World LinkSecond Edition

TEACHERS GUIDE

Developing English Fluency

Video Course

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An Introduction to Using Video in the Classroom 4

The World Link Video Characters 9

Unit 1 New Friends, New Faces 10

Unit 2 Express Yourself 13

Unit 3 What Do We Need? 16

Unit 4 Vacation 19

Unit 5 Heroes 22

Unit 6 The Mind 25

Unit 7 In the City 28

Unit 8 All About You 31

Unit 9 Change 34

Unit 10 Your Health 37

Unit 11 Thats Amazing! 40

Unit 12 The Movies 43

Video Worksheets 46

Video Worksheet Answer Key 83

Video Scripts 87

Contents

t An Introduction to Using Video in the Classroom

An Introduction to Using Video in the Classroom

Welcome to the second edition of the World Link Video Course. The video course is part of the World Link textbook series, a four-level core series for young adult and adult learners of English from the beginning to intermediate level. With a completely new video segment in each unit and revised activities, this new edition creates more interesting and fun opportunities for learners to become uent in everyday English.

The World Link Videos

Each of the World Link videos contains twelve video units. Each video unit consists of three segmentsGood Morning World, City Living, and Global Viewpoints.

s'OOD-ORNING7ORLDSEGMENTSAREAMORNINGshow program featuring interviews, discussions, and demonstrations in the style of talk shows. The hosts, Jay Jones and Kim Kimal, welcome many guests and discuss various topics associated with the themes and language presented in the World Link Student Books.

s#ITY ,IVING SEGMENTS ARE ORIGINAL DRAMATICepisodes, lmed in engaging sitcom-like style. They focus on the lives of six young people from a variety of international backgrounds living in New York City. Each episode reinforces and expands upon the language presented in the corresponding unit of the student books.

s'LOBAL6IEWPOINTSSEGMENTSCONSISTOFREALLIFEinterviews in which a wide range of students and professional people from around the world present their personal views on issues related to unit topics.

The World Link Video Course Workbooks

Each video workbook has twelve eight-page units that correspond to the video units. Each unit is divided into three main parts. The rst part focuses on the Good Morning World episode, the second on City Living, and the nal part on the Global Viewpoints interviews. Each part contains a variety of task-based activities based on the video segment. In the back of the video course workbook are complete transcripts of the dialog from the video segments.

Good Morning World and City Living

Both the Good Morning World and City Living parts of the unit are made up of three sections:

sBefore You Watch

Uses a variety of exercises to present and preview key vocabulary used in the video. The exercises are designed to make the language used in the video more readily accessible to students.

sWhile You Watch

Features a variety of viewing activities designed to increase students understanding of the language and story line of the episode.

sAfter You Watch

Consists of follow-up language exercises focusing on grammar and useful expressions from the video.

Global Viewpoints

The Global Viewpoints part of the unit is made up of a Before You Watch section focusing on necessary vocabulary, and a While You Watch section focusing on video comprehension. The nal section, Your View, asks for personal responses to questions about issues related to the theme of the entire unit.

Real English boxes appear throughout each unit and explain cultural points or colloquial language that appear in the City Living and Global Viewpoints video segments.

The World Link Video Course Teachers Guide

The World Link Video Course Teachers Guide contains unit-by-unit teaching notes, including a Lesson Planner and Lesson Summary for each unit as well as step-by-step instructions for using the Video and the Video Course Workbook in the classroom. Each unit also contains suggestions for a variety of communicative activities called Communication Links, which are designed to stimulate conversation in pairs, groups, or the whole class. In addition, the Video Course Teachers Guide includes the answers for the Video Course Workbook activities along with photocopiable video worksheets.

An Introduction to Using Video in the Classroomt

Using Video in the Classroom

Video is one of the most useful aids available for language teaching. It is motivating. It shows how people speak to each other. It is excellent for teaching both behavior and body language. It shows the culture of the people using the language. It is one of the best ways of communicating meaning and stimulating students to talk. But how can you exploit these advantages most effectively in the classroom? In addition to having students do the activities described in the Video Course Workbook and implementing the ideas in the teaching notes in this Video Course Teachers Guide, there are several useful techniques you can use to add variety to your classroom lessons and to make more effective use of video in the classroom.

The following is a description of ve basic techniques for using video in the classroom: silent viewing, pause / freeze frame, sound only, split viewing, and normal viewing. Ive also included suggestions for specic teaching activities based on each technique.

1. Silent Viewing

This technique, which involves playing the video with the sound off and showing only the pictures, can be used to stimulate student interest and language use about what is being shown on the screen (rather than what can be heard on the soundtrack), or to get students to focus on what is being said, through the use of a variety of guessing and prediction tasks. Playing a short video sequence with the sound turned off not only helps students concentrate on the situation, but it also stimulates their imagination. Some classroom activities based on the Silent Viewing technique are:

sWhat are they saying?

Show a dramatic scene with short exchanges of dialog, where the action, emotions, setting, and situation give clues to what is being said by the characters. Students watch the scene with the sound off and guess or predict what the characters are saying. Then they watch the scene with the sound on and compare their guesses and predictions with what the characters actually say.

s7HATSHAPPENINGWrite the following three questions on the board, or dictate them to students:

Where are the people? Who are they? Whats happening?

Students watch a dramatic scene and use the questions as a guide to help them guess the gist of the situation rather than the exact words used by the characters.

sWhats the conversation?

Students watch a dramatic scene, preferably one involving a conversation between two people. Then they work in pairs and try to write an appropriate dialog to accompany the pictures. Students practice their dialog in pairs and then take turns performing the dialog in front of the class. Finally, students watch the scene again, this time with the sound on, and compare their dialog with the dialog that is actually used in the video.

sWhat did you see?

Students watch a video sequence and then write a descriptive commentary on what they see.

2. Pause / Freeze Frame

This technique, which involves using the pause button to stop the video while keeping a still picture frozen on the screen, can be used with either sound on or sound off. The Pause / Freeze Frame technique is useful for concentrating on a single image or sentence in a video sequence. It is ideal for studying language in detail. For additional language reinforcement, it can be used in conjunction with displaying the subtitles that accompany each World Link video sequence. Some classroom activities based on the Pause / Freeze Frame technique are:

sListen and say

Students watch a video sequence twice with the sound on. During the rst viewing they simply follow the story. During the second viewing, use the pause function to stop the

t An Introduction to Using Video in the Classroom

An Introduction to Using Video in the Classroom

video from time to time so that students can repeat the line just spoken. Encourage students to use the same intonation and stress patterns as the speakers. Offer opportunities for individual students to repeat the lines, as well as for the whole class to repeat the lines in chorus.

sTell me what you see

Play a video sequence with the sound off and pause at a convenient point to show a still picture. Students work in pairs and take turns describing what they see in the picture. As a variation, instead of using a single picture, you can pause at several different points where specic items come into prominence.

sGuess the next line

Students watch a dramatic sequence, preferably one involving a dialog between two characters, with the sound on. During the viewing, pause the video at several different points, always just after one character has asked a question or said a sentence to which the second character is expected to respond. Students guess what the second character will say in response to what the rst character has said. After eliciting suggested responses from the students, play the video and allow students to hear the actual response used in the video. After going through a sequence in this manner, play the entire sequence again, straight through without pausing, so that students have a chance to follow the dialog spoken at its natural pace.

3. Sound Only

This technique involves playing the video with the sound on and no picture. (Cover the screen with a cloth, a coat, or a large piece of paper.) With Sound Only, students listen and concentrate on what they hear, rather than on what they see. As with Silent Viewing, the creation of an information gap stimulates the imagination and student language use. Some classroom activities based on the Sound Only technique are:

s Describe the person

Choose a video sequence in which one

character speaks continuously for at least 10 or 15 seconds. On the board, write a list of words that students are likely to need to describe the character, for example, old, young, tall, short, dark, fair, nice, nasty. Play the video sequence with sound only. Students listen and write down the words they feel describe the character. Students then work in pairs or small groups, comparing and giving reasons for their answers. Elicit some answers (and reasons for them) from the class. Then replay the sequence with sound and picture so that students can modify or conrm their original answers.

sDescribe the scene

Select a video sequence with a soundtrack in which some clues are given as to the location, number of characters, and general situation of the scene. Write the following questions on the board, or dictate them to the students:

Where does the scene take place? How many characters are in it? How are they dressed? What are their ages? What is their relationship? What are they doing?

Play the sequence with sound only. Students listen and then work in pairs or small groups asking and answering the questions and giving reasons for their answers. Finally, play the scene again, this time with sound and picture. Students discuss the questions again, taking into consideration the new information they now have from the pictures.

