Cambridge_Interchange_Intro_Video_Resource_Book_5th_Edition

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Cambridge University Press is part of the University of Cambridge. 
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Information on this title: www.cambridge.org/9781107697539
© Cambridge University Press 2012
This publication is in copyright. Subject to statutory exception 
and to the provisions of relevant collective licensing agreements, 
no reproduction of any part may take place without the written 
permission of Cambridge University Press.
First published 2012
A catalogue record for this publication is available from the British Library
ISBN 978-1-107-65708-3 Intro DVD
ISBN 978-1-107-69753-9 Intro Video Resource Book
ISBN 978-1-107-62524-2 DVD 1
ISBN 978-1-107-64367-3 Video Resource Book 1
ISBN 978-1-107-66521-7 DVD 2
ISBN 978-1-107-65180-7 Video Resource Book 2
ISBN 978-1-107-62067-4 DVD 3
ISBN 978-1-107-63693-4 Video Resource Book 3
Cambridge University Press has no responsibility for the persistence or accuracy 
of URLs for external or third-party internet websites referred to in this publication, 
and does not guarantee that any content on such websites is, or will remain, 
accurate or appropriate. Information regarding prices, travel timetables, and other 
factual information given in this work is correct at the time of first printing but 
Cambridge University Press does not guarantee the accuracy of such information 
thereafter. 
Art direction, book design, photo research, and layout services: Integra
Reprinted 2016
Printed in Italy by Rotolito Lombarda S.p.A.
Contents
■ Plan of Intro Video v
■ Introduction vi
 Interchange Video Program vi
 Video in the classroom vi
 Program length vi
 Program components vi
 Guidelines for teaching the Interchange Video Program vi
 How to teach a typical video sequence vii
	 1	 Welcome! 2
	 2	 My passport! 6
	 3	 Newcomers High School 10
	 4	 What are you wearing? 14
	 5	 Everybody’s having fun. 18
	 6	 My life 22
	 7	 Richdale Street 26
	 8	 The night shift 30
	 9	 At the diner 34
	10	 What’s your sport? 38
	11	 A trip to Washington, D.C. 42
	12	 Where does it hurt? 46
	13	 Across the bridge 50
	14	 How was your vacation? 54
	15	 On Broadway 58
	16	 Then he said … 62
■ Teaching notes 66
■ Video transcripts 116
iii
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Credits
Illustration credits
Ralph Butler: 20, 29, 41, 54, 61; Mark Collins: 17, 30, 
46, 56; Paul Daviz: 34, 58; Chuck Gonzales: 4, 13, 18, 
62; Dan Hubig: 8 (bottom), 14, 16, 37, 57, 65; Kja-
Artists.com: 5 (top), 25, 33, 45, 49; Trevor Keen: 38; 
Joanna Kerr: 8 (top), 26; Monika Melnychuk/i2iart.
com: 6, 9, 28; Karen Minot: 50; Ortelius Design: 10, 
12; Robert Schuster: 5 (bottom), 36, 47; Russ Willms: 
48, 63; James Yamasaki: 2, 22, 53
Photo Acknowledgements
The authors and publishers acknowledge the 
following sources of copyright material and 
are grateful for the permissions granted. While 
every effort has been made, it has not always 
been possible to identify the sources of all the 
material used, or to trace all copyright holders. 
If any omissions are brought to our notice, 
we will be happy to include the appropriate 
acknowledgements on reprinting and in the next 
update to the digital edition, as applicable.
Key: L = Left, R = Right, B = Below, 
TL = Top Left, TCL = Top Centre Left, 
TCR = Top Centre Right, TR = Top Right, 
CL = Centre Left, C = Centre, CR = Centre Right, 
BL = Below Left, BCL = Below Centre Left, 
BC = Below Centre, BCR = Below Centre Right, 
BR = Below Right, BG = Background. 
p. 10 (C): GUY NEEDHAM/National Geographic 
My Shot/National Geographic Stock; p. 10 (L): age 
fotostock/SuperStock; p. 10 (R): Best View Stock/
age fotostock; p. 12: © Leonid Plotkin/Alamy; p. 
24 (B): Simon Willms/Lifesize/Getty Images; p. 
24 (C): DAJ/Getty Images; p. 24 (CR): Jodi & Jake/
age fotostock; p. 24 (CR): Jose Luis Pelaez Inc/
age fotostock; p. 36 (TL): Bonchan/Shutterstock; 
p. 36 (TCL), p. 36 (TR): iStockphoto/Thinkstock; 
p. 36 (TCR): laylandmasuda/istock/Getty Images; 
p. 40 (BL): © Jim Cummins/The Image Bank/Getty 
Images; p. 40 (TL): Flirt/SuperStock; p. 40 (CL): 
IMAGEMORE Co.,Ltd./Getty Images; p. 40 (CR): 
Image Source/Photodisc/Getty Images; p. 40 (TR): 
Bruce Obee/All Canada Photos/Getty Images; 
p. 40 (BC): Comstock/Getty Images; p. 40 (BG): 
Ryan McVay/Stockbyte/Getty Images; p. 40 (BR): 
SerKucher/iStock/Getty Images; p. 42 (TL): Corbis/
Superstock; p. 42 (TCL): age fotostock/SuperStock; 
p. 42 (BCR): Gregory Dale/National Geographic 
Stock; p. 42 (TR): fstockfoto/Shutterstock; p. 42 (BL): 
© James Quine/Alamy; p. 42 (TCR): Glowimages/
Getty Images; p. 42 (BR): russellkord.com/age 
fotostock; p. 42 (BCL): Glowimages/Getty Images; 
p. 44 (CR): Evy Mages/The Washington Post/Getty 
Images; p. 44 (C): Alex Wong/Getty Images; p. 44 
(BR): GlowImages/age fotostock; p. 44 (CL): © JIM 
LO SCALZO/epa/Corbis; p. 44 (BC): © JIM YOUNG/
Reuters/Corbis; p. 44 (BL): Stock Connection/
SuperStock; p. 44 (BG): LightScribe/iStock/Getty 
Images; p. 58 (photo 2A.1): Andrew H. Walker/Getty 
Images; p. 58 (photo 2A.2): © Walter McBride/Retna 
Ltd/Corbis; p. 58 (photo 2A.3): Julie Jacobson/
AP Images; p. 58 (photo 2A.4): Stuart Ramson/
AP Images; p. 58 (photo 2A.5): Eduardo Parra/
FilmMagic/Getty Images; p. 58 (photo 2A.6): Bruce 
Glikas/FilmMagic/Getty Images; p. 59 (C): Zoonar/
Paul Hakimata/age footstock.
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1 Welcome! Two students have trouble finding their class 
on the first day of school.
Functional Focus Introducing oneself; asking for and giving 
information
Grammar The verb be; personal pronouns
Vocabulary Letters, numbers, greetings
2 My passport! Sofia and Jessica search their apartment 
for Sofia’s passport so she can make her flight to Brazil.
Functional Focus Asking for and giving locations 
Grammar Questions with be; prepositions of place
Vocabulary Location words; furniture items
3 Newcomers High School At a very interesting high 
school in New York, students from around the world talk about 
their countries of origin.
Functional Focus Asking for and giving information about 
countries, languages, and cultures
Grammar Questions and short answers with be
Vocabulary Countries, languages; describing places and people
4 What are you wearing? People talk about the 
clothes they have on. 
Functional Focus Asking about and describing clothing
Grammar Present continuous with the verb wear
Vocabulary Clothing
5 Everybody’s having fun. To avoid studying, Peter 
talks to several friends to find out what they are doing. 
Functional Focus Telling time; asking about and describing 
current activities
Grammar Present continuous statements and questions
Vocabulary Common activities
6 My life Vanessa introduces her family, describes her daily 
routine, and shares her dream – stand-up comedy!
Functional Focus Talking about routines
Grammar Simple present statements and questions
Vocabulary Daily routines
7 Richdale Street In their new apartment, Sofia and 
Jessica get a surprise visit from Jessica’s mother.
Functional Focus Asking about and describing homes
Grammar There is/There are
Vocabulary Rooms and objects in a home
8 The night shift People who work at night talk about 
their jobs and their unusual routines.
Functional Focus Talking about work; describing jobs
Grammar Simple present tense: summary; adjectives
Vocabulary Jobs
9 At the diner People in a popular diner talk about what 
they’re having for brunch.
Functional Focus Talking about eating habits
Grammar Adverbs of frequency
Vocabulary Breakfast foods
10 What’s your sport? People at Flushing Meadows 
Park in New York talk about their favorite sports to play and to 
watch.
Functional Focus Talking aboutabilities and interests
Grammar Can for ability
Vocabulary Sports
11 A trip to Washington, D.C. People talk about 
what they plan to do during their visit to the United States capital.
Functional Focus Talking about plans
Grammar Future with be going to
Vocabulary Sightseeing activities
12 Where does it hurt? Peter, who doesn’t feel well, 
goes to see Dr. Smith and ends up solving the doctor’s health 
problem.
Functional Focus Talking about health problems; giving advice
Grammar Imperatives
Vocabulary Action verbs; health problems
13 Across the bridge A young couple visits the 
Capilano Suspension Bridge in Vancouver, British Columbia, 
Canada. 
Functional Focus Describing physical locations
Grammar Prepositions of place
Vocabulary Direction words
14 How was your vacation? Back at work, Hugo 
tells his coworker about his disastrous vacation.
Functional Focus Talking about activities in the recent past
Grammar Past tense of regular and irregular verbs
Vocabulary Vacation activities
15 On Broadway People who work in the Broadway 
theater world talk about their jobs and their dreams. 
Functional Focus Giving personal information
Grammar Past tense of be; Wh-questions with did, was, and were
Vocabulary Words related to theater and musicals
16 Then he said … At school, Abby describes to her 
friend her strange but eventful date with Greg. 
Functional Focus Accepting and refusing invitations; making 
excuses
Grammar Verb + to + verb; subject and object pronouns
Vocabulary Social activities
Plan of Intro Video
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Introduction
■ INTERCHANGE VIDEO PROGRAM
The philosophy underlying Interchange is that 
learning a second or foreign language is more 
meaningful and effective when the language is 
used for real communication instead of being 
studied as an end in itself. The Interchange Video 
Program brings this philosophy to life by providing 
a variety of entertaining and instructive live-action 
video sequences (“videos”) along with a wealth 
of activities that reinforce and extend the content 
of the videos. The program serves as an exciting 
vehicle for introducing and practicing useful 
conversational language for everyday situations.
The Interchange Video Program is designed 
to complement the Student’s Books. Each video 
provides further practice related to the topics, 
language, and vocabulary introduced in the 
corresponding unit of the Student’s Book.
■ VIDEO IN THE CLASSROOM
The use of video in the classroom can be an exciting 
and effective way to teach and learn. As a medium, 
video both motivates and entertains students. The 
Interchange Video Program is a unique resource that 
does the following:
•	 Depicts dynamic, natural contexts for language 
use.
•	 Uses engaging story lines to present authentic 
language as well as cultural information about 
speakers of English.
•	 Enables learners to use visual information to 
enhance comprehension.
•	 Focuses on the important cultural dimension of 
learning a language by actually showing how 
speakers of the language live and behave.
•	 Allows learners to observe the gestures, facial 
expressions, and other aspects of body language 
that accompany speech.
Learners can expand their cultural awareness, 
develop skills and strategies for communicating 
effectively, and learn to use language creatively.
■ PROGRAM LENGTH
There are sixteen videos in each level of the 
Interchange Video Program, one video for every 
Student’s Book unit. For the Intro level, they vary 
slightly in length, but in general, each video is two 
to three minutes long.
The accompanying material in the Video Resource 
Book is designed for maximum flexibility and 
provides 45 to 90 minutes of classroom activity.
■ PROGRAM COMPONENTS
Video
The sixteen videos in each level’s video 
program complement Units 1 through 16 of 
the corresponding Student’s Book. For the Intro 
level, there are nine dramatized stories and seven 
documentary-style sequences. Although linked to 
the topic of the corresponding Student’s Book unit, 
the videos present new situations and introduce 
characters who do not appear in the text. The 
language used in the videos reflects the structures 
and vocabulary presented in the Student’s Book, 
while also illustrating how language is used by 
English speakers in a variety of situations.
Video Resource Book
The Video Resource Book contains photocopiable 
worksheets for students, detailed teaching notes 
with worksheet answer keys, and complete video 
transcripts. The worksheets and teaching notes 
correspond to each video in the program and are 
organized into four sections: Preview, Watch the 
video, Follow-up, and Language close-up.
■ GUIDELINES FOR TEACHING THE 
INTERCHANGE VIDEO PROGRAM
The Interchange Video Program provides a multi-
skills language learning experience in which each 
element builds on and supports the others.
The Preview activities build on each other 
to provide students with relevant background 
information and key vocabulary that will assist them 
in better understanding the video. The carefully 
sequenced Watch the video activities first help 
students focus on gist and then guide them in 
identifying important details and language. These 
tasks also prepare them for Follow-up speaking 
activities, which encourage students to extend and 
personalize information by voicing their opinions 
or carrying out communicative tasks. Then students 
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finish with the Language close-up, examining and 
practicing the particular language structures and 
functions presented in the video.
■ HOW TO TEACH A TYPICAL VIDEO 
SEQUENCE
The unit-by-unit teaching notes in the Video 
Resource Book give detailed suggestions 
for teaching each unit. In addition to these 
comprehensive notes, here is a set of procedures 
that can be used to teach any of the units of the 
Interchange Video Program.
First, introduce the topic of the unit by asking 
questions and eliciting information from the 
students related to the theme of the unit. Explain 
what they will study (e.g., main topics, functions, 
and structures) and give students an indication of 
what they will see in the video. Present the activities 
and tasks using the following guidelines:
Preview
Vocabulary These activities introduce and practice 
the essential vocabulary of the videos through a 
variety of interesting tasks.
•	 Introduce and model the pronunciation of the 
words in the activity.
•	 Have students complete the task in pairs or 
individually.
•	 Have students compare answers with a partner or 
around the class.
•	 Check students’ answers.
•	 Encourage students to supply additional related 
vocabulary items where appropriate.
Guess the facts/What do you see? These activities 
allow students to make predictions about characters 
and their actions by watching part of the video, by 
watching all of the video with the sound off, or by 
looking at photos in the worksheets. These schema-
building activities improve students’ comprehension 
when they watch the full video with sound.
•	 Ask students to guess what the video is about by 
thinking about the topic of the unit and looking 
at the photos. Accept all answers at this stage.
•	 Explain the task and lead students through the 
procedure. Answer any questions that arise.
•	 Play the video as instructed for that unit.
•	 Have students complete the task individually 
or in pairs.
•	 Have students check their predictions and 
compare answers with a partner or around 
the class.
•	 Check students’ answers, replaying portions of 
the video as appropriate.
Watch the video
Get the picture These initial viewing activities 
help students gain a global understanding of the 
videos by focusing on gist. Activity types vary from 
unit to unit, but typically involve watching for key 
information needed to complete a chart, answer 
questions, or arrange events in sequential order.
•	 Direct students’ attention to the task,and read 
through it with them. Answer vocabulary or 
procedural questions as they arise.
•	 Have individual students predict answers 
to questions if they feel they have enough 
information to do so.
•	 Remind students that this is a gist activity. They 
don’t need to understand every detail in the 
video.
•	 Play the entire video with the sound on. Replay if 
necessary.
•	 Have students complete the task individually or 
in pairs. When appropriate, have them check the 
predictions they made in previewing activities.
•	 Have students compare answers with a partner or 
around the class.
•	 If time permits, have students check answers 
while watching the video again.
•	 Check students’ answers.
Watch for details Students focus on more detailed 
meaning by watching and listening for specific 
information to complete the tasks.
•	 Explain the task. Lead students through the 
instructions and questions.
•	 Answer any vocabulary and procedural questions 
that arise.
•	 Play the entire video with the sound on. Replay as 
necessary.
•	 Have students complete the task individually or 
in pairs.
•	 Have students compare answers with a partner or 
around the class.
•	 If time permits, have students check their answers 
while watching the video again.
•	 Check students’ answers.
Introduction vii
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What’s your opinion? Students make inferences 
about the characters’ actions, feelings, and 
motivations, or state their own opinions about 
topics in the video.
Follow-up
Role play, interview, and other expansion 
activities This section includes communicative 
activities based on the videos in which students 
extend and personalize what they have learned. 
Encourage students to use new language to talk 
about themselves and their ideas as they complete 
the tasks.
•	 Explain the task. Lead students through the 
procedure and answer their vocabulary and 
procedural questions.
•	 Have students complete the task individually, in 
pairs, or in small groups, as noted in the teaching 
notes.
•	 Have students compare answers in pairs or in 
small groups.
•	 When appropriate, have volunteer pairs or groups 
act out the activity for the class.
Language close-up
What did they say? These cloze activities develop 
bottom-up listening skills by having students focus 
on the specific language in the videos and then fill 
in missing words.
•	 Lead students through the task instructions. 
Answer procedural questions as necessary.
•	 Have students read the cloze passage and predict 
answers when possible.
•	 Play the appropriate section of the video and do 
a spot-check to gauge overall comprehension. Do 
not supply answers at this stage.
•	 Play the section again. Have students compare 
answers with a partner or around the class. 
Replay as necessary.
•	 Go over answers with the class, and discuss any 
trouble spots.
•	 If you wish, divide the class in half or in groups 
and lead a choral repetition and practice of the 
cloze passage. When students are comfortable 
with it, have them practice it in pairs or small 
groups, depending on the number of characters 
required.
•	 Have selected pairs or groups read or act out the 
passage for the class.
Grammar and functional activities In these 
activities, which are titled to reflect the structural 
and functional focus of a particular unit, students 
practice the grammatical structures and functions 
presented in the videos. These activities vary 
from unit to unit, but teachers can follow these 
procedures generally:
•	 Present the grammatical structure and give 
example sentences from the video script or from 
students’ experiences.
•	 Lead students through the task and answer 
vocabulary and procedural questions as needed.
•	 Have students complete the task individually or 
in pairs.
•	 Have students compare answers with a partner or 
around the class.
•	 Check students’ answers.
•	 Review the grammatical structure as appropriate.
•	 Refer students back to the Grammar Focus in the 
appropriate unit of the Intro Student’s Book as 
necessary.
Options for the classroom
The richness of video as a learning medium 
provides teachers with many options for the 
classroom. The Video Resource Book provides 
step-by-step instructions for all of the activities in 
the photocopiable worksheets; however, teachers 
should not feel restricted by these instructions. 
Once teachers feel comfortable with the basic 
course procedures, they can try other effective – and 
enjoyable – classroom techniques for presenting 
and working with the videos. Teachers are also 
encouraged to use the videos as springboards for 
further classroom activities appropriate to their 
teaching and learning situations. Here are several 
proven techniques.
Fast-forward viewing For activities in which 
students watch the video with the sound off, play 
the entire sequence on fast-forward and have 
students list all of the things they see. For example, 
for Unit 10: What’s your sport?, have students watch 
the sequence in fast-forward and list all of the sports 
they see being played. Nearly all of the activities 
designed to be completed with the sound off can be 
done in this manner.
Information gap Play approximately the first half 
of a video, and then have students work in pairs 
or groups to predict what will happen next. For 
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example, in Unit 5: Everybody’s having fun., stop 
the video just before Peter makes his first call to 
a friend. Ask students, “What will Peter do?” Have 
students predict the answer, and then play the rest 
of the sequence so that students can check their 
predictions.
Act it out All of the videos provide an excellent 
basis for role plays and drama activities. Select a 
short scene, and have students watch it several 
times. Then have pairs or groups act out the scene, 
staying as close as possible to the actions and 
expressions of the characters. Have pairs or groups 
act out their scenes in front of the class.
Slow viewing Play a video in slow motion. As 
they view, have students call out all of the things 
people are doing, wearing, or eating – whatever is 
appropriate to a particular unit.
What are they saying? Have students watch a 
short segment of a video in which two people are 
talking, but without sound. Then have pairs use the 
context to predict what the people might be saying 
to each other. Have pairs write out sample dialogs 
and share their work with the class.
Freeze-frame Freeze a frame of a video and have 
students call out information about the scene: the 
objects they can see, what the people are doing, 
the time and place – whatever is appropriate to the 
scene or the learning situation. 
Introduction ix
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Interchange Intro VRB © Cambridge University Press 2012 Photocopiable
1 Welcome!
INTRODUCTIONS2
A  Check (✓) the correct responses. Then compare with a partner.
first
WHAT DO YOU SEE?3
Watch the first 30 seconds of the video with the sound off. 
Check (✓) the correct answers.
1.  Hello.
    Excuse me.
    Hi.
2.  My name is Molly. What’s your name?
    I’m Peter.
    My friends call me Molly.
3.  Hi, Pete. It’s nice to meet you.
     Nice to meet you, too.
    Yes, I am.
4.  Hello. I’m Peter Krum.
     Hello. What’s your 
name?
     Hi, Peter. Nice to 
meet you.
B  pair work   Practice the conversations in part A. Use your own names.
1.  Peter is
    a student.
    a teacher.
2.  Molly is
    a student.
    a teacher.
VOCABULARY People and names1
pair work   Fill in the blanks. Use the words 
in the box. Then compare with a partner.
Preview
1.  Hi. My     name is Caroline. 
My     call me Carol.
2.  Ms. Lee is my     . I’m her 
  . My name’s Alex Sims.
3.  Hello. I’m Eduardo. My 
  name is Robles.
✓ first	 friends	 last	 student	 teacher
✓
2 Unit 1
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Interchange Intro VRB © CambridgeUniversity Press 2012 Photocopiable
GET THE PICTURE4
A  Check your answers to Exercise 3. 
Are they correct?
B  Match. Then compare with a partner.
1.    Molly
2.    Peter
3.    Mrs. Smith
4.    Miss Taylor
C  Match the first names or titles with the 
last names. Then compare with a partner.
A    B
1.   Miss  a.   Krum
2.   Mrs.  b.  Lin
3.   Peter  c.   Smith
4.   Molly  d.  Taylor
WATCH FOR DETAILS5
Check (✓) the correct answers. Then compare with a partner. 
1.  Peter’s nickname is 
    Krum.
   ✓  Pete.
2.  Molly’s friends call her
    Molly.
    Holly.
3.  Peter is Molly’s 
    friend.
    classmate.
4.  Molly and Peter’s class is at 
    8:00.
    9:00.
5.  Mrs. Smith
    is Molly and Peter’s teacher.
     is not Molly and Peter’s teacher.
6.  Miss Taylor’s class is in Room 
    201.
    203.
Watch the video
c
a
c
b
d
Unit 1 3
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Interchange Intro VRB © Cambridge University Press 2012 Photocopiable
DO YOU REMEMBER?6
Write the sentences under the correct picture. Then compare with a partner.
     
     
     
