UNIT 1 Statements with Present of Be - cambridge.org · 1. Write nouns in a column on the board, including names of students, names of famous people and places, and general nouns

Tips • Unit 1 1

U N I T

Grammar and Beyond TSR 1 © Cambridge University Press 2012 Photocopiable

Unit Objectives

Students will learn and practice using• the present of be: affirmative statements, and• the present of be: negative statements.

1 Grammar in the Real World

■ Teacher Support Resource Book, General Teaching

Suggestions See teaching suggestions for Grammar in the Real World, pages 4–5.

■ Note The reading is about a first meeting with an adviser. Tell (or show) students that when adults (male and female) meet for the first time in formal and semiformal situations in the United States, they normally shake hands. A handshake should be firm, but not too firm. A limp handshake may be interpreted as disinterested or unfriendly.

Vocabulary

academic AWLadviserbusyclubcomputer AWL

major AWLoriginallyprettysalesclerkuncle

2 Present of Be: Affirmative Statements

Grammar Presentation pages 3–5

Reference: See The Teacher’s Grammar of English, pages 89; 105–106, Activities 1 and 3.


Suggestions See teaching suggestions under Grammar Presentations, pages 5–6.

■ Chart Tip Practice the different uses of be. Write be + noun, be + number, be + adjective, and be + preposition on the board. Ask students for examples of nouns, adjectives, and prepositions, and write them under the correct heading. Then call on students to form sentences using the words on the board. Write two or three of their sentences on the board for each category.

Grammar Application pages 5–7

■ Speaking Expansion After students have completed Exercise 2.2B, page 7, have each pair of students join a new pair to form a group of four.

1. Ask them to introduce and talk about their partners to the other pair, using the cues on the board from the Chart Tip (see above).

2. Once they are finished, ask the groups to give sentences using we and they based on what members of the group have in common. (We are from Ecuador. They are nurses.)

■ Writing Expansion Have students do Exercise 2.2B, page 7, with a partner they haven’t worked with before. After students have introduced their partners to a classmate, have them write out the introductions.

1. To prepare students for the activity, tell them to turn back to Exercise 2.1B, page 6. Go through Ling Wang’s self-introduction paragraph, reading each sentence aloud and asking students to convert it to third person.

2. Have students write several sentences about their partners.

3. Collect the papers to use as an initial assessment of students’ writing. Make a note of common errors that you’ll want to address as the term progresses.

■ Game Time

1. Have students write three facts about themselves. Tell them to write things that may be unique to them and that no one in the class knows. Provide examples from your own life. (I am a comic-book collector. My sister is an actress. I’m not married.) Tell students not to say things that will be true of everyone (I am in English class.), and encourage them to use one third-person and one negative sentence. Tell them not to write their names on the paper.

2. Collect the introductions. If you have a small class (15 students or fewer), read the introductions aloud. Have the class guess who the person is. If you have a large class, divide students into two or three groups before you collect the papers. Have each group stand in a circle. Redistribute the papers within the group. Tell students to take turns reading aloud the introduction they received and have the group members try to guess who it is. The person who guesses correctly can choose the next person to read.

Statements with Present of BeTell Me About Yourself1

2 Tips • Unit 1 Grammar and Beyond TSR 1 © Cambridge University Press 2012 Photocopiable

3 Present of Be: Negative Statements


Reference: See The Teacher’s Grammar of English, pages 89; 105–106, Activities 1 and 3.

■ Teacher Support Resource Book, General Teaching Suggestions See teaching suggestions under Grammar Presentations, pages 5–6.

Data from the Real World page 8

Have students practice the ’s not / ’re not and isn’t / aren’t contractions with their most common use.

1. Write nouns in a column on the board, including names of students, names of famous people and places, and general nouns like this city or our teacher. Write the pronouns in a different column.

2. Give students a minute to think of negative sentences using the words on the board.

3. Have students share their ideas with a partner.

4. Point to each noun or pronoun and call on an individual to say a sentence, using the noun or pronoun as a subject in a negative sentence. (It’s not a sunny day. This school isn’t in Canada.) Encourage students to use the ’s not / ’re not form with pronouns and the isn’t / aren’t form with nouns.


■ Speaking and Writing Expansion

1. After students have completed Exercise 3.2A, page 9, have them copy the chart from Exercise 3.2A with only the left-hand column filled in.

2. Have students find a partner and write the partner’s name above the first column. Tell the partners to look at each other’s charts and say the information they need to complete them. (I’m years old. I’m from . I’m a . I’m interested in

.) Tell students to complete their charts with their partner’s information.

3. When they finish with the first partner, have them speak to a second partner and repeat the process.

4. After they have talked to two partners, have students write affirmative / negative sentence pairs about their partners like the ones in Exercise 3.2A. Ask several students to write their sentence pairs on the board.

■ Writing Expansion See Exercise 3.2C, page 10. Have students write about pictures.

1. Post two or three pictures of famous people or places. Have students work in pairs to write negative and affirmative sentences. (He’s the president of the United States. He’s not at the White House right now. He’s in California.)

2. Call on three or four students to write one of their sentences on the board under each picture.

■ Tech It Up Tell students to find videos of English lessons by entering the words ESL verb to be present tense video in an online search engine. Ask students to watch one or two of the videos that come up under this search and write three or four sentences or new rules that they learn. Tell them to copy the name or link for the video. When they return to class, have them share their sentences in groups and tell their groups how well they liked the video. Ask them to provide the name or the URL to other students who are interested.

4 Avoid Common Mistakes

■ Beware Be + no constructions are sometimes used in It is and There is / There are sentences to provide emphasis. (There are no chairs left is more emphatic than There aren’t any chairs left.)

5 Grammar for Writing

■ Alternative Writing Task Have students write paragraphs about someone who is important in the world or in their community. ( is an important person in my country. He / She is a

.)

The Unit 1 test and answer key can be found on the CD-ROM in the back of the Teacher Support Resource Book.

Tips • Unit 2 1

U N I T


Unit Objectives

Students will learn and practice using• Yes / No questions and short answers with be, and• information questions with be.




■ Note It may be interesting to discuss class sizes in different countries and give an example of how big some university classes are in the United States. In 2007, at the University of Colorado at Boulder, for example, there were 33 courses with 400 students or more and three with more than 1,200 students.

Vocabulary

computer lab funny

hill

2 Yes / No Questions and Short Answers with Be


Reference: See The Teacher’s Grammar of English, pages 61–66; 82–83, Activity 1i.


Suggestions See teaching suggestions under Grammar Presentations, pages 5– 6.

■ Chart Tip Give students some practice with the Yes / No questions they learned in the charts.

1. Draw a chart on the board with various subjects and complements (nouns, adjectives, etc.).

Are

+you

+a student

?Is he / she / it hungry

2. Model the activity. Have a student ask you a question using the words from the chart and answer it. (Are you a teacher? Yes, I am.)

3. Put students in pairs. Tell them to ask each other questions using each word in the chart at least once. Partners answer the questions using short answers.


■ Writing Expansion After Exercise 2.1, pages 17–18, tell students to write a list of 10 singular Yes / No questions for their partner. (Are you hungry right now? Is your class fun / difficult?)

When students finish writing their list of questions, have them exchange lists with a partner. Partners write short answers to the questions (and note if any questions are incorrectly formed). Collect papers or have students use Charts 2.1–2.6 to check them.

■ Speaking Expansion After Exercise 2.2, page 18, write additional prompts for plural Yes / No questions on the board (the desks / small, the students / funny, the windows / big , the computers / new). Then put students in pairs and have them ask each other questions about their school (or city, town, etc.).

■ Game Time This is a guessing game similar to 20 Questions using Yes / No questions and short answers. The object of the game is to guess the identity of a very famous person.

1. Put students in small groups. Tell them that they are going to play a guessing game with Yes / No questions, trying to guess the name of a very famous person.

2. Tell one person in the group to think of a very famous person (and not tell the group).

3. Then the other members of the group take turns asking a Yes / No question, listening to the answer, and guessing who the person is.

4. The student who guesses correctly scores a point and then thinks of another famous person. The student with the most points wins. To help students make questions, you can write these frames on the board:

Is it a [man / woman]? / Is he / she [adjective]? (tall / short / heavy / thin / beautiful / . . .)Is he / she a / an [noun]? (TV actor / a movie actor / a politician / a singer, . . .) Is he / she [nationality]? (Korean / French, . . .)Tell students they can use these or their own Yes / No questions with be.

Yes / No Questions and Information Questions with BeSchedules and School2


3 Information Questions with Be


Reference: See The Teacher’s Grammar of English, pages 71–75; 84, Activities 6 and 7.

■ Teacher Support Resource Book, General Teaching Suggestions See teaching suggestions under Grammar Presentations, pages 5– 6.

■ Chart Tip Use Chart 3.2 to give students practice with the pronunciation of the contractions. On the board, write: Who’s /z/, What’s /s/, When’s /z/, Where’s /z/, and How’s /z/. Point out that although all five end in the letter s, four of them have a /z/ sound, and only What’s ends with an /s/ sound. Have students work in pairs saying the ’s sentences in Chart 3.4 to each other, practicing the /s/ or /z/ sound and letting each other know if it sounds right.


■ Speaking Expansion

1. After Exercise 3.2, page 22, give students a copy of the Plains Community College tuition bill from Exercise 3.2 with write-on-lines as follows. (You can also write this on the board and have students copy it.) Have students imagine a new college and write the information for their college (1–14) on a piece of paper.

(1) College

Spring Semester: (2) – May 28

Name: (3)

Student ID Number: (4)

Major: (5) Total class credits: 15

Tuition: (6)

Student ID Card: (7)

Parking permit: (8)

Health Services Fee: (9)

Total: (10) IMPORTANT DATES

First Day of Classes: (11)

Tuition Payment Due: (12)

Spring Break: (13)

Final Exams: (14)

2. Have students work in pairs. Tell students to ask each other information questions with be to get the imaginary information. Then have them check each other’s answers to see if they filled out the form correctly.

■ Writing Expansion

1. After Exercise 3.3, page 22, tell students to write a list of 10 questions to use to interview a friend or family member about that person’s work. Tell them to write information questions with be and who, what, when, where, how, how much, how many, and how old.

2. When they are finished with their lists, have them exchange lists with a partner and check that the questions are properly formed, referring to Charts 3.1–3.4 as necessary.

3. For homework, have students interview a friend or family member using their question list and take notes on the person’s responses. In the next class, have them present the information about their friend or family member to the class.

■ Tech It Up Have students send five information questions with be by voice e-mail to a partner about that person’s home life and free-time activities. Search for a website that allows you to send free voice e-mails by using the search terms free voice e-mail service. (Alternatively, they can use cell phone voice mail.) In the previous class, partners should discuss which option works and exchange e-mail addresses or cell phone numbers. Students should reply to the questions in a recorded e-mail. If possible, play one or two recordings of questions and answers for the class.


■ Beware Remind students that how much cannot be used with plural nouns.

How much time is there?not How much books are on the desk?


■ Alternative Writing Task Have students prepare a list of 10 to 15 Yes / No and information questions with be to find out about a local place of business. (What’s the name? When is it open? How many employees work there?) Have students ask each other the questions in pairs and then write a paragraph about the business.


Tips • Unit 3 1

U N I T


Unit Objectives

Students will learn and practice using• nouns; a / an, • be with a / an + noun, and• have.




Vocabulary

anyplaceanytimebasicfeature AWLfile AWL

organizerqualityschedule AWLtext AWLupdate

2 Nouns; A / An


Reference: See The Teacher’s Grammar of English, pages 213–214; 229–230, Activity 1.



■ Chart Tip As you go through Chart 2.2, point to items in the classroom and have students say them with a or an (a book, a table, an eraser, an envelope, an exit sign). Emphasize that using a or an is based on the sound, not the letter (an hour, an MP3 player, an LCD projector).

■ Chart Tip After Chart 2.3, ask students for the plural forms of the same items as above.

■ Chart Tip After Chart 2.4, practice the pronunciation of man / men and woman / women. Say the words and ask students to tell you if you are saying the singular or the plural form.



1. After Exercise 2.2B, page 29, write some expressions for requesting repetition on the board: Sorry, could you repeat that? Did you say $2.15 or $2.50? I’m sorry, I didn’t catch that.

2. Write a more complete shopping conversation on the board:

A: Excuse me. How much are the ?B: They’re .A: Sorry, could you repeat that? B: They’re .A: Thanks. B: No problem.

3. Have students practice the conversation in pairs. Monitor and provide feedback.

■ Writing Expansion After Exercise 2.3B, page 30, give a “change-it” dictation. Have students close their books, and tell them to number in their notebooks from 1 to 6. Dictate six sentences using singular nouns from the Exercise 2.3B chart. Tell students to write the sentences in plural form. Correct the first one on the board before you move on to make sure students understand the directions. When you finish, call on students to write the plural sentences on the board.

Possible sentences to dictate:

1. The case is blue. 2. The orange is good. 3. The dictionary is heavy. 4. The quiz is difficult. 5. The penny is bright. 6. The garage is full.

3 Be with A / An + Noun

Grammar Presentation page 31



■ Chart Tip Write some examples on the board for each category in Chart 3.1 (a large city, a beautiful place, an intelligent woman, an interesting book, an actor, a politician). Ask students to give sentences using the phrases on the board. (New York is a large city.)

Count Nouns; A / An; Have and BeGadgets3



■ Speaking and Writing Expansion After Exercise 3.2B, page 33, put students in small groups, and have them tell each other about the people they wrote about. Tell them not to look at their sentences while they are speaking. After they have finished speaking, have them write five sentences from memory about the people their partners spoke about. (Jose’s brother is an engineer.) Have them share the sentences with their groups to see if they remembered correctly.

4 Have


Reference: See The Teacher’s Grammar of English, page 90.


Suggestions See teaching suggestions under Grammar Presentations, pages 5– 6.

■ Chart Tip After you go over the charts, ask for completions by indicating students and things in the room: Maria . This book

. Call on students to complete the sentences (Maria has black hair. This book has grammar exercises. These tables have four legs.). Give students more examples of have meaning to experience (have dinner, have fun, have problems, have a party).

Grammar Application page 34

■ Speaking and Writing Expansion After Exercise 4.2, page 34, ask students to choose a gadget to talk about, such as their phone, their MP3 player, or their camera.

1. Write It is and It has on the board. Tell students to take a few moments to think about what they will say about their gadget.

2. Put students in small groups and have them describe their gadgets.

3. Have students write four sentences about their gadgets: two with be and two with have. Call on several students to write their sentences on the board.

■ Game Time After Exercise 4.1, page 34, play Gadget Charades.

1. To help students get started, conduct a class brainstorm of high-tech and low-tech gadgets (bottle opener, stapler, hair dryer, remote control, electronic dictionary).

2. Group students and have them take turns pretending to use a gadget. Another person in the group guesses the gadget and says a sentence with has. (He has an electric razor. She has an MP3 player.)

■ Tech It Up If your students have school e-mail accounts, create a class chain-mail letter. Draw a chain on the board and explain the meaning of chain mail: if one link is broken, the chain is broken. Send an e-mail to one student with a sentence about your area. (This city has good restaurants.) Include a list of all the student names and e-mail addresses with your address at the end of the list. Write a chain mail “warning”: Add one sentence about this city to this e-mail. Use be or have. Forward it to the next student on the list! The completed e-mail must reach me by Friday! Don’t break the chain! Print out the completed e-mail to share with the class. If the chain is broken and you don’t get the e-mail, figure out in class who was the last person to send the e-mail. Then try again.


■ Beware Students whose native languages do not use articles often omit articles. Emphasize that all singular count nouns need a determiner of some kind, with or without an adjective (a person, a nice person).


■ Level Down To make the assignment simpler for lower-level students, set up a have / be chart on the board. Allow students to work together to brainstorm possible items for the have column. (It has museums / parks. It has wide / narrow streets. It has beaches. It has tall / new buildings.) Then have students brainstorm sentences for the be column. (They are beautiful / interesting / unusual / quiet / clean). Tell students to work individually to choose sentences from both sides of the chart to create their paragraphs.


Tips • Unit 4 1

U N I T


Unit Objectives

Students will learn and practice using• demonstratives (this, that, these, those), and• possessives and whose.




■ Note Robert says that Claudia is the new sales manager. Let students know that typically a sales manager’s job is to manage sales representatives. The sales manager assigns sales territories and sets sales goals.

Vocabulary

closetconference AWLcopy machinehallinterrupt

managementmanagerreportroyal palaceteam AWL

2 Demonstratives (This, That, These, Those)


Reference: See The Teacher’s Grammar of English, pages 190–193, 282–283.



■ Chart Tip You can enhance your teaching of Chart 2.3 by physically demonstrating nearness for this and these and distance for that and those. For the sentences This desk is Amanda’s and That desk is Janet’s, substitute the names of students in your class. Stand next to and touch one student’s desk as you say This desk is . . . , and move away from and point to the other student’s desk as you say That desk is . . . . Make sure you have some of the items mentioned in Chart 2.3 (photos, paper, folders, charts) so that you can physically demonstrate distance. Follow up by inviting individual students to physically

demonstrate their understanding of how to use this, that, these, and those.


■ Writing Expansion After Exercise 2.2, page 42, tell students to place some of the objects they talked about on their desks and write 10 sentences about them: five using this and these and five using that and those. Tell them to include both singular and plural nouns. When they have finished, have students exchange sentences and check that this, that, these, and those are used correctly. Tell them to refer to Charts 2.1–2.3 if they are not sure.

■ Speaking Expansion After students have completed Exercise 2.5, page 44, go back to Exercise 2.1, page 42, and have students use the picture of an office to practice this, that, these, and those as pronouns. Put students in pairs. Have them take turns pointing to and asking about things that are and are not near them. On the board, write:

A: What’s this / that? B: It’s a .A: What are these / those?B: They’re .A: Is this / that a ?B: Yes, it is.A: Are these / those ?B: Yes, they are.

Tell students to continue asking / answering until they have used all objects in the picture.

■ Game Time After students have completed Exercise 2.6, page 44, have them work individually to make up some good and bad news about themselves, friends, or family. Tell them to write 10 pieces of news. (The news doesn’t need to be true.) When they have finished, put students in pairs. Tell them to take turns telling their news to their partner. Their partner reacts using one of the responses with that from Exercise 2.6. Write the following model conversation on the board:

A: I’ve got some good news.B: Oh, really? What is it?A: Well, my family got a new kitten.B: Oh, that’s wonderful!A: I’ve got some bad news, too.B: I’m sorry to hear that. What is it?A: My car broke down.B: Oh, that’s terrible!

When they have finished, call on pairs to share one or two pieces of their news and their responses with the class.

Demonstratives and PossessivesThe Workplace4


3 Possessives and Whose


Reference: See The Teacher’s Grammar of English, pages 200–203; 209, Activity 8.


■ Chart Tip To reinforce students’ understanding of the possessive forms in Charts 3.1–3.4, go around the room holding up or focusing on objects and asking Whose is this / that / these / those? Tell students to answer using apostrophe s first and the possessive with my, your, his, her, our, or their second. For example, hold up your coat and say:

A: Whose coat is this? B: It’s the teacher’s coat.A: Good! Whose coat is this?B: It’s your coat.A: That’s right. It’s my coat.

Continue until you’ve elicited sentences for my, your, his, her, our, and their.



1. After Exercise 3.1, page 47, have students write six to eight questions using my, your, his, her, our, their, and possessive nouns about the information in the e-mail. Write these sentence starters on the board:

Whose ?Who is ?To start students off, write the sentence Whose pictures are those?

Possible questions:

Whose party is it in the pictures? (It’s Ben’s English class’s party.)Who is Ben’s partner in pair work sometimes? ( Juliana) Who is Juliana’s best friend? (Keiko) Who is their new teacher? (Mr. Donovan)

2. When students have finished writing their questions, put them in pairs. Have them exchange questions with a partner and write answers to the questions. Finally, have them return the questions and answers to their partner. Have students check their work using the charts to guide them.