4. Split Viewing

The technique of Split Viewing involves having some students see a video sequence and hear the soundtrack, while other students only hear the sound track. Some activities based on the Split Viewing technique are:

s4ELLMEWHATHAPPENED

This activity is a lot like a game. Divide the class into pairs. One student in each pair is a listener who faces away from the screen. The other

An Introduction to Using Video in the Classroomt

student is a watcher who faces the screen. Play the video episode. Listeners listen only. When the sequence ends, the watchers have three minutes to tell the listeners what they saw. At the end, encourage one or two listeners to sum up the story. Then replay the episode for all students to watch. At the end, the listeners and the watchers compare their earlier versions with what actually happens in the video.

s&INDOUTWHATHAPPENED

This activity follows a procedure similar to that described above, but instead of watchers telling listeners what happened, the listeners have to ask the watchers questions to nd out what happened. After listeners have interviewed watchers, call on listeners to report the information they found out. This is all useful practice in asking questions and reporting information.

5. Normal Viewing As you would expect, the technique of Normal Viewing involves watching the video with sound and picture, the way most people normally watch TV or a video. There are numerous activities based on this technique, and only a few of them are listed here. The most common and popular techniques that involve Normal Viewing are:

sRole play

Select a video sequence with a dialog involving two or three characters. Divide the class into groups composed of the same number of students as there are characters in the video sequence. Play the sequence twice. The students task is to study the situation in the video and then role-play the same situation using whatever words or other means they wish. After students have viewed the sequence twice, allow the groups ve minutes or so to practice role-playing the situation in the video. Finally, groups take turns performing their role plays for the class, using their own words, actions, and gestures. Role play is an excellent way of having students use the language they have learned. With role play

students concentrate not just on the language people use, but also on how they behave.

s#HANGE

This is a variation of role play (above). In large classes, each group prepares the role of one character. It then nominates one of its members to play that character. During the role play, members can be substituted by the teacher calling Change! or by another group member tapping the role player on the shoulder and replacing him or her.

sBehavior study

In this activity, students watch a dramatic sequence, imagine a similar situation in their own country, and examine the differences in behavior. Select a video sequence that illustrates two or three incidents of behavior that are culturally different from the students own culture. Ask the students to observe the video carefully. Play the video sequence and pause after each incident. Elicit information about what the people in the video said and did and how this differs from the students culture. For example: Watch how the people greet each other. Play the relevant part of the sequence and elicit from the class:

a . where the people areb . what they say c . what they do d . what their relationship is e . how they would act differently in the students

own language and culture

sComparing situations

Two or three incidents or sequences can be contrasted to allow the students to compare behavior in two different situations (e.g. people greeting each other at a party, and people greeting each other at a business meeting).

sPrediction

Before having students watch a scene, tell the class where the scene takes place and ask them to predict eight to ten things they might see in the video. For example, for a scene that takes places in a kitchen, students might predict the

t An Introduction to Using Video in the Classroom

An Introduction to Using Video in the Classroom

following: an apple, a cake, a cook, a stove, a table, a spoon, a sink, a chair, a refrigerator. Play the video. Students watch and call out the names of the predicted items as they see them on the video.

s4HINKINGANDFEELING

As much as the words we use, our body languagesuch as posture, gestures, and facial expressionsconveys what we really think and feel. An interesting and valuable activity involves describing what characters in a video are thinking and feeling, using clues from the dialog and the body language they use. To carry out this activity, start by pre-teaching a number of words students can use to describe feelings exhibited by a character or characters in the video, for example, angry, irritated, furious, curious, surprised, disappointed, unhappy, worried. The students task is to watch the video and name the feelings being expressed. Play the video, stopping at crucial points to focus on a character. Ask students which word describes the characters emotions or feelings at that point, and have them give reasons for their answers.

s4ELLINGTHESTORY

Students can watch a video episode and then produce an oral or written summary of the story. Alternatively, they can watch a video episode and make up a story about the events leading up to the episode they saw on the video or about what may happen next. Using video to get students to make up a story is an excellent way of getting students to recycle language they have learned and use it in original ways for their own purposes

General Suggestions for Using the World Link Videos

s&AMILIARIZEYOURSELFWITHTHEVIDEOS

Before showing a segment to the class, view it yourself and try doing the activities. In this way, you will be able to anticipate questions students may have about the segment.

s Allow students to view the videos more than once.

In order to carry out the viewing activities, students may need to view an individual segment several times. Play the segment as often as the students feel is necessary to complete the activity.

s#LARIFYDIRECTIONSFORVIEWINGACTIVITIES

Focus students attention more effectively on the task at hand by making sure they understand the directions before you play the video segment.

s+NOWYOURVIDEOEQUIPMENT

Practice with the DVD player you will be using in class, so that you can easily locate and play the appropriate segment.

In this introduction, I have described ve well-established techniques for exploiting video sequences in the EFL/ESL classroom, along with a variety of activities based on these techniques.

You should treat the techniques and activities I have outlined as suggestions, not instructions, and vary them to meet your classroom situation and the needs and abilities of your students, and, of course, to suit the particular video segments you are using.

I have really enjoyed working on the World Link Video Course, and I hope you and your students have as much fun using it. My greatest hope is that the World Link Video Course helps many, many learners around the world become condent and uent speakers of English.

Sincerely,

Susan Stempleski

An Introduction to Using Video in the ClassroomtAn Introduction to Using Video in the Classroomt

City Living is the story of the day-to-day lives of six friends living, studying, and working in New York City. Takeshi Mifune is a lm student from Osaka, Japan. He lives with his best friend Mike Johnson, a struggling actor from Minneapolis, Minnesota. Tara Greene is a student and waitress from Nottingham, England. Her roommates are Sun-hee Park, a computer instructor from Seoul, Korea, and Claudia Oliveira, a software sales manager from Rio de Janeiro, Brazil. Claudias boyfriend, Roberto Chavez, is a nancial analyst from Mexico City, Mexico. Interesting, exciting, and always funthats City Living!

Good Morning World is an exciting and entertaining morning show hosted by Jay Jones and Kim Kimal. On Good Morning World, Jay and Kim reveal much about their unique personalities as they discuss numerous topics every morning. The co-hosts welcome a variety of guests to the show, including a chef, a doctor, a fashion expert, a movie star, a politician, and many others. They are joined by Rashid, the shows quiet but hard-working assistant. Start every morning off right with Good Morning World!

Jay Jones

Mike JohnsonSun-hee ParkTakeshi Mifune

Claudia Oliveira Tara Greene Roberto Chavez

+IM+IMAL

The World Link Video Characters

The World Link Video Characters

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Unit 1 New Friends, New FacesLESSON SUMMARY

Topic : Describing people; talking about oneself

Language Link : Review of the simple present: He wears really big glasses.

Video Summary : In Good Morning World, Jay and Kim talk about a new intern at the studio but Jay mistakenly describes his hairstylist. In City Living, Sun-hee plans to meet her visiting cousin, but then her plans change. Her roommate Tara agrees to go instead. When Sun-hee comes home and sees her cousin, she is surprised because he looks very different. In Global Viewpoints, people introduce themselves, give some personal information, and describe themselves, family members, and friends.

Good Morning World Have we met?

Before You Watch Read the words in the box aloud as students listen and repeat. Have students use the words to complete the phrases under the pictures. Check answers by calling out a number and having a student read his or her answer. ANSWER KEY: 1) tall 2) short 3) blond 4) black 5) blue 6) brown

Communication Link Have students describe another student in the class. The first person to guess the correct student gives the next description. Example: A: Shes tall. She has black hair and brown eyes. Shes wearing a blue skirt. B: Is it Mari? A: Yes, it is!

While You Watch A Before viewing, read the words in the box aloud as you check comprehension. Give students time

to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. ANSWER KEY: 1) new 2) nice 3) name 4) always 5) looks 6) average

B Have students read the activity items and answer options. Play the video as many times as needed for students to circle the correct answers. ANSWER KEY: 1) b. 2) c. 3) a. 4) c. 5) a.

After You Watch A Review the words in the box and check comprehension. Have students think back to the video as they

complete the blanks with the words. ANSWER KEY: 1) black 2) blond 3) brown 4) blue 5) tall 6) short 7) hairstylist 8) intern

B Work as a group to circle the correct words to complete the sentences. Make suggestions for answers as needed. ANSWER KEY: 1) are 2) is 3) speaks 4)isnt 5) is

Communication Link Make true or false statements about the people in this episode of Good Morning World (Jay, Kim, Adrian, Natalie). Students must vote whether the statements are true or false. Have volunteers correct the false statements.

