
•
•
•
•
•
B. Complete the conversations with

expressions from the box.
Listen and repeat.
How are things?

Not good.
1 have no idea.
I guess.
Nope.
•
•
•
•
•
1. A: How are things with you?

Me neither.
I'm not crazy about it.
Why not?
1 don't know.
I'm just not into it.
B:
2. A: Do you like hip-hop music?
B:
3. A: I can't afford to buy an iPod.
B:
4 Vocabulary
Ways of expressing likes and dislikes
A. '~E!J Listen and repeat.
Expressing likes © Expressing dislikes ®

• I love rap music. • I hate rap music.
• I don't like classical
• I like music.
music.
• We're into music. • We're not into hip
hop music.
• He's crazy about • She can't s tand rap
music.
rock music.
B. Complete the sentences with kinds of music
or groups/singers you like and don't like.
1. I'm into
_
2. I'm crazy about

3. I hate
_
_
4. '- can't stand
5 Pronunciation
The sound izt
A.
67,
Listen and repeat.
• does
• doesn't
B.
e."
A:
B:
A:
B:
• jazz
• bands
Does Liza listen to .jazz?

N0 she doesn 't,
Does she like boy band s?
Yes, she d o ' s. Sh e's cr azy about them .
1
e. ~ PAIRS.
List en again. Then role-play the

conversation.
Unit 6 53
J
Focus
GRAMMAR
The simple present of "ke

. 1
Affirmative
statements
I
You
He
She
Negative
statements
} like music.
} likes musi c.
You
He
She
I!
I
} don't like music.

like
} doesn't
rap music.
We
You
They
We )
You
like music.
They
YeslNo q uest io ns
Does he like ra p music?
Do they like rap music?
Information questions
What kind of music
does she like ?
What kind of music
do you like?
don't like
rap musi c.
I
Short answers
Yes, he does.z
No, he doesn't.
Yes, they do.!
No, they don't.
Answers
She likes pop music.
I like rock music.
7 Practice
Discovering grammar
correct answers.
1. In affi rmative statements ...
a. use (like / lik es) w it h He or She.
b. us e (like / likes) w it h I, You, We, or They.

2. In negative statements. _.
a. use (doesn't! don't) with He or She.
b. use tdoesn': / don't) with I, You, We,
or They.
3. In Yes/No questions ...

a. use (do / does) with He, She, or It.
b. use (do / d oes) with I, You, We, or They.
Read the answers. Write Yes/No questions
with like.
Practicing grammar
6 Practice
1.
Yes, I do. I like English.

2.
Complete the sentences with the correct forms

of the verbs in parentheses.
1. Brian and Andy (like)

2. Andy (like)
like
4. Liza (/1I7te)
5. She (prefer)
6. Robbie (like)
rap music.
Yes, they do . Our teachers love

classical music.
4.
pop music,
loud music.
8. Most teenagers (110/ like)

sentimental songs.
Unit 6
3.
rap mUSIc.
7. Many teenagers (like)
54
music.
No, she doesn't. My mother doesn't

like ballet.
wp.
3. Brian (not like)
Do you like EnqJi5h ?
Yes, they do. My friend s love sports.

5.
rap.
No, he doesn't. My father hates sca ry movies.
6.
No, we d on' t. We don't like loud music.
8 Practice
A. Make a list of six popular singers or groups. Write them in
the chart below.
B. Take a survey. Ask five classmates about the performers on

your list .
For example:
A: Do you like Christina Aguile ra?
B: Yes, Tdo./No, I don't.
Write your classmates' first names in the appropriate
columns.
Doesn't Like i
Likes
Tracy
AU6tfn
Singer/Group
Chri6tina Aguilera
GROUPS. Talk
about music,
bands, and singers
you like or don't
like. Use like, love,
prefer. don't like, can't
stand, or hate in your
conversation.
Useful language:
• I like . . ,
• I prefer .
• I love
.
• I can 't stand . . .
• I hale .. .
• I don't like .. .
j
9 Your turn
GROUPS. Talk about the singers in the chart. Ask each
other t hese questions.
•
•
•
•
Do yo u like any of them?

Who do you like?
Do you know any of his or he r songs?
Can you sing a few lines from th e song ?
10 Communication
Talk abo ut likes and d islikes
A.
es .
listen to the conversation.
A: I love Mariah CareY's

new album.
>
B: Really? I hate it.
A: You do? What kind of music do you like?
B: Well, I'm into ra p .lli ke K an y e West.
A: Yuck. 1 can't stand rap .
B. PAIRS. Role-play the conversation. Replace the names
with your favorites.
Unit 6
55
11 Dialogue
Caroline:
Andy:
Caroline:
Andy:
Caroline:
Andy:
Caroline:
Andy:
Caroline:
Andy:
I '
jl
I,
I
Caroline:
Andy:
Caroline:
Hello?
H ello? Is this Caroline?
Hi , Andy.
Are yo u still mad a t me?
Mayb e. What do you wan t?
Do you still want to meet Brian ?
It depends. Does he want to meet me?
Of course he does.
'When can J me et him?
How about tomorrow? Would you

like to come w ith us to the movies ?
Us? What d o you mean by " us"?
Brian, LiZB, Robbie, and m e.
You mean, the entire fam ily? N o, thanks.
12 Comprehension
Discovering grammar
A . Answer the questions.
1. Is Caroline nice to Andv?

-'
2. Does Brian wan t to meet Ca roline?
3. Doe s Caroline want to meet Brian?
B.
Check your answers. Read along as you
listen aga in.
An,
GRAMMAR
Focus
Object pronouns
Subject
Object
pronouns
I
You
me
you
He
him
She
her
it
us
you
them
It
VVe
You
They
1. Object pronouns go (before I after) a verb.

2 . It and You (have I don 't have) the same
subject and object forms .
Practicing grammar
.
13 Practice
Co mp let e the sentences with object pronouns.
Examples
pronouns
me .
you .
him.
Liza likes

correct answers.
her.
it.
us.
you .
them .
1. Sh akira is great. I love

her
2. Thi s n ew ice cr eam flavor is really good. I
like
_
3. Pari s Hi lton is an noy ing. 1 can't sta nd
4. Operas a re bo ring. I don't like
Object pronouns after prepositions
5. You're cute. I like

like
, too?
Are you still mad at me ?
Would you like to come with us?
6. There's Brad Pitt! Can you see
14 Practice
Playa game ! Go to page 131.
56
Unit 6
_
. Do you
?
15 Reading
A. Read the article quickly. Underline the
sentence that expresses the main idea.
a. Teenagers are into h ip-hop.
b. Parents can't stand teen music.
c. Adults worry th at music influences their
children's beha vior.
B. E:.~ Re ad the article as you listen.
Toaav's parents are worried. Their ohildren
singers and their songs a-Hec;tthe behavior o-{l
anti their iPods are inseparable. Wherever they
young people. They say that music; with violent
go, teenagers listen to musio on their iPotls . The
Iyrios is the reason some voung people c;ommit
problem is not the iPods but the kintls oo{! music;
c;rimes, ana some teenagers do drugs beMuse
teenagers listen to. Mostteenagers are into rap
theidavorite singers ao the same th ing. The
ana other kintls o-{l hip-hop musio , Why is this a
singers say it is ridioulous to blame them and their
problem? Listen to the IVric;s o-{l many rap songs.
songs 1lor Whatteenagers c;hoose to ao . They say
Thev're o#en about arugs, sex, anti violenc;e .

But tloes mus ic; ino{!fuenoe young people's
it is the responsibility o-f! parents to raise their kitls

well. Singers are not babysitters. In one o-f! his
behavior'? For example, do teenagers who listen to
raps, Eminem asks, "Where Werethe parents at?"
rap songs about violenc;e bec;ome violent? Do those
In other words, Eminem is blaming the parents, not
who listen to roc;k, heavy metal, and rap bec;ome
the singers ortheir songs, When kitls go wrong.
arug users?
There are many d~erent opinions. Some sav
The aebate oontinues. What about you? Do you

think today's musio is baa -{lor yoU?
16 Comprehension
Write True or False. Circle the wrong
info rmat io n in the false statements.
ccordin g to the article . ..

1. Teenagers listen to music all
the time.
2. Parents are worried because Wad s
are expensive.
3. Most teenagers like hip-hop

music.
?
_ _ _ _ 4. Many rap son gs talk about drugs,

sex, and violence.
_ _ _ _
Read without understanding every

word.
When you read a text, don't worry if you
don't understand the meaning of every word.
First, read the whole text to get the main
ideas. Then try to work out the meanings of
unfamiliar words.
PAIRS. Underline the words you don't

understand in the article . Then try to
guess the meanings of some of these
words. Use a dictionary to check if you
were righ t .
5. Singer s agree that they influence

the behavior of yOt-fig people.
Unit 6 57
17 Ustening
A.
A74 Listen to the interview. What kinds of

music do the teenagers like? Put a check
(V') before the ones you hear.
_ _ Rock
_ _ Jazz
_ _ Techno
_ _ Pop
_ _ Country
_ R&B
~ H ip-hop/Rap
B.
il
,I
75 , Listen again. Complete the sentences

with words from the box.
Ashley
CDs
_ _ Pun k rock
Eminem
Mario
-mysfG..
punk
1. The three teenagers 1isten to
mU5ic
all th e time.
2.
listens to mu sic wh en doing

homework.
3. Mario lik es rap, ro ck, and
_
mu sic.
likes Avr il Lavigne and Kelly
4.
Clarkson.
5. Karen's pa rents don't like son gs by
6. The kid s never listen to their parents'
18 Speaking
GROUPS . Talk about your favorite types
of music.
I
I
1. Do you listen to music a lot?

2. Wh ere and when do you listen to mu sic?
3. Wh at kinds of music do you listen to?
4. What is mor e important to you: th e ly rics or
the melody?
5. Do you try to understand the lyrics of your
favorite son gs?
58
Unit 6
Units 5 and 6
Test-taking tip:
Ask f o r help and cla rif icat io n.
Raise your hand and ask for hel p if you do n't underst and t he test directions.
- - - ----- - - - - - - - - - --
'-----
- , -------
- - - - _ ......._ - _ . /
Grammar
Vocabulary
A. Complete the sentences with the correct

forms of the verbs in parentheses . Use
contractions when possible. (1 point each)
D. Match the phrases with the words.
1. I (not have)
don 't have
2. Brian (have)
(1 point each)
mv m other's father ~ a.
b.
my uncle's chi ld ren
c.
my parents' daughter
my mother and father d.
my mother's brother
e.
my father's mo ther
f.
and father
g.
8. my parents' son
h.
1.
2.
3.
4.
5.
6.
7.
any sisters.
"
two sisters.
3. He (not have)
any brothers.
. a lot of
4. My mom (have)
cou sins.
5. I (not have)
on uncle.
a test today.
6. You ino! limN)

(2 points each)
"
my
grandparents
my grand fath er
my uncle
my parents
my brother
my cousin
1. Do you like vegetables?

© / love Yes, I do . I love them.
Do you like video games?
B: Yes, I d o. I like vid eo games.
2. Is yom brother into jazz?
©/
2. A:
B: N o, we don't. We don 't like classical

m us ic.
3. A: _,
_
love
3. Does you r friend lik e sp orts?
© / love
_
4. Is your dad into heav y metal?

® / can't stand
B: Yes , sh e does. She loves su shi.

4. A:
mv aunt
"
mv sister
E. Answer the questions. (3 points each)
B. Write Yes/No questions for the answers.
1. A:
myfath er 's sis ter
5. Do you like movies?
® / hate
B: N o, they d on't. 111ey don't like sp orts.
_
_
5. A:
B: No, he doesn 't. He doesn' t like rap .
He prefers rock.
Communication
F. PAIRS. Take turns. Answer the questions
about your family. (3 points each)
6. A:
• Do you have any brothers or sisters?

(N ote: If your answer is "n o," talk ab out
your cousins or your parents.)
• Do they like music?
• Wh at kinds of music d o they like ?
• Who arc their favorite singers?
B: Yes, they do . They're crazy about jazz.

C. Write the posses sive forms of the nouns in
parentheses. (1 point each)
1. What's your (sister) sister's name?
2. Is thi s you r (brother)

3. All my (friends)
cool.
4. (Bri an)
room?
parents are so
family is in Australia.
5. The ir (grandparents)
beauti fu l.
h ouse is
I Now I can ...
o t alk about my family.
describe peopl e.
D talk about likes and dislikes.
Progress check 59
1 Reading
Reading skill : Personalizing

Think abo ut how yo u are similar to th e people or
charact ers in an article . You will enjoy the reading
more and remember it bet t er.
A. Read the article. What do you have in common with
Daniel and Emma? Write a V' above three things
that are similar and an X above three things that are
different, like this:
V'
X
Dan loves music. ln fact, he plays the ba ss g u itar.
( =[
love music. I don't play the bass guitar.)
B. How much can you remember from the reading?
Write a 0 next to the things that are about Daniel.

Write E next to those that are true about Emma.
1. _ E_ has two cats
2. _ _ plays the bass g u itar

3. _ _ lives with mother and younger brother
4. _ _ plays hockey, tennis, and rounders

5. _ _ runs and works out
6. _ _ into classic punk and rock
7. _
_ likes soccer
8. _ _ likes Sha kira and Brad Pitt

C. Read the article again and check your answers.
2 Listening
~. listen to an
interview with Tessa James, a big fan

of Rupert Grint. Complete the information on the left
about Rupert.
3 Speaking
PAIRS. Discuss the following questions.
1. How are you similar to Daniel, Em ma, and Ruper t?

2. How are you d ifferent?
4 Writing
Write a paragraph about Rupert Grint based on the
information on the left. Use the paragraphs on Daniel
Radcliffe and Emma Watson as a guide.
Wide Angle 2
61
Communication
Talk about abi lities

Ask for permission
B1
Andy:
Joey:
Andy:
Joey:
Liza:
Andy:
Brian:
Look who's here ! H i, Joey.

Is thi s a bad time to com e?
No, no. It's OK. What tim e is it?
On e o'clock. Are you gu ys going o ut?
Well, yeah.
Be quiet, Liza! Don't be rude .
Joey! It's good to see you!
Thanks.
He y, why's you r name Joey?
It's short for Josephine.
Oh, cool. And y, wha t time does the
mo vie start?
Wh at movie? Ca n 1com e, too?
Joey, we can' t a ll fit in the car!
Don ' t listen to her, Joey.
O h, all righ t. I lurry up.
Grammar
Imperatives
Can to talk about ab ilities
2 Cemprehen ion
A. Circle the correct answers .
1. Liza is (happy I <fiijllapp))J to see Joey.

2. Brian (likes / hales) the name Joey.
3. Joey tuxmts / doesn't want) to go to the
movies .
4. Andy (is nice / isn't nice) to Joey.
5. Liza (is nice / isn't nice) to Joey.
B. ~ Read along as you listen again. Check
your answers.
B. PAIRS. Look at the clocks. Take turns asking
each other for the time.
A. 83 Listen and repeat.
• Look who's here!

• Hurry up.
• It's good to see
you.
For exa m p le:
• All right.
• Is th is a bad time to
come?
• No. It's O K.
A: What time is it?

B: It's a quarter after eleven.
B. Complete the dialogues with expressions

from Exercise A.
A: Look who ':5 here ! Hi, Uoey].

B: Hi, [Brian]. Are you busy?
A: No, no. It's OK.