NICE TO MEET YOU7
A  Match.
A	 	 B
1.  It’s nice to meet you, Sarah.  a.  Yes, I am.
2.  Hello. I’m Paul Thompson.  b.  Nice to meet you, too.
3.  Are you a student here?  c.  Hi. My name is Sarah Long.
B  pair work   Put the sentences in order. Then practice 
the conversation.
A:  
B:   
A:  
B:   
A:  
B:   
C  class activity   Now introduce yourself around the 
class. Use your own information.
✓
Follow-up
He’s Molly’s classmate.  She’s Peter’s teacher.  His class is not in Room 201. 
Her last name is Taylor.  She’s the teacher in Room 203.  Her last name is Smith.
Her room is 201.  His teacher is Miss Taylor.  She’s Peter’s classmate.
She’s not a teacher.   She’s not Molly’s teacher.  Her teacher is Miss Taylor.
She’s not a teacher.
Hello. I ’m Paul Thompson. 
Hi. My name is Sarah Long.
1 32 4
4 Unit 1
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Interchange Intro VRB © Cambridge University Press 2012 Photocopiable
WHAT DID THEY SAY?8
Watch the video and complete the conversation. Then practice it.
Molly and Peter are at school.
Molly:  Excuse me. Um,     .
 Peter:    !
Molly:      name is Molly. 
What’s     name?
 Peter:    Peter. My     call me Pete.
Molly:   My friends     me . . . Molly. 
Hi, Pete. It’s nice to     you.
 Peter:  It’s nice to meet you,     .
Molly:  Are you a     here?
 Peter:      , I am. My     is at 
nine o’clock with     Taylor.
Molly:   Miss Taylor?     my teacher. You’re in  
  class.
 Peter:    !
THE VERB BE Asking for and giving information9
A  Complete the conversations with the correct forms of be. 
Then practice with a partner.
1.  A: Excuse me.     you Sam?
  B: No, I     Luis. Sam     over there.
2.  A: I     Celia. What     your name?
  B: My name     Dan.
3.  A:     this Mrs. Costa’s classroom?
  B: No. Her class     in Room 105.
4.  A: What     your email address?
  B: It     marymary@email.com.
5.  A: What     your phone number?
  B: It     (646) 555-7841.
B  pair work   Practice the conversations again. 
Use your own information.
C  group work   Now ask five students from 
your class for their contact information.
A: What’s your phone number, David?
B:  It’s (201) 555-3192.
A: 555-3182?
B:  No, 3192. 
A: OK, thanks.
Language close-up
hello
Are
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in / on 
the table
under / behind 
the sofa
next to / under 
the door
VOCABULARY  Prepositions1
A Look at the pictures. Where are these things? Circle the correct locations.
My passport!2
in / on 
the TV
in front of / behind 
the bag
in front of / behind 
the books
on / under 
the desk
in front of / in 
the drawer
next to / on 
the table
B pair work Ask and answer questions about the things in part A.
A: Where is the wallet?
B: It’s on the table.
A: Where are the keys?
B: They’re . . .
Preview
1
the umbrellathe keysthe wallet
the cell phone 
the ticket
the passport
the notebooks
the camera
the books
2 3
4 5 6
987
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WHAT DO YOU SEE?2
Watch the video with the sound off.  Check (✓) True or False. 
Correct the false sentences. Then compare with a partner.
 True False
1.	 The ticket is under the TV. ✓
2.	 The camera is in a box next to the sofa. 
3.	 The keys are on the TV. 
4.	 The passport is behind the desk. 
GET THE PICTURE3
What things do Sofia and Jessica find? Number the things from 
1 to 7 in the order they are found. Then compare with a partner.
on
 her bag 
 her camera
 her keys
 her passport
 her ticket
 her umbrella
 her wallet1
WATCH FOR DETAILS4
Check (✓) the correct answers. Then compare with a partner.
1. At the beginning of the story, it’s
 nine o’clock.
 ✓ ten o’clock.
2. Sofia’s flight is at
 twelve-thirty.
 two-thirty.
3. Sofia’s trip is to
 Peru.
 Brazil.
4. Sofia’s desk is in the
 bedroom.
 living room.
5. Sofia is on a plane to
 Brazil.
 Budapest.
Watch the video
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Joanna Kerr
CUP
Intrerchange Resource Book IntroJoanna Kerr
CUP
Intrerchange Resource Book Intro
Joanna Kerr
CUP
Intrerchange Resource Book Intro
Joanna Kerr
CUP
Intrerchange Resource Book Intro
02.12
WHERE IS IT?5
A Where are these things in the video? Fill in the blanks. Then compare with a partner.
TRUE OR FALSE?6
pair work Your partner puts some of your things in different places. 
Can you guess where?
B Where are Sofia’s things? Complete the sentences. 
Then compare with a partner.
1. Sofia’s wallet is .
2. Her ticket is on the TV, .
3. Her camera is .
4. Her keys are .
5. Her passport is .
6. Her bag is .
7. Her umbrella is .
A: My keys are in the desk.
B: True.
A: My ruler is on the desk.
B: False. It’s under the desk.
Follow-up
1. The pen is the TV. 2. The magazines are the coffee table.
3. The lamp is the TV. 4. The coffee table is the sofa.
on
in her bag
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WHAT DID THEY SAY?7
Watch the video and complete the conversation. Then practice it.
Sofia is looking for her things.
Jessica: Sofia! Where’s your ?
 Sofia: it’s . . . maybe it’s a box!
Jessica: Oh!
 Sofia: Maybe it’s. . . . It’s probably the chair.
Jessica: No, not here.
 Sofia: OK. Maybe it’s to the .
Jessica: Sofia! this?
 Sofia: My . I’m going to need that. . . .
My !
Jessica: Is it the books? No.
 Sofia: Oh, no!
Jessica: Sofia, are those keys, in of the TV?
 Sofia: Yes, those are keys. . . . My passport, Jessica! 
Wait a minute. Wait a minute. It’s on the in the bedroom!
PREPOSITIONS OF PLACE  Describing location8
A Complete the sentences about the things in the picture. 
Use each preposition only once. Then compare with a partner.
behind	 in	 in	front	of	 ✓next	to		 on	 under
1. The purse .
2. The notebooks .
3. The wallet .
4. The lamp .
5. The sunglasses .
6. The clock .
B Write similar sentences about things in your classroom. 
Then read your sentences to your partner.
1. 
2. 
3. 
4. 
5. 
6. 
Language close-up
passport
is next to the sofa
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VOCABULARY  Countries and regions1
Newcomers High School3
Countries	 Regions
Preview
A Match. Then add two more countries 
to the list.
B pair work Ask and answer questions 
about the places in part A.
A: Where’sChina?
B: It’s in Asia. or
 I think it’s in . . . or
 I’m not sure. Is it in . . . ?
 1. China a. Africa
 2. Costa Rica b. Asia
 3. the Dominican Republic c. Europe
 4. Italy d. Central America
 5. Mexico e. North America
 6. Morocco f. South America
 7. Uruguay g. the Caribbean
 8. 
 9. 
b
Morocco China
Costa	Rica
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1.  Morocco 
2.  Costa Rica 
3.  China 
GUESS THE FACTS2
Complete the chart. Use the words in the box. 
Then compare with a partner.
Arabic	 Casablanca	 San	José
Cantonese	 Hong	Kong	 Spanish
A: Casablanca is in Morocco.
B: Yes, that’s right. or
 No, it’s not. It’s in . . .
B: They speak Spanish in Morocco.
A: No, they speak . . .
GET THE PICTURE3
A Check your answers to Exercise 2.
B Where are they from? 
Check (✓) the correct answers.
	 Fatima	 Camilia	 Cai
 China 
 Costa Rica 
  Morocco ✓ 
Casablanca
WATCH FOR DETAILS4
Check (✓) the correct answers. Then compare with a partner.
1. Newcomers High School is in
 Washington, D.C.
 ✓ New York City.
2. The students at Newcomers High School
 are from the U.S.
 aren’t from the U.S.
3. Morocco is on the
 ocean.
 river.
4. Camilia says the rain forest is
 fun.
 large.
5. Cai’s brother is
 20.
 22.
6. Cai’s brother is
 talkative.
 serious.
7. Fatima speaks
 two languages.
 three languages.
8. Ma’a salama means
 “Thank you.”
 “Good-bye.”
Watch the video
Country	 City	 Language
1 2 3
✓
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WHERE IS IT?5
Follow-up
A pair work Students from Newcomers High School come from these cities. 
Find the cities on the map.
Casablanca	 Hong	Kong	 San	José
A: Where’s Casablanca?
B: I think it’s here, in . . . It’s number . . .
A: You’re right. or No. It’s number . . . It’s here, in . . .
B pair work Now take turns finding these cities.
Addis	Ababa	 Inchon	 Monterrey	 Sapporo	 Winnipeg
Cali	 Karachi	 San	Diego	 St.	Petersburg	 Vitória
A: Where’s Cali?
B: I think it’s in Colombia. It’s number 4.
A: Yes, that’s right. or No, it’s not. It’s here, number . . .
C group work Write five cities on five pieces of paper. 
Mix them up. Pick a city. Where is it?
A: Where’s . . . ?
B: I think it’s in . . .
A: That’s right. or No, it’s in . . .
Cali,	Colombia
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WHAT DID THEY SAY?6
Watch the video and complete the conversation. Then practice it.
Rachel Park is talking to Camilia, a student at Newcomers High School.
 Rachel: . Where you from, Camilia? 
Are from Morocco, too?
 Camilia: No, I’m . from Costa Rica.
 Rachel: is Costa Rica, Camilia?
 Camilia: in Central America. 
I’m San José, the .
 Rachel: What’s San José ?
 Camilia: It’s very . I like it a lot.
 Rachel: What are ?
 Camilia: These photos of the rain forest in my . 
The rain forest is and interesting. It’s fun, .
 Rachel: It looks fun! you, Camilia.
PRESENT TENSE OF BE  Countries and regions7
A Complete the conversations. Then practice them.
1. A: How you today?
 B: I fine, thank you.
 A: Where you from, Carlos?
 B: I from Mexico. How about you?
 A: I from Canada.
 B: Oh, you from Montreal?
 A: Yes, I .
2. A: Where Rachel from?
 B: She from the U.S.
 A: she from New York?
 B: No, she not from New York. 
She from Chicago originally.
3. A: Where Ji-son and Hyo from?
 B: Ji-son from Pusan, and 
Hyo from Seoul.
 A: Oh, so they both from South Korea.
 B: Yes, they .
B class activity Now find out what cities 
(or countries) your classmates are from.
Where are you 
from, Ji-son?
Language close-up
Hello
are I’m from Pusan. 
How about you?
I’m from Seoul.
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VOCABULARY  Clothing1
A  Find these things in the picture. Match.
What are you wearing?4
B  pair work   Cover the words in part A. Then ask about things in the picture.
A: What’s this?
B:  It’s a dark blue suit.
A: What are these?
B:  They’re black shoes.
Preview
d1.    a dark blue suit  5.    white socks  9.    a backpack  13.    a scarf
2.    a brown tie  6.    a gray skirt  10.    boots  14.    a yellow dress
3.    black shoes  7.    a white blouse  11.    jeans  15.    a pink hat
4.    a briefcase  8.    a blue jacket  12.    a sweater  16.    a red shirt
a
i
e
m
c
k
g
o
b
j
f
n
d
l
h
p
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WHAT DO YOU SEE?2
Watch the video with the sound off.  Answer the questions. 
Check (✓) all correct answers.
GET THE PICTURE3
Check your answers to Exercise 2. Then compare with a partner.
1.  What is the man 
wearing and 
carrying?
    a blue suit
   ✓  a brown tie
    brown shoes
   ✓  a black briefcase
2.  What is the uniform 
for the girl’s school?
    white socks
    a red skirt
    a white blouse
    a green sweater
3.  What are the mother 
and baby wearing?
    sneakers
    jeans
    a T-shirt
    a scarf
    yellow pants
    a pink hat
4.  What is Jamal 
wearing today?
    black pants
    a green shirt
    a coat
WATCH FOR DETAILS4
Watch the video again. This time, cross out  
the wrong items in Exercise 2. Write the  
correct ones. Then compare with a partner.
  a blue suit
 ✓  a brown tie
  brown shoes 
 ✓  a black briefcase
a gray striped suit
black shoes
Watch the video
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WHAT’S YOUR OPINION?6
A  Do you like these people’s clothes? Check (✓) your answers.
1.    yes    no 2.    yes    no 3.    yes    no
4.    yes    no 5.    yes    no 6.    yes    no
B  pair work   Compare your answers to part A.
A: I like his clothes. I like his gray suit.
B:  I like his gray suit, and I like his brown tie.
DO YOU REMEMBER?5
Check (✓) the correct answers. Then compare with a partner.
Follow-up
1.  The season is
    spring.
    fall.
2.  The weather is cool and
    cloudy.
    sunny.
3.   Megan’s backpack is yellow, and Jasmin’s backpack is
    blue.
    black.
4.  Sheila and Julie are wearing
    casual clothes.
    formal clothes.
“I like his gray  
suit, but I don’t like  
his red tie.”
The negative of like is don’t like.
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WHAT DID THEY SAY?7
 
Watch the video and complete the conversations.
Jamal Greene is asking people about their clothes.
1.   Jamal:  Excuse me. Hello!
    Man:    there.
  Jamal:      talking to people about     . 
What are you     today?
    Man:   I’m wearing a     striped suit, 
brown     , and black     .
  Jamal:   Is it a     suit?
    Man:      , it’s for cool     . 
It’s good for the fall and     .
  Jamal:   Very     , very formal.
    Man:   Yes, I’m     today, so I’m wearing 
formal     .
  Jamal:   I     .
2.   Jamal:  So     are you wearing     ?
  Sheila:   We’re just wearing     clothes. 
I have on boots and jeans, a     , 
a light jacket, and     sunglasses.
  Jamal:   And a very pretty     scarf.
  Sheila:   Thank you.
  Jamal:   And what is Julie     ?
  Sheila:   She’s wearing blue     , a white     , 
a pink hat. It’s her     hat.
PRESENT CONTINUOUS  Asking about and describing clothing8
A  Complete these conversations with the present continuous of wear.
1.  A:    you     pants today?
  B:  No, I     a skirt.
2.  A:  What     our teacher     today?
  B:  She     a black sweater,a blue blouse, and a gray skirt.
3.  A:  What color shoes     you     ?
  B:  I     white shoes today.
4.  A:    your classmates     coats today?
  B:  No, they     coats, but they     sweaters.
5.  A:  What colors     you     today?
  B:  I     yellow, blue, brown, and green.
B  pair work   Practice the conversations again. 
Use your own information.
Language close-up
Hello
Are wearing
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5
VOCABULARY  Actions1
A  Write the actions under the pictures. Then compare with a partner.
Everybody’s having fun.
7.   8.   9.  
1.   2.   3.  
4.   5.   6.  
B  pair work   Ask and answer questions about the people in part A.
A:  What’s Mimi doing?
  B:  She’s studying.
A:  What are Blake and Sam doing?
  B:  They’re . . . 
Mimi Blake and Sam Dave
Young-soo Jenny Jess and Kim
Ken Amy
Preview
answering the phone looking up a phone number sleeping
babysitting making popcorn studying
having dinner together ordering a pizza watching movies
the Sotos
studying
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WHAT DO YOU SEE?2
Watch the video with the sound off.  Put the pictures in order from 1 to 7.
1
GET THE PICTURE3
A  Check your answers to Exercise 2.
B  Now write the correct description under each picture 
in Exercise 2. Use the ideas in the box. Then compare with  
a partner.
Peter / Kate / Doug / Emi is . . .
answering the phone. sleeping.
babysitting. studying.
calling a friend. watching movies.
going out.
Emi
Doug
Kate
Watch the video
Peter is studying.
Peter
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WATCH FOR DETAILS4
Check (✓) the correct answers. Then compare with a partner. 
1.   At the beginning of the  
video, it’s
    6:00.
    7:00.
2.  Peter is studying
    at home.
    in school.
3.  Kate thinks babysitting
    is fun.
    isn’t fun.
4.  Peter calls Doug at 
    8:25.
    7:25.
5.  Doug is having dinner
    with his grandparents.
    at his girlfriend’s house.
6.  Emi calls Peter at
    9:20.
    8:20.
7.  Emi, Ivan, and Carla are at
    Carla’s place.
    Emi’s place.
8.   Emi, Ivan, and Carla are making
    a pizza.
    popcorn.
✓
WHAT AM I DOING?5
pair work   Take turns acting out an action and guessing the action. 
Use the verbs in the box or your own ideas.
cook drive get up read shop study 
dance eat play run sleep swim
A:  What am I doing?
B:  Are you dancing?
A:  No, I’m not.
B:  Are you swimming?
A:  Yes, I am.
Follow-up
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WHAT DID THEY SAY?6
Watch the video and complete the conversation. Then practice it.
Emi is calling Peter.
Peter:  Uh,     ?
  Emi:   Hi, Peter.     Emi. 
Um,     you OK?
Peter:  I’m     .
  Emi:      not studying. You’re     !
Peter:   OK, OK. I’m     . But I’m     , 
too!     are you doing, Emi?
  Emi:   I’m hanging out     Ivan 
and Carla.
Peter:    ? Sounds like fun.
  Emi:   Yeah. We’re     movies at my place.  
  you busy?
Peter:   Well, I’m studying for a test that I have  
on     .
  Emi:  We’re     popcorn.
Peter:  What     is it?
  Emi:   It’s     after nine. Ivan is     a pizza.
Peter:  OK! I’m     .
hello
PRESENT CONTINUOUS  Describing current activities7
A  Complete these conversations. Use the correct present continuous 
forms of the verbs in parentheses. Then practice with a partner.
1.  A:  What     Pablo     (do)? 
  B:  He     (study). 
2.  A:  What     Mariko     (read)?
  B:  She     (read) a really good book.
3.  A:  What     your family     (do) right now?
  B:   My parents     (work), and my brother and sister 
  (talk) on the phone.
4.  A:  What     our teacher     (do)?
  B:  He     (have) lunch.
  A:  Really? I     (get) hungry, too.
5.  A:    you     (speak) Spanish right now?
  B:  No, I     (speak) English!
B  pair work   Now ask and answer similar questions about your classmates, 
friends, and family. Use your own information.
doing‘s
Language close-up
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1. 
    
2. 
    
3. 
    
4. 
    
6My life
VOCABULARY  Daily routines1
Look at Vanessa’s daily routine. Write the sentences under the pictures.  
Then compare with a partner.
I walk to work. Every night, I write jokes.
Weekdays, I get up at 7:30. I have breakfast with my parents.
At 5:00, I finish work. I start work at 9:00.
At 1:30, I take a lunch break. On Saturdays, I tell my jokes at a comedy club.
Weekdays, I get 
up at 7:30.
  She works at a school.   She works in an office.   She works at home.
GUESS THE FACTS2
Look again at the sentences in Exercise 1. Where do you think Vanessa works? Check (✓) your answer.
Preview
5. 
    
6. 
    
7. 
    
8. 
    
✓
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WHAT DO YOU SEE?3
Watch the first minute of the video with the sound off.  Check your answer to Exercise 2.
WATCH FOR DETAILS5
Check (✓) the correct answers. Then compare with a partner.
1.  How old is Vanessa?
    25
   ✓  22
2.  What is Vanessa’s brother’s name?
    Wynton
    William
3.  What time does Vanessa’s mother take the bus?
    8:30 a.m.
    9:00 a.m.
4.  What time does Vanessa’s father start work?
    9:00 a.m.
    9:30 p.m.
5.  What time does the show at the club start?
    8:00 p.m.
    9:00 p.m.
6.  When does Vanessa usually go home from the club?
    Around 11:00 p.m.
    Around 12:00 a.m.
GET THE PICTURE4
A  Complete the description.
On weekdays, Vanessa     all day, 
and she     at night.
B  Check (✓) True or False. Then compare with a partner.
	 	 True	 False
1.  Vanessa lives with her brother.     ✓
2.  Vanessa’s mother is a teacher.   
3.  Vanessa’s father walks to work.   
4.  In the evening, Vanessa writes stories.   
5.  On Saturdays, Vanessa goes to a comedy club.   
6.  Vanessa gets home early from the club.   
7.  On Sundays, Vanessa works all day.   
Watch the video
designs web pages
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B GROUP WORK Now share your descriptions with another pair. Your partners 
guess who you’re describing.
A DAY IN THE LIFE
A PAIR WORK Choose one of these people. Describe a day in the person’s life. 
Use the ideas in the box below or your own ideas. Your partner guesses the person.
A: He gets up at 1:00 in the afternoon. He starts work at 10:00 at night.
 B: I think he’s a musician.
DO YOU REMEMBER?
PAIR WORK Complete the chart. Check (✓) the words that describe Vanessa’s routine.
Follow-up
 On weekdays At night On weekends
Designs web pages 
Writes jokes 
Tells jokes 
Goes downtown 
He/She . . . 
gets up at 5:00 in the morning.
gets up at 1:00 in the afternoon.
� nishes work at 3:00 in the morning.
has breakfast at work.
starts work at 10:00 at night.
wears a white shirt and black pants at work.
� nishes work at 3:00 in the afternoon.
works for a television station.
doesn’t work on weekends.
sometimes has lunch with students.
writes on the board.
a musician
a reporter
a teacher
a waiter
DO YOU REMEMBER?6
A DAY IN THE LIFE7
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WHAT DID SHE SAY?8
Watch the video and complete the descriptions. Then practice it.
Vanessa is talking about her life.
Hi, I’m Vanessa. Welcome to my     . I live     . 
Come on in! This is my     , and thisis my     . 
This is my     , Wynton. He doesn’t     
with us. He has his own     . He’s     . 
I’m 22, so that makes him     big brother. 
  , I get up around 7:30. We     
breakfast at about eight     , right here. My mom is 
a teacher. She     in the school. She takes the 
  to work. The bus comes at     , and she gets 
home about     . My dad     to work. He works 
  the clinic.     a doctor. He starts work at 
  o’clock and gets home at     .
home
SIMPLE PRESENT TENSE  Talking about routines9
A  Complete these conversations with the correct verb forms. 
Then practice the conversations.
1.  A:    (Do/Does) you live in the city?
  B:   No, I     (don’t/doesn’t). I     (live/lives) 
in the suburbs. My sister     (live/lives) in the city. 
She     (have/has) a good job there.
2.  A:  How     (do/does) you go to school?
  B:   I     (take/takes) the bus because 
I     (don’t/doesn’t) have a car.
3.  A:  What time     (do/does) you go to school?
  B:  Well, the bus     (come/comes) at 7:00.
4.  A:    (Do/Does) you have breakfast every day?
  B:   Yes, I     (do/does). My parents     
(don’t/doesn’t) work in the morning, but they     
(get up/gets up) early and     (have/has) breakfast with 
me. Then my father     (drive/drives) me to the bus.
5.  A:  Where     (do/does) you have dinner?
  B:   My friends and I     (go/goes) to a restaurant after class, 
so I     (don’t/doesn’t) have dinner with my family.
B  pair work   Ask and answer the questions again. Use your 
own information.
Do
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Joanna Kerr
CUP
Intrerchange Resource Book Intro
07.01
Joanna Kerr
CUP
Intrerchange Resource Book Intro
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Joanna Kerr
CUP
Intrerchange Resource Book Intro
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Joanna Kerr
CUP
Intrerchange Resource Book Intro
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Joanna Kerr
CUP
Intrerchange Resource Book Intro
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Joanna Kerr
CUP
Intrerchange Resource Book Intro
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Joanna Kerr
CUP
Intrerchange Resource Book Intro
07.08
Joanna Kerr
CUP
Intrerchange Resource Book Intro
07.09
Joanna Kerr
CUP
Intrerchange Resource Book Intro
07.10
Joanna Kerr
CUP
Intrerchange Resource Book Intro
07.11
Joanna Kerr
CUP
Intrerchange Resource Book Intro
07.02
7Richdale Street
VOCABULARY  A new apartment1
A Find these places in the picture. 
Match. Then compare with a partner.
f1. bathroom
2. bedroom
3. closet
4. kitchen
5. living room
6. yard
C group work Now compare your answers. Use your own ideas, too.
A: I think you need a refrigerator for the kitchen.
 B: And you also need a sofa for the living room.
 C: Well, I think you need . . .
 a bed dishes a bookcase
 a dresser a refrigerator
 chairs
 a microwave a sofa
 a coffee table
 an oven
B pair work What do you need in a new apartment? Number 
 the things from 1 (most important) to 10 (least important).
a
f
c
b
d
e
Preview
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 a sofa
 shelves
 a refrigerator
 a dresser
 a coffee table
 a microwave
 dishes
 a bed
 chairs
 a stove
 a coffeemaker
 a television
WHAT DO YOU SEE?2
Watch the video with the sound off. What things do the two roommates 
have? Check (✓) them. Then compare with a partner.
1. Who is on the phone?
 Jessica’s mother.
 Sofia’s mother.
2. What’s the view from 
Jessica’s bedroom?
 A park.
 A wall.
3. What’s the present from 
Jessica’s mother?
 A lamp.
 A vase.
4. What’s Jessica and Sofia’s 
address?
 238 Richdale Street.
 283 Richdale Street.
5. Where is Jessica’s mother 
calling from?
 The suburbs.
 The city.
6. What does Jessica’s mother 
say about the apartment?
 She says it’s nice.
 She says it’s perfect.
✓
✓
WATCH FOR DETAILS4
Check (✓) the correct answers. Then compare with a partner.
GET THE PICTURE3
Jessica tells her mother about her apartment. What information is true, and what 
information is false? Check (✓) the correct answers. Then compare with a partner.
 True	 False
 1. Sofia waves hello to Jessica’s mom. 
 2. There’s no microwave. 
 3. The kitchen is very sunny. 
 4. There’s a modern refrigerator. 
 5. The kitchen is clean. 
 6. The bedroom has a lot of windows. 
 7. The bedroom has a great view. 
 8. There’s a closet in the bedroom. 
 9. They don’t have a yard. 
 10. The vase is in the living room. 
✓
Watch the video
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WHAT’S YOUR OPINION?5
What important things do you think Jessica and Sofia still need? Check (✓) them. 
Then compare with a partner.
We have an oven, 
but we don’t have 
a microwave.
ROLE PLAY6
A What questions do you think Jessica’s mother asks about the new apartment? 
Write six more questions.
1. 
2. 
3. 
4. 
5. 
6. 
7. 
8. 
B group work Now ask and answer questions. 
Two people play the roles of Jessica and Sofia.
A: Do you like your new apartment?
 B: Yes, we do.
A: How many rooms are there?
 C: There are four rooms.
Follow-up
Do you like your new apartment?
How many rooms are there?
 curtains a rug an armchair
 pictures a dining table a microwave
A: I think they need . . . 
 B: But they don’t really need . . .
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WHAT DID SHE SAY?7
Watch the video and complete the conversation. Then practice it.
Jessica is talking to her mother on the phone and answering her questions.
Jessica: She’s asking about our apartment. . . . Yeah, I it.
 Well, let me see. There are rooms: the living 
room, the , and two bedrooms. Oh, and of 
course, a .
 The room? Well, it’s really big. The kitchen
 is , too.
 No, we don’t have a . We just 
a regular oven.
 Yes, the kitchen is very . There is a 
modern .
 Clean? Yeah, of course, clean.
 The bedroom? Actually, there are a of big 
windows. And the is really .
THERE IS/THERE ARE  Describing a home8
A Complete these sentences with there’s, there are, and there aren’t.
1. eight rooms in our house, 
and a garage, too.
2. some trees in the yard, 
but any flowers.
3. some armchairs in the living room, 
and a large table in the dining room.
4. any pictures in the dining room, 
but some in the living room.
5. a stove and a refrigerator in the kitchen, 
but no microwave oven.
6. three bedrooms in the house, 
and one bathroom.
B Rewrite the sentences in part A so that they are true for 
your house or apartment. Then compare with a partner.
There are
Language close-up
l ike
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8The night shift
VOCABULARY  Jobs1
A Write the jobs under the pictures. Then compare with a partner.
ambulance driver doctor taxi driver waiter
B pair work Choose a job from part A. Say what you do. Use the sentences in 
the box or your own ideas. Your partner guesses the job.
A: I stand all day.
 B: Are you a doctor?
A: No, I’m a waiter.
1. 2. 
3. 4. 
doctor
Preview
I take people to the emergency room. I wear a uniform.
I work at night. I help sick people.
I sit all day / all night. I stand all day / all night.
I work in a hospital. I work in a restaurant.
✓
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WHAT DO YOU SEE?2
Watch the video with the sound off. Write each person’s job. Then compare with a partner.
3. 4. 
GET THE PICTURE3
A Check your answers to Exercise 2. Were they correct?
B These people work at night. What time do they start? What time do they finish? 
Writethe times. Then compare with a partner.
Starts 
Finishes 
11:00 p.m.
Watch the video
1. 2. 
	 	 Eva	 Trey	 Dwayne	 Gio
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WATCH FOR DETAILS4
Check (✓) the correct answers. Then compare with a partner. 
1. Eva North thinks her job is .
 dangerous
 ✓ stressful
2. Eva her job.
 likes
 doesn’t like
 3. Trey thinks his job is .
 busy, but interesting
 difficult, but exciting
 4. Trey works for hours, and then 
he has a breakfast break.
 five
 seven
ROLE PLAY5
pair work Play the roles of the people in the video. Give your real opinion of the jobs. 
Use the words in the box.
dangerous easy interesting relaxing stressful
difficult exciting pleasant safe unpleasant
A: What do you do, Eva?
 B: I’m a doctor.
A: Oh, that’s an exciting job!
 B: Yes, but it’s very stressful.
Follow-up
Eva
Dwayne
Trey
Gio
5. Dwayne goes to school in the .
 morning
 afternoon
6. Dwayne wakes up about .
 10:00 p.m.
 12:00 p.m.
7. is a hard day for Dwayne.
 Tuesday
 Thursday
 8. Taxi drivers on the night shift often work 
 hours.
 10 to 15
 12 to 14
 9. It’s when Rachel speaks to Gio.
 6:00 a.m.
 7:00 a.m.
10. Gio thinks he hard.
 works
 doesn’t work
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WHAT DID THEY SAY?6
Watch the video and complete the conversation. Then practice it.
A reporter is talking to people who work at night.
 Rachel: I’m Rachel Park, and I’m in front of 
Memorial Hospital with Eva North. She works 
 in the hospital. Eva, 
do you do?
 Eva: I’m a .
 Rachel: do you work, exactly?
 Eva: Right here in the emergency .
 Rachel: Is it at night?
 Eva: Yes, yes, it .
 Rachel: Really?
 Eva: All and all night.
 Rachel: do you like your job?
 Eva: It’s . I work hours – from 
11:00 to 7:00. But day 
in the hospital is different. I it. . . . Oh, 
actually, I’m . I have to go.
standing
SIMPLE PRESENT TENSE  Talking about work and school7
A Complete these conversations. Use the correct forms of the verb. Then practice the conversations.
1. A: Dwayne (work) at night? 
 B: Yes, he (do). He (go) to school in the morning 
and (do) his homework in the afternoon.
 A: When he (sleep)?
 B: That’s a good question!
2. A: Where Eva and Trey (work)?
 B: They (work) at a hospital.
 A: What they (do), exactly?
 B: Eva (take) care of sick people, and Trey 
 (drive) an ambulance.
B pair work Now ask your partner these questions.
1. Do you have classes during the day? What time do you go to school?
2. How do you go to school? How do you go home?
3. When do you do your homework? Where do you do it?
4. Do you have a job? Do you work at night?
Does work
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9
VOCABULARY  Brunch1
A  Find these things in the picture. Match. Then compare with a partner.
At the diner
1. broccoli
2. coffee
3. corn
4. eggs
5. a fruit salad
 6. granola
 7. a green salad 
 8. jam
 9. orange juice
10. pancakes with syrup
11. steak and eggs
12. tea
13. toast with butter
14. yogurt
B group work What do your classmates have for breakfast? Ask them.
A: What do you usually have for breakfast?
B: I usually have eggs and toast.
C: I always have coffee and fruit.
D: I never eat breakfast.
g
Preview
a
i
e
m
c
k
g
b
jf
n
d
l
h
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7. The boy’s name is .
 Richie
 Ricky
8. The boy likes .
 broccoli
 corn
3. The woman sugar in her tea.
 likes
 doesn’t like
4. She is visiting from .
 California
 Canada
5. The brunch special today at Sunny’s is .
 steak and eggs
 bacon and eggs
6. The man the special.
 wants
 doesn’t want
1. The young man jam for his toast.
 wants
 ✓ doesn’t want
2. The man has coffee in the morning.
 always
 usually
GET THE PICTURE3
Match the people with their brunches. 
Check (✓) all correct answers.
coffee 
eggs 
a fruit salad 
granola 
a green salad 
orange juice 
pancakes 
tea 
toast 
water 
yogurt 
WHAT DO YOU SEE?2
Watch the video with the sound off. Which of these foods do you see? Check (✓) your answers.
 broccoli and corn
 coffee
 eggs 
 fruit salad
 muffins
 orange juice
 pancakes 
 rice
 steak and eggs
 tea
 toast
 yogurt and granola
✓
WATCH FOR DETAILS4
Check (✓) the correct answers. Then compare with a partner.
Watch the video
1 32 4
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WHAT’S YOUR OPINION?5
pair work Which of these meals do you like? Tell your partner why.
A: I like this meal. I love yogurt.
B: Really? I hate yogurt!
PLAN A MENU6
pair work You work at the Happy Day Restaurant. Plan eight brunch dishes for 
the menu. List drinks, too. Then compare menus around the class.
A: Let’s serve two eggs with toast.
B: That sounds good. Let’s also serve . . .
Follow-up
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WHAT DID THEY SAY?7
Watch the video and complete the conversation. Then practice it.
Jamal Greene is talking to people about brunch.
 Student: And I’ll have , some toast with 
 , and some orange juice, . 
 Server: Do you want any with your toast?
 Student: No, .
 Jamal: Hi. I see you’re having some , too.
 Student: Yes, I am.
 Jamal: Do you have coffee with your meal?
 Student: Yes, I do. I late at night, and I’m sleepy 
in the . 
 Jamal: Now, today is , and there’s a special brunch 
menu. Do you ever have here on weekdays?
 Student: No. On weekdays, I breakfast at home.
 Jamal: What lunch?
 Student: I have lunch at school with my .
 Jamal: OK. Well, enjoy your .
 Student: Thanks.
ADVERBS OF FREQUENCY  Talking about eating habits8
A Complete the sentences. Choose adverbs that are true for you. Then compare 
with a partner.
always	 never	 seldom	 sometimes	 usually
1. I have a big breakfast.
2. People in my country eat steak and eggs for breakfast.
3. I drink orange juice with my breakfast.
4. I drink coffee in the morning.
5. I have time for breakfast.
6. On weekends, I have a big breakfast.
B class activity Do you and your partner have the same 
or different breakfast habits? Tell the class.
“I seldom have a big breakfast, but Laura always has a big breakfast.”
Language close-up
two eggs
I always have a 
big breakfast.
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VOCABULARY  Sports1
A  Match. Then compare with a partner.
What’s your sport?
1.  2.  3.  4. 
5.  6.  7. 
B  pair work   What sports can your partner play? Ask him or her. 
Use the words in part A or your own ideas.
A: Can you play baseball?
B:  Yes, I can, but not very well. Can you play golf?
A: No, I can’t.
10
WHAT DO YOU SEE?2
Watch the first minute of the video with the sound off.  Which of these 
sports do you see? Check (✓) your answers.
  baseball
  basketball
  bike riding
  cricket
  golf
  hockey
  soccer
  tennis
Preview
golf
baseball	 cricket	 handball	 tennis
basketball	 golf	 soccer✓
✓
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GET THE PICTURE3
A  What sportsdo these people enjoy? Check (✓) all correct answers.
cricket       
golf       
soccer   ✓     
tennis       
B  One of the people in part A doesn’t play a sport. What does that person say? Complete the sentence.
I don’t play     . I     it.
WATCH FOR DETAILS4
Check (✓) the correct answers. Then compare with a partner.
Watch the video
1.  The players on Omar’s team are from  
the same     .
    city
   ✓  country
2.  They practice every     .
    day
    weekend
3.   Ian’s sport     very popular in the U.S.
    is
    isn’t
4.   There are     people on a cricket team.
    7
    11
7.   Susan’s     takes the kids to the playground.
    husband
    sister
8.   Susan thinks her favorite sport is     .
    relaxing
    exciting
5.  Diane says she     tennis.
    likes
    loves
6.  Diane     tennis.
    plays
    doesn’t play
1 32 4
Omar
Diane Susan
Ian
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ROLE PLAY  A day at the park5
pair work   Choose a partner. Your partner is a reporter. Answer his or her questions. 
Use the questions in the box and your own ideas.
Can	you	play	.	.	.	?	 What	sports	do	you	like?
Who	do	you	play	with?	 How	often	do	you	practice?
Start like this:
A: Hi. Can I ask you some questions about sports?
B:  Sure! What do you want to know? 
FIND SOMEONE WHO . . .6
 
class activity   Go around the class. Ask questions and complete the chart with classmates’ names.
	 Name
Find someone who . . .
1.  plays a sport every week. 
2.  doesn’t like sports. 
3.  can play volleyball. 
4.  likes to play handball. 
 