1. After Exercise 3.3A, page 48, have students work in groups of three to create a chart like the one in Exercise 3.3A with each group member’s name, nationality, birthday, best friend, and major. Tell them to add one more item to the chart that students can ask about with Who’s or What’s, such as the person’s favorite singer or favorite color. When they have finished, tell groups to exchange their charts with another group.

2. Tell students to take turns asking their own group members questions about the information in the other group’s chart. On the board, write these starters:

Whose ?Who’s ?What’s ?When’s ?

Have them ask four questions each.

3. When students have finished asking questions, have someone from each group tell the class one or two things they learned.

■ Tech It Up For homework, have students find at least three possessives quizzes online by typing possessives quiz into a search engine. Tell them to take the quizzes and note any items they get wrong or don’t understand. Discuss these items in class.


■ Beware Tell students that in English, the possessive their sounds exactly the same as the words they’re and there, but it is spelled differently. Write the three words on the board and tell students to beware of confusing them.


■ Alternative Writing Task A simpler option that doesn’t involve students finding pictures is to have students write eight to ten sentences describing things in their classroom with possessives or possessive nouns. (Julia’s desk is broken, and her bag is blue.)


Tips • Unit 5 1Grammar and Beyond TSR 1 © Cambridge University Press 2012 Photocopiable

Unit Objectives

Students will learn and practice using• adjectives and• questions with What . . . like? and How + adjective.




■ Note The article mentions a networking site aimed specifically at job seekers, but personal social networking sites also play a role in hiring. A recent survey found that 79 percent of U.S. hiring managers have used the Internet to assess applicants, often by looking at the applicants’ personal social networking page.

Vocabulary

ambitiouscommunity AWLcontact AWLgoal AWL

link AWLprofessional AWLrésumésocial networking AWL

2 Adjectives


Reference: See The Teacher’s Grammar of English, pages 241–245; 260, Activities 1 and 2.



■ Chart Tip After you have gone over Charts 2.1 and 2.2, check student’s comprehension by having them describe items in the room or pictures you bring in. Hold up a picture or point to an item and ask a student to describe it using an article, an adjective, and a noun (a yellow pencil, a large desk, an old clock).

■ Beware Students may need extra practice putting adjectives before nouns. Be sure that they are clear about the rule before they begin a “speak fast” activity like the one that follows.

■ Chart Tip For further practice, particularly with adjective + noun word order, have students take turns describing items to a partner. Student A has 30 seconds to describe 10 things in the room. Student B should count the number of things described and listen for correct word order. Call time. Student B has 30 seconds to describe 10 things without repeating what Student A said. He or she can use the same items, but not the same description. For example, if Student A said an old clock, Student B can say a round clock. When both students in most pairs have finished, call on individuals to share one of their descriptions with the class.


Have students practice the adjectives after be. Put situations on the board, and have students tell a partner what is happening using one of the adjectives from the box.

Mary is in bed at night. (She’s asleep.)

Mary sees a bear. (She’s afraid.)

Mary’s family isn’t home. (She’s alone.)

It’s morning. Mary’s eyes are open. (She’s awake.)


■ Writing Expansion After Exercise 2.1B, page 55, assign additional sentence writing for homework.

1. Write more nouns on the board (businessperson, business, résumé, meeting, telephone, employee, boss, desk, book). Tell students to write a sentence about each one using any adjective they want (a different adjective for each noun). Remind them to put the adjective before the noun.

2. In the following class, have students take turns reading their sentences in groups. Walk around and listen for examples of errors and of interesting adjectives to write on the board and discuss with the class.

■ Tech It Up After Exercise 2.2B, page 55, have students search for opposites online. Tell them to go to a search engine and type opposite words.

■ Speaking Expansion After Exercise 2.3B, page 57, have students practice saying the nationality adjectives. Write the names of famous people from around the world on the board. You may want to use celebrities, political leaders, athletes, or people who have been in the news lately. Have students work in groups to talk about the people, using the format from Exercise 2.3B. (Vladimir Putin is from Russia. He’s Russian. David Beckham is from England. He’s English.)

Descriptive AdjectivesSkills and Qualities for Success5

U N I T


3 Questions with What . . . like? and How + Adjective



■ Chart Tip After you have gone over Chart 3.1, call on students to describe familiar places. (What’s this city like? What’s this school like? What’s this classroom like? What’s your hometown like?)

■ Chart Tip After you have gone over Chart 3.2, write the beginning of the questions on the board: How old

? How tall ? How long ? How cold

? Call on students to ask you new questions using the sentence beginnings. If they ask a factual question you don’t know the answer to (How long is the Nile?), ask them to look up the answer for homework.

■ Beware Students may confuse the questions What is he like? and How is he? Explain that we use how to ask about a person’s state of health (or state of mind). How is he? He’s sick or He’s well. They must use the question What is he like? if they want a description of a person’s character, and What does he look like? for a physical description.


■ Speaking Expansion After Exercise 3.1C, page 58, have students ask and answer the questions about their hometowns with a partner. Write the cues from the exercise on the board (the weather, traffic, the people, the parks, the restaurants, the shopping). Have students close their books and ask their partners about their hometowns without reading the questions. When they finish, call on pairs to ask and answer the questions for the class.

■ Game Time Conduct a card-exchange activity to help students practice What . . . like and How + adjective questions.

1. Write What . . . like and How + adjective question starters on cards and give one card to each student. Tell students to think of, but not write, a question to ask, using the cue on the card.

2. Have students find a partner to ask their question. After they have answered each other’s questions, the partners exchange cards and move on to a new partner. When they receive a new card, students can repeat from memory the question their first partner asked them or make up a new question using the question starter.

3. Continue the activity until everyone has spoken to at least five people.

Possible question starters:

What are summers like in ? How’s the traffic in ? How tall is ? How old is ? How crowded is ? What are the people like in ?

■ Writing Expansion After the Game Time activity, have students write as many questions and answers as they can remember from the game. Call on students to write sample questions and answers on the board. Tell students to consult with one another so they don’t write the same sentences.


■ Beware Many of the mistakes in the box are caused by transfer from students’ native languages. Bring this to their attention by asking them to think about how these structures compare in English and in their native language.


■ Level Up Have students turn their paragraph into a cover letter for a job or college application.



Unit Objectives

Students will learn and practice using• prepositions of place: things at home and in the

neighborhood,• prepositions of place: locations and other uses, and• prepositions of time.




Vocabulary

blanketcountergarbagemessy

refrigeratorremote controlsheettowel

2 Prepositions of Place: Things at Home and in the Neighborhood


Reference: See The Teacher’s Grammar of English, pages 147–148; 155–156; 165, Activity 1.


Suggestions See suggestions under Grammar Presentations, pages 5–6.

■ Chart Tip Check student comprehension of the information in Chart 2.1. Ask students to use one of the prepositions to say sentences about the locations of things in the classroom.


■ Speaking Expansion After Exercise 2.1B, page 65, put students in pairs. Have them look back at the picture in Exercise 2.1A. One student chooses a location in the picture where he or she “found” the partner’s book (or

other item/s). The partner makes guesses about the location of the item until it is found.

A: I see your book, Julio.B: Is it on the table?A: No, it’s not.B: Is it under the table?A: Yes, it is!

When the item is found, have students change roles and use another object and location to continue.

■ Writing Expansion After Exercise 2.2B, page 67, tell students to imagine that they and five friends are in the neighborhood in the picture in Exercise 2.2A. Have them imagine where they and their friends are. Have them work individually to write two sentences for each person telling where the person is and where the place is. As a model, write on the board:

I’m in the coffee shop.It’s behind the supermarket.

When students have finished writing, put them in pairs to read each other’s sentences.

■ Game Time

1. For homework, tell students to find and bring to class a picture of a town square, an office, etc. The picture should give plenty of opportunities to make sentences with prepositions.

2. Back in class, have students swap pictures with a partner. Give them 2 minutes to write as many sentences containing prepositions as they can. Then have partners check each other’s sentences. The one who wrote the most correct sentences is the winner.

3 Prepositions of Place: Locations and Other Uses



■ Teacher Support Resource Book, General Teaching Suggestions See suggestions under Grammar Presentations, pages 5–6.

PrepositionsAround the House6

U N I T



■ Writing Expansion After Exercise 3.1B, page 69, have students write about themselves using the paragraphs about Blanca González as a model. Tell them to include at least nine examples of in, at, and on. When they finish, put them in small groups and have them read their paragraphs. Tell group members to listen for any mistakes in the use of in, at, or on.

■ Speaking Expansion After students have completed Exercise 3.3, page 70, put them in pairs to act out all four dialogs. Tell them to substitute different locations after in, at, or on where it makes sense. When they have finished, select one pair for each dialog and have them perform in front of the class. The class should vote on whose dialog was the best.

■ Tech It Up For homework, have students take several pictures, each containing at least six examples of the prepositions they learned in this unit. Have them print out a page or two of the pictures and add captions to them that include prepositions of place. Back in class, post the pages of pictures on the wall with a blank sheet beside each one for students to write comments.

4 Prepositions of Time




Suggestions See suggestions under Grammar Presentations, pages 5–6.

■ Chart Tip After you have gone over Chart 4.1, test students’ comprehension by calling out 7:00, April 5, Monday, the evening, August, and winter. Students reply with a preposition plus the word or phrase you said, such as:

A: 7:00.B: at 7:00.A: That’s right!



Have students work in pairs. On the board, write this question: What time do you usually eat breakfast / lunch / dinner? Have them ask each other about mealtimes and reply using about, around, and between.

■ Speaking and Writing Expansion

1. After Exercise 4.1B, page 72, put students in pairs and tell them to have a conversation, following the pattern of Alex and Sam, to make an appointment for lunch on a weekday. One student follows the Alex role, the other the Sam role. Tell them to use different times, days, and reasons than those in the text. Have them work together to think of different times, days, and reasons. Then give them time to practice their conversation.

2. After they have finished, have pairs join another pair to act out their conversation. The listeners should point out any errors in preposition use.

3. Next, tell students to work individually to write down the dialog that they had with their partner. Tell them that it is not necessary for the words to be exactly the same as they used when speaking. When they finish, have them exchange dialogs with their partner, discuss differences in their dialogs, and check preposition use.


■ Always an Exception Tell students that an important exception to the rule “Use in + parts of the day” ( from Chart 4.1) is the expression at night.


■ Level Down Planning the party in small groups will make the task more enjoyable and less difficult. You can make it even easier by allowing groups to work together to produce one e-mail party invitation for the group.



Unit Objectives

Students will learn and practice using• there is / there are and• questions with there is / there are.




■ Note When the Olvera Street village was founded in 1781, California was a colony of Spain. In 1821, Mexico gained independence from Spain, and California became part of Mexico. California was acquired by the United States after the Mexican–American War (1846–1848) and became a U.S. state in 1850.

Vocabulary

area AWLbirthplaceculture AWLfolk dancing

shoptouristtraditional AWLvillage

2 There Is / There Are


Reference: See The Teacher’s Grammar of English, pages 132–145, Activities 3 and 5.



■ Chart Tip After you have gone over Chart 2.3, write the usage categories on the board: location, facts, events. Provide examples that students will be familiar with, for example: There is a park next to the school. There are 25 students in this class. There is a soccer game tonight. Ask students to work with a partner to come up with a sentence for each category. Call on several students to share one sentence with the class. Write their sentences on the board, correcting as necessary. When you write the students’ sentences, use the full form. Then ask the class to repeat the singular sentences, pronouncing them with contractions.

■ Beware If students produce sentences like There is very interesting, they may be confusing nonreferential there with referential there as in, I went there yesterday. Emphasize that there is / there are indicate that something exists or is a fact and do not refer to places.


■ Speaking Expansion After Exercise 2.1C, page 80, have students discuss what they know about famous cities around the world. Write names of cities on the board (Paris, London, Beijing, Tokyo, Mexico City, Rio de Janeiro). Have students tell a partner what they know about each city using there is (isn’t) / there are (aren’t). Call on students to share their ideas with the class. Tell them there is is often contracted to there’s when speaking.

■ Writing Expansion After Exercise 2.3C, page 82, continue the activity as a collaborative writing exercise. Have students work in pairs to write one there is / there are sentence about your school or about the city where the school is located. When the pairs finish their sentence, have them pass the paper to a new pair of students. (Have everyone pass in the same direction, and the pair at the end passes to the first pair.) The new pair writes a continuation sentence with they or it. Then they pass the papers again and write a new there is / there are sentence. Pass the papers six times so there are three there is / there are sentences and three it / they sentences. Then call on several students to read aloud the finished product from the paper they are currently holding.

■ Game Time Play a memory game to help students practice sentences with there is and there are.

1. Find a picture of a busy city scene. (You can search for city scene on an online image search engine.)

2. Put students in small groups. Show the picture for 1 minute, or distribute a copy to each group facedown, and then have them turn it over and look at it for 1 minute before collecting them.

3. Tell the groups to write as many there is / there are sentences about the picture as they can in 5 minutes. Have the group with the fewest sentences read them to the class. Call on other groups to add any other sentences.

4. Show the picture again and discuss anything that everyone missed.

There Is and There AreLocal Attractions7

U N I T


3 Questions with There Is / There Are


■ Teacher Support Resource Book, General Teaching Suggestions See teaching suggestions under Grammar Presentations, pages 5–6.

■ Chart Tip After you have gone over Charts 3.1 and 3.2, write Is there a ? and Are there any ? on the board. Have students ask questions about the class, the school, or the city. Respond with short answers and continuation sentences. (Yes, there is. It’s in the office.) Write a couple of their questions and your answers on the board.

■ Chart Tip After you go over Chart 3.3, refer back to the answers you wrote on the board for Charts 3.1 and 3.2. Write a new version of the answers using one, some, and any. (Yes, there’s one in the office.)


■ Speaking Expansion After Exercise 3.1C, page 85, have students ask and answer questions about cities they know (or universities, parks, particular streets).

1. Tell students to choose a city (or university, park, street, etc.) and write its name on a card or piece of paper. Encourage them to choose different places.

2. Write these answer cues on the board: Yes, there’s one . It’s .

Yes, there are some . They’re . No, there isn’t

. There aren’t any .

3. Have students walk around showing their cards and asking questions about the places on their classmates’ cards. (Is there a nice museum in

?) They should ask each person one question, but they should not ask the same question twice.

■ Writing Expansion After Exercise 3.1C, page 85, have students write answers to the questions they hear.

1. Tell students that you are going to ask questions and they need to write two sentences in response to each. For example, if you ask, Is there a cafeteria at this school?, they could write Yes, there’s one near the office. It’s open at 11:00. Emphasize that it is not a dictation – students do not need to write the questions.

2. Ask questions about the classroom, the school, the city, or local events.

Possible questions:

Are there any maps in this room? Is there a good restaurant near the school? Is there a soccer game on TV tonight? Are there any holidays this month?

3. Call on students to write their answers on the board. Correct them as a class.

■ Tech It Up Tell students to use a map site to find a place they’d like to visit in another city. (Search for San Francisco, Italian restaurant.) Tell them to look up three places and write two sentences about each using there and it or they. (There’s an Italian restaurant on Stockton Street. It’s open for lunch.) Have them share their sentences in groups.


■ Beware Students may confuse the two ways of writing a negative sentence (There are no banks on Main Street. and There aren’t any banks on Main Street.) and produce sentences like this: There are no any banks on Main Street. Point out that any can only be used with not.


■ Alternative Writing Task Have students write their paragraphs with a persuasive intent, as in the text about Olvera Street on page 76. Turn the paragraph into a project by having them type it up brochure-style and include an image of the place. Pass around the brochures, and have the class decide which one is the most persuasive.



Unit Objectives

Students will learn and practice using• affirmative and negative statements in the simple present

and• statements with adverbs of frequency.




Vocabulary

area AWLgardeninggymhabitlifestyle

relax AWLresearcher AWLstressed AWLvolunteer AWL

2 Simple Present: Affirmative and Negative Statements





■ Beware In several languages, verbs are not inflected in the simple present (that is, their endings do not change). This can make learning and using the third-person -s difficult. Teachers should be aware of the possible need for extra practice.


Have students use 10 of the verbs to write five sentences in the simple present about their habits and routines and five for people they know. Tell them to add time expressions, if appropriate. When they have finished, have them exchange sentences with a partner and check for mistakes.


■ Writing Expansion After students have completed Exercise 2.1, page 91, have them work in pairs to write sentences about a person who has an unhealthy lifestyle. When they have finished, ask individual students to write examples on the board.

■ Speaking Expansion After students have finished Exercise 2.5B, page 95, have them look again at Allie’s schedule at the beginning of Exercise 2.5. On a piece of paper, have students create a blank schedule with seven columns, one for each day of the week.

1. Tell students to use their imagination to create the weekly schedule of a famous person. Have them write the name of the person at the top.

2. Put students in groups of three. Have them exchange the schedules. Students take turns describing the schedules to the group using sentences in the simple present with time expressions. Tell listeners to make sure the simple present sentences are correctly formed.

■ Game Time Put students in groups of four or five to play the game Is It True?

1. Tell students to take turns saying sentences in the simple present about their habits, routines, and interests. The sentences might be true, or they might be lies.

2. Model the activity. Tell students a lie, such as I always ski in the winter. Then ask the class, Is it true? Have them answer by a show of hands. Then give them the answer.

3. Groups choose one group member to begin. After saying a sentence, the speaker asks the group Is it true? Each student guesses whether or not the sentence is true. The speaker then tells the group if he or she was lying. The person who has the most correct guesses when the game ends is the winner.

Simple PresentLifestyles8

U N I T


3 Statements with Adverbs of Frequency


Reference: See The Teacher’s Grammar of English, pages 249; 262, Activity 5.

■ Teacher Support Resource Book, General Teaching Suggestions See suggestions under Grammar Presentations, pages 5–6.

■ Beware In some languages, the position of adverbs of frequency is different from English. They may, for example, appear at the beginning of a sentence or between verbs and objects. Teachers should be aware of the possible need for extra practice on these points.


■ Writing Expansion After Exercise 3.1, page 97, have students go back to the sentences they unscrambled.

1. Tell them that for four of the sentences, Chart 3.3 shows three patterns with the adverb of frequency in different places. For the other four sentences, Chart 3.3 shows only one pattern. Tell students to use the information in Chart 3.3 to help them decide how many patterns each follows.

Answers:

1. one pattern2. three patterns3. one pattern4. three patterns5. one pattern6. three patterns7. three patterns 8. one pattern

2. For the sentences that have three patterns (2, 4, 6, and 7), have students add two more sentences with the adverb in different places as shown in Chart 3.3b.

Answers:

2. He does not listen to music often. Often he does not listen to music. He often does not listen to music.

4. He works seven days a week often. Often he works seven days a week. He often works seven days a week.

6. He starts work at 3:00 in the afternoon usually. Usually he starts work at 3:00 in the afternoon. He usually starts work at 3:00 in the afternoon.

7. He doesn’t finish until 1:00 a.m. sometimes. Sometimes he doesn’t finish until 1:00 a.m. He sometimes doesn’t finish until 1:00 a.m.

■ Speaking Expansion After Exercise 3.2B, page 98, have students practice making statements about “bad habits.”

1. Write the following list of bad habits on the board, clarifying anything students do not understand: drink too much coffee, eat junk food, stay up late, oversleep.

2. Put students in small groups. Direct them to the adverbs of frequency in Chart 3.1. Tell them that they should each tell the group a true statement using an adverb of frequency for each bad habit in the list. Model one sentence for the class. (I never drink too much coffee.)

3. When students have finished making statements, have them practice with the simple present -s by calling on individuals to tell you about the bad habits of their group members.

■ Tech It Up Free video lessons for English language learners are available on the Internet. For homework or work in the language lab, have students find and watch video lessons on the simple present. For search terms, suggest simple present video. Have students write the URLs for three of them and share them with the class.


■ Beware Tell students that it is a mistake to use never, sometimes, or rarely in negative simple present sentences. On the board, write:

I never / sometimes / rarely eat lunch in a restaurant.not I never / sometimes / rarely don’t eat lunch in a restaurant.


■ Alternative Writing Task Students who have jobs or have a clear idea of the job they are preparing for might like to write a paragraph about work routines for that type of worker. To start them off, write a few example sentences on the board. (Nurses care for patients all day. They observe patients very carefully, and they take notes on their condition.)