_
B: Nice to see yo u, too. Are you going out?
A: Yeah , to the mall. Would you like to
come?
B: All right.
A: Come on.
C. PAIRS. Role-play the conversation in
Exercise B. Replace the names with your

classmates' names.
4 Vocabulary
Clock times
A.
~ Look at the clock
as you listen and

repeat.
ten o'clock
five after ten
ten after ten
a quarter after ten
twen ty after ten
twenty-five after ten
ten -thirty/half past ten

twen ty-five to eleven
twenty to eleve n
a quarter to eleven
ten to eleven
five to eleven
after
o'clock
ten after
ten to
a quarter after
a quarter 10
Iwentyafter
Iwentv 10
Ihirty
10
Unit 7
63
D. PAIRS. Student A, give a command
from Exercise A. Student S, act out the
command. Take turns giving and acting out
commands.
Imperatives
Affirmative
Negat ive
Look w ho's here!
Don't look !
6 Practice
Uses of the imperative
GROUPS. Have a competition! Go to page 132.
Look out! (for exclama tio ns and warnings )
Be quiet! (for orders)
Please help me. (for polite requests)
Pull the door, then lock it. (for instructions)
A . GROUPS. Talk about school.

~~~~ Discuss these questions: Is your
..,
school a friendly place? Doyou like
being at school? Explain your answer.
Discovering grammar
correct answers.
Useful language:
• Umm, not really.fMaybe.
• Well, it's OK.
• I like/don't like school.
• Because of the homework.
• Because I see my friends at school.
• Because some students aren't nice.
• Yeah.
1. An affirmative imperative starts with a

(verb I noun) .
2. (Do I Don't) comes first in a negative
imperative.
3. Use the (past tense / base form) of a verb

in an imperative.
B. GROUPS. Make a list of ten Dos and
Don'ts for students and teachers to
make your school a better and more
enjoyable place. Share your list with
the class.
Practicing grammar
5 Practice
A . Write five affirmative classroom commands.

Use a period or an exclamation point (!).
1.
1. Be nice to everybody,
Open your books!
2 . Don't be rude .
2.
3.
4.
4.
5.
6.
B. Underline the verbs in Exercise A .

C. Rewrite the commands in Exercise A as
negative commands.
1.
Don't open your books }
2.
3.
4.
5.
6.
64
3,
Unit 7
5.
6.
7,
8.
9.
10.
~ Cover the dia logue and listen.
Joey:
Robbie:
Joey:
Robbie:
Joey:
Robbie:
Joey:
Robbie:
Joey:
Robbie:
Joey:
Robbie:
Woman:
obbie:
I'll buy our tic kets.

Ca n I go w ith yo u, Joey? Please?
Sure. But first, le t's co unt the money.
You can count mo ney, rig ht?
Yeah, I can .
OK. Co un t this for me.
OK . On e . . . tw o ... tw enty . . . thirty
. . . forty. Fifty dollar s.
Good. Now, which movie do we
want?
Spider-Mall, The Final Chapter:

Right. So look up there at the movie
schedules. Can you find our movie
on the list?
Yeah. It's at ... 2:30.
Good job, Robbi e. Now tell the lady
what you w ant.
Hello. Five ticke ts for Spider-Man at
2:30, please.
Here you go. Enjoy th e mo vie.
Thanks.
8 Comprehe
sio
A. Write the answers.
1.
2. What movie does th e g roup want to
see?
_
3. What lime does the movie star t?

4. How many ticket s does Robbie bu y?
8.
B6 Read along as you listen again. Check
your answers.
I '
GRAMMAR
Discovering grammar
Focus
Look at the grammar chart.

Complete the rules.
Can to talk about abilities
iIl
I can speak English.
Negative statements
They can't speak English.
YeslNo questions
Can you speak English?
Can he speak German?
Short answers
Yes, I can ./ No, I can 't.
Yes, he can ./ No, he can't.
What languag es can you speak?
Answers
We can speak Portuguese
and English.
I can speak English.
Who can speak English?
1. Use
+ the base
form of a verb to talk about
abilities.
2. The full form of can't is
I
I
Contraction
can't ~ cannot
Practicing grammar
Practice
PAIRS . Look at the picture. Take turns. Ask who can do each activity below.
• spea k English
• drive
• act
• ride a bi ke
• draw
• play soccer
• swim
• dance
• Rollerblade
for example:
A: Who can speak English?

B: Jim can speak English. Who can sing?
~l
66
Unit 7
• si ng
• play the guitar
• skateboard
10 Practice
A. GROUPS. Playa memory game with four
classmates.
For example:
A: I can play the drums.
B: Maria can play the drums. I can ride a
bike.
C: Maria can play th e drums. Trish can rid e
a bike. I can dance th e sa mba .
B. Have a representative tell the class what
each of your group members can do.
11 Pronunciation
The liEl so und in can and can't
A. 87 Listen and repeat.
can
rap
can't
dance
act
add
A: Can you rap?

A: Can you d ance?
A: Can you act?
A: Can you ad d Yz and 1M
B.
"6: Yes, I can.

B: No, Tcan't.
B: Yes, I can.
B: No, I can' t.
88 Listen again. Then practice the

conversations.
12 Your turn
A. Find someone who can do these activities
by asking, "Can you .. . ?" Write the
student's name next to the ability.
1. play the piano
2. break-d ance
A. Think about your English skills. What can

you do in English? Ch eck (V') the boxes.
o I can speak some English.

o I can understand audiotapes in English.
o I can pronounce English words well .
o I can understand simple readings in
English.
o I can speak in front of the class .
o I can write simple sentences in English.

B. PAIRS. Compare your results. Choose
4. skate
S. cook
one skill you didn't check. What can you

do to help each other improve that skill?
For example:
We can pract ice speaking Eng lish together.
6. sing a song in a foreign language

_
8. do the moonwalk
9. swim
Think positively. Say '" can," not "I can't."
3. whistle a tune
7. rap
Have a can-do attitude.
_
_
10. do a belly dance
B. Share your findings with the class.
Unit 7
67
13 Communication
14 Practice
Ask for permissio n
A. PAIRS . Compete with another pair. Make a

list of q uesti o ns asking for permission that
are commonly used in class.
• Yo u can a lso use can to ask for perm ission .

A.
89 ;
Robbie: Can I com e in , Liza?

Liza: Su re.
Robbie: [After S minutes] e m Lpl ay a
g i1me on your co mputer?
Liz a: N ot righ t now, Robbie. I'm bu sy.
B. PAIRS . Student A, ask jf you can borrow or

use one of your classmate's things. Student
B, say No because you're using it . Switch
roles. This time, Student A, say Yes.
For ex a m p le:
Can 1ereee t he board?
B. Compare your list with that of another pa ir.

Who wrote the most questions?
At the amusement park
A. Before you listen, read the dialogue. Fill in t.~e missing responses:
~-- -- --
That was a fu n
movie! Hey, Br ian,
can yo u drive?
B.
8 10/
Really? Gr'eat ! Uh,

can I come in for a
f ew minut es?
Listen to the conversation. Check yo ur answers.
(2)
. J oey.
It's lat e, and we're t ired.
Unit 7
69
tReading
Communication
Talk about daily routines
B1 ~ Read along as you listen to Brian's description of

his typical day.
Grammar
Sequence words: first, then,
after that. next, finally
Adverbs of frequency
How often?
I3nais f~pWAJ TIay

6tJer~ MbrtUll9' M a SUtOD/ da~, My a/arM a0tS off a-t ", ,~o . Bu.{ 1- ltSMII~
-hm1. i-t off o.rtd dDSe. M~ qes aaaM . Of UltrSe., i-t's Mver eAsy -to ~o baa
-to Sleep af-te.r
-the. alarM aDtS off, so 1
Vocabulary
Daily routines
ad u.p.
1 do -the saMe ihl'naS eve1 day , Firs-i: , I -taKe a shower and ae-t dreSSed {Dr
s/'..hooL 1herl 1- ea.-t breakfas{ .
AHer -tha-t, 1 brnsk. M~ -tee-th.
:r
seMe-t~MeS italiC ureal.
6u-t I ltSltallY jltS-t ~ ra.b a bal1.O-lla. Md ea.-t i-t a.-t -the
l:>u.s s-tep , M~ bLtS Italles it1: ex..(nf.J~ 7 '~O ,
&hool s-tar-ts a-t 8',00 , 1-'/11 Mver 10.-te fer sd'\,ooj . Lttndt breAk lS o:t
Iz: ' 0 0 . On nt'u da~s, M~ f n'b1.d.S a.nd 1.
sOMe-tiMes si-t ou.-tsidc, Cla sses end a-t s.o c. bu.-t I neller
ad k.oMe ltll-l:a aHer soo 1- a.M
field -teaM, and 1- pradiu o.Her sdtoo/, M -ter pro.dlGe, lu.su.all~
ao
Ott
-the -traGk a.n.d.
-to -tk.e ~Y/IIl ,
On Sa-tu.rd.a~s, M~ Sd1.ODI -teaM o.f{elt GOMpe-tes wi-th -teo.MS frOM o-thtr

Sd1.OOIS, M~ do.d a.IWo.~ S wa.{dt tS /He when
I UMpe-te, I '1\1 a..Iwa.~s -tlred aH er a GOMpe-ti'h'Ort , bu.-t I dM'-t Mind. i-t
, 1- love ru.llllirta .
Su.rtda~ is M~ {Moriie d.a~ , 1.-t's u.Su.aJI~ ""'] Ia.Vf da..~, and. 1. rove i-t.
'.
~' -~-
•
ehenslon
2Co
A. Match the sentences with the pictures.

1. Brian 's la rm goes off at 6:30.
2. He ta kes the bu s to school.

3. School starts at 8:00.
_ _ 4. He has lu nch at scho ol.
_ _ 5. On Saturdays, he competes with
stud en ts from other schools.
B. Answer the questions .
1. Wh at time does Bria n get up ?

2. What do es Brian have for breakfast?
3. What does he do a fter school?
4. What sport does Brian like?
3 Pronunciation
The pronunciation of -s and -es
A.
812
listen and repeat.
l si
hi
/I'l l
eats
wakes
goes
leaves
wat ch es
brushes
B. ~ Listen. Circle the verbs with the /zl or

liz] sound.
1. Brian wakes up at 6:30. He~~~home

at 7:30.
2. He soes to high school. He takes the bus
to school.
3. He gets hom e at 6:30. He watches TV.
e. 8 14
Listen again and repeat.

71
,
4 Vocabulary
GRAMMAR
Daily routines
Focus
, ~ Sequence words
First, the alarm rings. Then Iturn it off. After that,
I get up.
A. Number the activities 1 to 12 according to

your routine on school days.
First, she takes a shower. Next, she gets dressed.
Then she has brea kfast . After that. she brushes her
teeth. Finally, she leaves the house.
B. PAIRS. Compare your routines.
Discovering grammar
Look at the grammar chart. Answer the
questions.
_ _ ta ke a shower
1. What are some com man sequence words?
_ _ go to school
2. What punctuation can you use after some

sequence words?
_ I_ ge t up
_ _ eat or have breakfast
Practicing grammar
Practice
Write three more things Brian does after he

wakes up on a school day.
_ _ eat or have dinner
_ _ do homewo rk
1.
First, Brian takes a shower.
2.
3.
4.
_ _ brush my' teeth
_ _ get home from school
6 Your tum
PAIRS. Tell your classmate three things you do
after you wake up on a school day.
For example: First, I take a shower.
_ _ watch TV
___ comb/brush my hair
7 Communication
Talk about your routines
A.
_ _ go to bed
_ _ get dressed
Listen and read.
A: What do you do on Su nd a ys?

B: Nothing much . First, I check my e-ma il.
Then I text my friend s. After that, I call
up my best friend . How about you?
B. PAIRS. Talk about what you do on Sundays.
72
Unit 8
9
A. Find one student who

does each of the activities
below. Write his or her
name on the line.
Adverbs of frequency; How often?

0%
Practice
100%
always
usually
often
sometimes
rarely/seldom
never
For example:
How often do you arrive late to school?

I'm always late for schoo l.
I'm sometimes late fo r schoo l.
I'm usually late for school.
I'm rarely/seldom late for schoo l.
I'm often late for school.
I'm never late fo r school.
Q: How often do you sing

in the shower? OR How
often do you a rrive la te
to school?
Positions of frequency adverbs

With be
I'm sometimes late for school.
Dana is never late for schoo l.
With ot her verb s

I sometimes wake up late.
Carlos never wakes up late.
Discovering grammar
Look at the grammar chart. Circle the correct answers.
1. Adverbs of frequency tell (how well/ how often) an activity

is done.
2. Never and often are examples of (i:Jdvcrbs / adjectives),
3. Adverbs of frequency come (before I after) a form of the
verb be .
4. They come tbetore / after) all other verbs.
1. usually sings in the

shower.
2. ne ver arrives late

to school
3. always does homework
Practicing grammar
4. often gets hungry
during class
8 Practice
Insert the adverbs of frequency in the sentences. Then rewrite
the sentences.
always
1. My teacher is,,eClrIy. (always)
5. usua lly falls alseep

in cla ss
My tea cher is always early.
2. I check my e-mail. (often)
6. ra rely plays sports
3. Brian is late, (never)
4. We study together. (sometimes)
5. They have lunch together. (usuall y )
6. My friends are at my house. (always)

7.
r am late for school. (sometimes)
B. Share your findings with

the class.
_
_
rs.
Unit 8
73
10 Practice
11 Practice
Playa game! Go to page 132.
PAI RS. Complete the

questionnaire for your
classmate by asking questions.
Put a check (v) in the
appropriate column .
GROUPS. Talk about how often you do things.

Choose from the activities below or use your own
ideas.
• dance
• sing in the shower
• call your grandparents

• go to bed early
• help in the kitchen
• walk to school
Useful language:
• How often do you ... ?
• Really?
• That's interesting!
•
•
•
•
•
For example:
A: What do you have for

brea k fast?
B: I always h ave cere a l and
m ilk. J some tim es have
br ead a nd butter.
A: Do you h ave coffee for
break fast?
B: N o. I neve r ha ve coffee.
go to parties
speak English outside class
go to the library
go shopping on weekends
go to the movies
• Why not?
• Because ...
• No way! I Seriously?
1. What do you have

~ . .. Jor b~eaKfast? - +--/- +--4
· coffee
t-----.J·=
ui~e.. _~_ _____1f__ I -
_t _;
milk
cere~~
- - -1
bread and butter
other.
What do gou do
after
sckt.,-,=o~o~I?
· see friends
..__~...Rla!!~p--=-ort
=-=-s_ _
· do homework
!'I ,>_ _
• _o
=t.he,r ,""'.=_._
= = ='-----I_ - What do gou do
iJi th.e evening?
l--_--=
u f;l.~Jh.~
computer
do homework
• watch TV
other:
4. What do gou do
on weekEillg§7.~ __
~leep
-t-_,
all morl!.i!!&- _ _ _
clean m~ room
heJ.p.- around the
house
__•
..
Q!.h~r:: ~._
~
_.._
_
_ _.
10 Practice
11 Practice
Playa game! Go to page 132.
PAIRS. Com plet e the

questionnaire for your
classmate by asking questions .
Put a check (v) in the
appropriate column.
~ GROUPS.
Talk a bo ut how often you do things.

Choose from the activities below or use your own
ideas.
•
•
•
•
•
•
dance
sing in the shower
call your grandparents
go to bed early
help in the kitchen
walk to school
Useful language:
• How often do you ... ?
• Really?
• That's interesting!
•
•
•
•
•
For example:
A: What do you have for
breakfast?
B: 1 always have cereal and
milk. I so rn eti rnes have
bread and butter.
A: Do you have coffee for
b reakfast?
B: No. Tne ver have coffee.
go to parties
speak English outside class
go to the library
go shopping on weekends
go to the movies
• Why not?
• Because . ..
• No way! I Seriousl y?
1. What do you have
._ for
bre(t~fast? _
. coffee
.....--._·_j~c e ..
milk
.....
I---~
• cereal
~
----=-
_ _ ._ .._
.
bread ana: but~
..
1-_ 1_ -1
other: ==~=
2. What do gou do
after sch9-=o-,- ,-I?_ _
._ _ -- I - - I -- f
.
dq homework_"
.
1--_
' -=
othe.!::e--== = ='--I--_!---..
I
se,e friends
.:-pl~!f~fts
C '
s,
I_
What do gou do
J.!Ll1:J e evening?
_ ---'ul:le tb~ comp'y~r ._ _
I--_~ qo home~Qf.k.-
1---_--'-'w=atQl TV - .. -- I--t ~- l-- _ _ .

...--.2llier: _
=_=..====_~_I
What do gou do
L.---=o:.:..;n_weekends?__-1
sleep' all !.'lOrning
,-. -..ii~!1 !l mll ro0nt._ _
_
_ _ ..._
_ .: help aroun:.c;d=-t=h=e_ _1_ -t
j--_--'~9.g~
f---_--==
oth e~~ _=..====.--...L_!....--'--....!-~-.!..-....:.
12 Practice
. -
A . GROUPS. First , w rit e your country in t he

chart. Then w rite t he foods you usually
have for breakfast.
COUNTRY
8REAKFAST
Your ooul'lfry
Australia
B. Use the Internet to find out what kinds of

food people from other countries have for
breakfast.
Japat1
C. Complete the chart with the information

from Exercise B.
Egypt
D. GROUPS. Discuss the questions.
Scotlarld
1. Whi ch countries h ave sim ilar breakfast

foods?
2. Wh ich breakfast foods do you find
unique or interest ing?
3. Which breakfast food s from other
countries have you tried? Wh ich ones
would yOli like to try?
13 Reading
Frat1ce
C. Create a bar graph of your typical school day.
A . Study the graph of a teenager's typical day.
OWl
8 r------~~-~--____..,
1 1- - - -- - - - - - ---1
8 1- - - - - - -- - - - -1
5 1- - - - - - - - - - -
4 1--
- - - - - - - - - -
3 ·!--
2 1---
1 1--
OL.-
- - -- - - - - -
- - - - -- - - - - -1
- - - - - - - - -- _
Watch tv
P~y
I1se computer
Answ er t he questions.
1. How ma ny hours a day do es the student
sleep?
8 hours
2. How ma ny hours a day do es the st udent
spend in school?
PAIRS. Compare your bar graph with that of

your classmat e.
For example:
3. How many hours of hom ework a day

does the stude nt do?
_
4. Ho w man y hours of television a day does
the student watch?
14 Speaking
I sleep eigh t hours a day, You . . .

1do two hours of homework a da y. You ...
1 wat ch th ree hours of TV a da y. You ...
Unit 8
75
15 Listening
A. ~ listen to Doris describe her typical day.
The n complete the chart.
A:~vity
--07
G ets up
.'.
;,
',.':-
.:rIme
6A .M .
Bu s picks he r up
School starts
School end s
Gets home
Eats dinner
G oes to bed
B.
B17
Listen again and complete the sentences.
When Doris get~ home, she always docs the
following :
1. First, she looks for something t o eat

2. Then she
3. After that, she
4. Ne xt, she
5. Finally, she
I am always busy on a school day.

I us ually get
up at six. First,
16 Writing
What's your typical day or week like? Write
about it on the paper on the right.
Plan your weekly and daily activities.
Planning your activities can help you become more efficient .
Create a personal calendar for next week. Wr ite down all deadlines for homework,
quizzes
and tests, projects, birthday parties, and other activities you usually do.
I
I'
76
Unit 8
Units 7 and 8
Test-taking tip:
Do easier test items first .

Do the easier test items f irst so you have more t im e for the harder items.
- -- -- -
\..
Grammar
Vocabulary
A. Match the responses with the situations.

(1 point each)
D. Write the times in words. (3 points each)
1. 9:45
1. It's su n ny, but the lights are on. _ c_
2. 8:50
2. Your friend is at your door. _ _
3. 4:30
3. Your sister i s locking the door, but you
opening the windows. _ _
_
_
4. 12:25
5. 5:00
need to go back in. _ _

4. It's raining outside. Your brother's
It 's a quarter to ten,
E. Write three more things you do when you

wake up on a school day. (3 points each)
5. Your class m ate is ta lkin g loud ly durin g
I bruer: my teeth.
cla ss. _ _
a. Don't open the windows.
b. Be qu iet.
c. Please turn off the lig hts.
d . Don't lock the door.
e. Please come in.
B. Write sentences about what you can and
can't do. (3 points each)
1. A language you can or can't spea k
Communication
F. Answer the question about your routine.
Write four more sentences using sequence
words. (3 points per sentence)
A: What do you usually do when you get

home from school?
I can speak English .
2. An instrument you ca n or can't play
B:
First. I have a snack.
3. An activity you can or ca n't do

4. A sp or t you can or can't play
Insert the frequency adverbs. (1 point each)

alway:5
1. [Av isit my g ra ndparen ts on

Sundays.
- (a/WaIl. s)
2. We are home on Saturdays. (usually)
3. My dad goes out on Fr iday

evenings. (rare/y)
4. I watch TV on a school day. ineuer;
ro
Now I can . . .
ta lk ab out ab ilit ies.
o ask for permission .

o t alk about daily routines.
5. I a m busy on weekends. (sometimes)
Progress chec k 77
ace trac
• a coin
• a game piec for
yo u rse lf (an .raser, etc.)
Usef I language
•
•
•
•
Your t urn .! My turn !

That 's a goo d one.
That 's not right . It's . . .
Yo u win.!1 win!
Steps:
1. Begin at " St art " and f lip the coin. For heads,
move one space. For tails, move t w o spaces.
2. Fo ll ow th e rul es in th e key: Ask qu est ions,
say sentences, go back, or go f orw ard. If you
make a mista ke, go back one space.
3. Then it's the next person 's t urn .
sometimes
vourfamilv
usuallv
our teacher
4. The fi rst person to cross th e

f inish line wi ns.
OJiskaquestion.
o Sa" asentence.
0 60 back Jspace.
0 60 forward J space.
on weekends
after school
Game 3
( nt stand
au
A snap h t
if a cia smate
Make a n oral presentat io about a classmat e. Interview a classmate about his or

he r leisure time.
Take no t e s. Then make a prese ntation. Use the steps be low as a guide.
1 ~ ' A~I< a cl~s~m-~te'aboJt his or h~;re~-
-- find' o ut about his orher favorite"leisure !3ctiy'itY~f.sk Ii

information and \Yes/No questionstotfind ou-tas many
~ details as possible:' .__ " .~.. . ,\,,-,~: - ;- " ~ ~r:..', :.,.
.
. __ ....
I
'
.. I .•
~l-
What do you do in you r leisure time?
What's you r favorite leisure activity?
When do you usually, . . ?
Who do you usually, , , with?
Where do you usually , , . ?
Do you have a favorite (team, TV show, etc)?
W ho's your favor ite (player, actor, etc .)?
Why do you like (h im or her) ?
a yo u like . . . ?
• listens to music, watches
rv. plays soccer
• loves soccer
• usually plays after school, on weekends
• usually with friends in his neighborhood
Victor listens to
music. watches 1Y, and plays
soccer in his leisure t ime. He really loves
s occer. He usually plays after school and on
weekends. He usually plays wit h f riends in

his neighborhood. They always play in a
park near his house. His favorite
soccer team is , , ,
Proje ct 3
79
Read along silently as you listen. Underline
some of the interesting places and activities in
Miami.
8 18
Iami, Florida. is a
tourists paradise.
rt
has a tropical cli mate and

sand9 white beaches. Miami
is home to manY' gpanish
speak ing immigrants. Engli sh
and g panish are the major
languages spoken there. It is
often called the " atewag to
Latin Amer tca"
There are manY' inter esting
places to visit in Miami.
There's the Metrozoo. the
geaquarium. the Planetar mm.
the Venetian Pool. and

the Vizcaga Museum and
Gardens. There are beautiful
parks there. too.
gouth of Miami there's a
place called Coconut Grove.
If Y'0u love shopping or if
gou eyUog the theater and
the arts. Coconut Grove is
the place for 90u. You can
go to shows. visit museums.
shop at expensive stores.
go to dance clubs. 01' eat at
fabulous restaurants.
And. o f course. there are
some great beaches in Miami.
where gou can hang out and
people-watch. re lax in the
sun. or go for a SWim in the
ocean or bag.
Coral
Gables
Coconut
Grove
Communication
Ma ke suggestions
Ask and say where places are
Talk about leisure activities
Grammar
Pre po sit io ns of location:
across from, in front of,
behind, between, 'nex t to,
on the corner of, in, on
There is/There are
Some and any
Vocabulary
Leisu re activit ies
.-, ":-,
,.---
• . ·1
,
-,
o
I
2 Comprehension
Write True or False before each statement.
1. Miami is in Florida, U.S.A.
_ _ _ _ 2. Spanish and Portuguese are the two major

languages in Miami.
3. It is usually cold in Miami.
4. You can visit a planetarium in Miami.
5. Tourists can go to Coconut Grove to shop.
6. Miami doesn't have any beaches.
3 Vocabulary
• bank
• mall
• restaurant
• bookstore
• movie theater
• supermarket
• bus stop
• museum
• zoo
• drugstore
• post office
• park
B. Match the places with their descriptions.

1. bank _ b_
a. a place with lots of stores and

restaurants
2. drugstore _ _
b. a place where you save or borrow

money
3. superma rket _ _
4. museum _ _
c. a place where you buy and eat food

d. a place where you buy books
5. post office _ _
e. a place where you watch movies
6. movie theater _ _
f. a place where you buy medicine
7. zoo -
g. a place where you wait for buses
B. bookstore _ _
9. park _ _
10. restaurant _ _
h. a place wher e you see artwork and

other exh ibits
i, a place where you see different
kinds of animals
J. a place where you mail letters and

packages
11. mall _ _
k. a place with grass and trees where
you can play and relax

12. bus stop _ _
I. a place where you shop for food
and things for the house
Practice
Playa word guessing game! Go to page 132.
Unit 9
81
5 Dialogue
e
,--
Coverthe dialogue and listen.
Andy: So where would you lik e to go today,
Brian?
Brian: I'm not sure. Can I look at the map?
Venetian Pool . .. Is th is just a pool?
Andy: Not really. There are also waterfall s
and restaurants there.

Brian: Let's go there! Wh.erc is it?
Andy: It's in Coral Gables, between Coral Way
and 40th Street.
Liza: And there's also the Seaq uar ium.
Andy: Oh, yeah. You can see sha rk s there.
Brian: Awesome! Can we go there today?
Andy: Sure. You can see dolphins there, too.
And then we can go to the Planetarium.
Brian: Great! And what about Coconut
Grove? What's that?
Andy: It's Liza's favorite place. It's acr oss from
Coral Gables.
Liza: It's a shopping place. There a rc really
great restaurants there, too.
Brian: Urnrn, [ think I'll skip Coconut Grove. I
hate malls.
6 Comprehension
A. Look at the chart. Write two things that
you can f ind in each place .
Venetian Pool Coconut Grove Seaquarium

waterfalls
B. Write the places Brian wants to visit.
c.
Read along as you listen again. Check

your answers.
.
/"
A . ~, Listen and repeat.
• I'm not sure.

• Not really.
• Great!
• Oh, ye ah.
B. Write the appropriate responses. Use the

expressions in Exercise A.
1. A: Let's go to the movies .

B:
Great!
2. A: Do you like Tom Cruise?
B:
I prefer Brad Pitt.
3. A: It' s Mom's bi rthday today, remember?
B:
4. A: What w ould yo u lik e to do toda y?
GRAMMAR
t,
.?
--•
across from
Focus
Preposit io ns of location
~L
!
behind
in fron t of
between . . . and . . .
next to
on the corner of
The prepositions in and on
The Venetian Pool is in Coral Gables.
I live in New York City.
My house is on Fift h Street.
Discovering grammar
Look at the pictures in the grammar chart. Circle the correct answers.
1. (Across from / In front of) means "on the
4 . (On the corner of / In front of) is the point
other side ."

2. (B~tween / Behind) means "at the back of
something."
where two streets meet.

5. Use (in Ion) with the name of a street .
6. Use (in / on) with the name of a place.
3. (Between / Next to) means "in the middle
of two things."
Practicing grammar
8 Practice
Hi gh
Sch o ol
Look at the map. Complete the sentences with

prepositions of location from the grammar chart.
1. The post office is on the corner of Main Street
a nd Third Avenue.
2. The park is
ho tel,
3. Th e zoo is
4. The bus stop is
th e mall and the

Mai n Street.
the
su pe rm a rket.
5. The bookstore is
Su p e ; m~ r k e t
to the
d r ugs tore.
6. The bank is
the supermarket.
Zoo
Hospital
81
Q
9 Practice
AIRS . Look at the map again. Take turns. Ask
w he re each place on the map is.
f or example:
: W he re's th e p ool?
B: It's behind th e zoo.
Unit 9
83
GRAMMAR
Focus
There Is/There are
There's a mall next to the park.
There are some good restaurants in Miami.
Negative statements
There isn 't a mall in my town.
There aren't any good restaurants around my school.
Yes/No questions
Is there a Portu guese restaurant in Miami?
Are there any electronic stores in thi s mall?
Short answers
Yes, there is. ! No, there isn't.
Yes, there are. / No, there aren't.
Contraction
There's = There is
Discovering grammar
11 Practice
look at the grammar chart. Circle the
correct answers .
A. Look at the map carefully. Try to remember

the places on it.
1. Use a (singular / plural) nou n after there is.
B. PAIRS. Take turns. Student A, look at

your map and ask Student B three Yes/No
2. Use a (singular / plural) noun after there are.

3. Use (some / any) after there aren't.
4 . Use (some / any) after are ther e.
questions about the places on the map.

Student B, close your book and answer
Student A's questions . Keep score of the
correct guesses.
For exam ple:
Practicing grammar
A: ls there a mall on the map?

B: Umm . . . Yes, th ere is!
A: No, there isn't. Next quest ion. Are
there . . . ?
10 Practice
A. Look at the map. Write sentences using the

following:
• There is, There are, There isn 't any , There

aren't any
• the vocabulary in Exercise 3

• p rep ositions of locat ion
Supermarket
Art
YMCA
Museum
Post
Off ice
1. There aren't any bank5 on the map.

2. There'5 a zoo acr055 from the YMCA.
Q)
:J
~
~
.. ~
3.
~~~~~~.«~
~u.....:........---1-=---~ l -
4.
. f:
S.
6.
7.
8.
9.
10.
B. PAIRS. Give yo ur sentences to another
student and have him or her check them.
Who has the most correct sentences?
84
Unit 9
I ~'
Korean ;
Zoo
MOVie
Thecrer
Japanese Restaurant
Restaurant
12 Pronunciation
Intonation in Yes/No questions and short answers
A.
823 listen to the questions and answers. Notice how the voice falls on the last
word
in the short answers.
Questions
Answers
~
B: Yes, thc~.
A: Is there a mall in this area?