	 Name
5.  can play tennis. 
6.  can’t swim. 
7.  loves to watch baseball. 
8.  can play soccer well. 
Follow-up
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WHAT DID SHE SAY?7
Watch the video and complete the information. Then practice it.
Lisa Kim is talking about a popular park in Queens, New York.
Lisa:   Flushing Meadows     something for everyone. 
And you don’t need to     sports to enjoy the  
  . You     also just take it 
  . There are many     places to 
  in the park. Like this. 
   Best of all, you can     to Flushing Meadows easily on 
the     from Manhattan. The Number 7     
takes you right to the park.
      where do you get     the train? Just 
  for the Unisphere. This giant globe    
you that you’re in Flushing Meadows.     great, 
huh? Flushing Meadows welcomes     from all 
around the world to play sports,     sports, or just  
  a day in this beautiful park.
Yes,	I	do.	 Yes,	I	can.
No,	I	don’t.	 No,	I	can’t.
Language close-up
has
TALKING ABOUT ABILITIES AND INTERESTS8
A  Answer these questions with your own information. 
Choose from the sentences in the box.
1.  A:  Can you ski?
  B:  
2.  A:  Do you like basketball?
  B:  
3.  A:  Can you do gymnastics?
  B:  
4.  A:  Do you play soccer?
  B:  
5.  A:  Do you like golf?
  B:  
6.  A:  Can you play tennis?
  B:  
B  Write five more questions about sports. 
Then ask and answer the questions with a partner.
Can you ski? No, I can’t!
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11
VOCABULARY  Sightseeing activities1
A  Here are some things you can do in Washington, D.C. Match. Then compare with a partner.
A trip to Washington, D.C.
c
B group work What is the most interesting activity? Compare ideas.
A: What are you going to do in Washington, D.C.?
B: I’m going to take a tour of the Capitol.
C: I’m going to . . . 
WHAT DO YOU SEE?2
Watch the video with the sound off. Which activities can you see? 
Check (✓) your answers.
 take a walk in the park
 visit museums
 go shopping
 see a movie
 take a tour of the Capitol 
 watch the fireworks on the 
National Mall
 see some monuments
 ride the subway
 get on a sightseeing bus
Preview
1. walk around the National Mall
2. visit museums
3. take a tour of the Capitol 
4. watch the fireworks on the National Mall
5. see the Lincoln Memorial 
6. go to the top of the Washington Monument
7. take a tour of the White House
8. get on a sightseeing bus
a
e
c
g
b
f
d
h
✓
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GET THE PICTURE3
What are these people going to do in Washington, D.C.? Check (✓) all correct answers.
WATCH FOR DETAILS4
Check (✓) the correct answers. Then compare with a friend.
7. The woman is going to visit 
some .
 monuments
 museums
8. The man is going to 
to the White House.
 drive
 walk
9. Marc is going to .
 walk around the 
National Mall
 get on a sightseeing bus
4. The kids think Washington is really .
 interesting
 fun
5. The kids are with their .
 family
 class
6. The fireworks are going to start at .
 9:00
 10:00
1. The girl is with her .
 aunt
 ✓ mother
2. It’s the girl’s birthday.
 16th
 17th
3. She wants to be a someday.
 pilot
 flight attendant
Watch the video
1. go shopping at the mall
 ✓ visit some museums
 see some monuments
 ✓ have lunch at a 
museum café
2. take a tour of the Capitol 
 see the Lincoln Memorial
 watch the fireworks on the 
National Mall
 visit some museums
3. walk around the 
National Mall
 ride the subway
 go to the top of the 
Washington Monument
 take a tour of the 
White House
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WHAT THE PEOPLE SAY5
What do these people say? Complete the sentences. Then compare with a partner.
1. There are  , 
 , 
famous buildings, and lots of 
monuments.
2. 
the National Air and Space 
Museum.
3. I’m an artist, so I want to  
see the art museum. So, 
 
the whole day there.
B class activity Share your plans with the class.
“In the morning, we’re going to . . .”
“Then we’re going to . . .”
A DAY IN WASHINGTON, D.C.6
A group work Plan a day in Washington, D.C. Decide on two things to do in the morning, 
two things to do in the afternoon, and something to do in the evening.
Follow-up
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FUTURE WITH BE GOING TO  Talking about plans8
A Complete these conversations. Use the correct future with 
be going to forms of the verbs in parentheses.
1. A: you (do) 
anything on Friday night?
 B: Yes, I (see) a movie.
2. A: What time you (leave) 
school today?
 B: I (go) home at 7:00 p.m.
3. A: What you (have) 
for dinner tonight?
 B: We (have) fish.
4. A: you (study) English tonight?
 B: No. I (watch) TV.
B pair work Practice the conversations in part A. Use your own information.
WHAT DID THEY SAY?7
Watch the video and complete the conversation. Then practice it.
Marc Jones is interviewing people on the National Mall in Washington, D.C.
 Marc: And who are you ?
 Woman: This is my . Today’s her 16th 
 . We’re 
Washington, D.C., for her birthday.
 Marc: Well, birthday!
 Girl: Thanks!
 Marc: So, are you going to ?
 Girl: Well, we’re going to visit some . 
And then, we’re going to lunch at 
a café in the museum.
 Marc: Nice! museum are you going to 
 ?
 Girl: I want to the National Air and Space 
 Museum. I to be a pilot someday.
 Marc: Great! , have a good day.
Are going to do
Language close-up
with
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VOCABULARY  Health problems1
A  Write the health problems 
under the pictures. Then  
compare with a partner.
Where does ithurt?
1.  2.  3. 
12
4.  5.  6. 
B  pair work   Ask and answer questions about the people in part A.
A:  What’s the matter with the woman?
B:  She has an earache.
WHAT DO YOU SEE?2
Watch the video with the sound off.  Check (✓) all correct answers. 
	 The	doctor	 The	patient
1.  Who has an earache?   
2.  Who has a backache?   
3.  Who feels better at the end?   
Preview
I feel dizzy. I have a backache. I have an earache.
I feel tired. I have a cough. I have a fever.
✓
I have an earache.
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GET THE PICTURE3
A  Check your answers to Exercise 2. Were they correct?
B  Complete the doctor’s notes about the patient. Then compare with a partner.
WATCH FOR DETAILS4
Check (✓) the correct answers. Then compare with a partner.
1.   When does Peter feel the pain?
    Constantly.
   ✓  From time to time.
2.  What is wrong with Peter?
    He has extra wax in his ear.
    He has a serious fever.
3.  When does the doctor’s back hurt?
    When he stands a lot.
    All the time.
4.   Why does Peter know how to fix backaches?
    His father is a doctor.
    His father has the same problem.
5.   What does Peter tell the doctor to do first?
    Pull his left knee up.
    Turn his body to the side.
6.  Which way does Peter tell the doctor to turn?
    To the right.
    To the left.
Watch the video
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DO YOU REMEMBER?5
What does the doctor ask the patient? Check (✓) the correct questions. 
Then compare with a partner.
  Why are you here today?
 ✓  How are you feeling today?
  Do you have a cold?
  Do you have a headache?
  Do you have a cough?
  Do you have a fever?
  Do you have a sore throat?
  Do you feel terrible?
  Do you feel tired?
  Do you exercise often?
  Do you go swimming every day?
  Do you need some medicine?
ROLE PLAY  At the doctor’s office6
 
A  pair work   Take turns playing the roles of the patient and the doctor. 
Act out the first part of their conversation. Use the checked questions in Exercise 5.
A:  How are you feeling today?
B:  Not so good, Doc.
B  pair work   Talk about your health. Use the problems below or your own ideas.
A:  Do you ever get the flu?
B:  I seldom get the flu. What about you? Do you get the flu?
A:  Yes, I do, sometimes.
Follow-up
the	flu a	headache a	stomachache sore	eyes a	toothache
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WHAT DID THEY SAY?7
Watch the video and complete the conversation. Then practice it.
Dr. Smith is examining Peter to find out why Peter doesn’t feel well.
 Dr. Smith:  So, do you go swimming        ?
  Peter:   No, not every day.     three times a     .
 Dr. Smith:  I think I     the problem.
  Peter:  Is it     ?
 Dr. Smith:   Oh,     . You have some     
wax in your ear, probably     you swim so much. 
I’m going to     you some    , 
and you should feel     in a week.
  Peter:  OK.     good.
Dr. Smith:   I’m going to give you some        and 
some pills.     one pill     breakfast. 
Use the ear drops before     .
  Peter:   One pill     the morning, ear drops     night.
 Dr. Smith:  That’s     ! 
IMPERATIVES  Giving advice8
A  Complete the conversations. Choose from the advice in the box. Then compare with a partner.
Don’t lift heavy things. Drink a lot of orange juice. Stay in bed for two days.
Don’t try new foods. Drink hot tea with lemon. Take two aspirin and close your eyes.
1.  A:  I have a sore throat.
  B: 
2.  A:  I have a headache.
  B: 
3.  A:  I have a backache.
  B: 
4.  A:  I have the flu.
  B: 
5.  A:  I have a stomachache.
  B: 
6.  A:  I have a cold.
  B: 
B  Now complete the conversations in part A with 
your own ideas. Then compare your advice in groups.
Language close-up
Drink hot tea 
with lemon.
I have a sore 
throat.
✓
Drink hot tea with lemon.
every day
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IC4_VRB00_13_01_A
Grayscale
Karen Minot
maps@kminot.com
IC4_VRB00_13_02_A
Grayscale
Karen Minot
maps@kminot.com
1.	 After	you	enter	the	park,	turn		 		.	Walk		 		the	
path,		 		the	Canyon	Café.	The	bridge	is	on	the		 		.
2.	 At	the	bridge,	turn	to	your	right	and	the	gift	shop	is	directly		 		you.	
To	get	to	the	Canyon	Lookout,	walk		 		the	gift	shop	to	the	left.	
The	Lookout	is		 		the	gift	shop.
3.	 To	visit	the	Living	Forest	exhibition,	go		 		the	bridge.
13
VOCABULARY  Directions1
Look	at	the	map	of	the	Capilano		
Suspension	Bridge	area.	Complete	the		
sentences	with	the	words	in	the	box.		
Then	compare	with	a	partner.
Across	the	bridge
right
GUESS THE FACTS2
The	Capilano	Suspension	Bridge	is	a	famous	tourist	attraction		
in	Canada.	What	other	things	do	you	think	visitors	can	find	at		
the	park?	Check	(✓)	your	guesses.	Then	compare	with	a	partner.
	 a	gift	shop
	 a	nature	center
	 a	rain	forest
	 a	restaurant
	 a	zoo
	 an	amusement	park
	 an	art	museum
	 totem	poles
Preview
across	 behind	 left	 right
around	 in	front	of	 past	 up
totem polestotem poles
✓
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WHAT DO YOU SEE?3
Watch the video with the sound off.	 Number	the	pictures	in	order	from	1	to	6.
Ben and Sara arrived at the park.
GET THE PICTURE4
A	 Check	your	answers	to	Exercise	3.	Were	they	correct?
B	 	Write	the	correct	description	under	each	picture	in	Exercise	3.	
Use	the	ideas	in	the	box.	Then	compare	with	a	partner.
Ben	and	Sara	looked	at	the	bridge.	 Ben	and	Sara	arrived	at	the	park.
Ben	helped	Sara	cross	the	bridge.	 Ben	took	pictures	of	Sara.
Sara	got	scared	on	the	bridge	and	froze.	 Sara	took	pictures	of	Ben.
Watch the video
1
✓
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DIRECTIONS6
group work 	 Write	directions	to	two	places	in	or	near	your	school.	Use	the	
expressions	in	the	box.	Then	share	the	directions	with	another	group.
Place	1:		
	
	
Place	2:		
	
	
Start	like	this:
A:	How	do	I	get	to	.	.	.	?
B:	 Walk	out	the	door	and	.	.	.
C:	Then	.	.	.
WATCH FOR DETAILS5
Check	(✓)	the	correct	answers.	Then	compare	with	a	partner.
1.	 	Sara	says	the	bridge	is	one	of		 		most	popular	
tourist	attractions.
	 ✓	 Vancouver’s	 	 Seattle’s
2.	 Ben	wants	to	go	to	the		 		first.
	 	 totem	poles	 	 restaurant
3.	 The	totem	poles	are		 		the	gift	shop.
	 	 next	to	 	 across	from
4.	 Sara	tells	Ben	to	stand		 		two	totem	poles.
	 	 behind	 	 between
5.	 Ben	wants	to	buy	a		 		at	the	gift	shop.
	 	 present	for	his	mother	 	 picture	of	the	bridge
6.	 Ben	admits	that	he		 		high	places.
	 	 likes	 	 doesn’t	like
7.	 Sara		 		angry	with	Ben.
	 	 gets	 	 doesn’t	get
8.	 Sara	freezes	when	she	looks		 		.
	 	 down	from	the	bridge	 	 across	the	bridge
Go	right	/	left	.	.	.		 It’s	on	the	corner	of	.	.	.	and	.	.	.	 It’s	next	to	.	.	.	
Walk	one	block	.	.	.	 It’s	between	.	.	.	and	.	.	.	 It’s	behind	.	.	.
Turn	right	/	left	.	.	.		 It’s	across	from	.	.	.		 It’s	in	front	of	.	.	.
Follow-up
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WHAT DID THEY SAY?7
Watch	the	video	and	complete	the	conversation.	Then	practice	it.
Ben and Sara are visiting the Capilano Suspension Bridge.
Sara:	 	We	got	some	great		 		.	Now		 		go	
cross	that	bridge.
	Ben:	 Oh!	I	just		 		!	
Sara:	 		?
	Ben:	 	We	have	to	get	a		 		for	my	mom.	
We		 		.	
Sara:	 Yeah?
	Ben:	 	The	gift	shop’s	just		 		there.	We	can	get	her	
something		 		nice	.	.	.	
Sara:	 Ben	.	.	.
	Ben:	 	.	..	and	then	we	can		 		to	the	
restaurant,	and	we	can		 		something	to	eat.
Sara:	 Ben?
	Ben:	 What?
Sara:	 What’s		 		on?
	Ben:	 What	do	you	mean?
Sara:	 	Well,		 		you	wanted	to	go	to	Totem	Park.		 		
you	want	to	go	to	the	gift	shop.	What		 		the	bridge?
	Ben:	 	Well,		 		,	I	don’t	like		 		places.	I	get	scared,	and	I	freeze	up.
Sara:	 So	you		 		want	to	go		 		the	bridge?
OPPOSITES  Giving directions8
These	people	need	to	go	the	other	way.	Complete	the	answers.		
Then	practice	the	conversations	with	a	partner.
1.	 	A:	 Do	I	walk	up	this	path?
	 B:	 No,	not	up.	Walk		 		the	path.
2.	 	A:	 Is	the	restaurant	around	the	corner	on	the	left?
	 B:	 It’s	around	the	corner,	but	it’s	on	the		 		.
3.	 	A:	 	Is	the	restroom	in	front	of	the	ticket	booth?
	 B:	 No,	it’s		 		the	ticket	booth.
4.	 	A:	 Are	the	totem	poles	far	from	here?
	 B:	 No,	they’re	really		 		.
5.	 	A:	 Do	I	turn	right	at	the	sign?
	 B: No,	you	turn		 		.
6.	 	A:	 Is	the	café	two	blocks	west	of	the	school?
	 B:	 No,	it’s	two	blocks		 		of	the	school.
down
Language close–up
photos
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14 How was your vacation?
VOCABULARY  Vacation problems1
Look at the problems that people had on vacation. Write the 
sentences under the pictures. Then compare with a partner.
1. 
 
2. 
 
3. 
 
4. 
 
5. 
 
6. 
 
7. 
 
8. 
 
I lost my passport.
WHAT DO YOU SEE?2
Watch the first 40 seconds of the video with the sound off. 
Why do you think Hugo’s arms and back hurt?
 He was in an accident.
 He exercised a lot.
 He got sunburned.
Was is the past tense of is.
I got sunburned. There was no air-conditioning. The hotel was too noisy.
I lost my passport. They canceled my flight. I didn’t like the food.
I was in an accident. I forgot my camera.
✓
Preview
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1. Evan was on vacation last week.
2. Evan slaps Hugo’s face.
3. The first day, Hugo ran on the beach.
4. Evan and Hugo’s co-worker, Harry, is working.
5. The elevator at Hugo’s hotel didn’t work.
6. Hugo bought a new suitcase for his trip.
7. Hugo remembered to pack his camera.
8. Hugo came back from his vacation on Saturday.
GET THE PICTURE3
A Check your answer to Exercise 2. Was it correct?
B These statements are false. Change one word to correct them. 
Then compare with a partner.
WATCH FOR DETAILS4
Check (✓) the correct answers. Then compare with a partner.
1. Evan wants to hear about Hugo’s .
 business trip vacation
2. Hugo tells Evan that his vacation was .
 great OK
3. Hugo went to the beach .
 one time two times
4. Hugo says that his hotel was really .
 hot cold
5. Hugo didn’t well on his vacation.
 eat sleep
6. Hugo didn’t take any pictures because he left his 
camera at .
 home work
7. Hugo spent Saturday night at the .
 hotel airport
8. Evan is going to tomorrow.
 Chicago Morocco
✓
Watch the video
Hugo
Evan Hugo
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VACATION ACTIVITIES5
A Match. Then compare with a partner.
1. stay home Yes No
2. visit family Yes No
3. go swimming Yes No
4. take pictures Yes No
5. play sports Yes No
6. eat new foods Yes No
7. meet interesting people Yes No
8. go dancing Yes No
B Did you do any of the things in part A on your last vacation? Circle Yes or No.
C pair work Now ask and answer questions about your last vacation.
A: Did you stay home on your last vacation?
B: Yes, I did. or No, I didn’t.
c
a
e
c
g
b
f
d
h
Follow-up
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WHAT DID THEY SAY?6
Watch the video and complete the conversation. Then practice it.
Hugo just got back from his vacation.
 Hugo: I was really happy when I there. 
It was . The water was so  , and 
the sand was . There were palm 
and cool breezes. I couldn’t wait to hit the .
 Evan: Lucky . So what did you first?
 Hugo: Well, the first day I relaxed on the beach. 
I even fell asleep .
 Evan: Kind of like Harry there?
 Hugo: Yeah. Like .
 Evan: So you fell asleep the beach. That 
sounds .
 Hugo: Yeah, it was, except I didn’t use sunscreen.
 Evan: Uh-oh.
 Hugo: And I got sunburned over.
 Evan: Ouch! So that explains the . . .
 Hugo: . 
PAST TENSE  Talking about vacations7
A Complete these conversations with the past tense of the verbs 
in parentheses. Then practice the conversations.
1. A: you (visit) your family on your vacation?
 B: Yes, I did. I (go) home because my sister 
(get) married last Saturday. She (wear) a beautiful
white dress. 
2. A: you (go) anywhere interesting on
your last vacation?
 B: Yes. I (go) to Mexico and (take) a
Spanish class.
3. A: you (have) fun on your vacation?
 B: Yes, we did. We (have) a great time. We (eat) 
a lot of new foods and (meet) some interesting people.
4. A: you (do) anything interesting on
your vacation?
 B: No, not really. I (stay) home and (work) 
around the house. I (paint) the front porch and 
 (clean) the basement. Oh, I (see) a few good movies, too.
B pair work Practice the conversations again. Use your own information.
got
Did visit
Language close-up
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Do you know these theater words? 
Match them to the pictures. Then 
compare with a partner.
On Broadway151515151515151515
1. 2. 3. 
4. 5. 6. 
play
THEATER QUIZ
A PAIR WORK Here are some popular musicals. They began on Broadway and then became popular 
around the world. How many do you know? Match.
B PAIR WORK Talk about these questions.
1. Did you ever go to the theater to see a play or a musical? If so, what did you see?
2. The musicals in part A are also movies. Which of the movies did you see? 
Did you like each movie? Why or why not?
3. Look again at the musicals in part A. Which one(s) do you think you’d like to 
see – either at the theater or at the movies? Why?
Preview
1. The Lion King 3. Mary Poppins 5. West Side Story
2. Beauty and the Beast 4. Billy Elliot 6. Hairspray
actor dancers musical musician play usher
5
✓
VOCABULARY The theater 1
2
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WHAT DO YOU SEE?3
A Watch the video with the sound off. Does each person have a job in the theater? 
Circle Yes or No.
1. Yes No 2. Yes No 3. Yes No
B Where is Broadway? 
Check (✓) the correct answer. 
Then compare with a partner.
 Chicago
 Denver
 Los Angeles
 Miami
 New York
 San Francisco
 Seattle
GET THE PICTURE4
A Check your answers to Exercise 3. Were they correct?
B Where are these people from? Match.
1. Sylvia a. New York
2. Frank b. Mexico
3. Andrea c. Colorado 
Watch the video
Frank AndreaSylvia
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WATCH FOR DETAILS5
A Check (✓) all correct answers.
 Sylvia came to New York four 
years ago.
 Sylvia came to New York to be 
an actress.
 Before she came to New York, 
she studied acting.
 Her parents were happy when 
she came to New York.
 Her parents thought New York 
was a big, interesting city.
 Her parents love New York now.
 Andrea is a musician.
 She works five days a week.
 There are two shows on 
Tuesdays.
 The theater is closed on 
Mondays.
 Andrea was born and raised 
in Brazil.
 Andrea studied dancein 
college.
 Frank is an actor. 
 He took this job because he 
needed the money.
 He doesn’t like his job.
 He meets a lot of nice people.
 He came to New York to study 
acting.
 He wants to write movies.
✓
B Look again at the sentences in part A. Correct the false statements. Then compare with a partner.
Sylvia came to New York four years ago.
C pair work Now ask and answer questions about the people in part A.
A: Did Sylvia come to New York to be an actress?
B: Yes, she did. Is she working as a Spanish teacher?
A: No, she isn’t. She’s working as a yoga teacher.
INTERVIEW6
A You’re interviewing a young actor. First, match the questions with the answers. 
Then, practice the interview with a partner.
1. When did you come to New York?
2. Where did you grow up?
3. Did you study acting in school?
4. What did you do before you came here?
5. What was the name of your first show?
a. Broadway Dreams.
b. I came here three years ago.
c. In a small town in Arizona.
d. No, but I’m studying it now.
e. I worked in a restaurant.
b
Follow-up
B pair work Now interview each other. Use the questions in part A. 
Answer with your own ideas.
five
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WHAT DID THEY SAY?7
Watch the video and complete the conversation. Then practice it.
Rachel Park is interviewing people on Broadway.
Rachel: Times Square. Midtown Manhattan. And the heart and the of the theater 
district: Broadway! is New York City! And no to New York is 
complete until you go to a Broadway or musical. Broadway 
is a and exciting place to be. It’s the dream 
of thousands of actors, , musicians, and other artists. Let’s 
 with some of the people who actually work here on Broadway. 
Rachel: Hi, Sylvia.
 Sylvia: Hi.
Rachel: is Sylvia Santiago. Sylvia, were you 
in New York?
 Sylvia: No. I born in Mexico.
Rachel: And when did you to New York?
 Sylvia: I here five years ago. I to be an actress.
Rachel: Wow. Do you want to be in a Broadway ?
 Sylvia: Yes! That’s dream.
Rachel: Did you study before you came to New York?
 Sylvia: No, I . I studied .
home
PAST TENSE  Giving personal information8
A Complete this interview with a Broadway actor. Use was,	were,	
did, or didn’t. Then practice the interview with a partner.
A: Where you grow up?
B: In Australia.
A: you study music when you a child?
B: Yes, I . I studied the violin. Later, I studied acting.
A: your parents actors, too?
B: Yes and no. My father a professional actor, but my mother
 a musician. Now they’re both teachers.
A: When you come to the U.S.?
B: In 2003.
A: you get an acting job right away?
B: Yes, I . I lucky. I got a job with the touring company 
of a musical. So I have to get a day job to support myself, like most actors.
B class activity Find out about your classmates. Write five more questions. 
Then go around the class and ask them.
did
Language close-up
1. 
2. 
3. 
4. 
5. 
6. 
Where were you born?
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GOOD EXCUSES2
A  Sometimes people invite us to do something, but we can’t accept, or don’t want to accept. 
Look at these excuses. Number them from 1 (the best excuse) to 8 (the worst excuse).
VOCABULARY Dating activities1
A  pair work   What’s the perfect date? Add two more activities to the list below. 
Then rate each activity from 1 (you like it a lot) to 5 (you don’t like it very much).
I like to . . .
Then he said . . .
a.  eat in nice restaurants. b.  go to art fairs. c.  go to sporting events. d.  go to the movies.
e.  go to amusement 
parks.
f.  go to dance clubs. g.  go to parties. h.  go to concerts.
16
Your suggestions:        i.      j.   
B  group work    Talk about your dating suggestions in part A.
A: I like to . . . on dates.
B:  I like to . . .
C:  I don’t like to . . . on dates. I like to . . .
  I have to babysit.
  My family and I have plans.
  I have an appointment.
  I need to clean my room.
  I have dance class.
  I’m going to study.
  I’m reading a new book.
   My grandparents are 
coming over.
B  pair work   Take turns choosing an activity from 
Exercise 1 and an excuse from part A of Exercise 2.
A: Do you want to go to the movies tonight?
B:  I’m really sorry, but I can’t. I have to babysit.
Preview
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GUESS THE FACTS3
Watch the first 45 seconds of the video with the sound on. 
Guess where Abby went on her date. Check (✓) your answer.
She went to . . .
  a basketball game.
  an amusement park.
  an art fair.
  the movies.
GET THE PICTURE4
A  Check your answer to Exercise 3. Was it correct?
B  Put the pictures in order from 1 to 7. Then write the correct sentence under each picture. 
Compare with a partner.
Abby got sick and had to sit down.
Abby refused Greg’s invitations.
Abby’s family and Greg had lunch.
Abby’s sister gave Greg his wallet.
Greg accepted Abby’s invitation.
Greg and Abby went on a roller coaster.
Greg bought Abby’s sister ice cream.
Abby refused Greg’s
invitations.
✓
Watch the video
1
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WATCH FOR DETAILS5
Check (✓) the correct answers. Then compare with a partner.
MAKE WEEKEND PLANS6
A  Complete the chart with your own ideas. Then compare with a partner.
Weekend activities Excuses for not accepting an invitation
go to the movies
see a ball game
go to a dance club
I have to work late.
I have a date with a friend.
I have to stay in and study.
Follow-up
1.  At the beginning of the video, why does Peter 
want to go outside?
    He wants to have lunch with Abby.
    He wants to hear Abby’s story.
    He wants to find Greg.
2.   What does Peter mean when he says, “I’m all ears”?
    I can’t hear you.
    I have an earache.
    I’m listening.
3.   Why did Abby refuse Greg’s invitation to the game?
     She likes some sports, but she hates 
basketball.
     She likes Greg, but she doesn’t want to see him.
    She likes Greg, but she doesn’t like sports.
4.  What day did Abby see Greg?
    Friday.
    Saturday.
    Sunday.
5.  When did Greg lose his wallet?
    On the roller coaster.
    During lunch.
    At the ice-cream stand.
6.   At the end of the video, why does Abby refuse 
Greg’s invitations?
    She’s really embarrassed.
    She doesn’t like him.
    She’s very busy.
B  class activity   Go around the class and invite people to do something with 
you this weekend. They should say they can’t and give you an excuse.
A: Hi, Sammi. Would you like to go to a dance club with me this weekend?
B:  Oh, sorry. I can’t. I have a date with a friend.
A: OK. Maybe some other time, then.
B:  Sure.
Abby Peter
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WANT TO, NEED TO, HAVE TO Making excuses8
Reply to these invitations, giving your own excuses. Then  
practice the conversations with a partner.
1.  A:  Let’s see a movie tonight.
  B:  I can’t. I have to     .
2.  A:  Do you want to go downtown after class?
  B:  Sorry, I can’t. I need to     .
3.  A:  Do you want to go to a party on Friday night?
  B:  Friday night? Oh, I’m not free. I have to     .
4.  A:  Let’s go dancing on Saturday night.
  B:  Gee, I can’t. I have to     . Sorry.     .
5.  A:  Do you want to go to a concert on Sunday afternoon?
  B:  Sorry, I can’t. I need to     .
WHAT DID THEY SAY?7
Watch the video and complete the conversation. Then practice it.
Abby starts to tell Peter about her plans with Greg.
 Peter:   Great! Soyou     to the movies together.
Abby:   No, I     because of my little sister. I had 
to babysit. So then he     if I wanted to 
go to the basketball game the     night.
 Peter:   Oh, so you     to the game Saturday night. 
Abby:   No. I turned him     .
 Peter:   What? Are you crazy?     ? What was 
your excuse?
Abby:   No     . I told him that I like him, but I  
  do not like sports. But, um, he was 
really     about it, and he even asked me 
to go to the art fair with him on     .
 Peter:   So you went to the art fair. I was     , but I didn’t     you. 
Abby:   No, we didn’t go. I couldn’t. On Sunday, I had     with my family to go 
to the amusement park.
 Peter:   So you     see him. 
Abby:   Yes, I     .
 Peter:  OK, wait a minute. I’m confused.     did you see him?
went
Language close-up
I can’t go. I have  
to write a paper  
for school.
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11 Welcome!
Language summary
Topics/Functions:	 Greetings	and	introductions
	 Structures:	 Statements	and	questions	with	the	verb	be
story summary
Molly	and	Peter	have	trouble	finding	the	right	classroom	on	the	first	day	of	class.	
CuLturaL note
In	the	United	States	and	Canada,	many	people	go	by	their	nickname	rather	than	their	given	
name.	For	example,	in	the	video	Peter	introduces	himself	with	his	full	name,	and	then	tells	Molly	
that	his	friends	call	him	“Pete.”
Preview
1 VoCaBuLary
In this activity, students work with key vocabulary 
they will see in the video.
• Explain the task. Then model the vocabulary in the 
box, and have students repeat as they look at the 
pictures.
• Have students work in pairs to complete the task. 
Then have pairs join together to form small groups 
and compare their answers.
• Check answers around the class.
Answers
1. first, friends
2. teacher, student
3. last
 