Unit Objectives

Students will learn and practice using• simple present Yes / No questions and short answers.




■ Note Lack of sleep is a serious problem. In addition to the short-term effects, such as irritability, difficulty concentrating, slower reaction times, and tendency to make careless mistakes, sleep deprivation has been associated with many serious health problems, including migraines, diabetes, high blood pressure, and obesity. This problem is not limited to North America; studies have shown that many people all over the world suffer from sleep deprivation.

Vocabulary

at leastenoughfoundation AWLhabit

have troublemisspercent AWLsurvey AWL

2 Simple Present Yes / No Questions and Short Answers





■ Chart Tip After you go over Charts 2.1–2.3, ask a student this question: Do you go to bed late? Prompt the student to use the correct short answer form from Chart 2.2. After he or she answers, ask a different student about the first: Does he / she go to bed late? Repeat with several different questions and students to give them more exposure to second- versus third-person

questions and to practice the short answers. Then call on students to take over your role as the questioner.

■ Chart Tip Point out the difference between questions with do and questions with be. Direct students’ attention to Chart 2.1. Remind them that with be questions, the third column would say Noun or Adjective rather than Base Form of Verb. Write several sentences on the board with blanks for do / does or be. ([Is] he a student? [Does] he study late at night? [Do] you study late at night? [Do] you get enough sleep? [Are] you tired during the day?) Ask students to complete the questions in their notebooks. Then go over the answers.

■ Beware In some languages, questions can be formed with intonation alone, and students may transfer this strategy to English: She sleeps a lot? These questions will be understood by native speakers, but they may give the wrong impression. Intonation-only questions are usually used as “echo questions” in English – when a speaker repeats information out of disbelief or surprise. Always remind students to use the correct auxiliary if they leave it out when asking questions – they are unlikely to receive this feedback outside of class.


■ Writing Expansion After Exercise 2.2B, page 105, have students work in pairs to write another conversation about someone’s habits.

1. Brainstorm some habit verbs that students may want to write about, for example cook, eat, go to school, wake up, walk, drive, study, work, like.

2. Work with the class to create a sample conversation on the board in which speaker A is asking questions about a family member of speaker B. Include expressions to help keep the conversation going, such as:

A: Does your sister work in an office?B: Yes, she does. She’s an accountant.A: Oh, that’s interesting. Does she like it?B: It’s OK. She wants a new job, though.A: Oh? Why?B: She drives really far to work.

3. Tell pairs to choose a family member to use as the focus of their conversation. Have them write a conversation of at least six exchanges.

4. Put pairs together to form groups of four and have them read their conversations to each other.

Simple Present Yes / No Questions and Short AnswersDaily Habits9

U N I T


■ Tech It Up After Exercise 2.3C, page 106, have students record their voices on a cell phone so they can hear their pronunciation. If students are comfortable exchanging phone numbers, have them call a classmate and ask the questions from Exercise 2.3A on their voice mail. If you’d rather not ask students to exchange numbers, have them call their own cell phone from another number (or yours if you’re willing) and leave the questions on voice mail. In class, play some of the recordings on speaker and see if the class can guess who is speaking. If the phones aren’t loud enough for the class to hear, have students work in groups to listen to each other’s messages and guess who left them. Provide general feedback on pronunciation.

■ Speaking Expansion After Exercise 2.4B, page 107, have students practice forming spontaneous questions.

1. Prepare cards with verbs on them.

Possible verbs:

like, drive, walk, live, go, come, wear, stay, dance, sing, work, visit, get, eat, listen, read, write, have

2. With the class, brainstorm examples of Yes / No questions they could ask with the verbs. Encourage them to use third-person subjects, such as Does your brother like music? Does your sister live at home?

3. Tell students to set the index cards in a stack facedown. The first student draws a card and asks the person next to him or her a Yes / No question using the verb on the card. After the second student answers the question, the card is returned to the bottom of the stack and he or she draws the next card and asks the next person a question. When students get to the bottom of the stack and are drawing verbs for a second time, they ask a different question than was asked the first time.

■ Game Time After Exercise 2.4B, page 107, have students play 20 Questions with occupations.

1 Have a student come to the front of the room. Secretly tell him or her a job title. Use simple, familiar occupations, such as doctor, dentist, cook, server, teacher, hairdresser, fire fighter, or police officer.

2. Tell the class they can ask 20 questions to find out what the job is. To encourage practice of third-person questions, tell them they are asking about a man or a woman. Suggest starter questions, such as Does he work outside? Does he make a lot of money? Does he have a college degree? Does he sell something? Does he help people? Does he wear a uniform?

3. Call on individuals to ask the questions. When they are getting close to an answer, point out that the final question is going to be a question with be. (Is he a doctor?) The game ends when someone from the class guesses the right occupation or when the class has used up its 20 questions.

4. To continue play, put students in groups and give one person in each group a job title or name for the others to guess.

5. If your students are all from the same country, you can play this game using famous people they are familiar with instead of job titles.


■ Beware Students may be surprised by item 3 because they have heard questions beginning with have (present perfect questions and questions with have you got). Explain that we sometimes use have in questions, but not normally in the present tense.

■ Beware For items 4 and 5, be sure students can identify new as an adjective (which thus requires a be verb) and agree as a verb. Agree can be a particular problem for students whose languages only use the noun form. (Are you in agreement? instead of Do you agree?)


■ Level Down Allow lower-level students to write only the survey portion of the assignment.



Unit Objectives

Students will learn and practice using• simple present information questions and• questions with how often.




Vocabulary

altarancestorcandledecorategrave

guideregion AWLsymbolize AWLtopic AWLtradition AWL

2 Simple Present Information Questions






■ Speaking Expansion After Exercise 2.4B, page 116, put students in pairs to take turns interviewing each other about a holiday that takes place each year. The person being interviewed decides which day the interview is about. Tell them they can use the questions and answers in Exercise 2.1A and B as models, but that they are free to ask their own information questions. Where possible, pair students from different cultures. Select individuals to report what they learned.


Have students use one of the most common question words in book titles (how, what, and why) and their imagination to write a book title related to celebrations or holidays (How Do Students Celebrate Graduation? What Does the American Flag Symbolize? Why Do People Eat Turkey on Thanksgiving?).

■ Writing Expansion After Exercise 2.5B, page 117, put students in pairs. Tell students that they are going to write simple present information questions and answers about the things they do on a typical Saturday. Students A and B both start with a blank piece of paper. They both write at the top of their paper, What do you do in your free time? and pass the paper to their partner, who writes an answer (such as I go to the mall.) and passes the paper back. Partners then write another question (such as Who do you go with?) and pass the paper back again. Have students continue writing questions and answers until the papers are full. Then have pairs exchange papers with another pair to check that the information questions and answers are formed correctly. Call on pairs to report some of their question / answer pairs.

■ Tech It Up For homework or for work in the language lab, have students research book titles beginning with How Do, How Does, What Do, What Does, Why Do, and Why Does (the six most common according to the information in Data from the Real World, page 117). They can use their favorite bookstore website and / or use the search terms book title search. They can do a key word search, using the six question starters, in the sites they find. Have students make a list of six books that sound interesting, one with each question starter listed above.

3 Questions with How Often





Simple Present Information QuestionsCultural Holidays10

U N I T


■ Beware Chart 3.2a says, Use questions with how often to ask how many times something happens. Make sure students understand not to use how many times in place of how often. On the board, write:

CORRECT:A: How often do you go swimming?B: Three times a week.

NOT:A: How many times do you go swimming?B: Three times a week.



1. After Exercise 3.1A, pages 118–119, have students look back at the frequency expressions in Chart 3.2b. Tell students to write their name at the top of a piece of paper and list 11 activities that they do with the same frequency (more or less) as the 11 frequency expressions in the chart.

2. Put students in pairs and have them exchange lists. Tell them to take turns asking How often . . . ? questions about the activities on their lists, for example:

A: How often do you take guitar lessons?B: Once a week.

Tell students to answer only correctly formed questions. Tell them to write down their partner’s answers on another piece of paper.

3. When pairs have finished asking and answering their questions, have them keep their partner’s list and change partners. The new pair should exchange lists and take turns asking and answering frequency questions about their old partners, for example:

A: How often does Anna take guitar lessons?B: Once a week.

4. When students have finished, ask individual students to share with the class interesting facts about their classmates’ activities.


1. After Exercise 3.1C, page 119, brainstorm with the class some habits of good English learners and write them on the board. Include some or all of the following: come to class, do your English homework, write down new words, ask questions if you don’t understand, look up words you don’t know, watch English language movies, speak to your classmates in English, read for pleasure in English, write e-mails in English, visit an English-speaking country.

2. Have students work individually to make a questionnaire about English-learning habits. Tell them to write 10 How often . . . ? questions, leaving a space after each question. Show students the pattern by writing on the board:

Q: How often do you come to class?A: Q: How often do you write down new words?A:

Tell students to answer the questions in complete sentences with adverbs (for example, I always come to class).

3. Have students exchange questionnaires with a partner and write down their answers. When students have finished, ask individuals to share some of their partner’s English-learning habits with the class.

■ Game Time Create a set of 15 to 20 cards for each small group. Write one frequency adverb or expression on each card. In each group, one student takes the top card and asks a question that he or she thinks will be answered with the word or phrase on it. For example, if the card says always, the student might ask How often do you do your homework? All members of the group answer the question. The questioner gets one point for every answer containing the word or phrase on the card. Students take turns asking the group questions until the cards run out. The student with the most points at the end wins.


■ Beware Remind students to use falling intonation with information questions. Rising intonation is used with Yes / No questions.


■ Level Down Rather than writing questions about their special day to answer themselves, have students work in pairs. Partners can use the questions in Exercise 2.1B, pages 113–114, to ask information questions about their partner’s special day. Students can then work individually on their paragraphs. When they finish, have them work with their partner again to peer edit their paragraphs.



Unit Objectives

Students will learn and practice using• and, but, or, and• because.




■ Note If students feel they need help with time management, suggest that they search online for a “time audit” chart. This is a chart with a week mapped out in 30-minute increments so that students can keep track of how they are spending their time in order to evaluate what they need to change.

Vocabulary

adult AWLavoidcreate AWLfeature AWLidentify AWL

improveinsteadschedule AWLstress AWLtask AWL

2 And, But, Or





■ Chart Tip After you go over the charts, hold up pictures and make statements about them (There’s a clock in the picture, for example). Call on a student to repeat and expand on your statement with and and a noun. If necessary, indicate the information you’d like them to add ( for example, by pointing to another item in the picture: There’s a clock and a calendar.). Repeat the process with a phrase (The man has a lot of pencils, for example). Then have students add a clause, such as: The man is writing, and the woman is reading. Use the same or different pictures to elicit sentence completions with but and or.


■ Speaking and Writing Expansion After Exercise 2.1B, page 124, write a schedule on the board.

1. Have students work in pairs to talk about the schedule. Tell them to come up with as many sentences as they can to describe the schedule using and, but, and or. (Mark works in the mornings and studies in the evenings. Mark doesn’t do homework on Friday or Saturday nights. Mark doesn’t work on Thursdays, but he works on Fridays.)

2. Call on a student to write a sentence about the schedule on the board. Point out the kind of connection used. (That sentence uses and to connect two verb phrases.) Then have students work in pairs to write five sentences that have different connecting words and / or that connect different structures (connecting verbs instead of nouns or connecting phrases instead of clauses).

■ Game Time After Exercise 2.2B, page 125, play a roundtable game using pictures.

1. Put students in groups of three and give each group a picture.

2. Tell the first student to write a sentence using and, but, or or to describe the picture and then to pass the paper and the picture to the next student. The second student writes a sentence using a different connecting word. When you call time in 5 minutes, the group with the most correct sentences will win.

3. Call time and ask groups how many sentences they’ve written. Have the group with the most sentences read them to the class. If the sentences are correct, they win.


Before you go over the chart, have students close their books. On the board, write the first words from several of the pairs in the chart (fish and , peanut butter and

, bread and , cream and ). Ask students to write them in their notebooks and guess the missing nouns. Have them open their books and correct their work. Point out that the “noun and noun” expressions are normally said in the order given.

Conjunctions: And, But, Or; BecauseTime Management11

U N I T


3 Because





■ Chart Tip After you have gone over Chart 3.1, write a sentence with because on the board. (He writes his appointments on a calendar because he doesn’t want to forget them.) Ask students to identify the cause or reason (he doesn’t want to forget them) and the effect or result (he writes his appointments on a calendar). Ask them to identify the main clause (he writes his appointments on a calendar). Then write the same sentence with the clauses reversed: Because he doesn’t want to forget them he writes his appointments on a calendar. Ask students what the sentence needs to be correct (a comma after them).


■ Speaking and Writing Expansion After Exercise 3.4, page 129, put students in groups of four.

1. Have each student think of a new sentence with because that tells something true about his or her hobbies or habits. (I study guitar because I love music. I go to bed late because I work at night.) Tell them to share their sentences with their group and to make sure everyone’s sentence is different.

2. Direct students to walk around the class and tell people outside of their group the sentence about themselves. Tell them they can’t write anything down, but they should remember as much about their classmates as they can.

3. After most students have spoken to at least five people, tell them to return to their groups and share what they learned about their classmates.

4. Have each student write three or four sentences they heard from classmates outside of the group. Tell them to include the classmate’s name in the sentence. (Kim studies at night because she’s more awake then.) Then have the group work together to compile a list of 10 sentences with no repeats.

5. Have a reporter from one of the groups read three sentences aloud. Check with the student who is the subject of each sentence to make sure the information is correct. Call on another group to read three sentences that are different from the ones the first group read. Continue until every group has shared.

■ Tech It Up If students are comfortable sharing their cell phone numbers, set up a texting chain. Send a text to one student asking a Why question. (Why is it important to manage your time?) Tell the student to respond to your question using a complete sentence with because and then forward the text and response to another student. Tell students that they must write an answer that is different from previous students’ answers. Ask the last student in the chain to forward the message back to you. If students aren’t comfortable sharing cell phone numbers, you can do this activity using e-mail or on paper.


■ Beware For item 2, point out that the coordinating word is necessary. Students cannot join independent clauses with a comma only. (I need to study for the test, I need to work.)


■ Alternative Writing Task Have students write about their job responsibilities and how they schedule their time at work.



Unit Objectives

Students will learn and practice using• simple past statements: regular verbs, and• simple past statements: irregular verbs.




Vocabulary

auditioncontract AWLdiscourageexecutivefinally AWL

give up inventorinvitemanagertalent

2 Simple Past Statements: Regular Verbs





■ Chart Tip Give students more practice with the spelling rule for regular simple past verbs in Chart 2.4. On the board, write the following list of verbs: answer, carry, chew, give, learn, like, mix, mop, occur, park, prefer, spray, stay, step, wonder, and worry. Have students work in pairs to match each verb to the correct spelling rule from Chart 2.4 and to write the past tense forms. When they have finished, go through the list and ask selected students for the correct past tense spelling and spelling rule for each verb.


■ Speaking Expansion After Exercise 2.3C, page 139, give students practice differentiating the pronunciation of past endings /d/, /t/, and /əd/ with this activity.

1. On the board, make a chart with three columns, with the headings /d/, /t/, and /əd/.

2. Put students in pairs. On a piece of paper, tell them to write one chart like the one on the board. Tell them to take turns reading the sentences aloud from Exercise 2.1. If they are not sure about the pronunciation, refer them to the chart in Exercise 2.3. After each sentence is read, have students write the simple past verb in the correct column. Answers:

/d/ – opened, appeared, cheered, screamed, cried, played, changed

/t/ – watched, shocked

/əd/ – visited, landed, shouted

■ Writing Expansion After Exercise 2.4, page 140, have students write 10 simple past sentences about their own lives using time expressions from the chart in Exercise 2.4 and any of the verbs presented so far in the unit. When they are finished, have students exchange sentences with a partner to confirm that the simple past and the time expressions have been used correctly. Finally, have selected students write their sentences on the board. Check as a class.

■ Tech It Up Have students find and watch video lessons on the pronunciation of the -ed ending for the simple past of regular verbs. Suggest the search terms English past tense pronunciation video. Have students write the URLs and give feedback for two of them. You can provide them with the following feedback questions:

Was the level too high, too low, or just right?What did you like about the video?What didn’t you like about the video?Share the best video URLs with the class.


Have students work in pairs. Tell them to go back to the sentences they wrote about their partner in Exercise 2.5, page 141. Have them say the sentences they wrote, and then say a new sentence about themselves in the negative simple past with didn’t. Use the first sentence as a model, for example, Marie borrowed a book from the library three weeks ago. I didn’t borrow a book.

Simple Past StatementsSuccess Stories12

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3 Simple Past Statements: Irregular Verbs


Reference: See The Teacher’s Grammar of English, pages 358–359.



■ Chart Tip Test students’ pronunciation of the verb forms in Exercise 3.2. Write the base form of the 10 verbs in Exercise 3.2 on the board. Have students close their books. For each verb, select a student to say the verb, say its simple past form, and give you the spelling of the simple past form. Finally say the verb forms and have the class repeat after you.



1. After Exercise 3.3, page 144, have students use the simple past of the verbs in the activity to write 10 sentences about events in the life of a famous person that everyone in the class knows. Tell them they can use the Internet to research interesting facts about the person, using the famous person’s name and the simple past form of one of the verbs as search words. Tell them to include at least two negative sentences and to use time expressions where necessary.

2. In class, have pairs exchange sentences to check for accuracy.

■ Speaking Expansion After Exercise 3.3, page 144, put students in pairs. Have them use the information about the four famous people to say sentences in the simple past as if they were one of the famous people. If students wrote sentences about a famous person in the Writing Expansion assignment, then have them also use that information. In this case, when pairing students up, make sure that each partner does not know the identity of the famous person the other wrote about. Their partner then guesses who the famous person is. Partners take turns saying one sentence and then guessing. Model the activity with a student:

A: I didn’t have a lot of money as a child.B: Are you Abraham Lincoln?A: Yes, I am!

■ Game Time The game Successful Jane and Unsuccessful John is played in small groups. For each group you will need three six-sided dice. Tell each group to make a numbered list of 18 irregular verbs from the unit in the base form. Students roll the dice and refer to the list to find the verb. They must then make two simple past sentences: an affirmative one about a successful event in the life of a woman named Jane and a negative one about a missed opportunity in the life of a man named John. For example, the student rolls the dice and finds the verb become on the list and says: Jane became a teacher. John didn’t become a teacher. Students only have one chance to get the two sentences right. If the group agrees they are correct, the student gets a point, and it is the next person’s turn. The student with the most points wins.


■ Beware Tell students to notice and study the simple past forms of irregular verbs carefully. Some researchers believe 70 percent of the verbs we use in everyday speech are irregular.


■ Alternative Writing Task Have students interview each other and get enough specifics from the interview to write a paragraph about successes in their classmate’s life. When they are finished, the classmate they wrote about should check the paragraph to see that the simple past is used correctly and that the content is also correct.



Unit Objectives

Students will learn and practice using• simple past Yes / No questions and• simple past information questions.




■ Note Social entrepreneurs are people who use for–profit business models for social change. One of the most famous social entrepreneurs is Muhammad Yunus, who received the 2006 Nobel Peace Prize for his Grameen Bank, which lends small amounts of money to poor people who want to start a business.

Vocabulary

amazingconcept AWLdiseasedistribute AWL

donateduringentrepreneurexpand AWL

2 Simple Past Yes / No Questions





■ Chart Tip After you have gone over the charts, ask students questions about historical figures or business leaders. Ask them to respond with short answers. If the answers are negative, have them follow up with a question. (Did Bill Gates start Apple? No, he didn’t. Did he start Microsoft?)


■ Writing Expansion After Exercise 2.2C, page 152, have students create a trivia quiz based on their own knowledge.

1. Brainstorm a list of famous people. Give students categories to help them come up with names ( famous leaders, inventors, scientists, explorers, athletes, musicians, artists, businesspeople). Write the names on the board.