---~
B: No, there isn 't.
A: Is there a hotel near th e mall?
B.
--~
lrouse?
A: Are there any restaurants near your
B: Yes,
A: Arc there a ny stores in yourneTghborhood?
B: No, there aren ' t.
'824 Listen again, Then
----
ther~
--------...
role-play the conversations.

C. CLASS. Ask the town planners questions
a bout their plans for the town. Ask Yes!
Prepare before a presentation.
No and Where questions. Give comments

about the plans.
Prepare for speak ing activities by writing

down some of the things you want to say or
ask.
For example:
GROUPS. PrepClre for part B of Exercise
13 by writing down some of the things
you want to say in your presentation .
Prepare for part C by writing down som e
questions .
'-
./
3 Your turn
GROUPS. Pretend you're town planners.
Your government asks you to plan a new
a rea in your town for teenagers. follow
t hese instructions:
1. Discuss the places you want to include
i n your town .
2. Ma ke a ske tch of your plan on a big
piece of paper. Make your plans colorful
and fun.
3. arne your town.
ROUPS. Present your town plans to
th e whole class. Use There is, There are,
a d prepositions of location in your
rese nt at io n.
'1
Student 1: Is there a .. . ?
Presenter: No, there isn't a . . ./ there
aren't any . . .
Student 1: Why not?
Student 2: Excuse me. I think the public
pool is very small.
D. Vote on the plan that you like best. Explain

your choice.
GROUPS. Talk about a favorite

vacation place or a favorite place
in your town or city. Ask your
classmates about their favorite place.
Find out where it is and what you can do
and see there,
Useful language:
• What's your favorite . .. ?
• Wha t can you do there?
• My favorite place is .. .
• I love it!
•
•
•
•
It's awesome there.

It's inion . . . (location)
There's/There are ...
Let's go there . (Suggest when to go.)
Unit 9
85
14 Vocabulary
Leisure activities
A. label the pictures with the following:
eat out
go sh opping
hang out w ith friend s
go to a pa rty
visit g randparents
watch a DVD
B. Look at Exercise A. Put three checks

(.,1.,1.,1) next to the activities you always
do on weekends; two checks (.,Iv) next
to the ones you sometimes or often do on
weekends ; and an X next to the ones you
never do on weekends.
C. PAIRS. Talk about your weekend activities.
For exa m p le :
A: Wha t do you usu ally do on weekends?

B: Well, I usually go ou t with my parents.
How about you ?
A: 1 so metimes visi t my grandparents.
15 Communication
Make suggestions
A.
A: Would you like to go to the movies th is

weekend ?
B: Sorry.l can't. I don't have any money.
A: Oh, OK. Let's watch a DVD at my bo use
th en.
R Cood idea!
B. PAIRS. Invite your classmate to do any of

the activities in Exercise 14A.
16 Listening
A.
econversat
Look at the ads as you listen to the
io n . Whe re do the kids want to
~
go? Circle t he ad .
B.
b
listen again. Circle the events, people.
and places mom and the kids talk about.
an outdoor movie
Rollin g Stones concert
Shakespeare festival
Picas so ex h i b it
Planetar iu m
I '
86
Unit 9
Seaquariu m
Vincent va n Gogh
exh ibit
Black Eyed Peas
con cert
40 shopping
A skateboard contest
A.
B28 Look at the pictures and read the conversations.. Guess what Andy is saying to
Liza and
Annie. Writ e th e missing lines. Then listen and see if you guessed correctly,
Look. Annie. There's a

skate board contest a t
t he Lipt on Club. Let's go.
It 's on Crandon
Boulevard, next
t o t he par·k.
CLASS . Discuss the questions.