2 IntroDuCtIons
In these activities, students choose the correct 
response to questions and statements from people 
introducing themselves. They then practice the short 
conversations using their own names.
A
• Explain the task, and point out the example. Then 
read through the items, and answer any questions 
about vocabulary.
• Have students complete the task individually. Then 
put students into pairs to compare answers.
• Check answers around the class by having 
volunteers read their answers aloud.
Answers
1. Hi.
2. I’m Peter.
3. Nice to meet you, too.
4. Hi, Peter. Nice to meet you.
B
• Explain the task. Model the first conversation with 
a student, like this: 
T: My name is (your	name). What’s your name?
S: I’m (student’s	name).
• Put students into pairs. Tell them to practice the 
four conversations, taking turns and using their 
own names.
• Ask for volunteer pairs to stand up and act out one 
of their dialogs. 
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3 WHat Do you see?
In this activity, students prepare to watch the video 
by using visual information to get some insights into 
the story.
• Explain the task, and read the instructions and the 
two items aloud. 
• Play the opening scene of the video (until Molly 
and Peter prepare to walk to their classroom) 
with the sound off; tell students to watch for the 
answers.
Watch the video
4 get tHe PICture
In these activities, students watch the entire video in 
order to check their predictions from Exercise 3 and 
find out the characters’ names.
A
• Explain the task, and read the instructions aloud.
• Play the entire video with the sound on. Have 
students complete the task while they watch.
• Go over the answers for Exercise 3 with the class. 
Ask students to raise their hands if they guessed 
correctly.
Answers
1. a student.
2. a student.
B
• Explain the task, and read the instructions aloud.
• Play the video with the sound on. Have students 
complete the task while they watch.
• Have students compare their answers with a 
partner. Play the video again if necessary.
• Check answers as a class.
 
Answers
1. c
2. d
3. a
4. b
C
• Explain the task, and read the instructions and the 
items aloud.
• Have students do the activity. Have them compare 
their answers with a partner before going over the 
answers with the class.
Answers
1. Miss Taylor (d)
2. Mrs. Smith (c)
3. Peter Krum (a)
4. Molly Lin (b)
5 WatCH For DetaILs
In this activity, students focus on details in the video 
to answer more detailed questions about what 
happens in the story.
• Explain the task, and read through the items. 
Answer any vocabulary questions as they arise.
• Play the video with the sound on.
• Have students work alone to check the correct 
answers. Have them compare their answers with 
a partner before going over the answers with the 
class.
Answers
1. Pete.
2. Molly.
3. classmate.
4. 9:00.
5. is not Molly and Peter’s teacher.
6. 203.
6 Do you rememBer?
In this activity, students use information from the 
video to describe each of the main characters and to 
identify the relationships among them.
• Explain the task. Then read each statement aloud. 
• Have students work alone to complete the chart. 
Have them compare their answers with a partner 
before going over the answers with the class.
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Answers
1. Molly 
She’s not a teacher. 
She’s Peter’s classmate. 
Her teacher is Miss Taylor.
2. Peter 
He’s Molly’s classmate. 
His teacher is Miss Taylor. 
His class is not in Room 201.
3. Miss Taylor 
Her last name is Taylor. 
She’s Peter’s teacher. 
She’s the teacher in Room 203.
4. Mrs. Smith 
Her room is 201. 
She’s not Molly’s teacher. 
Her last name is Smith.
Follow-up
7 nICe to meet you
In these activities, students practice introductions 
by matching statements and responses, and putting 
them in order to make a conversation. Finally, 
they practice the conversations using their own 
information.
A
• Explain the task, and read the instructions and the 
phrases aloud. 
• Have students work alone to complete the task. 
Have them compare their answers with a partner 
before going over them with the class.
Answers
1. b
2. c
3. a
B
• Explain the task: Students put the sentences from 
part A in order so that they make a conversation.
• Have students work in pairs to complete the task.
• Ask for volunteer pairs to stand up and act out 
their conversation. 
C
• Explain the task. Then model it by introducing 
yourself to the class.
• Have students stand up and introduce themselves 
to various classmates.
Language close-up
8 WHat DID tHey say?
This cloze activity develops bottom-up listening skills 
by having students focus on specific language used 
by Peter and Molly in the video.
• Explain the task. Have students, working 
individually or in pairs, read the conversation and 
fill in as many blanks as they can before watching 
the video.
• Play this segment of the video with the sound 
on while students work alone to fill in the blanks 
and check their predictions. Then have students 
compare answers with a partner.
• Check answers as a class.
• Ask for volunteer pairs to stand up and act out the 
conversation. 
Answers
Molly: Excuse me. Um, hello.
 Peter: Hi!
Molly: My name is Molly. What’s your name?
 Peter: I’m Peter. My friends call me Pete.
Molly: My friends call me . . . Molly. Hi, Pete. 
It’s nice to meet you.
 Peter: It’s nice to meet you, too.
Molly: Are you a student here?
 Peter: Yes, I am. My class is at nine o’clock 
with Miss Taylor.
Molly: Miss Taylor? She’s my teacher. You’re 
in my class.
 Peter: Great!
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9 tHe VerB BE
In these activities, students practice the grammatical 
focus of the video by completing dialogs with the 
correct form of the verb	be. Students then practice 
the dialogs and have conversations asking for phone 
numbers.
A• Explain the task, and lead students through the 
incomplete dialogs.
• Have students work alone to complete the task.
• Check answers as a class, and review the structure 
as needed.
Possible answers
1. A: Excuse me. Are you Sam?
B: No, I’m Luis. Sam’s over there.
2. A: I’m Celia. What’s your name?
B: My name’s Dan.
3. A: Is this Mrs. Costa’s classroom?
B: No. Her class is/’s in Room 105.
4. A: What’s your email address?
B: It’s marymary@email.com.
5. A: What’s your phone number?
B: It’s (646) 555-7841.
B
• Put students into pairs. Tell them to practice the 
dialogs in part A using their own information.
C
• Explain the task. Model the sample conversation 
with a volunteer.
• Put students into groups or have them stand up 
and move around the room in order to complete 
the task. 
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2
Preview
1 VOCABULARY
In these activities, students work with key vocabulary 
about items they will see in the video and 
prepositions of location.
A
• Explain the task. Tell students to look at the 
pictures and model the name of each item and the 
prepositions.
• Have students work alone to complete the task. 
• Check answers around the class.
Answers
1. on
2. under
3. next to
4. on
5. behind
6. in front of
7. under
8. in
9. next to
B
• Explain the task. Model the sample dialog with two 
volunteers.
• Have students work in pairs to complete the task. 
• Check answers by asking volunteer pairs to give 
their answers and responses.
Answers
1. A: Where is the wallet? 
B: It’s on the table.
2. A: Where are the keys? 
B: They’re under the sofa.
3. A: Where is the umbrella? 
B: It’s next to the door.
4. A: Where is the cell phone? 
B: It’s on the TV.
5. A: Where is the passport? 
B: It’s behind the bag.
6. A: Where is the camera? 
B: It’s in front of the books.
7. A: Where is the ticket? 
B: It’s under the desk.
8. A: Where are the notebooks? 
B: They’re in the drawer.
9. A: Where are the books? 
B: They’re next to the table.
2 WHAT DO YOU SEE?
In this activity, students prepare to watch the video 
by using visual information to establish the location 
of various items.
LAngUAgE SUmmARY
Topics/Functions:   Personal items, possessions, and locations; naming objects; asking for and  
giving locations
  Structures:  Prepositions of place
STORY SUmmARY
Sofia is preparing to leave on a trip to Brazil. Her roommate, Jessica, is helping her get ready by 
asking her if she has everything she needs and helping her find the missing items.
CULTURAL nOTE
Many young people in the United States and Canada move out of their parents’ homes when 
they go to college or get a full-time job. They often share a house or apartment with others in 
similar circumstances.
My passport!
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• Explain the task, and read the instructions and the 
four items aloud. 
• Play the video with the sound off; tell students to 
watch and check the answers.
• Put students into pairs to compare answers. Then 
check answers around the class.
Answers
1. False (The ticket is on the TV.)
2. True
3. False (The keys are in front of the TV.)
4. False (The passport is on the desk.)
Watch the video
3 gET THE PICTURE
In this activity, students watch and listen to the video 
to decide on the correct order in which Sofia looks 
for her things.
• Explain the task, and read through the list.
• Play the entire video with the sound on. Have 
students work alone to complete the task while 
they watch.
• Put students in pairs and have them compare their 
answers. Play the video again if necessary.
• Check answers as a class.
Answers
6 her bag
3 her camera
4 her keys
5 her passport
2 her ticket
7 her umbrella
1 her wallet
4 WATCH FOR DETAILS
In this activity, students focus more closely on details 
to answer questions about the story.
• Explain the task, and read through the items. 
Answer any vocabulary questions as they arise.
• Play the video with the sound on.
• Have students work alone to check the correct 
answers. Have them compare their answers 
with a partner before going over the answers 
with the class.
Answers
1. ten o’clock.
2. twelve-thirty.
3. Brazil.
4. bedroom.
5. Budapest.
5 WHERE IS IT?
In these activities, students complete sentences 
about the video by using the prepositions they 
reviewed earlier.
A
• Explain the task, and read through the statements. 
• Replay the video until the TV (with ticket, 
notebook, and pen on top) is shown.
• Have students work alone to check the correct 
answers. Have them compare their answers with 
a partner before going over the answers with 
the class.
Answers
1. on 
2. under 
3. next to 
4. in front of 
B
• Explain the task, and read through the partial 
sentences. 
• Have students work alone to complete the 
sentences. Have them compare their answers 
with a partner before going over the answers 
with the class. 
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Answers
1. in her bag
2. under her notebook
3. in a box next to the sofa
4. in front of the TV
5. on the/her desk
6. behind the door
7. on the shelf
Follow-up
6 TRUE OR FALSE?
In this activity, students practice talking about the 
locations of their own things.
• Explain the task, and read the sample dialogs with 
students. 
• Put students into pairs to complete the task. Have 
them take turns putting things in different places 
and asking and answering about the locations.
Language close-up
7 WHAT DID THEY SAY?
This cloze activity develops bottom-up listening skills 
by having students focus on specific language used 
by characters in the video.
• Explain the task. Have students, working 
individually or in pairs, read the conversation and 
fill in as many blanks as they can before watching 
the video.
• Play this segment of the video with the sound 
on while students work alone to fill in the blanks 
and check their predictions. Then have students 
compare answers with a partner.
• Check answers as a class.
• Ask for volunteer pairs to stand up and act out the 
conversation. 
Answers
Jessica: Sofia! Where’s your passport?
 Sofia: Maybe it’s . . . maybe it’s in a box. 
Jessica: Oh!
 Sofia: Maybe it’s. . . . It’s probably behind the 
chair.
Jessica: No, it’s not here.
 Sofia: OK. Maybe it’s next to the sofa.
Jessica: Sofia! What’s this?
 Sofia: My camera. I’m going to need that. . . . 
My passport!
Jessica: Is it under the books? No.
 Sofia: Oh, no!
Jessica: Sofia, are those your keys, in front of 
the TV? 
 Sofia: Yes, those are my keys. . . . My passport, 
Jessica! Wait a minute. Wait a minute. 
It’s on the desk in the bedroom!
8 PREPOSITIOnS OF PLACE
In these activities, students practice using the 
grammatical focus of the video by describing the 
locations of various objects.
A
• Explain the task, and read the words in the box. 
• Have students work alone to complete the 
sentences. Then put students into pairs to compare 
answers.
• Check answers as a class.
Answers
1. is next to the sofa
2. are under the TV
3. is in the purse 
4. is on the TV
5. are in front of the lamp
6. is behind the chair
B
• Explain the task. Have students work alone to write 
their own sentences. 
• Ask several volunteers to share one or two 
sentences with the class.
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3
Preview
1 VOCABULARY
These activities introduce the names of the countries 
students will hear in the video.
A
• Explain the task. Then read the countries and 
regions in the lists.
• Have students work alone to complete the task. 
Then put students into pairs to compare their 
answers and to tell each other the names of the 
countries they added to the list.
• Check answers around theclass. Then ask a few 
students to share their additional countries.
Answers
1. b 5. e
2. d 6. a
3. g 7. f
4. c
B
• Explain the task. Model the sample dialog with 
volunteers.
• Put students into pairs to complete the task.
• Check answers by asking volunteer pairs to give 
their answers and responses.
Answers
1. A: Where’s China? 
B: It’s in Asia.
2. A: Where’s Costa Rica? 
B: It’s in Central America.
3. A: Where’s the Dominican Republic? 
B: It’s in the Caribbean.
4. A: Where’s Italy? 
B: It’s in Europe.
5. A: Where’s Mexico? 
B: It’s in North America.
6. A: Where’s Morocco? 
B: It’s in Africa.
7. A: Where’s Uruguay? 
B: It’s in South America.
2 GUESS THE FACTS
In this activity, students are introduced to the 
names of the languages and cities they will hear in 
the video.
• Explain the task. Then model the vocabulary in 
the box.
LAnGUAGE SUmmARY
Topics/Functions:   Countries, regions, and languages; asking for and giving information about 
countries of origin and native languages
  Structures:  Questions and short answers with be
STORY SUmmARY
A reporter interviews three students from around the world (Morocco, Costa Rica, and China) 
who live in the United States. Each student tells the reporter his or her name, country of origin, 
and native language.
CULTURAL nOTE
Many school districts in the United States have programs such as the Newcomers program to 
help immigrant and refugee students learn English and adjust to their new home. Newcomers 
programs have existed since the early 1980s.
Newcomers High School
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• Have students work alone to complete the task. 
Then put students in pairs to compare their 
answers.
Watch the video
3 GET THE PICTURE
In these activities, students watch the entire video 
to check their predictions from Exercise 2 and to find 
out what countries the students are from.
A
• Explain the task. Make sure students understand 
they should look at the chart in Exercise 2.
• Play the video with the sound on. Have students 
complete the task while they watch.
• Have students compare their answers with a 
partner. Play the video again if necessary.
• Check answers as a class.
Answers
1. Morocco: Casablanca, Arabic
2. Costa Rica: San José, Spanish
3. China: Hong Kong, Cantonese
B
• Explain the task, and read the students’ names 
aloud.
• Play the video with the sound on. Have students 
complete the task while they watch.
• Have students compare their answers with a 
partner. Play the video again if necessary.
• Check answers as a class.
Answers
1. Fatima: Morocco
2. Camilia: Costa Rica
3. Cai: China
4 WATCH FOR DETAILS
In this activity, students focus on details in the video 
to answer more detailed questions about facts 
mentioned in the video.
• Explain the task, and read through the items. 
• Play the video with the sound on.
• Have students work alone to check the correct 
answers. Have them compare their answers with 
a partner before going over the answers with the 
class.
Answers
1. New York City. 5. 22.
2. aren’t from the U.S. 6. serious.
3. ocean. 7. three languages.
4. fun. 8. “Good-bye.”
Follow-up
5 WHERE IS IT?
In these activities, students use the language 
presented in the unit to talk about the locations of 
various cities around the world.
A
• Explain the task, and read through the names of 
the countries labeled on the map and the cities in 
the box. 
• Put students into pairs to find the cities on the 
map.
Answers
Casablanca, Morocco – number 8
Hong Kong, China – number 12
San José, Costa Rica – number 13
B
• Explain the task. Then read through the list of cities 
and model the sample dialog with a volunteer.
• Put students into pairs to complete the task. Then 
have pairs join together to form small groups and 
compare their answers.
• Check answers as a class.
Answers
Addis Ababa, Ethiopia – number 10
Cali, Colombia – number 4
Inchon, South Korea – number 9
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Karachi, Pakistan – number 1
Monterrey, Mexico – number 5
San Diego, California (United States) – number 6
Sapporo, Japan – number 3
St. Petersburg, Russia – number 7
Winnipeg, Canada – number 11
Vitória, Brazil – number 2
C
• Explain the task: Students work in small groups 
to write the names of five cities on slips of paper. 
Tell students to put their papers on a desk and 
mix them up. Then each student picks a city and, 
following the sample dialog, leads a discussion of 
the location.
• Ask volunteers from each group to tell the class 
where their most distant city is located. 
Language close-up
6 WHAT DID THEY SAY?
This cloze activity develops bottom-up listening skills 
by having students focus on specific language used 
by the interviewer and the second student.
• Explain the task. Have students, working 
individually or in pairs, read the conversation and 
fill in as many blanks as they can before watching 
the video.
• Play this segment of the video with the sound 
on while students work alone to fill in the blanks 
and check their predictions. Then have students 
compare answers with a partner.
• Check answers as a class.
• Ask for volunteer pairs to stand up and act out the 
conversation. 
Answers
Rachel: �Hello. Where are you from, Camilia? 
Are you from Morocco, too?
Camilia: No, I’m not.�I’m from Costa Rica. 
Rachel: Where is Costa Rica, Camilia?
Camilia: �It’s in Central America. I’m from San 
José, the capital.
Rachel: What’s San José like?
Camilia: It’s very nice. I like it a lot.
Rachel: What are these?
Camilia: These are photos of the rain forest in 
my country. The rain forest is beautiful 
and interesting. It’s fun, too.
Rachel: It looks fun! Thank you, Camilia.
7 PRESEnT TEnSE OF BE
In these activities, students practice the grammatical 
focus of the video by completing dialogs with the 
correct form of the verb be. Students then practice 
the dialogs and have conversations asking where 
their classmates are from.
A
• Explain the task, and go over the example.
• Have students work alone to complete the 
conversations. Then put students into pairs to 
practice the conversations.
• Check answers as a class.
Answers
1. A: How are you today?
B: I’m fine, thank you.
A: Where are you from, Carlos?
B: I’m from Mexico. How about you?
A: I’m from Canada.
B: Oh, are you from Montreal?
A: Yes, I am.
2. A: Where’s Rachel from?
B: She’s from the U.S.
A: Is she from New York?
B: No, she’s not from New York. She’s from 
Chicago originally.
3. A: Where are Ji-son and Hyo from?
B: Ji-son is from Pusan, and Hyo is from Seoul.
A: Oh, so they’re both from South Korea.
B: Yes, they are.
B
• Explain the task. Then have students move around 
the room, asking and answering questions about 
where they are from.
• Ask volunteers to tell the class what they found out 
about their classmates.
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4
Preview
1 VOCABULARY
In this activity, students work with key vocabulary 
about clothing they will see in the video.
A
• Explain the task. Then read through the list of 
clothing items, and have students repeat after you.
• Have students work alone to complete the task. 
• Check answers around the class.
Answers
 1. d
 2. i
 3. f
 4. c
 5. h
 6. e
 7. k
 8. l
 9. m
10. o
11. a
12. p
13. j
14. n
15. b
16. g
B
• Explain the task, and model the example dialog 
with a student.
• Have students cover the words in part A. Then put 
students into pairs to complete the task. 
• Check answers around the class.
Answers
 a. A: What are these? 
B: They’re jeans.
 b. A: What’s this? 
B: It’s a pink hat.
 c. A: What’s this? 
B: It’s a briefcase.
 d. A: What’s this? 
B: It’s a dark blue suit.
 e. A: What’s this? 
B: It’s a gray skirt.
 f. A: What are these? 
B: They’re black shoes.
 g.A: What’s this? 
B: It’s a red shirt.
 h. A: What are these? 
B: They’re white socks.
 i. A: What’s this? 
B: It’s a brown tie.
 j. A: What’s this? 
B: It’s a scarf.
 k. A: What’s this? 
B: It’s a white blouse.
 l. A: What’s this? 
B: It’s a blue jacket.
 m. A: What’s this? 
B: It’s a backpack.
 n. A: What’s this? 
B: It’s a yellow dress.
LAngUAge sUmmARY
Topics/Functions:  Clothing; asking about and describing clothing
  Structures:  Present continuous with the verb wear
stORY sUmmARY
A reporter interviews several people about what they’re wearing. 
CULtURAL nOte
At many schools in the United States and Canada, students can wear what they want, but 
at some schools, they must wear a school uniform. In this video, the reporter talks with some 
students who wear a school uniform.
What are you wearing?
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 o. A: What are these? 
 B: They’re boots.
 p. A: What’s this? 
 B: It’s a sweater.
2 WHAt DO YOU see?
In this activity, students prepare to watch the video 
by making predictions based on visual information 
about the clothing various people are wearing in the 
video.
• Explain the task, and read through the items of 
clothing and accessories.
• Play the entire video with the sound off. Have 
students work alone to choose the correct answers.
Watch the video
3 get tHe PICtURe
In this activity, students watch and listen to the video 
to check their predictions from Exercise 2.
• Explain the task, and make sure students 
understand that they should look at and correct 
their answers in Exercise 2.
• Play the video with the sound on. Have students 
complete the task while they watch.
• Have students compare their answers with a 
partner. Replay the video, pausing after each 
interview, to give students a chance to check their 
answers.
• Check answers as a class.
Answers
1. a brown tie 
a black briefcase
2. white socks 
a white blouse
3. jeans 
a scarf 
a pink hat
4. black pants
4 WAtCH FOR DetAILs
In this activity, students focus on details in 
the interviews to correct mistakes in clothing 
descriptions from Exercise 2.
• Explain the task, and read through the example.
• Have students work alone to correct any mistakes 
they see before watching the video again. 
• Play the video with the sound on. Have students 
check the corrections they made and then correct 
any remaining mistakes.
• Have students compare their answers with a 
partner before going over the answers with the 
class.
Answers
1. a gray striped suit 
black shoes
2. a gray skirt 
a blue sweater
3. boots 
a blouse and a light jacket 
blue pants and a white sweater
4. a light blue shirt 
a jacket
5 DO YOU RememBeR?
In this activity, students recall specific details about 
the video.
• Explain the task, and read the items aloud. 
• Tell students to check the correct answers as they 
watch the video.
• Replay the video with the sound on.
• Have students compare their answers with a 
partner before checking answers as a class.
Answers
1. fall.
2. sunny.
3. blue.
4. casual clothes.
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Follow-up
6 WHAt’s YOUR OPInIOn?
In these activities, students say whether they like the 
clothes worn by some of the people in the video.
A
• Explain the task. Then have students work alone to 
complete the task. 
B
• Explain the task. Then model the sample dialog 
and read through the language box.
• Put students into pairs to compare their opinions 
about the clothing in the photos in part A.
Language close-up
7 WHAt DID tHeY sAY?
This cloze activity develops bottom-up listening skills 
by having students focus on specific language used 
by Jamal and two people interviewed in the video.
• Explain the task. Have students, working 
individually or in pairs, read the conversations and 
fill in as many blanks as they can before watching 
the video.
• Play each segment of the video while students 
work alone to fill in the blanks and check their 
predictions. Then have students compare answers 
with a partner.
• Check answers as a class.
• Ask for volunteer pairs to stand up and act out the 
conversations. 
Answers
1. Jamal: Excuse me. Hello! 
 Man: Hello there.
Jamal: �We’re talking to people about clothes. 
What are you wearing today?
 Man: I’m wearing a gray striped suit, brown 
tie, and black shoes.
 Jamal: Is it a summer suit?
 Man: �No, it’s for cool weather. It’s good for 
the fall and spring.
 Jamal: Very nice, very formal.
 Man: Yes, I’m working today, so I’m wearing 
formal clothes.
 Jamal: I see. 
2. Jamal: So what are you wearing today? 
 Sheila: We’re just wearing casual clothes. I 
have on boots and jeans, a blouse, a 
light jacket, and some sunglasses.
 Jamal: And a very pretty purple scarf.
 Sheila: Thank you.
 Jamal: And what is Julie wearing?
 Sheila: She’s wearing blue pants, a white 
sweater, a pink hat. It’s her 
favorite hat.
8 PResent COntInUOUs
In these activities, students practice the grammatical 
focus of the unit, the present continuous of the verb 
wear.
A
• Explain the task, and call attention to the examples.
• Have students work alone to complete the task. 
Put students into pairs to compare answers.
• Check answers as a class, and review the structure 
as needed.
Answers
1. A: Are you wearing pants today?
B: No, I’m�wearing�a skirt.
2. A: What’s our teacher wearing today?
B: She’s�wearing�a black sweater, a blue 
blouse, and a gray skirt.
3. A: What color shoes are you wearing?
B: I’m�wearing white shoes today.
4. A: Are your classmates wearing coats today?
B: No, they aren’t�wearing coats, but they’re�
wearing�sweaters.
5. A: What colors are you wearing today?
B: I’m�wearing yellow, blue, brown, 
and green.
B
• Have students practice the conversations again, 
substituting information of their own.
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5
Language summary
Topics/Functions:   Common activities; telling time, asking about and describing current 
activities
  Structures:  Present continuous: statements and questions
story summary
Peter is at home on a Saturday night. He’s supposed to be studying, but instead talks to several 
friends to find out what they’re doing.
CuLturaL note
Many young people in the United States and Canada babysit for children as a way to earn 
money. The majority of babysitters are girls, but boys do this as well.
Everybody’s having fun.
Preview
1 VoCaBuLary
In this activity, students work with key vocabulary 
about actions they will see in the video.
A
• Explain the task. Then model the vocabulary in the 
box, and have students repeat as they look at the 
pictures.
• Have students work alone to complete the task. 
Then put students into pairs to compare their 
answers.
• Check answers as a class.
Answers
1. studying
2. watching movies
3. looking up a phone number
4. sleeping
5. babysitting
6. making popcorn
7. answering the phone
8. ordering pizza
9. having dinner together
B
• Explain the task. Then model the sample dialog 
with a student.
• Have students work in pairs to take turns asking 
and answering questions about the people in 
part A.
• Check answers as a class.
Answers
1. A: What’s Mimi doing? 
B: She’s studying.
2. A: What are Blake and Sam doing? 
B: They’re watching movies.
3. A: What’s Dave doing? 
B: He’s looking up a phone number.
4. A: What’s Young-soo doing? 
B: He’s sleeping.
5. A: What’s Jenny doing? 
B: She’s babysitting.
6. A: What are Jess and Kim doing? 
B: They’re making popcorn.
7. A: What’s Ken doing? 
B: He’s answering the phone.
8. A: What is Amy doing? 
B: She’s ordering a pizza.
9. A: What are the Sotos doing? 
B: They’re having dinner together.
2 WHat Do you see?
In this activity, students prepare to watch the videoby using visual information to put the events in 
order.
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• Explain the task, and read the instructions aloud.
• Play the entire video with the sound off. Tell 
students to watch for the answers. Have students 
work individually to number the pictures.
Watch the video
3 get tHe PICture
In these activities, students watch and listen to the 
entire video to answer questions about the story.
A
• Explain the task, and have students look at their 
answers in Exercise 2.
• Play the entire video with the sound on. Have 
students check and correct their answers while 
they watch.
• Have students compare their answers with a 
partner. Play the video again if necessary.
• Check answers as a class.
B
• Explain the task, and go over the example in 
Exercise 2. Then lead students through the list of 
actions in the box.
• Play the entire video with the sound on, and tell 
students to write the correct sentence under each 
photo.
• Have students compare their answers with a 
partner. Play the video again if necessary.
• Check answers as a class.
Answers
1 Peter is studying.
2 Peter is calling a friend.
3 Kate is babysitting.
4 Doug is answering the phone.
5 Peter is sleeping.
6 Emi is watching movies.
7 Peter is going out.
4 WatCH For DetaILs
In this activity, students focus on details in the video 
to answer more specific questions about the story.
• Explain the task, and read through the items. 
Answer any vocabulary questions as they arise.
• Play the video with the sound on. Have students 
complete the task as they watch. Then have 
students compare answers in pairs.
• Check answers as a class.
Answers
1. 7:00.
2. at home.
3. is fun.
4. 8:25.
5. at his girlfriend’s house.
6. 9:20.
7. Emi’s place.
8. popcorn.
Follow-up
5 WHat am I DoIng?
In this activity, students act out various actions to 
practice using the present continuous.
• Explain the task. Read the instructions and the 
verbs in the box. 
• Have students work in pairs to complete the 
task. Remind students they can use their own 
ideas as well.
Language close-up
6 WHat DID tHey say?
This cloze activity develops bottom-up listening 
skills by having students complete part of the phone 
conversation between Emi and Peter.
• Explain the task. Have students, working 
individually or in pairs, read the conversation and 
fill in as many blanks as they can before watching 
the video.
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• Play this segment of the video with the sound 
on while students work alone to fill in the blanks 
and check their predictions. Then have students 
compare answers with a partner.
• Check answers as a class.
• Have students work in pairs to practice the 
conversation. 
Answers
Peter: Uh, hello?
 Emi: Hi, Peter. It’s Emi. Um, are you OK?
Peter: I’m studying.
 Emi: You’re not studying. You’re sleeping!
Peter: OK, OK. I’m sleeping. But I’m studying, 
too! What are you doing, Emi?
 Emi: I’m hanging out with Ivan and Carla.
Peter: Really? Sounds like fun.
 Emi: Yeah. We’re watching movies at my place. 
Are you busy?
Peter: Well, I’m studying for a test that I have on 
Monday.
 Emi: We’re making popcorn.
Peter: What time is it?
 Emi: It’s twenty after nine. Ivan is ordering a 
pizza.
Peter: OK! I’m coming.
7 Present ContInuous
In these activities, students practice the grammatical 
focus of the unit – the present continuous – by 
completing five short conversations and then 
practicing them.
A
• Explain the task, and go over the example. 
• Have students work alone to complete the task. 
Then put students into pairs to compare answers 
and practice the conversations.
• Check answers as a class, and review the present 
continuous as needed.
Answers
1. A: What’s Pablo doing?
B: He’s studying. 
2. A: What’s Mariko reading?
B: She’s reading a really good book.
3. A: What’s your family doing right now?
B: My parents are working, and my brother 
and sister are talking on the phone.
4. A: What’s our teacher doing?
B: He’s having lunch.
A: Really? I’m getting hungry, too.
5. A: Are you speaking Spanish right now?
B: No, I’m speaking English!
B
• Explain the task. Then put students into pairs to 
take turns asking and answering questions about 
themselves and their classmates, friends, and 
families.
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6 My life
Language summary
Topics/Functions:  Daily routines; talking about routines
  Structures:  Simple present: statements and questions
story summary
Vanessa takes us through her home, introduces us to her parents, and tells us about her daily 
routine. She’s a website designer during the day, and she does stand-up comedy on the weekend.
CuLturaL note
In the United States and Canada, it’s often possible to work from home. Website design is an 
example of a job people can do from home because it involves working on a computer and 
doesn’t require them to be in an office every day.
Preview
1 VoCaBuLary
This activity introduces the language for some daily 
habits and routines, including those presented in the 
video.
• Explain the task. Then read aloud the sentences in 
the box, and have students repeat as they look at 
the pictures.
• Go over the example, and have students work 
alone to complete the task. Then put students 
together in pairs to compare their answers.
• Check answers as a class.
Answers
1. Weekdays, I get up at 7:30.
2. I have breakfast with my parents.
3. I walk to work.
4. I start work at 9:00.
5. At 1:30, I take a lunch break.
6. At 5:00, I finish work.
7. Every night, I write jokes.
8. On Saturdays, I tell my jokes at a comedy club.
2 guess tHe FaCts
In this activity, students prepare to watch the 
video by using pictures to make a prediction about 
Vanessa’s job.
• Explain the task. Read the sentences under the 
pictures aloud.
• Have students work alone to complete the task. 
• Ask several students to share their prediction with 
the class.
3 WHat Do you see?
This activity continues to prepare students to watch 
the video by using visual information in the video to 
check their prediction in Exercise 2.
• Explain the task, and tell students to look back at 
Exercise 2. 
• Play the first minute of the video with the sound 
off (until Vanessa goes upstairs and sits at her 
desk); tell students to watch for the answer.
Answer
She works at home.
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Watch the video
4 get tHe PICture
In these activities, students watch and listen to the 
entire video to answer questions about the story.
A
• Explain the task, and read the sentence. Call 
attention to the example.
• Play the entire video with the sound on. Have 
students complete the task while they watch.
• Have students compare their answers with a 
partner. Play the video again if necessary.
• Check answers as a class.
Answers
designs web pages, writes jokes
B
• Explain the task, and read through the items. Tell 
students to complete any items for which they feel 
they already know the answers.
• Play the entire video with the sound on. Have 
students complete the task while they watch.
• Have students compare their answers with a 
partner. Replay the video again if necessary.
• Check answers as a class.
Answers
1. False (Vanessa lives with her parents.)
2. True
3. False (Vanessa’s father drives to work.)
4. False (In the evening, Vanessa writes jokes.)
5. True
6. False (Vanessa gets home late from the club.)
7. False (On Sundays, Vanessa sleeps all day.)
5 WatCH For DetaILs
In this activity, students focus on details in the video 
to answer more detailed questions about the story.
• Explain the task, and read through the items. 
Answer any vocabulary questions as they arise.
• Havestudents work alone or in pairs to answer the 
questions.
• Play the video with the sound on. Have students 
complete the task as they watch. Then have 
students compare answers in pairs.
• Check answers as a class.
Answers
1. 22
2. Wynton
3. 8:30 a.m.
4. 9:00 a.m.
5. 8:00 p.m.
6. Around 12:00 a.m.
6 Do you rememBer?
In this activity, students use information from the 
video to identify details about Vanessa’s routine.
• Explain the task. Then read the information in the 
chart aloud. 
• Have students work in pairs to complete the chart. 
• Check answers with the class.
Answers
Designs web pages On weekdays
Writes jokes At night
Tells jokes At night / On weekends
Goes downtown On weekends
Follow-up
7 a Day In tHe LIFe
In these activities, students use the language in the 
unit to describe the daily routines of people with 
different jobs.
A
• Explain the task, and lead students through the 
phrases in the box. 
• Have students work in pairs to complete the task. 
• Check answers with the class.
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Possible answers
A musician
He gets up at 1:00 in the afternoon. He starts 
work at 10:00 at night and finishes work at 3:00 
in the morning.
A reporter
She gets up at 5:00 in the morning. She works for 
a television station.
A teacher
She sometimes has lunch with students and 
writes on the board. She finishes work at 3:00 in 
the afternoon. She doesn’t work on weekends.
A waiter
He gets up at 5:00 in the morning. He wears a 
white shirt and black pants at work. He finishes 
work at 3:00 in the afternoon.
B
• Put two pairs together to form groups. Have them 
share their descriptions while partners try to guess 
who they’re describing. Ask volunteers to share 
one or more of their descriptions with the class.
Language close-up
8 WHat DID sHe say?
This cloze activity develops bottom-up listening 
skills by having students complete part of Vanessa’s 
description of her daily routine.
• Explain the task. Have students, working 
individually or in pairs, read the monologue and fill 
in as many blanks as they can before watching the 
video.
• Play this segment of the video with the sound 
on while students work alone to fill in the blanks 
and check their predictions. Then have students 
compare answers with a partner.
• Check answers as a class.
• Ask for volunteers to stand up and act out the 
monologue. 
Answers
Hi, I’m Vanessa. Welcome to my home. I live here. 
Come on in! This is my mom, and this is my dad. 
This is my brother, Wynton. He doesn’t live with
 