2. Have students work with a partner to write 10 Yes / No questions about the people on the board. (Did Picasso paint the Mona Lisa? No, he didn’t. Leonardo da Vinci painted the Mona Lisa.) Have partners write the questions, but not the answers.

3. When pairs have finished creating their quiz, have them exchange quizzes with another pair and answer each other’s questions. Monitor during this process, spot-checking for errors to discuss with the class.

4. Have students return the quiz to the pair who wrote it. Tell them to discuss any questions they were unable to answer. Call on students to share the most difficult question on their quiz with the class.

■ Speaking Expansion After Exercise 2.3B, page 152, have students practice asking spontaneous simple past questions.

1. Write a list of familiar verbs on the board: read, watch, write, take, practice, study, make, buy.

2. Put students in groups of three or four and have them take turns asking each other different questions with each verb. For example, if they start with the verb read, the first student might ask Did you read a newspaper yesterday? The second student answers Yes, I did / No, I didn’t, and then asks the third student Did you read your English book last week? When it’s the first student’s turn again, he or she asks a question with the next verb. Model the activity with two volunteers before students begin. Make a note of any errors and go over them with the class.

■ Game Time After Exercise 2.3B, page 152, play a roundtable question-writing game.

1. Put students in small groups (teams) and show them simple past sentences one at a time to convert into Yes / No questions. Show a sentence, such as Two students started a company. Give the groups 30 seconds to write the sentence as a question. (Did two students start a company?) Tell them to pass the paper to a teammate. Then show a new sentence. Continue for eight to ten sentences.

2. When you finish, go over the sentences again, calling on volunteers to read their questions. Have the teams check their work.

Simple Past QuestionsBusiness Ideas13

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3 Simple Past Information Questions





■ Chart Tip After you have gone over Chart 3.3, check for understanding of the question words.

1. Tell students to write short answers to the questions you ask. Speaking at a fast, natural speed, ask questions for which only the question word is different. (Where did you eat? What did you eat?)

2. Collect and quickly go over their answers. Discuss any confusion with the question words.

■ Beware Students often form questions like this: Where you went last weekend? Help them focus on the contrast between statement and question form by writing simple past sentences on the board (He went to the bank at 11:00) and asking students to come up with related simple past questions. (Where did he go at 11:00? When did he go to the bank?)


■ Writing and Speaking Expansion After Exercise 3.1B, page 155, have students write a test.

1. Divide the class in half, and give each half a different short text, such as:

A. Larry Page and Sergey Brin started Google in 1996 at Stanford University. In 1998, they moved the company to a friend’s garage. They moved to their current location in Mountain View in 2003. They introduced Google Maps in 2005.

B. Mark Zuckerberg started Facebook at Harvard University in March of 2004. In June 2004, the company moved to Palo Alto, California. At first, Facebook was for students, but in 2006 the company opened it to everyone.

2. Have students work in pairs to write four or five questions about their text. (When did Page and Brin start Google?)

3. Have students put away the texts. Collect the questions they wrote. Pair them up with a student who read the other text. Have them tell each other about what they read. Then have them return to their original partners.

4. Give each pair a test written by their classmates. (Students who read text A get the test about text B and vice versa.) Have them write the answers. Tell them to correct any mistakes they see in the questions.

5. Collect the questions and answers. Go over any common errors with the class.

■ Tech It Up Have students search for information about a company or an entrepreneur that interests them by typing the name of the company or person into a search engine. Tell them to copy five interesting facts to share with the class. Tell them to also write two questions about their facts. When students return to class, have them work in groups to talk about what they learned. Then tell them to test their classmates by asking their groups the two questions and having each group member write answers. Have the groups share and check their answers.


■ Beware If students are having trouble with item 2, you may need to spend time reviewing the kinds of questions that use be (with adjectives: Was he tired?; with nouns: Was he a student here?; with locations: Were they at home?).


■ Level Down / Level Up Have lower-level students write only the questions and answers about a family member or friend. Have higher-level students write the questions about a famous person they admire. Tell them to look up the answers online.



Unit Objectives

Students will learn and practice using• the simple past of be: affirmative and negative statements,

and• the simple past of be in questions and answers.




■ Note Facts about Bill Gates: His company’s name, Microsoft, comes from two words, microcomputer and software. Sources say that Bill Gates makes over $5 million a day. Bill Gates was the richest man in the world for many years, but in 2010 he came in second to Mexico’s Carlos Slim Helú.

Vocabulary

arguecommunity AWLcomputer AWL

intelligent AWLsoftware programvolunteer

2 Simple Past of Be: Affirmative and Negative Statements




■ Chart Tip Give students more practice with the simple past of be. Have them look back at the article about Bill Gates in Grammar in the Real World, page 158. Tell them to find sentences containing was or were and rewrite them to make negative true sentences. Start them off with an example on the board:

He was born in Seattle, Washington, in 1955.He wasn’t born in New York City.

When they have finished, have selected students read a few of their sentences aloud, and have the class confirm that the simple past of be is used correctly.


■ Speaking Expansion After Exercise 2.1A, pages 160–161, have students work in groups of three to compare themselves to the three famous women. Tell each member of the group to choose a different person to use for comparison. Have them take turns making statements comparing themselves. To model the activity, say, for example, Oprah Winfrey was born in Mississippi. I wasn’t born in Mississippi. I was born in California. Tell students to check each other’s use of the simple past as they listen. They should continue making comparisons until they have used up the information in their paragraphs.

■ Writing Expansion After Exercise 2.2B, page 162, have students write a paragraph about themselves. Tell them to use the descriptions of famous women in Exercise 2.1A as models and also to include any interesting information from Exercise 2.2A. When students finish writing their paragraphs, put them in small groups to read their paragraphs aloud to each other. Group members should alert the reader to any mistakes in the use of the simple past of be.

■ Game Time In this game, students try to guess the identity of a famous person based on simple past statements with be.

1. For homework, have students research some facts about a famous person they are familiar with. Tell them to write 10 statements using the simple past of be about the famous person. Tell them not to use the famous person’s name in the statements. (He was a U.S. president.)

2. Back in class, put students in small groups. Tell them that they are going to play a guessing game. They must guess the name of a famous person from statements about the person.

3. One student tells the group one statement about his or her famous person. Group members should first confirm that the simple past of be is used correctly. Then everyone in the group is given one chance to guess. After the name is guessed, it is the next person’s turn. For scoring, a correct guess after the first sentence is worth 10 points, after the second 9 points, and so on. The person in the group with the most points at the end of the game is the winner.

Simple Past of BeLife Stories14

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3 Simple Past of Be: Questions and Answers


Reference: See The Teacher’s Grammar of English, pages 62–63; 71–74; 82, Activity 1; 84, Activities 6 and 7.



■ Beware In many languages, Yes / No questions can be formed by intonation alone. As a result, students sometimes make mistakes such as You were a good student in high school? instead of Were you a good student in high school? You may need to provide extra practice.


■ Writing Expansion After Exercise 3.1B, page 164, have students write 10 Yes / No questions with the simple past of be that they will use to interview an older native speaker of English. The interviews should take place outside of class and should be about the older person’s childhood. Students can use the questions in Exercise 3.1A as a model. For homework, have students interview the person, and tell students to write down the answers they hear. Back in class, have students read each other’s questions and answers, confirming that the simple past of be has been correctly used.

■ Speaking Expansion After Exercise 3.2C, page 166, put students in pairs to ask and answer questions about their memories of studying English. Tell them to ask and answer Yes / No and information questions with the simple past of be. Tell them to talk about some of their early English classes that they can still remember. Model the activity with a student, asking questions such as:

Where was your first English class?

Were you a good student?

How was the teacher?

What time was the class?

Tell students that they should only answer questions that are correctly formed. When students have finished asking and answering questions, call on individuals to share the interesting things they learned with the class.

■ Tech It Up In the Writing Expansion for Exercise 3.1B, page 164, students interview an older native English speaker about that person’s childhood. For homework, have students create a video e-mail of that interview and submit it to you. Search for a website that allows you to send free video e-mails by using the search terms free video e-mail. If your classroom is equipped with computers or digital projection equipment, have students watch the videos in class. After each video, invite students to ask follow-up questions to the video creator using the simple past of be. When all the videos have been shown, have the class vote for the most interesting one.


■ Beware Remind students of the difference in word order between statements and questions. Make sure they know to reverse the order of the subject and the verb in questions. Write on the board:

You were in high school.Were you in high school?Why were you in high school?not Why you were in high school?


■ Alternative Writing Task Have students interview a partner using Yes / No and information questions with the simple past of be about their experiences during their partner’s first day at a job they had or still have. Tell students to take careful notes during the interview because they are going to write a paragraph about it. They should include both affirmative and negative sentences with the simple past of be. When students have finished their paragraphs, tell them to let their partner check the facts and the grammar. Then have students use the self-editing chart to check their paragraphs



Unit Objectives

Students will learn and practice using• time clauses with when, before, and after.




■ Note The kind of scam described in this article is known as a lottery scam. Phisher scams are also common. In these, a person receives an e–mail that appears to be from a bank or service provider and contains a link to a fake website that asks for personal information. The purpose of the scams is to obtain enough credit card or bank account information to allow the scammer to access the victim’s money.

Vocabulary

commoncontest credit AWLfee AWL

prizepromiserealize

2 Time Clauses with When, Before, and After





■ Chart Tip After you go over Chart 2.2, write two main clauses on the board, such as She gave the man her credit card number. She called the credit card company. Ask students if they are complete sentences (yes). Then ask when Sandra did those things. Add their ideas as time clauses (but don’t include punctuation). (When she called the number(,) she gave the man her credit card number. She called the credit card company when (or after) she realized her mistake.) Ask students which sentence needs a comma. Ask if the time clause can be a complete sentence by itself (no).

■ Chart Tip After you go over Chart 2.3, be sure students are clear about the meanings of before and after by asking about familiar topics. (Do you eat lunch before this class or after this class? Do you brush your teeth before you go to bed or after you go to bed?)

■ Beware In some languages, the words for after and before are followed by infinitives, and students may be inclined to say, “She called the credit card company after to go home. ” Stress that after and before are followed by clauses or by nouns in English.


■ Speaking Expansion After Exercise 2.2C, page 175, have students practice telling the story using when, before, and after.

1. Have students work in pairs. Tell partner A to close the book and partner B to look back at the pictures in Exercise 2.2A, page 174.

2. Have partner A tell the story from memory, using when, before, and after to connect the ideas. Tell partner B to ask questions about events that partner A forgets, such as When did he write a note to his wife?

3. When the pairs finish, have partner A open the book to the story in Exercise 2.1A, page 173. Have students follow the same procedure.

■ Writing Expansion After Exercise 2.3C, page 176, give students some additional practice with punctuating time clauses.

1. Show a paragraph with time clauses that has no punctuation. Ask students to copy and correct the paragraph.

Sample paragraph:

Sam got up early before he ate breakfast he went for a run after he took a shower he ate breakfast he checked his e-mail before he went to work when he saw the scam e-mail he reported it as spam.

Correction:

Sam got up early. Before he ate breakfast, he went for a run. After he took a shower, he ate breakfast. He checked his e-mail before he went to work. When he saw the scam e-mail, he reported it as spam.

2. Have students check their answers with a partner. Then show the paragraph again, and call on students to tell you where to put the commas and periods.

Past Time Clauses with When, Before, and AfterLuck and Loss15

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■ Game Time After Exercise 2.3C, page 176, have students practice time clauses by retelling a story they hear.

1. Put students in groups of three or four, and ask each group to choose a recorder (someone who will do the writing for the group). Then ask the recorders to leave the room for a few minutes while you tell the story.

2. When the recorders are outside, tell the class a story that includes five time clauses, with at least one example of each time word. Repeat the story once or twice, but don’t allow any note taking. Encourage students to ask about vocabulary they don’t understand.

Possible story:

Before Martin went to work yesterday, he checked his e-mail. There was a message with coupons for free potato chips. Martin was happy when he saw the coupons. He loves potato chips. He downloaded and printed the coupons before he left the house. After work, Martin went to the store. He put two bags of potato chips in his cart. When he got to the register, he gave the cashier his coupons. She said, “I’m sorry. These coupons are fake. The potato chips aren’t free.”

3. Invite the recorders back into the room. Their group members must tell them the story so they can write it down. Everyone can comment and make corrections, but only the recorder can write.

4. Collect the stories and read through them quickly to choose the most complete and accurate one as the “winner.” Read that one to the class. If there are any mistakes with time clauses in the stories, use them for whole-class error correction.

■ Tech It Up After Exercise 2.4, page 176, have students look online for examples of time clauses. As a class, brainstorm time clauses and write them on the board (before she checked her e-mail, after he got home from work, when he read the news). Have students choose five phrases to type into a search engine. Tell them to put the phrases in quotation marks to narrow the search results. Then have them look through the results for a sentence they understand or think is interesting. They should copy one sentence for each phrase and bring them to class to share. In class, put students in groups to share their sentences and discuss the meaning.


■ Beware For item 3, students should pay particular attention to not leaving out the subject after the time word. Write some additional examples on the board: He called the credit card company after got home. She knew the e-mail was spam when read it. Before clicked on the link, she checked the address. Point out that the subjects are necessary for understanding the time clauses. For example, the sentences could read: He called the credit card company after his wife got home. She knew the e-mail was spam when her sister read it. Before her son clicked on the link, she checked the address.


■ Level Up Have higher-level students write a summary of a story they have read. Tell them to choose five or six important events from the story to include in their paragraph and to connect the events with time clauses.

■ Level Down Give lower-level students a set of main clauses. Tell them to write a story by connecting the clauses with time clauses.

Possible clauses:

she got home from work, the telephone rang, a man on the phone said he was a police officer, he asked for money to help the police, she said no, she called the police station, they didn’t know the man



Unit Objectives

Students will learn and practice using• count and noncount nouns,• units of measure, and • How many . . . ? and How much . . . ?




Vocabulary

affect AWLchallenge AWLdiseasefaucetfinally AWL

researcher AWLtap watervegetarianvitamin

2 Count and Noncount Nouns





■ Beware Some students may use a definite article before abstract noncount nouns because of language transfer issues. For example, they might say the first sentence from Chart 2.2 incorrectly as The health gets a lot of attention in the news. Teachers should be prepared to provide extra explanation and extra practice with abstract noncount nouns.



1. After Exercise 2.2B, page 184, tell students to make a four-column chart with the headings Breakfast, Lunch, Dinner, and Snacks. Have them write down the names of food and drink that they often have in each column.

2. Put students in pairs. Tell students that they are going to take turns telling their partners the name of a food or drink from their chart, finding out if their partner also eats it and discussing if it is good for you. Model with a student:

A: I sometimes have eggs for breakfast. Do you like eggs, too?

B: Yes, I like eggs very much.A: Are eggs good for you?B: I’m not sure, but I think eggs are good for you.

I usually have orange juice with breakfast . . .

Monitor the discussions and write down examples of mistakes to discuss later with the class.

3. When students have finished, write the four-column chart on the board. Ask pairs to tell you the names of food and drink that both partners like and write them in the chart.


1. After Exercise 2.4B, page 186, tell students to work individually and write 10 sentences about foods and / or drinks that are popular on holidays or other special occasions. Tell them to use five count nouns and five noncount nouns. Write example sentences on the board: Pies are popular on Thanksgiving Day. Children drink soda at birthday parties.

2. When students have finished, have them exchange sentences. Tell them to underline the count nouns and circle the noncount nouns, and then check that they are used correctly. Have them refer back to the Grammar Presentation as necessary.

■ Tech It Up For homework, tell students to find exercises on the Internet to practice count and noncount nouns. Tell them to either complete the exercise online or to print out a worksheet. Suggest the search terms count noncount exercises. Tell them to make sure that the exercises they find have answers available. Ask them to write down the URLs of any exercises they think are good so they can share them with their classmates.

3 Units of Measure; How Many . . . ? and How Much . . . ?




Count and Noncount NounsEating Habits16

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■ Chart Tip After you have gone over the charts, put students in pairs. Have them look at Chart 3.1 and take turns asking each other questions about quantities of the nouns in the list. Partners should respond with a sentence that includes a unit of measure and the noun. Model with a student:

A: How much coffee do you drink a day?B: I drink three cups of coffee. How about you? How much

coffee do you drink a day?A: I drink about four cups of coffee.


■ Speaking Expansion After Exercise 3.1, pages 188–189, tell students to use the menu in the exercise to role-play ordering food from a volunteer at the class picnic. Put students in pairs to perform the role play. Tell them to perform the role play once and then change roles and perform it again. Provide students with the necessary language. On the board, write:

For the volunteer: For the customer:May I help you? I’d like . . .Is that all? I’ll have . . . Anything else? I’ll take . . .


Tell students to look at the four categories of noncount nouns (Materials, Groups of Things, Subjects, and Weather) and the examples. Write the four categories on the board and ask students if they can think of other noncount nouns for those categories. Write the suggestions under each category.

Next, ask students to look at the list of the most common noncount nouns and the list of noncount nouns that students especially make mistakes with. Tell them to find the four words that are on both lists (equipment, furniture, information, and work). Point out that these nouns are both very common and easy to make mistakes with. Have students write an example sentence using each noun. Ask some faster students to write their sentences on the board. Correct any errors for the class.

■ Writing Expansion After Exercise 3.3B, page 191, have students choose two or three of the categories that interest them. Tell them to write sentences about the category and about a few items in that category. Write this example on the board:

I really like computer equipment. I have many pieces of computer equipment at my house. I have two laptops. I also have a laser printer.

When students have finished writing about two or three categories, have them exchange papers with a partner. Partners should read the sentences and check that the count and noncount nouns have been used correctly. Select several faster students to write their sentences on the board. Correct any errors in the use of noncount nouns for the class.

■ Game Time Have students work in groups of three. On the board write:

How much [noncount noun] do you have at home?How many [plural count noun] do you have at home?

Student A asks student B a question using a noncount noun. Student B answers and then asks student C a question using a count noun. Student C answers and asks student A using a noncount noun. Students keep asking and answering questions while alternating from count noun to noncount noun and back again. Students only have 10 seconds to come up with a question. If someone takes longer than 10 seconds, uses the wrong type of noun, or makes a mistake in grammar, that person loses the round. Students change groups, and play can begin again.


■ Beware Remind students that singular count nouns cannot stand alone. A, an, and the are used in front of singular count nouns.

An essay is a difficult homework assignment.

not Essay is a difficult homework assignment.


■ Level Down Have students write a shopping list of the

items they need for a dinner party for six people. Tell

them to use units of measure like those in Chart 3.1 for

quantities (two bags of potato chips, a box of crackers, a package of cookies). When they have finished, have them

exchange lists with a partner and check that the units of

measure, count nouns, and noncount nouns have all been

used correctly.



Unit Objectives

Students will learn and practice using quantifiers• some and any, and• a lot of, a little, a few, much, many.




Vocabulary

contact AWLcottonexport AWL

ferryflashoriginally

2 Quantifiers: Some and Any





■ Chart Tip After you have gone over Charts 2.1 and 2.2, have students practice making affirmative and negative statements.

1. Make a list of familiar count and noncount nouns on the board. Write the count nouns in singular form and mix the two kinds of nouns together (money, jewelry, idea, language, student, textbook, news, advice).

2. Call on several students to make affirmative statements with some using the nouns on the board. (I need some money. He has some good ideas.) Tell the class to pay careful attention and remember the sentences they hear.

3. Call on different students to “reverse” the sentences; that is, say the same sentence as a negative with any. (I don’t need any money. He doesn’t have any good ideas.)

■ Beware Charts 2.4 and 2.5 show that any is used in negative statements and questions. However, students may come across examples of any used in affirmative statements. (I’ll take any job I can get! You can have any seat you’d like.) If they ask, tell them that in these cases, any is being used to mean “it doesn’t matter which. ”


■ Speaking and Writing Expansion After Exercise 2.2B, page 199, have students write additional dialogs using some / any and a variety of count and noncount nouns.