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City Living Sun-hees favorite cousin

Before You Watch A Read the vocabulary words aloud as students repeat for pronunciation practice. Then have students

complete the word sets with words from the box. ANSWER KEY: 1) in his thirties 2) brown 3) long black 4) tall 5) thin 6) glasses

B Read the vocabulary words aloud as students repeat for pronunciation practice. Point out that some words are more polite than others. For example, elderly is more polite than old. Then have students complete the sentences with words from the box. ANSWER KEY: 1) elderly 2) glasses 3) long black 4) brown. 5) short

Communication Link Students work in pairs, taking turns describing the people in the pictures. The listening partner points to the person being described.

While You Watch A Before viewing, read the words in the box aloud as

you check comprehension. Give students time to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. ANSWER KEY: 1) bus station 2) great 3) look like 4) thirties 5) average 6) heavyset 7) long 8) brown 9) speak 10) glasses

B Give students time to read the sentences. Remind students that they are to mark True only if the statement is completely correct. Play the video as students mark their answers. Review answers as a class and have students correct false answers orally as a group if you wish. ANSWER KEY: 1) True 2) False 3) True 4) False 5) True

After You Watch A Have students act out the dialogs in the Useful Expressions box. Then read the underlined

expressions aloud as students listen and repeat for pronunciation practice. Encourage students to think of how the phrases were used in the video before matching the expressions to the denitions. ANSWER KEY: 1) b. 2) e. 3) a. 4) d. 5) c.

B Have students match the sentences and responses. Check answers by asking students to read the sentences and responses in pairs as dialogs. ANSWER KEY: 1) c. 2.) e. 3) a. 4) d. 5) b.

C Have students study the Language Link box about the simple present tense. Answer any questions they might have. Remind the class that Yes/No questions start with the verb, but that Wh- questions start with question words (taking the opportunity to review them). Point out that some examples use be while others use work and ask for additional examples with other words. Then have students circle the answers to complete the sentences and check answers with partners. ANSWER KEY: 1) teaches 2) wants 3) does 4) is 5) are 6) is 7) isnt 8) has

D Students use words from the box to complete the story summary. Encourage students to look closely at the words surrounding the blanks before making a choice. ANSWER KEY: 1) calls 2) asks 3) agrees 4) looks 5) thirties 6) height 7) wears 8) shows

Communication Link Students work in pairs. Student A describes a character from City Living to B, making one mistake in the description. Student B must notice the error and correct the description. Example: A: Sun-hee is heavyset with long black hair. She doesnt wear glasses. B: Thats not true! Sun-hee is thin!

Show the video clip that uses the expression. Explain that So is used to start a turn in a conversation when you want to change the subject or ask a question. Students may work in groups to think of a short dialog where one person gives part of a description and the other person uses So to ask a question or change the subject. Example: A: Hes in his late twenties. B: So, is he married?

Real English: So, . . .

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Global Viewpoints Describing yourself and others

Before You Watch Read the vocabulary words aloud as students repeat for pronunciation practice. Ask students to look at the words and pictures, then complete the sentences under the pictures. ANSWER KEY: 1) hospital 2) muscular 3) reporter 4) hazel-colored 5) station 6) athletic 7) tan

While You Watch A Before playing the video, explain to students that they are to

write the letter of each statement next to the name of the person it matches. Give students time to read the statements. Then play the video. You may wish to pause after each person speaks to allow students time to complete the activity. Answer Key: 1) b. 2) c. 3) f. 4) d. 5) a. 6) e.

B Before viewing, have students read the sentences and answer options. Then play the video as students listen and circle the correct answers. ANSWER KEY: 1) 23, the United States. 2) Seoul, 20 3) 25, the United States 4) Brazil 5) the United States, 28

Your View on . . . New Friends, New Faces Have students complete the form with their own information. Review the answers as a class. Answers will vary.

Communication Link Students play the Identity Game. One person thinks about a person in the class and the others take turns asking questions. Students can ask either Yes/No or Wh- questions, but the answers must be no longer than three words. The class must guess the identity of the person within ten questions, and no one can be described more than once. Example: Is it a woman? Yes. Does she wear glasses? No, she doesnt. What color is her hair? Its brown. Is it long or short? Short. Wheres she from? Brazil. I think its...

Show the video clip where Woo Sung says I do look like my sister. Explain that he could have said I look like my sister, but he wanted to emphasize the point. Go around the class and have each person give one sentence using do or does for emphasis.

Real English: do and does

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Unit 2 Express YourselfLESSON SUMMARY

Topic : Body language and gestures; feelings

Language Link : Review of the present continuous: Takeshi is teaching me traditional Japanese greetings.

Video Summary : In Good Morning World, Jay and Kim play a game where people act out their feelings to express themselves. In City Living, Takeshi teaches Claudia about Japanese traditions. After Tara arrives, she and Takeshi play a joke on Claudia. In Global Viewpoints, people talk about their feelings and how they cope with them. Other people discuss ways of greeting in countries around the world.

Good Morning World More than words

Before You Watch Read the vocabulary words aloud as students repeat for pronunciation practice. You may mime the motions or show examples to aid understanding. Then ask students to match the words from the box with the pictures. ANSWER KEY: 1) excited 2) singing 3) hitting 4) pointing 5) relaxed 6) shrugging 7) angry 8) stressed

Communication Link Mime one of the new vocabulary words. The first student to guess which word it is mimes the next word.

While You Watch A Before viewing, read the words in the box aloud as you check comprehension. Give students time

to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. ANSWER KEY: 1) happy 2) pointing 3) shrugging 4) confused 5) feeling 6) relaxed 7) angry

B Have students read the activity items and answer options. Play the video as many times as needed for students to circle the correct answers. ANSWER KEY: 1) c. 2) a. 3) b. 4) a. 5) c.

After You Watch A Ask students to think back to the video to match the sentence halves. Check answers by watching the

video again and pausing after each answer becomes known. ANSWER KEY: 1) e. 2) b. 3) d. 4) a. 5) c.

B Review the words in the box and check comprehension. Have students complete the blanks with the words. ANSWER KEY: 1) excited 2) champion 3) feeling 4) shows 5) doing 6) stressed

Communication Link Have students take turns miming how they are feeling today.

City Living An important rule for traveling

Before You Watch A Read the vocabulary words aloud as students repeat for pronunciation practice. You may mime the

motions or show examples of some of the new words to aid understanding. Then ask students to use the words from the box to complete the sentences under the pictures. ANSWER KEY: 1) jump 2) bow 3) points 4) nervous 5) card 6) meeting

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B Have students use the words in the box to complete the sentences. ANSWER KEY: 1) rude 2) joking 3) traditional 4) rules 5) nod

Communication Link Explain the concepts of having rules and being rude to the class. Then make two lists on the board: rules and rude. Go around the class and ask for examples of cultural rules or rude things in their culture. Write them on the board.

While You Watch A Before viewing, read the words in the box aloud as you check comprehension. Give students time

to read the dialog. Answer questions as needed. Note that Claudias I dont know anything has the same meaning as to know nothing. Play the video as students watch and complete the dialog. You may need to pause or replay to allow time to write. ANSWER KEY: 1) meeting 2) trip 3) nervous 4) worried 5) fine 6) hands 7) natural. 8) point

B Have students read the activity items and answer options. Play the video as many times as needed for students to match the sentence halves to make correct statements. ANSWER KEY: 1) e. 2) a. 3) d. 4) f. 5) b. 6) c.

After You Watch A Read the sentences in the Useful Expressions box aloud, emphasizing the underlined words. Encourage

students to think of how the phrases were used in the video before matching the expressions to the denitions. ANSWER KEY: 1) d. 2) c. 3) b. 4) e. 5) a.

B Have students circle the correct words to complete the sentences. After checking answers, see if students can come up with other examples using the new expressions from Part A. ANSWER KEY: 1) like this 2) though 3) lets see 4) a natural 5) come on

C Have students study the Language Link box to review the present continuous. Answer any questions they might have. Remind the class that the present continuous is used for something that is happening right now or at this time. Have students ll the gaps in the conversations using the appropriate forms of the words in parentheses. Have students check answers by acting out the conversations. ANSWER KEY: 1) is your sister doing, is going, is she studying, is learning 2) are waiting, am coming 3) Is Bill studying, isnt studying, is watching

D Students use words from the box to complete the story summary. Encourage students to look closely at the words surrounding the blanks before making a choice. ANSWER KEY: 1) teaching 2) doing 3) learning 4) nervous 5) business card 6) jumping 7) nodding 8) joking

Communication Link Small groups of students work together to mime a short scene for the rest of the class. The others try to guess what is happening. They only get three guesses. Example: Are you buying something? Yes. Are you buying food? No. Are you buying coffee or tea? Yes.