us. He has his own apartment. He’s 25. I’m 22, so 
that makes him my big brother. 
Weekdays, I get up around 7:30. We have 
breakfast at about eight o’clock, right here.
My mom is a teacher. She works in the school. 
She takes the bus to work. The bus comes at 
8:30, and she gets home about five. My dad 
drives to work. He works in the clinic. He’s a 
doctor. He starts work at nine o’clock and gets 
home at six.
9 sImPLe Present tense
In these activities, students practice the grammatical 
focus of the video by completing dialogs with 
the correct form of the verbs in the present tense. 
Students then practice the dialogs using their own 
information.
A
• Explain the task, and go over the example.
• Have students work alone to complete the 
conversations. Then put students into pairs to 
check their answers before they practice the 
conversations.
• Check answers as a class.
Answers
1. A: Do you live in the city?
B: No, I don’t. I live in the suburbs. My sister 
lives in the city. She has a good job there.
2. A: How do you go to school?
B: I take the bus because I don’t have a car.
3. A: What time do you go to school?
B: Well, the bus comes at 7:00.
4. A: Do you have breakfast every day?
B: Yes, I do. My parents don’t work in the 
morning, but they get up early and have 
breakfast with me. Then my father drives 
me to the bus.
5. A: Where do you have dinner?
B: My friends and I go to a restaurant after 
class, so I don’t have dinner with my family.
B
• Explain the task, and put students into pairs. Tell 
them to practice the dialogs in part A using their 
own information.
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7 Richdale Street
Language summary
Topics/Functions:  Rooms and objects in a home; describing a home
  Structures:  There is/There are
story summary
Sofia and Jessica are roommates who have moved into a new apartment. Jessica’s mother calls, 
and Jessica describes the apartment to her. Then they get a surprise visit from Jessica’s mother.
Preview
1 VoCaBuLary
In these activities, students work with key vocabulary 
associated with rooms and objects in a home, 
including many of the words presented in the video.
A
• Explain the task, and read through the list of words.
• Have students work alone to complete the task. 
Then put students into pairs to compare their 
answers.
• Check answers as a class.
Answers
1. f
2. b
3. e
4. a
5. c
6. d
B
• Explain the task, and present the vocabulary.
• Put students into pairs to number the items in 
order of importance.
C
• Explain the task, and read through the sample 
conversation with students.
• Have students form small groups. Then tell them 
to compare their answers in part B by having 
conversations similar to the model.
2 WHat Do you see?
In this activity, students prepare to watch the video 
by becoming familiar with the things Jessica and 
Sofia have in their apartment.
• Explain the task. Then lead students through the 
list of items. 
• Play the entire video with the sound off. Have 
students work alone to check the correct answers.
• Have students compare their answers in pairs. Then 
check answers as a class.
Answers
a sofa
shelves
a refrigerator
a coffee table
dishes
a bed
chairs
a stove
a television
The roommates do not have a dresser, a 
microwave, or a coffeemaker.
Watch the video
3 get tHe PICture
In this activity, students watch the entire video to 
determine which statements about the apartment 
are true or false.
• Explain the task, and read through the statements.
• Have students work alone to predict as many 
answers as they can. Then put students into pairs 
to compare their predictions.
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• Play the entire video with the sound on. Have 
students correct their predictions.
• Check answers as a class.
Answers
 1. True
 2. True
 3. False
 4. False
 5. False
 6. False
 7. False
 8. True
 9. True
10. True
4 WatCH For DetaILs
In this activity, students focus more closely on details 
to answer questions about the story.
• Explain the task, and read through the items. 
Answer any vocabulary questions as they arise.
• Play the video with the sound on.
• Have students work alone to check the correct 
answers. Then have them compare their answers 
with a partner before going over the answers with 
the class.
Answers
1. Jessica’s mother.
2. A wall.
3. A vase. 
4. 283 Richdale Street.
5. The city.
6. She says it’s nice.
5 WHat’s your oPInIon?
In this activity, students decide which household 
items Jessica and Sofia still need.
• Explain the task. Make sure students understand 
they should answer according to their own 
opinion. 
• Call attention to the model dialog. Then put 
students into pairs to compare answers.
Follow-up
6 roLe PLay
In the first activity, students think about and write 
the questions they think Jessica’s mother asks 
about the apartment. Then they ask and answer the 
questions in pairs.
A
• Explain the task, and lead students through the 
examples.
• Have students work alone to write the questions. 
Then have them compare their questions with a 
partner before going over the questions with the 
class.
Possible answers
What’s the living room like?
Do you have a microwave?
Is the kitchensunny?
Is the kitchen clean?
Are there any windows in the bedroom?
Are there any closets?
Do you have a yard?
What’s your address?
B
• Explain the task, and model the sample dialog with 
a student.
• Put students into groups of three to do the role 
play. 
• Ask volunteer pairs to act out their role play for the 
class.
Language close-up
7 WHat DID sHe say?
This cloze activity develops bottom-up listening 
skills by having students complete Jessica’s phone 
conversation.
• Explain the task. Point out that students only have 
to complete Jessica’s side of the conversation. Have 
students, working individually or in pairs, read the 
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text and fill in as many blanks as they can before 
watching the video.
• Play this segment of the video with the sound 
on while students work alone to fill in the blanks 
and check their predictions. Then have students 
compare answers with a partner.
• Check answers as a class.
Answers
Jessica: She’s asking about our apartment. 
Yeah, I like it.
Well, let me see. There are four rooms: 
the living room, the kitchen, and 
two bedrooms. Oh, and of course a 
bathroom.
The living room? Well, it’s really big. 
The kitchen is nice, too.
No, we don’t have a microwave. We 
just have a regular oven.
Yes, the kitchen is very sunny. There 
is a modern refrigerator.
Clean? Yeah, of course, it’s clean.
The bedroom? Actually, there are a 
lot of big windows. And the view is 
really great.
8 THERE IS/THERE ARE
In these activities, students practice the grammatical 
structure of the unit by completing sentences 
with there’s, there are, or there aren’t, and then 
rewriting the sentences with their own information.
A
• Explain the task, and lead students through the 
sentences. 
• Have students work alone to complete the task. 
Then put students into pairs to compare answers.
• Check answers as a class.
Answers
1. There are eight rooms in our house, and 
there’s a garage, too.
2. There are some trees in the yard, but there 
aren’t any flowers.
3. There are some armchairs in the living room, 
and there’s a large table in the dining room.
4. There aren’t any pictures in the dining room, 
but there are some in the living room.
5. There are a stove and a refrigerator in the 
kitchen, but there’s no microwave oven.
6. There are three bedrooms in the house, and 
there’s one bathroom.
B
• Explain the task, and tell students to rewrite the 
sentences in part A with information about their 
home.
• Have students work alone to write sentences. Put 
students into pairs to compare answers. 
• Check answers as a class.
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8 The night shift
Language summary
Topics/Functions:  Jobs; talking about work and school
  Structures:  Simple present tense: summary
story summary
People who work at night talk about their jobs and their rather unusual routines.
CuLturaL note
One person interviewed is a university student. It’s common in the United States and Canada for 
students to have jobs to pay for tuition and living expenses. Students usually work part-time and 
study full-time, or vice versa.
Preview
1 VoCaBuLary
In these activities, students are introduced to the 
names of the occupations presented in the video.
A
• Explain the task. Then model the vocabulary in the 
box, and have students repeat as they look at the 
pictures.
• Have students work individually to complete the 
task. Then have them compare answers in pairs 
before checking answers around the class.
Answers
1. doctor
2. ambulance driver
3. waiter
4. taxi driver
B
• Explain the activity, and lead students through 
the sentences in the box. Then model the sample 
conversation.
• Put students into pairs to take turns choosing and 
describing a job, and guessing what it is.
Possible answers
A: I sit all night.
B: Are you a taxi driver?
A: Yes, I am.
A: I wear a uniform.
B: Are you an ambulance driver?
A: Yes, I am.
A: I work in a restaurant. 
B: Are you a waiter?
A: Yes, I am.
A: I help sick people.
B: Are you a doctor?
A: No, I’m an ambulance driver.
2 WHat Do you see?
In this activity, students prepare to watch the video 
by using visual information to determine the job of 
each person interviewed.
• Explain the task. Tell students to look closely at the 
four photos and try to guess what each person 
does. 
• Play the entire video with the sound off; tell 
students to watch and check their predictions.
• Tell students they will find out in the next activity 
whether their predictions are correct.
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Watch the video
3 get tHe PICture
In the first activity, students watch and listen to 
the video to check their predictions from Exercise 
2. In the second activity, they watch and listen for 
information about each person’s job.
A
• Explain the task, and make sure students 
understand they should look at their answers in 
Exercise 2 to check their predictions as they watch.
• Play the entire video with the sound on as students 
complete the task. Have selected students share 
their answers, and replay the video as necessary.
Answers
1. doctor
2. ambulance driver
3. waiter
4. taxi driver
B
• Explain the task, and lead students through the 
chart.
• Play the entire video with the sound on. Tell 
students to watch and listen for the times each 
person starts and finishes work. Have students 
work individually to complete the chart as they 
watch. Then have them compare answers in pairs.
• Replay the video as necessary before checking 
answers as a class.
Answers
Eva: 11:00 p.m., 7:00 a.m.
Trey: midnight/12:00 a.m., 10:00 a.m.
Dwayne: 11:00 p.m., 7:00 a.m.
Gio: midnight/12:00 a.m., noon/12:00 p.m.
4 WatCH For DetaILs
In this activity, students focus on details in the video 
by watching and listening for information about the 
people’s jobs.
• Explain the task, and read through the items. 
Answer any vocabulary questions as they arise.
• Play the video with the sound on. Have students 
work alone to check the correct answers. 
• Have students compare their answers with a 
partner before going over them with the class.
Answers
 1. stressful
 2. likes
 3. difficult, but exciting
 4. five
 5. morning
 6. 10:00 p.m.
 7. Thursday
 8. 12 to 14
 9. 6:00 a.m.
10. doesn’t work
Follow-up
5 roLe PLay
In this activity, students build on what they’ve 
learned about occupations by taking turns playing 
the role of the reporter and the people talking about 
their jobs.
• Explain the task, and read through the adjectives 
in the box. Then model the sample conversation, 
having students repeat after you.
• Put students into pairs to role-play interviews 
between the reporter and each of the people in 
the video.
Language close-up
6 WHat DID tHey say?
This cloze activity develops bottom-up listening skills 
by having students complete the interview between 
the reporter and Dr. North.
• Explain the task. Have students, working 
individually or in pairs, read the conversation and 
fill in as many blanks as they can before watching 
the video.
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• Play this segment of the video with the sound 
on while students work alone to fill in the blanks 
and check their predictions. Then have students 
compare answers with a partner.
• Check answers as a class.
• Ask for volunteer pairs to stand up and act out the 
conversation. 
Answers
Rachel: I’m Rachel Park, and I’m standing in front 
of Memorial Hospital with Eva North. She 
works here in the hospital. Eva, what do 
you do?
 Eva: I’m a doctor.
Rachel: Where do you work, exactly?
 Eva: Right here in the emergency room.
Rachel: Is it busy at night?
 Eva: Yes, yes, it is.
Rachel: Really?
 Eva:All day and all night.
Rachel: How do you like your job?
 Eva: It’s stressful. I work long hours – from 
11:00 to 7:00. But every day in the 
hospital is different. I like it. . . . Oh, 
actually, I’m sorry. I have to go.
7 sImPLe Present tense
In these activities, students practice the grammatical 
focus of the unit by completing dialogs with the 
correct form of the present tense in statements and 
questions. Students then ask and answer questions 
about themselves.
A
• Explain the task, and go over the example. 
Have students work alone to complete the 
conversations.
• Put students into pairs to compare answers. Check 
answers as a class, and review the structure as 
needed.
• After students practice the conversation in pairs, 
ask volunteer pairs to act them out for the class.
Answers
1. A: Does Dwayne work at night? 
 B: Yes, he does. He goes to school in the 
morning and does his homework in the 
afternoon.
 A: When does he sleep?
 B: That’s a good question!
2. A: Where do Eva and Trey work?
 B: They work at a hospital.
 A: What do they do, exactly?
 B: Eva takes care of sick people, and Trey 
drives an ambulance.
B
• Explain the task, and lead students through the 
questions. Answer any vocabulary questions as 
they arise.
• Put students into pairs. Tell them to take turns 
asking and answering the questions. (If time 
allows, ask volunteers to share any interesting 
information they learned about their partner.)
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9 At the diner
Language summary
Topics/Functions:	 Breakfast	foods;	talking	about	eating	habits
	 Structures:	 Adverbs	of	frequency
story summary
A	reporter	interviews	people	in	a	diner.	He	asks	about	the	foods	they	eat	and	their	general	eating	
habits.	
CuLturaL note
On	weekends,	many	people	sleep	late.	Because	of	this,	they	often	combine	breakfast	and	lunch	
into	one	meal:	brunch	(“br”	from	breakfast	and	“unch”	from	lunch).	Many	restaurants	have	a	
special	brunch	menu	on	weekends.	It	usually	has	a	few	breakfast	items,	a	few	lunch	items,	and	a	
few	items	that	are	a	combination.	Some	typical	brunch	foods	are	quiche	(savory	cheesy	egg	pie),	
steak	and	eggs,	and	frittatas	(baked	egg	casserole).
Preview
1 VoCabuLary
In these activities, students are introduced to 
vocabulary about foods and beverages they will see 
in the video.
A
• Have students look at the items in the picture. Use 
the example to explain the task. Then read through 
the list of foods and drinks. Have students repeat 
after you.
• Have students work individually to complete the 
task. Then put students into pairs to compare their 
answers.
Check answers around the class.
Answers
 1. g
 2. j
 3. d
 4. h
 5. b
 6. i
 7. l
 8. m
 9. f
10. n
11. k 
12. c
13. a
14. e
B
• Explain the task, and go over the model 
conversation. Then quickly check that students 
understand the meanings of usually,	always, and 
never.
• Put students into groups of four to take turns 
asking and answering questions about their 
favorite breakfast foods.
• Call on volunteer groups to share their information 
with the class.
2 What do you see?
In this activity, students prepare to watch the video 
by using visual information to identify some of the 
foods that people eat in the video.
• Explain the task, and lead students through the list 
of foods. Tell students they might see foods in the 
video that are not included in the list.
• Play the entire video with the sound off; tell 
students to watch for the answers. Tell them to 
check the items they see in the list.
• Check answers around the class.
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Answers
coffee
fruit salad
muffins
tea
yogurt and granola
Watch the video
3 get the piCture
In this activity, students watch and listen to the video 
to find out the main foods that customers eat at the 
restaurant.
• Have students look at the pictures in Exercise 1 
as you read through the list of foods. Explain 
that some people may have more than one food 
checked.
• Play the entire video with the sound on. Have 
students complete the task as they watch. Play the 
video again as needed.
• Put students into pairs to compare their answers 
before going over answers as a class.
Answers
1. coffee, eggs, toast, orange juice
2. a fruit salad, granola, tea, yogurt
3. a green salad, water
4. pancakes, orange juice
4 WatCh for detaiLs
In this activity, students watch and listen more 
closely to identify details about the restaurant 
customers’ meals and eating habits.
• Explain the task, and go over the example. Have 
students, working individually, read through 
the lists and check any answers they can before 
watching the video.
• Play the video. Have students check their answers 
and complete the task as they watch. Play the 
video again as needed.
• Put students into pairs to compare their answers 
before going over answers as a class.
Answers
1. doesn’t want
2. always
3. doesn’t like
4. Canada
5. steak and eggs
6. doesn’t want
7. Richie
8. corn
Follow-up
5 What’s your opinion?
In this activity, students tell whether they like some 
of the foods shown in the video.
• Explain the task, and ask volunteers to describe 
the meals shown in the photos. Then go over the 
sample dialog, having students repeat after you.
• Put students into pairs to talk about the meals.
• Have selected pairs share their opinions with the 
rest of the class.
6 pLan a menu
In this activity, students use the language presented 
in the video to plan their own brunch menus.
• Explain the task, and go over the sample dialog. 
Put students into pairs to talk about the brunch 
dishes, as well as the drinks.
• If time allows, put pairs together to compare 
menus in small groups. Then have selected pairs 
share their menus with the class.
Language close-up
7 What did they say?
This cloze activity develops bottom-up listening skills 
by having students complete the interview between 
the reporter and one restaurant customer.
• Explain the task. Have students, working 
individually or in pairs, read the conversation and 
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fill in as many blanks as they can before watching 
the video.
• Play this segment of the video with the sound 
on while students work alone to fill in the blanks 
and check their predictions. Then have students 
compare answers with a partner.
• Check answers as a class.
• Ask for volunteer pairs to stand up and act out the 
conversation. 
Answers
 Student: And I’ll have two eggs, some toast 
with butter, and some orange juice, 
please. 
 Server: Do you want any jam with your 
toast?
 Student: No, thanks.
 Jamal: Hi. I see you’re having some coffee, 
too.
 Student: Yes, I am.
 Jamal: Do you always have coffee with your 
meal?
 Student: Yes, I do. I study late at night, and I’m 
sleepy in the morning. 
 Jamal: Now, today is Sunday, and there’s a 
special brunch menu. Do you ever 
have breakfast here on weekdays?
 Student: No. On weekdays, I eat breakfast at 
home.
 Jamal: What about lunch?
 Student: I usually have lunch at school with 
my friends.
 Jamal: OK. Well, enjoy your meal.
 Student: Thanks.
8
adVerbs of 
frequenCy
In these activities, students get practice with adverbs 
of frequency, the grammatical focus of the video, by 
completing sentences with adverbs and then talking 
about their own habits.
A
• Explain the task, and go over the adverbs of 
frequency in the box. Tell students to complete the 
sentences with adverbs that are true for them.
• Have students work alone to complete the task. 
Put students into pairs to compare answers.
• Check answers around the class, and review the 
structure as needed.
B
• Explain the task. Have students write a sentence 
based on their discussion with their partner in part 
A. Then have studentsshare answers with the class.
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10 What’s your sport?
Language summary
Topics/Functions:	 Sports;	talking	about	abilities	and	interests
	 Structures:	 Can	for	ability
story summary
A	reporter	interviews	people	exercising	and	playing	different	sports	at	Flushing	Meadows	Park	in	
Queens,	New	York.	
CuLturaL note
When	most	people	think	of	New	York	City,	they	think	of	Manhattan.	But	New	York	is	made	up	of	
five	boroughs:	Manhattan,	Queens,	the	Bronx,	Brooklyn,	and	Staten	Island.	There	are	many	parks	
throughout	the	five	boroughs.	Central	Park	is	the	largest	park	in	Manhattan	(843	acres).	Flushing	
Meadows	is	the	largest	park	in	Queens	(1,255	acres).	The	largest	park	of	all	is	Pelham	Bay	Park	in	
the	Bronx	(2,765	acres).	[1	acre	=	4,047	m2]
Preview
1 VoCabuLary
In these activities, students work with vocabulary for 
various sports they will see in the video. They then 
talk about the sports they can play.
A
• Explain the task. Then model the vocabulary in the 
box, and have students repeat after you.
• Have students work individually to complete the 
task. 
• Put students into pairs to compare their answers. 
Check answers around the class.
Answers
1. golf
2. tennis
3. handball
4. baseball
5. soccer
6. basketball
7. cricket
B
• Explain the task. Then model the sample 
conversation, and have students repeat after you. 
• Put students into pairs to take turns asking and 
answering questions about each other’s sporting 
abilities and interests.
2 What do you see?
In this activity, students prepare to watch the video 
by identifying some of the sports they will see in the 
video.
• Explain the task, and lead students through the list 
of sports. 
• Before playing the video, explain that students may 
see sports that aren’t listed and that shots of the 
sports change quickly. Play the first minute of the 
video with the sound off. Then have students check 
off the sports they saw.
• Replay the segment again for students to check 
their answers.
• Put students into pairs to compare answers. Then 
go over answers with the class.
Answers
tennis
baseball
soccer
cricket
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Watch the video
3 get the piCture
In these activities, students watch and listen to the 
entire video to find out what sports people talk 
about.
A
• Explain the task, and have students look at the 
photos of the people from the video.
• Play the entire video with the sound on. Tell 
students to check the sports as they watch.
• Put students into pairs and have them compare 
answers. Go over answers as a class.
Answers
1. soccer
2. cricket
3. tennis
4. golf
B
• Explain the task, and have students look at the 
photos of the people from the video in part A.
• Play the sequence of Ian and Diane. Tell students to 
listen for the answers as they watch. Have students 
complete the sentences with the correct word.
• Go over answers as a class.
Answers
tennis; watch
4 WatCh for detaiLs
In this activity, students focus more closely on 
language by watching and listening to the people 
interviewed.
• Explain the task, and lead students through the 
items below each picture. Then have students work 
individually to predict the answers before viewing.
• Play the video and have students check and revise 
their predictions as they watch.
• Put students into pairs to compare answers before 
you go over the answers as a class.
Answers
 1. country
 2. weekend
 3. isn’t
 4. 11
 5. loves
 6. doesn’t play
 7. husband
 8. relaxing
Follow-up
5 roLe pLay
In this activity, students have the chance to be 
creative by taking turns playing the roles of a 
reporter and someone taking part in a sport.
• Explain the task, and lead students through 
the phrases in the box. Then model a sample 
conversation with a volunteer.
• Put students into pairs to role-play interviews 
between the reporter and a visitor to the park. 
• If time permits, have several pairs act out their role 
plays for the class.
6 find someone Who . . .
This activity further develops students’ 
understanding as they find out about their 
classmates’ sports abilities and interests.
• Explain the task, and lead students through the 
phrases in the chart. 
• Have students move around the room, asking their 
classmates questions to come up with one name 
for each of the categories in the chart.
• Have students share their information about their 
classmates by making statements from their charts 
for the class.
Language close-up
7 What did she say?
This cloze activity develops bottom-up listening skills 
by having students focus on specific language used 
by Lisa Kim in the conclusion to the video.
Unit	10		 		95Interchange	Intro	Video	teaching	notes	
9781107697539_VRB_Intro_U10_TN.indd 95 8/26/11 10:15 PM
• Explain the task. Have students, working 
individually or in pairs, read the text and fill in 
as many blanks as they can before watching the 
video.
• Play this segment of the video with the sound 
on while students work alone to fill in the blanks 
and check their predictions. Then have students 
compare answers with a partner.
• Check answers as a class.
Answers
Lisa: Flushing Meadows has something for 
everyone. And you don’t need to play 
sports to enjoy the park. You can also 
just take it easy. There are many 
beautiful places to walk in the 
park. Like this. 
Best of all, you can get to Flushing 
Meadows easily on the subway from 
Manhattan. The Number 7 train takes you 
right to the park. 
But where do you get off the train? Just 
look for the Unisphere. This giant 
globe tells you that you’re in Flushing 
Meadows. Pretty great, huh? 
Flushing Meadows welcomes people 
from all around the world to play 
sports, watch sports, or just enjoy 
a day in this beautiful park. 
8
taLking about 
abiLities and interests
In these activities, students extend and personalize 
the information in the video by asking and 
answering questions about their own sport-related 
interests.
A
• Explain the task, and go over the dialog in the 
illustration. Have students work alone to complete 
the conversations.
• Put students into pairs to compare answers. Check 
answers as a class, and review the structure as 
needed.
• After students practice the conversation in pairs, 
ask volunteer pairs to act them out for the class.
Answers
1. Yes, I can. / No, I can’t.
2. Yes, I do. / No, I don’t.
3. Yes, I can. / No, I can’t.
4. Yes, I do. / No, I don’t.
5. Yes, I do. / No, I don’t.
6. Yes, I can. / No, I can’t.
B
• Explain the task, and have students work alone to 
write their five questions.
• Put students into pairs. Tell them to take turns 
asking and answering questions about sporting 
abilities and interests. 
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11 A trip to Washington, D.C.
Language summary
Topics/Functions:	 Sightseeing	activities;	talking	about	plans
	 Structures:	 Future	with	be going to
story summary
A	reporter	interviews	people	visiting	Washington,	D.C.,	and	asks	about	what	they’re	going	to	do	
during	their	visit.	
CuLturaL note
Washington,	D.C.,	is	the	capital	of	the	United	States	and	a	popular	tourist	destination.	There	are	
many	museums,	monuments,	and	government	buildings,	such	as	the	White	House	and	the	Capitol.
Preview
1 VoCabuLary
This activity introduces the vocabulary for 
Washington, D.C., sightseeing activities that students 
will see in the video.
A
• Explain the task, and lead students through the list 
of activities in the box.
• Have students work individually to complete the 
task. Then put students in pairs to compare their 
answers.
• Check answers around the class.
Answers
1. c 3. d 5. e 7. f
2. g 4. h 6. a 8. b
B
• Explain the task, and model the sample dialog. 
Tell students to look at the picturesin part A and 
choose the activity that seems the most interesting 
to them.
• Put students into groups of three or four to take 
turns asking and answering questions about one 
another’s sightseeing choices.
2 What do you see?
In this activity, students prepare to watch the video 
by using visual information to identify the activities 
that appear in the video.
• Explain the task, and lead students through the list 
of activities. Tell students that they may see places 
or activities that are not listed.
• Play the entire video with the sound off. Tell 
students to watch and check the answers.
• Put students into pairs to compare answers. Then 
check answers around the class.
Answers
take a walk in the park
visit museums
take a tour of the Capitol
see some monuments
ride the subway
get on a sightseeing bus
Watch the video
3 get the piCture
In this activity, students watch and listen to the video 
to find out what the people interviewed are going to 
do in Washington, D.C.
• Explain the task, and read the items aloud.
Unit	11		 		97Interchange	Intro	Video	teaching	notes	
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• Play the video with the sound on. Have students 
complete the task while they watch.
• Have students compare their answers with a 
partner. Play the video again if necessary.
• Check answers as a class.
Answers
1. visit some museums, have lunch at a museum 
café
2. take a tour of the Capitol, watch the fireworks 
on the National Mall
3. go to the top of the Washington Monument, 
take a tour of the White House
4 WatCh for detaiLs
In this activity, students focus more closely on details 
by watching and listening for specific information 
about the people interviewed in the video.
• Explain the task, and lead students through 
the sentences under the photos. Answer any 
vocabulary questions as they arise.
• Play the video with the sound on as students work 
alone to check the correct answers.
• Have students compare answers with a partner 
before going over the answers with the class.
Answers
1. mother 4. fun 7. monuments
2. 16th 5. class 8. walk
3. pilot 6. 10:00 9. get on a 
sightseeing bus
5 What the peopLe say
In this activity, students focus more closely on 
language by watching and listening to determine 
what three of the people say in the video.
• Explain the task. Have students read the 
incomplete sentences silently. Tell them to predict 
the missing words before viewing.
• Play the video with the sound on and have 
students check and revise their predictions as they 
view. (Note: You may want to pause the video after 
each relevant scene to give students time to write 
their answers.)
• Have students compare answers with a partner 
before going over the answers with the class.
Answers
1. museums, parks
2. I want to visit
3. I’m going to spend
Follow-up
6
 a day in 
Washington, d.C.
In these activities, students discuss the information 
that they have learned about Washington, D.C., to 
plan a day there.
A
• Explain the task. Lead students through the photos 
and the captions.
• Put students into groups of three or four. Tell 
groups they must decide where to visit and what 
to do: two things in the morning, two things in the 
afternoon, and one thing in the evening. Tell them 
to write down their plans.
B
• Explain the task, and go over the model sentences.
• Have groups share their plans with the class. Have 
students vote on the most interesting day.
Possible answers
In the morning, we’re going to go shopping in 
Georgetown. Then we’re going to take a ride 
on the Metro. In the afternoon, we’re going to 
visit the National Zoo and watch the boats at 
Washington Harbor. In the evening, we’re going 
to see a concert at the Kennedy Center.
In the morning, we’re going to take a ride on 
the Metro. Then we’re going to watch the boats 
at Washington Harbor. In the afternoon, we’re 
going to go shopping in Georgetown and visit 
the National Zoo. In the evening, we’re going to 
eat in a restaurant in Chinatown.
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Language close-up
7 What did they say?
This cloze activity develops bottom-up listening skills 
by having students focus on specific language used 
by the reporter and the mother and daughter in the 
video.
• Explain the task. Have students, working 
individually or in pairs, read the conversation and 
fill in as many blanks as they can before watching 
the video.
• Play this segment of the video with the sound 
on while students work alone to fill in the blanks 
and check their predictions. Then have students 
compare answers with a partner.
• Check answers as a class.
• Ask for volunteer pairs to stand up and act out the 
conversation. 
Answers
 Marc: And who are you with?
Woman: This is my daughter. Today’s her 16th 
birthday. We’re visiting Washington, 
D.C., for her birthday.
 Marc: Well, happy birthday!
 Girl: Thanks!
 Marc: So, what are you going to do?
 Girl: Well, we’re going to visit some 
museums. And then, we’re going to 
have lunch at a café in the museum.
 Marc: Nice! What museum are you going to 
visit?
 Girl: I want to visit the National Air and Space 
Museum. I want to be a pilot someday.
 Marc: Great! Well, have a good day.
8
future With 
Be going to
In these activities, students practice talking about 
plans (the functional focus of the video) using the 
future with be	going	to.
A
• Explain the task, and model the example.
• Have students work alone to complete the task. 
Then have students compare answers with a 
partner.
• Check answers as a class.
Answers
1. A: Are you going to do anything on Friday 
night?
 B: Yes, I’m going to see a movie.
2. A: What time are you going to leave school 
today?
 B: I’m going to go home at 7:00 p.m.
3. A: What are you going to have for dinner 
tonight?
 B: We’re going to have fish.
4. A: Are you going to study English tonight?
 B: No. I’m going to watch TV.
B
• Explain the task, and put students into pairs.
• Have students take turns asking and answering the 
questions in part A with their own information.
• Ask volunteer pairs to share their conversation with 
the class.
Unit	11		 		99Interchange	Intro	Video	teaching	notes	
697539_VRB_Intro_U11_TN.indd 99 8/30/11 10:30 PM
12 Where does it hurt?
Language summary
Topics/Functions:	 Health	problems;	talking	about	health	problems
	 Structures:	 Imperatives
story summary
A	young	man	goes	to	the	doctor	because	he	has	an	earache,	but	he	ends	up	helping	the	
doctor	with	his	back	pain.	
Preview
1 VocabuLary
In these activities, students work with key vocabulary 
about health problems they will see in the video.
A
• Explain the task. Then model the sentences in the 
box, and have students repeat after you.
• Have students work individually to complete the 
task. Then put students into pairs to compare 
answers.
• Check answers around the class.
Answers
1. I have an earache.
2. I have a backache.
3. I feel dizzy.
4. I feel tired.
5. I have a fever.
6. I have a cough.
B
• Explain the task. Then model the sample dialog 
with a student.
• Put students into pairs to ask and answer questions 
about the people pictured in part A.
• Check answers around the class.
Answers
1. A: What’s the matter with the woman?
 B: She has an earache.
2. A: What’s the matter with the woman?
 B: She has a backache.
3. A: What’s the matter with the man?
 B: He feels dizzy.
4. A: What’s the matter with the man?
 B: He feels tired.
5. A: What’s the matter with the woman?
 B: She has a fever.
6. A: What’s the matter with the man?
 B: He has a cough.
2 What do you see?
In this activity, students prepare to watch the video 
by using visual information to make predictions 
about the story.
• Explain the task, and lead students through the 
questions in the chart. 
• Have students work in pairs to guess the answers 
to the three questions.
• Play the entire video with the soundoff. Tell 
students to check their predictions as they watch.
Watch the video
3 get the picture
In the first activity, students watch the entire video to 
check their predictions from Exercise 2. In the second 
activity, they watch and listen for information to 
complete the doctor’s notes about the patient.
A
• Explain the task, and make sure students look at 
Exercise 2 to check their predictions as they watch 
the video.
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Answers
1. The patient 2. The doctor 3. The doctor
B
• Explain the task, and review the information on the 
patient chart and prescription pad.
• Play the entire video with the sound on. Tell 
students to watch and listen for the information 
the patient gives the doctor about his ailment, and 
the advice the doctor gives in response. 
• Have students work alone to fill in the missing 
information as they watch. Play the video again if 
necessary.
• Check answers as a class.
Answers
Peter Krum
He swims three times a week, and he has an 
earache. He feels a little dizzy, too.
Take one pill before breakfast. Use the ear drops 
every night. Don’t swim for two weeks.
4 Watch for detaiLs
In this activity, students focus on details in the video 
to answer more detailed questions about what 
happens in the story.
• Explain the task. Read through the items, and 
answer any vocabulary questions as they arise.
• Play the video with the sound on.
• Have students work alone to answer the questions. 
Have them compare their answers with a partner 
before going over the answers with the class.
Answers
1. From time to time.
2. He has extra wax in his ear.
3. When he stands a lot.
4. His father has the same problem.
5. Pull his left knee up.
6. To the right.
5 do you remember?
In this activity, students try to remember specific 
details about the questions the doctor asked in the 
video.
• Explain the task. Then read the questions aloud. 
• Tell students to check the questions the doctor 
asks as they watch the video.
• Replay the video with the sound on.
• Have students compare their answers with a 
partner before checking answers as a class.
Answers
How are you feeling today?
Do you have a cough?
Do you have a fever?
Do you feel tired?
Do you go swimming every day?
Follow-up
6 roLe pLay
In these activities, students build on what they’ve 
learned by taking turns playing the role of the doctor 
and patient. They then personalize the task by 
talking about themselves.
A
• Explain the task, and model the sample 
conversation, having students repeat after you. 
Make sure students understand they should refer 
to the questions checked in Exercise 5.
• Put students into pairs to role-play interviews 
between the doctor and patient.
B
• Explain the task, and lead students through 
the items pictured. Then model the sample 
conversation, having students repeat after you.
• Put students into pairs to ask and answer questions 
with their own information. 
• If time permits, ask volunteer pairs to share their 
conversations with the class.
Unit	12		 		101Interchange	Intro	Video	teaching	notes	
9781107697539_VRB_Intro_U12_TN.indd 101 8/26/11 10:18 PM
Language close-up
7 What did they say?
This cloze activity develops bottom-up listening skills 
by having students focus on specific language used 
by Dr. Smith and Peter Krum in the video.
• Explain the task. Have students, working 
individually or in pairs, read the conversation and 
fill in as many blanks as they can before watching 
the video.
• Play this segment of the video with the sound 
on while students work alone to fill in the blanks 
and check their predictions. Then have students 
compare answers with a partner.
• Check answers as a class.
• Ask for volunteer pairs to stand up and act out the 
conversation. 
Answers
 Dr. Smith: So, do you go swimming every day?
 Peter: No, not every day. Probably three 
times a week.
 Dr. Smith: I think I see the problem.
 Peter: Is it serious?
 Dr. Smith: Oh, no. You have some extra wax in 
your ear, probably because you swim 
so much. I’m going to give you some 
medicine, and you should feel better 
in a week. 
 Peter: OK. Sounds good.
 Dr. Smith: I’m going to give you some ear drops 
and some pills. Take one pill before 
breakfast. Use the ear drops before 
bed. 
 Peter: One pill in the morning, ear drops at 
night. 
 Dr. Smith: That’s it! 
8 imperatiVes
In these activities, students practice the grammatical 
focus of the video by using affirmative and negative 
imperatives to give advice for health problems.
A
• Explain the task, and lead students through 
the advice in the box and each of the health 
complaints.
• Have students work alone to complete the task.
• Put students into pairs to compare answers. Then 
check answers as a class, and review the structure 
as needed. If time permits, have volunteer pairs 
read their dialogs aloud.
Answers
1. Drink hot tea with lemon.
2. Take two aspirin and close your eyes.
3. Don’t lift heavy things.
4. Stay in bed for two days.
5. Don’t try new foods.
6. Drink a lot of orange juice.
B
• Explain the task, and give students a few minutes 
to write their own advice for each of the problems 
in part A.
• Put students into small groups to compare 
answers. Ask students to share their advice with 
the class and create a class list of suggested 
remedies on the board.
102		 		Unit	12 Interchange	Intro	Video	teaching	notes	
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13 Across the bridge
Language summary
Topics/Functions:	 Direction	words;	asking	for	and	giving	directions
	 Structures:	 Opposites	of	adjectives,	adverbs,	and	prepositions
story summary
A	young	couple	visits	the	Capilano	Suspension	Bridge	in	Vancouver,	British	Columbia,	Canada.	
Both	overcome	their	fear	of	heights	and	cross	the	bridge.
CuLturaL note
The	Capilano	Suspension	Bridge	is	one	of	the	most	popular	tourist	attractions	in	Vancouver.	
The	bridge	is	450	feet	(137	meters)	long	and	230	feet	(70	meters)	high.	The	park	is	open	every	
day	except	December	25.
Preview
1 VoCabuLary
In this activity, students work with key vocabulary 
about giving directions that they will see in the 
video. They also practice map-reading skills.
• Explain the task. Then lead students through the 
directions in the box and have them repeat after 
you.
• Have students work individually to complete the 
task. Then put students into pairs to compare 
answers.
• Check answers around the class.
Answers
1. right, up, around/past, left
2. in front of, around/past, behind
3. across
2 guess the faCts
In this activity, students prepare to watch the video 
by using the picture and their general knowledge 
to make predictions about visiting the Capilano 
Suspension Bridge.
• Explain the task, and lead students through the 
vocabulary in the list.
• Have students work alone to complete the task. 
Then put students into pairs to compare their 
answers.
• Check guesses around the class. 
Answers
a gift shop
a nature center
a rain forest
a restaurant
totem poles
Note: Students do not see these places in the 
video.
3 What do you see?
In this activity, students watch the video with the 
sound off. They use visual information in the video to 
put the events in the proper order.
• Explain the task, and read the instructions aloud. 
• Play the entire video with the sound off; tell 
students to watch for the answers. Have students 
work individually to number the pictures.
Unit	13		 		103Interchange	Intro	Video	teaching	notes	
697539_VRB_Intro_U13_TN.indd 103 8/30/11 10:31 PM
Watch the video
4 get the piCture
In these activities, students watch the entire video to 
check their answers from Exercise 3 and then label 
the pictures with a description of the event pictured.
A
• Explain the task. Tell students they will watch the 
video again, and they should check to see if they 
numbered the pictures in Exercise3 in the correct 
order.
• Put students in pairs to compare answers. Then 
check answers as a class.
B
• Explain the task. Lead students through the list of 
activities seen in the video, and read the example 
aloud.
• Have students work individually to match a 
description with a picture and write it below.
• Put students in pairs to compare answers. Then 
check answers as a class.
Answers
1 Ben and Sarah arrived at the park.
2 Ben and Sara looked at the bridge.
3 Ben took pictures of Sara.
4 Sara took pictures of Ben.
5 Sara got scared on the bridge and froze.
6 Ben helped Sara cross the bridge.
5 WatCh for detaiLs
In this activity, students watch and listen for specific 
information to answer more detailed questions 
about the story.
• Explain the task, and read through the items. 
Answer any vocabulary questions as they arise.
• Play the video with the sound on.
• Have students work alone to check the correct 
answers. Have them compare their answers with 
a partner before going over the answers with the 
class.
Answers
1. Vancouver’s
2. totem poles
3. across from
4. between
5. present for his mother
6. doesn’t like
7. doesn’t get
8. down from the bridge
Follow-up
6 direCtions
In this activity, students practice asking for and 
giving directions to places near their school.
• Explain the task, and lead students through the 
expressions in the box. Model the example dialog 
with a student.
• Put students into groups of three to choose 
two places near the school. If time permits, ask 
volunteers to share their conversations with the 
class.
Language close-up
7 What did they say?
This cloze activity develops bottom-up listening 
skills by having students complete part of the 
conversation between Ben and Sara.
• Explain the task. Have students, working 
individually or in pairs, read the conversation and 
fill in as many blanks as they can before watching 
the video.
• Play this segment of the video with the sound 
on while students work alone to fill in the blanks 
and check their predictions. Then have students 
compare answers with a partner.
• Check answers as a class.
• Ask for volunteer pairs to stand up and act out the 
conversation. 
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Answers
Sara: We got some great photos. Now let’s go 
cross that bridge.
 Ben: Oh! I just remembered!
Sara: What?
 Ben: We have to get a present for my mom. 
We promised. 
Sara: Yeah?
 Ben: The gift shop’s just back there. We can 
get her something really nice . . . 
Sara: Ben . . .
 Ben: . . . and then we can go to the restaurant, 
and we can get something to eat.
Sara: Ben?
 Ben: What?
Sara: What’s going on?
 Ben: What do you mean?
Sara: Well, first you wanted to go to Totem 
Park. Now you want to go to the gift 
shop. What about the bridge?
 Ben: Well, actually, I don’t like high places. 
I get scared, and I freeze up.
Sara: So you don’t want to go across the 
bridge?
8 opposites
In this activity, students continue practicing the 
language commonly used for giving directions.
• Explain the task, and lead students through the six 
incomplete conversations. Answer any vocabulary 
questions.
• Have students work alone to fill in the missing 
words. Then have students compare answers with 
a partner.
• Check answers as a class.
Answers
1. down
2. right
3. behind
4. near/close
5. left
6. east
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14 How was your vacation?
Language summary
Topics/Functions:	 vacation	activities;	talking	about	activities	in	the	recent	past
	 Structures:	 Past	tense	of	regular	and	irregular	verbs
story summary
A	man	returns	to	work	after	his	vacation	and	tells	a	co-worker	about	all	the	things	that	went	
wrong	on	his	trip.
Preview
1 VocabuLary
In this activity, students work with vocabulary used 
to describe problems that one may encounter while 
on vacation.
• Explain the task, and direct students’ attention to 
the grammar box. Then lead them through the list 
of problems.
• Have students work individually to complete the 
task. Then put students into pairs to compare 
answers.
• Check answers around the class.
Answers
1. I lost my passport.
2. They canceled my flight.
3. I forgot my camera.
4. I was in an accident.
5. I didn’t like the food.
6. I got sunburned.
7. The hotel was too noisy.
8. There was no air-conditioning.
2 What do you see?
In this activity, students prepare to watch the video 
by using visual information to make a prediction 
about the story.
• Explain the task, and read the instructions and the 
question aloud. 
• Play the first 40 seconds of the video (until Hugo 
indicates to Evan not to touch him) with the sound 
off. Tell students to watch for the answer.
• Check answers as a class, but don’t tell students the 
answer yet. Explain to students that the answer will 
be revealed when they watch the rest of the video.
Watch the video
3 get the picture
In these activities, students watch and listen to the 
entire video to check their prediction from Exercise 2 
and to check comprehension of the story.
A
• Explain the task, and have students look at 
Exercise 2.
• Play the first part of the video again, this time 
stopping after Hugo says that he got sunburned. 
Have students check and correct their prediction 
while viewing.
• Have students compare answers in pairs. Then 
check answers as a class. Ask students to raise their 
hands if they guessed correctly the first time.
Answer
He got sunburned.
B
• Explain the task, and lead students through the 
statements in the chart.
• Play the entire video with the sound on. Have 
students complete the task while they watch.
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• Have students compare their answers with a 
partner. Play the video again if necessary.
• Check answers as a class.
Answers
1. Hugo was on vacation last week.
2. Evan slaps Hugo’s shoulder/arm.
3. The first day, Hugo relaxed/fell asleep on 
the beach.
4. Evan and Hugo’s co-worker, Harry, is sleeping.
5. The air-conditioning at Hugo’s hotel didn’t 
work.
6. Hugo bought a new camera for his trip.
7. Hugo forgot to pack his camera.
8. Hugo came back from his vacation on 
Sunday.
4 Watch for detaiLs
In this activity, students focus more closely on details 
in the video to answer more detailed questions 
about what happens in the story.
• Explain the task, and read through the items. 
Answer any vocabulary questions as they arise. 
• Have students answer any of the questions that 
they can before they watch the video again.
• Play the video with the sound on.
• Have students work alone to check and revise 
their answers as necessary. Have them compare 
their answers with a partner before going over the 
answers with the class.
Answers
1. vacation
2. OK
3. one time
4. hot
5. sleep
6. home
7. airport
8. Chicago
Follow-up
5 Vacation actiVities
Students practice talking about vacation activities. 
First, they match pictures to the correct description. 
Then, they use the vocabulary and other ideas to talk 
about their own vacations.
A
• Explain the task, and read the instructions and the 
phrases aloud. 
• Have students work alone to complete the task. 
Have them compare their answers with a partner 
before going over the answers with the class.
Answers
1. c
2. f
3. a
4. h
5. b
6. d
7. g
8. e
B
• Explain the task, and read the instructions aloud. 
• Have students work alone to complete the task. 
Have them compare their answers with a partner 
before sharing the answers with the class.
C
• Explain the task, and read the instructions aloud. 
Model the sample dialog with a student.
• Have students work in pairs to ask and answer 
questions about their last vacation. If time permits, 
ask volunteer pairs to share their information with 
the class.
Language close-up
6 What didthey say?
This cloze activity develops bottom-up listening skills 
by having students focus on specific language used 
by Hugo and Evan in the video.
• Explain the task. Have students, working 
individually or in pairs, read the conversation and 
fill in as many blanks as they can before watching 
the video.
• Play this segment of the video with the sound 
on while students work alone to fill in the blanks 
and check their predictions. Then have students 
compare answers with a partner.
• Check answers as a class.
• Ask for volunteer pairs to stand up and act out the 
conversation. 
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Answers
Hugo: I was really happy when I got there. 
It was beautiful. The water was so blue, 
and the sand was white. There were 
palm trees and cool breezes. I couldn’t 
wait to hit the beach.
 Evan: Lucky you. So what did you do first?
Hugo: Well, the first day I just relaxed on the 
beach. I even fell asleep there.
 Evan: Kind of like Harry there?
Hugo: Yeah. Like that.
 Evan: So you fell asleep on the beach. That 
sounds nice.
Hugo: Yeah, it was, except I didn’t use any 
sunscreen.
 Evan: Uh-oh.
Hugo: And I got sunburned all over.
 Evan: Ouch! So that explains the . . .
Hugo: Exactly. 
7 past tense
Students practice the past tense, the grammatical 
focus of the unit, by completing conversations and 
then practicing the conversations with their own 
information.
A
• Explain the task, and read through the four 
conversations with the class. Answer any questions 
about vocabulary.
• Have students work alone to complete the task. 
Then put students into pairs to compare answers. 
• Check answers around the class. Have students 
practice the conversations in pairs.
Answers
1. A: Did you visit your family on your vacation?
 B: Yes, I did. I went home because my sister 
got married last Saturday. She wore a 
beautiful white dress. 
2. A: Did you go anywhere interesting on your 
last vacation?
 B: Yes. I went to Mexico and took a Spanish 
class.
3. A: Did you have fun on your vacation?
 B: Yes, we did. We had a great time. We ate a 
lot of new foods and met some interesting 
people.
4. A: Did you do anything interesting on your 
vacation?
 B: No, not really. I stayed home and worked 
around the house. I painted the front 
porch and cleaned the basement. Oh, I 
saw a few good movies, too.
B
• Explain the task. Then have students practice 
the conversations in part A again, this time 
substituting their own information.
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15 On Broadway
Language summary
Topics/Functions:	 Broadway,	jobs	in	the	theater;	giving	personal	information
	 Structures:	 Past	tense	of	be;	Wh-questions	with	did,	was,	and	were
story summary
A	reporter	interviews	people	who	work	in	the	Broadway	theater	world,	and	they	talk	about	
their	jobs	and	their	dreams.
CuLturaL note
Broadway	is	a	long	street	in	New	York.	In	this	unit,	however,	“Broadway”	refers	to	the	theater	
district	in	New	York	City.	Broadway	is	a	popular	tourist	attraction	in	New	York.
Preview
1 VoCabuLary
In this activity, students work with key vocabulary 
about things they will learn about in the video.
• Explain the task. Then model the vocabulary in the 
box, and have students repeat after you.
• Have students work individually to complete the 
task. Then put students into pairs to compare their 
answers.
• Check answers around the class.
Answers
1. play
2. usher
3. dancers
4. musician
5. musical
6. actor
2 theater quiz
In this activity, students discover how much 
they know about Broadway, preparing them for 
information they will see in the video.
A
• Explain the task. Then read the names of the 
shows, and have students repeat after you.
• Have students work in pairs to complete the task.
• Check answers around the class.
Answers
5, 1, 3, 2, 4, 6
B
• Explain the task. Then lead students through the 
questions.
• Have students work in pairs to ask and answer the 
questions. Then put pairs together to compare 
answers.
• Have volunteers share their answers with the class.
3 What do you see?
In this activity, students prepare to watch the video 
by making predictions based on visual information 
about various people in the video.
A
• Explain the task, and direct students’ attention to 
the pictures. Tell students they will guess if the 
people all currently work in the theater.
• Play the entire video with the sound off. Have 
students work alone to choose their answers.
Answers
1. No 2. Yes 3. Yes
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B
• Explain the task, and read the question and answer 
choices.
• Have students work alone to choose the correct 
answer. Then put students into pairs to compare 
answers.
Answer
New York
Watch the video
4 get the piCture
In these activities, students watch and listen to the 
video to check their predictions from Exercise 3 and 
then answer some questions about the people in the 
video.
A
• Explain the task, and make sure students 
understand that they should look at and correct 
their answers to Exercise 3.
• Play the video with the sound on. Have students 
complete the task while they watch.
• Have students compare their answers with a 
partner. Replay the video, pausing after each 
interview, to give students a chance to check their 
answers.
• Check answers as a class.
B
• Explain the task, and read the names and answer 
choices.
• Have students work alone to choose the correct 
answers. Replay the video if necessary.
• Check answers as a class.
Answers
1. b
2. c
3. a
5 WatCh for detaiLs
In this activity, students focus on details in the video 
by watching and listening for information about 
each person interviewed.
A
• Explain the task, and read through the items. 
Answer any vocabulary questions as they arise.
• Play the video with the sound on. Have students 
work alone to check the correct answers. You 
may want to pause the video after each interview 
to give students time to answer the questions. 
Alternatively, you can play the video more than 
once if necessary.
• Have students compare their answers with a 
partner before going over the answers with the 
class.
Answers
1. Sylvia came to New York to be an actress.
 Her parents love New York now.
2. Andrea is a musician. 
 The theater is closed on Mondays.
3. He took this job because he needed the 
money.
 He meets a lot of nice people.
B
• Explain the task, and read the instructions aloud. 
Make sure students understand that they should 
look at part A again.
• Play the video with the sound on. Have students 
work alone to correct the false statements.
• Have students compare their answers with a 
partner before going over the answers with the 
class.
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Answers
1. Sylvia came to New York five years ago.
 Before she came to New York, she studied 
law/didn’t study acting.
 Her parents were worried when she came to 
New York.
 Her parents thought New York was a big, 
dangerous city.
2. She works six days a week.
 There are two shows on Wednesdays, 
Saturdays, and Sundays.
 Andrea was born and raised in New York/
Brooklyn.
 Andrea studied music in college.
3. Frank is an usher.
 He likes his job.
 He came to New York to study writing.
 He wants to write plays.
C
• Explain the task, and model the sample dialogue 
with a student.
• Put students into pairs to ask and answer questions 
about the people in the video.
• If time permits, have volunteer pairs share their 
conversations with the class.
Follow-up
6 interVieW
In this activity, practice the language of asking for 
and giving personal information in an interview 
situation.
A
• Explain the task, and lead studentsthrough the 
questions and answers. Have students repeat 
after you.
• Have students work alone to complete the task. 
Then put them into pairs to compare answers.
• Before telling students to practice the interview, 
check answers as a class.
Answers
1. b
2. c
3. d
4. e
5. a
B
• Explain the task, and read the instructions aloud.
• Have students work with their partner to ask and 
answer the questions in part A, this time using 
their own ideas.
• Ask for volunteer pairs to stand up and act out 
their conversation. 
Language close-up
7 What did they say?
This cloze activity develops bottom-up listening skills 
by having students complete part of the reporter’s 
introduction, as well as her first interview.
• Explain the task. Have students, working 
individually or in pairs, read the conversation and 
fill in as many blanks as they can before watching 
the video.
• Play this segment of the video with the sound on 
while students work alone to fill in the blanks and 
check their predictions. 
• Have students compare answers in pairs.
• Check answers as a class.
• Ask volunteer pairs to stand up and act out the 
conversation. 
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Answers
Rachel: Times Square. Midtown Manhattan. And 
the heart and the home of the theater 
district: Broadway! This is New York City! 
And no trip to New York is complete until 
you go to a Broadway play or musical. 
Broadway is a busy and exciting place 
to be. It’s also the dream of thousands 
of actors, dancers, musicians, and other 
artists. Let’s talk with some of the people 
who actually work here on Broadway.
Rachel: Hi, Sylvia.
 Sylvia: Hi.
Rachel: This is Sylvia Santiago. Sylvia, were 
you born in New York?
 Sylvia: No. I was born in Mexico.
Rachel: And when did you come to New York?
 Sylvia: I came here five years ago. I want to be 
an actress.
Rachel: Wow. Do you want to be in a Broadway 
show?
 Sylvia: Yes! That’s my dream.
Rachel: Did you study acting before you came to 
New York?
 Sylvia: No, I didn’t. I studied law.
8 past tense
In these activities, students practice the grammatical 
focus of the video by completing dialogs with was, 
were, did, or didn’t.
A
• Explain the task, and lead students through the 
incomplete conversation.
• Have students work alone to complete the task. 
Then put students into pairs to compare answers.
• Check answers as a class, and review the structure 
as needed.
Possible answers
A: Where did you grow up?
 B: In Australia.
A: Did you study music when you were a child?
 B: Yes, I did. I studied the violin. Later, I studied 
acting.
A: Were/Are your parents actors, too?
 B: Yes and no. My father was a professional actor, 
but my mother was a musician. Now they’re 
both teachers. 
A: When did you come to the U.S.?
 B: In 2003.
A: Did you get an acting job right away?
 B: Yes, I did. I was lucky. I got a job with the 
touring company of a musical. So I didn’t have 
to get a day job to support myself, like most 
actors. 
B
• Explain the task, and review the example.
• Have students, working individually or in pairs, 
write five additional questions. 
• Have students circulate, asking and answering 
as many questions with as many classmates as 
possible. After a few minutes, have students 
sit, and then ask them to share any interesting 
information they learned about their classmates.
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16 Then he said . . .
Language summary
Topics/Functions:	 Free	time	activities;	accepting	and	refusing	invitations,	making	excuses
	 Structures:	 Verb	+	to	+	verb
story summary
Abby	tells	her	friend	about	her	strange	but	eventful	date	with	Greg.	Abby	fears	that	it	didn’t	go	
well	because	of	a	little	accident,	but	in	the	end	we	discover	that	Greg	had	a	good	time	as	well.
Preview
1 VocabuLary
In this activity, students work with key vocabulary 
about things they will learn about in the video.
A
• Explain the task, and lead students through the 
phrases under the pictures. Answer any questions 
about vocabulary that students may have.
• Put students into pairs to add two more activities 
to the list. Then tell them to rate each activity on a 
scale of 1 to 5.
• Ask several pairs to share their ideas with the class.
B
• Explain the task, and go through the model 
language with the class.
• Put students into small groups to talk about their 
preferences.
2 good excuses
These activities introduce and practice additional 
language that students will see in the video. 
A
• Explain the task, and lead students through the 
excuses. Have students repeat after you. Point out 
that some of these excuses are more acceptable 
than others. Say, “You invite a friend to the movies. 
He says he can’t go because he’s reading a new 
book. Is that a good excuse?” Have students work 
alone to number the excuses from 1 to 8 according 
to how good they are.
• Put students into pairs to compare their ratings. 
Tell students to give reasons for their choices when 
possible.
B
• Explain the task, and model the example dialog 
with a student.
• Put students into pairs to take turns inviting each 
other to do the activities in Exercise 1 and refusing 
with an excuse from part A of Exercise 2. Ask 
selected pairs to act out one of their exchanges for 
the class.
3 guess the facts
In this activity, students prepare to watch the video 
by listening for information to make predictions 
about the story.
• Explain the task, and read the instructions and the 
question aloud. 
• Play the opening scene of the video (until Abby 
says, “He asked me to go to the movies with him 
that night.”); tell students to watch and listen for 
the answer.
Watch the video
4 get the picture
In these activities, students watch the entire video to 
check their predictions from Exercise 3 and answer 
the questions in Exercises 4 and 5.
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A
• Explain the task, and read the instructions aloud. 
Make sure students understand that they should 
look at the question in Exercise 3. Play the entire 
video with the sound on. Have students complete 
the task while they watch. 
• Put students in pairs to compare their answer 
before checking the answer with the class.
Answer
an amusement park.
B
• Explain the task, and read the instructions aloud.
• Play the video with the sound on. Have students 
number the pictures while they watch. Give them 
a few minutes to write their sentences below the 
pictures.
• Have students compare their answers with a 
partner. Play the video again if necessary.
• Check answers as a class.
Answers
1 Abby refused Greg’s invitations.
2 Greg accepted Abby’s invitation.
3 Abby’s family and Greg had lunch.
4 Greg and Abby went on a roller coaster.
5 Abby got sick and had to sit down.
6 Abby’s sister gave Greg his wallet.
7 Greg bought Abby’s sister ice cream.
5 Watch for detaiLs
In this activity, students focus on details in the video 
to answer more detailed questions about what 
happens in the story.
• Explain the task, and read through the items. 
Answer any vocabulary questions as they arise.
• Have students work alone to answer as many 
questions as they can before watching the video.
• Play the entire video with the sound on.
• Have students work alone to check their 
predictions and then complete the task. 
• Check answers as a class.
Answers
1. He wants to hear Abby’s story.
2. I’m listening.
3. She likes Greg, but she doesn’t like sports.
4. Sunday.
5. During lunch.
6. She’s very busy.
Follow-up
6 make Weekend pLans
In these activities, students first plan a weekend, and 
then practice extending and refusing invitations.
A
• Explain the task, and read the activities in the chart 
aloud.
• Have students work alone to complete the chart. 
Then put them into pairsto compare their answers. 
Ask selected students to share their activities and 
excuses with the class.
B
• Explain the task, and model the example dialog 
with a student.
• Have students walk around and take turns inviting 
classmates to do things, refusing invitations, and 
giving excuses. Encourage students to be creative.
Language close-up
7 What did they say?
This cloze activity develops bottom-up listening skills 
by having students focus on specific language used 
in the video.
• Explain the task. Have students, working 
individually or in pairs, read the text and fill in as 
many blanks as they can before watching 
the video.
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• Play this segment of the video with the sound 
on while students work alone to fill in the blanks 
and check their predictions. Then have students 
compare answers with a partner.
• Check answers as a class.
Answers
Peter: Great! So you went to the movies 
together.
Abby: No, I couldn’t because of my little sister. 
I had to babysit. So then he asked if I 
wanted to go to the basketball game the 
next night.
Peter: Oh, so you went to the game Saturday 
night. 
Abby: No. I turned him down.
Peter: What? Are you crazy? Why? What was 
your excuse?
Abby: No excuse. I told him that I like him, but I 
really do not like sports. But, um, he was 
really nice about it, and he even asked me 
to go to the art fair with him on Sunday.
Peter: So you went to the art fair. I was there, 
but I didn’t see you. 
Abby: No, we didn’t go. I couldn’t. On Sunday, 
I had plans with my family to go to the 
amusement park.
Peter: So you didn’t see him. 
Abby: Yes, I did.
Peter: OK, wait a minute. I’m confused. When 
did you see him?
8
WAnt to, need to, 
hAve to
In this activity, students practice using want	to, need	
to, and have	to in excuses in response to invitations.
• Explain the task, and read through the items. 
• Have students work alone to complete the task. 
Then put students into pairs to compare answers 
and practice the conversations. 
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Video Transcripts
Unit 1: Welcome!
Molly and Peter find the right classroom on the first day of 
class. 
 Molly: Excuse me. Um, hello. 
 Peter: Hi!
 Molly: My name is Molly. What’s your name?
 Peter: I’m Peter. My friends call me Pete.
	 Molly: My friends call me . . . Molly. Hi, Pete. It’s nice 
to meet you.
 Peter: It’s nice to meet you, too.
 Molly: Are you a student here?
 Peter: Yes, I am. My class is at nine o’clock with Miss 
Taylor.
 Molly: Miss Taylor? She’s my teacher. You’re in my 
class.
 Peter: Great!
 Molly: Where is our class?
 Peter: It’s over there.
 * * *
 Peter: Hi. I’m Peter, Peter Krum. I’m in your class.
 Mrs. Smith: Hi, Peter. Nice to meet you. Hello. What’s your 
name?
 Molly: I’m Molly. I’m in your class, too.
 Mrs. Smith: Hello, Holly. Um, is that H-O-L-L-Y?
 Molly: No, it’s Molly: M-O-L-L-Y.
 Mrs. Smith: M-O-L-L-Y. Molly. Hm. What’s your last name, 
Molly?
 Molly: Lin. L-I-N.
 Mrs. Smith: Peter Krum and Molly Lin.
 Peter: Uh, wait. Excuse me. Are you Miss Taylor?
 Mrs. Smith: No, I’m not. I’m Mrs. Smith. Miss Taylor is in 
Room 203. Over there.
 Peter: Oh, thanks.
 Mrs. Smith: Have a good day!
 Peter: Good-bye.
 Mrs. Smith: Bye.
 Molly: Hello, Miss Taylor? 
 Miss Taylor: Yes.
 Molly: I’m Molly Lin.
 Miss Taylor: Hi, Molly. Nice to meet you. There you are. 
Welcome, Molly. 
 Molly: Thank you.
 Peter: Hi, I’m Peter – Peter Krum. 
 Miss Taylor: Krum. Ah, here you are. Welcome, Peter. OK, 
let’s begin class. 
Interchange Intro Video transcripts © Cambridge University Press 2012 Photocopiable116 Unit 1
9781107697539_VRB_Intro_U01-U16_TS.indd 116 8/26/11 10:05 PM
Unit 2: My passport!
Sofia can’t find items for her vacation and rushes to get them 
while her taxi waits.
 Jessica: OK. It’s 10 o’clock.
 Sofia: Yes. And my flight leaves at 12:30.
 Jessica: So, are you ready?
 Sofia: Yes, I am. My wallet is in the bag.
 Jessica: Good. Good. And your ticket?
 Sofia: Yes! My ticket, my ticket. Oh, no! . . . My ticket, on 
the TV, under my notebook. 
 Jessica: Now, you’re ready! 
 Sofia: Yes! Now I’m ready. OK.
 Jessica: Oh! Your taxi!
 Sofia: Bye!
 Jessica: Bye! Have fun in Brazil! 
 Sofia: Yes! Thank you! See you in three weeks! . . . Wait! 
Brazil? 
 Jessica: Yes, Brazil.
 Sofia: Brazil! My passport! 
 Jessica: Sofia! Where’s your passport?
 Sofia: Maybe it’s. . . maybe it’s in a box. 
 Jessica: Oh!
 Sofia: Maybe it’s. . . . It’s probably behind the chair.
 Jessica: No, it’s not here.
 Sofia: OK. Maybe it’s next to the sofa.
 Jessica: Sofia! What’s this?
 Sofia: My camera. I’m going to need that. . . . My 
passport!
 Jessica: Is it under the books? No.
 Sofia: Oh, no!
 Jessica: Sofia, are those your keys, in front of the TV? 
 Sofia: Yes, those are my keys. My passport, Jessica! . . . 
Wait a minute! Wait a minute! It’s . . . it’s on the 
desk in the bedroom.
 Jessica: OK! Bye.
 Sofia: OK, I’m ready now. Bye. 
 Jessica: Bye!
 Sofia: My bag, behind the door. OK, bye!
 Jessica: Bye.
 Sofia: My umbrella, on the shelf! OK!
 * * *
 Captain: This is your captain speaking. Welcome aboard 
the 12:30 flight to Budapest.
	 Jessica: [phone rings] Hello?
 Sofia: Jessica, where’s Budapest?
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Unit 3: Newcomers High School
At a very interesting school, students from around the world 
talk about their countries of origin.
	 Rachel Park: Hi, my name is Rachel Park, and I’m here 
at a very special high school in New York 
City. It’s the Newcomers High School. The 
students at Newcomers High School are 
from many different countries. I’m talking 
to some of the students now. I’m here 
with Fatima, a student at Newcomers 
High School. Hi, Fatima. 
 Fatima: Hello, Rachel.
 Rachel: Where are you from, Fatima?
 Fatima: I’m from Morocco, in North Africa.
 Rachel: Where is it exactly?
 Fatima: It’s in the west, on the ocean.
 Rachel: What’s it like there?
 Fatima: It’s old and beautiful.
 Rachel: And what is this, Fatima?
 Fatima: This is a book about Casablanca.
 Rachel: What language is it in?
 Fatima: It’s in Arabic.
 Rachel: Thank you, Fatima. There are two people 
here with you. Who are they?
 Fatima: They’re my classmates and friends. This is 
Camilia and Cai.
 Camilia and Cai: Hi. / Hello.
 Rachel: Hello. Where are you from, Camilia? Are 
you from Morocco, too?
 Camilia: No, I’m not. I’m from Costa Rica.
 Rachel: Where is Costa Rica, Camilia?
 Camilia: It’s in Central America. I’m from San José, 
the capital.
 Rachel: What’s San José like?
 Camilia: It’s very nice. I like it a lot. 
 Rachel: What are these?
 Camilia: These are photos of the rain forest in my 
country. The rain forest is beautiful and 
interesting. It’s fun, too! 
 Rachel: It looks fun! Thank you, Camilia. And 
how are you today, Cai?
 Cai: I’m just fine, thank you.
 Rachel: And where are you from?
 Cai: I’m from China originally. And here are 
some pictures of my family. He’s my 
brother. He’s a university student in 
China.
 Rachel: How old is he?
 Cai: He’s 22 years old.
 Rachel: What’s he like?
 Cai: Well, he’s very serious and very smart.
 Rachel: Oh, and who are they?
 Cai: They’re my parents. They’re in China with 
my brother.
 Rachel: Fatima, Camilia, and Cai all speak English 
in school, but they speak different 
languages at home. So, Fatima, your first 
language is Arabic?
 Fatima: Yes, it is. I also speak French.
 Rachel: OK, so you speak three languages: 
Arabic, French, and English.
 Fatima: Yes. That’s right.
 Rachel: Cai, what is your first language?Cai: Chinese, and people from Hong 
Kong speak a kind of Chinese called 
Cantonese.
 Rachel: And Camilia, what is your first language?
 Camilia: Spanish.
 Rachel: Thanks to all of you for speaking with me 
today. And now it’s time to say good-
bye. How do you say good-bye in Arabic, 
Cantonese, and Spanish?
 Fatima: Ma’a salama.
 Cai: Joi Gin.
 Camilia: Adiós.
 Rachel: This is Rachel Park from Newcomers High 
School. Good-bye, everyone!
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Unit 4: What are you wearing?
People in New England talk about the clothes they have on. 
 Jamal: Hello, everyone. I’m Jamal Greene, 
and we’re talking to people today about clothes. 
It’s fall here in New England, and it’s a cool, sunny 
day today. What are people wearing? Let’s find 
out!
 * * *
	 Jamal: Excuse me. Hello! 
 Man 1: Hello there.
 Jamal: We’re talking to people about clothes. What are 
you wearing today?
 Man 1: I’m wearing a gray striped suit, brown tie, and 
black shoes.
 Jamal: Is it a summer suit?
 Man 1: No, it’s for cool weather. It’s good for the fall and 
spring.
 Jamal: Very nice, very formal.
 Man 1: Yes, I’m working today, so I’m wearing formal 
clothes. 
 Jamal: I see. And this briefcase, is this yours? 
 Man 1: No, it’s not mine. 
 Man 2: Oh, I’m so happy. This is my briefcase. (to camera) 
Oh, oh, I’m sorry. Sorry to interrupt.
 Man 1: No problem. 
 Man 2: Thanks! Bye!
 Man 1: This is my briefcase. It’s new.
 Jamal: Very nice. I like it.
 Man 1: Thanks! 
 Jamal: Well, thank you for talking with us today. 
 Man 1: Sure. No problem.
 Jamal: Bye-bye.
 Man 1: Bye! 
 * * *
 Jamal: Here’s Megan and Jasmin. And you’re wearing 
school uniforms, right? 
 Girls: Yeah / Yes.
 Jamal: What is the uniform like for your school? 
 Jasmin: My uniform is a tie, white blouse, navy 
blue skirt, and white socks.
 Jamal: And yours? 
 Megan: White socks, a gray skirt, a white 
blouse, and a blue sweater.
 Jamal: But you’re not wearing it right now. 
 Megan: That’s right. But it’s over there, on 
the bench.
 Jamal: Oh, OK. And these are your 
backpacks. Whose backpack is that? Is 
it yours?
 Jasmin: Yes, it is. The blue backpack is mine.
 Megan: And my backpack is yellow.
 Jamal: Thanks, girls.
 * * *
 Jamal: Hello. How are you doing today?
 Sheila: I’m fine.
 Jamal: And what is your name? 
 Sheila: I’m Sheila.
 Jamal: Hi, Sheila. And what is her name? 
 Sheila: This is Julie.
 Jamal: Hi, Julie. So what are you wearing 
today? 
 Sheila: We’re just wearing casual clothes. I 
have on boots and jeans, a blouse, a 
light jacket, and some sunglasses.
 Jamal: And a very pretty purple scarf.
 Sheila: Thank you.
 Jamal: And what is Julie wearing?
 Sheila: She’s wearing blue pants, a white 
sweater, a pink hat. It’s her favorite 
hat.
 Jamal: That’s a very pretty hat. Well, thank 
you both! Enjoy your day.
 Sheila: Thank you. We will.
 Jamal: Well, that’s all the time we have. I’m 
Jamal Greene, and I’m wearing a light 
blue shirt, black pants, and . . . hey, 
where’s my jacket? Excuse me, that’s 
actually my jacket.
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Unit 5: Everybody’s having fun.
Peter is bored and talks to friends to see what they’re doing.
 Kate: Hello?
 Peter: Hey, Kate. It’s Peter.
	 Kate: Hi, Peter. How are you?
 Peter: Fine, thanks. Actually, I’m bored. I’m studying, and 
it’s no fun. What are you doing?
 Kate: I’m babysitting.
 Peter: Babysitting? Who?
 Kate: I’m at my neighbor’s. I’m babysitting Lindsay. 
 Peter: You are?
 Kate: Yeah. We’re playing, and I’m having fun. Actually, 
she’s waiting for me. I have to go. Talk to you 
soon, Peter.
 Peter: Yeah, sure.
 Kate: Bye.
 * * *
	 Doug: Hello, Peter?
 Peter: Hey, Doug. What’s up?
 Doug: I’m with my girlfriend, Melissa.
 Peter: Is everything OK?
 Doug: Yeah. I’m with Melissa and her parents. 
 Peter: Oh. How’s it going?
 Doug: OK, I guess. We’re having dinner together. 
	 Peter: Nice.
 Melissa: It’s ready!
 Doug: I’m coming! I have to go. Talk to you soon. 
 Peter: Good luck with Melissa and her parents.
 Doug: Thanks. Thanks a lot.
 * * *
 Peter: Uh, hello?
 Emi: Hi, Peter. It’s Emi. Um, are you OK?
 Peter: I’m studying.
 Emi: You’re not studying. You’re sleeping!
 Peter: OK, OK, I’m sleeping. But I’m studying, too! What 
are you doing, Emi?
 Emi: I’m hanging out with Ivan and Carla.
 Peter: Really? Sounds like fun.
 Emi: Yeah. We’re watching movies at my place. Are you 
busy?
 Peter: Well, I’m studying for a test that I have on 
Monday. 
 Emi: We’re making popcorn. 
 Peter: What time is it?
 Emi: It’s twenty after nine. Ivan is ordering a pizza.
 Peter: OK! I’m coming!
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Unit 6: My life
Vanessa introduces us to her busy life. She is a webpage 
designer during the week, and a comedian on the weekends. 
 Vanessa: Hi, I’m Vanessa. Welcome to my home. I live here. 
Come on in! 
 * * *
 Vanessa: This is my mom, and this is my dad. This is my 
brother, Wynton. He doesn’t live with us. He has 
his own apartment. He’s 25. I’m 22, so that makes 
him my big brother.
	 Dad: Bye, lovelies.
 Vanessa: Bye, Dad.
 Mom: Have a good day, dear.
 Vanessa: Weekdays, I get up around 7:30. We have 
breakfast at about eight o’clock, right here.
 * * *
	Vanessa: My mom is a teacher. She works in the school. 
She takes the bus to work. The bus comes at 
8:30, and she gets home about five.
 * * *
	Vanessa: My dad drives to work. He works in the clinic. 
He’s a doctor. He starts work at nine o’clock and 
gets home at six. 
 * * *
	Vanessa: And how do I get to work? I walk from here . . . 
 * * *
	Vanessa: . . . to here. This is my room. It’s also my office. I’m 
a web designer, so I work from home. It’s difficult 
work, but it’s interesting. And I start at 9 a.m.
 * * *
 Vanessa: At 1:30, I take a lunch break. Sometimes I go out, 
but today I’m eating at home. Mmm, looks good! 
Thanks, Mom! 
 * * *
 Vanessa: I finish at five. Every night is the same. My 
parents watch TV, or read, or go for a walk. But 
not me. I write. I am always writing jokes. I’m a 
comedian! Well, I want to be a comedian.
[end of joke in background] . . . and he brings all of 
his laundry home with him! What’s up with that?
 * * *
 Vanessa: I tell my jokes to my mom and dad. Sometimes 
they laugh, sometimes they don’t, but it’s OK.
 * * *
 Vanessa: On Saturdays, I go downtown. I go to a comedy 
club and tell my jokes. It’s exciting! This is my 
dream! The show starts at 8:00 p.m. and ends at 
eleven. I go home about midnight.
 * * *
 Vanessa: I get home pretty late, but that’s OK. On 
Sundays, I can sleep all day. I have a pretty busy 
schedule. I design web pages, I write my jokes, 
I do comedy, and I help out around the house. 
What about you? What’s your schedule like? 
See you. 
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Unit 7: Richdale Street
Jessica describes her new apartment to her mom, who shows 
up unexpectedly. 
 Sofia: It’s your mom.
 Jessica: Hello? Hi, Mom. How are you?
Pretty good. A little tired, but good. Sofia says 
“hello.” Yeah, it’s nice. (to Sofia) She’s asking about 
our apartment. (to Mom) Yeah, I like it. 
Well, let me see. There are four rooms: the living 
room, the kitchen, and two bedrooms. Oh, and 
of course,a bathroom.The living room? Well, it’s 
really big. The kitchen is nice, too. 
 * * * 
No, we don’t have a microwave. We just have a 
regular oven. 
 * * * 
Yes, the kitchen is very sunny. There is a modern 
refrigerator. 
 * * * 
Clean? Yeah, of course, it’s clean. 
 * * * 
The bedroom? Actually, there are a lot of big 
windows. And the view is really great. 
 * * * 
Yeah, there’s a really big closet, too. 
 * * * 
Mom! I live in an apartment, in the city. There is no 
yard. 
 * * * 
What? The present. Yes, yes, I do. Thank you very 
much for the vase. We really like it. 
 * * * 
Oh, it’s in the living room. 
283 Richdale. Why? . . . What? . . . You’re in 
town? . . . Uh, . . . great! . . . OK, see you soon. 
 Jessica: (to Sofia) She’s coming here! Now! 
 Sofia: No way!
 * * *
 Jessica: [Mom knocks on door] Just a minute!
 Mom: Jessica, is that you? It’s Mom.
 Jessica: I’m coming!
 Mom: What’s going on in there?
 Jessica: [opens door] Hi, Mom! Come on in.
 Mom: How are you?
 Jessica: Good! How are you?
 Mom: Good. So this is your apartment. 
 Jessica: Yeah.
 Sofia: [inside apartment] Hi.
 Mom: (to Sofia) You must be Sofia.
 Sofia: Nice to meet you.
 Mom: You, too. How was Brazil?
 Sofia: It was awesome. Thank you for asking.
 Mom: What a nice apartment.
 Jessica: Thank you.
 Mom: This is the perfect place for my vase. 
Is this the bedroom?
 Girls: Don’t open that / it!
 Mom: Oh!
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Unit 8: The night shift
People who work at night talk about their jobs and their 
rather unusual routines.
 Rachel: It’s 11:30 at night, and most people are sleeping. 
That’s because most people work during the day 
and sleep at night. But some people – about 
15 percent of people in the United States – work 
at night. What kinds of jobs do they do on the 
night shift? Let’s find out! 
 * * *
 Rachel: I’m Rachel Park, and I’m standing in front of 
Memorial Hospital with Eva North. She works 
here in the hospital. . . . Eva, what do you do?
 Eva: I’m a doctor.
 Rachel: Where do you work, exactly?
 Eva: Right here in the emergency room.
 Rachel: Is it busy at night?
 Eva: Yes, yes, it is.
 Rachel: Really?
 Eva: All day and all night.
 Rachel: How do you like your job?
 Eva: It’s stressful. I work long hours – from 11 to 7. But 
every day in the hospital is different. I like it.. . . . 
Oh, actually, I’m sorry. I have to go. 
 * * *
 Rachel: There are one thousand eight hundred [1,800] 
emergency rooms, or “ERs,” in hospitals around 
the country. Each ER has a big staff, including 
ambulance drivers. 
 * * *
 Rachel: Some people come to the emergency room 
in an ambulance. Trey is an ambulance driver 
and he works the night shift. . . . So, you’re an 
ambulance driver. Is your job difficult?
 Trey: Yes, it is. But it’s exciting!
 Rachel: What time do you start work?
 Trey: I start work at the same time every night, at 
midnight. 
 Rachel: And when do you finish?
 Trey: At 10 in the morning.
 Rachel: That’s ten hours. You work hard. 
 Trey: Yes, I do. But I take a break at 5 a.m. for breakfast.
 Rachel: Trey usually has breakfast at the Galaxy Diner. It’s 
open 24 hours a day. Trey has a short break, but 
it’s OK. The service at the Galaxy Diner is fast. 
 * * *
 Rachel: It’s now 5:30 in the morning, and we’re at the 
Galaxy Diner. We’re talking with Dwayne. . . . 
Dwayne, what do you do?
 Dwayne: I’m a waiter here. Oh, and I’m also a student.
 Rachel: What are you studying?
 Dwayne: Business. 
 Rachel: That’s great. What’s your schedule like?
 Dwayne: I go to school from eight in the morning until 
noon, and then I study two or three hours. I 
sleep until about 10, and then I come here to 
work. I usually work from 11 p.m. to 7 a.m.
 Rachel: What time do you finish today?
 Dwayne: Today is a hard day. On Thursdays, I work extra 
hours. I start at 11 p.m., and I go home at 11 a.m.
 Rachel: Dwayne takes a taxi home on Thursdays.
 * * *
 Rachel: A taxi like this one. Taxi drivers on the night shift 
often work twelve to fourteen hours. There aren’t 
as many customers, so they work longer hours. 
This is Gio. Gio drives a taxi at night. . . . Gio, it’s 
6 a.m. How are you?
 Gio: I’m doing OK. 
 Rachel: What time do you start work?
 Gio: At midnight. And I finish work at noon.
 Rachel: Wow. That’s twelve hours! Is your job difficult?
 Gio: No, it’s pretty easy, really. Sometimes it’s quiet, 
though. Everyone’s sleeping at night.
 Rachel: What do you do after work?
 Gio: I sleep! I go home and sleep for ten hours!
 Rachel: Ah, sleep. That sounds like a good idea. . . . This 
is Rachel Park, saying “good morning” and “good 
night”! 
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Unit 9: At the diner
People in a restaurant talk about what they are eating and 
drinking for brunch.
 Jamal: Hi, I’m Jamal Greene, and I’m standing in front of 
Sunny’s Diner. Sunny’s Diner is 80 years old, and 
it’s still a very popular neighborhood restaurant. 
What are people eating? Let’s go inside and see!
 * * *
 Student: And I’ll have two eggs, some toast with butter, 
and some orange juice, please.
 Server: Do you want any jam with your toast?
 Student: No, thanks.
 Jamal: Hi. I see you’re having some coffee, too.
 Student: Yes, I am.
 Jamal: Do you always have coffee with your meal?
 Student: Yes, I do. I study late at night, and I’m sleepy in 
the morning.
 Jamal: Now, today is Sunday, and there’s a special 
brunch menu. Do you ever have breakfast here 
on weekdays?
 Student: No. On weekdays, I eat breakfast at home. 
 Jamal: What about lunch?
 Student: I usually have lunch at school with my friends.
 Jamal: OK. Well, enjoy your meal.
 Student: Thanks.
 * * *
 Jamal: Eggs, toast, orange juice, and more. Sunny’s 
serves a lot of foods that are good for you. (to 
woman) And what are you eating?
Woman: I’m having some yogurt, some granola, and a 
fruit salad.
 Jamal: Now that’s a healthy meal!
 Woman: Yeah, I usually eat well. And I never eat sweet 
snacks.
 Jamal: Never?
 Woman: Well, sometimes I have chocolate.
 Jamal: Chocolate. I love chocolate. And you’re 
having coffee, I see.
 Woman: No, it’s tea. Black tea, no sugar.
 Jamal: Do you come to Sunny’s often?
 Woman: No, this is my first time. I’m from Canada, 
actually. I’m a tourist.
 Jamal: Welcome to our city. Enjoy your stay!
 * * *
 Jamal: And what are you having?
 Father: Hm, I’m not sure . . .
 Jamal: Well, you know, there’s a special today: 
steak and eggs.
 Father: I know. But I don’t eat meat. I usually eat 
vegetables. (to Richie) Vegetables are good 
for you. Right, Richie?
 Son: Yeah, but I don’t like broccoli.
 Father: But do you like corn?
 Son: Yeah, it’s OK.
 Jamal: And who is this?
 Father: This is my son, Richie.
 Jamal: Hi, Richie. Do you like Sunny’s Diner?
 Son: Yeah! It’s great! 
 Jamal: And what are you having?
 Son: Pancakes with extra syrup!
 Jamal: And to drink?
 Son: A large orange juice.
 Father: I think I know what I’ll have now: a green 
salad with lettuce, tomatoes, and onions.
 Jamal: And what do you usually drink with your 
meal?
 Father: Just a glass of water. 
 * * *
 Jamal: Great food, great prices. Everybody loves 
brunch at Sunny’s Diner! I’m Jamal Greene, 
and we hope to see you here next Sunday! 
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Unit 10: What’s your sport?
People talk about the activitiesthat they enjoy at Flushing 
Meadows Park in Queens, New York. 
 Lisa: Hi, there! I’m Lisa Kim. Welcome to Flushing 
Meadows Park in Queens, New York. We’re here to 
talk to people about sports. On weekends, these 
soccer fields are crowded. There are soccer teams 
for kids and for adults. 
 * * *
 Lisa: This is Omar. He plays soccer at Flushing Meadows. 
Hi, Omar.
 Omar: Hello.
 Lisa: So, you’re playing soccer today. Who are you 
playing with?
 Omar: With other friends from my country. We have a 
team.
 Lisa: How often do you practice?
 Omar: On Saturdays and Sundays. We start at 10 
in the morning.
 Lisa: Soccer is hard. But it’s not all hard work. Over 
there, you can get a snack. They sell hot dogs, 
empanadas, and other snack foods.
 * * *
 Lisa: There’s so much to do here. There are baseball 
fields, basketball courts, handball courts, and even 
a cricket field. (to Ian) So, Ian, you play cricket. 
What exactly is that?
 Ian: That’s a good question. Well, it’s a team sport. You 
play it with a ball and bat. There are 11 people on 
each team. The team with the most runs wins.
 Lisa: So, it’s kind of like baseball.
 Ian: Yes. It’s similar.
 Lisa: Cricket is not very well known in the U.S. Where in 
the world do people play cricket?
 Ian: Well, it’s popular in Australia, India, South Africa, 
and England – that’s our home. And of course, 
I can play cricket here at Flushing Meadows. 
It’s great!
 Lisa: And what sports do you like, Diane?
 Diane: Oh, I love tennis.
 Lisa: Do you play tennis here at Flushing Meadows?
 Diane: Oh, no. I don’t play tennis. I watch it. Right over 
there.
 * * *
 Lisa: This is the National Tennis Center, home to the 
U.S. Open. The U.S. Open is an internationally 
famous tennis tournament. People come from 
all over the world to watch tennis matches here. 
But you can play tennis and you can take tennis 
lessons here, too.
 * * *
 Lisa: What sports do you like?
 Susan: I like a lot of sports, but I really like golf.
 Lisa: Golf? Can you play golf here, too?
 Susan: Yes, you can. It’s mini golf. My husband takes our 
kids to the playground, and I can relax.
 * * *
 Lisa: Flushing Meadows has something for everyone. 
And you don’t need to play sports to enjoy the 
park. You can also just take it easy. There are 
many beautiful places to walk in the park. Like 
this.
 * * *
 Lisa: Best of all, you can get to Flushing Meadows 
easily on the subway from Manhattan. The 
Number 7 train takes you right to the park. 
 * * *
 Lisa: But where do you get off the train? Just look for 
the Unisphere. This giant globe tells you that 
you’re in Flushing Meadows. Pretty great, huh? 
Flushing Meadows welcomes people from all 
around the world to play sports, watch sports, or 
just enjoy a day in this beautiful park. Why don’t 
you come for a visit, too?
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Unit 11: A trip to Washington, D.C.
People talk about what they are going to do during their visit 
to Washington, D.C. 
 Marc: This is Washington, D.C. I’m Marc Jones, and 
I’m standing here on the National Mall. The 
National Mall is a good place for sightseeing 
in Washington. You can see a little bit of 
everything here. There are museums, parks, 
famous buildings, and lots of monuments.
 * * *
 Marc: Hi. How are you today?
 Woman: Just fine.
 Marc: So, is this your first time in Washington, D.C.?
 Woman: Yes, it is.
 Marc: And who are you with?
 Woman: This is my daughter. Today’s her 16th birthday. 
We’re visiting Washington, D.C., for her 
birthday.
 Marc: Well, happy birthday!
 Girl: Thanks!
 Marc: So, what are you going to do?
 Girl: Well, we’re going to visit some museums. And 
then, we’re going to have lunch at a café in the 
museum.
 Marc: Nice! What museum are you going to visit?
 Girl: I want to visit the National Air and Space 
Museum. I want to be a pilot someday.
 Marc: Great! Well, have a good day.
 Woman: Thanks.
 Marc: Happy birthday.
 * * *
 Marc: Let’s find some more people to talk with. . . . Hi, 
guys!
 Students: Hi. / Hello.
 Marc: So, how do you like Washington?
 Student 1: We love it. It’s really fun.
 Marc: Are you visiting with your family?
 Student 1: No, we’re here with our school. Our teacher is 
right over there.
 Marc: Well, it’s a beautiful day. What are you going 
to do?
 Student 2: We’re going to visit the Capitol building. We’re 
going to take a tour.
 Student 1: After that, we’re going to watch the fireworks.
 Marc: Fireworks? Where are they going to have 
fireworks?
 Student 2: Right here on the Mall. They start at 10 p.m.
 Marc: Wow. I didn’t know that. 
 * * *
 Marc: How about you? What are you going to do?
 Bim: Well, I’m an artist, so I want to see the art 
museum. So, I’m going to spend the whole 
day there.
 * * *
 Diane: I going to spend the day outside because 
it’s so nice. I’d like to see some monuments – 
maybe the Lincoln Memorial or the Jefferson 
Memorial.
 * * *
 Marc: What are you going to do? 
 Jorge: I’m going to go to the top of the Washington 
Monument because you can see the entire 
Mall from there. And then I’m going to walk to 
the White House. I’d like to take a tour there.
 * * *
 Marc: You can get to the National Mall easily by 
public transportation. Once you’re here, 
you can walk to everything. It’s easy to get 
around. 
 * * *
 Marc: Museums, fireworks, sightseeing. There’s so 
much to see and do on the National Mall. In 
fact, it’s my turn to have some fun. I’m going 
to take one of those sightseeing buses to, . . . 
well, I don’t know. But it’s going to be 
interesting!
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Unit 12: Where does it hurt?
Peter goes to see the doctor, but he ends up solving the 
doctor’s health problem.
 Peter: Hi, Dr. Smith.
 Dr. Smith: Peter! It’s good to see you. How are you feeling 
today? 
 Peter: Not so good, Doc. 
 Dr. Smith: OK. Tell me exactly what’s the matter.
 Peter: Well, I have an earache, and it really hurts, and 
I’m a little dizzy.
 Dr. Smith: Sorry to hear that. Let me take a look, hm? 
All right. Do you have a cough?
 Peter: No, I don’t.
 Dr. Smith: Do you have a fever?
 Peter: No, I don’t. I feel pretty terrific. It’s just my ear.
 Dr. Smith: OK, so the pain: Do you feel it all the time, or 
does it come and go?
 Peter: No, it isn’t constant. Just from time to time. 
 Dr. Smith: Do you feel tired?
 Peter: No, I actually have a lot of energy. I actually go 
swimming all the time.
 Dr. Smith: OK. Give me an “ah.”
 Peter: Ahh.
 Dr. Smith: Thank you. So, do you go swimming every day? 
 Peter: No, not every day. Probably three times a week.
 Dr. Smith: I think I see the problem.
 Peter: Is it serious?
 Dr. Smith: Oh, no. You have some extra wax in your ear, 
probably because you swim so much. I’m going 
to give you some medicine, and you should feel 
better in a week.
 Peter: OK. Sounds good.
 Dr. Smith: All right. I’m going to give you some ear drops 
and some pills. Take one pill before breakfast. 
Use the ear drops before bed.
 Peter: One pill in the morning, ear drops at night.
 Dr. Smith: That’s it!
 Peter: OK. And can I swim?
 Dr. Smith: No swimming for two weeks. But after that, you 
should be OK.
 Peter: Great. Thanks, Doc.
 Dr. Smith: No problem. . . . Ow!
 Peter: Hey, Doc, are you OK? 
 Dr. Smith: Oh, no, it’s OK, really. It’s . . . it’s just my back. I 
have a backache.
 Peter: Is the pain here, or here?
 Dr. Smith: No, it’s down here.
 Peter: OK. Does it hurt all the time?
 Dr. Smith: Only when I stand a lot, andwhen I move 
like . . . ow!
 Peter: OK, I have just the thing. Come on. Stand up 
straight.
 Dr. Smith: What?
 Peter: My father has the same back pain. I can help 
you. 
 Dr. Smith: I have a lot of patients to see today.
 Peter: This will only take a minute. Take your left leg, 
pull it up to your chest like this, and turn your 
body to your right. . . . More!
 Dr. Smith: Oh! I feel that. . . . You’re not going to charge me, 
are you?
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Unit 13: Across the bridge
Sara and Ben cross the Capilano Suspension Bridge in 
Vancouver, British Columbia, Canada.
 Sara: Here we are: the Capilano Suspension Bridge, one of 
Vancouver’s most popular tourist attractions.
 Ben: Capilano Suspension Bridge. 
 Sara: Come on! Let’s go!
 * * *
 Sara: Wow. It’s beautiful. 
 Ben: Yeah. Really nice. 
 Sara: Come on.
 Ben: Wait. 
 Sara: Photos! Good idea. 
 Ben: Tell you what: Let me get your picture over at the 
totem poles. 
 Sara: The totem poles? They’re across from the gift shop. 
We can do that later. Come on, let’s cross.
 Ben: Please, Sara. It’s nearby. It’ll only take a second. Do it 
for me?
 Sara: OK.
 * * *
 Ben: Now turn a little, and stand next to that one. . . . 
Good!
 Sara: OK, my turn.
 Sara: Stand between those two. . . . All right. We got some 
great photos. Now let’s go cross that bridge.
 Ben: Oh! I just remembered!
 Sara: What?
 Ben: We have to get a present for my mom. We promised.
 Sara: Yeah?
 Ben: The gift shop’s just back there. We can get her 
something really nice . . .
 Sara: Ben . . .
 Ben: . . . and then we can go to the restaurant, and we can 
get something to eat. 
 Sara: Ben?
 Ben: What?
 Sara: What’s going on? 
 Ben: What do you mean?
 Sara: Well, first you wanted to go to Totem Park. Now you 
want to go to the gift shop. What about the bridge?
 Ben: Well, actually, I don’t like high places. I get scared, 
and I freeze up.
 Sara: So you don’t want to go across the bridge?
 Ben: Uh-uh. No. Nope. No! 
 Sara: Why didn’t you say something sooner?
 Ben: Because I didn’t want to disappoint you.
 Sara: Oh, don’t worry about me! I can still cross the bridge 
by myself. 
 Ben: Really? You don’t mind?
 Sara: Of course not! I know. You stay on this side of the 
bridge and take a video of me crossing! How about 
that?
 Ben: OK. Sounds good! Let’s go!
 * * *
 Ben: OK.
 Sara: How am I doing?
 Ben: What’s it like down below?
 Sara: Ben?
 Ben: Yeah?
 Sara: Help.
 Ben: What’s wrong?
 Sara: I can’t move.
 Ben: Hold on! I’m coming.
 * * *
 Ben: How are you feeling?
 Sara: You crossed the bridge!
 Ben: Oh, my gosh! I . . . we . . . 
 Sara: Let’s go to lunch.
 Ben: Yeah, great.
 Sara: At the restaurant.
 Ben: Yeah.
 Sara: It’s across the . . .
 