1. Give pairs of students two related nouns (one count and one noncount).

Possible pairs:

furniture / chair; snow / storm; news / article; equipment / tool; damage / injury; advice / suggestion; homework / essay; music / song; traffic / cars

2. Have partners work together to write a conversation using the two nouns. Each conversation should use any and some and have two questions and two answers. Put this model for the nouns chair and furniture on the board:

A: Are there any extra chairs in room 35?B: No, there aren’t, but I think there are some chairs in

room 23.A: I saw some furniture in there, but there aren’t any

chairs. Thanks anyway!

3. Have each pair read their conversation to another pair. Then have them join a different pair and read their conversation again. Tell students to note the count / noncount word pairs that they hear. Call on a few pairs to read their conversation to the class.

■ Tech It Up Have students type phrases with some / any + noun into a search engine. Assign or suggest abstract nouns (any advice / some advice, any ideas / some ideas, any information / some information). Tell students to scan the results for sentences they understand and to copy at least four. Call on several students to share their sentences.

Quantifiers: Some, Any, A Lot Of, A Little, A Few, Much, ManyLanguages17

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3 Quantifiers: A Lot Of, A Little, A Few, Much, Many





■ Chart Tip After you go over Chart 3.3, check comprehension by having students write sentences.

1. Write a list of nouns on the board that students can use to talk about a familiar context, such as their city or neighborhood. Write a mixture of count and noncount nouns (traffic, car, pollution, factory, good food, restaurant, crime, robbery). Ask students to work with a partner to write true sentences about the area using the nouns. Tell them to use a lot, many, a little, a few, not a lot, not many, not much. (There is a lot of traffic. There are many cars. There isn’t a lot of pollution.)

2. Call on students to share one of their sentences with the class. Get one example for each quantifier and have the class say whether they think the statement is accurate.

■ Beware Emphasize the importance of using the indefinite article a with a few and a little. Used without a, these words have a negative connotation:

He has a few friends in this class means “He has some friends in this class. ” He has few friends in this class means “He doesn’t have many friends in this class. ”


■ Writing Expansion After Exercise 3.3B, page 203, ask students to write questions about other languages that they would like the answers to. (Does French have many words? How many people speak Chinese? In how many countries is Arabic an official language?) Call on students to write their questions on the board. Correct the questions with the class. For homework, ask students to choose four of the questions to type into a search engine. Ask them to write answers to the questions in complete sentences and to bring their findings to the class.


To have students practice switching from many to a lot, have them write two sentences with many, two with not many, and two with not much. Walk around and spot-check their work. Then have them read their sentences aloud to a partner, replacing many and much with a lot.

■ Speaking Expansion After Exercise 3.3B, page 203, have students give a brief oral report.

1. Tell students to think about a country or culture they know and make a list of things that can be found there, using many, a lot, a little, and a few (Spain: a few different languages, a lot of olive trees, many beautiful beaches).

2. Put students in groups of three or four to share their information. Tell them to use their lists as an outline but to provide more information as they speak. (In Spain, there are a few different languages – Spanish, Catalan, Basque, and Galician – but almost everyone speaks Spanish.)

3. Call on students to share something interesting they learned from one of their group members.

■ Game Time Have students practice saying statements and questions with quantifiers.

1. Put students in groups, and give each group 12 to 15 index cards. Write a variety of count and noncount nouns on the board, and have the groups copy them onto the cards.

2. Tell students to turn the stack of cards over and then take turns drawing cards and saying a sentence or a question with the word they draw.


■ Beware Students may need to be reminded that in negative statements with singular count nouns, they should use a. (I don’t have a dictionary.)


■ Level Down Allow lower-level students to write sentences about several of the suggested topics instead of writing a focused paragraph.



Unit Objectives

Students will learn and practice using• articles: a, an, and the, and• article or no article.




■ Note Your students might be interested to know that, according to the research of Dr. Frank Farley at Temple University, there are two types of risk takers, a positive one and a negative one. Examples of positive risk takers are inventors, entrepreneurs, and explorers. Examples of negative risk takers include compulsive gamblers, reckless drivers, and criminals.

Vocabulary

analyst AWLeconomy AWLfinally AWLhealth insurance

nervousostrichshort-termstable AWL

2 Articles: A / An and The





■ Beware Some students omit articles where they are required. Article use is one of the most difficult concepts for learners of English. There may, therefore, be some delay in student mastery of the material presented.



1. After Exercise 2.3C, page 216, ask students if they understand what a newspaper headline is. Tell

students that it is customary for newspaper headlines to be written without articles to save space.

2. Write the following headlines on the board. Have students work individually to rewrite them as complete sentences in the simple past, inserting a, an, or the where necessary.

Soccer Star Has Car AccidentComputer Company Opens New FactoryPresident’s Son Jumps from AirplaneBanker Steals Million from BankMayor’s Daughter Writes Article for E-zineUniversity Wins Award for New ProgramPolice Chief Gets Reward for Saving Child

3. When students finish, have them exchange sentences with a partner and confirm that the simple past and articles are used correctly, referring to Chart 2.1–2.3 if necessary. Invite some faster students to write sentences on the board. Correct any mistakes with the class.

■ Speaking Expansion After Exercise 2.3C, page 216, tell students they are going to ask each other follow-up questions about the sentences they wrote from the headlines in the preceding Writing Expansion.

1. On the board, write A soccer star had a car accident. Ask the class what follow-up questions they can ask and write them on the board. (Who was the soccer player? Where did the accident happen?) Then select students to answer the questions. Tell them to use their imaginations and begin their answers with I think. (I think it was David Beckham. I think it happened in France.)

2. Put students in pairs. Have them each take half the headlines and give them some time to prepare follow-up questions for their half. Then have them take turns saying the complete sentences for the headlines their partner chose, listen to the follow-up questions, and then use their imagination to answer the questions. Direct students to Chart 2.3 for correct use of the. When students have finished, select pairs to perform their exchanges for the class.

■ Tech It Up Have students look online to find 10 headlines without articles. Suggest that they do an Internet image search with the search terms newspaper scan. They should write the 10 headlines they select on a piece of paper and then rewrite them, inserting articles. In class, have students exchange their sentences and check that they are correct.

Articles: A / An and TheChanges and Risks18

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3 Article or No Article?





■ Chart Tip After you have gone over Chart 3.2, put students in pairs to quiz each other about 10 of the geographical places and languages in the chart. Tell them it’s OK to answer I don’t know. On the board, write Where is / are [geographical place]? Then model the activity with students:

A: Where are the Andes?B: They are in South America.

When students have finished, have pairs ask the class about any questions they were unable to answer.


■ Speaking Expansion After Exercise 3.1B, page 218, point out that Mi-Young has a lot of worries, but Adriana has very few. Put students in pairs. Tell them that they are going to ask questions to find out what their partner worries about (or doesn’t). On the board, write these noncount nouns: homework, insurance, love, mail, money, peace, software, traffic, weather, and work. Then model a short conversation with a student using one of the nouns; for example:

A: Maria, do you worry about homework?B: Yes, I do!A: Why do you worry about it?B: Because it’s very difficult.

When students have asked each other about all 10 noncount nouns, ask selected students to share their worries with the class.

■ Writing Expansion After Exercise 3.2B, page 219, have students write their own paragraph welcoming new students to their English class. First, brainstorm some ideas for things to tell a new student about (homework, tests and quizzes, other projects, break time, school activities). To get them started, begin a letter on the board; for example:

Welcome New Student!Here is some information you need. There is a quiz every week and a test once a month . . .

When students finish, have them read their paragraphs aloud in small groups, checking each other’s use of articles. Have groups vote for the best paragraphs. Keep these and give copies to new students who join your class during the year.

■ Game Time

1. Before class, prepare sets of 20 index cards. On one side of each index card, put the name of a geographical place. If the place name takes a definite article, do not write it on the card. Use two place names from each of the categories in Chart 3.2a and b.

2. Put students in groups and give each group a set of 20 index cards. Have students put the deck of index cards facedown in the middle of their group. Tell them to take turns picking a card and reading the geographical place name. They must first say which category it belongs in, and then whether it takes the or no article. The rest of the group decides if the answers are correct. Students get one point for the correct category and one point for the correct article. The winner is the person with the most points when all the cards have been used.


■ Beware Words beginning with the letter h that is not pronounced take an (an honest man, an hour). When the h is pronounced, it is preceded by a (a happy day or a hat).


■ Alternative Writing Task Put students in pairs and have partners ask each other if they are an “ostrich” or a “rock climber. ” Have them discuss why they think so. Tell them to take notes during their discussion because they will use the information to write a paragraph about their partner.



Unit Objectives

Students will learn and practice using• possessive pronouns and• indefinite pronouns.




■ Note Students may be interested to know that to fast is to refrain from eating for a period of time, and to break the fast is to stop fasting. Thus to break fast is to eat the first meal of the day.

Vocabulary

freshoatmeal

physical AWLspicy

2 Possessive Pronouns


Reference: See The Teacher’s Grammar of English, pages 276 and 288, Activity 2.



■ Chart Tip After you go over Chart 2.2, have students practice the possessive pronouns using items in the classroom. Hold up a pen and say, for example, My pen is blue. Hold up a student’s black pen and ask the class to tell you about it. (Hers is black.) Do this with different items to elicit different pronouns. Descriptions of hair and clothing can be useful for plurals. (Look at Celia and Nantzin. Their hair is long. What about Pedro and Alex? Theirs is short.)


Have students practice short answers with pronouns. Collect unique items from various students: unusual pens, electronic dictionaries, cell phones, pencil cases, etc. Include something of your own. Ask Whose is this? and have students respond with It’s his. / It’s hers. Hold up a pair of items from students who sit near each other and ask Whose are these? to elicit the response They’re theirs. Try Whose class is this? and Whose books are these? to elicit They’re ours.


■ Speaking Expansion After Exercise 2.3B, page 229, have students write a conversation modeled after the one in Exercise 2.3A.

1. Put students in groups of four, and have them set out a variety of items to talk about. They can use notebooks, dictionaries, hairbrushes, scarves, or other items they have in their book bags. If you prepare this activity in advance, you can bring in fruit, chips, paper plates, plastic forks, and other food-related items for them to talk about. Alternatively, you can ask students to bring in utensils and ingredients from where they are from to inspire more conversation.

2. Tell them to write a conversation among four people. Student A will be the questioner. The items will belong to three other students, who will say what belongs to whom. Put this model on the board:

A: Wow, your desk is messy! Look at all that stuff !B: Those are Kim’s pens. That hairbrush is hers, too.C: No, it’s not. That’s mine.A: Is that your dictionary?D: No, that’s his.

Tell students that B, C, and D should each speak twice. (Student A may have more lines because he or she is asking the questions.)

3. Have the groups perform their conversations for the class.

■ Game Time After Exercise 2.4, page 230, play a game based on distinguishing theirs from there’s.

1. Put students in pairs who will play against each other. Have one of the pairs come to the board.

2. Dictate a sentence. Have both students write the sentence they hear on the board. Have the student who finishes first set the marker (or chalk) down and hit the desk.

Possessive Pronouns and Indefinite PronounsMeals Around the World19

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3. Ask the class to check the sentence. If it’s correct, the student who finishes first gets a point. If it’s not correct, the other student gets the point. Monitor and clear up any differences.

4. Have a different pair come to the board for the next sentence.

Example sentences:

There’s a lot of food here.Our dinner is early, but theirs is late.There’s always delicious food to eat there.

3 Indefinite Pronouns





■ Chart Tip After you go over Chart 3.3, ask students to write sample sentences for the categories in the chart.

1. Assign a pronoun and a sentence type to each student (a negative statement with anybody, a Yes / No question with anything). There are 21 possible configurations in the chart.

2. Walk around and check the sentences for correct use of the pronouns.

■ Beware Although indefinite pronoun subjects take third person singular verbs, native speakers often refer back to them with plural pronouns, as in Nobody wants their food to get cold. Although this is common in speech, it’s not acceptable in writing.


■ Writing and Speaking Expansion After Exercise 3.1B, page 232, ask students to think back to a recent party or event they went to where food was served.

1. Have students write five sentences about the event, using someone, anyone, everyone, something, and anything. (Someone brought seven-layer dip to the party. There wasn’t anyone from this school at the party.)

2. Put students in pairs and have them read their sentences aloud. When the first partner finishes reading, tell the listener to ask two questions, one with anyone and one with anything. (Did anyone make something you didn’t like? Was there anything really delicious at the party?) Then have partners switch roles.

3. Call on several students to share something interesting about the event their partner went to.


As a class, brainstorm several sentences that might be used in a write-up about a school event. Help students put the sentences into more formal language. (Anyone is welcome to attend the event.) After you have several sentences on the board, have students work with a partner to “translate” the sentences (orally) into more informal language. (Anybody can come to the event.) Call on students to share their ideas.

■ Tech It Up Have students search for song lyrics online using the indefinite pronouns with -one and -body. They may be familiar with songs or an artist whose lyrics they’d like to find, or they can type, for example, lyrics anything into a search engine. They can also go to a site dedicated to song lyrics. Tell them to copy a line or two for each word. Have them share what they found in small groups.


■ Beware Item 4 may puzzle students who listen to popular American music or watch American TV shows, where statements like I don’t got nothing and I don’t want nothing are fairly common. You may want to explain that this is colloquial language that is only used in very informal situations. It is not considered appropriate in academic or other more formal settings.


■ Level Up Have higher-level students turn the writing into a presentation on a cultural event or holiday. Tell them to find two or three pictures to accompany their writing and to present the information to the class as a narrated slide show.



Unit Objectives

Students will learn and practice using• imperatives.




■ Note Students might be interested to learn how new technology has also brought us new don’ts for the workplace. You can share one or more of the following stories with them.

1. Don’t write something bad about a job (or boss) on a blog. Your boss could be reading it! Also, be careful when selecting your social networking site status. Maybe it’s not a good idea to choose “bored at work.” An employee in London was fired for doing that!

2. Don’t send angry-looking e-mails to co-workers. A woman in New Zealand was fired for doing that! She sent e-mails giving instructions to co-workers with lots of bold and brightly colored font, capital letters, and exclamation marks.

3. Don’t send text messages at work. Office workers, drivers, and even judges have lost their jobs for doing that!

Vocabulary

avoidcasualinterrupt

stareuniformunspoken

2 Imperatives


Reference: See The Teacher’s Grammar of English, pages 110–121; 122, Activities 1–3.



■ Beware Tell students that most imperative sentences follow the same intonation pattern as other statements but that there are special cases. Give students practice with three types of special imperative intonation: giving orders, softening instructions or advice, and shouting warnings.

1. Giving orders: Explain that each word of an order is stressed, and there is a falling intonation on the last syllable. Orders are typically given to misbehaving children and are not used with adults. Tell students to imagine they are talking to a naughty child, and have them repeat the following orders:

Be quiet! Put that down!

2. Softening instructions or advice: Explain that when giving instructions or advice, in order to sound more polite, students should use a rising intonation with a slight fall at the end. Have students repeat these imperatives after you in two ways: with command intonation, as if talking to a naughty child, and then as soft instructions for a student leaving for college.

Don’t forget your keys!Remember to do your homework!

3. Shouting warnings: Tell students that warnings are usually shouted in high-stress situations where time is very important. Each word is equally stressed, but the last word has a higher tone than the others (except when the warning is only one word). Tell students to imagine they are shouting warnings to friends at a sporting event. Have students repeat the following warnings after you. Then ask students what the situation could be:

Hurry up! Throw the ball!


■ Speaking Expansion After Exercise 2.1C, page 241, put students in pairs. Tell them that they are going to perform a role play between a parent and a nervous, worried teenager who is going to study English in Toronto next month and stay with a homestay family. The teenager needs advice about living in a homestay situation and about living in Toronto. On the board, write some examples of questions the teenager might ask, such as:

Do I need to give the homestay family a gift?What do I wear in Toronto?I don’t think my table manners are very good. Can you give me some advice about eating politely with my homestay

family?

ImperativesSocial Customs20

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■ Model the beginning of a role play with a student. Have the student begin:

A: I’m really nervous. I’m going to stay with a homestay family and study English in Toronto. Do I need to give the homestay family a gift?

B: Don’t be nervous. Everyone will be very nice to you. And yes, give the homestay family a nice gift.

A: Thanks for the advice.

Circulate while students are performing the role play and take notes on any errors you hear in using the imperative. When they are finished, point out the errors to the class and write the correct forms on the board.

■ Writing Expansion After Exercise 2.4B, page 245, have students work in small groups to write a page of directions and instructions for a graduation party for your class.

1. Have students choose a place to have the party and write a page of directions (using the imperative), explaining how to get there from your school. Students should then brainstorm together and write down a list of instructions for people coming to the party. On the board, write these topics to give students some ideas:

Don’t be late!Bring another person to the party with you!

2. When groups complete their directions and instructions, have them appoint one student to read them to the class. Students should listen to make sure the imperative is used correctly.


Tell students to write down two imperatives for the classroom: one with always and one with never. Start the list by writing two examples, such as:

Always listen to the teacher.Never be late.

When they finish, have selected students come up and write their imperatives on the board. Make any necessary corrections to the sentences on the board and explain them to the class.

■ Tech It Up For homework or for work in the language lab, have students find imperative sentences about the customs of a country. Put students in small groups. In class, have each group choose a country to research. Group members then work individually to find information on the Internet about the customs of the country. Suggest the Internet search terms cultural dos and don’ts with the name of the country. Have students print out the information and underline the imperative sentences. Back in class, have each group consolidate their imperatives about customs onto a poster of dos and don’ts for that country.

■ Game Time

1. Tell students to write their name on top of a piece of paper. Then have students use the imperative to write a list of walking directions to a place not too far away. Tell them not to write the name of the place – only the directions.

2. Have students work in groups of five. Group members take turns reading each other’s walking directions. Tell them to read each direction sheet, and then write their name and the place they think the directions are to on the back of the sheet.

3. When students have read all the direction sheets and written their guesses, groups should tally up the number of correct guesses. The player with the most correct guesses wins.


■ Register Tell students that research shows that imperatives are considered by native speakers to be the least polite way of asking others to do something. Using imperatives with someone you don’t know can seem rude or abrupt.


■ Level Up On the board, write When in Rome, do as the Romans do, and discuss the meaning of that proverb. Have students write a more general list of five to ten dos and don’ts that apply to all travel. Start them off with a couple of examples, such as Don’t be afraid to try new foods. Learn the local language. Have groups read and peer-edit each other’s lists.



Unit Objectives

Students will learn and practice using• can and could for ability, and• be able to and know how to for ability.




Vocabulary

comment AWLcommunicate AWLnetworking AWL

site AWLtechnology AWLtopic AWL

2 Can and Could for Ability and Possibility





■ Chart Tip After you go over Charts 2.1 and 2.2, write several statements with can and could on the board: You can remember your password. You could change your username. You can call after 7 p.m. Ask students to rewrite the statements as questions. Call on students to say the questions for the class. Then ask the questions of several students and have them respond with the short answers.

■ Chart Tip After going over Charts 2.3 and 2.4, write several question- and sentence-openers on the board. (When I was younger, I could . I couldn’t . Now I can . I can’t . What can you ? Where could you ? Can you ? When you were young, could you ?) Give students time to think of or write completions. Then call on individuals to share their completed sentences / questions with the class.


■ Writing Expansion After Exercise 2.1C, page 254, have students write their partner’s answers to the questions. Call on individuals to write answers on the board. Correct them as a class.

■ Beware Tell students that in sentences like I can use a laptop, can is usually pronounced with its weak form /kən/, whereas can’t is pronounced /kænt/ with the vowel fully pronounced. When can is stressed, even native speakers may have trouble distinguishing between them. “Can or can’t?” is a common clarification question among native speakers. Have students practice asking the clarification question, and encourage them to place primary stress on the main verb in affirmative sentences.

■ Speaking Expansion After Exercise 2.2C, page 255, have students develop their own Internet or phone-related questionnaire.

1. Put students in groups of four. Have the group write four questions with, for example, Where can you ? (Where can you upload a photo album? Where can you do grammar exercises online?)

2. Tell the groups to divide up the questions among their members. Then have each student ask his or her question to five classmates who are not in the group.