Global Viewpoints Feelings and emotions

Before You Watch A Read the vocabulary words aloud as students repeat for pronunciation practice. Ask students to match

the feelings with the pictures. ANSWER KEY: 1) stressed 2) frustrated 3) sad 4) happy

B Have students match the sentence halves to make sentences using the words from Part A and other feelings. ANSWER KEY: 1) c. 2) b. 3) f. 4) e. 5) a. 6) d.

Show the video clip that uses the expression. Explain that people use you guys informally to refer to several people. Although guys often refers to men (e.g., Its a guy thing), in this expression it can refer to men, women, or both. Have students work in groups to think of an example in which they might use you guys and role-play it for the class.

Real English: you guys

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While You Watch Before playing the video, have students read the activity items and answer options. Play the video as many times as needed for students to circle the correct answers. ANSWER KEY: 1) b. 2) a. 3) b. 4) c. 5) b. 6) a.

Communication Link Go around the class and ask students what makes them get stressed or frustrated.

Global Viewpoints Greetings around the world

Before You Watch Read the vocabulary words aloud as students repeat for pronunciation practice. Ask students to match the words with the pictures. ANSWER KEY: 1) kiss 2) shake hands 3) hug

While You Watch Before viewing, have students read the statements. Remind them to check True only if the statement is completely correct. If it is false, they must listen for information to correct it. Play the video once as students choose True or False. Then play the video again and allow time for students to correct the false sentences. ANSWER KEY: 1) True 2) True 3) False; Shaking hands is uncommon in Japan. 4) False; People in Senegal often greet people by shaking hands.

Your View on . . . Express Yourself Have students complete the form with their own information. Review the answers as a class. Answers will vary.

Communication Link Divide the class into four groups. Each group makes up a way to greet people in their imaginary culture. Then everyone mingles, greeting people in their way and trying to figure out the other ways of greeting. After a few minutes, see if they can say what the greeting rules are for each group.

Show the video clip that mentions get stressed. Get is an informal way of saying become. Other examples are I get nervous before exams or I get bored at baseball games. Have students work in pairs to think of examples of when they might use get and then share their sentences with the class.

Real English: get (feeling)

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Unit 3 What Do We Need?LESSON SUMMARY

Topic : Foods; shopping

Language Link : Count/Noncount nouns with some, any, a lot of, and much: We dont need any eggs. We already have some.

Video Summary : In Good Morning World, Chef Tony visits the show to teach Kim and Jay how to save money by making delicious meals with the foods they have at home. In City Living, Mike calls Takeshi from the supermarket to see what groceries they need. After deciding what they need, Takeshi asks Mike if he made a list. Both men claim they have good memories, but events suggest otherwise. In Global Viewpoints, people discuss their food shopping habits and talk about the shopping available in their neighborhoods.

Good Morning World Food for naught

Before You Watch Read the vocabulary words aloud as students repeat for pronunciation practice. Then have students complete the phrases under the pictures. ANSWER KEY: 1) grocery 2) money 3) grapes 4) lettuce 5) organic 6) junk 7) tofu 8) cart

Communication Link Have students share their shopping habits by asking questions like: When they shop for groceries, do they use a list or rely on memory? Do they impulsively buy things they see? Do they have a favorite grocery store or do they go wherever is the cheapest, easiest, or most popular? Have them tell the class. Example: I never use a list. I just buy whats available and what looks good.

While You Watch A Before viewing, read the words in the box aloud as you check comprehension. Give students time

to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. ANSWER KEY: 1) carrots 2) arent 3) salad 4) list 5) healthy 6) flavor 7) any 8) onions

B Have students read the activity items and answer options. Play the video as many times as needed for students to match the sentence halves to make correct statements. ANSWER KEY: 1) d. 2) a. 3) e. 4) f. 5) b. 6) c.

After You Watch A Review the words in the box as a group as you check comprehension. Then work as a group to

complete the word categories with words from the box. ANSWER KEY: 1) junk food 2) grapes 3) carrots 4) tofu

B Have students think back to the video and work as a group to circle the best words to complete the sentences. Check answers by playing the video and pausing after each phrase is said. ANSWER KEY: 1) are 2) any 3) some 4) any 5) things 6) some

Communication Link Have students work in pairs to write about dishes they can make. Ask them to list the ingredients they know and use a dictionary to look up any unknown words. Pairs then read the ingredient list to the class as the class guesses what the dish is.

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City Living Do we need anything?

Before You Watch A Read the vocabulary words aloud as students repeat for pronunciation practice. Then have students

label the pictures with the words from the box. ANSWER KEY: 1) eggs 2) hamburger 3) bread 4) rice 5) oranges 6) tomatoes 7) carrots 8) milk

Communication Link Students work in groups. Go around the group, each student naming a food they need to buy in alphabetical order. Each person has to remember and say all the foods that have been said before. Example: A: I need apples. B: I need apples and bananas. C: I need apples, bananas, and chocolate. F: I need apples, bananas, chocolate, dessert, eggs, and fish.

B Read the words in the box as students listen and repeat for pronounciation practice. Explain that in the American measurement system, a pound is a basic weight. There are 2.2 pounds in one kilogram. Make certain that the class understands wallet, a small pocket container for money. Then ask students to use the new words to complete the sentences and check answers with a partner. ANSWER KEY: 1) wallet 2) bag 3) memory 4) hungry 5) pound 6) salads

Communication Link Students work in pairs, talking about foods they like and dislike. Example: I love salads of lettuce and tomatoes, but I dont like cooked vegetables.

While You Watch A Before viewing, read the words in the box aloud as you

check comprehension. Give students time to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. ANSWER KEY: 1) supermarket 2) vegetables 3) pound 4) lettuce 5) heads 6) bread 7) eggs 8) any 9) some

B Give students time to study the sentences. They need to choose the letter of the correct ending for each sentence. Play the video again and allow time for students to answer. ANSWER KEY: 1) c. 2) a. 3) f. 4) e. 5) d. 6) b.

After You Watch A Read the Useful Expressions aloud for pronunciation practice. Then have students use the expressions

to complete the dialog. Ask pairs of students to act out the dialog to check answers. ANSWER KEY: 1) any 2) some 3) much 4) milk 5) tomatoes

B Have students study the Language Link box about count and noncount nouns. Answer any questions they might have. Point out that the articles a and an are only used with single things you can count. Noncount nouns are always singular, although many of them have measure words such as heads of lettuce, cups of coffee, and bags of rice. We use any in questions and in negative statements for both kinds of nouns. Have students circle the correct words to complete the sentences. Then have them check answers with a partner and explain why they chose their answer. ANSWER KEY: 1) some 2) some 3) any 4) many 5) much

C Students use words from the box to complete the story summary. Encourage students to look closely at the words surrounding the blanks before making a choice. ANSWER KEY: 1) calls 2) some 3) bread 4) any 5) write 6) wallet 7) find 8) takes

Show the video clip that uses the expression. People say this when something they expect to happen actually does happen. Its often said as an aside, not directly to the person who is doing something. Example: Oh, you lost your homework? That gures. (I expected that to happen.) Have students work in pairs to think of an example in which they might use that/it gures and role-play it for the class.

Real English: (That/It) gures

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Communication Link Go back to the food pictures in Before You Watch Part A. Have students work as a group to circle the noncount foods. Then go around the class with people asking and answering questions about the foods. Example: A: Do you have any yogurt? B: Sorry, I dont have any. [asking person C] Do you have any apples? C: Sure, I have six in this bag. [asking D] Is there any milk? D: Yes, theres a lot of milk.

Global Viewpoints Grocery shopping

Before You Watch Read the vocabulary words aloud as students repeat for pronunciation practice. Ask students to look at the words and pictures, then label the pictures. ANSWER KEY: 1) ice cubes 2) deli meats 3) shoe store 4) market 5) bookstore

While You Watch Before viewing, allow students time to read the activity items and answer options. Play the video as many times as needed for students to watch and circle the correct answers. ANSWER KEY: 1) a. 2) b. 3) c. 4) c. 5) a.

Communication Link Have students describe what is in their refrigerator right now.

Global Viewpoints At the mall

Before You Watch Go over the vocabulary words and check comprehension. Then read the words aloud as students repeat for pronunciation practice. Have students complete the sentences with the words in the box. ANSWER KEY: 1) shopping mall 2) groceries 3) stationery store

While You Watch Before you play the video, allow students time to read the statements. Remind them to circle True only if the statement is completely correct. If it is false, they must listen for information to correct it. Play the video once as students choose True or False. Then play the video again and allow time for students to correct the false sentences. ANSWER KEY: 1) False; Theres a big mall in Denniss neighborhood. 2) True 3) False; Agnes says they dont have big shopping malls in Senegal.