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Unit 14: How was your vacation?
Hugo tells his co-worker Evan about his bad vacation.
 Evan: Hey, Hugo. Welcome back!
 Hugo: Ow!
 Evan: Oh, sorry. Are you OK?
 Hugo: Yeah, I’m fine. 
 Evan: OK. Did you have a good vacation? 
 Hugo: It was OK.
 Evan: Just OK? Did you go to the mountains or the 
beach?
 Hugo: Oh, I went to the beach.
 Evan: Fantastic! Tell me about it!
 Hugo: Stop. Wait. Don’t. I’ll tell you all about it. . . . I was 
really happy when I got there. It was beautiful. The 
water was so blue, and the sand was white. There 
were palm trees and cool breezes. I couldn’t wait to 
hit the beach. 
 Evan: Lucky you. So what did you do first?
 Hugo: Well, the first day I just relaxed on the beach. I even 
fell asleep there. 
 Evan: Kind of like Harry there?
 Hugo: Yeah. Like that.
 Evan: So you fell asleep on the beach. That sounds nice.
 Hugo: Yeah, it was, except I didn’t use any sunscreen. 
 Evan: Uh-oh.
 Hugo: And I got sunburned all over.
 Evan: Ouch! So that explains the . . .
 Hugo: Exactly. . . . So after that, I didn’t go back to the 
beach.
 Evan: That’s too bad. Was the hotel nice, at least?
 Hugo: It was really hot.
 Evan: Yeah? 
 Hugo: Yeah! The air conditioning didn’t work. I couldn’t 
sleep at all.
 Evan: So you’re saying it’s nicer here? In the office?
 Hugo: Yeah.
 Evan: That doesn’t sound good. . . . [looking at the picture 
he took of Harry] I can’t wait to send this around the 
office. . . . (to Hugo) Hey, did you take any pictures 
during your trip?
 Hugo: Well, that’s another thing. . . . I bought myself a new 
camera, just for my trip. 
 Evan: Cool. 
 Hugo: Yeah. It was expensive, too. But I forgot to pack it. 
I left it at home.
 Evan: Oh, that’s too bad. So, when did you get back?
 Hugo: I planned to come back on Saturday, but they 
canceled my flight. So I spent the night at the 
airport. I finally got home late last night. And I had 
an early meeting today, so I came to work early. 
 Evan: That’s terrible, Hugo.
 John: Hey, Evan. You’re all set. Your flight to Chicago for 
tomorrow is confirmed, and they upgraded you to 
a deluxe suite at no cost. 
 Evan: Great. 
 John: Here you go. 
 Evan: Thank you, John.
 John: No problem. 
 Evan: I have to run. It’s good to have you back! 
 Hugo: Thanks, Evan. It’s good to be back. I think I need a 
vacation. 
 John: Hey, Hugo. Welcome back. 
 