3. Have students return to their groups and share their answers.

4. Ask each group to share their general findings with the class. (You can upload a photo album on , , and .)

■ Tech It Up Have students find a networking site they haven’t used before and write about what a user can and can’t do on it.

1. As a class, brainstorm a list of sites that students have used or heard about for socializing, finding a job, sharing pictures or music, or connecting with people based on a special interest. Write the site names on the board. (Facebook, Twitter, LinkedIn, Flickr, CareerBuilder, YouTube.)

2. Tell students to choose one of the sites they have never used to research for homework. Ask them to write five to ten sentences about things that users can and can’t do on the site. (People can comment on other people’s pictures. They can’t write long comments.)

3. Have students share their sentences in groups of three or four.

Ability and PossibilityMaking Connections21

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3 Be Able To and Know How To for Ability




■ Chart Tip After going over Charts 3.1–3.6, put some fill-in-the-blank questions and negative statements on the board to check comprehension, particularly of when to use be and do.

Possible questions: you able to get online last night? you know how to set up bill payments? she know how to set up the printer? he able to record videos with his phone?

Possible negative sentences:

He know how to use the new program.I able to get in touch with you last night.They know how to make Internet voice calls.

Give students a couple of minutes to write the answers. Then go over them with the class.

■ Beware Can is used to mean both able to and know how to and can therefore be ambiguous. She can send pictures with that phone could mean that she has the capability or that she knows how to.


■ Writing and Speaking Expansion After Exercise 3.2C, page 260, put students in pairs to write a more developed version of their conversation.

1. Have students look back at the conversation in Exercise 3.2B, page 260. Point out the language that is used throughout to make the conversation more natural. (No, do you? Wow! You’re sure it’s free? Absolutely free! That’s great! How about right now?)

2. Ask students to choose one of the topics they discussed in Exercise 3.2C, page 260 and to write a conversation of eight to ten exchanges using know how to, be able to, and interjections, such as That’s great! and Wow!

3. Have each pair meet with another pair to read their conversations aloud. Call on several pairs to say their conversations for the class.

■ Game Time Have students play Follow the Form.

1. Put students in groups of three or four and give each group 12 (or 24) verb cards.

Possible verbs:

call, connect, communicate, send, write, talk, watch, use, listen, publish, receive, get, share, read, make, post

For yourself, prepare large cards that say affirmative, negative, know how to, be able to, could, and can.

2. Have the groups place their cards facedown in a pile. The first player draws the top card. At the front of the room hold up two of the large cards (affirmative, know how to). Give the player 20 seconds to say a sentence using the verb on the card with the required form. If able to do it correctly, they get a point. When the next player draws a new card, put a new form up (negative, can). Continue until all of the verb cards have been played.


■ Beware Remind students that although they cannot use to after can or could, they do need it with be able and know how.


■ Alternative Writing Task Have students write the paragraph in the form of a self-evaluation for work or school. Tell them to write about the progress they’ve made in terms of what they couldn’t do before but know how to and are able to do now. (Before, I didn’t know how to search. Now I can search using many search engines.)



Unit Objectives

Students will learn and practice using• requests with can, could, and would, and• permission with can, could, and may.




■ Note Students might be interested to know that many newly admitted college students turn to Facebook for answers to their questions about college life. Incoming students to New York University, for example, sign on to groups such as “New York University Class of 2015” to find out about fellow students and get help with problems new students have. Academic advisers have even started reading Facebook posts to learn more about student questions and concerns.

Vocabulary

academic AWLcontact AWLfinancial AWLgoal AWL

issue AWLmajor AWLrefertutor

2 Can, Could, and Would for Requests


Reference: See The Teacher’s Grammar of English, pages 295–298, 316.



■ Chart Tip After going over the charts, have students repeat the requests in Chart 2.2 after you. Then put students in pairs. Have them take turns saying the requests in the chart. The partner answers using an appropriate reply, affirmative or negative, following the models from Chart 2.3. Model the first one with a student:

A: Can you meet me at 2:00 p.m. today?B: Yes, I can.


■ Speaking Expansion After Exercise 2.1B, page 268, tell students to imagine they are newcomers to the school. It is their first day, and they need lots of help.

1. Put students in pairs and tell them to make eight informal requests of their partner. The partner should respond negatively to four of the requests and positively to the other four. To get students started, write these verbs on the board: tell, show, introduce, lend, give, and help. Model an exchange with students:

A: Can you tell me where the library is?B: Yes, I can. It’s on University Boulevard.A: Could you show me your new textbook?B: No, I’m sorry, I can’t. I left it at home.

2. When students have finished, have selected pairs share their exchanges with the class. Correct any errors in expressing requests for the class.

■ Writing Expansion After Exercise 2.2B, page 269, tell students to imagine that they are college students who live in an apartment with a roommate. Tell them that they were home studying one Saturday and took eight phone messages for their roommate. In each call, the person identified him- or herself and made a polite request. You wrote the eight messages down on a piece of paper. Write the first message for them on the board:

Your academic adviser called. Could you visit his office between 5:00 and 7:00 p.m.?

1. Tell students to use their imagination to write down seven more phone messages that include polite requests. The requests could be from the following, or they can use their own ideas: the student’s instructor, a friend from a study group, the school business office, the library, a displeased neighbor, the dentist.

2. Have students exchange messages with a partner. Have them check that the polite requests are correctly formed, and then return them to their partner.

■ Tech It Up For homework, put students in pairs and tell them to imagine they are roommates who have just arrived at college. Have them use a website that allows them to send and reply to recorded e-mails to record and send six requests to their “college roommate.” Students should reply to three of the requests positively and three negatively. Back in class, have selected students share the requests they made of their “roommate” and the replies they received.

Requests and PermissionCollege Life22

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3 Can, Could, and May for Permission





■ Chart Tip After going over the charts, have students repeat the requests in Chart 3.2. Then put students in pairs. Have them take turns saying the requests. Their partner answers using an appropriate reply, following one of the models from Chart 3.3. Model the first one with a student:

A: Can I borrow your pen?B: Sure!



1. After Exercise 3.1B, page 271, tell students that they are going to write a permission request to each of these five people (write them on the board): a co-worker, a landlord, a teacher, a parent, and a boss. As an example, write on the board Could I meet you this afternoon in your office? Tell students that the message is for an academic adviser.

2. After completing their sentences, have students exchange requests with a partner. After checking that the requests are correctly formed, the partner then writes a reply to each request.


1. After Exercise 3.4, page 274, tell students to prepare six requests from a homestay student: three to a host parent and three for a host brother or sister. Tell them to use more formal requests for the parent (May I stay out after midnight tonight?) and less formal for the host brother or sister (Can I wear your baseball cap today?).

2. Put students in groups of three. Have them take turns in the roles of homestay student, host brother or sister, and parent. The homestay student makes six requests. The parent and the host brother or sister answer the permission requests both positively and negatively. When finished, have selected students share some of their requests with the class.

■ Game Time In small groups, have students play The Best Excuse game. Students make an awkward request, asking it of each member of the group. Each person refuses in turn, giving a reason. After each round of reasons, students vote on whose reason was the most polite. The winner gets one point, and the student with the most points at the end wins. Write these ideas for awkward requests on the board: Can I borrow your car? Could I stay at your house for a month? May I sell you a new computer? Could I have $1,000? Can I cut your hair for you? When they have finished, have groups report some of their best reasons to the class.


■ Beware Remind students not to use could when responding to a request with could. Tell them to use can or another form of reply from Chart 2.3 or 3.3; for example:

A: Could I speak to you for a minute?B: Of course you can. not Of course you could.


■ Level Down If writing a letter seems too challenging, have them write two sentences for each of the bulleted points in Exercise 1 of the Writing Task. One sentence should be a request with could or would, and the other a permission request with could or may.



Unit Objectives

Students will learn and practice using• present progressive statements,• present progressive questions, and• present progressive and simple present.




■ Note Gestures vary widely in meaning from culture to culture. Some common North American gestures can be interpreted as rude in other cultures. Point out that although students don’t need to use the gestures of a country they are visiting, they should understand them and not take offense if no offense was intended.

Vocabulary

argumentcommunicate AWLcommunication AWLcontact AWLcrucial AWL culture AWL

expert AWLleanpercent AWLpositive AWLvary AWL

2 Present Progressive Statements





■ Chart Tip After you go over the charts, ask students to describe what other people are doing using complete sentences. (What’s Felix doing? He’s listening to the teacher.) Choose pictures that can yield a number of different answers. (The woman is sitting. She’s talking to the man. She’s smiling. She’s enjoying herself.)


■ Speaking and Writing Expansion After Exercise 2.3, page 283, have students practice third-person sentences in the present progressive.

1. Put students in groups of three or four. Tell them to take turns making statements using different time words to describe what they are doing, for example:

A: Right now, I’m looking at Julia. B: I’m taking four classes this semester. C: I’m practicing English today.

2. When everyone has had a chance to make a few statements, tell students to write two statements about each of their partners. (Right now, Kim is looking at Julia. Marco is taking four classes this semester.) Tell them not to consult their partners as they write.

3. Have group members share their sentences and correct any inaccuracies.

■ Game Time Play a memory game to practice present progressive statements.

1. Find a picture of a busy social event. (You can do an Internet search using dinner party or picnic.)

2. Put students in groups. Show the picture so the whole class can see it for 1 minute.

3. Tell groups to write as many present progressive statements about the picture as they can. Assign a time limit of 5 minutes.

4. Congratulate the group with the most sentences and check their work (to make sure they have the most correct sentences). Then have the group with the fewest sentences read them for the class. Call on other groups to add any other sentences.

5. Show the picture again and discuss anything that everyone missed.


To have students practice the spoken contractions, dictate three negative sentences with pronouns and three with names. Pronounce contractions, but tell students to write full forms. Call on students to write the sentences on the board and correct them as a class. Then have students say the sentences to a partner using the contractions.

Present ProgressiveBody Language23

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3 Present Progressive Questions




■ Chart Tip As you go through Chart 3.4, ask students questions for each row and have them give short answers. After a couple of answers, call on other students to ask similar questions. For example, for row a, ask a question about the present moment: Is writing in her notebook? For row b, ask a question about actions around now: Are you taking a math class?


■ Writing and Speaking Expansion After Exercise 3.2B, page 287, ask students to write questions for different scenarios.

1. Write several scenarios on the board, and have students work in pairs to write one or two present progressive questions for each.

Possible scenarios:

Job interview (Where are you working now? How many hours are you working?)Friends catching up (Where are you studying these days? What classes are you taking?)

2. Call on pairs to share one or two questions with the class. Then ask them to choose one scenario and role-play a conversation for it, using at least two present progressive questions.

3. Put pairs together to form groups of four and have them repeat their role plays for their partners.

4 Present Progressive and Simple Present




■ Chart Tip After you go through Chart 4.1, write two columns of time words on the board: every day, every week, usually, often; and right now, this week, this month, today. Call on students to make statements with the words using the simple present or present progressive.


■ Writing and Speaking Expansion Use one of the paragraphs in Exercise 4.3, page 290, as a collaborative dictation.

1. Give students a moment to look at the picture. Then ask them to close their books. Read the (completed) paragraph aloud three times at a normal pace. Tell students not to write anything the first time; give them time after the second and third readings to take notes on what they heard.

2. Put students in small groups to talk about what they heard. After a few minutes of discussion, have them work together to write the paragraph as closely as possible to what they remember.

3. Collect the groups’ paragraphs and go over any common mistakes with the class.

■ Tech It Up Have students find a picture to write about by typing search terms such as working, studying, or dinner party into an image search engine. Tell them to use a picture with at least two people in it and to write about the picture using four stative verbs and four present progressive sentences. Encourage them to use their imaginations to write about the people’s feelings and thoughts.


■ Beware Students may need reminding that verbs used with a stative meaning should not be in the present progressive.


■ Alternative Writing Task Tell students to imagine that they are on vacation in a place they are familiar with. Tell them to write a “postcard” describing what the people around them are doing.



Unit Objectives

Students will learn and practice using• the past progressive and• time clauses with the past progressive and simple past.




■ Note Your students might be interested in hearing about another accidental discovery, the discovery of sucralose. Sucralose is an artificial sweetener. In 1976 British sugar company Tate & Lyle was working on producing new chemicals. A foreign graduate student, Shashikant Phadnis, signed up for work “testing” some of the chemicals. However, he understood that his job was “tasting” those chemicals. When he tasted sucralose, he discovered a chemical that is 600 times sweeter than sugar.

Vocabulary

bookmarkcoincidence AWLfinally AWL

glueresearcher AWLsample

2 Past Progressive





■ Chart Tip To give context to the presentation of Charts 2.1–2.3, bring in pictures of people engaged in various activities, such as eating, sleeping, exercising, playing sports, or watching television. Write a time and a time expression on the board (6:00 last night) and show the picture. Ask Yes / No and information questions about the picture. (What were they doing at 6:00 last night?) Continue with other pictures.



Have students use eight to ten verbs in the box to write questions about the invention stories in Exercise 2.1A, pages 296–297. Tell them to include Yes / No questions as in Chart 2.2, and information questions as in Chart 2.3. When they finish, have pairs ask and answer the questions they wrote.


1. After Exercise 2.2, page 298, have students work individually to write an information question about each person pictured in the exercise. (Where was Jose driving home from?)

2. When students have finished, have them exchange questions, write answers, and return them. Have partners check that the grammar is correct, looking at Chart 2.3 as needed.


1. Tell students that your school was burglarized last night at 8:00, and the police are questioning people to find out what they were doing yesterday evening.

2. Put students in groups of three. Tell them that they are going to role-play a police interview. One student will play the police officer. The police officer will ask questions about the group’s activities yesterday from 4:00 to 8:00 p.m., using the past progressive. Choose two students to model the activity, with you as the police officer.

3. Have groups perform the role play. When they finish, have the “police officer” tell the class which classmate they think might need to go to the police station for more questioning.

■ Tech It Up For homework, tell students to find and complete exercises on the past progressive on the Internet. Suggest the Internet search term past progressive exercises. Tell students to make sure the exercises they find have answers available. Tell them to check their answers, and bring in the URL of the website to share with their classmates.

Past Progressive and Simple PastInventions and Discoveries24

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3 Time Clauses with Past Progressive and Simple Past





■ Beware After going over the charts, point out that when and while are not always interchangeable. Tell them that we do not use while to introduce a shorter action that takes place at the same time as a longer action in the main clause:

I was driving when I had an accident.not I was driving while I had an accident.

Have students look at the sentences in Chart 3.4 with when. Ask them to tell you whether while can replace when in those sentences and to explain why they think so.


■ Writing Expansion After Exercise 3.1C, page 303, have students go back to the Accidental Discoveries! text, pages 302–303, and circle all uses of when and while. Tell them to rewrite those sentences by using while instead of when or when instead of while. Remind them that they should change the main clause into the time clause. Do the first one on the board:

Original: In 1666, Isaac Newton was sitting in his garden when an apple fell from an apple tree.Answer: In 1666, while Isaac Newton was sitting in his garden, an apple fell from an apple tree.

When they finish, have selected students write the answers on the board.

Answers:

Some people say that James Watt was looking at a tea kettle when he got . . . . In 1799, while French soldiers

were working in Egypt, they found . . . . In 1908, a German woman was making a cup of coffee when she discovered . . . .

In 1895, while a German scientist was experimenting with electricity, he noticed that one piece of

equipment . . . . He was working with the rays when he noticed that . . . .

■ Speaking Expansion After Exercise 3.2B, page 304, put students in pairs. On the board, write these phrases: burst out laughing, sneezed, got scared, lost something, broke a bone, found something. Tell students to ask each other what they were doing when they last did the things on the board. Model the first one with a student; for example:

A: What were you doing when you last burst out laughing? B: I was talking with friends.

When students are finished, have pairs tell the class interesting things they found out.

■ Game Time

1. Put students in pairs. Tell them to talk about the past weekend and find things they were doing at the same time. Tell them to make a list of those things. The pair that finds the most things wins the game. Write this model on the board:

A: I was having breakfast at 7:00 Saturday morning. What were you doing?

B: I wasn’t having breakfast. I was sleeping.

2. Give students 3 minutes to find things they both did. Then stop them and ask pairs to count the number of things. Ask the winning pair to read their list to the class.


■ Beware We do not usually use the past progressive with stative verbs (love, know, want, need, seem, mean, and agree).


■ Alternative Writing Task Have students work in groups of three. Tell them to remember the “unexpected” stories they told in Exercise 3.2B, page 304. Have each student tell his or her story to the group, slowly enough so that the other members can write it down. Each student will write a page of short stories, one for each member of the group. Students can then proceed to Self-Edit.



Unit Objectives

Students will learn and practice using• subject and object pronouns, and• questions about the subject and the object.




■ Note Students will have heard of fast food, but they may not know about “slow food. ” Explain that the slow food movement has gained popularity in recent years. It promotes the consumption of locally grown food for reasons related to taste, health, and the environment. (Food that is locally grown doesn’t use as much energy for shipping and storage as food that travels long distances.)

Vocabulary

adapt AWLcreate AWLencourageingredient

processed AWLpromote AWLschedule AWLunhealthy

2 Subject and Object Pronouns





■ Chart Tip After you go over Chart 2.2, write pairs of sentences on the board that use repeated nouns instead of pronouns, such as:

1. John came over for dinner yesterday. John enjoyed the dinner very much.

2. Maria cooked potatoes in the oven. Maria put a little olive oil on the potatoes.

3. Maria saw John at the party. John gave Maria a gift.

Ask students to rewrite the second sentence in each pair, replacing the underlined words with pronouns.

Answers:

1. He enjoyed it very much. 2. She put a little olive oil on them. 3. He gave her a gift.


■ Speaking and Writing Expansion After students complete Exercise 2.2B, page 312, have them practice a variety of pronouns.

1. As a class, brainstorm a list of count and noncount food items (cauliflower, bread, mayonnaise, eggs, oranges, cucumbers).

2. Put students in pairs and tell them to turn to Chart 2.1, page 309. Have students take turns making statements about the food items on the board using the pronouns in the chart. (My sister loves cauliflower; she eats it every day. My brother made eggs for breakfast, but I didn’t eat them.)

3. Call on students to write one of their sentences on the board.

■ Game Time After students complete Exercise 2.2B, page 312, have them conduct a circle practice.

1. Put students in groups of five or six. Have the first student say a noncount food he or she likes (I like broccoli.) Have the second person talk about the first person and the food using pronouns: He likes broccoli, and I like it, too. Then that person says a new (countable) food he or she likes: I like apples. The third person talks about the first two: They like broccoli, and I like it, too. He likes apples, but I don’t like them. I like rice.

2. If a student makes a mistake, that student starts the game over.

Subject and Object Pronouns; Questions About Subjects and ObjectsFast Food or Slow Food25

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3 Questions About the Subject and the Object



■ Chart Tip As you take students through Chart 3.3, discuss the example questions in each section.

1. For the first row of the chart (questions with who), ask students which are questions about the subject and which are about the object. Put a verb on the board, and ask students to write a subject and an object question with it. Have several students write their questions on the board. Correct the questions as a class.

2. Follow the same procedure for the second row of the chart (questions with what). Give students a verb, such as look or taste.

3. After all of the sentences on the board have been corrected, go over the third row of the chart and have students respond to the subject questions on the board with a short and a long answer. Follow the same procedure for object questions.


■ Writing and Speaking Expansion After Exercise 3.2B, page 315, have students “write a test.”

1. Compose two short narratives, or use these examples:

A. Sue and Tina went to Bob’s Restaurant for dinner. Tina ate a large salad and drank an iced tea. Sue had a hamburger and ordered ice cream for dessert. Tina spent $9.95, and Sue spent $11.50.

B. Martin and Joe went to Happy Café for dinner. Martin ate fish and rice. He drank water. Joe ordered steak and a baked potato with lots of butter. He drank a soda. Martin spent $15.75, and Joe spent $18.30.

2. Give story A to half the class and story B to the other half. Have students work in groups of three students (who have the same story) to write a “test” for the story. Tell them to work together to write six comprehension questions and to leave space for answers.

Possible questions: Where did Bob and Tina go? Who ate a large salad? What did Tina drink?