Communication Link Ask students what stores they have near their homes, schools, or work. Have them tell the class. Example: I have a grocery store, a shopping mall and book store near my home. Your View on . . . What Do We Need?Have students complete the form with their own information. Review the answers as a class. Answers will vary.

Communication Link Students discuss whats good and bad about shopping malls. Divide the class in half and assign each group an opinion. The groups should brainstorm and then present their views to the whole group. Example: Group A: We think malls are great for one-stop shopping. Theres lots to do there with restaurants and movies, and its all inside so the weather doesnt matter. Group B: We dont like shopping malls. You need a car to get there and then theyre so crowded. Theyre big and all the same. Also, they hurt the little stores in town. Sometimes the little stores go out of business.

Real English: deli or delicatessen

Show the video clip where Kevin says he buys deli meats. In many American supermarkets, there is a deli counter where you can order sliced meats and cheeses and buy salads. Ask students what meats they buy in the supermarket and what they use them for.

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Unit 4 VacationLESSON SUMMARY

Topic : Vacation and travel; weather

Language Link : Whose; possessive adjectives and pronouns; belong to: Hey, whose is this? Its mine.

Video Summary : In Good Morning World, Jay quizzes Kim to make sure she has everything for her upcoming vacation. We also find out that Kim is afraid to fly. In City Living, Mike asks questions as Roberto packs for a combination business trip and vacation in Mexico City. Mike is surprised by something Roberto packs. In Global Viewpoints, people talk about the weather and things to do when visitors vacation where they live.

Good Morning World Kim in ight

Before You Watch Read the vocabulary words aloud as students repeat for pronunciation practice. Then ask students to use the words from the box to complete the picture labels. ANSWER KEY: 1) suitcase 2) cash 3) sightseeing 4) sweater 5) clear 6) chilly 7) foggy 8) windy

Communication Link Write the letters of one of the vocabulary words on the board in scrambled order. Students compete to be the first to figure out which word it is. Repeat with the other new words.

While You Watch A Before viewing, read the words in the box aloud as you check comprehension. Give students time

to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. ANSWER KEY: 1) suitcase 2) Whose 3) belongs 4) sightseeing 5) weather 6) warm 7) sweater 8) idea

B Have students read the activity items and answer options. Play the video as many times as needed for students to circle the correct answers. ANSWER KEY: 1) b. 2) a. 3) b. 4) c. 5) c.

After You Watch A Have students think back to the video as they match the sentence halves to make correct sentences.

ANSWER KEY: 1) a. 2) e. 3) d. 4) h. 5) b. 6) g. 7) c. 8) f.

B Work with the students as a group to choose the correct words to complete the sentences. ANSWER KEY: 1) my 2) mine 3) Whose 4) belongs to 5) but. 6) or

Communication Link Ask students what country they want to visit someday. Have them make lists of the things they plan to bring with them and what they want to do there.

City Living Another souvenir?

Before You Watch A Read the vocabulary words aloud as students repeat for pronunciation practice. Then ask students to

match the words from the box with the pictures. ANSWER KEY: 1) airport 2) souvenirs 3) hotel 4) plane ticket 5) passport 6) car rental

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B Ask students to use words in the box to complete the sentences, then check answers with a partner. ANSWER KEY: 1) car rental 2) ticket 3) hotel 4) briefcase 5) passport 6) airport 7) souvenirs

Communication Link Have students talk about their favorite souvenir. Why do they like it? Example: I have a fan from Spain. Its beautiful and its nice in the summer.

While You Watch A Before viewing, read the words in the box aloud as you check comprehension. Give students time to

read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. ANSWER KEY: 1) gifts 2) souvenirs 3) niece 4) video game 5) smart 6) hers 7) belongs to 8) present 9) maybe 10) airport

B Have students read the activity items and answer options. Play the video as many times as needed for students to match the sentence halves. ANSWER KEY: 1) c. 2) a. 3) f. 4) b. 5) g. 6) d. 7) h. 8) e.

After You Watch A Have students act out the dialogs in the Useful Expressions box. Repeat the underlined expressions

for pronunciation practice. Encourage students to look at the words and the conversation around the expressions before matching the expressions to the denitions. Explain that Americans use vacation the same way British speakers use holiday to describe a time away from work, often spent traveling. Note that Roberto uses yes and no to indicate there will be some work as well as a vacation. ANSWER KEY: 1) d. 2) c. 3) a. 4) b.

B Draw students attention to the ways the Useful Expressions are used with other phrases. Then have them work in pairs to circle the best words to complete the dialogs using the new expressions. Students may act out the dialogs to check their answers. ANSWER KEY: 1) Yes and no 2) You should 3) Good idea 4) Thats it

C Have students study the Language Link box about possessive adjectives and pronouns. Review the fact that adjectives go with nouns, so possessive adjectives are also used with nouns while possessive pronouns stand alone. Note that Whose is another Wh- question word. Teach the phrase belongs to as one unit. Note that an object form comes after it because to is a preposition. Have students complete the sentences and check answers with a partner. ANSWER KEY: 1) your 2) them 3) hers 4) you 5) My 6) Whose 7) mine

D Students use words from the box to complete the story summary. Encourage students to look closely at the words surrounding the blanks before making a choice. ANSWER KEY: 1) trip 2) souvenirs 3) his 4) niece 5) belongs 6) teddy bear 7) him 8) travel

Communication Link Everyone contributes one small item (pencil, lipstick, key . . .) to a pile in the middle of the room. They then ask questions about who the things belong to. The only rule is that a person who owns the item cant ask Whose is this? He or she can say Its mine. or Its my pen.

Global Viewpoints The weather

Before You Watch Before going over the vocabulary, review the idea of seasons, the four main parts of the year. Recall that they are more important in some places than others and that seasons in the Southern hemisphere are reversed from the Northern hemisphere. Then say the vocabulary words aloud as students repeat for pronunciation practice. Ask students to look at the words and pictures, then complete the sentences under the pictures. ANSWER KEY: 1) warm 2) rainy 3) hot, sunny 4) cold 5) rainstorms

Show the video clip where Mike uses the expression. Explain that people use right? to check whether information is correct. Example: You said to meet you at six, right?

Real English: right?

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While You Watch Before you play the video, have students read the sentences. Remind them to circle True only if the statement is completely correct. If it is false, they must listen for information to correct it. Play the video once as students choose True or False. Then play the video again and allow time for students to correct the false sentences. ANSWER KEY: 1) True 2) True 3) True 4) False; Alyssa says she doesnt like winter. 5) False; Daniels favorite season is winter.

Global Viewpoints What should I do?

Before You Watch Read the place names aloud as students repeat for pronunciation practice. Ask if students understand what these places are. The Everglades is a wet swamp in Florida, USA. Falls are waterfalls, and glaciers are ice elds. Then ask students to work in pairs to match the place names with the pictures. Can they explain their choices? ANSWER KEY: 1) a. 2) b. 3) d. 4) c.

Communication Link Give three hints to famous places around the world as students guess which location it is. Example: Its in France. Its a big city. There is a famous tower there. Student A: Its Paris!

While You Watch Before viewing, give students time to read all the answer options. Explain to students that they are to write the letter of each activity next to the name of the person who said it. Play the video. You may wish to pause after each person speaks to allow students time to complete the activity. ANSWER KEY: 1) c. 2) b. 3) c. (implied), and d. 4) a., e., and f. Your View on . . . Vacation Have students complete the form with their own information. Review the answers as a class. Answers will vary.

Communication Link Students work in groups of three to plan a vacation trip. They should decide what to see, when to go, what the weather may be like, what to pack (based on weather and activities) and what souvenirs to buy. The groups take turns presenting their vacation to the rest of the class. At the end, people vote for the best vacation plans.

Show the video clip where Dan says in the wintertime . . . He is emphasizing the length of the season, several months. Note that we dont use time with fall or autumn, just the other three seasons. Ask students how cold or hot it is in the wintertime and summertime in their hometown.

Real English: wintertime, springtime, summertime

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Unit 5 HeroesLESSON SUMMARY

Topic : Heroes past and present

Language Link : The simple pastbe and regular verbs: Was she famous?

Video Summary : In Good Morning World, explorer and writer Blas Kubik visits the show and talks about himself and his career. In City Living, Claudia tells Sun-hee about her hero. Sun-hee has a hero, too, and Tara asks questions about her. In Global Viewpoints, people talk about their heroes and give reasons why.