1. Is Caroline upset with Andy? If so, why?
2. What's Andy's explanation?
3. Is Andy a good boyfriend? Explain your ans wer.
Unit 9
87
1 Reading
Reading skill : Reading with a purpose

Bef ore you read, decide w hat informatio n you
will lo ok fo r.
---~-----~--------_/
A. Read the interview for the things that Halld6ra says
teens do in their leisure time. Underline them.
B. Fill in the Venn diagram with the things Halld6ra

says teens do in the winter, year-round, and in the
summer.
2 Listening
9 Listen to an interview with Josh Jones. a teen from
New York City. Underline the things Josh says teens do
in the winter. Circle the things he says teens do in the
summer. Circle and underline the things teens do year
round.
go ski ing
go to the gym
go shopping
go to dance clubs
go swimming
go to museum s
go out to eat
go ice skating
go to movies
hang out in the park
have picnics
go skateboarding
3 Writing
In your notebook, draw a Venn diagram. List the things
teens in your city do for fun in the winter. year-round.
and in the summer.
4 Speaking
PAIRS. With your partner, discuss the following
questions:
1. What do you do for fun in the winter?

2. What do you do for fun in the summer'?
3. What do you do for fun year-round?
88
Wide Angle 3
Dialogue
B30,
'-"'"
Liza:
Andy:
Liza:
Andy:
Liza:
Andy:
Liza:
Andy:
Liza:
Where's Brian?
1le's upstairs in the bedroom.
What's h e doing? Is he reading?
N o, he isn't. H e's writing an e-ma il.
Wh o' s he writing to? Is h e e-rnailing his parents?
Tdon't kn ow, Liza . Sto p bo thering me. I'm w atchi ng TV.
I'm just asking you questions.
I know, but y ou 're bothering me.
Gee , Andy. You're g rum py toda y. I'm out of he re.
Communication
Ask what someone's doing now

Describ e what's happen ing
right now
Talk about a house
Grammar
The present contin uous: be

iemtistere; + verb -ifJg
Vocabulary
Rooms and parts of a house
2 Comprehension
A. Cross out the wrong information in each sentence.
Then correct it.
1.
2.
3.
4.
5.
B.
Liza is asking abou t [

Ie. Brian
And y doesn't know where Brian is.
Brian is reading.
Andy wa n ts to talk to Liza.
Liza says Andy is nice.
B31
Check your answers. Read along as you listen again.
>.-
3
Useful expressions
Listen and repeat. Match the expressions with similar

mean ings.
1. I don't know, _ b_
a. I'm leav ing right now.
2. Stop bothering me. _ _
b. I have no idea.
3. You're grumpy. _ _
c. Don't ask me a lot of questions.
4. I'm out of here. _ _
d. You're in a bad mood.
Rooms and parts of a house
(5
Useful language:
• What's your favorite place
in your house?
• Why is it your favorite?
• What's in that room?
•
•
•
•
4 Vocabulary
A.
PAIRS. Talk about

your favorite place
in your house.
Sounds awesome/cool.
Me, too!
No way!
Really?
Listen and repeat.
1. bathroom
4. garage
7. stairs
2. bedroom
3. dining room
5. kitch en
6. living room
8. downstairs
9. upstairs
B. Label the parts of the house. Use the numbers in Exercise A

as your labels.
Unit 10
91
6 Pradice
Complete the sentences with the present
continuous form of the verbs in parentheses.
The present continuous:

be iamlislaret + verb -ing
1. Liza and Andy
Negative statements
I'm
Y
ou're
He's
I'm not
You're not
He 's not
She 's not
Yo u're not
We're not
They're not
.
studying.
She's
You're
We're
They're
)
studying.
Spelling of -ing verbs

listen-l istening
smile smiling
I '
P aymg.
playing .
play- playing
sit sitting
a. am
+ verb -ing with I.

b. is
c. are
2. Use
b. is
c. are
+ verb -ing with We, You,

and They.
a. am
b. is
c. are
Practicing grammar
5 Practice
Write the -ing forms. Follow the patterns.
Group 1: Add -ing.
2. study
3. fix -+
playing
4. show
writing
3 . leave
4. make
Group 2: Drop the -e.
1. write
2.
use~
_
Group 3: Double the consonant.
1. plan
2. run
92
-+-
Unit 10
planning
3. shop -+
4.
get~
annoyed, (get)
5. Brian
computer. (sit)
in front of the
6. He
. (not read)
7. He
to his parents. (write)
1. she/use her computer
2. he/take a shower
4. they/play tennis
3. Use
1. play ~
Andy questions . (ask)
4. Andy
3. she/do homework
+ verb -ing with He, She,
and It.
a. am
3. Liza
TV. (ioai ch)
What are the people in the pictures doing?
Look at the grammar chart. Complete

the rules.
Use
2. Andy
. (talk)
7 Pradice
Discovering grammar
1.
are talking
_
_
_
_
A. Complete Brian's e-mail with the present
continuous form of the verbs in parentheses .
Use contractions where possible.
B. Make two sentences. In the first sentence,
correct the wrong information. In the second
sentence, give the correct information.
1. Brian is sharing Robbie's bedroom .
Hi, Mom and Dad. How's everything at

I'm having
a wonderful
home? (1. Ilhave)
time here. (2. Ilenjoy)
Miami
a lot. It's a great place! Are you planning to

visit me? You could stay at the Gibsons' house
during your visit.
Brian isn't Bharing Robbie's bedroom .

He's sharing AndY'fj bedroom .
2. Mr. and Mrs. Gibson are working in the

garden.
The house has four bedrooms. (3. I/share)

_ _ _ _ _ _ Andy's bedroom. Andy
and I are great friends. He lets me use his
things , including his computer. (4. I/use)
_ _ _ _ __ his computer right now.
It's almost dinnertime here. (5. Mr. and
Mrs. Gibson/prepare)
_
dinner. (6. Robbiel11elp)
3. Robbie is helping Andy with dinner.
his parents. (7. Andy and Liza/watch)

_ __ _ __ TV in the living room. I know,
Mom. You're wondering why (6. we/not help)
4. Andy and Liza ar e helping their parents.
with dinner. Well, Andy, l.iza,

and I always do the dishes afterwards.
I'm attaching a picture of me. (9. f/stand)
_ _ _ _ __ in front of the Gibson 's house.
5. Bria n is doing his hom ework.
Looks great, right? I mean the house, not me.
- --
Unit 10
93
The prese nt continuous tense: be (am/is/are) + verb - ;ng
Aff irmat ive answers

Yes, you are.
Yes, l a m.
Yes, he is.
Yes, she is.
Neg at ive answers

No, you're not. / No, you aren't.
No, I'm not.
No, he's not. / No, he isn 't.
No, she's not. / No, she isn't.
Are yOU }
Are we
studying?
Are they
Yes, we are.
Yes, we/you are.
Yes, th ey are.
No, we're not. / No, we aren't.

No, we're /you're not. / No, we/you aren't.'
No, they're not . / No, they aren 't.
Infor mati o n questions

What are you doing ?
What 's she/ he doing ?
What are they doing ?
Short answers
Study ing.
Wat ching TV.
Doing homework.
Lo ng answers
I'm studying.
She's/He's watching TV.
They're doing homework.
Discovering grammar
Loo k at the grammar chart. Ans w er the

quest ions.
1. W hat comes fi rst in present cont inuous
Yes/No q uest io ns?
_
Practicing grammar
9 Practice
A. PAIRS. Look at the picture. Try to
reme mber what each person is doing.
94
Unit 10
2. What comes f irst in present contin uo us

in f ormat ion quest ions?
3. Can yo u cont ract am + not?
_
B. PAIRS. St udent A, close your book. Student
B, ask Yes/No questions about the picture.
Use the cues. Then switch roles.
For example:
Annie:
Liza:
Annie:
I'm bored. Are Brian. and Andy doing

anything?
No. Would you like to come over?
OK.
A: Is Ms. Simpson singing?

B: No , she's not.
A: Wll.at's she doing?
B: She's teaching.
B. PAIRS . Role-play. Imagine you are at home
1. Wendy, Tracy, and Daniel/take notes

2. Brad /listen to Mrs. Simpson
3. [en and Angie/play
4. Jessica / talk on her cell phone
14 Writing
after school. Have a phone conversation

like the one in Exercise A.
PAIRS . It's the weekend. Write instant

messages between you and a classmate, Talk
about what you're doing and what's going on.
10 Your turn
IMKL: Hey,
PAIRS . Take turns. Ask what three people
around you are doing.
what are you doing
Me2: Watching a music video. You?

IMKL:
For example:
Me2:
IMKL : How about your [brother/sister]?
?
What
A: What's Dylan doing?

B: He's reading a text message. How about . . . ?
A: They're talk ing.
Me2:
11 Practice
Have a competition! Go to page 133.
12 Pronunciation
Stress on important words
A.
,.- '
e
.Listen and repeat.
A: What are you doing?

B: l'm studying.
A: What are they doing?
B: They're doing their homework.
B. PAIRS . Practice the conversations.
13 Communication
k what someone's doing now
(
_ ~ Listen to the conversation.
Liz a:
nnie:
Liz a:
Hello.
Hi, Liza. What ar e you doing right
now?
Watching TV in my room. Why?
15 Listening
A.
Listen to the interview. Circle the two

new inventions the scientists are working
on to help the environment.
a.
b.
c.
d .
e.
a robot that cleans your room

a robot that makes clothes
a robot that eats garbage
a machine that cooks your meals
a machine that washes dishes without
water
B. Which of these things are important to
George Getty? Circle the letters.
a. the environment
b.
c.
d.
e.
f.
making a lot of money

saving energy
making beautiful machines
saving water
stopping pollution
Unit 10
95
16 Reading
A. Look at the title and the pictures in the
article below. What do you expect to read
about? Circle all that apply.
Know how to scan an article.

When you scan an article, you read very
quickly and look only for the information you
need.
a. a family with intelligent ch ild ren

b. a beautifully decora ted ho me
c. a high-tech home
d. high-tech appliances
e. the high cost of hou ses
f. life in the United States
A. You have 30 seconds. Scan the article

"Intelligent Homes of the Future." Circle
the rooms of the house in the article.
B. PAIRS. Compare your results with a
classmate.
B. ~ Read along silently as you Iiste':!.
..-....~......._---~--.~--~ -~--
11'1 a futuri>tic home lab in the United

State» thi> ;> what'> happening: A man i>
walking toward hi> house , AS" he is" walki'lg
toward the door, itopenS" by it>elf. He walk>
into the lil/ing roomj the light> turn 01'1 a'ld
hi> fal/orite >ong >tartS' to play. 11'1 the garage.
One of hi> car5" i5" making an appointme'lt
with the mechanic. The man goe5" to the
kitchen and >top> in front of the refrigerator.
It is' printing out a )'hopping li5"t. Science
fiction? No. EI/erything i5" real! 11'1 'rhiS' h orrie
Jab, e'lgi'leerS" are del/eloping
intelligent refrigeratori)
lampS'. TV >et>, and car>.
Some homeoWneri are
already te>ting theie
inteJJiger,t appliance$". In
Virginia, iome re>idellt>
can Check that the
door$" are locked from
17 Comprehension
18 Speaking
1. Write what each of these things in the

futuristic home lab can do.
PAIRS. Close your books and see how much
you can remember. Answer this question:
What can an intelligent home do?
a. the door It can open by it5elf.

b. the refrigerator
c. the car
d. the oven
_
_
_
2. In the future, what can a bathroom scale do?
96
their office>. I'l

130$"ton, lOme
hOmeoWners'
are u)'in9
i nt-e IIi 9en1'
ovens. They
putfood in the oven before going to bed .
Thell they program the oven to refrigerate
and cook t'h" food for the next day.
In thP. fvtvrE', or, illtelligent hov>e can
turn up the heat in the bedroom fifteen
minute$" before the homeowller wakE'S'
UPI tVI'll 01'1 the bedroom li9ht When the
alarm clock >ound$"} and turll Oil the coffe e
maker. The hOU>E' can al$"o di>play the neW S"
01'1 the I/ideo 5"creen in the bathroom and
turn on the )'hoWer. The bathroom ~cale
i$" I/ery Intelligellt, too. If the hOmeOW'ler
is putting o n INei9htl it can change the
homeOWner'S" menu. Now that') pretty cool.
Unit 10
For example:
A: The door can op en by itself.

B: The lights ...
Units 9 and 10
Test-taking tip: Work carefu lly.
\.. Work slowl y enou gh and caref ully so you don't make careless errors.
D. Ask information questions about the

unde rlined words. (3 po int s each)
Grammar
A. Look at the street map and answer the
questions . Use the cues. (2 points each)
Bank
./
1. I am sitti ng on a ben ch in the~·u k .

( Where)
Where are you si t ting?
Post
2. I am reading a book.
e
I...... Offic ---...
(W hat)
3. The kids are play ing soccer.

( What)
4. A woman is jogging.
(Wh o)
5. The old man is sleeping on the grass.

(W /lere)
1. Where's the res tauran t? (next to)
The restaurant ;s next to the post office.
2. Where's the movie theater? (bettceen . . . and)
Vocabulary
3. Whe re's th e ban k? (across froIII)
E. Match the places with the objects.

(1 point each)
1. drugstore ~ a. books and magazines
4. Where's th e d rugstore?
( 0 11
2. m useum
3. bookstore
4. post office
5. movi e thea ter
6. supermarket
the corner cf)
look at the map again. Complete the

sentences with There is a/There isn 't a or
There are/There aren 't any. (2 points each)
1. There aren't any cars on the stre ets.
2.
restau ra nt on th e corn er
o f Pau l Street and Second Avenue.
.
F. Complete the conversation. (3 points each)

A:
_
B: N oth in g much . I'm wa tching TV. Why?
A:
_
bookstore on Paul Street.

bank on Second Ave nue.
5.
med icine
Spider-Man, popcorn
letters, sta mps
fruits and vegetables
pai ntings, ex hibits
Communication
3. _ _ _ ___ ho uses in the area.

4.
b.
c.
d.
e.
f.
B: A volleyball ga me ?
_
Wh ere is it?
A: At the p ark, nex t to the po lice s tation .
Co mplet e the paragraph with the present

co nt in uo us. (2 points each)
It's a nice day. The sun (1. shille) is shining ,
a nd I (2. sit)
on a bench in the
park. I (3. read)
a book. Some
pe ople (4. walk)
the ir dogs. Kids
5. play)
oman (6.jog)
Now I can ...
mak e suggest ions.

t alk about leisure act ivit ies.
exp lain what 's hap pening now.
soccer. A ma n and a
_
Progress chec k
97
1 Dialogue
Communication
Ta lk about past events
Express approva l and disapproval
And y, w here's Brian?

1 don't know.
H e' in. the hou se. H e's on the p ho ne .
With Joey? Did he call her aga in toda y?
No. Joey's not horne.
Good. Listen, let's have a su rp rise
party for Bria n.
Andy: That's a great idea, Liza !
Robbie: Yeah! And we can inv ite Joey
becau se Brian li kes her.
Liza: What? Did he say that?
Robbie: No, he didn't. But they talked on the
p hone all d ay yes te rd ay. And th ey
shopped together, too.
Andy: Don't gossip, Robbie. Th at 's no t
very nice. When do YO l~ want
to have the pa rty, Liza?
Liza:
The twenty-sixth.
Andy:
OK. Hey, let 's have a costume
pa rt y!
Liza: Excellent idea, An d y.
Liza:
Andy:
Robbie:
Liza:
Robbie:
Liza:
Grammar
The sim ple past of regu lar verbs
Vocabulary
Past t ime expressions
Emot ico ns and acronyms
2 Compreh nsi
A. Answer the questions.
1. Who's looking for Brian?

2. Where's Brian?
3. What does Li za suggest for Brian?

4. When doe s she wan t to have the
party?
5. What kind of party does Andy
suggest?
e
Read along as you listen again. Check

your answers.
:/
?
-'
;I
"";;
.I':
.'
,/
,.
.,
;/
./
"
.I
...
"
.'
,
.'
;/
;
,r
J
/
/,
)'
I'
,
I
A. ~ Listen and repeat. Draw a smiley (©) next to the

expressions of approval and a frownie (®) next to those
that express disapprova l.
• That's a grea t idea. ©
• That's not ver y nice. _ _
• Don 't gossip , _ _
• Excellent id ea . _ _
B. PAI RS . Co mp let e the conversation with expressions from
Exercise A. Then role-play the conversation.
A: What a. beauti ful day! Let's sit outs ide.
B:
That '$ a great idea.
A: Look. The re's Zack and Dana . J think Zack likes Dana,
but Dan a doesn' t like him .
B:
A: Sorry.
4 Vocabulary
Past time expressions
A.
e Listen and repeat.