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Unit 15: On Broadway
People who work in Broadway theater talk about their lives. 
 Rachel Park: Times Square. Midtown Manhattan. And the 
heart and the home of the theater district: 
Broadway! This is New York City! And no trip 
to New York is complete until you go to a 
Broadway play or musical. Broadway is a busy 
and exciting place to be. It’s also the dream 
of thousands of actors, dancers, musicians, 
and other artists. Let’s talk with some of the 
people who actually work here on Broadway. 
 * * *
 Rachel: Hi, Sylvia.
 Sylvia: Hi.
 Rachel: This is Sylvia Santiago. . . . Sylvia, were you 
born in New York?
 Sylvia: No, I was born in Mexico.
 Rachel: And when did you come to New York?
 Sylvia: I came here five years ago. I want to be an 
actress.
 Rachel: Wow. Do you want to be in a Broadway 
show?
 Sylvia: Yes! That’s my dream.
 Rachel: Did you study acting before you came to 
New York?
 Sylvia: No, I didn’t. I studied law.
 Rachel: Law? Really? That is a big change. What did 
your parents say about you coming to New 
York?
 Sylvia: They were worried. They thought this was 
a big, dangerous city. But last month they 
came to visit New York, and now they love it. I 
do, too!
 Rachel: That’s wonderful. Well, Sylvia, good luck to 
you!
 Sylvia: Gracias! I mean, thanks!
 * * *
 Rachel: This is Andrea. She works right here in the 
theater. . . . Hi, Andrea.
 Andrea: Hello, Rachel.
 Rachel: So, Andrea, what do you do?
 Andrea: I’m a percussionist. I play the drums. 
 Rachel: So, you’re in the orchestra?
 Andrea: That’s right.
 Rachel: That’s interesting. 
 Andrea: Yeah. We play a show every day and two 
shows on Wednesdays, Saturdays, and 
Sundays.
 Rachel: Do you get any time off? Can you take a 
break?
 Andrea: Sure. The theater is closed on Mondays.
 Rachel: I see. So, Andrea, were you born in New York?
 Andrea: Yes, I was. Not too far from here, actually. In 
Brooklyn. My parents were born in New York, 
too.
 Rachel: What did you study in college?
 Andrea: Music, of course. I always wanted to play on 
Broadway.
 Rachel: And now you’re doing it! Congratulations, 
Andrea, this is your dream come true!
 Andrea: Thanks.
 * * *
 Rachel: This is Frank Norris. . .. Frank, what do you do 
here?
 Frank: I’m an usher.
 Rachel: An usher? What exactly do you do?
 Frank: I take customers’ tickets and I show them to 
their seats.
 Rachel: Why did you become an usher?
 Frank: Because I needed the money. I like it, though. 
I get to meet a lot of nice people. And I get to 
see a lot of shows for free!
 Rachel: Nice. What else do you do?
 Frank: I’m a college student. I came to New York to 
study writing. I want to write Broadway plays. 
 Rachel: Are you from New York?
 Frank: No, I grew up in Colorado.
 Rachel: OK. Good luck, and thanks!
 Frank: Thanks.
 * * *
 Rachel: There you have it – Broadway stories. 
Remember the names and faces you saw 
today because, who knows: You might meet 
them again when you come to Broadway!
 