Good Morning World Exploring heroes

Before You Watch Read the vocabulary words aloud as students repeat for pronunciation practice. Then ask students to use the words from the box to complete the sentences under the pictures. ANSWER KEY: 1) traveler 2) explorer 3) pictures 4) writer 5) ambassador 6) chase

Communication Link Explain the concept of a hero. Then have students talk about their heroes. Make a list of heroes on the board. Example: A: I think Joan of Arc was a hero. B: Nelson Mandela is my favorite hero.

While You Watch A Before viewing, give students time to read the activity items and answer options. Answer questions as

needed. Play the video as many times as needed for students to watch and match the sentence halves. ANSWER KEY: 1) d. 2) g. 3) f. 4) b. 5) c. 6) h. 7) a. 8) e.

B Before viewing, read the words in the box aloud as you check comprehension. Give students time to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. ANSWER KEY: 1) talents. 2) job 3) explorer 4) ambassador 5) explored. 6) born 7) admired 8) chased

After You Watch A Ask students to think back to the video as they circle the words to complete the sentences. Check

answers by having students vote for which answer is correct. ANSWER KEY: 1) b. 2) a. 3) c 4) c. 5) a.

B Work together as a group to choose the best words to complete the sentences. ANSWER KEY: 1) was 2) was 3) traveled 4) wanted 5) were 6) was

Communication Link Make true or false statements about this episode of Good Morning World. Students must vote whether the statements are true or false. Volunteers then correct the false statements.

City Living Our heroes

Before You Watch A Read the words in the box aloud as students listen and repeat for pronunciation practice. Have students

complete the sentences with the words. Answer questions or give explanations as needed. ANSWER KEY: 1) activists 2) leaders 3) hero 4) entrepreneur 5) strong 6) prize

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B Have students match the sentence halves to make correct sentences. Check answers by having students read the sentences halves in pairs. The class decides if the sentences make sense. ANSWER KEY: 1) e. 2) a. 3) c. 4) d. 5) b. 6) f.

Communication Link Ask students to think about someone they admire. Then have them write as many reasons as they can about why they admire this person. The student with the longest list of good points wins. Example: A: I admire my grandfather. Hes brave, strong, a real leader, kind, intelligent, and very helpful.

While You Watch A Before viewing, read the words in the box aloud as you check comprehension. Give students time

to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. ANSWER KEY: 1) heroes 2) alive 3) successful 4) moved away 5) success 6) famous 7) prizes 8) win 9) grandmother

B Before you play the video, have students read the sentences. Remind them to circle True only if the statement is completely correct. If it is false, they must listen for information to correct it. Play the video as many times as necessary for students to mark the sentences and correct the false ones. ANSWER KEY: 1) False; Claudias hero. Rigoberta Menchu, was born in Guatemala. 2) True 3) False; Rigoberta Menchu won the Nobel Peace Prize in 1992. 4) True 5) True 6) False; Jung-hee Kang didnt win any prizes for helping other people.

After You Watch A Read the Useful Expressions aloud for pronunciation practice. Encourage students to think of whether

they are questions or answers. Then have students use the expressions to complete the dialogs. Ask pairs of students to act out the dialogs to check answers. ANSWER KEY: 1) What did she do? 2) No, not really. 3) Wheres she from? 4) Whos that? 5) Sorry to hear that.

B Ask students to circle the correct phrases to complete the sentences. Check answers by having pairs act out the dialogs for the class. ANSWER KEY: 1) whos that 2) wheres she from 3) What did she do 4) not really 5) sorry to hear that

C Have students study the Language Link box about the simple past with regular verbs and the verb be. Review the forms was, were, wasnt, and werent. Remind students that regular verbs end in -ed in the simple past although the ending has different sounds. Point out that didnt is used with the stem of regular verbs to make negative sentences. Then have students complete the sentences and check answers with a partner. ANSWER KEY: 1) did 2) risked 3) was 4) wasnt 5) moved 6) worked 7) helped

D Students use words from the box to complete the story summary. Encourage students to look closely at the words surrounding the blanks before making a choice. ANSWER KEY: 1) hero 2) is 3) activist 4) risked 5) asks 6) admires 7) wasnt 8) didnt

Communication Link Make a list of famous people who are activists, explorers, heroes, leaders, or entrepreneurs. Write names in columns under those headings on the board. Brainstorm about details of their lives. Example: A: I really admire Aung San Suu Kyi. B: Who is she? A: Shes a leader in Burma. C: What is she like? A: Shes brave and intelligent.

Show the video clip where Tara uses the expression. Explain that people use or anything when they want to include items that are similar, but they dont give specic examples. Example: Do you want some juice or anything? We have lots of juices and juice drinks.

Real English: or anything

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Global Viewpoints Who do you admire? A

Before You Watch A Ask students to read the sentences and notice the underlined words. Read the underlined words aloud

as students repeat for pronunciation practice. Then have students match the sentences to the best denitions for the words that are underlined. ANSWER KEY: 1) g. 2) b. 3) f. 4) c. 5) e. 6) a. 7) d.

B Have students practice using the new words by matching sentence halves to make logical sentences. ANSWER KEY: 1) c. 2) a. 3) e. 4) g. 5) d. 6) b. 7) f.

Communication Link Students work in pairs to come up with sentences using the new vocabulary words. When they say a sentence aloud, they say teapot instead of the vocabulary word and the class has to guess what the word is. Example: My parents teapot six children. Students: raised

While You Watch Before you play the video, have students read the sentences. Remind them to circle True only if the statement is completely correct. If it is false, they must listen for information to correct it. Play the video once as students choose True or False. Then play the video again and allow time for students to correct the false sentences. ANSWER KEY: 1) True 2) False; Daniel admires Bob Marley because he brought reggae music to the world. 3) True 4) False; Dayanne admires her mother because shes brave, persistent, and strong. 5) True

Global Viewpoints Who do you admire? B

While You Watch Before you play the video, have students read the sentences in the right column. Answer questions as needed. Play the video as many times as necessary for students to match the speakers with their heroes. ANSWER KEY: 1) b. 2) i. 3) a. 4) f. 5) h. 6) e. 7) c. 8) g. 9) d. Your View on . . . Heroes Have students complete the form with their own information. Review the answers as a class. Answers will vary.

Communication Link Have students circulate through the class taking a survey. They can use the questions in Your View on . . . to ask five people about their heroes. Then make a chart on the board with categories such as: leader, entertainment star, and relative. Ask students to analyze what people told them. Are there any patterns to their heroes? For example, do men have sports stars as heroes more often than women? Are women more likely to name relatives as their heroes? Discuss these patterns and ask the class to suggest reasons for them.

Real English: put something on the map...

Show the video clip where Daniel says this. Ask students what he means by the statement. Explain that the expression means to make a place famous. Do they know someone who put a place on the map?

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Unit 6 The MindLESSON SUMMARY

Topic : Dreams; memory and the mind

Language Link : The simple pastirregular verbs: I had a really strange dream last night.

Video Summary : In Good Morning World, Kim tries to find out if Jay really has a good memory. She is impressed when he remembers that her birthday is today; however Jay forgets Rashids birthday, which is also today. In City Living, Roberto tells Claudia about a strange dream in which he met a man who danced. Claudia thought this was scary because she had ballet tickets as a surprise for Roberto. In Global Viewpoints, people talk about their memories and their dreams.

Good Morning World Keep in mind

Before You Watch Read the vocabulary words aloud as students repeat for pronunciation practice. Then ask students to use the words from the box to complete the sentences under the pictures. ANSWER KEY: 1) remember 2) feed 3) woke 4) wore 5) gave

While You Watch A Before viewing, give students time to read the activity items and answer options. Play the video as

many times as needed for students to watch and match the sentence halves. ANSWER KEY: 1) c. 2) a. 3) e. 4) d. 5) b.

B Read the words in the box aloud as you check comprehension. Give students time to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. ANSWER KEY: 1) do 2) woke 3) did 4) had 5) wear 6) memory

After You Watch A Ask students to work in pairs and think back on the video to decide if the statements are true or false.

Remind them that a statement must be completely correct in order to be marked True. Then, have them correct the statements marked False. Check answers by asking students to stand if they think the answer is true or remain sitting if the answer is false. ANSWER KEY: 1) True 2) False; Jay thinks he has a good memory for the past. 3) False; Jay woke up at 5:00 this morning and went jogging. 4) False; Jay had a banana, yogurt, and a glass of milk for breakfast this morning. 5) True 6) False; Jay forgot Rashids birthday.