•
•
•
•
yesterday
last night
last week
last month
•
•
•
•
last year
last Monday
a few m inutes ago
three days ago
• a week ago
• a month ago
• a year ago
B. Look at the calendars. Write the dates, days, or months next

to the expressions.
1. yesterday January 16th
5. last Wednesday
2. last n ig ht
_
6. three days ago
3. last week
7. a week ago
4. last mon th
_
_
_
8. a month ago
....
"
9'
to
"
16, 1'1
23 21
30
31 '
,.
, .
I
Unit 11
99
Practicing grammar
5 Practice
The simple past

of regular verbs
Italked to him yesterday.
She smiled at him.
He stopped by a
few minutes ago.
We cried beca use
they moved away.
Have a competition! Go to page 133 .
Negative statements
Ididn 't talk to him.
He didn't smile back.
He didn't stop for
long.
They didn't cry at all.
didn 't =did not
1. Liza (ask)
asked
about Brian a while ago .
3. Brian (stop by)

4. He (try)
Discovering grammar
grammar rules with expressions from the
box.
-ed
Complete the sentences with the simple past.
2. Andy and Robbie (play)

in the yard this morning.
Contractions
-d
6 Practice
simple past
yesterday
stop
bas e
ago
last
basketball
five minutes ago.
to call Joey an hour ago.

that Brian called Joey
5. Liza (worry)
agam.
6. Brian and Joey (enjoy)
togeth.er yesterday.
7. Liza (suggest)
shopping
a party for Brian.
1. Use the
to tal k a bout
actions that are finished.
7 Practice
2. _ _ _ _ __ __ __ _ _ , and
A. Write a summary of the conversation on

page 98. Use the simple past of the verbs
in the box.
_ _ _ _ __ are past time expressions.
3. The base for rn of stopped is
4. To form t he simple past of regular verbs in

affirmative statements, add
_ __ _ __ or
base form of
to the
a verb .
5. To form the simple past of verbs in

negative statements, use did + not + the
agree
ask
plan
play
stop
I
suggest
- -----=--~ - -----=-=---
[hie; morning, Andy and Robbie played basketball

in the yard. Brian stopped by for a few minutes,
Uza
_ _ _ _ _ _ form of a main verb.

She
Andy
They
B. PAIRS. Read your classmate's summary.

Circle any incorrect information or incorrect
use of the simple past. Correct the errors in
your stories together.
100
Unit 11
GROUPS. Liza is not happy
because Brian seems to like Joey.
Liza feels jealous of Joey. Talk
about situations when people get
jealous.
Useful language:
• What situations can make people jealous?
• Can you give an example?
• Do you think it's natural to feel jealous
sometimes?
• Do you get jealous?

• Sometimes.
• Of course.
• I'm sometimes a little jealous of my brother!
sister.
• Do you talk to your parents about it?
• Why not?
Take notes in class.

Taking notes in class helps you understand
your lessons.
Here are some note-taking tips:

1. Don't try to write down every word
you hear.
2. Listen for answers to who, where,
when, and what questions.
For example:
1. Who: Andy
2. What: cake
3. Wh en/Wh at time: be ore 4- ,
9 Listening
I'" "
64 4: List en to Caroline's message for Andy,

Circle the correct answers.
Pronunciation
The pronunciation of -d and -ed endings

"'" Listen and repeat.
A. 'B42
ItI
stopped
asked
talk ed
B.
/dl
enjoyed
played
tried
ladl
suggested
wanted
d ecid ed
Listen, Circle the verbs that end with

t he /t/ sound.
B43.
1.
2.
3.
4.
1 stop pe and listened to the mu sic.
They talked while they played.

She laughed when he tried to kiss her.
We stayed home and watched a video.
1. What did Caroline order for the party?

ice crea m
G~v
coo ies
sand w iches
2. How many kinds of ice cream did she order?

one
two
three
four
3. Who cooked for the party?
Ca roline
Carol in c's mom
Liza
Liza's mom
4. What did she cook for the party?
hot dogs
hamburgers
spaghetti cake
5. What did Caroline ask Andy to pick up from
the supermarket?
lemonade
candy
peanuts
ice cream
6. Wh en is Caroline going to Andy's house?
at two o'clock
at three o'clock
at four o'clock
at five o'clock
:..r .
Unit 11
11 Practice
The simple past
of re gu la r verbs
Yes/No qu estions
Did you talk to Brian
yesterday?
Did he stop by a few
m in utes ago?
Did you cry last n ight ?
Short answers
Yes, I did. / No, I
didn't.
Yes, he did. / No. he
didn't .
Yes, w e did . / No. w e
didn't.
Discovering grammar

correct answers.
1. Yes/No questions begin w ith (did / do).
2. (Add / Do not add) -d o r -ed to t he ma in
verbs in sim ple past questions.
A . PAIRS. Complete the questionnaire for

yourself. Put a check (......) next to the
ones you did and an X next to the ones
you didn't do. Then ask a classmate the
questions.
Yesterday, d id you . ..
· help clean the house?
· wash the dishes after eat ing?
· clean your room?
• organize your things in
your roo m?
00
DO
DO
DO
Practicing grammar
10 Practice
A. Write Yes/No questions. Use the simple
past and the cues.

1. finish your ho mework last nigh t
2 . watch a m ov ie last Sat u rday
3. ca ll your parents this mor ning
l ast weekend, did you . ..

· watch a mo vie with friends?
• invi te fri ends over to your
ho use?
· call your friends?
· stop by a fri end's house?
4. like the last Harry Potter m ovie
5. clean yo ur roo m last wee kend

6 . text you r friends yesterd ay
l ast weekend. did you .. .

• exercise?
· walk a lot?
· play any sport?
· avoid sweets and junk food?
00
DO
DO
DO
B. PAIRS. Take turn s. Ask and answer the
questions in Exercise A.
For example:
A: Did you finish your ho mew ork last n ight?

B: Yes, I d id. Ho w abou t you ?
A: No, I d idn' t.
'I
II
I'
II
I;
B. GROUPS. Join another pair. Compare your

answers . Who is .. .
a. helpfu l?
b. stud ious?
c. sociable?
d. healthy?
102
Unit 11
_
~
_
_
Who did you r siste r call this morning?
When did you talk to Brian?
What time did he stop by?
Why did you cry?
Short answers
Me.
Yesterday.
A few minutes ago.
Because my mom yelled at me.
Long answers
My siste r called me this morning.
I talked to him yesterday.
He stopped by a.few minut es ago.
I cried because rl,y mo m yelled
at me .
With Who as subject

Who called you th is morning?
My sister.
Mysister called me this morning.
Discovering grammar

correct answers.
1. When you use did with a main verb,
todd -cd / do not add · ed) to the main
verb.
2. When the subject Is Who, (use I don't use)
did with the main verb .
13 Practice
Write information questions for the underlined

words in each sentence.
1. Andy picked up som e snacks.

(Who)
Who picked up Borne snacks?
2. Andy invited ~ to the party.

(Who)
3. Brian arrived in Miami two mo nt hs ago.

(When)
Practicing grammar
12 Practice
A. Write information questions using the cues.
1. When / last exercise

When did you la5t exercieei'
4. Liza suggested a party for Brian becau se he's

leaving .
(Why)
5. Brian e-mailed his parents a few days ago.

(Who)
6. Annie called Liza at 10:00 this morning.
2. What time fini sh studying / last night

3. What movie / watch / last Saturday
(What time)
14 Communication
Talk about past even ts
4. Where / study / yesterday

A.
J.
Wh en / last clean / your room
6. Why / cal] / me /T ast ni ght
B45
A: Did you watch American Id ol last night?
B: No, 1 didn't. Did you?

A: Yeah.l didn't like it at all.
B: I'm glad I didn' t watch it.
B. Talk about what you did last weekend.
AIRS. Student A, ask your classmate

uestions 1-3 in Exercise A. Student B.
answ er them.
AIRS. Student B, it's your turn. Ask
qu est io ns 4-6. Student A, answer them.
Unit 11
103
15 Reading
17 Vocabulary
Read the instant messages between Liza and

Annie. What do the acronyms 84N and TTYL
mean?
Emoticons and acronyms
Liza :
Hey, Annie! I waited for you all

day yesterday. What happened?
Annie: Oh, sorry. Sam called, and we

ta lked for hour s. I didn't realize
the time.
Liz a :
Sam's your boyfriend now?
Annie: That's so random. Liza . No, he's

not my boyfriend!
Liza :
Speaking of rando m . . . Did you

hear abo ut Brian and Joey?
Annie: That they shopped together

yesterday?
Liza :
How d id you know?
Annie: I bumped into them at the mall .

Liza :
They tal ked all day yesterday,
too.
Annie: Relax, Liza. They're jus t friends.
Liza:
I hope so. B4N .
Annie: OK. TTYL.
16 Comprehension
PAIRS. Draw a smiley (©) or a frownie (0) to
show how each character felt when she wrote
each of these sentences.
1. Liza:
I waited for
y Oll
all day yesterday.
@)
2. Annie: Oh , sorry. _ _
3. Annie: Sam called . _ _
II
4. Liza:
104
I·
Unit 11
They talked all day yesterday, too .
A. Match the emoticons with the emotions

and actions they express.
Emoticons
Emotions
1.
a.
b.
c.
d.
e.
2.
3.
4.
5. >:-< "
6. :-D .7. :'( @
I'm sad.
I'm angry.
That's funny.
I'm joking.
I'm happy.
f . I'm crying.
g. I'm su rpris ed .
B. Match the acronyms with the expressions.

1. ASAP \
2. 84N
3.
4.
5.
6.
7.
BRB
CUL8R
G2G
PAW
TTYL
a.
b.
c.
d.
e.
See you lat er.
Parents are watching.

Talk to you late r.
Got to go.
As soon. as possible.
f. Bye for no w.
g. Be right back.
18 Your tum
GROUPS. Put together a list of emoticons that
teenagers like to use. Include what each one
means. Share your list with the class.
At the costume party
A. ~ First, look at the pictures and identify some of the costumes. Then listen and
read.
What a great pa rty, Uza!

Did you plan all thi s?
Hey, wha t 's wrong?
You know what's

wrong. J oey.
Bria n likes you .
A nd you like
him. t oo.
55. Discuss this question: Why does Liza say, "Oh, no!"
Unit 11
105
Add up the question
Useful language
• a die, or write the numbers 1-6 on pieces of

paper and fold them up
• a game p iece for yo urself (an eraser, etc.)
• OK, yo u can move forward one.

• No, that 's not rig ht.
• The question should be . ..
Steps:
1. Work in pairs or small groups.
2 . Put your markers on square a. Player A
reads the sentence aloud . (Sherri studied
Spanish on the stairs fast Saturday.) Player A
then rolls the die or picks a folded piece of
paper. If the player gets a number from 1-5,
he or she asks a question using the question
word in that box. (For example, Player A
gets a 1: Who studied Spanish on the stairs
last Saturday?)
Ask Who
(\. --n
\
\
l~
3. If Player A asks the question correctly, he

or she moves to the next square. Then
it's Player s's turn to read the sentence in
square a and roll the die.
a player rolls a 6, or doesn't ask the

question correctly, he or she cannot move
to the next square.
4 . If
5. The first player to complete square f wi ns.
Ask When
Ask What
..
.--"- ---- -:;:>"
!(
,/
0.-'- .
\\ 'I
i-:
-
- v .,
' --.
\"'r;;\ .
I/
-,... . ~L..- ...--...--..
Ask Did
.i-:>
()~ ~-! /
·_- ~
Sherri studied
Spanish on
the stairs last
Saturday.
J er ry tried sushi at a Japanese

restaurant last June.
I
II
e t-- - ---. f
Cathy washed her
brother's car on
the corner last
Sund ay.
-c
Mark watched a
magic show at the
ma"~n Monday.
Kim cooked Korean food in her

cooking ctass two ~~e kS agt
A snapshot ofafte d trip
Imagine your teacher wants your ideas on a field trip. Think of a place you'd like
to visit with
your class. Post your suggestion on an Internet message board-or write it on a
piece of
paper to share with the class. Choose photos to go with your post. Use the message
and steps
below as a guide.
SmartTim writ es:

Hey everybody! © Let's go on a field trip to the Natio nal
Aquarium in Baltimore! It's not far from Washington, and it's
way cool!
-.. .
...
The National Aquarium has over 500 different fish and animals.
They have huge fish tanks. You really feel like you're under
water. They have Jots of sharks, of course. And there are snakes
and dolphins, too. In fact, we can see a dolphin show there!
And right now there's a special exhibit on frogs . They have
some great poison frogs, including an awesom e blue po ison
dart frog .
The aquarium has some great special tours. The best is

"Sleepover with the Sharks." Does that sound cool? ;-) We can
learn all about sharks and sleep right next to the shark tank!
Breakfast is included!
"
,I'
The aquarium is in Baltimore. To get th ere, we can take the

train from Union Station. lt just takes about 40 minutes. Then
we can take a bus to the aquarium. It's right next to the Inn er
Harbor, on the water. Sound good? Let me know! G2G! B4N!
•
.. I
Tope at writ es:

Hey SmartTim! Your idea sounds great! Especially the
"Sleepover with the Sharks"!! :-0
.....
\,\
~
~
Project 4
07
A snapshot ofafield trip
Imagine your teacher wants your ideas on a field trip. Think of a place you'd like
to visit with
your class. Post your suggestion on an Internet message board-or write it on a
piece of
paper to share with the class . Choose photos to go with your post. Use the message
and steps
below as a guide.
SmartTim writ es:

Hey everybody! © Let's go on a field trip to the Natio nal
Aquarium in Baltimore! It's not far fro m Washington, and it 's
way cool!
-"..
...
The National Aquarium has over 500 different fish and animals.
They have huge fish tanks. You really feel like you're under
w ater. They have lots of sharks, of course. And there are snakes
and dolphins, too. In fact, we can see a dolphin show there!
And right now there's a special exhibit on frogs . They have
some great poison frogs, including an awesome blue po ison
dart frog .
The aquarium has some great special tours. The best is

"Sleepover with the Sharks." Does that sound cool? ;-) We can
learn all about sharks and sleep right next to the shark tank!
Breakfast is included!
The aquarium is in Baltimore. To get th ere, w e can take t he

train from Union Station. It just takes about 40 minutes. Then
we can take a bus to the aqu arium. It's right next to t he Inner
Harbor, on the water. Sound good? Let me know! G2G! B4N!
TopCat writes:
Hey SmartTim! Your idea so und s great! Especially the
"Sleepover with the Sharks"!! :-0
Project 4
0
gue
Brian:
Good- bye, Mrs. G ibson. Tha nks for

having me th is slim mer. I rea lly had
a great time.
Mom: We're g lad yo u came, Brian. Jt was
fun for us} too. An d you were so
good wi th Robbie. Say hi to yo ur
parents.
Robbie: Uh, Brian. You ca n have my
ba seb all. It' s my present for yo u.
Brian: Thank you, Robbie. I left some thing
for you in yo ur roo m .
Joey: An d this is fro m al l of us. It's th e
fam ily pic ture yo u took at the picnic.
Brian: You're a great frie nd, Joey. Andy,
yo u 're coo l. Thanks, m an.
Andy: No proble m, dud e. Go od lu ck.
Liza: We' ll miss yo u, Br ian. Kee p in to uc h.
Brian: OK. Oh, I almost forgot. Th is is
for yo u , Liza. Joey though t yo u'd
love thi s.
Liza: Oh, th ank yo u! It' s bea u tifu l.
Brian: Bye, everyone.
All: Bye . Hav e a grea t trip.
Take ca re.
Communication
Talk about t he past
Say good -bye
Talk abou t occupations
Grammar
The simple past of
be (was/were)
The simple past of
irregu lar verbs
Vocabulary
Some occupations
2 Comprehension
A. Answer the questions orally.
1. Wh at's special about today?
Brian is going back t o Australia.
2. What is Robbi e's presen t for Brian?

3. Where is Bria n's present for Robbi e?
4. Wh at is the fam ily's prese nt for Brian ?
5. Who help ed Brian choose a pr esent
for Liza?
B.
Read along as you listen again . Check

your answers.
1. Good-bye./Bye. - :B
=...y=e-=-.
2. Th an ks for havin g me .
3. Good luck.
4. Keep in touch.
5. H ave a g reat trip.

6. Take care.
_
_
848
B. Write these responses next to the

appropriate expressions in Exercise A.
a. Thanks.
b. OK
c. You, too.
d. Bye.
e. No problem.
Keep a list of everyday words and

expressions.
Keeping a list of everyday words and
expressions is a good way to increase your
vocabula ry.
PAIRS. List t he exp ressions for greeting

and meeting people and fo r saying
good -bye that you've learned in this
book.
Meeting and
greeting people
Saying
good -bye
Hi.
f a ke ca re.
PAIRS. Take turn s saying the expre ssion s

and responding to th em .
Tip: Wh en you greet and say good-bye t o
your teacher and to each other, use the
expre ssions on your list .
"
Unit 12
109
5 Practice
A. PAIRS. Match the labels with the pictures.
I,
The sim p le past of be (was, were)

I wa s hap py.
You were hap py.
Negative statements
I wasn't sad at a ll.
You weren't sad at all.
He } was ha p py.
She
He } wasn't sad at all.