3. Collect the stories and the tests. Pair up A and B students and have them tell each other the story they read (from memory). While they are doing this, spot-check the tests and make any necessary corrections.

4. Have students return to their original groups. Give each group one of the student-written tests about the story they heard (not the one they read). Have group members work together to answer the questions in complete sentences. Walk around and check the answers as they are writing. Note any common problems to discuss with the class.

5. If there are any questions that a group can’t answer, allow them to ask someone who read the story and then write the answer.

■ Tech It Up For homework, have students look up information about an unusual or fad diet. On the board, list diets students can look up (a low-carb diet, a high-protein diet, a low-fat diet, a vegan diet). Tell them to choose one of the diets from the board. Tell them to do an online search and make a note of who follows the diet, who invented it, and what the followers do and don’t eat. When they return to class, have them ask each other questions about the diets.


■ Beware Tell students that they may hear native speakers use the wrong pronoun when there is a double subject or a double object. (He served dinner to Judy and I.) Although common, this pronoun use is considered incorrect and should be avoided.


■ Level Down Instead of a paragraph, allow lower-level students to write five pairs of sentences about their own or their family’s eating habits. Tell them the second sentence in each pair should use pronouns referring to the first sentence. (My brother’s favorite food is ice cream. He eats it a lot, but it isn’t healthy.)



Unit Objectives

Students will learn and practice using• infinitives and• gerunds.




■ Note Ashley Qualls stands out as one of the youngest Internet millionaires, but there are others under the age of 30. Many of their names are connected with websites. Here are five more, including name, date of birth, website name, and estimated net worth in U.S. dollars in 2010:

Mark Zuckerberg (1984), Facebook, $6.9 billionPeter Cashmore (1986), Mashable, $70 millionSean Belnick (1988), Bizchair, $50 millionCatherine Cook (2000), MyYearBook, $30 million

Vocabulary

advertisedesign AWLdevelopmillionaire networking AWL

paycheckprogramrefusesite AWL

2 Infinitives





■ Chart Tip After you go over the presentation, tell students to use their imagination to rewrite the sentences on the right side of Charts 2.2 and 2.3 with different infinitive complements. (Ashley wanted to play with websites. She didn’t need to go to college.) When students have finished writing their sentences, have them exchange sentences with a partner and check that the sentences are correctly formed and make sense. Tell them to refer to Charts 2.1–2.3 if necessary.


■ Speaking Expansion After Exercise 2.1B, page 323, put students in pairs. Tell them to ask their partners questions about the things they like to do and their future life using some of the verbs that are followed by infinitives from Charts 2.1–2.3. Have students brainstorm some example questions, such as:

Do you want to work with computers?Do you need to make a lot of money?Do you like to work in an office?

Then ask a question or two to selected students. When pairs have finished asking and answering questions, call on individuals to share some of what they learned about their partners.

■ Writing Expansion After Exercise 2.2D, page 325, have students work individually to write sentences using the information they learned about their partner’s plans for using the Internet this week. Tell them to write a sentence with wants to, needs to, would like to, or hopes to for each day of the coming week. When they have finished their sentences, have them exchange these with their partner (the same partner they had when they did Exercise 2.2D). Partners should check to see that the information is accurate and that the verbs followed by infinitives are used correctly. Finally, select students to read their sentences aloud to the class.

■ Tech It Up Have students search the Internet for sentences about success containing the verbs from Chart 2.2. Have them use the search terms success tips followed by want to, need to, decide to, and other verbs from Chart 2.2. Have them search, then scan the search results, and write down a sentence that they understand for each of the verbs. Have pairs exchange sentences and discuss any that they find interesting.

Infinitives and GerundsDo What You Enjoy Doing26

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3 Gerunds





■ Chart Tip After going over the presentation, put students in pairs to ask each other questions using the seven verbs from Chart 3.2a and the seven verbs from Chart 3.3. For the verbs from Chart 3.2a, remind them to use gerunds. For the verbs from Chart 3.3a, have them alternate between using gerunds and infinitives. Suggest that the questions can be about Ashley Qualls, the Internet, Internet businesses, or careers. Model a few questions and answers with a student:

A: Do you enjoy working with other people?B: Yes, I do.A: Why did Ashley Qualls stop going to school?

When students have finished, select pairs to read their questions and answers to the class.


Put students in pairs. Have them take turns expressing opinions with like, love, hate, and prefer. Their opinions might be about careers, computers, or the Internet. Tell them to check the chart before speaking to see whether a gerund or an infinitive is more common with the verb. Tell them to use the more common form.


■ Speaking Expansion After Exercise 3.2B, pages 328–329, tell students that they are going to perform a role play. One of the students will play the role of Sarah Amari, the woman with the online greeting card company from Exercise 3.2A. The other person will play the part of a reporter and will interview Amari. Tell the reporters to use the verbs in bold from Exercise 3.2A in their questions. Model the beginning of an interview with a student. When students finish, select two pairs to perform their role play for the class.

■ Writing Expansion After Exercise 3.2C, page 329, have students write 10 sentences about the Internet using verbs from Charts 3.2a and 3.3, page 326, to start their sentences. On the board, write these examples:

I love to visit social networking sites.I am trying not to shop so much online.

When students finish, have them check their partners’ sentences for errors. Then select students to read their sentences to the class. Write them on the board and, by show of hands, find out which use is most popular in the class.

■ Game Time

1. Make a set of 21 cards for each small group. The cards will have a verb on the front; on the back write gerund, infinitive, or both as follows:

gerund – finish, enjoy, keep, avoid, miss, imagineinfinitive – want, refuse, need, plan, decide, expect, hope, learn, would likeboth – like, love, hate, begin, start, continue

2. Students stack the cards verb-side up and, without looking at the back, take a card. They must say whether the verb takes a verb, an infinitive, or both, and then say a correct sample sentence. If they do both correctly, they get a point. The next person then picks a card, and play continues until the cards are gone. The student with the most points wins.


■ Beware In the imperative form, the verb remember is nearly always followed by the infinitive, not by the gerund.

Remember to take your umbrella!not Remember taking your umbrella!


■ Level Up Have students turn their paragraphs into a simple cover letter for a job. The paragraph needs to express their interest in the job and touch upon their experience and qualifications. To show students the general format of a cover letter, search the Internet for simple cover letter and print out an example to distribute in class.



Unit Objectives

Students will learn and practice using• be going to or the present progressive, and• will.




■ Note The article mentions Teach for America, a program started by a Princeton University graduate in 1990. The program now has over 8,000 members and has served more than three million students. Ask students if they know about other service-oriented organizations.

Vocabulary

culture AWLdesign AWLgraphic design AWLeditor AWL

finally AWLjob AWLmajor AWLpublishing AWL

2 Future with Be Going To or Present Progressive





■ Chart Tip After going over Charts 2.2 and 2.3, tell students to write five questions using be going to and the verb study. Tell them that one question can be Yes / No, but the rest must begin with question words.

Possible questions:

Are you going to study tomorrow? Who are you going to study with? What subject are you going to study?

Call on a student to ask a classmate one of the questions. Then ask a third-person question about one of the people who spoke. (Where is Mi-young going to study?)

■ Chart Tip After you go over Chart 2.7, conduct a dictation to help students practice using full forms in writing and contracted forms in speaking.

1. Explain that you are going to dictate several sentences pronounced with the contracted forms but that students need to write the full form. After you dictate the first sentence, have a student write the answer on the board, or walk around and spot-check the answers to be sure that students understand the task.

2. Dictate these or similar sentences. Speak at a natural speed. Tell students you will repeat each one three or four times as necessary.

1. He’s going to study next summer. 2. They’re going to work in another country. 3. She’s leaving at the end of the semester. 4. I’m planning to join the military. 5. I’m going to graduate in three months.

3. Have students write the answers on the board. Then have them read the sentences to each other in pairs. Tell them to pronounce the verbs with contractions and gonna. Remind them that gonna should never be written.


■ Writing Expansion For Exercise 2.1B, page 338, have students talk to two different partners. Then ask them to write five sentences about each partner’s plans. Call on individuals to write their most interesting sentence on the board. Tell them to use their partner’s name. (Paula is going to visit her grandmother in Mexico City.) Correct the sentences together.

■ Speaking Expansion Have students use Exercise 2.3A, page 340, as a model for a speech.

1. After students have completed Exercise 2.3C, page 341, put them in groups of three or four. Tell them to imagine they are a planning committee for the school and that they have been given a budget of $20,000. They need to decide how to spend the money and explain their decisions to the class. Tell them to write notes, not to write out the speech.

2. Have the groups give their speeches to the class. Discuss which ideas the class likes best.

Future with Be Going To, Present Progressive, and WillThe Years Ahead27

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■ Tech It Up As a class, brainstorm things that celebrities or corporations are currently planning. (Brad Pitt is going to star in a new movie. Apple is going to introduce a new phone.) Tell students to type one of the sentences into a search engine and to look through the results for three or four sentences with be going to. Have them bring the sentences to class.

3 Future with Will





■ Chart Tip

1. As you go over Chart 3.4, ask students to think of and write their own example for the uses of will explained in sections a, b, c, and f.

2. After going over the chart, have several students write one of their sentences on the board. Tell students to use the full form.

3. Correct the sentences as a class. Then pronounce and have students repeat the sentences using the contracted form of will.


■ Writing Expansion After Exercise 3.1B, page 343, ask students to write their own predictions about the future.

1. As a class, brainstorm aspects of society that are likely to change fairly quickly (ways people work, how we communicate). Write the categories on the board.

2. Have students work in pairs to choose one of the categories and write five predictions about it.

3. Have students find a new partner and read each other’s predictions. Tell them to check for correct use of the future with will.

4. Discuss any predictions that were similar or very different from one another.

■ Speaking Expansion After Exercise 3.3, page 345, write these topics on the board: transportation, communication, home life, education. (If you did the Writing Expansion, you can use the topics from that activity.)

1. Put students in groups of three or four. Assign the first topic, and tell them to take turns asking and answering questions about the future with Who’ll, What’ll, How’ll, or When’ll. To help them get started, brainstorm the first set of questions as a class. (How’ll people travel? What’ll cars be like? When’ll we have flying cars?)

2. After a couple of minutes, have the groups switch topics.

3. Ask students to share some ideas they heard in their groups.

■ Game Time Play the game Think Alike.

1. Put students in teams of four or five.

2. Give students something specific to make a prediction about (tomorrow’s temperature, three teams that will make the World Cup semifinals, the person who will win the next election). Tell each student to write a prediction.

3. Have group members compare their sentences. Every sentence that has the same idea as another group member’s sentence (and the correct tense) earns a point for the team. (The high temperature will be 75 degrees tomorrow. Tomorrow it will be 75 degrees.) Sentences with unique ideas do not earn points, even if they are correct.


■ Beware Remind students that some verbs are not normally used in the present progressive. This also applies when the verbs are used for future; for example:

He is going to own a car soon. not He is owning a car soon.


■ Level Up Have more advanced students write the paragraph as a university application essay. Tell them to explain how their immediate plans will help them achieve their long-term goals (and, thus, make them a stronger student).



Unit Objectives

Students will learn and practice using• may and might, adverbs with will, and• offers and promises.




■ Note Tell students that a future with robot teachers may be closer than they think. South Korea is pushing ahead in its plans to put robots in classrooms. The government’s goal is to have robot instructors in every kindergarten class. English-teaching robots can provide some simple conversation practice, but they are currently only useful in the support of a human teacher. Other robots are useful in teaching dance moves and gymnastics.

Vocabulary

assignment AWLcoachfolder

replacerobot virtual AWL

2 May and Might; Adverbs with Will


Reference: See The Teacher’s Grammar of English, pages 299–302; 314; 322, Activity 2.



■ Chart Tip In Chart 2.3, explain that the adverb comes after will, between will and not, but before won’t. Ask students to write an example sentence for each placement of the adverb. Then select students to share their sentences with the class.


Explain to students that may or might only tell us that an event is possible. Remind students, as it says in Chart 2.2c, that may and might can be used to answer questions with be going to and will. Then ask a few students: What are you going to do during your next vacation? Have them use might in their answers. Then tell students to ask and answer the same question in pairs, using might in their answers.


■ Speaking Expansion After Exercise 2.3B, page 354, put students in small groups. On the board, write the following discussion topics about the future of education:

1. Will there still be textbooks? Will they be free? Will textbooks be online instead?

2. What new types of classes will there be? Will there be classes that teach computer games?

3. What new technologies will we see in the classroom? Will they improve education?

Have groups count off one to three and discuss for a few minutes the questions that match their number. When groups have finished their discussions, call on selected students to tell the class some of their group’s predictions, expressed with may, might, or will. Encourage students to offer alternative ideas and/or ask questions.

■ Writing Expansion After Exercise 2.3D, page 355, put students in groups of five. Have them write two future predictions about each of their group members for a total of eight predictions. Tell them to use may, might, will, and adverbs. To get them started, make a couple of predictions about two of the students. (Julio will definitely become a lawyer. Lara may go to graduate school.) When they have finished, have them share and discuss their predictions with their group. Finally, have a member from each group share two or three of the best predictions with the class.

■ Tech It Up Have students search the Internet for predictions about topics that interest them, such as cars or fashion. Have them scan the search results for predictions with will, may, and might and copy five sentences. Have students present the predictions they found in small groups for discussion.

Will, May, and Might for Future

Possibility; Will for Offers and PromisesWill We Need Teachers?28

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3 Offers and Promises





■ Chart Tip Let students know that in standard American English, the contraction I’ll is usually pronounced exactly the same way as all. Model the pronunciation and have them repeat. Then have them practice pronouncing each instance of I’ll in the charts.


■ Speaking Expansion After Exercise 3.1B, page 357, put students in small groups. Tell them to imagine they are planning a big party for the class, and each person in the group needs to offer to do three things. You can mention just a few things to give students some ideas (bring the music, buy food and drinks, decorate the house). Groups keep a sign-up list for names and offers. Individuals write their name and three promises on the list, each with a different verb; for example:

I will e-mail all the guests. I will bring some party games. I will help decorate the house.

Tell group members to help each other if they get stuck. When students have finished, have a reporter read their list of promises to the class. The class will check that the offers are correctly formed. Finally, have the class decide whose party sounds like it will be the most fun. Have the chosen group write its list on the board, and ask the class to suggest any additions or improvements.

■ Speaking Expansion After Exercise 3.1B, page 357, have pairs work together to “fish for offers” from each other. Students should explain their situation until their partner gets the hint and offers something they need. For example, model the following with a student:

A: I have a test today, but I don’t have anything to write with! What am I going to do?

B: It’s OK. I’ll lend you this pencil.A: Great! Thanks a lot!

Tell students to alternate fishing for offers and offering. Give them some ideas of what to fish for: offers of money, food, an invitation, a ride, or help with any number of projects or problems. Tell them to make sure that the offers are correctly formed with I’ll. Finally, have them share some of their exchanges with the class.

■ Game Time Write the following sentence frame on the board: I’ll never . . . again! Say to the class: I’ll never go to Las Vegas again! Then ask the class to guess why you said that. (You lost a lot of money.) After they guess it (or give up and you tell them), put them in small groups. Individuals will take turns making statements with I’ll never. Group members take turns guessing the reason. A correct guess is one point. The game ends after three rounds of statements with I’ll never. The person with the most correct guesses at the end wins.


■ Beware Remind students that when making short answers that are promises, they should not use the contraction I’ll.


■ Level Down To make coming up with predictions for the writing exercise a little easier, put students in small groups. Have them choose the same topic to work on, and then work together to think of predictions.



Unit Objectives

Students will learn and practice• using modals for suggestions and advice, and• asking for and responding to suggestions and advice.




Vocabulary

chapter AWLconcentrate AWLdefinitely AWLduring focus AWL

goal AWLgrade AWLresearch AWLtask AWLtext AWL

2 Suggestions and Advice





■ Chart Tip As you go over Chart 2.3, provide students with a scenario and ask them to give you advice about it. For example, after you read the information and example in row a, say, My problem is that I failed my last test. Give me some advice using might want to. Give students a minute to think of a piece of advice and refer to Chart 2.1 if necessary. Then call on individuals to give you their advice. (You might want to study more. or You might want to talk to your teacher.) Follow the same procedure for each row, changing the scenario to suit the type of advice or suggestion.

■ Beware Students sometimes incorrectly use must as an advice modal. Point out that must is not included in Chart 2.1 and is not used for giving advice.


Have students practice switching from should to might want to to give them a feel for the difference. Give them a scenario (for example, a difficult English class). Put students in pairs to write three or four pieces of advice with should. Tell them that they are now going to give the advice to someone they don’t know very well, so they want to soften it by using might want to. Have them switch partners and tell their new partner the advice, changing should to might want to.


■ Speaking Expansion After Exercise 2.1B, page 363, have students role-play a radio talk show host / caller situation.

1. Put students in groups of four or five. Tell each group to choose a “host,” who will give advice to the “callers.” Tell the rest of the group to take turns asking for help with a problem they have with studying or school.

2. After every group member has “called in,” tell them to choose a new host and repeat the activity with different problems. Continue the activity until each group member has had a chance to play host.

3. Call on students to share the best piece of advice they got.

■ Writing Expansion After Exercise 2.2C, page 364, have students write out the advice they received. Have several students write their sentences on the board. Correct them as a class. Collect or spot-check the other sentences for use of advice modals.

■ Game Time Have students play Guess the Problem.

1. Choose a group of students to sit with their backs to the board. Above each person’s head, write a problem. (He has a terrible cough. She can’t sleep at night.) Tell this group of students not to look at the board.

2. Have “audience members” give the students advice for their problem. (You should see a doctor. You should cover your mouth.) When the students guess their problems, they can return to their seats. Once everyone is off the “hot seat,” have a new group go up and write a new set of problems for them.

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3 Asking for and Responding to Suggestions and Advice





■ Chart Tip After you go over Chart 3.2, check comprehension by having students write questions.

1. Write these question starters on the board: Should, What, Where, Who, When, How, Why. Give students a situation: There’s going to be a study group meeting. Have them work in pairs to write a question with each question starter for the situation.

2. Call on students to read their questions for the class.


As a class, brainstorm some situations / places where students might ask for advice (in the bookstore, at registration). Then have them work in pairs to write a question with What / Where should I / we for each situation. Call on pairs to share their questions with the class.


■ Speaking Expansion After Exercise 3.1B, page 367, extend the practice by conducting a walk-around activity.

1. Write Situation 1 on the board. Tell students that they are going to role-play the situation, meaning they have to talk without reading (even if they wrote a conversation for Situation 1). Have students choose Role A or Role B. Check comprehension by asking all of the Student As and then all of the Student Bs to raise their hands.

2. Have students stand and find a partner from a different part of the room. Tell them Partner A is asking for advice and Partner B is giving it. Give them 1 minute to role-play the situation.

3. Repeat the process for Situations 2 and 3, having students find a new partner each time. Remind them that Student As must always talk to Student Bs.

4. Tell students the activity is going to start over, but this time Partner B will ask for advice and Partner A will give it. Start again with Situation 1, and have the students role-play each situation with a different partner.

■ Writing Expansion After Exercise 3.2C, page 368, put students in pairs or groups of three to write an “agony aunt” letter.

1. As a class, brainstorm a list of general problems students might have, such as time management, money management, housing, relationships, or health.

2. Tell groups to work together to write a short letter asking for help with problems related to one of the areas on the board.

3. Have each group exchange letters with another group. Tell them to write a response giving advice or making suggestions.

4. Post the letters and responses around the room. Have students circulate and read what their classmates wrote. Circulate with the students and make a note of any problems related to the advice modals.

■ Tech It Up Have students type the phrase study tips into a search engine. Tell them to look through the results for three sentences they can understand and to copy the sentences. Then tell them to rewrite the sentences with should or shouldn’t. Have them bring the original sentences and their rewrites to class and share them in groups.


■ Beware For item 3, emphasize that statement word order and question word order are different. Write statements on the board, such as We should meet at the library at 10:00 a.m., and have students say related information questions, such as Where should we meet? When should we meet?