B Explain that the statements are about things people say in the video and that students must choose the correct forms of the verbs to complete them. Work with the class as a group to complete the activity. Give answer suggestions as needed. ANSWER KEY: 1) forget 2) forgets 3) woke 4) did. 5) say 6) forgot

Communication Link Play a memory game to see who has the best memory. Have the students stand or sit in a circle. Say a food, classroom object, or other noun starting with the letter A. The student to your right repeats your word and adds a word to the list that begins with B. Continue until you have gone all the way through the alphabet or someone is unable to remember all the things in the list.

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City Living Robertos strange dream

Before You Watch A Read the vocabulary words aloud as students repeat for pronunciation practice. Check that students

understand pajamas (night clothes that are worn for sleeping). In Robertos dream, he wears them outside in daytime. Ask students to match the words from the box with the pictures. ANSWER KEY: 1) shake 2) hug 3) ballet 4) pajamas 5) wake up

B Read the vocabulary words aloud as students listen and repeat for pronunciation practice. Have students complete the sentences with words from the boxes. ANSWER KEY: 1) weird 2) surprise 3) remember 4) scary 5) reminds

Communication Link Ask students to work in pairs to make up a story using as many of the new words as possible. Pairs take turns telling their stories. Example: That movie reminds me of a strange dream I had. It was really scary! I dont remember all of it, but it began with a big surprise...

While You Watch A Before viewing, read the words in the box aloud as you check

comprehension. Give students time to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. ANSWER KEY: 1) strange 2) weird 3) pajamas 4) ticket 5) began 6) reminded 7) hugged 8) remember 9) happened

B Have students read the activity items and answer options. Play the video as many times as needed for students to match the sentence halves. ANSWER KEY: 1) e. 2) d. 3) g. 4) b. 5) h. 6) f. 7) a. 8) c.

After You Watch A Have students act out the dialogs in the Useful Expressions box. Then read the underlined expressions

aloud for pronunciation practice. Encourage students to think of how the phrases were used in the video. Have students work in pairs to decide which sentence is the best meaning for each expression. ANSWER KEY: 1) b. 2) a. 3) b. 4) a.

B Have students complete the dialogs with the new expressions. Check answers by having student pairs act out the dialogs. ANSWER KEY: 1) I think so 2) really 3) I got it 4) like this

C Have students study the Language Link box about the simple past with irregular verbs. Irregular verbs need to be learned. However, the negative forms are the same as regular verbs: Use didnt with the base form of the verb. For questions use Did/Didnt + subject + base verb. Example: Did you eat lunch yesterday? Wh- questions start with the Wh- word. Example: Why didnt you eat lunch? Have students complete the sentences by circling the correct forms of the verbs. ANSWER KEY: 1) had 2) saw 3) began 4) shook 5) woke 6) got

D Students use words from the box to complete the story summary. Encourage students to look closely at the words surrounding the blanks before making a choice. ANSWER KEY: 1) had 2) pajamas 3) asked 4) reminded 5) hugged 6) shook 7) scary 8) surprise

Communication Link Students work in pairs. One person talks about her/his routine this year. The other person listens and repeats the schedule, but using the past tense for last year. Example: A: This year I wake up around six and eat breakfast. Then I go to school and teach English classes... B: Last year I woke up around six and ate breakfast. Then I went to school and taught English classes...

Show the video clip where Claudia uses the expression. Explain that people use And then? when they are interested in what someone else is saying and they want them to go on to give more information. Example: And then? What happened next?

Real English: And then?

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Global Viewpoints Hows your memory?

Before You Watch Read the vocabulary words aloud as students repeat for pronunciation practice. Check comprehension by asking for example sentences using each word. Then ask students to complete the sentences with the words. ANSWER KEY: 1) code 2) memory 3) image 4) characteristic

While You Watch Before viewing, note that in friendly, informal conversation, some people use bro to talk to a man or boy, and sis to talk to a woman or girl. Then have students read the activity items and answer options. Answer questions as needed. Have students watch the interviews and circle the correct words. ANSWER KEY: 1) b. 2) a. 3) a. 4) c. 5) c.

Communication Link Students make sentences comparing what they can remember well and what they cant. Track the answers to find the most common thing people can remember easily and the most common thing people have trouble with. Example: I have a good memory [when it comes to/for/with regard to] names, but not numbers.

Global Viewpoints Strange dreams

Before You Watch Read the vocabulary words aloud as students repeat for pronunciation practice. Have students write the words under the pictures. ANSWER KEY: 1) dinosaur 2) forest 3) cheese

While You Watch Before you play the video, have students read the sentences. Ask if they know the word nightmarea bad dream, usually scary. Remind them to check True only if the statement is completely correct. If it is false, they must listen for information to correct it. Play the video as the students to choose True or False. Then play the video again and allow time for students to correct the false sentences. ANSWER KEY: 1) True 2) False; Malinda had a nightmare that she was lost in a forest. 3) True 4) False; Woo Sung had a dream that dinosaurs were chasing him. 5) False; Dan dreamed that a bird ate him. Your View on . . . The Mind Have students complete the form with their own information. Review the answers as a class. Answers will vary.

Communication Link Students work in groups of three or four to make a list of opinions about dreams. After time for discussion in groups, ask if there is any agreement about the meaning of dreams. Do people disagree on the importance of dreams? Why? Encourage people to support their opinions with information or experiences. Example: Dreams can show us the future. Two times in the past, I had a dream about something and then it happened. The first time...

Show the video clip where Agnes says this. People use this phrase instead of for or the more formal with regard to. Write these three alternatives on the board.

Real English: when it comes to . . .

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Unit 7 In the CityLESSON SUMMARY

Topic : Giving and following directions; neighborhood places

Language Link : Prepositions of place: The restaurant was right across the street from the subway station.

Video Summary : In Good Morning World, Kim and Jay ask people on the street what they think of living in or near the city. In City Living, Sun-hee and Tara accept Claudias dinner invitation at a new restaurant. However, when they try to find it, they have problems although they ask for directions. In Global Viewpoints, people talk about whats in their neighborhood. Others discuss advantages and disadvantages of city living.

Good Morning World Our kind of town

Before You Watch Read the vocabulary words aloud as students repeat for pronunciation practice. Then ask students to use the words from the box to complete the sentences under the pictures. ANSWER KEY: 1) nail salon 2) trains 3) rush hour 4) cafe 5) movie 6) pollution

Communication Link Give a description for one of the new words. Students guess what word it is. Example: Its something that makes the air unclean. Students: Its pollution!

While You Watch A Before viewing, read the words in the box aloud as you check comprehension. Give students time to

read the sentences. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. ANSWER KEY: 1) a few 2) a lot 3) between 4) across 5) pollution 6) polluted

B Read the words in the box aloud as you check comprehension. Give students time to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. ANSWER KEY: 1) next to 2) pleasant 3) form 4) public 5) affordable 6) stuck 7) everywhere 8) across from

After You Watch Work together with the class as a group to circle the correct words to complete the sentences. ANSWER KEY: 1) b. 2) a. 3) a. 4) b. 5) a. 6) b.

Communication Link Take a survey and ask students if theyd like to live in the city, a small town or the countryside. Track the number of students and where they want to live on the board. Then make a list of the advantages and disadvantages of each place.

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City Living You cant miss it!

Before You Watch A Read the vocabulary words aloud as students repeat for pronunciation practice. Explain that in North

America, a subway is an underground train (sometimes called the metro), not a pedestrian passageway under a street. Also, in many cities, you can get a taxi on the street without calling by phone. Then ask students to use the words from the box to complete the sentences under the pictures. ANSWER KEY: 1) taxis 2) nightclub 3) gym 4) subway 5) traffic

B Review the prepositions of place using a diagram on the board. Read the words aloud to model pronunciation. Then ask students to use the words in the box to complete the sentences. ANSWER KEY: 1) on 2) between 3) at 4) middle 5) on the corner 6) across

Communication Link Do your students come from a city with a subway system? Is it a good way to get around? Why or why not? If they live in the countryside, is public transportation available? If not, how do they get around? Explain.

While You Watch A Before viewing, read the words in the box aloud as

you check comprehension. Give students time to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. ANSWER KEY: 1) raining 2) restaurant 3) street 4) on 5) between 6) directions 7) blocks 8) left 9) nightclub 10) corner

B Have students read the activity items and answer options. Play the video as many times as needed for students to match the parts of the sentences. ANSWER KEY: 1) c. 2) a. 3) d. 4) f. 5) b. 6) e.

After You Watch A Read the Useful Expressions aloud for pronunciation practice. Encourage students to think of how the

phrases were used in the video before completing the dialogs. Note that I know the name is a time-buyer, when the person has heard of the place, but doesnt clearly know where it is. Students work in pairs to complete the dialogs and then check their answers by acting out the dialogs for the class. ANSWER KEY: 1) Excuse me 2) What street is it on? 3) I know the name. 4) Do you know where it is? 5) Its on West Houston.