She
YOU}
We
we re hap py.
They
You }
weren't sad at a ll.
We
They
Contractions
wa sn 't == wa s not
weren't =were not
Discovering grammar
rules with words from the box.
Iwas
wasn't
were
be
weren 't I
are was
1. The simple past forms of

and were.
2. Use
and It.
and
with He, She,
3. Use
and They.
and
with I, You, We,
Practicing grammar
4 Practice
Complete the sentences with
was, wasn't, were, or weren't.
Last Saturday. I (1)
1. the Beatles/(Great Britain) pop and rock

group
2. Thomas Edison/(United Stat es) inventor
3. Frida Kahlo and Diego Rivera/(Mexico)
paint ers
4. A lbert Einstein/(Germany) scientist
5. Pierre and Marie @urie/(France) scientists
6. Mot her Teresa/(Yugoslavia) nun
was
at a friend 's party. Some of my

classmates (2)
there,
a lot of fun. The food
too. The par t y (3)

(4)
great. There (5 )
cakes.
B. PAIRS. Take turns. Say who the people in

the pictures were.
cookies, and lots of ice creaml YumJ There (6)
For example:
_ _ _ _ games and lots of fun activities. But

there (7)
I
(I
any music. There
any dancing either. But it (9)
because the games (10)
110 Unit 12
(~)
_
a lot of fun
awesome.
A: Frida Kahlo and Diego Rivera were

Mexican painters.
B: Albert Einstein . . .
GRAMMAR
Focus
The simp le past of be (was/were)

Yes/No questions
Was I sad
Were you sad
Was he/ she sad
to see him go?
Were we sad
Were you sad
Were they sad
Affirmative answers
Yes, you were.
Yes, l was.
Yes, he/sh e was .
Yes, we/ you were.
Yes, we were.
Yes, they were.
Negative answ ers

No, you weren't.
No, I wasn't.
No, he/she wasn't.
No, we/you weren't.
No, we weren't.
No, th ey weren't.
Who was at th e door?
Where were you last week?
Why were they absent?
What time was your appoin t ment ?
Short answers
Brian.
On vacation .
Because they were sick.
At 10:00.
Long answers
Brian was at the door.
I was on vacation.
They were absent because they were sick.
My appo intment was at 10:00.
Discovering grammar
correct answers.
1. In Yes/No quest ions, was and were come
(before I af ter) the subject.
2. In information questions, was and were
come (before I aftw) the question word.
Practicing grammar
6 Practice
A. Answer the questions about some
members of your family.
1. Where were you yesterday at 5:00 P.M.?
B. PAIRS. Try to guess where your classmate

an d his or her family were by asking Yes!
No questions about the information in
Exercise A.
For example:
A: Were yOlt at school yesterday at 5:00 P. iVl.?

B: No, r wasn't.
A: Were you at home?
B: No, I wasn't.
A: Were you at a friend's house?
B: Yes, 1 was!
You get three points if you guess correctly
on the first try, two points on the second
try, and one point on the final try. If you're
unable to guess correctly after three tries,
ask "Where were you / t hey?" or "Where
was he / she?"
{ was at a friend 's house.
2. Where were you last Sat ur day?

3. W here was your dad last ni ght?
7 Pronunciation
The pronunciation of was and were
A. 85 0 Listen and repeat .
4. Where was your mom las t Saturday?

5. Where were your grandparents last
Sunday?
Weak pronunciation
Strong pronunciation
It was fun.
It wasn't boring.
Was it fun?
Yes, it was.
Were you busy yesterday? No, r wasn't.
B. PAIRS. Role-play the conversations.
6. Where were some of your cou sin s last

w eekend?
1. A: Were your friends at the party?

B: No, they w er en't.
2. A: Were you home last night?
B: Yes, I was.
Unit 12 111
;'
..
I:
I
The simple past of irregular verbs
Brian went t o Miami two months ago.
Brian spent th e sum mer there.
He didn't go to New York.
He didn't spend t he winter there.
!I
Yes/No questions
Did Brian go to Mi ami?
Did Brian spend th e summer th ere?
Affirmative answers
Yes, he did .
Yes, he did .
"
I
Negative statements
Negative answers
No, he didn't .
No, he didn't.
Informat ion questions
Short answers
Long answers
When did Brian go to Miami?

Wh o went to Miami?
Tw o months ago.
Brian.
He went to Miami two months ago.

Brian went to Mi am i.
'
Some irregular verbs

com e ~ came
have ~ had
do ~ did
get ~ got
go ~ we nt
spend ~ spent
take ~ took
tell ~ told
Discovering grammar
9 Practice
look at the grammar chart. Circle the correct answers.

1. Irregular verbs (add / do not add) -d or -ed to the base form
to form the simple past.
2. In simple past questions, use the helping verb (do / did) with
the base form of a main verb .
Write two sentences to correct

the information.
1. Brian went to Canada as an
exchange student.
Brian didn 't go to Canada .
He went to the United
States.
Practicing grammar
2. He came back to Australia

last m onth.
8 Practice
Read Brian's e-mail. Circle all the verbs in the simple past.
Include both affirmative and negative form s.
3. On Sunday, he went to bed

at 10 P.M.
Hey! How are you guys doing?

I arrive home on Sunday. I wag really tired that day, so
I wen fo bed at 8:00 P.M. When I wokc up at 1:00, I went
straight to the bathroom and took a shower. Of course, I
didn't know it was one in the morning I My mom and dad
weren't up, so I knocked on their bedroom doorto ask
about breakfast. "At one in the morning?" Mom asked.
4. He took a shower at 6 A .M .
5. Brian spen t the sum m er
with his grandpar ents.
I'm glad I spent my summer with yourfamily. Your dad's

job as a computer animator is so cool! I think I'm going to
study computer technology.
Myparents said hi. Thanks again for a greatsummer.
I miss you all,
10 Practice
Brian
~
-.~~..
I ,
112 Unit 12
-~
..~~'"R.""""""
.. -
'
Have a competition! Go to
page 133.
11 Writing
13 Vocabulary
A. GROUPS. Write a story

using the simple past.
Follow the inst ruct io ns.
Some occupations
1. Read the two beginning

sentences. Write one
of these sentences on a
piece of paper.
It was a darkand rainy
night . OR It was a bright
and sunny day.
2. The firs t studen t adds a
second sen ten ce to the
story and passes the
p ap er on to th e n ext
s tud en t who the n w rites
in the th ird se ntence.
(The sentences can be
fun ny or rid iculous.)
3. Conti n ue u nti l all
studen ts in the g roup
have contributed a
sen tence. T he last
student to ge t the pa per
sh ou ld en d the story.
B. GROUPS. Read your stories
out lo ud to the class.
A. ~ Look at the photos as you listen and repeat.
carpenter
B. Read the clues. Then complete the crossword puzzle.
ACROSS
DOWN
4. drives ca rs and truc ks
8. assist s do ctors
9. creates websites (2 words)
10. fixes cars
...
""'-'=
12 Communication
Talk about past activities

5
Listen to the
conversation .
851
A: Did you do anything

fun last week?
B: Yes, I d id ! We went to
the amusement p ark.
A: What d id yo u do th ere?
B: My little brother and I
tried the new rid e at the
park. It was so scary!
A: Did yo ur brother scream?
B: No, b e di d n't. But I did.
B. PAIRS. Role-play the
conversation or make up your
own about a past weekend
activity.
equipment
2. cleans and treats p eop le's teeth
7. cu ts and styles hair
S. make s things out of woo d

6. treats sick people
l 1
A.
1. con nects and rep airs electrical
3 . operates airc ra f t
~ "
4
'2'
-
3p
I i I I 10 1 t I
~..I
. ",.
I
-.
e
-
!P
.. -
~J 6
7
'"
II f-----
f-----
I
f-----
..s
I I
I I
10
~
Unit 12
113
14 Listening
/'"
A. 853 ' Listen to the conversation . Circle the

occupations you hear.
a. carpenter
b. dentist
c. nu rse
\I
GROUPS. Talk about your favorite

occupations. Ask each other
questions about them.
d. doctor
g. police officer
e. pilot
h. engineer
f. mechanic 1. actor
Useful language:
• What occupations do you like?
• Why do you like it/them?
• Which would you like to be when you
grow up?
• Yeah, that's a cool job.
• Me, too./I like it, too.
• Maybe.
'I
I
B.
854; Listen again. Circle the correct answers.
1. "Teen Line's" topic for today is

"Occu pations for the (21st/ 221ld) century."
2. Mario's dad is (a car / all airplane)
mechanic.
3. Isabel's (grandma / mom) is a doctor.
4. Isabel wants to be a (dentist / doctor).
s. The boys on the show want to be
(police officers / firefighters).
15 Reading
A. Look up the meaning of the underlined
words in the article.
B. 8 55, Read along silently as you listen.
Hot jobs for the 21st century
When your parents were very young , they probably wanted to

be a doctor or a lawyer oranengineer when they grew up. Those
were the hot jobs manyyears ago. But what will the hot jobs be
when you grow up?
Science and technology continue to change how welive.
Wilen you grow up, there will be new occupations that we don't
have today. Here are some futuristic occupations from Time.com 's
"Visions ofthe Century ":
1. Hot 1 i n e han d y men (reoairmen/teclmicians) :

Areyour parents afraid to program their VCRs and DVD players?
What willthey dowhen 3-D televisions and talking toasters
I
I:
114
become a reality? You, however, do not need toworry. In the

future, technicians will be able to take care of your 1!ill!J.i£n.~
problems from their computers, without going to your home.
2 . Vir t u a 1 - rea 1 it y act 0 r s : Do you
request pay-per-view movies on your li/? Inpay-per-view, you
pay towatch a movie. Inthe future, pay-per-view will become
pay-per-play. In pay-per-play, you will pay to bea part of the
movie you're watching ,You won't just watch the actors ina
movie. You will beable to interact with them. For example, you
can tell Tom Cruise to look out when there's IJ.an.9M! That would
be really awesome!
16 Comprehension
17 Speaking
Discuss and answer these questions.
GROUPS. Discuss these questions.
According to the article, ...
1. What other futuristic occupations would you
1. What were some of the popular occupations

during your parents' time?
2. What do hotline handymen do?
3. What can you do with virtual-reality ac tors?
like to have? Discuss two.

2. Wh at two inventions or products would you
like to see in th e future? Describe what these
inventions G l n do .
Unit 12
Units 11 and 12
Test-taking tip : Review yo ur answe rs.
Aft er answering a ll th e q uest io ns, review your answers. Correct a ny e rro

rs.
------------~)
Grammar
2. He went back to Australia last month .

(Wh en)
A. Write the past forms of the verbs .

(1 point each)
1. is /a m
waf>
6. do
2. are
7. tr y
3. shop
8. tell
4. take
9. go
5. make
3. He was in th e U.S. because he wa s an

exchan ge student.
(Why)
nVho)
10. come
1. My friend Sherri and I (be)
E. Write the occupation for each definition.

(1 point each)
1. op erates aircraft
at a
were
3. creates websites
classmates th ere.
th ei r names.
6. We (have)
awesome.
a lot of fun .
C. Change sentences 2, 3, 4, and 6 in

Exercise B into Yes/No questions . Then
4. cuts and styles hair
s. treats p eople's teeth
Communication
F. Talk about what you did on your last

birthday. Ask Yes/No and information
questions. Use the cues. (2 points each
sentence)
answer them. (3 points each sentence)

1. Q: Did we £;ee our classmate£; at the
')
lJ
.,., .
A: (Yes/ No question)
Did you have a party?
concert?
B: Yea, I had a party with my friends.
A: Ye5, we did.
2. Q :
A: (Information question)
A:
3. Q :
A:
4. Q:
-e
us.
5. The concert (be)
pilo t
2. dr ives buses an d trucks
so m e of our
4. But they (not/hear)
Vocabulary
rock concert last Saturday.
3. We (ca ll )
4. He invited hi s p a rents to visit him .
B. Complete the sentences with the simple

past form of the verbs in parentheses.
(1 point each)
2. We (see )
B:
A: (Yes / No question)
B:
A:
D. Write information questions about the
underlined parts in the sentences. Use
the cues. (2 points each)
1. Brian sp ent hi s s u m mer in the
.s.
(Wh ere) Where did Brian 5pend hi5
Now I can ••.
o t a lk about past events.

o ex press a pproval and disa pproval.
I0
t a lk a bo ut occu pat io ns.
eummer'[
Progress check
115
Many teens in the Un ited States have part-time jobs, especially
during summer vacation, They make new friends, earn money,
and learn about the world of work.
I work in a fa st -food rest a urant . I started last summer. h ll my f riends

had su mmer j obs. and I was bored because I had nothing t o do. So I
int erviewed here and got the j ob. The manager liked my work, and as ked
me to work f or him agai n t his summer. I've mad e some good friends here.
and it's fun earning my own money. I'm saving up to buy my first car. I'm
so sick of ask ing my parente, "Can I bor row the keys'?"
Maria Martinez, 16
Some of my friends st ill get allowances from th eir parents, but I wor k
for my spending money. Dur ing t he sc hool year, I babysit on weekends.
I charge $7 an hour. Jals o t ake care of dogs and cat s at my home when
the owners are away. I earn $25 a day. My mom helps with that . In t he
spring and su mmer, I al so do yard work. I cha t'ge $10 an hour. I\ nd I wash
Common Teen Jobs
cars, t oo- Jcha r"ge $15 a car. Washing cars is t iring, but it pays well.
I get most of my wor k from word- oF-mouth, but I also put up post er's
babysitting
washing cars
helping children
with homework
pet sitting
working ata restaurant
being a lifeguard ata pool
dog walking
working in a store
working at a summer camp
doing yard work
being a coach
amund t he neighbor"hood.
Jane WeGton, 13
1 Reading
- - - - - - ---- - - --- - - - - -----,
A . Read the article and look at the pictures. Then draw lines
from the vocabulary items to their meanings.
1. fas t food
2. earn money
3. coach
4. pays we ll
5. allow ance
6. word-of-mouth
a.
b.
c,
d.
e.
f.
people talking about it

sports instructor
burgers, French fries, etc.
money parents g ive child ren
rna ke money by working
gives you a lot of money
B. Read the article again, Write short answers to the questions.

1. Why was Maria bored?
2. "What does Brandon want to be?
3. How m<lny different jobs does Jane do?
2 Listening
856 List en to Amy tell her friend about her summer job. Write
short answers to the questions .
1. What job did Amy do?
I'm a t ennis coach at
2. Why did she want to do it?
3. What was bad about the job?

_
4. What is Amy saving up for?
'.
a summer camp fa t"

physically challenged
element a ry sc hool
ch ildren. It's my first
job and it 's been great .
I love tennis and I love
coaching. In fac t , I plan t o
be a professional coac h
. t he fut ure. S o t his j ob

is giving me some very
ood experience. I have

auout fifty student s, and
really ma ke them work!
Brandon Parker, 15
3 Speaking
PAIRS. Give your opinions of the American teen jobs listed in the
box. Use these words and phrases.
easy
interesting exciting good experience pays well
tiring
dangerous
doesn't pay well
d ifficult boring
4 Writing
Think of a job for next summer and write a paragraph about it.
Answer these questions:
• Wh y is it a good job for you?

• Wh at' s good about it? What's bad about it?
• What do you w ant to do with the money?
Wid e Angle 4
117
•
A list ojourfavorite songs
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 to three songs for each column .
List their titles and the names of the
singers . Use the Useful language in your
discussion .
II
II
I I
C. GROUPS . Present your list to the class.
Write t he song titles and the singers' names

on the board .
D. CLASS. Lo ok at the titles on the board .
Vote on your top three favorite songs in

each category. Copy the titles of the top
songs in your notebook.
Ii
I
I'
:I
118
Fun with songs 1
E. Homework: Listen to as many of the songs

on the class list as you can. Which songs do
you Iike best? Why?
F. CLASS . Share your reactions to the songs
with your classmates.
Useful language:
•
•
•
•
•
•
•
W hat's your favorit e local song?