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Unit 16: Then he said . . .
Abby tells her friend Peter about her date. 
 Peter: Hey! How’s it going?
 Abby: I’m good, Peter. How are you?
 Peter: I’m fine. Oh, hey, did you see Greg last 
weekend?
 Abby: Oh, well, that’s kind of a long story. 
 Peter: Well, we have plenty of time before class. 
Come on. Let’s go outside.
 Abby: OK. 
 Peter: I’m all ears.
 Abby: OK. Well, I saw Greg here at school on Friday.
 Peter: Yeah? Did you talk to him?
 Abby: Yeah, but he was in a hurry. So he said, “Can I 
call you later?” and I said, “OK.” And he did. 
 Peter: And? What did he say? 
 Abby: He asked me to go to the movies with him that 
night.
 Peter: Great! So you went to the movies together.
 Abby: No, I couldn’t because of my little sister. I had 
to babysit. So then he asked if I wanted to go 
to the basketball game the next night.
 Peter: Oh, so you went to the game Saturday night. 
 Abby: No. I turned him down.
 Peter: What? Are you crazy? Why? What was your 
excuse?
 Abby: No excuse. I told him that I like him, but I really 
do not like sports. But, um, he was really nice 
about it, and he even asked me to go to the 
art fair with him on Sunday.
 Peter: So you went to the art fair. I was there, but I 
didn’t see you. 
 Abby: No, we didn’t go. I couldn’t. On Sunday, I had 
plans with my family to go to the amusement 
park.
 Peter: So you didn’t see him. 
 Abby: Yes, I did.
 Peter: OK, wait a minute. I’m confused. When did you 
see him?
 Abby: On Sunday. I asked him to go to the 
amusement park with us, and he accepted my 
invitation. He said, “I’d love to go.” 
 Peter: So you all went to the amusement park on 
Sunday. That’s cool. How was it? 
 Abby: Well, I’m not sure.
 Peter: What do you mean, you’re not sure? What 
happened? 
 Abby: Well, we went on this big roller coaster!
 Peter: Was it fun?
 Abby: Yes, but I got sick, and I had to sit down for a 
while. 
 Peter: What did Greg do?
 Abby: He offered to buy me a soda to help settle 
my stomach. Then he realized that his wallet 
was gone. It fell out of his pocket on the roller 
coaster.
 Peter: Oh, that’s too bad.
 Abby: I felt terrible about it. But then my sister came 
over, and she had Greg’s wallet! He left it at 
the restaurant where we had lunch, before we 
went on the roller coaster. She picked it up 
and kept it for him.
 Peter: What a relief! Was he happy?
 Abby: Oh, yeah. He even offered to buy her ice 
cream, to say “thank you.” 
 Peter: Did she like that?
 Abby: Yup. She got two scoops of chocolate ice 
cream. She loved it, but, . . . he didn’t.
 Peter: What do you mean?
 Abby: She accidentally dropped her ice cream on 
him. She got chocolate ice cream all over 
Greg’s new shirt. She ruined it.
 Peter: Oh, no!
 Abby: He was cool about it, but I’m just afraid Greg 
didn’t have a very good time. 
 Peter: That’s too bad. 
 Abby: Yeah.
 Peter: [Abby’s phone rings] Maybe it’s Greg.
 Abby: Very funny. [She sees it is Greg and shows Peter]
 Peter: I told you! Answer it!
 Abby: Greg? Hi! . . . I’m fine, thanks. You did? . . . 
Well, I had a very good time, too. You’re 
welcome. . . . What? . . . Really? . . . Yes, sure, 
I’d love to. . . . No, no, tomorrow’s bad. . . . Yeah, 
I have dance class. . . . No, my grandparents 
are coming over Wednesday night. It’s their 
40th anniversary. . . . Um, no, not on Thursday 
because I have this huge test the next day, 
and I’m going to study with some of my 
classmates. . . . Friday? Well, let me see. Oh, 
no. I have a dentist appointment in the 
morning, and . . .
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