B Have students work on their own to complete the sentences from the video. ANSWER KEY: 1) where 2) What 3) its 4) between 5) us

C Have students study the Language Link box about prepositions of place. A city diagram on the board can be very helpful in clarifying concepts such as corner, middle of the block, and across from. Draw a few blocks, give some street names, and write in some places. Note that across from means the same thing as opposite. Have students circle the correct words to complete the sentences and check answers with a partner. ANSWER KEY: 1) on 2) between 3) at 4) middle 5) on 6) across

D Students use words from the box to complete the story summary. Encourage students to look closely at the words surrounding the blanks before making a choice. ANSWER KEY: 1) note 2) restaurant 3) directions 4) forgets 5) understand 6) taxi 7) across 8) subway station

Show the video clip that uses the expression. Explain that people use my treat to offer an invitation where its very clear that they will pay the bill. Have pairs of students practice inviting each other using this phrase. Example: A: Lets have lunch at Bens Bistro todaymy treat. B: Wow, thats a neat place! Id love to have lunch there with you.

Real English: my treat

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Communication Link Students work in groups of three. Two people are looking for The Globe Nightclub on Seventy-Ninth Street. They ask the third person for directions. That person can give any directions, but should note the directions and check to see if the first two understand the directions and can repeat them accurately.

Global Viewpoints In my neighborhood

Before You Watch Read the vocabulary words aloud as students repeat for pronunciation practice. Ask students to look at the words and pictures, then complete the sentences under the pictures with words from the box. Note that drugstore is used for pharmacy in some parts of the U.S. while the British word is chemist. ANSWER KEY: 1) bakery 2) pharmacy 3) bank. 4) post office 5) laundromat

Communication Link Remind students that words often have stress on certain parts, or syllables. Explain that in neighborhood, the stress is on neigh. (You may wish to overemphasize the stress when modeling to teach the point.) Write the new vocabulary on the board. Have students try to circle the stressed syllable for each word. Say the words aloud as students vote if the person got it right or not.

While You Watch Give students time to read through the activity items and answer options before viewing. Then play the video as students watch and circle the places mentioned. ANSWER KEY: 1) b. 2) c. 3) a. 4) a.

Global Viewpoints Cities and towns

Before You Watch Read the vocabulary words aloud as students listen and repeat for pronunciation practice. Explain that high costs of rent, food, transportation, and insurance often make living in the city more expensive than the countryside. Then have students complete the sentences. ANSWER KEY: 1) pollution 2) crime 3) transportation 4) cost

While You Watch Before you play the video, have students read the sentences. Remind them to circle True only if the statement is completely correct. If it is false, they must listen for information to correct it. Play the video once as students choose True or False. Then play the video again and allow time for students to correct the false sentences. ANSWER KEY: 1) True 2) True 3) True 4) False; Miyuki thinks its not difficult to get around Tokyo. 5) False; Dave thinks Mexico City has a lot of pollution. 6) False; Dave loves Mexico City. 7) False; Dayanne thinks living in So Paulo is expensive. 8) True

Your View on . . . In the CityHave students complete the form with their own information. Review the answers as a class. Answers will vary.

Communication Link Students play Taxi Driver. Using a neighborhood diagram on the board, arrange chairs or desks in a similar pattern. Students work in pairs, one in front of the other. The student in front is the taxi driver, the one in back the passenger. The passenger gives directions about where to turn and when to stop. Then they exchange roles. Example: OK, were going to Pizza Palace on First Street. Turn left and go to the end of the block. Now turn right. Its there on the left, between the bank and the bakery.

Show the video clip where Natalie says right next door to the pizza shop . . . She means that the buildings are immediately next to each other with no space in between. Go around the class and have students tell you what well-known places in your city are right next door to. Example: The cinema is right next door to the supermarket.

Real English: right next door

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Unit 8 All About YouLESSON SUMMARY

Topic : Sports and pastimes; free-time activities

Language Link : Verb + noun; verb + infinitive: I love to play baseball!

Video Summary : In Good Morning World, Kim talks about how she and her sister are different and we find out that Kim is a bit competitive. In City Living, Claudia and Sun-hee talk about sports. Claudia says shes very athletic, but when the women are asked to play baseball, we learn the truth. In Global Viewpoints, people talk about their favorite sports and pastimes. They say how frequently they do these activities.

Good Morning World In to win

Before You Watch Read the vocabulary words aloud as students repeat for pronunciation practice. Discuss the meaning of competitive and explain that its when someone tries very hard to be more successful or to win more often than other people. Then ask students to use the words from the box to complete the sentences under the pictures. ANSWER KEY: 1) ping-pong 2) competitive 3) messy 4) talkative 5) volleyball 6) judo 7) camping 8) bowling

Communication Link Find out which of the sports in the new vocabulary is most popular with your students. Ask if they like bowling, camping, judo, ping-pong, or volleyball. Make a list of the sports on the board from most popular to least popular.

While You Watch A Before viewing, have students read the activity items and answer options. Play the video as many times

as needed for students to match the sentence halves. ANSWER KEY: 1) e. 2) a. 3) d. 4) b. 5) c.

B Before viewing, read the words in the box aloud as you check comprehension. Give students time to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. ANSWER KEY: 1) laid back 2) often 3) all the time 4) ambitious 5) careful 6) get hurt 7) creative 8) camping

After You Watch A Review the words in the box and check comprehension. Have students think back to the video as they

complete the blanks with the words. ANSWER KEY: 1) messy 2) reserved 3) laid back 4) ambitious 5) camping 6) bowling

B Work with the class as a group to choose the best answers to complete the sentences. ANSWER KEY: 1) the time 2) a while 3) to play 4) often 5) to lose 6) get

Communication Link Make true or false statements about this episode of Good Morning World. Students must vote whether the statements are true or false. Volunteers then correct the false statements. Example: Kims sister is messy. Students: Thats true! Teacher: Kim and her sister dont do judo. Students: Thats false. Student A: They do judo once in a while.

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City Living Im very athletic!

Before You Watch A Read the vocabulary words aloud as students repeat for pronunciation practice. Then ask students to

match the words from the box with the pictures. ANSWER KEY: 1) baseball 2) swimming 3) tennis 4) team

B Read the additional vocabulary words aloud as students listen and repeat for pronunciation practice. Then ask students to use the words to complete the sentences. ANSWER KEY: 1) athletic 2) player 3) competitive 4) team 5) serious

Communication Link Ask students to list team sports and individual sports on the board. Make a third column for sports that are both. For example, singles tennis is individual; doubles is a team sport.

While You Watch A Before viewing, read the words in the box aloud as you

check comprehension. Give students time to read the dialog. Answer questions as needed. Play the video as students watch and complete the sentences. You may need to pause or replay to allow time to write. ANSWER KEY: 1) athletic 2) often 3) that often 4) a while 5) a month 6) all the time 7) play 8) competitive

B Have students read the activity items and answer options. Play the video as many times as needed for students to match the sentence halves. ANSWER KEY: 1) d. 2) g. 3) f. 4) b. 5) c. 6) e. 7) a.

After You Watch A Read the underlined Useful Expressions aloud for

pronunciation practice. Encourage students to think of how the expressions were used in the video. Note that Wait a minute is often used to interrupt a speaker to disagree or add information. In fact describes a real situation and can be replaced by actually. Have students work in pairs to decide which sentences have the best meanings for the expressions. ANSWER KEY: 1) a. 2) a. 3) b. 4) a.

B Students work in pairs to circle the best expressions to complete the sentences. ANSWER KEY: 1) you know 2) wait a minute 3) In fact 4) its all about

C Have students study the Language Link box about verbs with nouns and innitives. Since it is used in the video, point out the form go + verb + -ing as in Sun-hee goes swimming. Then have students complete the sentences and check answers with a partner. ANSWER KEY: 1) to play 2) dont 3) play 4) plays 5) to have

D Students use words from the box to complete the story summary. Encourage students to look closely at the words surrounding the blanks before making a choice. ANSWER KEY: 1) watching 2) plays 3) swimming 4) competitive 5) wants 6) serious 7) play 8) athletic

Communication Link Explain that some people brag or say untrue things while other people are modest about their abilities. Students work in groups of four and take turns saying how good they are at sports. What they say can be true or false, and the others have to decide which it is. Example: A: Im really good at football. I was the star of the team last year. B: False. You dont even know the rules of the game!

Real English: not all that (competititive/serious/good, etc.)

Show the video clip that uses the expression. Explain that people use it as a gentle way of saying something negative. Have pairs of