It 's/He/She's/They' re my favorite, too.
Me, too.
Wh at about English song s?
Yeah, t hat 's a really cool song .
Who 's t he singer?
How about you? What's your favorit e?
A favorite song chorus
And I think you feel that way, too.
Please, plea se, please don't go!
I'm so happy when I'm with you .
Because I love you so.
I can't live without you.
Materials:
• Enlarged cop ies of the ch or us of a favo rite
so ng, cut up into separate lines
• Record ing of the song
A. CLASS. Form teams. Your teacher will give you cut-up lines from a favorite
song. Your task is
to put the lines together to form the chorus as fast as you can.
B. GROUPS. Form teams . Read the lines carefully and discuss their meaning .
Use a dictionary if
helpful. Discuss how to put the lines together. Use the Useful language in your
discussion.
C. GROUPS. Write the completed chorus on a piece of paper. Raise your hands on
ce you're
finished.
D. GROUPS. Your teacher will playa recording of
the song. Check your work as you listen.
Useful language:
E. CLASS . Share your experience. Talk about these

points:
• What is the chorus about?
• What words helped yo u put the chorus
•
•
•
•
•
•
together?
• Was th e tas k easy or d ifficult? Did you
enjoy it?
Let's read all t he lin es,f irst .

W hat does .. . mean?
I t hink t his line comes f irst/next/last .
No, th is is fi rst/next/last.
It still isn't rig ht .
I think that's it!
Fun w it h song s 2
119
A poster ofafavorite singer or band
Materials:
•
•
•
•
Poster board
Ma rkers or crayons
Pictures of a favorite singer or group
Recordin g of a favor ite son g
A. GROUPS . Choose a f avorite singer or band,

either local or international. Use the Useful
language in your discussion. Choose a song
to play during your presentation.
B. Homework: Research the singer o r band.
Find out where they're from, their real
names, the ti tles of their hit songs, and any
other fun facts about them. Find pictures of
them in magazines or on the Internet. Bring
your notes, pictures, and a recording of the
song to class.
C. GROUPS . Create a poster featuring your
favorite singer or group. Include the
information and photos you found during
your research.
D. GROUPS . Present your poster to the

class. Give facts about the singer or band
and play their song for the class. Ask
your classmates for their comments and
questions.
Usefu I language:
•
•
•
•
•
•
•
120
Fun with songs 3
Who's yo ur favorit e singer or band ?

He/ ShelT hey sing (s) the song . . .
W hat's t heir best song?
How about . . . ?
I real ly lik e him/h er/them/it, t oo.
I do n't like him/her/t hem/it that m uch.
Let's choose .. . as ou r favorite.
A collage about a.fi vorite song
Materials:
•
•
•
•
Poster board
Markers or crayons
Recording and lyr ics of a favorite song
Pictures illu st rating the lyrics
D. GROUPS . Make a collage about the song.

Include the song's title, the singer or band,
and pictures illustrating the lyrics.
E. GROUPS . Present your collage to the class.
- Talk about the song you're going to play.

Tell the class what it is about.
- Explain the pictures in the collage.
- Play the song.
- Ask your classmates for their comments
and questions.
A. GROUPS . Choose a favorite song, either

local or international.
B. Homework:
- Find the lyrics to the song you chose in
Step A. Listen to the son g and read the
lyrics. What is the song about?
- Find pictures that illustrate the lyrics.
- Bring the lyri cs, your notes, y our pictures,
and a record i ng of th e song to class.
C. GROUPS . Discuss what the song is about
and the images the lyrics suggest. Use the

Useful language in your discussion.
Useful language:
•
•
•
•
•
•
•
Th is song is about a girlla bo y/a couple.

They' re on a beach/in the cit y.
It 's ear ly morning/ lat e at ni ght .
He's very happy/l onely/ang ry.
They like/love/hat e/can't sta nd each other.
She wants a boyf riend/a new life.
It 's a very romantidhappy!sadl song.
Fun with songs 4
12 1
Fo(us on (ulture I
My coun try, Australia, is th e only cou nt ry that's a continent.

It's in the Southern Hemisphere. It's a beautiful country with
many things to see and do.
Most Australians live in towns and cities near the ocean.
Sydney is the largest city in Aust ralia. It's on the east coast,
and it's almost always sunny an d war m. Sydney Harbor is
beautiful.
The Great Barrier Reef is also on the east coast. It's the
largest reef in the world. You can see lots of cool fish. But watch
out f or the sharks!
The midd le of the country, the Outback, is hot and dry. Not
many people live there. But t here are some cool places to see.
Many peop le visit t he Out back to see Ulur u, a huge rock in the
desert. It 's 3 4 5 meter s tall and 3 kilome ters wide!
Australia has lots of unusual animals. One animal we're
famous for is the kangaroo. t here are over 4 0 different kinds of
kangaroos. Kangaroos hop very quickly on their strong legs, and
they carry their babies in a pouch.
Another unusual animal we have is the Taernanlan Devil. It lives
in Taeman ia, an island that's part of Australia . The Taamanian
Devil has very s harp teeth and a strange, loud scream. It hunts
at night, and eat s almost any animal it ca n find .
1 Comprehension
A . Identify each num bered photo. Choose

from the box below .
GROUPS. Discuss the questions below. Share

the results with the class.
Ul uru
Sydney Harbo r
kangaroos
Tasmanian dev il
the Great Barrier Reef
1. Uluru
2.
3.
4.
Comparing cultures
1. Is your country in the Northern or Southern

Hemisphere?
2. Where do most people live in your countr y?
3. What's the largest city in your country?
4. What are some famous places in your
country?
5. What are som e famous animals in your
country?
5.
B. Write True or False for each statement.
1.
2.
3.
4.
5.
False Australia is the only country

that's an island.
The largest reef in the world is
on Australia's eas t coast.
Most peopl e in Australia live
in the middle of the country.
Uluru is in the hot, dry
Outback.
The Tasm anian devil looks for

food at nigh t.
3
Your turn
PAIRS. Write a paragraph about one of the

topics below. Share your paragraph with your
classmates.
1. Facts about your country

2. Interesting places to visit in your country
3. Interesting an imals in your country
,
1
.•
123
lo£us on £u ture Z
Japan
As in many other countries, Japanese kids eat cake
and open presents on their birthdays. And for young
children , there is a special ce lebration in February
called the "3 -5-7 Festival." This is for boys aged 3 and
5, and girls aged 3 and 7. Children wear traditional
clothes on this day. They eat special sweets called
"thousand-year candies" so they will live a long life.
The twentieth birthday is also important in Japan . This
is when Japanese teenagers become adults . Each
city has a special event for all 20 -year-olds in January.
Mexico
At birthday partie in Mexico, kids break pinatac-.
Pinatas are made of paper and have candy and fruit
inside. The birthday boyar girl puts on a blindfold and
tries to hit the pinata with a stick . When the pinata
breaks , the other kids run to pick up the candy.
On their fifteenth birthday, Mexican girls are called
"Ouinceaneras ." TIley have a big, expensive party
with dinner, music, and dancing. The birthday girl
wears a beautiful dress and jewelry. She dances first
with different young men, then with her father and
other relatives.
Vietnam
In Vietnam, everybody celebrates his or her birth day
on the same day-New Year's Day. It does n't
matter what day you were born. On New Year's
Day, everyone is one year older. Everyon e wears
new clothes, and there are fireworks and parades.
Young people get red envelopes from their parents
and other adults. Inside the envelopes is "lucky
money." At the end of the day, young people open
the envelopes and count their money!
12
Focus on cu Iture 2
C
.-----------..
FO(UIO
I
re
Universal S udios and

Islands of Adventure, U.S .A .
You can see how movies are made at Florida's
Universal Studios and Islands of Adventure. And
even more fun, you can ride thrill rides based on hit
movies. Revenge of the Mummy, for example, is a
scary indoor roller coaster. Mummies jump out as you
speed through the dark. On the Jurassic Park River
Adventure, there are hungry dinosaurs all around you.
Or try the Incredible Hulk Coaster, a huge high-speed
green roller coaster. You go from 0 to 60 kilometers
per hour in two seconds, and the coaster turns you
upside dow n seven times!
Port Aventura, Spain

At Spa in's Port Aventura , you can "vis it" Mexico,
China, Polynes ia, the Mediterranean, and America's
Far West. You can eat food , buy gifts, and see sights
from each of these places. The Far West is especially
cool- it's an old cowboy town from the 1800s. And
there are some fantastic rides! In Mexico, you can
ride the Hurak an Condor. It takes you 100 meters up
in the air, then drops you. In China, you can ride the
Dragon Khan-it's the only roller coaster in the world
with eight full loops.
uturosc
, France
Visit France's Futuroscope amusement park to see

the future . In the Robot Zoo, you can see and touch
giant robotic animals and insects. In Travelers by
Sea and Air, you sit in a movie theater of the future.
There is one screen in front of you and one under
your feet. You feel like you're deep in the sea or higH
in the air. Or you can ride on one of th e ten 7-meter
high dancing robot arms of Dances wit h Robots.
The robots dance to techno music in a robot disco.
As they dance, they turn you in alldirections. And
when you 're hungry. you can eat at Ie Crista ! This
restauran serves foo d of the future made by a
famous French chef.
1 Comprehension
A. Write the letter of each amusement park
next to its description below.
a. Universal Studios and Islands of
Adventure
b. Port Aventura
c. Futuroscopc
1. _ _ You can feel like you're visiting the
future.
2. _ _ You can imagine you're in different
countries.
3. _
_ You can see mummies and
dinosau rs from hit mo vies.
B. What does each photo show? Write the

number of the photo next to the name of
the attraction in the box below.
~ Dances with Robots
_ _ America 's Far West
_ _ _Incredible Hulk Coaster
_ _ Revenge of the Mummy
_ _ Travelers by Sea and Air
_ _ Jurassic Park River Adventure
2 Comparing cultures
GROUPS . Discuss these questions.
1. What are some fun amusement parks in

your country?
2. Where are they?
3. What are some cool rides there?
4. What is each ride like?
3 Your turn
Write a paragraph about an amusement park
in your country.
:: .
~
Fotulontu
I I
ell
In the United States, a teenager's room is

usually very important to him or her. Some
teens share a room with a brother or sister,
but most have their own space . You can
learn a lot about American teens by looking
at their rooms.
Judy, Los
n e es
My room is very personal to me. It's my

space, and my parents can't come in. My
room is my work of art , my diary, and my
scrapbook. My walls are dark orange -my
favorite color. I don't write things down in a
diary. Instead, I write my thoughts and ideas
on my walls. That way I can look at them and
think about them anytime. I also put other
things I like on my walls-notes from friends ,
photos, tickets, pages from magazines,
whatever. Do you want to know the real me?
Just look at my room.
Lauren, New York City

I spend a lot of time in my room. I
talk to friends on my cell, surf the
Internet, do homework, read, and just
relax. My room is long and narrow,
but it's pretty big -at least for New
York. I have a computer desk ,
bookshelves, and a four-poster
bed. On my walls I have posters,
photos of fr iends, and a big red
heart. My best friend gave me the
heart for my birthday. I also have
blue curtains, a hot pink chai r,
and a green hanging basket. I
like bright colors. My mom says
my room is messy. But I like to
have my clothes and things
scattered around. That way I
can find things easily!
J
1 COl1tlpn!hensu)O
A. Whose room is it? Write the number of the
photo next to each name.
Judy _ -
Lauren _ _
Terry _ _
B. Write short answers to the questions

below.
1. Why does Lauren have blue curta ins and

a hot pink cha ir? Because she likes bright
Terry, Chicago
My room is my studio. I
play my keyboards and
practice for gigs there. I'm
in a hip-hop band called
Box, and we sometimes
play in my garage. My
room is above the garage,
away from the other
rooms in the house. So I
can be pretty loud in my
room . That's my favorite
thing about it. I don't
have a lot of stuff. I just
have an old bunk bed, a
dresser, my keyboard.
and speakers. I guess
I like things simple. I
sleep and play music
in my room, and that 's
about it.
colors.
2. Why does Lauren like her clothes and

things scattered around?
3. What is Terry's favorite thing about his

room? .
_
4. Why doesn't Terry have a lot of stuff?
5. Why does Judy write her thoughts and
ideas on her walls?
6. How is Judy's room her "scrapbook"?
2 Comparing cultures
PAIRS. Discuss these questions.
1. Is yo ur room important to you?

Why/Why not?
2. Do you spend much time in your room?
Why/Why not?
3. What furniture do yOll have?
4. Wh at d o you have on your walls? Why?
5. What else is special about your room? Why?
3 Your tum
Write a paragraph about your own room .
Explain what it shows about you.
Focus on culture 4
129
or
Unit ,I
radice,
For the student: Form two lines, li ne A and line B. The lines should face each ot
her so that
ever y student is standing across from a student in t he other line.
Line A:
Sl
52
53
54
S5
56
57
58
tine B:
51
52
53
54
55
56
57
58
Take turns asking and answering t he t hree questions from t he gramma r chart :
What's your
name? How oldere you? Who's your favorite singer? (A ll pairs will be speaking at
the same
t ime, so it will be very noisy in the room!) After bot h stud ents in e ac~ pair
have asked the
questions, everyone in line Ashould move down one. The student at t he beginning of
Line .A
moves to the 6therend of his or her line.
Line A:
52
53
54
55
56
57
58
51
Line B:
51
52
53
54
S5
56
57
58
Ask and answer the three quest io ns again with your new part ner. Then line A
moves down o ne
again. Continue this pattern, each time trying to ask an d answer t he q uest io ns
more qu ickly.
Stop when students are back in their origina l positions.
Unit 2, 9 ractice, page 17

For the teacher: First, choose two students
to help you monitor the class. Make sure
everyone has the objects named below. Say
the instructions. Students are out of the
game if they do the action incorrectly.
1. Put your English book under your desk.

2. Put it in your backpack.
3. Hold it above your head.
4. Put it on the floor.
5. Put it in front of your chair.
6. Put it behind your chair.
7. Put it on your desk.
8. Put your pen in front of your English
book.
9. Put you r pen on you r notebook.
For the st udent: Write the p lura l form of

each nou n in one minute. The stu dent who
gets the most correct answers wi ns.
Singular
person
key
glass
pencil
baby
fox
place
child
man
chair
berry
mouse
tooth
Fun with grammar
Plural
actress
toe th
130
~ractl(:e ,
- -_._ - ---
U it 4, 1
radic ,p ge 37
For the tea cher: Make sure t hat th e student s

are seated in rows . Each row is a team.
Assign ordinal numbers for each row ; for
example. row 1 is the f irst row .
Have the st udents in each row count off,
each row beginning with nu mber 1. Give a
command to a student from any row, using
ordinals to identify the student .
For examp le: The sixth st udent in the first
row; raise your han d. If the student respo nds
quickly and correc t ly, he or she earns a po int
for the team.
it 5 11
e,
For the teacher: Form two t eams. Draw a
tic-tao-toe grid on the board. Explain how

to play. You will say somet hing about Rufus.
Members of the two team s co mpet e to
correct your stat emen t . The t eam tha t gives
the correct answ er ru ns t o t he board and
fills in a box in t he tic-t a c-toe grid. Use these
statements.
1. Rufus has fou r sisters.
(Ruf lls doesn't hatefour sisters. He haefour

broi hers.)
2. Mr. and Mrs. Garcia have four cats.

3. Th e cats have blue eye s.
4. Mr. and Mrs. Ga rcia h ave a small house.
5. The hou se ha s a bac kyard.
6. Th house ha s six bed room s.
7. Ru fu has a big bed,
8. Ru fus has a difficult life.
nit 6, 14 radice, page 56

For the teacher: Tell the students to form
a circle. Say a sentence , making one up
or choosing from the list below. Make a
humming sou nd for the missing word. Go
around t he circle and randomly call on a
student to give the correct object pronoun.
If th at st udent answers correctly, he or she
remains standing. If not, the student sits
down.
For example:
1. I like rock music.

[listen to
every day.
2. Whereare Rob and Julia?

1 can't see
_
3. My father is g rea t.
llove
_
4. She loves hot dogs.
She prefers
to hamburger s.
5. He doesn't li ke you and Paul.
He can't st and
6. Linda and I are jackie's friend s.

Jackie likes
7. The book is in the backpack.

Kevin put
there.
8. I don't know him, bu t some how

he knows
_
"
"
Fun with grammar
131
u
7,
ractic, age
For t he teacher : Form groups of six. Choose one leader per group to give the
followin q
com mands. The rest of t he group must do the action at t he same t ime. If someone
is unable
to perf or m the action, he or she must sit down. The last person sta nd ing is the
leader fo r the
next roun d of the game. This activit y can also be done with th e wh ole class. If
done as a
w ho le class, choose one or two student s t o go aro und and call out st udents
who are unable to
perfo rm the action.
1. Stand up .
2. Stand on one foot.
3. Sit down.
4. Stand up.
5. Shake a classmate's hand .
6. Pu t your hands down.

7. Laugh.
8. Sing "H ap py birthday."
9. Wave to your teacher.
10. Greet your teac her.
Unit 8, 10 Practlce, page 74

For the teacher: You wil l need a very soft
ball for tossing. Follow the instructions.
1. Tell students to stand up in a circle.