■ Alternate Writing Task Give the task a workplace focus by having students write advice on how to be a good employee.



Unit Objectives

Students will learn and practice using• necessity and conclusions with have to, need to, and must.




■ Note Students might be interested to know that, according to the College Board, the average cost of tuition and fees for private four-year colleges in the United States is close to $30,000 per year.

Vocabulary

appropriate AWLavailable AWLcreate AWLeligibleethnicitygrant AWL

persistent AWLschedule AWLscholarshipspecific AWLstressed AWLtranscript

2 Necessity and Conclusions with Have To, Need To, Must


Reference: See The Teacher’s Grammar of English, pages 304–308, 310.



■ Chart Tip

1. After going over Charts 2.1–2.5, write the language functions mentioned in Chart 2.3 and the corresponding verbs on the board as follows.• For things that are important or necessary to do: have

to, need to, must• For conclusions: must, have to• For when there is no obligation: do not have to, do not

need to• For things that are forbidden: must not

2. Have students write example sentences using each of the eight verbs. Tell them to write (a) three things that are important to do when applying for college; (b) two conclusions about a school that is expensive to attend; (c) two things that students have no obligation to do on a school break; and (d) something that is forbidden at school.

3. When students finish, erase the board and write a large chart with four cells labeled Necessary, Conclusions, No Obligation, and Forbidden. Invite students to come up and write a sentence in the correct place in the chart.



Put students in pairs. Have them use the verbs in the list to ask each other questions about the necessary and important things they have to or need to do. Tell them to use both Yes / No questions and information questions with have to or need to. Tell them to check Charts 2.4 and 2.5 if they aren’t sure how to form the questions or answers. To get them started, ask and answer questions like these with selected students:

A: Do you have to make dinner tonight?B: No, I don’t.A: Where do you need to go after class?C: I need to go to the cafeteria.A: What time do you have to wake up on Saturday?D: I don’t have to wake up at any special time.

Have students suggest one or two more example questions, and ask those to selected students. Then have the class ask and answer their questions in pairs. When they have finished, have selected students ask you their questions. If they are correctly formed, answer them for yourself.

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1. After Exercise 2.1C, page 377, tell students that they are going to take part of a driver’s test. The test is going to be about road signs. Draw the following signs on the board. Alternatively, you could print out copies of signs from the Internet and display or distribute those.

1. STOP 2. SPEED LIMIT 65 – SPEED MINIMUM 45 3. YIELD 4. SCHOOL ZONE 5. NO PARKING 4 p.m.–6 p.m. 6. PAY TOLL $4 7. RAILROAD CROSSING 8. NO PASSING 9. SLOWER TRAFFIC KEEP RIGHT10. ROAD CLOSED

2. Tell students to use need to, have to, must, or must not to write one affirmative sentence and one negative sentence explaining what each sign means; for example:

1. Drivers must stop. 2. Drivers have to drive between 45 and 65.

When students have finished, have selected students write their meanings for each sign beneath it. Correct any errors for the class.


1. After Exercise 2.3B, page 380, tell students to imagine that they are living in a college dormitory. Tell them that they are going to try to draw conclusions about some of the people that live in the dormitory. On the board, copy the following chart for students to draw conclusions from.

Room Name Information to draw conclusions from

1 Diane wears Gucci clothes

2 Ed has big muscles

3 Sally “meow” sounds coming from room

4 Kiki has many pizza boxes outside her room

5 Juan delicious smells coming from his room every day

6 Lara has many books in her room

7 Keith wears a uniform at night

8 Sarah never says hello, stays in room

2. Put students in pairs to draw one or more conclusions from the notes. (Diane must love fashion. Diane must like Gucci. Diane must be rich.) When they finish, select students to share their conclusions with the class. Ask other students if they agree.

■ Game Time Have students play a game in which they try to guess a person’s job.

1. Tell students to secretly decide what their job is. They must not tell their classmates.

2. Put students in small groups. Students choose the first “contestant” and ask him or her one question each. Questions must be Yes / No questions or information question with need to or have to. (Do you have to wear a uniform? Do you need to use special tools? What tools do you need to use?) After each question, students may take one guess at the job. The guess must be in the form of a conclusion with must. (You must be a doctor.) Students get one point for every correct guess. The student with the most points at the end wins.

■ Tech It Up Ask students to find rules signs online and write 10 rules using must, have to, need to, or must not. Suggest an image search using the search terms park rules, beach rules, pool rules, museum rules, or other rules. They can write rules for pictures they find, or they can rewrite written rules using must, have to, need to, or must not. Point out that rules are often written very formally or briefly; for example:

Dogs are prohibited. = You must not bring a dog. No fires. = You must not build a fire.

Back in class have selected students write rules on the board. Correct as necessary.


■ Beware Remind students not to confuse don’t have to and mustn’t. Tell them to use don’t have to to express lack of obligation. Tell them to use mustn’t if something is forbidden; for example:

I can take the test this week or next week. Both are OK. I don’t have to take it this week.not I can take the test this week or next week. Both are OK. I mustn’t take it this week.


■ Alternative Writing Activity Have students write a paragraph about the things they feel they need to, have to, must, must not, don’t have to, or may want to do to get what they want. On the board, write this paragraph starter: I hope to be successful in the future and to achieve my goals. There are a number of things I need to do, and some things I must not do. First, I have to finish school. I may want to go to graduate school. When they are finished, have students share their paragraphs in small groups to allow classmates to offer ideas about how students can achieve their goals.



Unit Objectives

Students will learn and practice using• adjectives and adverbs of manner, and• adjectives with linking verbs, adjectives and adverbs with

very and too.




■ Note In North America, it is very common for students at both the secondary and college level to be expected to give presentations in class, often as a group project. Since class presentations normally involve presentation software, you may want to point out that the advice about including main points on note cards also holds true for slides (students shouldn’t put everything they want to say on a slide, just the main ideas).

Vocabulary

arrivebreathe

contact AWLrelax AWL

2 Adjectives and Adverbs of Manner


Reference: See The Teacher’s Grammar of English, pages 238–245; 260–261, Activities 1 and 2.



■ Chart Tip After you go over Chart 2.2, do a matching exercise on the board to check comprehension.

1. Write six sentences on the board with blanks. He looked around . (nervously)He gave us a look. (nervous)He spoke English . (fluently)His English was very . (fluent)He gave a smile. (happy) He smiled . (happily)

Write the adjective form of three words on the board: nervous, fluent, happy. Ask students to write the complete sentences in their notebooks, choosing the correct word and changing the form if necessary.

2. Go over the answers with the class.


Have students practice the common adverbs of manner. Write each word on a large index card. Create enough cards so there is one for each pair of students. Distribute the cards and ask pairs to write a sentence on the card using the adverb on that card. When they finish, have them exchange cards with another pair and write another sentence with the adverb on the card. Continue until all of the cards have two or three sentences. Look through the cards for any problems with the use or meaning of the adverbs and go over those issues.


■ Speaking Expansion After Exercise 2.1B, page 387, have students use adjectives and adverbs to talk about themselves.

1. Write a numbered list of adjectives and adverbs on the board. Choose words that will be relatively easy for the students to use (1. loud, 2. carefully, 3. badly, 4. easy, 5. quickly, 6. well).

2. Put students in small groups and tell them to take turns making statements about themselves using the words. (I like loud music. I don’t have a loud voice.) Tell them to use the word in the form it appears in on the board. Each word should go around the group; that is, everyone makes a statement with number 1 before moving on to number 2. Tell group members to listen and check if the word is used correctly.

■ Game Time After Exercise 2.2B, page 388, play a game to practice the adverbs and adjectives.

1. Put students in teams of two or three. Give each team a stack of paper and a marker.

2. Say fill-in-the-blank sentences, clapping or making a noise for the missing word, He speaks English . He has a nice, voice. The boss likes him because he always comes to work

. I moved last week, but this morning I drove to my old house.

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3. Tell the teams to consult briefly (a few seconds) and then write the missing word in large letters. Call Up! and have all of the teams raise their paper so you can see it. Assign a point to every team that has a mistake in form, meaning, or spelling. The team with the fewest points at the end wins.

■ Writing Expansion After Exercise 2.3C, page 389, have students write another list of important qualities.

1. Put students in groups of three, and tell them to choose a profession to write about, for example A good waiter . A good taxi driver . A good doctor . A good actor . Tell them to pass a paper around the group, with each group member writing one sentence about the profession.

2. Have a reporter from each group share the group’s sentences with the class.

3 Adjectives with Linking Verbs; Adjectives and Adverbs with Very and Too


Reference: See The Teacher’s Grammar of English, pages 238–245; 260–261, Activities 1 and 2.



■ Chart Tip After you go over Chart 3.2, check students’ understanding of the difference between very and too.


■ Speaking Expansion After Exercise 3.1B, page 392, ask students to continue the activity using the third person.

1. Tell students to find a new partner and tell the new partner everything they remember about their first partner. (Tomas doesn’t get nervous when he meets new people. He’s always excited about meeting new people.)

2. Call on students to make one statement about the person they heard about (not the one they spoke to).

■ Writing Expansion After Exercise 3.3B, page 394, have students write some of the ideas from their discussion. Tell them to use too + adjective in their sentences. Write several sentence frames on the board to get them started: When I get too tired to think, I . When Paula is too scared to ask questions, she

. I was too sick to go to school because . I think is too difficult

. Collect their sentences and make a note of common mistakes to go over in class.


After the exercise, have students practice criticisms with not very in other situations. Write two or three ideas on the board: a movie you didn’t like, a party you didn’t enjoy, an outfit you don’t like. Have students work in pairs to write two sentences with not very that they might use to describe each thing. Do the first example together: The movie wasn’t very interesting / exciting / etc.

■ Tech It Up Have students find real-world examples of too + adjective + infinitive structures by typing several of them into a search engine (too early to, too difficult to, too easy to, too expensive to, too cold to). Tell them to look through the results for five or six interesting sentences using the too + adjective + infinitive structure. Have them copy the sentences and share them in groups. Answer questions they have about the meaning of the sentences.


■ Beware After you go over item 3, remind students that well can also be an adjective meaning “healthy.” I feel good and I feel well are both correct, although the first one might mean “I feel happy” and the second specifically means “I feel healthy.”


■ Level Down Allow lower-level students to write their ideas in a list rather than a paragraph. Before they begin, have them brainstorm ideas together in a group. Tell them to take notes during the group activity, but not to write sentences. After the group activity is finished, have them work individually to write their sentences.



Unit Objectives

Students will learn and practice using• comparative adjectives and• comparative adverbs.




■ Note Students might also be interested in these trends over the last century in the United States, identified by a Cato Institute study:

• Life expectancy has increased by 30 years.• Air quality is 30 percent improved since 1977.• Agriculture is 5 to 10 times more productive.• Real wages have quadrupled.• More than 70 percent of Americans own a car.

Vocabulary

appliancecommunication AWLcongestedcorporation AWL

environmental AWLforumglobal AWLtechnology AWL

2 Comparative Adjectives





■ Beware Errors with comparative adjectives and adverbs are common. Students tend to use more + adjective instead of -er forms. This is likely because there is no comparable form in their languages.


Have students write 10 sentences with 10 of the common comparative adjectives: five from the first section (-er) and five from the second section (more). Tell them their sentences should compare differences between their apartments or homes in the United States and wherever they are from, or with things when they were younger and now. Remind them, as it says in Chart 2.7c, that they can omit than when the comparison is obvious. Start them off by writing these examples on the board:

Public transportation is better now.I think cars today are smaller.


■ Speaking Expansion After Exercise 2.1B, page 402, tell students they are going to have short conversations about gifts from an older family member that they don’t really like.

1 Write the following pairs of gifts and adjectives on the board:

unusual shoes / stylish; goofy sunglasses / cool; ugly wallet / fashionable; heavy bicycle / light; used pen / nice; big cell phone / small; hard chair / comfortable; old movie / recent; difficult jigsaw puzzle / easy.

2. Put students in pairs. Write this short conversation on the board:

A: I got some shoes from my uncle.B: Really? Do you like them?A: No, not really. B: Why not?A: Well, they’re unusual. I want more stylish ones.

Have the conversation with a student. Then tell the pairs to have similar conversations with each of the gift / adjective pairs. Tell them that they don’t have to follow the conversation exactly. When they finish, select pairs to act out their conversations for the class.

Comparative Adjectives and AdverbsProgress32

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■ Writing Expansion After Exercise 2.2C, page 404, tell students to imagine they are studying at a state university that has a lot of problems with the classrooms, chairs, windows, transportation, food, sports programs, etc. Tell them to write a list of things they need and to include comparative adjectives. Start them off by writing a couple of ideas on the board, such as:

We need better classrooms.Our teachers need higher salaries.

When students have finished their lists, invite individuals to write one of their ideas on the board. Correct any errors with comparatives.

■ Game Time Make sets of 20 cards with challenging adjectives that students have studied in this unit. Write the base form of each adjective. Put students in groups of four. Have them place a set of cards in the middle of the group. They take turns saying the comparative form of the adjective on the card and spelling it if it is an -er form. The player then must use the comparative form in a sentence. If the group agrees that the comparative form and the sentence were both correct, the player gets a point. (In cases where they are not sure, have them ask you.) The student with the most points after the last card is used wins.

3 Comparative Adverbs





■ Chart Tip After you have gone over the presentation, have students close their books. Make a chart with three categories on the board: One-Syllable Regular Adverbs, Longer Adverbs, and Irregular Adverbs. Call out the adverbs that were in the chart in alphabetical order (badly, carefully, early, easily, far, fast, hard, high, late, long, often, quickly, well). Ask students which category each belongs in and have them say and spell the comparative form. Write them in the chart. Then ask students for other examples.


■ Speaking Expansion After Exercise 3.2B, page 407, have students work in pairs to talk about ways they want to improve themselves. Have them take turns telling their partner a sentence containing a comparative adverb. Tell them they can use ideas from the box in Exercise 3.2A and adverbs they have learned in the unit so far. They should each say at least five sentences. Get them started by telling a student I want to get up earlier. and having a short follow-up discussion. When students have finished, have them share some ideas for improvement with the class.


Write these sentences on the board and have students rewrite them, changing the object pronoun at the end to a subject pronoun + verb:

She sings louder than him. (he does)He can run faster than her. (she can)They will do better than me. (I will)I cry more easily than you. (you do)They can speak more slowly than us. (we can)We drive slower than them. (they do)


After Exercise 3.3B, page 408, have students write 10 sentences comparing two people or types of people using comparative adverbs. On the board, write these comparison ideas: two musicians, elderly people and teenagers, men and women, two actors or celebrities, two politicians, two athletes or sports teams. When they have finished, put students in pairs to exchange their sentences and check to make sure that the sentences are correctly formed.

■ Tech It Up Have students search for song lyrics containing comparative adverbs. For a search term, suggest lyrics and a comparative adverb with than in quotes (lyrics “faster than” ). Have them print out or write down a section of lyrics containing the comparative form for five songs. They should also get the name of the song and the songwriter. Back in class, have them show their partner the section of lyrics, say the name of the song, and see if their partner can guess the name of the songwriter.


■ Beware Remind students of the irregular comparative forms of the adverbs badly, well, and far :

worse, better, and further / farthernot more badly, more well, or farer


■ Level Down Instead of writing a paragraph, have students write 12 sentences using comparative adjectives and adverbs. Have them write three comparisons about people, three about places, three about animals, and three about things.



Unit Objectives

Students will learn and practice using• superlative adjectives and• superlative adverbs.




Vocabulary

area AWLborderclimateexport AWL

historichumidmonument

2 Superlative Adjectives





■ Chart Tip After you have gone over Charts 2.3–2.7, have students test each other on the form.

1. Put students in pairs, and tell one partner to keep the book closed while the other reads simple adjectives from Charts 2.3–2.6. The partner whose book is closed writes the superlative form of the word, and the other partner looks in the book to see if it’s correct. After a minute, call time and tell partners to switch roles.

■ Beware In some languages, superlatives are always formed with the equivalents to most and least, so students may tend to overuse those words. (He is the most strong.) Provide plenty of practice using the one-syllable superlative adjectives in complete sentences.


Have students read the list of the most common superlative adjectives and answer any questions about meaning. Assign one word to each student, and tell students to write a sentence about the city or town where your school is. Spot-check and correct while they are writing. Then have them stand and walk around the class reading their sentences to each other.


■ Speaking and Writing Expansion After Exercise 2.1C, page 417, give students more practice expressing opinions with superlatives.

1. Write several adjectives on the board (interesting, beautiful, great, bad, good). Give students a minute to look at the adjectives and think of the superlative forms and how they will use them to describe the local area.

2. Tell students that they are going to be sharing their ideas, but since they are opinions, they may disagree with each other. Write several expressions for polite disagreement on the board: I don’t think so. I think . . . ; I don’t really agree with that. I think . . . ; You think so? Well, in my opinion . . . Write this sample exchange on the board:

A: I think the most beautiful area of this city is Stanley Park.

B: I don’t really agree with that. I think the most beautiful area is Rolling Hills.

3. Put students in groups of three or four, and have them share their opinions using the superlative adjectives and the expressions from the board.

4. After students have discussed their opinions, have them work individually to write five to ten sentences expressing the opinions they feel most strongly about. Tell them to write more than one sentence about each topic. (The most beautiful neighborhood in this city is Oak Brook. It has a lot of trees and the nicest houses.)

5. Have student exchange sentences with a partner and check each other’s work for correct use of the superlative.

Superlative Adjectives and AdverbsFacts and Opinions33

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■ Tech It Up As a class, brainstorm a list of superlatives that students can search for (tallest mountain in Mexico, happiest people in the world, longest river in China, oldest living person, strangest-looking animals). Divide the phrases into fact and opinion. Tell students to look up three superlative facts and three superlative opinions by typing expressions into a search engine. Have them write the answers in complete sentences. (The tallest mountain in Mexico is Volcán Citlaltépetl.) and share the information in groups.

3 Superlative Adverbs





■ Chart Tip After you go over Charts 3.1–3.3, write several sentence starters on the board, and ask students to complete them.

Possible sentence starters:

In his family, his sister talks the . His mother works the . His father always arrives the .


Go through the -est adverbs in the second chart, and ask students to come up with verbs that can be modified by them (fly the lowest, live the longest, wake up the earliest, run the fastest, try the hardest, sleep the latest, live the closest, jump the highest). Put students in pairs to come up with example sentences using the phrases on the board.

■ Beware Many of the superlative adverbs with most are often used to modify participial adjectives (the most easily forgotten, the most economically developed). Students may have difficulty coming up with natural-sounding examples that use these words after the verb. To avoid confusion, you may want to point out the forms but not ask students to use them in sentences.


■ Writing and Speaking Expansion After Exercise 3.1B, page 422, ask students to write questions with superlative adverbs.

1. Briefly review Chart 3.2 and the information in Data from The Real World, page 421.

2. Have students write five questions to ask their classmates using superlative adjectives. They can use sentences from Exercise 3.1B as the basis for their questions. (Of all your friends, who drives the fastest?) Remind them to include the before the adverb.

3. Have students interview two partners using their questions. Tell them to omit the when they ask the questions.

4. Call on students to share interesting information about their classmates.

■ Game Time Have groups line up according to superlatives.

1. Put students in groups of five or six. Start with an easy adjective (youngest to oldest), and have each group arrange themselves in a line. Call on students at the end of each line to say a superlative sentence. (I’m the oldest / youngest person in the group.)

2. Repeat the process by having groups line themselves up by who texts the most frequently, who works the longest hours, and who lives the nearest / farthest away.

3. For a bonus round, have students come up with their own idea and arrange themselves accordingly.


■ Always an Exception For item 5, remind students that early is an exception because its adjective and adverb form are the same.


■ Alternative Writing Task Have students write their paragraph as a letter of recommendation. Tell them to imagine that someone they know is applying for a job or to a college, and they are in a position to write a letter for that person. Give them a sentence to start with: I am very pleased to recommend for

. Tell them to maintain a very formal tone in the letter.


Documents

UNIT 1 Statements with Present of Be - cambridge.org · 1. Write nouns in a column on the board, including names of students, names of famous people and places, and general nouns