2. Ask a How often qu estion and toss the ball
to a st ud ent.
3. The studen t wh o catches the ba ll (that

is, Student 1) answers the question in a
complete sentence using an adverb of
frequen cy.
For example:
Teacher: How often do you forg et you r
English book at hom e?
Student 1: I never forge t my English boo k
at home.
4. Student 1 then tosses the ball to a second

student (that is, St ud ent 2) and. asks him
or her a How often questi on. Student 2
answers the qu estion. Repeat the p rocess
until all have had a chance to par ticipate.
132
Fun with grammar
nl
For the teacher: Divide the class into two or
more te ams. Expl ain how to play the game.
You will do t he f o llow ing : (1) choose a
mystery word fro m Exercise 3 and
{2} think of a sent ence using the mystery
word correc t ly, but (3) in pl ace of the
mystery word, say "yadda yadda." For
example, "On weekends I often go with my
fa mily to the yadda yadda. We usually don't
buy anything . We just walk around and go
from store to store:'
Assign a represent at ive for each tea m. The
team reps must raise their hands if t hey
thi nk they know t he mystery w ord. The
team rep who raises his/her hand fi rst gets
a chance t o say t he mystery w ord out loud.
If the answ er is wrong, another team gets
the chance to steal the point . If all teams
fail to give the corr ect word, creat e anot her
sent ence using the same word.
For example, " The yadda yadda in my town
has lots of cool stores and realiy good
rest aurant s." Cont in ue using the same word
in sent ences until a team guesses the correct
word (mall) . For the next t urn, assign a new
represent at ive f or each t eam. Cont inue in
t his way as t im e allows.
, ag
U It 1 ,
For th e t eacher : Prepare 12 strips of paper. On each strip, w rit e an activity

that can be easily
act ed out . Make sure st udent s understan d the words and phrases you use. Put th
e strips in a
box. For example:
•
•
•
•
eating melting ice cream

ating very hot food
watching a tennis or ping-pong match
sitting behind a very tall person in a
movie theater
• wa lking on a flooded street
•
•
•
•
•
getting in to very tight jeans

taking .a very cold shower
holding a very hot object
trying to call a taxi on a busy street
standing in a crowded elevator
Form two t eams. Alternately callan a student from each t eam to draw a strip of
paper from the
box. This student silent ly reads what's on the strip of paper and acts out the
activity. His or her te am
gets first chance to guesswhat the stud ent is doing. (For example, "You're eatin g
ice cream.") If t he
team guesses incorrectl y, the opposing t eam gets the chance to steal the poi nt .
Remind t he teams
th at they should answer in complete sentences. No points will be given f or
incomplet e sentences.
Unit 11, 5 Practice, page 100

For the teacher: Divide the class int o teams A and B. Draw the two tic-t ee-t oe
grids below on
the board . Team A begins . A member of Team A calls out the past form of one of
the verbs. If
the t eam gives the correct form, it can put its mark (a circle or an X) on that
verb in the tk-tac
t oe grid. If the team get s it wrong, the other t eam can try t o cor rect the
mistake and steal t he
spot on the grid. Teams can use either grid, and they can move from one grid to
another. The
members of the t eams take turns calling out the past forms of the verbs.
agree
avoid
call
organize
plan
smil e
clean
cry
decide
sugg est
study
try
enjoy
sto p
invite
wait
wash
gossip
'I
U it 2, 1 P acti e, age 1 2
For t he teacher : Foll ow t hese instructions.
1. Divide the class into two team s. Give List A to Team A, List B to Team B.
Tell students to try
to memorize the simple past forms of the verbs. After three minutes, take the lists
aV\'ay.
2. On the board, make two.lists of the base forms of some of the verbs. Each
list should have the
same verbs but arranged in a different order.
3. Have a representative from each team go to the board and choose any verb to
write in the past.
4. Each studen t should write only one verb, but he or she may correct the
previous student's
answer. The first team tt) g"ive all the correct answers wins.
1. am, is
2. are
write
th in k
come
do
3.
4.
5.
6.
List A
7.
was
were
8.
wrote
9.
th ought
10.
came
11.
d id
12.
ListB
tell
take
have
go
spend
get
told
took
had
went
spent
go t
get
do
have
spend
write
6. am, is
1.
2.
3.
4.
5.
got
did
had
spent
wrote
was
7. go
8.
9.
10.
11 .
12.
are
tell
think
come
take
went
were
told
thought
came
took
Fun w it h gramm ar
133
Peer editio, r erklist
o Is the first letter of each sentence capitalized?
ir, a .-:1 j(,.I·:n~
She I ,· 0 :'- d-o "
---+
Ar e proper nouns (people's names, place names) capitalized?

Hy
~)I (1",,1'1
He
IIVV,'.'
r:
---+
11 "'me Ie
il" €a ng ~
---+
Iv! \ :"r n.I ·,ers
n"rlIe
IS
Paul.
1-11- live , r Los Ange les ,
D Is there a period (.) or exclamation mark (!) at the end of each sentence?
"
<.-:,11'
. ~
L...
'0 '"
'
1"1 1.....".
· c-
','..in,'
'.
•
'-:r)r"
• • . <"
Is there a question mark (?) at the end of each question?

\
1 .--"-,'
•
1 '_ ' J[
~ 1 'I1 _
.-
'0
---+
Ilih
- " '",.
"
,::J,
) 'rJ
'l
r t"""
....... I"1"' ?
•
o Is the vocabulary correct?

~ ~
1\1.
D Is the spelling correct?

H e':;
;3n E~y~ , '1'lIjc'rlr,
---+
He'"") ';I,
exchange ",t ud..·,n .
o Do sentences and questions have the correct word order?

o Are the verbs correct?
I~f " e
---+
r-Ie@r If'" 'Y
I am '~ r e
---+
f-"
likee hlp·l1() ,
o Are w ord s such as first, next, or after that used if needed?

I get
up. I eat breakfaet, ---+
First I get up. After that. I eat breakfast.
Are t he paragraphs clear and easy-to-understand?

Her name is Anna . She likes eports. We.
play t.ennie. Ihis is my sister.
134
Peer editing checklist
This le my sister. Her name i6 Anna.

She likes 6port6. She plays tennis.
I do. too.
rei list
Let's get started .

baby, 4
bea u tiful, 4
big,4
black, 2
blue, 2
boa rd. B
book, 3
boy, 4
brown, 2
crayons, 3
desk,3
dime, 4
dolla r, -I:
door, 3
eraser, 3
floor, 3
folders, 3
girl, 4
green, 2
handsome, 4
rnan. d
rnarkcrs.B
nickel,4
notebook,3
notepad,3
old ,4
milnge,2
pair of scissors, 3
pen, 3
pe ncil, 3
penny, 4
poster board, 3
quarter, 4
red,2
rul er, :'\
short, 4
s ma ll, 4
student, 3
talI,4
teache r, 3
tee nager, 4
wall, 3
w ee k, 2
weekend,2
white, 2
window, 3
w o m an . vl
ye llow, 2
yo un g,4
Unit 1
age, 6
airport, 13
au thor, 9
be (am, is, are), 8
city, 12
class mate, 8
e xcuse me, 7
fa vorite, 11
frien d , 10
grad e, 12
he, 8
homewor k, 8
1, 8
u.s
m ovie, 12
m ovie di rector, 9
m us ic, 12
nam e, 6
occu pa tio n, 9
p rov ince, 12
she, S
s inger, 9
sports, 12
state. 12
talk show host, 9
they, R
town, 12
visitor, 6
we, S
yo u,8
Unit 2
abov e, 16
a t, 16
backpack, 16
ba g, 14
beh in d , 16
bicycle, 16
ca r, 14
ca r t, 14
cell p hone, 16
co mpu ter, 16
DVD player, 16
famil y, 20
fu n, 18
h is, 18
he r, 18
ho me, 14
in, 14
in fron t of, 14
kitchen, 17
leave alone, 14
lik e, 18
magazines, 16
MP:,\ pla yer, 16
m y, 18
new, 14
on, 14
o ve r th ere, 14
phone, 17
our, 18
Rollerbladcs. 16
room, ]4
s how (v.), J4
skateboa rd . To
ta ble, 17
television, 1tl
the ir, 18
there, 14
vid eo ga mes, 14
where, 14
wo r k,1 4
your, 14
Unit 3
a / an, 28
activities, 30
American, 24
Au stra lian , 24
aw eso me, 26
Braz ilia n, 24
British, 24
Can adi a n. 24
Ch inese, 24
Colombian, 24
Cos ta Rican , 24
e- mail add ress, 25
exchange stu de nt, 26
Finnish , 24
JCl panese, 24
know / lea rn by heart, 25
Ko rea n, 24
Leba nese, 24
tvlexican, 24
Mo roccan, 24
na tionality, 24
Polish, 24
s ka te r, 26
tha t, 24
thes e, 24
this, 24
those, 24
tricks, 26
Venezue lan , 24
Unit 4
add ress, 34
ba seball, 37
birUlday,37
date of b ir th, 34
di gits, 34
event , 37
game, 37
gues t pa ss, 34
Iirs t z' Iast na me, 34
o f co urse, 34
oh, ma n l, 37
so rry, 34
spell, 3-4
trouble, 37
volleyb all, 37
wa it a m in ute, 37
w ha t d ay, 34
w hat tim e, 34
when, 34
zip cod e, 34
Unit 5
aun t, 42
bJon d, 47
brother, 42
cousin , 42
curl y, 47
father, 42
girlfriend , 44
gran dfa th er, 42
gr,lIldmother, 42
grandpa rents, 42
hair, 44
has/ have, 45
light brown, 47
lon g, 47
medium,4?
mot he r, 42
only child , 44
pictures, 44
pretty, 44
shor t, 47
sist er, 42
straight, 47
un d e, 42
wallet, 44
wav y, 47
Unit 6
afford, 52
<Ill kin ds, 52
can ' t sta nd, 52
crazy about . B?
hat e, 52
her, 56
him, 56
hip-h op , 52
in to it, 52
lo ud, 52
Jove, 52
m ad , 5(,
maybe, 52
me , 56
mee t, 52
mus ic, 52
p re ier, 52
rap , 52
soon, 52
tomorrow. 56
us, 56
Word list
135
Ii t
Unit 7
act, 66
borrow, 6S
break dance. 67
can, 62
count, 65
dance,66
draw, 66
drivcl 6 6
erase, 68
help, 64
piano, 67
p lay soccer, 66
play the gu itar, 66
ride a bike, 66
rude, 62
sing, 66
skateboard (v.), 66
speak,66
swim, 66
Unit 8
.
~
alarm, 70
after that, 70
nlways, 70
bananil,70
brush teeth, 70
cereal ,70
check e-mai l, 73
comb /brush hair, 72
do homework, 72
e,>fly, 73
eat or have breakfast. 70
eat or hav e dinner, 72
finall y, 70
first, 70
ge t dr essed , 70
ge t home from school, 72
gel up, 70
go to bed , 72
go to school, 72
late, 70
136
Word list
neve r, 70
next. 70
nothing m uch, 73
often , 70
rarelv, 73
seld om, 73
sleep, 74
sometimes, 70
s tart, 71
tak e a shower, 70
lhe n,70
usua lly, 70
wake up, 70
watch TV, 72
Unit 9
across from . 80
any, 80
ban k. S'l
beaches, 80
behind, SO
betw een, 80
boo ks tore. 81
bus stop, 81
da nce clu b, 80
dolp hins, 82
drugstore. Bl
eat out, 86
go shopping, 86
go to a party, 86
go to the movies, 86
han g out, 80
hav e a par ty, 86
ma ll. Bl
movi e th eater, 81
muse um, 80
nex t to, 80
on the corn er of, 80
parad ise, 80
park, 80
pl<l ce, 80
pool, SO
post office, 81
restau rant, 80
some, 80
su permar ket, 81
there is / are , 80
visit, 80
watch a DVD, 86
w a te rfa lls.B?
zoo , SO
last w eek, 99
las t Y~'i1r, 99
lemonade, 101
stop . 100
s top by, 98
su gges t, 98
surp rise pa rty, 98
three days ago, 99
want, 98
yest erd ay, 98
Unit 10
ba th room, 9)
ba throom scale, 96
bed roo m, 90
bor ed ,95
bothering, 90
dining room, 91
downs tairs, 90
g<l rage, 91
gn lmp y, 90
kitchen , 91
living room, 91
not really, 95
oven, 96
refrigerator, 96
stairs, 91
up st<1 irs, 90
Unit 11
a few m inu tes ago, 98
a month ago, 99
a w eek ago, 99
a year ag o, 9
agree, 100
cake, 101
cos tume p arty, 98
de cide , 100
gossip, 98
invite, 98
las t Mon d ay, 99
last mo nth , 99
las t night, 99
Unit 12
actor, 114
an im ator, 1'12
appliance, Jl 4
car pen ter, 113
cyb erspace, 114
dentist , 113
d octor, 113
driver, 113
du d e, 108
electrician, 113
engin eer, 114
gl<ld , 108
hai rdresser, 113
handymen, 114
ho use ca ll, 114
illness, 114
mec hanic, 113
nun.Tl O
nu rse, 113
painter, 110
pilot, 113
po lice officer, 114
repa irm en, 114
scien tis t, 110
s heep, 114
technician, 114
vacc ine, 114
virtual rea lity, 114
web de signer. 114
~ ~
SYSTEM REQUIREM ENTS

WINDOWS '
• W indows 2 000/XPN~ta
• Intel Pentiurn r <hSC· , :;
MACINTOSH "
• Mac OS X (J 0.2 or lat er)
• POwerPc:. & Int ~ 1 or •...ssor 30C hz
om
•
•
•
•
•
128 M8 RAM minimum

4X C -ROM d r ,,'!: or ruqher
Monitor reso lutto n o f 1024 A 768 or h i her
Sound car d, rni tr oph one, and we kers
tOX CD.ROM drive
INSTA LLATION INSTRUCTIONS FOR
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txen se
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Acknowledgments

Authoriz ed adaptatio n from the Un ited K in gdom ed ition.

entitle d S 'lIIJ1~ IIU I , first ed ition, published by Pearso n

Education Lim ited p ublishing unde r its Lon gm a n imprint.

Cop y rig h t © 1':J98.

America n English ad ap tation, published by Pearson

Ed ucatio n, Inc. Copyrig ht © 2008.

Cop y righ t C<;) 2008 by l'e a rson Ed uca tion, Inc.

All rights rese rved . No pa rt of th is pu blication milY be

rep rod uced . stored in a retrieval system, or tra nsm itted

in any for m or by an y means, elect ro n ic, mech a nical ,

ph o toco p y ing, recording , or ot herw ise, w ith out the p rior

per m ission of the pu blishe r.

Pearson Ed ucatio n, 10 Ban k Street , VVh it e Plains, NY 10606

Sta ff cr ed its: The pe ople who m ade up the Postcards 1,

p. 47 (left to rig h t) Warne r Bros.z l' ho to fest, Wa rn er

Tim H aggerty: p. 28; And y H arnrnond: p , 8; Mike Hortens:

Roper: pp '1 2 (b o t tom ), 17 (bottom), 19,22,29,68,106;

And re w Sh iff: p p. :'1 (bottom) , 67. 73, 83,102; Anna Veltfor t:

p. 91; Ron Za lme: p p. 36, 54. 94

3 Where are !IOU from?

(an you repeat that, please?

IT S Ihal/e two sisters.

1 What's your name?

(an 90U count?

, always get up at six-thirty.

I'm not crazyabout hip-hop.

10 Whats Brian doing?

11 Did he call her again today?

12 'reall !! had agreat time.

Fun with songs 1-4

Focus on culture 1-4

Peer editing checklist

What's your name?

Ask about favorites

Simple pr esent of be: am/is/are

Prepositions of place: in, on, above, under, at,

Ask where peo ple an d t hin gs

Progress check Units 1 and 2 Test-taking tip: Familiarize yoursel f w ith t he

Game 1: Pack it up!

Where are !JOU from?

Talk about w here peop le are

Wide Angle 1: From one coun try to another ...

Ask about birth days

(an !IOU repeat that,

Ask questions: When? Wha t

Pro gress check Units 3 and 4

, haue two sisters.

Test-t aking t ip: Budget you r time.

Talk about your f amily

Possessive forms of no uns

Game 2: Spell ing bee

I'm not (raz!! about

Talk abou t li kes and d isli kes

Simple present of like

W ide Angle 2: Potter teens

iv Scope and Sequence

Reading: Read info rmati on in a profi le;

Familiarize yo urself with

Reading: M atch paragraphs w ith pictures

Wor k with a learn ing

Linking sounds '

The voiced lh soun d in